David Anderson

Map & Compass Lesson Plan

I.

Preplanning tasks:
a. Connection analysis: The main goal is to give the students the ability to navigate
effectively and plan routes using a map and compass.
b. Content analysis: Parts of a map, how to read a map, parts of a compass, how to
read a compass, how to use a map with compass to navigate, how to use a
compass and map to triangulate position.
c. Objectives: Students will reach their goals by participating in the lesson, practice
learned skills and demonstrate them.
d. Objective Rationale: This is a basic task needed to be safe and efficient in
planning trips, and during the trips themselves.

II.

Lesson Set-up/opening
a. After first nights camp is established, (Late afternoon) students will be asked to
bring their map and compasses to the kitchen area. Once everyone is there, they
will be asked to pull out their maps and find where we are on the map. (Have each
student show me where they think we are and why. Confirm location or give
student just enough information to get them closer.)
b. Connect new learning: Explain to them how important it is to be able to navigate
using the old ways, and to not become 100% reliant on GPS and electronic
methods of navigation. A map and compass never run out of batteries.

III.

Lesson Body
a. Linguistic, Logical, Spatial, Inter/Intrapersonal approaches will be used during
this lesson. Individual differences will be addressed as the instructor has one on
one time with each student.
b. Sequence of activities
1. Ask students to look at their maps. Then ask them to find markings
on the map, and if they can tell me what the markings mean.
(Making sure all symbols, colors, lines, magnetic declination, map
key, etc. are addressed.) Ask for questions, recap. [25 min]
2. Explain in better detail contour lines and the elevations. (This can
be done by showing the students on the map where we are,
comparing the surrounding terrain with them, discussing how it
looks on the map vs how it looks in person.) Ask for questions,
recap.
[15 min]
3. Exercise/check for knowledge. During the day as you lead the
group you have pointed out land marks and points of interest on
your route to camp. Have the students use the map, and their new
understanding of how to read the map to find these landmarks.
(Have each student notify you when they think they have found the
landmarks. Then verify if the student is correct, or help them if they

are having trouble. This should give you an idea if students are on
track or need one on one help) [15 min]
4. Have students grab their compasses. Show them using your
compass, all the parts, and how they are used. (Let the students
examine their compasses, asking questions on their specific model)
[10 min]
5. Explain magnetic lines of flux, magnetic declination, true north,
and how to identify these for each map, and adjust. Ask for
questions, recap. (Draw globe, lines of flux in the dirt or on paper)
[15min]
6. Explain bearings on a compass, degrees, and cardinal directions.
(Using landmarks that can be seen from your location shoot a few
bearings, having the students follow along.) Ask if anyone needs
help or is having difficulty reading their compass. [15min]
7. Bring bearing from the real world to the map. Explain how this is
important in navigation. (Demonstrate how to take bearings from a
map and apply them to the real world, and vice versa.) [10min]
8. Explain and demonstrate how to use the compass scale and the
maps distance scale to estimate distance. [5 min]
9. Exercise/check for knowledge. Using the current location, identify
a couple of far off landmarks that can be seen. Have the students
find this landmark on their maps and produce a bearing and
distance using what they have learned so far. (Go around to each
student and check their work. Help when needed.) [15 min]
10. Explain how to use the compass and map and land marks or terrain
features to triangulate their position if lost. (Draw in the dirt or on
paper the process of triangulation and what it would look like) [10
min]
11. Exercise/check for knowledge. Have students triangulate their
current position using what they have learned (Let the students pick
out their own landmarks this time.) Check each students work.
Help when needed. [15 min]
12. Explain checkpoints, handrails, and backstops. Show their uses in
navigation and route planning. (Show on the map the checkpoints,
handrails, and backstops used on the route they had taken to get to
their current camp.) [15 min]
13. Exercise/check for knowledge. Identify the next days camp site
using the map. Have each student, using what they have learned
plan a route to get to the next camp, and a mileage estimate for the
route. (Float around, answer questions where needed. No extra
information.)[20 min]
14. Explain to the students that they will be navigating and picking the
route for the next day. Have them come together as a group and
collaborate and decide on a route. (Processing)
+
IV.

