20140401_orienteering Cittadella Alessandria - Pro Natura Alessandria

8/11/2019 20140401_orienteering Cittadella Alessandria - Pro Natura Alessandria

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20140902.a (vivaldi_orienteering)

Proposta n. 2 . partner: IC G.Galilei . SMS A. ivaldi Alessandria

Pro !at"ra di Alessandria# asso$ia%ione a&'ientalista operante s"l territorio da $ir$a ventanni

lieta di proporre "na serie di per$orsi di *orienta&ento s"l territorio+ 'asati s"i prin$ipi dell,-I!/-I!G e del G,/-ISM,. Interessata alla proposta sar "n 'ene di ri$onos$i"ta

i&portan%a "ale la CI//A3A di Alessandria.

Gi "attro sono i per$orsi provati# s"lla 'ase delle s$5ede (in originale inglese) riprodotte pi6

sotto e riportanti dire%ioni e passi o attivit da svolgere. i sono possi'ilit di osserva%ione diparti$olarit ar$5itettoni$5e# di spe$ialit e rilevan%e 'otani$5e e di altri *p"nti $aldi+ di volta in

volta individ"ati.

7"i di seg"ito al$"ne in8or&a%ioni pi6 in dettaglio.

Pro8. CAACI!I Pier "igi . C, P-, !A/-A. .le M3AGI d,-, n ;4


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-IMA!!= 3A P-IMA G--A M,!3IA I! CI//A3A

,-I!/-I!G

Co&e gi $o&"ni$ato al $o&petente "88i$io del Co&"ne di Alessandria lasso$ia%ione P-,

!A/-A di Alessandria# nel "adro delle $ele'ra%ioni non 8or&ali del Pri&o Con8litto

Mondiale# in parti$olare per "anto 5a rig"ardato la nostra $itt# $on8er&a le d"e giornate diattivit gi segnalate.

In parti$olare si tratta di "tili%%are d"e sa'ati po&eriggio del &ese di aprile o di &aggio 201>#$on l"ni$o vin$olo della $ontin"it 8ra i d"e e del non essere 8estivi. In tali o$$asioni si

prepareranno per "n p"''li$o prevedi'il&ente vario per$orsi agevoli di orienteering# tesi al

ri$onos$i&ento di l"og5i e di *ri&anen%e+ signi8i$ative della Pri&a G"erra Mondiale in

Cittadella. In8atti t"tti i per$orsi sono stati pensati per la parti$olare realt della Cittadella diAlessandria $5e tanto potre''e dare per "n ris$atto $"lt"rale della nostra $itt.

Ai per$orsi sono $ollegati d"e &o&enti ? per po&eriggio < di ri8lessione e appro8ondi&ento# $on

&"si$5e e lett"re di 'rani appropriati a $"ra di Pro !at"ra e del Gr"ppo dellIn$anto.


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Alcune informazioni sullOrienteering

,-I!/-I!G e G,/-ISM,

Il Georienteering l@"nione di d"e attivit legate alla s$operta del nostro territorio:? Geot"ris&o

? ,rienteeringIl Geot"ris&o p" essere de8inito il t"ris&o a te&a geologi$o. In ogni l"ogo si trovano 8or&e

&eravigliose del paesaggio e 8eno&eni st"pe8a$enti.

Cas$ate# deserti# v"l$ani# grotte oltre ad essere a88as$inanti# 5anno "na storia da ra$$ontar$i: la

storia della terra. a spiega%ione di $o&e la terra sia 8atta $i viene dalla geologia. 7"esta s$ien%a

$onos$i"ta per le attivit $5e svolge nel $a&po dellingegneria $ivile# in prati$a t"tte "elle

attivit in $"i ne$essario $onos$ere il sottos"olo: lo s$avo di gallerie# lo s8r"tta&ento di risorse&inerarie# la $ostr"%ione di edi8i$i. In realt# "no degli s$opi prin$ipali della geologia tentare di

ri$ostr"ire gli eventi a$$ad"ti al nostro pianeta da "ando si 8or&ato ad oggi. Co&prendere$o&e a''iano av"to origine &eravigliosi paesaggi p" diventare argo&ento dinteresse an$5eper $oloro $5e non si o$$"pano di ri$er$a: la B$o&prensione della terraB p" essere "n valido

&otivo per intraprendere "n a88as$inante viaggio o an$5e "na es$"rsione giornaliera.

