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 contxt 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 finding attack points, handrails and 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.

Teaching points- Make sure everyone has a partner and understands

activity.

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.

Teaching points- 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.
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 there will be a set of interpersonal skills written on
Popsicle sticks. The purpose of this is to take one 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. 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.

SPLIT THE STUDENTS INTO TWO GROUPS- ONE GO AROUND

CLOCKWISE AND THE OTHER ANTICLOCKWISE.

Station two- The deeper meaning

Learning intentions- 1, 2 and 3.
Equipment- Maps, riddle sheets, answer sheets.
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.

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 there thumb print on a pad and this will be discussed
later on in the debrief.

Station four- Man down

Learning Intentions- 1 and 3.
Equipment- Maps, Instruction sheet

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.

Station five- Maybe??? DO WE NEED IT????

Final Activity- You can shape historyLearning Intention- 1, 2 & 3
Equipment- Maps
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 discussin the get inky activity and its
relivance 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 Popsicle sticks and the interpersonal

You can shape

thegroups
headland
information
sheetskills the
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

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

speaks or change the question. Make sure students come up with

pre-European times. Among the people who settled here were Ngti Raup and

examples from todays orienteering. Ask effective questions!!!

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 MEANING-

DRAFT

Below 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

Q-17

C-3

D-4

K-11

L-12

R-18 S-19

E-5

F-6

M-13

T-20

G-7

N-14

U-21

H-8

O-15

V-22

P-16

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
___ ___ ___ ___ ___
14 7 1 20 1
___ ___ ___ ___ ___
20 15 9 20 21

___ ___
20 5

___ ___
20 5

___ ___ ___ ___ ___ ___

23 8 5 14 21 1

___ ___
20 1

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

___ ___ ___ ___ ___,

19 9 7
8 20
___ ___ ___
20 8 5

___ ___ ___ ___

12 1 14 4

___ ___ ___ ___ ___ ___ ___.

18 5 13 1 9 14 19

___ ___ ___ ___

6 18 15 13