MCPS Outdoor Environmental Education Programs
Summary
EXPLORING THE WATERSHED
USING MAP AND COMPASS
In this lesson, students will explore the local watershed and conduct a field survey that assesses land use and
habitat health. Students will use a map and compass as tools to navigate to specific data collection points.
Background
Healthy land is imperative for good water quality. Forests, meadows, and wetlands provide stability to
stream banks, soak up water when it rains, and filter chemicals before they enter the water. They also
provide habitat for animals and help clean the air. Forested areas along a stream or body of water are called
riparian buffers. Forest buffers are important to the quality of water that enters the local watershed and the
Chesapeake Bay. When evaluating the health of the local stream, the quality of the surrounding land is an
important element.
Students will use scientific tools to collect and record data. Orienteering is the skill of using a map and compass to
navigate through an unfamiliar local ecosystem. Orienteering includes working with students to have them
practice map reading and interpretation skills. Students work in teams to locate predetermined data collection
points by utilizing a contour map, appropriate symbols, compass and landmarks. The importance of correctly
orienting a map quickly becomes apparent.
Standards
Core Literacy Practices
Making meaning to deepen understanding by
 citing, analyzing, and evaluating evidence to support claims
 asking relevant questions and using resources to clarify thinking
Using language to communicate thinking by
 constructing arguments and explanations using clear evidence and reasoning
 developing precision with their use of academic language
Next Generation Science Standards
Disciplinary Core Ideas
 ESS3.C Human activities have significantly altered the biosphere, sometimes damaging or
destroying natural habitats and causing the extinction of other
species, but changes to Earth’s environments can have different impacts (negative and
positive) for different living things. (MS-ESS3-3)
 LS2.C Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic
ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a
measure of its health. (MS-LS2-5)
 LS4.D Changes in biodiversity can influence humans’ resources, such as food, energy, and
medicines as well as ecosystem services that humans rely upon- for example, water
purification and recycling. (MS-LS2-5)
Science and Engineering Practices
 Analyze and interpret data to determine similarities and differences in findings. (MS-ESS3-2)
Crosscutting Concepts
 Patterns-Graphs, charts, and images can be used to identify patterns in data (MS-ESS3-2)
 Patterns -Patterns can be used to identify cause and effect relationships. (MS-LS2-2)
 Stability and Change- Small changes in one part of a system might casue laege changes in
another part. (MS-LS2-5)
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MCPS Outdoor Environmental Education Programs
Environmental Literacy
A. Natural Changes and Human Health
1. Identify and describe natural changes in the environment that may affect the health of human
populations and individuals.
f. Cite examples and evidence to illustrate that natural systems can change to an extent that
exceeds the limits of the organisms to adapt naturally or humans to adapt technologically.
Enduring Understandings
Biodiversity can be used as an indicator of habitat health.
A compass and map are integral tools for navigating in unfamiliar territory.
Using legends, man-made features, and natural features assist in effectively using a map.
Essential Questions
How can water quality be impacted by land use?
How do you find your way around in unfamiliar territory using a map and compass?
How do you find your way around using physical features, natural landforms, landmarks, bodies of water, and
topographical symbols?
Vocabulary
Biodiversity, forest, canopy, forest floor, understory, riparian buffer; azimuth, cardinal directions; compass;
compass rose, contour line, elevation, key, landmarks; scale; legend, magnetic North, manmade features,
natural features, navigation, orienteering, topographic lines, and topography.
Mastery Objectives
Students will be able to



Make observations of the forest in our local watershed
Describe qualities of a forest that impact water quality
Locate designated predetermined items or markers in the orienteering course by using a compass
and map features
Engage
Option A: Conduct the “sediment sediment” simulation outdoors.
Option B: In the classroom or in an outdoor classroom, pass out or show the students the “Forests for Water and
Wetlands” poster and ask them to examine it closely. What is the image trying to convey? What are some of the
benefits of forests, especially for keeping waterways healthy?
Introduce the goal of the lesson: Today you are scientists studying the local watershed. You will study water
quality and health of the actual stream in the stream study class, so in this class you will be studying the health of
the land surrounding the stream/water body. This land is often forested so we will learn about how forests help
keep waterways healthy and then explore our surrounding areas to assess how healthy the forests in this area are
and how well they will protect the waterways nearby.
