Scavenger Hunt Maps

Overview

This is lesson 5 of 6 in “Navigating the Great Outdoors”. Students use navigation skills from earlier lessons (cardinal directions, map orientation, and compass basics) to plan and create a team scavenger hunt route for others to follow. They also practise responsible outdoor behaviour (tiakitanga/leave no trace) while designing.

Learning intentions

• WALT plan a simple scavenger hunt route using a map and cardinal directions.
• WALT design wayfinding instructions that include compass direction cues and landmark/topographical clues.
• WALT choose a starting point, checkpoints, and a safe finishing point.
• WALT check our design for accuracy using map orientation and “walk-test” feedback.

Success criteria

• I can write clear step-by-step directions using cardinal directions (and compass bearings if included).
• I can label checkpoints on a map and describe what to look for at each location.
• I can test our instructions and fix mistakes so another team can navigate successfully.
• I can follow ‘leave no trace’ and tiakitanga actions during the hunt-design and test activities.

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 routes in outdoor environments.
• Te Mātaiaho Health and PE — Outdoor Education: being responsible in natural environments (minimising human impact).
• Te Mātaiaho Health and PE — Outdoor Education: identifying ways to engage responsibly with natural environments during outdoor activities (leave no trace, tiakitanga).

Lesson structure (60 minutes)

1. 0–5 min · Launch and safety recap. Teacher briefly revisits success criteria and safety expectations; students chorally rehearse a “good navigation team” checklist (stay with team, respect boundaries, leave no trace).

2. 5–15 min · Model: how a strong clue works. Teacher shows a sample scavenger hunt step (e.g., “From Start, go East to the fence line; look for a landmark described on the map”). Students in pairs identify: starting direction, distance idea (or time), checkpoint feature, and next-turn link.

3. 15–35 min · Team design (map + compass-based instructions). Teacher gives each team a map of the local area (or a simplified grid), compass, and a “Design Sheet” template with required fields: Start, Checkpoint 1–3 (or 4), direction cue for each leg, what to find/observe, and finish. Students work in teams to: mark the route on the map, write directions using cardinal directions, and include at least one topographical/natural feature clue (e.g., ridge line, creek edge, vegetation boundary, path junction).

4. 35–45 min · Walk-test accuracy check. Teacher circulates to prompt teams to verify their directions: “Is your first turn consistent with map orientation? Does the clue match what’s actually on the ground?” Students do a short, teacher-approved walk-test of just the first leg (or a checkpoint approach), then record one “Fix it” change.

5. 45–55 min · Swap-and-try (quick playtest). Teacher pairs teams and runs a short round: Team A gives Team B their instructions for a single leg to reach one checkpoint; then they swap roles. Students use “stop and fix” if instructions don’t work: clarify the direction, add landmark detail, or adjust the sequence.

6. 55–60 min · Whole-class debrief and exit ticket. Teacher asks: “What made your clue easier/harder to follow?” Students complete a quick exit ticket: one thing they would improve and one navigation tool/skill they used accurately today.

Resources

• Team map printouts (same area layout used in prior lessons)
• Compasses (one per team)
• Design Sheet template (Start, checkpoints, directions, clue descriptions, finish)
• Clipboards/pencils/erasers
• Optional: marker flags or small paper tags for planned checkpoint locations during design (removed after)
• Boundary signs and a visible “walk-test zone” map for teacher
• Timer for short swap-and-try rounds
• “Leave no trace/tiakitanga” reminder cards for teams

Assessment

• Teacher observation during design: check teams use cardinal directions correctly and align clues to map-marked checkpoints.
• Formative check during walk-test: listen for accurate map orientation and realistic direction cues (no vague “go that way”).
• Exit ticket: whether students can name one improvement linked to navigation accuracy and one responsible behaviour action.

Differentiation

• Support: provide sentence starters for directions (e.g., “From the Start, go ___ to reach ___.” “At the checkpoint, look for ___.”) and a simplified clue bank (common landmarks/features students can recognise).
• Support: for students needing extra scaffolding, reduce the number of legs (3 checkpoints only) and require cardinal directions only (skip compass bearings).
• Extension (advanced learners): develop riddles or multi-step clues that reference map symbols/features and require map reading (e.g., “I guard the bend where two lines meet; follow the direction that matches the compass edge of your map.”). Add an extra challenge: include one “wrong turn” trap clue that is clearly resolved by using map orientation and compass confirmation.
• Extension: require compass bearings or degrees (where appropriate from earlier lessons) and a clear “check your direction” instruction before each leg.
• EAL/SEN: allow oral rehearsal of directions before writing; provide visuals for compass letters (N/E/S/W) and example landmark photos (teacher-prepared, no internet needed).

Extension (optional)

• Advanced teams create a second version of their scavenger hunt with a “hint ladder” (Hint 1: cardinal direction; Hint 2: landmark feature; Hint 3: map symbol). Another team must use only Hint 1 first, then request further hints.