Lesson Closing

a. Before letting them commence their group route planning, remind them of the key
points from the lesson to use in their route planning. (Watch the contour lines for
steepness, use bearings, checkpoints, handrails, and backstops, etc.)
i. Students walk away with the ability to read a map, compass, and plan
routes.
ii. The next step in this learning is navigating their route the next day
V.

Evaluation
a. How do you know if students achieved your objectives? As the instructor you can
observe this during the exercise/knowledge check portion of the lesson plan.
b. Ways that you can evaluate: demonstration, test, application. During the next
when the students execute their route and navigate it you can evaluate their
knowledge as they put everything into motion at the same time.

Population
The population for this lesson is a group of ten 18-24 year old college students. There are three
females and seven males. They are all of similar physical shape and abilities. These students are
all attending the same school but are not all from the same state, and are all U.S. born. These
students have all chosen to come on this trip, and know what is expected of them and want to
learn.
This population fits into the realm of emerging adults. A characteristic of this group are a need to
be social. This is part of a leftover need to fit in with the group, and part of a new need to seek
out and form meaningful relationships both romantic and non-romantic. (Tanner et al. 2009)
This need for social interaction does not cause a problem for this type of experience. Giving the
students time to be social and facilitating lessons so that they might work together can not only
fulfill this need but can also be beneficial. Allowing them this extra social component can help
them through the forming stage and speed them through the storming stage of group
development.
Another characteristic of this group is their new ability to think from other perspectives and
cognitively problem solve. (Giedd et al. 1999) This characteristic can be of great benefit for this
type of learning and providing them the opportunitys to exercise they newly formed abilities
will not only help them obtain the goals of the lesson but will help them figure out who they are
and what their principles are.
As emerging adults they are also becoming motivated to take over their learning. To address this
need. Structure can be removed from the lesson, and more time can be given to the students so
they can work on their own. This also helps them take ownership in the knowledge they attain.
Outcomes/goals
Goals for this lesson are to 1. Know the parts of a map 2. Know how to read a map 3. Know the
parts of a compass 4. Be able to read a compass 5. Use a map with a compass to navigate 6. Be
able to use a map and compass to triangulate their position 7. Be able to plan a route.
The primary outcome of this lesson is to give the students the base knowledge to be able to
navigate using a map and compass in the back country. A secondary outcome of this lesson is to
help the group form as a team and learn to work together.
These goals and outcomes are very appropriate for this group, as they are just coming out of
adolescents and into adulthood they have a need to take control of their learning, and seeking out

ways to become independent, finding out who they are. They also enjoy being social and doing
things together. The goals and outcomes for this lesson help meet these needs. The experience
itself gives them the opportunity to be social and that they have taken control of their learning.
Navigation skills will give them the ability to be more independent, and have even more control
on their next experiences.

Sequencing of activities

1. Ask students to look at their maps. Then ask them to find markings on
the map, and if they can tell me what the markings mean. (Making sure
all symbols, colors, lines, magnetic declination, map key, etc. are
addressed.) Ask for questions.

This is the first real step in the lesson. As this will be taking place after almost a full day of being
together, no formal introduction as to who the instructor is, or a why we are here statement is
needed. After having peaked interest in the lesson with the where are we, and why is that
important introduction, we will start here. I find this would be an appropriate start in the lesson
for many reasons. As emerging adults sitting them down and spoon feeding them a map key
would become boring, inefficient, and would appeal to fewer learning styles. By allowing the
students to scan the map in this manner they become more familiar with the map and can help
each other find components of the map. This approach lets them take charge of their learning,
find things on their own and helping each other when needed. This addresses intra/interpersonal,
spatial, linguistic, and logical learning approaches to learning, and directly accomplishes the goal
of knowing the parts of a map. This portion of the lesson can be modified by describing map
symbols and having the students find them on the map. Or you could describe a symbol, and
from the description have them figure out what its meaning is.