3a "i nas$e lidea (non n"ova) del geot"ris&o inteso $o&e Bla s$operta e la $o&prensione delle'elle%%e geologi$5e visitate diretta&ente dove esse si trovanoB. Possia&o riass"&ere il

signi8i$ato del geot"ris&o prendendo "na 8rase di Mar$el Pro"st# 8a&oso s$rittore 8ran$ese: BIl

vero viaggio di s$operta non $onsiste nel trovare n"ove terre# &a nellavere n"ovi o$$5iB.

@,rienteering letteral&ente l@attivit dell@orienta&ento ? non "na $a$$ia al tesoro n

sopravviven%a. @ l@andar per 'os$5i (e non solo) $on $arta e '"ssola per il pia$ere $5e "esta

attivit $o&porta.Consiste nel raggi"ngere# se$ondo "na s"$$essione presta'ilita# "n deter&inato n"&ero di posti

di $ontrollo# $on l@a"silio degli str"&enti di naviga%ione# s$egliendo li'era&ente il tragitto da

per$orrere. Carta topogra8i$a e '"ssola sono str"&enti $5e rivelano i loro segreti solo a $5i liv"ole $onos$ere inti&a&ente# altri&enti appaiono &isteriosi. Si pensi alla si&'ologia o alle

$"rve di livello (isoipse) delle $artine# opp"re al seg"ire "na dire%ione rettilinea $on la '"ssola

per gi"ngere ad "n o''iettivo (&ar$ia all@a%i&"t).Molti ne $onos$ono l@esisten%a# &a l@orientista$ol"i $5e vera&ente li "tili%%a $on padronan%a ed e88i$a$ia.

Il nostro o'iettivo

a nostra attivit si propone# "indi# di 8ar apprendere le te$ni$5e orientisti$5e (a s$opo non

$o&petitivo# non si e88ett"eranno gare di orienta&ento)# dalle pi6 ele&entari alle pi6 $o&plesseattraverso "na progressione didatti$a st"diata passo per passo dall@ istr"ttore $on

ese&pli8i$a%ioni di eser$i%i?gio$o# ed in seg"ito e88ett"are "n@es$"rsione di orienta&ento

e so88er&arsi al ri$onso$i&ento delle 8or&e del territorio plas&ate dalla nat"ra in &ilioni di anni.ssa si svolge in diverse aree del territorio regionale e prevalente&ente in sentieri all@interno di

par$5i# riserve e oasi (allo$$orren%a an$5e in "ei par$5i "r'ani rappresentativi di "n a&'iente

nat"rale) dove p" essere inserito an$5e l@ele&ento nat"ralisti$o $5e eviden%ia l@aspetto legatoalla s$operta delle spe$ie vegetali ed alla 8a"na..


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...

Alcuni esempi di attivit di ORIENTEERING

Orienteering activity ! "tart to finis#

Aim!

/o 8ollo instr"$tions given as 'earings ($ardinal and inter$ardinal 'earings) and distan$es# and

to plot t5ese a$$"ratelD on a &ap (draing).

$#at you need!Paper

-"ler (/r"ndle 5eel or tape &eas"re 8or o"tside)Pen$il

Protra$tor or $o&pass ($o&pass 8or o"tside)

Notes to t#e teac#er!

/5is is initiallD a $lassroo& eEer$ise 8or st"dents to t5inF a'o"t dire$tion# distan$e and t5e need

8or a$$"ra$D 5en orFing it5 &ap and $o&pass. S"$$ess in t5is a$tivitD ill 'e a $o&pleted

draing 5i$5 is a $losed s5ape. I8 Do" $5oose to eEtend t5e a$tivitD and do t5is o"tside# s"$$essill 'e $o&pletion o8 t5e $o"rse at t5e starting point.

