2015 Tawharanui BPE campOrienteering- 2 hour lesson plan

Leaders: Craig Mildon, Jo Kennedy, Katie Potter and John Cook.

Learning Intentions:
Students will Develop interpersonal skills within their group in the conteext of orienteering.
Gain awareness and develop knowledge about the local area of Tawharanui Regional Park, including Tikanga and Te Reo in
means of the history and environment.
Students will learn and apply basic map reading skills to navigate their way around the orienteering course. These skills include
map orientation by means of using attack points, handrails and understanding contour lines.

IntroductionPartner introduction- Students will be paired up with either a first year or a fourth year. They have 3 minutes to talk and find out their
partners name, orienteering experience and one weird fact about them. Everyone will have a go at reporting back to the group.
Organisation: Make sure everyone has a partner and understands activity.
Teaching points: -Teachers familiarise themselves with the students
-Gives some idea about abilities within the group
-Icebreaker

Orienteering IntroductionThree practice stations- There will be three stations spread out over the range of about 100m (students will be able to see them).
Students will be able to identify points on the map and go to them in pairs. At each station a card will be there with information on one
of three key orienteering skills. These skills are attack points, handrails and contour lines.
Once each pair has completed the mini course we will discuss what they have learnt.

Organisation: Identify students here who are struggling or have a lack of motivation. When they start the main activity put them with a
student who is confident and motivated in orienteering. Always remember to ask if there are any questions. Even ask a student What
did I mean by this? etc.
Teaching points: Ensure students have understood and can demonstrate knowledge of basic orienteering skills before the begin the
main course
-Map orientation:Identify the same features on the ground and on the map eg coastline on your left is on the left position on the map
-Turn the maps so the features align
Attack points:Identifiable features that help mark the way by hopping between them egs walking paths, buildings, trail of an
intersection
Used as points of reference along the route to the destination
Equipment- Map, cards

Explanation of Main ActivityIntroduce the course and how it relates to our learning intentions. There will be stations requiring the entire group and some requiring
only half of it. Each station has an activity to complete before moving to the next. The quicker you do the course the better: but take
your time, have fun and take in the environment you are moving through.
At each station students will be asked to think of a specific interpersonal skill. The purpose of this is to think of one skill at each
station which answers the question asked. At the first station it will be the skill your team is best at, second is the skill you need work
on, third the skill most important as a teacher, fourth as a student so on and so forth. These will be discussed in the main debrief.
All stations will be marked on the map. Students must navigate their way to each station where they must complete a
challenge and earn points for their team. A leader for the first few will assist if necessary.
Station one- The heated discussion
Learning intentions- 1 and 3.
Equipment- Map
This is a chance to introduce strategy circles. Ask the group how they think the best way to communicate is and then use their
methods and relate them to a strategy circle. At any time there is difficulty, or a problem, in any stage of orienteering conduct a
strategy circle and solve problems that way.

Teaching Points- Sort out any map reading issues here. DO NOT let students run away without understanding how to do so
-equip students with a useful tool to use while on the main course if there are disagreements or issues
-Decision-making involves everyone in the group
-Everyone has the right to be heard and contribute
-Input and communication is essential to be an effective team.

SPLIT THE STUDENTS INTO TWO GROUPS- ONE GO AROUND CLOCKWISE AND THE OTHER ANTICLOCKWISE.
Station two- The deeper meaning
There will be a saying in both Maori and English that the students must work out to solve. The saying is Whatungarongaro te tangata
teitu te whenua or As man disappears from sight the land remains.
Learning intentions- 1, 2 and 3.
Equipment- Maps, riddle sheets, answer sheets.

