# Level 2

This curriculum is aimed at children in grades 3-5 (ages 9-11).

## Summary Table

*\*\*\* This needs to be updated to match the lessons. Pulled from* [*this document*](https://docs.google.com/document/d/1X9B4qeUjt9sp8dpaT1cpE24xNcyXJs6oOU-w9nyHZBU/edit#heading=h.klvfwbr6hn2)*. Also may need to remove an extra title column? \*\*\**

| Lesson                                     | Set Up                                          | Materials                                                                                                  | Activities                                                                                        |
| ------------------------------------------ | ----------------------------------------------- | ---------------------------------------------------------------------------------------------------------- | ------------------------------------------------------------------------------------------------- |
| 1: Boundary, Gathering & Animal-O          | <p>10-15 min: place checkpoints</p><p><br></p>  | <p>Animal & start/stop cones</p><p>Animal clue sheets</p>                                                  | <p>Boundary, Gathering</p><p>Animal-O: Find all; find in order; find faster; find from memory</p> |
| 2: Geometric-O                             | 10-15 min: place checkpoints                    | <p>Animal cones + 4 colored cones</p><p>Pattern maps</p>                                                   | <p>\[Pair Mystery Animal-O]</p><p>Geometric-O levels</p>                                          |
| <p>3: SPORTident</p><p><br></p>            | 10-15 min: place checkpoints, set up SPORTident | <p>Animal cones</p><p>Clue sheets</p><p>Pattern maps</p><p>SPORTident</p>                                  | <p>Animal-O with SI</p><p>Geometric-O with SI</p><p>Discussion</p>                                |
| 4: Orienteering with an Isometric Map      | <p>10-15 min: place checkpoints</p><p><br></p>  | <p>Cone checkpoints</p><p>Isometric courses</p><p>Large isometric map & orienteering map</p><p><br></p>    | <p>Map Orientation</p><p>Feature Hunt</p><p>Isometric Map Courses</p>                             |
| 5: Orienteering with an Orienteering map   | <p>10-15 min: place checkpoints</p><p><br></p>  | <p>Cone checkpoints</p><p>Large isometric map & orienteering map</p><p>Orienteering courses</p><p><br></p> | <p>Map Comparison</p><p>Symbol Feature Hunts</p><p>Symbol-O</p>                                   |
| <p>6: SPORTident courses</p><p><br></p>    | 10-15 min: place checkpoints, set up SPORTident | <p>Controls</p><p>Maps</p><p>SPORTident</p>                                                                | Orienteering Courses                                                                              |
| Alternative and optional/indoor activities | <p><br></p>                                     | <p><br></p>                                                                                                | <p>Basketball-O</p><p>Obstacle Courses</p><p>Clothespin Hunt</p>                                  |

## Learning Outcomes

*This also needs to be updated and was brought in from* [*the same document*](https://docs.google.com/document/d/1X9B4qeUjt9sp8dpaT1cpE24xNcyXJs6oOU-w9nyHZBU/edit#heading=h.klvfwbr6hn2)*. Needs to be fixed and format would benefit from*&#x20;

Each class emphasizes a few goals from SHAPE America Standards and orienteering skills.

{% tabs %}
{% tab title="SHAPE America Standards" %}

<table data-header-hidden><thead><tr><th width="192.5"></th><th></th></tr></thead><tbody><tr><td>Lesson </td><td>SHAPE America Standards</td></tr><tr><td>1: Boundary, Gathering &#x26; Animal-O</td><td><ul><li>S1.E1.3: Mature pattern for leaping (also hopping, galloping, running, sliding, skipping)</li><li>S1.E2.3 Travels showing differentiation between sprinting and running</li><li>S3.E2.3: Engages actively in the activities of physical education class without teacher prompting</li><li>S4.E3.3: Accepts and implements specific corrective feedback from teacher</li><li>S4.E1.3: Exhibits personal responsibility in teacher-directed activities</li><li>S4.E5.3: Recognizes the role of rules and etiquette in physical activity with peers</li></ul></td></tr><tr><td>2: Geometric-O</td><td><ul><li>S2E1.3: Recognizes the concept of open spaces in a movement context</li><li>S4.E4.3a Works cooperatively with others</li><li>S4.E5.3 Recognizes the role of rules and etiquette in physical activity with peers</li><li>S5.E4.3 Describes the positive social interactions that come when engaged with others in physical activity</li></ul></td></tr><tr><td>3: SPORTident A-O / G-O</td><td><ul><li>S3.E2.3: Engages actively in the activities of physical education class without teacher prompting</li><li>S4E1.3: Exhibits personal responsibility in teacher-directed activities (care of equipment)</li><li>S2E1.3: Recognizes the concept of open spaces in a movement context</li><li>S4.E3.3: Implement specific corrective feedback from teacher</li><li>S4.E3.4: Accept feedback from others</li><li>S4.E4.5: Give feedback to peers</li><li>S4.E4.3a Works cooperatively with others</li><li>S4E4.3b Praises others for their success in movement performance</li></ul></td></tr><tr><td>4: Orienteering with an Isometric Map</td><td><ul><li>S3.E2.3: Engages actively in the activities of physical education class without teacher prompting</li><li>S4.E4.3a Works cooperatively with others</li><li>S4.E3.4: Accept feedback from others</li><li>S4.E4.5: Give feedback to peers</li><li>S4.E5.3 Recognizes the role of rules and etiquette in physical activity with peers</li><li>S4.E6.3 Works independently and safely in physical activity settings</li><li>S5E4.3 Describes the positive social interactions that come when engaged with others in physical activity<br></li></ul></td></tr><tr><td>5: Orienteering with an Orienteering map</td><td><ul><li>S2E2.3: Recognizes locomotor skills specific to a wide variety of physical activities.</li><li>S2E5.3a: Applies simple strategies and tactics in chasing activities</li><li>S4E2.3: Works independently for extended periods of time</li></ul></td></tr><tr><td>6: SPORTident courses</td><td><ul><li>S3E2.3: Describes the concept of fitness and provides examples of physical activity to enhance fitness</li><li>S4.E4.3a: Praises others for their success in movement performance</li></ul></td></tr></tbody></table>
{% endtab %}

