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 beats 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:

1. addition and subtraction

2. whole number relationships and place value

3. linear measurement and measuring lengths as iterating length units

4. 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:

1. Base-ten notation

2. Addition and subtraction

3. Standard units of measure

4. 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:

1. Multiplication and division

2. Fractions, especially unit fractions

3. Rectangular arrays and area

4. Two-dimensional shapes

Grade 4

Critical areas:

1. Multi-digit multiplication and dividing to find quotients with multi-digit dividends

2. Fraction equivalence; addition and subtraction of fractions with like denominators; multiplication of fractions by whole numbers

3. Geometric figure properties (parallel sides, perpendicular sides, angle measures, symmetry)

Grade 5

Critical areas:

1. Addition, subtraction, multiplication, division of fractions

2. Division with 2-digit divisors; decimal numbers

3. Measurement systems and volumes

4. 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

1. Asking questions and defining problems

2. Developing and using models (maps!)

3. Planning and carrying out investigations (where am I? how can I figure it out?)

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in an argument from evidence

8. Obtaining, evaluating, and communicating information

Boston