Report 3 No revisions have been made to the materials from Report 2.

1. Report 3 No revisions have been made to the materials from Report 2. Slides 1-26 are as they were in Report 2. Slides 34-60 represent the class presentation as it was given in its original form. Slides 63-66 are images of the physicals materials that were used during the class.

2. Summary of Revisions from Report 1 to Report 2 Goal Analysis – I removed the phrases “will demonstrate the ability to” and “during daylight hours” from the original goal statement. The first was removed to make the goal more action oriented. The second was removed because the day vs. night navigation specification is not important at this point in the training. Right now, the students should concentrate on basic map preparation. Later, they will learn day vs. night techniques that pertain more to the actual navigation and not the preparation. I removed Step 7. Doghouses are used more for aviation navigational planning than they are for foot-mobile navigation. The reason for this is that the minute features of the map are more important during foot-mobile navigation and the doghouses tend to cover up too much detail. The doghouses are replaced by placing the backup card information directly onto the map in a place well away from the route itself.

3. Goal Analysis Seth Goldstein Marine Option Naval ROTC students will identify terrain features and plan a land navigation route using a 1:50,000 scale navigation map, a protractor, and map pens/markers. (Intellectual Skill) Yes Determine best route around impassable terrain 4 Create backup card with time, distance, heading for each point 7 Determine best order to connect points 2 Plot route from point to point on map 3 Calculate each pace count, distance, heading 6 Is there any impassable Terrain? Plot navigation points on map 1 Plot alternate route on map 5 No Determine heading using protractor. 6.3 Identify terrain features based on contour lines. 2.2 Mark checkpoint at proper Grid Point. 1.4 Calculate pace count for determined distance. 6.2 Move protractor to correct reference grid. 1.3 Identify terrain features based on color and shape. 2.1 Determine proper scale on protractor. 1.2 Measure distance from point to point. 6.1 Determine Grid Point. 1.1 Entry Skills Determine individual pace count. 6.2.1 Read 6-digit grid. 1.1.1 Read markings on protractor 1.2.1

5. Describe Your Learner Interview(s): • 1. Who did you interview and why did you select that person (those people) for your interview? • I interviewed the Executive Officer (Lieutenant Colonel), the Marine Officer Instructor (Captain), and NROTC students (some Sergeants, mostly Midshipmen). I also conducted an online survey with 11 students responding. I chose to interview the leadership in order to gain an understanding of what they had taught to the students previously. I felt that this would give me an idea of students’ prior exposure to the subject. I conducted the survey to get a broad understanding of what the students’ believe they know about the subject and their perspective on what previous exposure they have had. • 2. How long did you spend? • I spent 45 minutes with the Executive Officer and 30 minutes with the Marine Officer Instructor. I spent 20 minutes with 3 Midshipmen. The online survey was open for 96 hours. • 3. What questions did you ask? • For the leadership, I asked the following questions: • How many enlisted Marines do you have and how many Midshipmen? • Of the students, how many have been to OCS already? • What preparatory courses have the students had for OCS? • How much time has been spent on mapping and navigation? • Have the students who have not been to OCS conducted any “in-the-field” navigation? • For the survey, I asked the following questions: • Have you ever used a 6 or 8 digit grid coordinate to plot a point on a map? • Are you familiar with the use of grid squares on a map in locating a particular area on a map? • Have you ever used a mapping protractor? • Are you familiar with terrain terminology for use in navigational maps (i.e. hill, ridge, saddle, valley, depression, draw, finger, cliff) and how to identify them on a map? • Are you familiar with the concepts of magnetic north and grid north? • Are you familiar with the colors used on a military map and what each color represents? • How useful do you think Land Navigation training will be to your future as an officer in the Marine Corps? • Is a map preparation course something that you would like to have in preparation for your future duties as an officer in the Marine Corps? • List previous training you have had in Map Preparation/Land Navigation. • 4. What did you discover that you didn’t know before or that surprised you? • This particular unit has a solid base of enlisted Marines who have had experience in the subject. Additionally, many of the Midshipmen have had some exposure through their Junior ROTC experiences. I did not think that they would have had it at that level. These students have had good instructors that were very in tune with the fact that they are there for the student. It is apparent that many of the students have entry level skills that will allow me to teach at a higher level and much further into the training cycle than I first thought would be the case. This will help me maximize the time available for instruction and it will help the students in that they will get much more out of the training than if we had to spend a lot of time just getting the basics down. Also, this is a very motivated group and it will be easy to relate how integral this skill will be to their careers whether that be 4 years or 30.

