1. Instructors: George Crowl
QM-9
Quartermaster
Navigation Rules
This PowerPoint is provided for those who may not have appropriate training aids available in a ship or location. This generally follows a companion lesson plan available at I expect you to modify it to fit your situation and teaching style. I am more concerned that Scouts learn than this fit a specific style. I am, however, a fan of the Effective Teaching model. Teaching EDGE is somewhat simplistic in its approach, but that has some advantages.
Note: These lesson plans may also be used for teaching in the ship. For administrative convenience, they cover the entire specific numbered requirement (except one, where Galley is covered separately!). Individual Sea Scout Academy lessons may only cover part of the requirements. Similarly, ships may find that even just a portion of a subrequirement is all that can be done during a particular ship meeting. Adapt these lessons as needed to fit your youth and your situation. Share these plans with your youth who are teaching.
Philosophy: Sea Scout Academy’s primary purpose is to teach the material to the Sea Scout. If the Sea Scout demonstrates mastery of parts of the subject, then the instructor should annotate on the class roster what has been passed, in the instructor’s opinion. Skippers have the right to re-examine any Sea Scout in any requirement. (Knots are not a good subject to give a pass in.)
Instructors: George Crowl

2. Course Outline
Teach the Ordinary navigation rules requirements and Able 9b and 9c to a crew.
Requirements:
Reference:

3. Techniques
Integrate rules of the road, navigation lights, and day shapes, showing how some of them have similarities.
There are lesson plans and PPTs that may help explain and illustrate the nav rules.
I prefer to teach from top (most protected) down
Must be reinforced on the water whenever possible
Make the teaching as realistic as possible. Integrate the rules of the road, navigation lights, and day shapes, showing how some of them follow each other. In this instructor's opinion, it makes the most sense to explain the priority list from the top down. Show where each class of vessel lower on the list has more maneuverability. See the table on SSM p. 163 and the illustrations on p. 221.
Not under command.
Restricted in ability to maneuver.
Constrained by draft.
Trawling.
Fishing.
Sailboat.
Power boat.
Seaplane.
While the navigation rules can be taught in a classroom, in this instructor's opinion, they need to be reinforced at every opportunity on the water. Ask about who is the stand-on and give-way vessel every opportunity you have to take advantage of a situation. When on a vessel, bring any day shapes seen to the attention of the Scouts. Similarly, at night, make sure they can read routine light displays, and show them other lights, such as dredges.
Make the teaching as realistic as possible. Integrate the rules of the road, navigation lights, and day shapes, showing how some of them follow each other. In this instructor's opinion, it makes the most sense to explain the priority list from the top down. Show where each class of vessel lower on the list has more maneuverability. See the table on SSM p. 179 and the illustrations on p. 237.
Not under command.
Restricted in ability to maneuver.
Constrained by draft.
Trawling.
Fishing.
Sailboat.
Power boat.
Seaplane.
While the navigation rules can be taught in a classroom, in this instructor's opinion, they need to be reinforced at every opportunity on the water. Ask about who is the stand-on and give-way vessel every opportunity you have to take advantage of a situation. When on a vessel, bring any day shapes seen to the attention of the Scouts. Similarly, at night, make sure they can read routine light displays, and show them other lights, such as dredges.

4. Techniques for Ordinary
Teach ORD-9a, 9b, 9c first, they are the basis of understanding
Explain why “Not under command” has the highest priority (or have them explain it!)
Go over lights and day shapes
Move down the priority list, have the students explain why each is lower than the higher ones, and higher than the lower ones. If they understand why, easier to remember
Keep going over lights and day shapes A

5. Equipment Needed
Lesson plans and/or PPTs for ORD-9, ABL-9 (as desired)
Two or more boat models OR white board
Ball, cone, cylinder (nice to have)
Red, white, green lights (nice to have)
A trip on the water at night (nice to have)
Identify the material needed for the particular lesson to be taught. The lesson plans identify it by rank, you may not need everthing for every lesson.
The lesson plans and/or PPT may prove useful.
The Sea Scout Manual has good information.
Your primary vessel or another vessel where you can go where navigation rules are being actively employed.
Keep an eye out for the opportunity to teach even just a portion of each requirement as the need arises. Ask to teach. Let your skipper know as you complete each portion of this requirement. Make a note in your book as you do them.

6. Teaching EDGE Lacks two things – objectives, motivation
You have to supply both
Objectives – simply put – the requirements
Motivation – why should a Sea Scout want to pass an advancement requirement?
YOU have to provide the motivation – how it will be used, it may be fun to do, whatever will persuade the Scout to do it
Give a pre-test? You may be able to sign them off as complete with part or all of it
Let's discuss the Teaching EDGE method. It is the official BSA method of teaching. First, there a couple things lacking that you must fill in. First, what are your teaching objectives? Well, in BSA rank advancement, the objectives are the rank requirements. So, half your problem is solved, you are teaching the rank requirements for the skill involved.
The second half the problem is how much the Scouts know, and are they willing to learn what they don't know? You may have to give them a pre-test of some kind, or observe they they don't know something they they should, to find out what they don't know. What if their pre-test shows they already know it? Stop teaching, you and they are done! Sign them off! On the other hand, if they don't know it, we now have to persuade them that they do need to know it, so they will be willing to learn it.
Now for the official Teaching EDGE method, and an example.
Explain
Demonstrate
Guide
EnableA
Let's discuss the Teaching EDGE method. It is the official BSA method of teaching. First, there a couple things lacking that you must fill in. First, what are your teaching objectives? Well, in BSA rank advancement, the objectives are the rank requirements. So, half your problem is solved, you are teaching the rank requirements for the skill involved.
The second half the problem is how much the Scouts know, and are they willing to learn what they don't know? You may have to give them a pre-test of some kind, or observe that they don't know something they should, to find out what they don't know. What if their pre-test shows they already know it? Stop teaching, you and they are done! Sign them off! On the other hand, if they don't know it, we now have to persuade them that they do need to know it, so they will be willing to learn it.

