Lesson 3: Route Choice

"You get to choose where to go and in what order"


Time	45-60 minutes
Space	Schoolyard or local park with an orienteering map
Materials	Orienteering maps with checkpoint circles marked, Checkpoint markers (cones or flags) with letter codes, All-checkpoints map, Scorecards and pencils, Poster-sized map with plastic cover for student course design (optional), Orienteering maps (one per student or pair), A planned route through varied features, Poison Score-O maps (1 per pair), Punch cards or index cards, Pencils
Setup	Place checkpoints according to the all-checkpoints map; spread them out across the mapped area
Vocabulary	Route choice, Score-O, Scorecard, Strategy

Activities

warm-up

Warm up: quick map walk to review symbols and thumbing.

core

Visit as many checkpoints as possible in any order.

extension

Score-O where wrong checkpoints lose points.

extension

Collect poker hands at checkpoints.

Orienteering Goals

Plan a route through multiple checkpoints, choosing which to visit and in what order
Navigate independently using an orienteering map
Develop strategies for visiting the most checkpoints in the time allowed
Read map symbols while moving through terrain
Participate in course setup and cleanup (setup ladder)

PE Standards (SHAPE America)

Standard 2: Movement & Fitness Concepts

Identifies the effective use of movement concepts within multiple dynamic environments (2.8.1). Students plan efficient routes between checkpoints during Score-O, considering distance and terrain.
Demonstrates problem-solving skills in a variety of games and activities (2.8.7). Students develop strategies for grouping nearby checkpoints and avoiding backtracking.

Standard 3: Social Skills

Uses communication skills to negotiate strategies and tactics in a physical activity setting (3.8.3). Partners discuss and negotiate which checkpoints to visit and in what order during Score-O.
Demonstrates the ability to follow game rules in a variety of physical activity situations (3.8.6). Students return on the time signal, self-check using letter codes, and stay within the boundary.
Recognizes and implements safe and appropriate behaviors during physical activity (3.8.7). Students navigate independently and stay aware of boundaries and other participants.

Standard 4: Personal Skills

Connects how choice and personal interests impact individual engagement in physical activity (4.8.4). Students choose their own routes and strategies, discovering which approaches suit their strengths.
Examines individual and group challenges through movement (4.8.5). Students debrief strategies between rounds and compare approaches with classmates.

See PE Standards alignment for the full framework.

Map Walk: quick warm-up route to review symbols and thumbing
Score-O introduction: explain the format. Students visit checkpoints in any order within a time limit. At each checkpoint, record the letter code on the scorecard.
Strategy discussion: "If you want to visit the most checkpoints, what would your plan be?" Discuss grouping nearby checkpoints, avoiding backtracking, saving far ones for last.
Score-O: first round in pairs, 8-10 minutes
- Students orient their maps, plan a route, then go
- At each checkpoint, record the code and self-check: does the location match what the map shows? 🧭 Checking
Debrief: compare strategies. Who found the most? What worked?
Second round: individual, try to beat your first score
Students run the setup (if time and readiness): for a third round, have students choose checkpoint locations on the all-checkpoints map and place the markers themselves. See Who does the setup? on the Score-O page.

Poison-O: add unmarked "poison" checkpoints that cost points. Rewards careful map reading.
Poker-O: each checkpoint has a playing card; collect the best poker hand
Assign point values: further or harder checkpoints worth more
Late penalty: lose 1 point per minute past the time limit
Full setup ladder: students design, set up, navigate, and clean up the entire course