{% tab title="Orienteering Objectives" %}

<table data-header-hidden><thead><tr><th width="188.5"></th><th></th></tr></thead><tbody><tr><td>Lesson </td><td>Orienteering Objectives</td></tr><tr><td>1: Boundary, Gathering &#x26; Animal-O</td><td><ul><li>Remember and stay within a boundary</li><li>Gather in response to teacher’s signal</li><li>Use a clue sheet (animal strip) to complete an orienteering course</li><li>Check codes (animal pictures) at each checkpoint</li><li>Complete an activity (both gathering and running an orienteering course) faster on repeated tries</li><li>Spatial memory: Recognize ability to remember checkpoint locations after repeated visits.</li><li>Communicate which way to go with a partner using directions</li><li>Use orienteering specific vocabulary: Boundary, Gathering signal, Orienteering, Checkpoint, Course</li></ul></td></tr><tr><td>2: Geometric-O</td><td><ul><li>Demonstrate mastery of orienteering with a clue sheet.</li><li>Understand spatial relationship vocabulary.</li><li>Orient a map using landmarks at corners of space.</li><li>Relate a map checkpoint to actual checkpoint in terrain.</li><li>Navigate a course shown on a map.</li><li>Build a mental map of the checkpoints’ layout.</li><li>Show awareness of others; respect personal space while moving in general space</li><li>Design their own course on a map </li></ul></td></tr><tr><td>3: SPORTident A-O / G-O</td><td><ul><li>Learn to use the electronic timing equipment for orienteering (Clear, Start, course in order, Finish, Download)</li><li>Understand that orienteering involves not only visiting checkpoints in order, but also timing</li></ul></td></tr><tr><td>4: Orienteering with an Isometric Map</td><td><ul><li>Use a map drawing for navigating a course</li><li>Execute all steps of an orienteering course, including clear, start, visit controls in order, finish, download, assess errors.</li><li>Relate objects on a drawing to symbols on a map</li><li>Identify and define symbols on an orienteering map</li></ul></td></tr><tr><td>5: Orienteering with an Orienteering map</td><td><ul><li>Complete a course in order, with start, controls, finish, and check-in</li><li>Recall landmarks in order to build a mental map of the controls</li><li>Identify aspects of a map to show understanding</li><li>Match map symbols with corresponding objects in real life<br></li></ul></td></tr><tr><td>6: SPORTident courses</td><td><ul><li>Complete a course in order, with start, controls, finish, and check-in</li><li>Execute timed activities faster each time by practicing to get faster</li><li>Use an electronic timing system with minimal help from the teacher (if used)</li></ul></td></tr></tbody></table>
{% endtab %}
{% endtabs %}

Warm-up and cool-down provide opportunities for the following SHAPE America standards:

* S1.E3, S1.E4 Jumping horizontally and vertically
* S1.E7.3 Balances on different bases of support, demonstrating muscular tension and extensions of free body parts
* S3.E4.3 Recognizes the importance of warm-up and cool-down relative to vigorous physical activity<br>

Extensions to the lessons can provide opportunities for the following SHAPE America standards:

* S1.E9 Weight transfer, rolling (practice falling & rolling safely when running in uneven terrain; roll under things in an obstacle course)

## About these lessons

Our lesson plans also emphasize teamwork, responsibility, helping each other learn, and safety. Please see the section “About these lessons” for more background on our approach.&#x20;

These lesson plans were prepared for Cambridge Public School PE teachers in 2022 by Navigation Games, a Cambridge MA 501(c)(3) non-profit dedicated to bringing orienteering to children.

Key components of our approach:

* Adventure and experiential education principles - students experience a series of challenges, and reflect on how they accomplished them, and how they may succeed in similar challenges in their lives.
* Group learning for individual achievement - many students have fallen behind academically during the pandemic. By learning how to ask for help from, and provide instruction to, their peers, the class is empowered to help each other recover from those setbacks. The goal is for every student to participate and succeed. Relevant standard S4.E3 accepting feedback:
  * Grade 3: Accepts and implements specific corrective feedback from the teacher.&#x20;
  * Grade 4: Listens respectfully to corrective feedback from others.
  * Grade 5: Gives corrective feedback respectfully to peers.

SPORTident electronic timing equipment can be used with most lessons to augment the students' experience and help the teacher with assessment.&#x20;


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