2. Explain in better detail contour lines and the elevations. (This can be
done by showing the students on the map where we are, comparing the
surrounding terrain with them, discussing how it looks on the map vs
how it looks in person.) Ask for questions, recap.
The second part comes after everyone has a solid grasp of what a map is and its parts. Now
moving into how to read the symbols and make sense of the map seems to be the next logical
step. This approach is more structured than the last purely for its faster delivery than letting the
students take the time to figure it out on their own with loose guidance. This faster delivery is
desired so that the next step can take place. The next step will take this knowledge and allow the
students to apply it and create a better understanding. This step helps fulfill the goal to be able to
read a map, and utilizes spatial, verbal, and logical learning. This activity can be modified by
having the students draw a map of their surrounding area using contour lines and explaining

what they did and why. Or as an instructor you can draw a map of the surrounding area using
contour lines, explaining what you are doing and why as you draw.

3. Exercise/check for knowledge. During the day as you lead the group
you have pointed out land marks and points of interest on your route
to camp. Have the students use the map, and their new
understanding of how to read the map to find these landmarks.
(Have each student notify you when they think they have found the
landmarks. Then verify if the student is correct, or help them if they
are having trouble. This should give you an idea if students are on
track or need one on one help)
Step threes method is very similar to step one. This step allows them to work on their own, and
or together, taking control of their learning. As you can see there is a pattern starting to form.
Learn something, practice the learning, check for knowledge and move on. This pattern will
become clearer as the lesson progresses. This pattern addresses two things. First this makes sure
everyone keeps up and doesnt fall behind causing issues down the road with further learning.
Second, this pattern addresses Attention Restoration Theory (Kaplan & Kaplan, 1989), this
alternation of learning and applying helps keep attentions throughout the lesson. This lesson
could be modified by having them use these land marks to draw their route on the map. This
contributes to the goal of reading a map.

4.
Have students grab their compasses. Show them using your compass, all
the parts, and how they are used. (Let the students examine their compasses,
asking questions on their specific model)
Now that the students have a basic understanding on how to read a map we can move into
compasses. I chose to do the map first because; maps are more complicated and have a lot more
going on to learn. If I taught compass first, the students would then have to go through all of the
steps to learn maps before they could really fully use a compass. Teaching the map first allows
for a faster less complicated compass lesson, that can then be immediately applied the map,
blending them together. This method allows the students take control of their learning. Using
verbal, spatial, logical, and intra/interpersonal learning styles, it fulfills the goal of knowing their
compass. Very little modifications could be made to this step. If a student is struggling I would
recommend one on one explanations of the compass.

5.
Explain magnetic lines of flux, magnetic declination, true north, and how to
identify these for each map, and adjust. Ask for questions, recap. (Draw globe,
lines of flux in the dirt or on paper)
After learning the parts of the compass the next step is to explain how it works and why. This is
where the students newly found cognitive abilities get a chance to work out. This lesson uses
again the spatial, verbal, logical approaches to learning. This part of the lesson fulfills being
able to read a compass, how to read a map, and how to use a compass with a map. This part of
the lesson could be modified by bringing other visual aids, like diagrams of earths magnetic
field, or having a magnet with some iron shavings and paper to show lines of flux.

6. Explain bearings on a compass, degrees, and cardinal directions. (Using

landmarks that can be seen from your location shoot a few bearings,
having the students follow along.) Ask if anyone needs help or is having
difficulty reading their compass
With an understanding of the parts of a compass and how they work, the next step is to teach
usage of the compass. This approach uses spatial, verbal, and logical learning styles, while
letting the students practice as they learn. This section furthers then in the direction towards the
goals of reading a compass, navigation with map and compass, and being able to use a map and
compass to triangulate position. This lesson could be modified a few ways. Prior to the lesson
the instructor could get a bearing off of some land marks and write them down, then during this
part of the lesson point out or describe the land marks and have the students find the bearing for
each land mark and come show you their answers. Another variation would be to give the
students a few bearings and have them identify the land marks at each bearing.

