Learning Standards Relevant to Orienteering
Introduction
National
SHAPE America (PE)
Overall standards
Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
2013 grade-level outcomes (SHAPE America published a definitive one in 2014, which is different and requires purchase.)
Specific relevant outcomes
S1.E1: Locomotor: Hopping, galloping, running, sliding, skipping, leaping Obstacle course and off-trail running in orienteering.
S1.E2: Locomotor: Jogging, running. Outcomes first appear in Grade 2; different paces and running for a distance.
S1.E2.3: Travels showing differentiation between sprinting and running
S1.E3: Locomotor - Jumping and landing, horizontal plane
S1.E4: Locomotor - Jumping and landing, vertical plane
S2.E1: Movement concepts
S2.E1.3: Recognizes the concept of open spaces in a movement context. This is particularly relevant as we work on physical distancing for COVID safety.
S2.E2: Movement concepts - Pathways, shapes, levels
S2.E2.1b: Travels demonstrating a variety of relationships with objects (e.g., over, under, around, through)
S2.E2.3: Recognizes locomotor skills specific to a wide variety of physical activities
S2.E3: Movement concepts: Speed, direction, force
S2.E3.K: Travels in general space with different speeds
S2.E3.1: Differentiates between fast and slow speeds
S2.E3.4: Applies the movement concepts of speed, endurance and pacing for running.
S2.E3.5: Applies movement concepts to strategy in game situations
S2.E5: Movement concepts
S2.E5.3: Applies simple strategies and tactics in chasing and fleeing activities
S2.E5.4a,b: Applies simple offensive and defensive strategies and tactics in chasing and fleeing activities
S3.E1: Physical activity knowledge
S3.E1.K: Identifies active-play opportunities outside physical education class
S3.E1.1: Discusses the benefits of being active and exercising and/or playing
S3.E2: Engages in physical activity
S3.E2.K: Participates actively in physical education class
S3.E2.1: Engages actively in physical education class
S3.E2.2: Engages actively in physical education class in response to instruction and practice
S3.E2.3: Engages actively in the activities of physical education class without teacher prompting
S3.E2.4: Engages actively in the activities of PE class, both teacher-directed and independent
S3.E2.5: Engages actively in all of the activities of PE
S3.E3: Fitness knowledge
S3.E3.K: Recognizes that when you move fast, your heart beast faster and you breathe faster.
S3.E3.2b: Identifies physical activities that contribute to fitness
S3.E3.3: Describes the concept of fitness and provides examples of physical activity to enhance fitness
S3.E4: Fitness knowledge
S3.E4.3: Recognizes the importance of warm-up and cool-down relative to vigorous physical activity
S3.E4.5: Identifies the need for warm-up and cool-down relative to various physical activities
S4.E1: Personal responsibility
S4.E1.K: Follows directions in group settings (e.g., safe behaviors, following rules, taking turns)
S4.E1.1: Accepts personal responsibility by using equipment and space appropriately
S4.E1.2: Practices skills with minimal teacher prompting
S4.E1.3: Exhibits personal responsibility in teacher-directed activities
S4.E1.4: Exhibits responsible behavior in independent group situations
S4.E1.5: Engages in physical activity with responsible interpersonal behavior
S4.E2: Personal Responsibility – focus on behavior
S4.E2.1: Follow the rules and parameters of the learning environment
S4.E2.3: Works independently for extended periods of time
Orienteering allows students autonomy over their experience
S4.E3: Accepting Feedback
S4.E3.K: Follow instructions and directions when prompted
S4.E3.3: Accepts and implements specific corrective feedback from teacher
In order to successfully complete the course, students in orienteering need to follow the correct directions, but there is always the chance to redo the course in the case of failure
S4.E4: Working with others
S4.E4.K: Shares equipment and space with others
S4.E4.3a: Works cooperatively with others
S4.E4.3b: Praises others for their success in movement performance
S4.E4.5: Accepts, recognizes and actively involves others with both higher and lower skill abilities into physical activities and group projects
The timing system allows students to compare their course times and offer to help which encourages helping and healthy competition
S4.E5: Rules & Etiquette
S4.E5.K: Recognizes the established protocol for class activities
S4.E5.3: Recognizes the role of rules and etiquette in physical activity with peers
Especially during COVID, it has been vital that students understand the importance of social distancing protocols, which orienteering naturally incorporates
S4.E6: Safety
S4.E6.K: Follows teacher directions for safe participation and proper use of equipment with minimal reminders
S4.E6.3: Works independently and safely in physical activity settings
Park orienteering lessons allow younger students freedom to un openly around a large space, and orienteering for older students offers a natural playground, and students need to act responsibly to be safe in the outdoor environment
S5.E1: Health, relating to recognizing value of physical activity
S5.E1.K: Recognizes that physical activity in important for good health
S5.E1.3: Discusses the relationship between physical activity and good health
Younger students enjoy running around and being active during the school day, and older students are able to discuss how running through course can be their preferred physical activity
S5.E2: Challenge
S5.E2.K: Acknowledges that some physical activities are challenging/difficult
S5.E2.1: Recognizes that challenge in physical activities can lead to success
S5.E2.3: Discusses the challenge that comes from learning a new physical activity.
Students are able to see, almost immediately, how well their course went, and are able to see where they made their mistakes, then get a chance to fix them.
S5.E3: Self-expression & enjoyment
S5.E3.Ka: Identifies physical activities that are enjoyable
S5.E3.Kb: Discusses the enjoyment of playing with friends
S5.E3.2: Identifies physical activities that provide self-expression (e.g., dance, gymnastics routines, practice tasks in game environments).