Explore – background and the assignment
Divide students into groups of 4-6.
Assign group numbers based on attendance slips. The group numbers on the attendance slips correspond with
difficulty and distance traveled. Groups 1, 2, and 3 are “easy” or closer distance from the starting pole. Groups 4, 5,
and 6 are “medium” difficult and distance. Groups 7 and 8 are “challenging” meaning difficult to find and farther
distance to travel
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MCPS Outdoor Environmental Education Programs
1.
Background Reading: Read and discuss the “Healthy Forests Help the Bay” reading. Focus the
students on the characteristics that will make a healthy forest that will ultimately help the health of the
nearby waterways and eventually the Bay.
2.
Review the survey questions: and data sheet they will use when they are exploring the land. Give the
groups a strip of paper that assigns them their poles/designated locations. The poles assigned to group 8
are close to camp and along roads which make good options for students with physical limitations.
3.
Collect Attendance Sheets: Ask them to record the pole numbers or letters and write the names of all of
the group members then hand the paper to the teacher. They will visit these poles in the order listed and
answer the questions at each pole. If they finish early, they can choose other poles to visit until the time
to return. Ask students to record the time to return – at least 15 minutes before the class is scheduled to
end.
4.
Explain how to use the map and compass:
1.
Introduce maps – The map tells us description, details, directions, distances, designations;
introduce: title, key/legend, compass rose, scale, contour lines, & landmarks
2. Introduce North orientation – difficult to do unless skilled at reading landmarks, having
generally good sense of direction
3. Introduce compass – discuss orientation due to Magnetic North; use oversize compass: point out
base plate, compass housing, orienting arrow, magnetic needle, direction of travel arrow, degrees
(discuss circle, 3600, N, S, W, E, NW, NE, SW, SE)
4. Discuss bearings, direction of travel, maintaining North orientation
5. Pass out individual compasses; have students line up direction of travel arrow, orienting arrow,
and magnetic needle
6. Have students all face North; discuss reasons for possible differences of orientation (metal – belt
buckle, zipper, desk, building girders, not holding compass parallel to the ground)
7. Have students face various directions – S, E, W, NW, NE, SW, and SE
8. Introduce map and compass interplay – compass rose, extended MN lines, side of base
plate/compass orienting lines
9. Orient maps to North using compasses
5.
Stress safety rules with students:
 No running
 Always stay with your group
 Stay on trails as much as possible so we don’t destroy habitats
 Be back on time
Explore – outdoor field survey
Have group orient maps utilizing landmarks and compass. As a group, travel to pole A (Smith Center) or pole
3 (Summit Lake) or pole 6 (Skycroft) to help the students learn how to use the map and compass to locate the
points. Ask the students to complete the questions for that pole for practice. Review safety expectations. Have
the group point in the direction of their next pole. Work with groups that need extra help.
An easy way is to have students locate present location on map and place a finger on it. Next, have them draw
a line with their finger from the known location to the pole they are going to AND CONTINUE PAST that spot
until they are pointing out into space towards the pole being sought.
Teacher Support:
 Wander site and give support to groups
 If you have counselors or parents available, have them go with each group (if enough), or with your
‘needy’ group, or wander the site giving support where needed
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MCPS Outdoor Environmental Education Programs
Explain
Upon returning review and summarize the data from the surveys. What condition are the forests in? Were
there areas that were better than others? How will this help protect local streams and rivers? The Bay?
Evaluate
Complete the reflection questions:
1. Name at least two unhealthy features of the watershed
2. Name at least 3 healthy features of the watershed
3. Describe at least 4 actions you can take to improve the health of the land in the watershed.
Extension
Three-Legged Compass Walk, Be Expert with Map and Compass the Orienteering Handbook* Bjorn Kjellstrom,
1976, p80
Modifications: Square – add 900
Pentagon – add 720
Hexagon – add 600
Compass Competition’ Walk, Be Expert with Map and Compass the Orienteering Handbook*
Bjorn Kjellstrom, 1976, p88
*Available through the library at L.E. Smith Environmental Education Center
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