7. Bring bearing from the real world to the map. Explain how this is important
in navigation. (Demonstrate how to take bearings from a map and apply
them to the real world, and vice versa.)
This step is where you really begin to combine the map and compass. As the other steps loosely
follow the I.D.E.A.S approach to teaching technical skills, I say loosely because the Introduction,
Demonstration, and Explanation are generally combined into one, with a quick recap than a
Summary to tie it all together. This step follows the I.D.E.A.S approach to a more strict degree,
because this is a key component to combining the map and compass together, allowing them to
meet their goals and outcomes. This uses the verbal, spatial, and logical learning styles. This

section could be modified by having a list of bearings that correspond to landmarks, then having
them find the land marks on the map, and then point them out in the real world. Another
modification would be to identify a land mark with a name unknown to the students and then
have them take the land marks bearing and apply that to the map and find the name of the land
mark.

8. Explain and demonstrate how to use the compass scale and the maps distance
scale to estimate distance.
This simple task with a compass was pushed to the end of the compass specific sections because
I saw only two places that it could really fit with a progressive sequence of activities. The first
place it would have fit would be in the number five slot right after identifying the compass parts.
But putting this section there would put space between learning the parts and learning how and
why they work, this would have lost some interest with the students also they dont need to know
this to learn how a compass works and they would have had to wait to learn the other steps
before using this knowledge. The second place was right here in the end right before their
practice. This step uses verbal and spatial learning types and helps meet the goals of reading a
compass, and being able to use a map with a compass. This could be modified by giving the
group several locations on a map and having them find the distance.

9. Exercise/check for knowledge. Using the current location, identify a couple of far off
landmarks that can be seen. Have the students find this landmark on their maps and
produce a bearing and distance using what they have learned so far. (Go around to
each student and check their work. Help when needed.)
With section nine we are coming back around using Attention Restoration Theory and changing
the pace to keep attentions active. I would have liked to have done this change of pace more
pronounced between sections four and eight, but with the allotted time I felt the need to power
through this area so that this knowledge could be exercised as a whole with more time. As the
students complete this task they can work alone and help each other this facilitates the
intra/interpersonal, spatial, linguistic, and logical learning styles. This task advances the students
towards their goals of reading a compass, reading a map, using a map and compass to navigate,
and finishes the ground work to using triangulation. This section can be modified by having
multiple landmarks to find.

10. Explain how to use the compass and map and land marks or terrain features to
triangulate their position if lost. (Draw in the dirt or on paper the process of triangulation
and what it would look like)
Now that the students are able to read a map, read a compass, and can use the two together, they
now know enough to start triangulation. Every step so far has built up the students knowledge in
preparation for the next task. As triangulation is a goal here, it isnt required to learn how to

route plan and the use of navigation aids which the lesson moves to after this step. I felt it would
be wise to place this part of the lesson here and not at the end because it follows the train of
thought the students are in at this time in the lesson. This makes more sense than moving on to
route planning and changing up their train of though and then throwing triangulation at the end.
This section uses linguistic, spatial, and logical learning styles, and directly fulfills the goal of
being able to triangulate, and also reinforces all of the other goals. This can be modified by
using worksheets that have a fake map on them and give clues such as a starting point, land
marks they have passed, direction of travel, and the bearing of land marks they can see right
now. These worksheets can also have examples of triangulations on them.

11. Exercise/check for knowledge. Have students triangulate their current

position using what they have learned (Let the students pick out their own
landmarks this time.) Check each students work. Help when needed.
Getting towards the end of the lesson, the students now have more knowledge they need to
utilize. As you can see, there are more and more opportunities to exercise and practice. Also,
having been in a class this long, attention spans need more and more stimulation to keep fresh.
During this time the students can once again work alone and help each other if needed, fulfilling
their need to be social. This facilitates a spatial, linguistic, logical, inter/intrapersonal learning
environment. This directly fulfills the goal of learning how to triangulate, but also reinforces
their other goals as well. This section could be modified with the worksheets from the lesson
before, as it would not be copacetic to travel to a new position to work out current triangulation.

