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Appendix 1


Year Level: 6 Time: 9am- 10am Date:18/10/2018 Students’ Prior Knowledge:

Work independently, or collaboratively when
Learning Area: required, to plan, safely develop and communicate
Technologies ideas and information for solutions. (WATPPS32)

Science Develop and communicate alternative solutions,

Strand/Topic from the Australian Curriculum: and follow design ideas, using annotated
diagrams, storyboards and appropriate technical
Design and Technology terms. (WATPPS29)
Design, modify, follow and represent both
diagrammatically, and in written text, alternative Define a problem, and set of sequenced steps, with
solutions using a range of techniques, appropriate users planning to create a solution for a given task.
technical terms and technology (WATPPS35) (WATPPS27)

Science Inquiry Skills Identify available resources,

characteristics and properties of a range of
Identify, plan and apply the elements of scientific materials and components, and the suitability and
investigations to answer questions and solve problems safe practice of their use. (ACTDEK023)
using equipment and materials safely and identifying
potential risks (ACSIS103) In previous lessons, students have been taught
about the elements of the bush, what you need in
the bush to survive (food, water, shelter).
6General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
 thinking competence

Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures  Asia 
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
 List the essential requirements to make an effective shelter
 Describe why an effective shelter is required in the bush
 Work collaboratively in small group discussions


Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Interactive whiteboard (cleared and working)  Apply ABLEWA strategies, specifically
Stage B: Active Exploration for Samantha.
 Parent’s signed permission slips to watch PG With assistance, Samantha will focus on
episode her experiences when being outside at
school and home. Samantha should be able
 Working whiteboard markers to list types of tools and equipment
 Bear Grylls Kimberley episode Season 1 required for use when outside or on the
episode 12
 Book: “Shelter: How Australians Live, by Kara  English as a second language – ensure
there is time for repetition and one on one
Rosenlund” explicit teaching.

 A3 paper

 Images of a “Kaunt”
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:
Teacher self-reflection and self-evaluation:
[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Motivation and Introduction:
Align these with the segment where they
9am will be introduced.
Teacher to introduce the objectives of this lesson,
writing the outcomes on the whiteboard.
Whiteboard/ whiteboard markers
Teacher to write: We can describe why an effective
shelter is required in the bush.

Teacher to state that today we are going to discuss Sustainability- using earth’s natural

what materials are required to build an effective materials to develop, design and build a

shelter and why an effective shelter is important. shelter

The reason that we will be discussing this,

is that in coming weeks, you will be required to

build your own shelter, using only materials that we
discuss today, so pay attention or you won’t be able
to complete your project.


9.05am The lesson will start with a quick “What do you

Refresh Quiz based on previous lesson
already know” class quiz and the teacher will write
down all the answers on the white board.

Q1: What are some key items required or bush

survival, before you head out into the bush for hiking
or camping? (expected answers: food, water, shelter,

Q2: What are the key elements of an effective bush

shelter (expected answers: waterproof, wind proof, Critical and creative thinking- students
stays standing up, easy to get in and out of ) to use their imaginations and what they

Q3: Why do we believe an effective shelter is know to explain and describe their

required in the bush? (expected answers: keep the answers.

wind out, keep the rain out, protection from the sun,
somewhere to sleep)

Q4: What materials would you build a shelter from if

you were stuck in the bush? (expected answers:
sticks, leaves, rocks, trees, branches)

Teacher to leave the answers on the board and refer

to them later in the lesson.

Lesson Steps (Lesson content, structure, strategies

& Key Questions):
Explicit Teaching:
Teacher to use the book “Shelter: How Australians
Live, by Kara Rosenlund” to show students the
different types of shelters all around Australia.
Teacher to name the different types of shelters
(farmyard, house, tent, tepee)
Teacher to highlight the Kimberley and the types of Book: “Shelter: How Australians Live,


shelters found in the Kimberley (teaching students by Kara Rosenlund”

that the name for shelter in Yawuru language is

9.30am Teacher to show the students images of a “Kaunt”

and discuss the materials a “Kaunt” is made from.
Interactive whiteboard
Teacher to inform students that they will be watching
an episode on bush shelters from Bear Grylls in the

Teacher to explain to the students to ensure they take

note of why it is important, what materials were used
and who made shelters in the bush. (Answers will be
compared to the initial “What do you know quiz” vs-wild/season-1/episode-12-kimberly-
later in the lesson). australia

Teacher to play the episode of Bear Grylls in the

Kimberley- Season 1 Episode 12.

Lesson Closure:(Review lesson objectives with
In groups of 4, students are to create a table on the
A3 paper supplied. One heading will be “What
materials can you make a shelter from in the bush”
and the other heading will be “Why is an effective
shelter required in the bush”.
Drawing on the lesson information provided,
9.50am students are to discuss and write down their answers. A3 paper and markers
Each group will present their answers to the rest of
the class in an open discussion forum.
Teacher to add any additional answers to the word


wall created previously and reiterate the reasons why

an effective shelter is required and what materials a (Formative assessment)
shelter can be made from.

Transition: (What needs to happen prior to the next

Students to pack away all materials and line up to
9.55am head to music.

Assessment: (Were the lesson objectives met? How

will these be judged?)
Please see attached assessment rubric



Fleer, M. (2016). Technologies for Children. Melbourne, VIC: Cambridge University Press.

Man Vs. Wild Kimberley, Australia. (2007). BBC America. Retrieved from

Rosenlund, K. (2015). Shelter: How Australians Live 1st ed. Melbourne, VIC: Penguin Books.

School Curriculum and Standards Authority. (2014). Design and Technologies. Retrieved from