Station three- Get inky

Learning Intentions- 3
Equipment- Map, ink pad and sheet.
This is a chance to recognise that each student is different and contributes different qualities, experiences and skills to a
team/classroom. Students just need to scan their thumb print on a pad and this will be discussed later on in the debrief.
Station four- Man down
Students have a chance to identify a member of their team who has talked more than the rest, someone who is the unofficial leader.
For this station the team must navigate their way to the next station without that person talking. They can point, nod or shake their
head but cannot speak. This is to give others the chance to lead and let them reinforce their own learning about orienteering. There
will be a scenario that goes something like: Harry has become ill and cannot speak without vomiting so has to keep his mouth shut.
Navigate your way to help (the next station) without Harry opening his mouth.
Learning Intentions- 1 and 3.
Equipment- Maps, Instruction sheet

Station five: Get spotting

Identifying land features is an important skill for navigating successfully so the group will use their detailed topographical map to
identify key landmarks from the course. To do this they will need to match up what they can see (key landmarks) with the key and
exact point on the map.
Teaching points:
-Line up the features on the ground with the features that you can see
-Orienteering specific skills practice
Final Activity- You can shape historyLearning Intention- 1, 2 & 3
Equipment- Maps
Teaching points:
In this activity the students can work in one big group or in the same two groups. The idea of this activity is to create a visual shaping
of the headland using the beach. They need to understand by looking on their map or by looking at the actual land how contour lines
show hills, handrails show bush, creeks, fences and how attack points are key features of the land. This can be interpreted however
the students want. After completing this, discuss key points of the land and how the Maori would have used it. (See information
sheet)

Debrief During the debrief students will be in a strategy circle. A general thumb indicator activity will happen to get a gauge on how
students enjoyed the orienteering activity. Ask a few students to elaborate on their thoughts and ask them what they learnt.
(Learning Intention 3).
After this move on to discussion the get inky activity and its relevance to teaching as well as culture and how we are all different
but bring different strengths to the table. (Learning Intentions 1,2,3)

 Next move onto discussing the interpersonal skills that the groups chose. Ask if the skills they chose, have developed through
these 2 hours, if they still need work on some and which ones, why? Ask if they think any skills are more or less important as a
teacher or a student? (Learning Intention 1).
Teaching points- If silence occurs just wait for a while until someone speaks or change the question. Make sure students come up
with examples from todays orienteering. Ask effective questions!!!

You can shape the headland information sheet-

At Tawharanui there is a settlement called Pahi which was once defended

by Maori. The strategic location and rich resources made Tawharanui an ideal
place to live in pre-European times. Among the people who settled here were
Ngti Raup and Ngti Manuhiri.

This site included at least 24 terraces and 15 pits and was defended at

the eastern edge by two large ditches and banks that are 60m in length.

Being located on high ridge tops they also provided warm, well drained

areas in which to store kmara. This important crop would have been
cultivated on the adjoining north facing slopes, as well as on the warm sandy
flats behind Main Beach. The kmara tubers were stored in rua (rectangular
pits) with thatched or earth covered roofs.

The place name is used here in a symbolic sense, reflecting the rich

resources of the area, as expressed in the following whakatauki:

He wha tawhara ki uta,

He kito tamure ki tai

'The flowering bracts of the kiekie on the land; the flesh of the
snapper in the sea'.

The saying describes the qualities of an ideal living environment which

contained the abundant resources of both the land and sea in close proximity.

FIND THE DEEPER MEANINGBelow is a riddle which reveals a Maori saying- Match the numbers to the letters in the alphabet to create the sentence.

Hint: This demonstrates the holistic values of the Maori, and the utmost respect of Papatuanuku, the mother of the earth.

A-1
I-9

B-2

J-10 K-11
Q-17

C-3 D-4 E-5

L-12

R-18 S-19

F-6

G-7 H-8

M-13 N-14 O-15 P-16

T-20

U-21

V-22

W-23

X-24 Y-25 Z-26

In MaoriWhatungarongaro te tangata toit te whenua

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
___ ___
23
8
1 20 21 14 7
1
18 15 14
7 1 18 15
20
___ ___ ___ ___ ___
14 7 1 20 1
___ ___ ___ ___ ___
20 15 9
20 21
20

___ ___
___ ___ ___ ___ ___ ___
5
23 8 5 14 21
1

___ ___
5
20

In

English-

As man disappears from sight, the land remains

___ ___
1
19

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
___ ___ ___ ___
13 1 14
4
9
19 1 16 16 5
1
18 19
6
18 15 13

___ ___ ___ ___ ___,

19
9
7
8 20

___ ___ ___ ___ ___ ___ ___

___ ___ ___ ___ ___ ___ ___.
20
8
5
12
1 14 4
18 5 13
1 9 14 19