I8 t5e st"dent@s are doing t5is a$tivitD o"tside t5eD ill need to $onvert t5eir "adrant 'earings toa%i&"t5s (i.e. 0 to ;H0) 8or "se it5 t5eir orienteering $o&pass./5e instr"$tions are given in t5e ta'le 'elo. /5eD $an 'e ritten on t5e 'oard# ,/# or in

st"dent@s note'ooFs. An appropriate start position s5o"ld 'e sele$ted. /5e s$ale "sed ill 'e 1$&

>&.

Distanc

e

Directio

n

1 Start


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2 25m N

3 19m E

4 18m SE

5 18m NE

6 19m E

7 25m S

8 30m SW

9 20m W

10 30m NW

The shape of the course when drawn is shown in the diagram beow!


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Orienteering activity 2: In line

Aim:

To practice using a compass and measuring distances with a tape or trunde whee! To foow

instructions accurate" gi#en a bearing and a distance!

Wat yo! nee":

$easuring tapes or trunde whees

%ha&

'nstruction cards for students

%ompasses

#otes $or teacers:

(or this acti#it" a ine is drawn on the ground twent" metres ong and running e)act" east*west

as shown beow! Each 2m is mar&ed and abeed from + through to ,! $ore ines ma" be drawn if"ou wish to wor& in smaer groups!

The drawing of the base ine is a good acti#it" in measurement and direction finding!

%hoose an area which has pent" of open space for students to mo#e around on either side of the

ine!

Student instruction cardsis a master of 12 instruction cards for students! 't can be downoaded-

printed and photocopied for use b" students!

The answers are gi#en in the tabe beow! +s students compete a card- or when the" ha#e

competed a the cards- the" can chec& if the point.s/ the" arri#ed at was.were/ correct!

Students record the closest %ointwhen the" arri#e bac& at the ine each time!

Ans&ers

1! ,2!

3! ,

! ,

5! %

! 4! (

8!

9! 6

10!
http://education.qld.gov.au/curriculum/area/maths/compass/docs/orcards.dochttp://education.qld.gov.au/curriculum/area/maths/compass/docs/orcards.doc


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11! 7 12! 6


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Student orienteering instruction cards

8

Start at I

Go 16m at 210

Then 14m at 350

End at ___?

1

Start at A

Go 15m at 055

Then 10m at 145

End at ___?

9

Start at D

Go 17m at 050

Then 12m at 215

End at ___?

7

Start at K

Go 14m at 315

Then 10m at 180

End at ___?

10

Start at F

Go 13m at 315

Then 10m at 150

End at ___?

2

Start at C

Go 15m at 015

Then 16m at 155

End at ___?

11

Start at

Go 16m at 335

Then 15m at 200

End at ___?

6

Start at !

Go 12m at 120

Then 8m at 040

End at ___?

12

Start at A

Go 12m at 135

Then "m at 020

End at ___?

3

Start at F

Go 10m at 235

Then 1"m at 075

End at ___?

5

Start at G

Go 12m at 025

Then 17m at 230

End at ___?

4

Start at E

Go 10m at 020

Then 12#5m at 135

End ___?


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Orienteering activity 3: 'or&ar"s an" (ac)&ar"s

Aim:

To practice using an orienteering compass to find the bearings of a number of fi)ed obects! To

disco#er the reationship between bearings and bac&*bearings!

Wat yo! nee":

rienteering compasses

+n open area such as the schoo o#a

1 station mar&er .witches hat or simiar/ per group

Noteboo& and pen

Instr!ctions $or st!"ents:

Wor& in groups of 2 * students! :ace a mar&er .witches hat/ on the ground for "our group to

wor& from!

Seect 3 obects positioned at some distance from "our station mar&er and in different directions!

These obects shoud be easi" identifiabe! ;arge trees- goa posts- the corner of a buiding and

ight poes are good e)ampes!


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Orienteering activity 4: A co!rse* o$ co!rse+

Aim:

To e)perience setting a short orienteering course and to foow a course set b" other students!

Wat yo! nee":

pen area in the schoo ground or o#a with some ob#ious features for contro points

rienteering compasses

Trunde whees .if paces are to be used then each student shoud cacuate the number of

paces per 100 metres/

:aper and pen

Instr!ctions $or teacers:

rganise the students into groups of three to four!