7. Teaching EDGE (2) Four main steps Explain Demonstrate Guide Enable
EDGE is a simple teaching method for relatively simple tasks. It is effective for many Scouting tasks.
Make the teaching as realistic as possible. Integrate the rules of the road, navigation lights, and day shapes, showing how some of them follow each other. In this instructor's opinion, it makes the most sense to explain the priority list from the top down. Show where each class of vessel lower on the list has more maneuverability. See the table on SSM p. 163 and the illustrations on p. 221.
Not under command.
Restricted in ability to maneuver.
Constrained by draft.
Trawling.
Fishing.
Sailboat.
Power boat.
Seaplane.
Practice makes perfect, so have the students identify the applicable rule of the road while sailing.
Now for the official Teaching EDGE method, and an example.
Explain
Demonstrate
Guide
Enable

8. Explain
“How do we determine who is stand-on and give- way of two power boats meeting?”
Position is the key
Boats 0° to 112.5° relative are stand-on (green light)
Boats 0° to 247.5° relative are give way (red light)
Boats 112.5° to 247.5° relative are give way (white light, overtaking)
The first step is to explain what needs to be done. How do we determine who is stand-on and give-way of two power boats meeting? By position. Boats on your bow to your relative bearing of 112.5° are stand-on. This is the arc where your green light is visible. Boats on your bow to your relative bearing of 247.5° are give-way. This is the arc where your red light is visible. Boats behind you from relative bearing 112.5° to 247.5° are overtaking, and are give-way vessels. This is the arc of your white light.
The first step is to explain what needs to be done. “How do we determine who is stand-on and give-way of two power boats meeting? By position. Boats on your bow to your relative bearing of 112.5° are stand-on. This is the arc where your green light is visible. Boats on your bow to your relative bearing of 247.5° are give-way. This is the arc where your red light is visible. Boats behind you from relative bearing 112.5° to 247.5° are overtaking, and are give-way vessels. This is the arc of your white light.”

9. Demonstrate
Instructor shows how boats on the water claim give- way or stand-on on whiteboard or using models
Give several examples and situations
The second step is to demonstrate how to do it. Two simple models, or even just top-down drawings with the red, green, and white arcs illustrated can be moved to demonstrate different positions that set up various stand-on/give-way situations.
The second step is to demonstrate how to do it. Two simple models, or even just top- down drawings with the red, green, and white arcs illustrated can be moved to demonstrate different positions that set up various stand-on/give-way situations.

10. Guide Have Scouts set up situations using models or whiteboard
Talk about “passing on the one” and “passing on the two”
When actually on the water, have the Scouts tell you the rules that are being applied as boats approach
The third step is to guide the students doing it themselves. Have the students set up situations using the models. Add passing on the one (or two) in both directions. Transfer this learning to the next ship outing on the water, have the Scouts announce the situations that they come across.
The third step is to guide the students doing it themselves. Have the students set up situations using the models. Add “passing on the one (or two)” in both directions.” Transfer this learning to the next ship outing on the water, have the Scouts announce the situations that they come across.

11. Enable
Have the Scout(s) apply and explain the rules while on the water. Pose some questions while on the water about unusual situations (set up an imaginary dredge somewhere). Look actively for unusual signals, such as constrained by draft, etc.
Fourth, you enable your students to actually execute the task when needed. Give them time to react to the crossing situations they encounter, and execute the proper avoiding maneuver if needed. If they know the skill to meet the needs of the requirement, you may pass them on it.
EDGE is a simple teaching method for relatively simple tasks. The principles above apply to all the tasks of this requirement and other Sea Scout requirements. It is effective for many Scouting tasks.
Fourth, you enable your students to actually execute the task when needed. Give them time to react to the crossing situations they encounter, and execute the proper avoiding maneuver if needed. If they know the skill to meet the needs of the requirement, you may pass them on it.
EDGE is a simple teaching method for relatively simple tasks. The principles above apply to all the tasks of this requirement and other Sea Scout requirements. It is effective for many Scouting tasks.

12. When do You Pass the Scout?
Policies vary between ships
Author's opinion: if the Scout can repeat the correct solutions to the problems posed, and reacts correctly on the water, s/he has met the requirements for rules of the road. If it is not used, it will be forgotten.
Other skills, perhaps knot tying, should be demonstrated several times by the Scout before passing. A

13. Questions? R