Orienteering differentiates itself from other sports and can become a form of self-expression for practitioners
S5.E4: Social Interaction
S5.E4.3: Describes the positive social interactions that come when engaged with others in physical activity
S5.E4.4: Describes and compares the positive social interactions when engaged with others in physical activity
Orienteering offers a unique community for students who choose to pursue the sport. Even as an individual sport in makes a community which informs student self-expression
S1.M22: Outdoor Pursuits
S1.M22.6: Demonstrates correct technique for basic skills in 1 self-selected outdoor activity
Able to conduct oneself properly and safely while partaking in an orienteering course
S1.M24: Individual Performance Activities
S1.M24.6: Demonstrates correct technique for basic skills in 1 self-selected individual performance activity
Confidence in navigating while alone in a possible unfamiliar place
S2.M13: Outdoor Pursuits
S2.M13.6: Makes appropriate decisions based on weather, level of difficulty due to conditions or ability to ensure the safety of self and others
Orienteering supports awareness of one’s surroundings
S3.M8: Fitness Knowledge
S3.M8.6: Set and monitors a self-selected physical activity goals for aerobic and/or muscle- and bone-strengthening activity based on current fitness level
S3.M10: Fitness Knowledge
S3.M10.6: Differentiates between aerobic and anaerobic capacity, and between muscular and strength and endurance
Massachusetts Mathematics Framework
Source: Massachusetts Curriculum Framework - 2017: Mathematics PK-12
Guiding Principles
Principle 2: provide opportunities to solve problems using multiple methods, both in collaboration with their peers and independently
Principle 3: students should have frequent opportunities to discuss and write about various approaches to solving problems, in order to help them develop and demonstrate their mathematical knowledge, while drawing connections between alternative strategies and evaluating their comparative strengths and weaknesses.
Principle 4: Students should be asked to solve a diverse set of real-world problems. ... Students should learn that with persistence, they can solve challenging problems and be successful.
Principle 6: Assessment
Principle 8: Social and emotional learning - practice self-awareness, self-management, social awareness, responsible decision-making and relationship skills.
Pre-K
"In preschool or pre-kindergarten, activity time should focus on two critical areas: (1) developing an understanding of whole numbers o 10, including concepts of one-to-one correspondence, counting, cardinality, and comparison; and (2) recognizing two-dimensional shapes, describing spatial relationships, and sorting and classifying objects by one or more attributes."
PK.CC.A.Know number names and the counting sequence 0-10.
PK.MD.A. Describe and compare measurable attributes
PK.MD.A.1. Recognize the attributes of length, area, weight, and capacity of everyday objects using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, wide, narrow).
PK.MD.A.2. Compare the attributes of length and weight for two objects, including longer/shorter, same length;
heavier/lighter, same weight; holds more/less, holds the same amount.
PK.G. A. Identify and describe shapes (squares, circles, triangles, rectangles).
Kindergarten
There are two main areas: whole numbers and describing shapes and space.
K.CC.A. Know number names and the count sequence
K.CC.A.1 Count to 100 by ones and tens
K.CC.A.3 Write numbers from 0 to 20
K.MD.A. Describe and compare measurable attributes
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K. MD.A.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
K.G.A. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.A.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Identify shapes as two-dimensional ("flat") or three-dimensional ("solid"). The map vs mapped objects in terrain makes a great set of examples here.
Grade 1
There are four critical areas; orienteering addresses the 3rd and 4th:
addition and subtraction
whole number relationships and place value
linear measurement and measuring lengths as iterating length units
reasoning about attributes of, and composing and decomposing, geometric shapes
1.MD. Measurement and Data
1.MD.A. Measure lengths indirectly and by iterating length units.
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
1.G. Geometry
1.G.A. Reason with shapes and their attributes. [More details are provided]
Grade 2
There are four critical areas; orienteering addresses the 3rd and 4th:
Base-ten notation
Addition and subtraction
Standard units of measure
Describing and analyzing shapes
2.MD.A. Measure and estimate lengths in standard units. Here is where estimation first appears, and estimation is key in orienteering.
2.G.A. Reason with shapes and their attributes
Grade 3
Four critical areas:
Multiplication and division
Fractions, especially unit fractions
Rectangular arrays and area
Two-dimensional shapes
Grade 4
Critical areas:
Multi-digit multiplication and dividing to find quotients with multi-digit dividends
Fraction equivalence; addition and subtraction of fractions with like denominators; multiplication of fractions by whole numbers
Geometric figure properties (parallel sides, perpendicular sides, angle measures, symmetry)
Grade 5
Critical areas:
Addition, subtraction, multiplication, division of fractions
Division with 2-digit divisors; decimal numbers
Measurement systems and volumes
Coordinate plane
Massachusetts STEM Framework
Source: Massachusetts Curriculum Framework - 2016: Science and Technology / Engineering, PK-12
Grade PK-2
Students are looking beyond individual plants and animals, to the environment in which they live. "They map landforms and bodies of water and observe that flowing water and wind shapes these landforms."
Earth and Space Sciences 2-ESS
2-ESS2-2. Map the shapes and types of landforms and bodies of water in an area. Landforms can include hills, valleys, river banks, and dunes. Quantitative scaling is not expected.
ESS2.B (plate tectonics and large-scale system interactions):
PK-2: Maps show where things are located. One can map the shapes and kinds of land and water in any area.
Grade 3-5
"Upper elementary is a critical time to engage students in the science and engineering practices. Students form key identities with, or against, science and engineering as they levae elementary school that can shape their relationship to science in later education, and ... later in life." Skills for scientific and technical reasoning are critical.
Key practices that can be addressed via orienteering
Asking questions and defining problems
Developing and using models (maps!)
Planning and carrying out investigations (where am I? how can I figure it out?)
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in an argument from evidence
Obtaining, evaluating, and communicating information
Boston
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