Map Compass Navigation

Overview

Lesson 4 of 6 continues the unit “Navigating the Great Outdoors”. Students combine compass and map skills to orient a map and plot a simple course, then navigate to checkpoints while applying basic responsibility for the outdoors.

Learning intentions

• WALT orient a map using a compass so the map matches the ground.
• WALT interpret map features to choose headings for a short route.
• WALT navigate a simple course using both map orientation and compass direction.
• WALT make safe, responsible decisions in a natural environment.

Success criteria

• I can hold a compass correctly and read a bearing.
• I can rotate my map so cardinal directions on the map match the real world.
• I can plot a simple route on a map and follow it to checkpoints.
• I can explain how I checked and adjusted my direction when I got off-course.

Curriculum links

• Te Mātaiaho Health and PE — Outdoor Education: natural landmarks, topographical features, and basic navigation tools support accurate map orientation and cardinal directions.
• Te Mātaiaho Health and PE — Outdoor Education: using navigation tools to plan and follow routes in outdoor environments.
• Te Mātaiaho Health and PE — Outdoor Education: balancing adventure with responsibility in natural environments.
• Key competencies: thinking (plan and adjust route choices), managing self (follow safety and roles), relating to others (work respectfully in pairs/teams), and participating and contributing (help the group succeed).

Lesson structure (60 minutes)

1. 0–5 min · Warm-up and safety. Teacher sets the scene for lesson 4, reviews key safety expectations (stay within boundaries, quiet when others are navigating, caring for the site). Students practise basic outdoor buddy checks with partners and repeat one responsibility rule.

2. 5–15 min · Mini lesson: orient the map. Teacher demonstrates: choose a clear reference point, set compass direction of travel, rotate the baseplate/house to align with map north, then rotate the map so north-on-map matches north-on-ground. Students do a quick “hand motion check” at their desks/table: show the steps in the correct order using a blank orientation diagram.

3. 15–25 min · Guided practice: bearings and headings. Teacher models taking a bearing to a visible target (e.g., a marker pole), then sets the compass to travel direction. Students work in pairs with a simple “target card” map: take 1–2 bearings, state the bearing out loud, and draw an arrow/heading line on the map.

4. 25–35 min · Plot a route (in pairs). Teacher provides each pair a small course map with 3 checkpoints and a simple legend. Students must: orient the map, draw a planned path, and write the planned bearing for each leg. Students complete the route plan on paper, then do a “partner explain” (one student teaches the other how the bearings connect to the route).

5. 35–50 min · Orienteering stations: navigate the course. Teacher sets up the outdoor course with 3 checkpoints per team and clear start/finish points. Teams navigate one leg at a time, pausing at checkpoints to confirm location (e.g., check the symbol, landmark, or code). Students navigate in pairs using their oriented maps and compass bearings, recording the checkpoint confirmation on a checklist.

6. 50–55 min · Cool-down and debrief. Teacher leads a short debrief: What helped you stay on track? When did you adjust? What would you do differently next time? Students share one strategy that improved their navigation (e.g., re-orienting map before each leg).

7. 55–60 min · Exit ticket. Teacher gives a quick prompt: “Explain one step for orienting a map with a compass, and one reason we check our direction.” Students write 3–5 sentences (or complete a short response) to show understanding.

Resources

• Each pair: compass (and spare), course map (3 checkpoints), pencil, clipboard/checklist card
• Outdoor checkpoint markers with clear symbols/codes
• Large teacher compass model / demo map
• Boundary markers for safe navigation area
• Small waterproof or laminated compass instruction card (how to hold/read)
• First aid kit and mobile phone for teacher (as per school procedures)
• Waste bags and “leave no trace” materials (if site requires)

Assessment

• Formative: teacher circulates during mini lesson and guided practice, checking compass handling and correct map orientation steps.
• Formative: during course planning, teacher reviews route arrows and whether bearings match the intended leg direction.
• Formative: during navigation, teacher observes checkpoint checks and whether students adjust when unsure.
• Exit ticket: student explains orienting steps and gives a reason for checking direction.

Differentiation

• Support for students needing more help:
• Provide sentence starters: “First we… Next we… Then we…”
• Offer “route planning frames” with pre-drawn lines to reduce drawing load.
• Pair a more confident navigator with a student needing extra support, with clear roles (navigator/recorder).
• For EAL/SEN:
• Use visual prompts (compass-to-map alignment diagram) and allow responses orally before writing.
• Keep bearings practice to fewer targets before the full 3-checkpoint course.
• Extension for advanced learners:
• Include a longer or more complex leg option (e.g., 4 checkpoints or one leg requiring re-orientation at a landmark).
• Challenge students to include a “re-check point” where they must stop, re-orient the map, and confirm before continuing.
• Challenge (for those who finish quickly within the task):
• Add an accuracy prompt: “How do you know you’re correct? Name one confirmation method.”

Extension (optional)

• Advanced learners create a short 2-minute “micro-course” for classmates using a provided map template: choose 2 checkpoints, specify planned bearings for each leg, and add one navigation check instruction (e.g., “stop at the creek symbol and re-orient”). Teams swap maps and attempt the micro-course, then give feedback on clarity and accuracy.