'n this acti#it" students shoud set a short course of three to four stations .contro points/- noting

the bearing and distance between each point! Students seect a starting point- which shoud be

an ob#ious feature such as arge tree beside %*boc& or NE corner of sports shed .not a rubbish

bin because that>s mo#abe/!

(rom the starting point the" gi#e the direction .a bearing/ and distance in metres to their first

contro point- with a note to sa" what the station is! Students mo#e to their first station andrepeat the process unti the" ha#e data for three or four stations! The bearings and distances are

noted as the" proceed- and &ept for ater wor& in cass!

'f distances are to be appro)imated b" pacing rather than measured b" tape or trunde whee-

students wi need to wor& out how man" paces the" need for 100m! This can be done b" a"ing

out a 100m tape and pacing beside it! 'n orienteering- participants usua" count e#er" secondpace for their 100m! So if the" counted 0 doube paces- the" wi ha#e actua" stepped 120

paces for the distance of 100m! This can be adusted if "ou on" ha#e a 30m tape! @ou ma"

decide to cacuate the number of paces .or doube paces/ per 20m!

When competed students shoud swap courses- and foow the directions of another group!

+n in*cass foow*up of this acti#it" woud be for students to produce a map of their course to an

appropriate scae using accepted notation for an orienteering course! 7eow is a summar" of

acceptabe basic s"mbos necessar" for this acti#it"!

#ame ,ym(ol

Start

Station

(inish


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Intro"!ction: Wat is Orienteering

rienteering is an acti#it" in which the participants ocate contro points b" using a map and compass to

na#igate through a chosen en#ironmentB schoo "ard- the woods- the cit"- etc!

Crienteering is an acti#it" that heps in the persona de#eopment of the student in such areas as probem*

so#ing- decision*ma&ing- sef*reiance- awareness of oneDs surroundings- spatia reationships- use of

resources- courage to go be"ond the we*&nown paths- and enhanced sef*esteem!

,ar ,o#a- C in Schoos %ommittee .Orienteering and Map Games for Teachersb" $ar" E! 6arrett/

-.ac) to to%/

Activity 1:String %ourse

ra"e::re*schooF3

ime: 5 minutes

aterials:string .sur#e"orDs tape- twine- coored string- or ribbon/- spoo for roing the string in and out-

teacher*made maps- contro mar&ers .5F8 orange and white mar&ers/- stic&ers paced at each contro .STE

rienteering ,it/

@oung chidren become comfortabe with orienteering through a specia course caed a String %ourse! The

entire route is mar&ed b" string- ribbon- or tape- so the chidren can sta" on course and no one gets ost! +

simpe map iustrates the route and the ocation of the chec&points caedcontrols! .%ontros are the

mapped features such as bouders- trees- buidings- unctions in trais- fences- paths- etc!/ When the chidren

reach a contro- the" can mar& their indi#idua map with a stic&er or stamp that is specific to that contro!

E#entua"- the string eads bac& to the finish- usua" the same pace as the start! +s chidren become better

at finding their wa" in nature- their sef*confidence grows- and their abiities e)pand!

1! ;a" out the course and ma&e the map! (ind a suitabe pace for the route! +#oid road crossings-

poisonous pants- thorns- high grass- and other potentia haGards! Since the String %ourse is on" a few

hundred meters ong- design the route with most of it within sight of the start and finish! +s the route is

designed- identif" the ocation of the contros .bouders- trees- buidings- path unctions- fences- etc!/ n

the map incude route- contro ocations- a egend- and paces to punch or affi) a stic&er for each contro!

$a&e copies of the map- one for each student! .See sampe map beow!/
http://steonline.org/circles/appendices/orienteering.html#Anchor-Lesso-59618http://steonline.org/circles/appendices/orienteering.html#Anchor-Lesso-59618


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2! n the da" of the String %ourse e#ent- a" out the string and the contros! Tie the string to

something so that it doesnDt bow awa"- such as a"ing it on the ground with roc&s or wrapping it around

trees!

3! ang the contro mar&ers ow! :ace the stic&ers in a bag for protection!

! Spend some time e)paining the map- course- and rues to the students!