8. Performance Objectives Seth Goldstein Marine Option Naval ROTC students will demonstrate the ability to identify landmarks and plan a land navigation route during daylight hours using a 1:50,000 scale navigation map, a protractor, map pens/markers, and a compass. (Intellectual Skill) ● Given a 6-digit grid, a protractor, and a map pen, plot the point on a 1:50,000 scale map to within 100 meters. ● Given an 8-digit grid, a protractor and map pens, plot the point on a 1:50,000 scale map to within 100 meters. Plot navigation points on map 1 ● Given a map section and a picture of a terrain feature, the learner will name the following terrain features: hill, saddle, ridge, finger, draw, depression. Plot route from point to point on map 2 ● Given a map with 8 plotted checkpoints, the learner will connect the points to form a navigation route. The learner will include identification of what the checkpoint is (ex. Hilltop, saddle, ridge, finger, draw, depression, road intersection, building, river intersection, etc.). ● Given a map section, the learner will identify the primary terrain features associated with land navigation. The learner will be able to identify a hilltop, saddle, ridge, finger, draw, depression, road intersection, bridge, river/creek intersection. Determine best route around impassable terrain 3 ● Given a map with 8 plotted checkpoints, the student will connect the points to form a navigation route. Be sure to not cover any navigational terrain features or landmarks relevant to the route. Plot alternate route on map 4 Calculate each pace count, distance, heading 5 ●Given a route consisting of 8 checkpoints, a distance scale, a mapping protractor, and a 100 meter pace count, the learner will measure the distance between the points to within 25 meters, azimuth between points to within 10 degrees, and the number of paces between points to within 5 paces. Create backup card with time, distance, heading for each point 6 ● Given the pace count, distance, and heading for a navigation route, the learner will create a backup route card that includes all navigational information. Be sure to include the distance, azimuth, and pace count for each leg.

9. Creating Assessment Tools • Objective 1: Given a 6-digit grid, a protractor, and a map pen, the learner will plot the point on a 1:50,000 scale map to within 100 meter accuracy. • Assessment item: On the provided Quantico Special Land Navigation map, plot the following grid points to within 100 meter accuracy: • 1. 878764 • 2. 796767 • 3. 806727 • 4. 796729 • 5. 805766

10. Objective 2 and 3: Given a map section and a picture of a terrain feature, the learner will name the following terrain features: hill, saddle, ridge, finger, draw, depression. Assessment item: Match the following map sections to the correct terrain feature and name the feature. a. 2. b. 3. c. 4. d. 5. e. 6. f.

11. Objective 4: Given a map with 8 plotted checkpoints, the student will connect the points to form a navigation route. Be sure to not cover any navigational terrain features or landmarks relevant to the route. Assessment item: Plot the following grid coordinates on you Quantico Special Land Navigation Map. Connect the check points to form a route for navigation. Ensure that your line and point plots do not cover any terrain features or landmarks that are relevant to your route. (Assume 8 grid coordinates are provided.) Objective 5: Given a route consisting of 8 checkpoints, a distance scale, a mapping protractor, and a 100 meter pace count, the learner will measure the distance between the points to within 25 meters, azimuth between points to within 10 degrees, and the number of paces between points to within 5 paces. Assessment item: Using the route you created in the previous item, the scale on the Quantico Special Land Navigation Map, your protractor and a 100 meter pace count of 67 paces, calculate the distance, azimuth, and number of paces for each of the 7 legs of the route. Objective 6: Given the pace count, distance, and heading for a navigation route, the learner will create a backup route card that includes all navigational information. Be sure to include the distance, azimuth, and pace count for each leg. Assessment item: Using the route you created and the calculations you completed in the previous items, create a route card that includes the distance, azimuth, and pace count for each of the 7 legs of the route. Ensure the route card matches your calculated data.

12. Instructional Strategy

21. Assignment of Objectives to Lesson and Time Estimation • Consolidation of Media Selections and Choice of Delivery System

22. As stated previously, each student has passed an assessment in previous units in order to get to this unit. Therefore, pre-testing is unnecessary in this particular case. The following 2 slides make up the answer key for the post-test. This exam consists of 41 total answers – 2 for each in section 1 and 4 for each in section 2. In section 1, the student must match the map section to the correct picture for 1 answer and then, identify the terrain feature by the appropriate name for another. In section 2, the student must mark the correct distance, azimuth, pace count, and identify the terrain feature for 4 total answers per grid coordinate (1 answer for the first coordinates – identify the terrain feature).

23. Map Preparation Exam With Answer Key Match the following map sections to the correct terrain feature and name the feature. 1f ___Ridge Line__________________ 2 e ____Hill_________________ 3a ____Saddle________________ 4 c ____Depression___________ 5 d ____Finger________________ 6 b ____Draw_________________

24. Plot the following eight grid points on the provided Quantico Special Land Navigation map. Once the points are plotted, connect the points to form a navigation route. Using the scale provided on the map, compute the distance, azimuth, and pace count for each leg. Assume a pace count of 64 paces per 100 meters. Finally, fill in the route card provided below using this information.