12. Explain checkpoints, handrails, and backstops. Show their uses in

navigation and route planning. (Show on the map the checkpoints,
handrails, and backstops used on the route they had taken to get to their
current camp.)
Moving into navigation aids for route planning and navigation. This very basic knowledge is to
set the students up for the next day so that there are many teachable moments specific to map and
compass navigation, and to give them the experience of trial and error with navigation that cant
be taught. This section uses spatial and linguistic learning styles, while directly advancing the
goal of route planning, and reinforcing map reading and navigation. This could be modified by
using visual aids, such as maps routes from other trips identifying navigational aids. Also this
section could be a teachable moment during the days hike and then recapped here.

13. Exercise/check for knowledge. Identify the next days camp site using the map.
Have each student, using what they have learned plan a route to get to the next
camp, and a mileage estimate for the route. (Float around, answer questions
where needed. No extra information.)
This section is intended to have the students use their new knowledge and put it all together to
give them a final product. This part is primarily an intrapersonal experience. As the instructor

floats around he can get a good read on where each student is at and make any final adjustments
to communicate the lesson to the student. This directly pushes all the goals except triangulation.
Modifications to this exercise could be worksheet maps with a point A and B on them. Have
the students plan routes on these worksheets and explain their work.

14. Explain to the students that they will be navigating and picking the route
for the next day. Have them come together as a group and collaborate and
decide on a route. (Processing)
This last section is intended to provide for the students need to be social, and work out the
abstract processes of reading maps and planning routes using their newly developing cognitive
abilities. I would not modify this part since it bleeds into the processing element of the lesson,
this group wouldnt need much other than adjusting the instructors level of involvement in this
process. This section also is the main contributor to the secondary outcome of forming the group
as a team and learning to work together.
As a summary for the sequencing of activities the students needs were taken care of by giving
them control over their learning during the lesson, exposing them to abstract subjects such as
lines of flux, magnetic north, and map reading. They were also giving the ability to work
together and be social. As each section built up to the next one Attention Restoration Theory was
taken into account and the lesson style was alternated to help keep attentions fresh. I believe this
sequence is appropriate for the group it is aimed at and could be streamlined for an older group
or broken up into several lessons for a younger group.
Processing
For this lesson and this group, I didnt feel that typical processing would be very beneficial at
this point after the lesson. As the instructor moves through the lesson plan there are several
places where a recap and check for knowledge is done. This eliminates the need for an instructor
to check for knowledge during a typical processing session. That leaves the students need to
process. For me group discussion and dyad types of processing are the most beneficial. This
works well for me because I get to see what everyone else got out of the experience, reaping the
fruits of other peoples life experiences (Constructivism).
That being said, we know the group is all on the same page with map and compass. With that
chunk of new information, adding personal experience and talking about it as a group isnt going
to make the information any juicier than it already is. Now, by having the students come
together and plan their next days route you have set the stage for that juicy life experience to
come out in their new budding skill set. I would say this approach would fall under a modified
large group discussion. But wait there is more. If you refer back to section twelve the students
are being set up for teachable moments and experiences for the next day. As they follow their
routes they are bound to find out that maps arent always very accurate. They will also find that
sometimes rivers are wider then you think and you almost always have to reroute on the fly.
These experiences are almost always a better teacher of navigation than an instructor. Not only
are those types of experiences better teachers, they also process very well in a traditional manner
such as group discussion and questioning. So, to continue processing this lesson I would start a
group discussion at the end of the day that we followed their route. Now depending on the group

I could be very general and ask so what did you all think about today? Or I could be specific and
ask things like wow how about that unexpected river crossing? Or that hill was a lot steeper than
we had thought by looking at the map, what did you all think? With this group I think once
getting them started on the days navigation uh-ohs they should be able to go through them and
reflect without more stimuli.