5! Now et the students start! .The whoe cass coud compete the first String %ourse- wa&ing the

course and e)paining as the cass goes aong! Then ater ha#e the indi#idua students foow the course!/

ariation:;ea#e the ocations of the contros off the map! The students must then mar& where the" are

on the map as the" reach each contro!

-.ac) to to%/

Activity 2:ow to


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ime:15 minutes pus o#ernight

aterials:needes- cor&- tape- refrigerator magnets- sma containers .STE rienteering ,it/

1! Tape one end of the neede to the magnet and ea#e o#ernight!

2! Test the magnetiGed neede b" tr"ing to pic& up another neede!

3! :ierce the magnetiGed neede through a sma piece of cor& so that the cor& is baanced rough" in

the midde of the neede!

! (oat the cor& in a container of water!5! $o#e the container around the room or ta&e it outside! The neede shoud continue to foat in the

same direction! What direction is that= .magnetic north/

-.ac) to to%/

Activity 4:ow to Hse the %ompass to Tra#e

ra"es: 2F8

ime:5 minutes

aterials:compass for each student or each 2*person team .STE rienteering ,it/

1! :ractice with the students tra#eing in the north direction b" finding where north is on the compass

housing! Turn the compass housing so that north on the housing ines up with the arge direction-of-

travel arrow!2! a#e the students hod the compass fat in their hands etting the red part of the compass neede

turn to north!

3! a#e the students turn themse#es- their hands and entire compass unti the compass neede is

aigned with north!

! Wa& off in the north direction! a#e the students notice what is in the north directionB a buiding- a

tree- a path- the pa"ground- etc!

5! Now ha#e the students practice other directionsB southeast- west- northwest- northeast-

southwest- southeast- whie noticing what is in the en#ironment in those directions!

Specia Note to


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! raw a map with an CK where the treasure is buried! The map has se#era pathwa"s on it! The

students are as&ed which pathwa" woud be best to ta&e and in which direction the path seems to

head! %ompasses are used to point in the direction that the" wish to go! nce the students ha#e the

direction- the" shoud aim at some obect or point in the distance and go there so the" are not staring

down on the compass!

5! +s the students hi&e- the" are as&ed se#era times to stop and use their compasses to find which

wa" the" are headed and to point to where the" are on their maps!

! Students arri#e at the second treasure! + third treasure map is now handed out to the students! The

teacher decides how man" treasure hunts the students wi compete for the da"!

Specia NoteB This course with different maps and #ariations shoud be competed se#era times- so the

students become #er" comfortabe with the compass safe" and accurate"! + #ariation coud be a different

ocationB par&- downtown- neighborhood- hi&e in the forest- etc!I a course with no pathsI This does ta&e

time on the teacherDs part to create maps that are specific to an area- but we worth the outcomeB

increasing student confidence and decreasing the feeing of being ost!

-.ac) to to%/

Activity 6:$ap


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2! a#e students obser#e and record what the" see in the nighttime s&" on the O(servation o!rnal

age!

3! a#e students obser#e and record for se#era da"s!

! Now record a the" saw on the O(servation o!rnal age!

5! iscuss with students changes- uni?ue obects- directions- etc!

! a#e students fi out Wat I ,a& Wor)seet- combining obects that the" saw both da" and

night!

+cti#it" 7

ime:15 minutes

aterials:compasses- om%ass I"enti$ication Wor)seets

1! ne of the best wa"s to introduce the reading of a map is to create a map of the cassroom or the

schoo grounds! onDt worr" about proportion and mperspecti#e!

2! raw a map of the cassroom on the cha&board!

3! :ace windows and doors on the wa ines!

! :ace teacher and student des&s- cupboards- buetin boards- etc!

5! 'ntroduce the compass rose b" using +cti#it" 2 in the rienteering +ppendi)!

! :ace the directions north- south- east and west on the cassroom map b" as&ing where the sun

rises and where the sun sets! The sun awa"s goes east to west! a#e students stand so the morning sun

is facing them! This is east! Then the eft hand is the north side of the bod"I the right hand is south side

of the bod"I and e#er"thing behind them is west!

4! a#e students draw a map of their bedroom! ;abe the directions- doors- windows- bed- des&- etc!

8! ;et students e)amine and discuss simpe maps from the communit"B a hi&ing map- a map of the

ma- a downtown map- etc!

