Which way now?
This is a level 4 probability activity from the Figure It Out series. It is focused on following compass directions, reading scale maps and writing instructions using compass directions and map distances. A PDF of the student activity is included.
About this resource
Figure It Out is a series of 80 books published between 1999 and 2009 to support teaching and learning in New Zealand classrooms.
This resource provides the teachers' notes and answers for one activity from the Figure It Out series. A printable PDF of the student activity can be downloaded from the materials that come with this resource.
Specific learning outcomes:
- Follow compass directions.
- Read scale maps.
- Write instructions using compass directions and map distances.
Which way now?
Achievement objectives
GM4-7: Communicate and interpret locations and directions, using compass directions, distances, and grid references.
Required materials
- Figure It Out, Levels 3-4, Theme: Sport, "Which way now?" pages 14-15
- rulers or a tape measure
- a magnetic compass
- a protractor
- a classmate
See Materials that come with this resource to download:
- Which way now activity (.pdf)
- Which way now CM (.pdf)
Activity
The map on the student page is a drawing, not a scale map, so the students will need to work from the Which way now CM provided at the back of these notes.
The needle on a compass is magnetised and points to the magnetic north pole. Although true north is about 23° off magnetic north, compasses do suffice for finding directions that do not need to be pinpoint accurate. This makes a compass ideal for outdoor pursuits such as tramping. (Some orienteering competitions require competitors to adjust for the difference between magnetic and true north.)
Directions given in degrees are relative to north in a clockwise direction. So 120° south-east contains an exact bearing (120° clockwise from north) and a reference (south-east).
Scale is a difficult concept for students at this level to understand. It is perhaps best illustrated by drawing a 10 centimetre line on an overhead transparency. The projector can be moved closer or further away from the screen to produce different scale factors. For example,
- If the image of the line is 1 metre long, then it is 10 times longer than the original, so the scale factor is 1 centimetre : 10 centimetres.
The students will use the scale and their compass or protractor to find their way around the map. If they are using a compass, they will need to align north on the map with north on their compass. If they are using a protractor, they can measure the number of degrees from north that the direction is in and apply this to their map. For example,
- South-east is 135° clockwise from north.
The students can also use the grid lines on their maps. The vertical grid lines run from north at the top of the page to south at the bottom, and the horizontal grid lines run from west on the left of the page to east on the right.
When they are designing their own orienteering course in question 2, the students should use two methods to document the directions: recording a series of compass directions and distances and drawing the path on the scale map of the school. The map can be kept as a check for other groups of students who attempt to follow the orienteering instructions.
1.
a.
Compass direction |
Landmark |
|---|---|
60 m SE |
Edge of lake |
35 m NE |
Top of Giraffe Hill |
70 m S |
Stream |
25 m SW |
Bench |
40 m SE |
Top of Hippo Hill |
60 m SW |
Swamp |
75 m NW |
Forest |
40 m N |
Stream |
20 m NW |
Oak tree |
b. Answers will vary.
2.
Practical activity.
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