25. Map Preparation Exam Match the following map sections to the correct terrain feature and name the feature. 1 a 1. _____________________ 2 b 2. _____________________ 3 c 3. _____________________ 4 d 4. _____________________ 5 e 5. _____________________ 6 f 6. _____________________

26. Plot the following eight grid points on the provided Quantico Special Land Navigation map. Once the points are plotted, connect the points to form a navigation route. Using the scale provided on the map, compute the distance, azimuth, and pace count for each leg. Assume a pace count of 64 paces per 100 meters. Finally, fill in the route card provided below using this information. 831754 822761 828772 841772 844762 848763 862771 874775

27. One-to-One Evaluations Learners: For the one-to-one evaluations, I was rather limited to available students. This is mostly due to the fact that my students for the small group evaluation made up my entire available population. Rather than pull one of the NROTC students away from studying, I used three of my former flight students. This worked out well, because I was able to get one Marine who has already learned the subject matter (roughly 3 years ago) and two Naval officers who had not been exposed to land navigation procedures in the past. The two Naval officers did have some background in basic map reading and navigation however, their experience was from the flying perspective. This previous experience did not affect them as candidates for the evaluations since the land perspective is much more detailed than the flying perspective. Material: I was separated by a considerable distance from the one-to-one participants. The Marine is currently stationed in North Carolina. One of the Naval officers is stationed in Guam and the other is stationed in Jacksonville, Florida. Therefore, I emailed the PowerPoint presentation of my course to them. Additionally, I scanned and emailed them the map portion that I planned on using for the small group evaluation. Each was able to find a mapping protractor and map pens on their respective bases. Procedures: I instructed each of the participants start a timer, go through the presentation slides, and stop the timer. Once that was complete, we connected for a video chat using Skype and Apple’s Facetime software. During the video chat, I was able to observe each student going through practical application exercises and answer any questions that arose. Once that was complete, I sent a email with the posttest.

28. Results from One-to-One Evaluations and Revisions Results: Although the Marine (the advanced student) came to the table with a very good knowledge of the subject matter, he was still very helpful. His insights and suggestions helped to make the class flow more cleanly. However, his previous knowledge meant that he was able to go through the materials much more quickly than the others and gave me a false sense of the time it would take to complete this training with a group of less experienced students. He had a perfect score on the posttest. The first Naval officer (the average student) was relatively well versed in map reading. Her knowledge and experience from flight training helped her in this evaluation. She was able to grasp the concepts and transfer them from flight regime to on-foot type navigation. She did not go through the presentation as fast as the Marine, but was still faster than what I ended up needing for the small group. She took in the materials very well. She had a perfect score on the posttest. The second Naval officer (the more challenged student) was chosen because of his struggles with navigation during flight training. He went through the presentation methodically and it was obvious that he was trying to give a best effort. The map interpretation portion was easy for this evaluator, as was the use of the protractor. He made one mistake while completing the posttest, and that was attributed to a lack of attention to detail – he did not start in the correct grid square. Revisions: Initially, I did not make any revisions based on these evaluations. However, the NROTC instructor informed me the day before the first class that we would only have one hour instead of two to complete the training. Based on the above results, I told him that I could complete the training in one hour.

29. BASIC MAP PREPARATION PRESENTED BY MAJOR SETH GOLDSTEIN (Instructional materials used for small group evaluations)

30. INTRODUCTION WHO AM I? WHY AM I HERE? WHY ARE YOU HERE?

31. LEARNINGOBJECTIVES Terminal Learning Objective: Marine Option Naval ROTC students will identify terrain features and plan a land navigation route using a 1:50,000 scale navigation map, a protractor, and map pens/markers Enabling Learning Objectives: • Identify marginal information on a map • Identify the terrain features on a map • Determine grid coordinates on a map • Measure straight-line distance and azimuth on a map • Calculate pace count

32. MARGINAL INFORMATION • Scales • Contour Interval Notes • Grid Reference Box

33. Contour Lines

34. TERRAIN FEATURES • Ridge • Hill • Saddle • Depression • Draw • Finger

35. RIDGELINE

36. RIDGELINE

37. HILL

38. HILL

39. SADDLE

40. SADDLE

41. DEPRESSION

42. DEPRESSION

43. FINGER

44. FINGER

45. DRAW

46. DRAW

47. PROTRACTOR

48. DETERMINE GRID COORDINATES • Select the correct scale on the protractor. • Place the horizontal scale on the grid line with the “0 mark” at the lower left-hand corner of the grid square. • Slide scale right until the vertical scale intersects the center of your plot point. • Read right then read up

49. EH 78 00 Then Up FOUR-DIGIT GRID COORDINATES

50. ZERO “0” MARK