-.ac) to to%/

Activity 8:$ap


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-.ac) to to%/

Activity 10:ow To


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+ route for a hi&e! (*hoose ro'te that+s not too steep. hen planning a long hie,

o' ma want to see whether water is available or whether it sho'ld be carried in. oods tint ma

indicate whether the ro'te is shaded.#

The best ocation for an airport! (Mae s're airplanes have plent of room to tae

off and land before the gro'nd rises. /o not let st'dents s'ggest b'ilding in a swamp, in the woods,

or in a b'ilt-'p area.#

+ route for a new road! (0ind a shallow grade rather than a steep one. /o not allow

them to cross too man rivers beca'se bridges are e1pensive.#

11! Hse a topographic map of Sacramento area to answer these ?uestionsB

What is the appro)imate ee#ation of the State %apito=

Woud "ou be wa&ing up hi or down hi to go from the state capito to the

Sacramento s :ress- 1995!
http://steonline.org/circles/appendices/orienteering.html#Anchor-Lesso-59618http://steonline.org/circles/appendices/glossary.html#Anchor-Ma-47486http://steonline.org/circles/appendices/glossary.html#Anchor-Rout-59898http://steonline.org/circles/appendices/glossary.html#Anchor-Control-29789http://steonline.org/circles/appendices/glossary.html#Anchor-Contro-37539http://steonline.org/circles/appendices/glossary.html#Anchor-Contro-37539http://steonline.org/circles/appendices/glossary.html#Anchor-Directio-12590http://steonline.org/circles/appendices/glossary.html#Anchor-Magneti-26444http://steonline.org/circles/appendices/glossary.html#Anchor-Magneti-26444http://steonline.org/circles/appendices/glossary.html#Anchor-Compas-50730http://steonline.org/circles/appendices/glossary.html#Anchor-Declinatio-38854http://steonline.org/circles/appendices/pdf/compassID.pdfhttp://steonline.org/circles/appendices/pdf/journal.pdfhttp://steonline.org/circles/appendices/pdf/what-i-saw.pdfhttp://steonline.org/circles/appendices/pdf/topo-map.pdfhttp://steonline.org/circles/appendices/pdf.htmlhttp://backwoodsok.org/images/iofcontroldesc.pdfhttp://steonline.org/circles/appendices/orienteering.html#Anchor-Lesso-59618http://steonline.org/circles/appendices/glossary.html#Anchor-Ma-47486http://steonline.org/circles/appendices/glossary.html#Anchor-Rout-59898http://steonline.org/circles/appendices/glossary.html#Anchor-Control-29789http://steonline.org/circles/appendices/glossary.html#Anchor-Contro-37539http://steonline.org/circles/appendices/glossary.html#Anchor-Directio-12590http://steonline.org/circles/appendices/glossary.html#Anchor-Magneti-26444http://steonline.org/circles/appendices/glossary.html#Anchor-Compas-50730http://steonline.org/circles/appendices/glossary.html#Anchor-Declinatio-38854http://steonline.org/circles/appendices/pdf/compassID.pdfhttp://steonline.org/circles/appendices/pdf/journal.pdfhttp://steonline.org/circles/appendices/pdf/what-i-saw.pdfhttp://steonline.org/circles/appendices/pdf/topo-map.pdfhttp://steonline.org/circles/appendices/pdf.htmlhttp://backwoodsok.org/images/iofcontroldesc.pdf


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7oga- Ste#en! Orienteering: The Sport of Navigating ith Map and *ompass.Stac&poe 7oo&s-

1994!

7ratt- 'an! Orienteering: The 3ssential G'ide to 34'ipment and Techni4'es.Stac&poe 7oo&s- 2002!

,estroem- 7oern! "e 31pert ith Map and *ompass: The *omplete Orienteering

2andboo.ungr" $indsPohn Wie" Q Sons- 199!

$cNei- %aro- Tom


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20/21


21/21

'nserimento spiegaGione a cura dei progettisti deD'% 6aiei .S$S Mi#adi/ a!s! 201!2015

Documents

20140401_orienteering Cittadella Alessandria - Pro Natura Alessandria