4 Mat Unit HSIE: The need for shelter Stage 1

Outcomes: ENS1.6 Demonstrates an understanding of the relationship between environments and people. - Identifies ways in which people depend on the environment - Identifies ways in which peoples interactions with the environment can change the environment - Recognises that Aboriginal peoples have interacted with the environment positively for a long time

Orla Page

ENS1.5 Compares and contrasts natural and built features in their local area and the ways people interact with these features and sites - Examines the difference between built and natural features and sites - Identifies similarities and differences between natural features and sites in their local area and those in other areas - Associates geographical terms for places and features with visual images - Makes and interprets 3D models of features and places - Expresses feelings for particular environments and why they have these feelings
Quadrant One - Creating an Experience: Connect (right brain activity) Examine (Left Brain activity) Students will explore things they want but may not need. Discuss going on a camping trip or being shipwrecked on a deserted island. What might you take with you? What will you want? What might you need? On small card students draw what they need to take camping. Discuss drawings as a whole class. Repeat activity for wants. Discuss the difference in what students need to take camping and what they want to take camping.

Students look at needs through classifying them in order of importance to them. Using the students drawings, classify the pictures as need or want. Discuss differences. Jointly define needs and wants Using need drawings students work in small groups and rank four needs in order of importance. Students report back to whole class and discuss why they made their choices. View on DET intranet TALES HSIE Interactive island needs and wants Students create an image of their own shelter. Ask students to describe their picture and how they feel in this environment Discuss different types of shelters that students have drawn units/flats, town houses, semi-detached, free standing houses. What features do they have that are similar? Different? Discuss and take a look at shelters around the local area (streets bordering the school). Observe and draw/sketch pictures of homes/buildings. Create a streetscape for the classroom wall. Discuss how these buildings provide shelter.

Quadrant Two - The Concept: Imaging the concepts (right brain activity)

Developing the concepts (left brain activity)

Quadrant Three Practise and personalise (right brain activity)

1. Brainstorm the main features of a house/ shelter, providing vocab for students to describe their own shelter. Students label their shelter drawing. 2. Jointly construct a definition of a shelter. Referring to a dictionary to verify or amend. 3. Jointly view text/websites about homes in other parts of Australia and the world http://www.hgpho.to/wfest/house/house-e.html - Discuss how these shelters are suited to particular environments or climates eg stilts, wide veranda, steep roof - Compare similarities and differences - Discuss materials used and why they are used 4. Aboriginal shelters. - View images of Aboriginal shelters. Discuss materials used and the environment they were built in. - Look at text and investigate the way Aboriginal people have adapted to harsh environments such as the desert. - Visit from an Aboriginal Elder to school 5. Jointly construct a flow chart of building a shelter 6. Write a procedure on how to build a cubby house - Students will complete a web quest on various types of housing around the world - Create a collage of different types of dwellings - Homework task: students could build an inside cubby house at home using sheets, pegs, blankets etc. Students can draw their cubby house and report back to the class what design features worked/didnt work; what materials they used; and how they built their cubby.

Actively experimenting (left brain) Quadrant Four Reinforcement and manipulation Refining for application and relevance (right brain activity) Doing it themselves and sharing with others (left brain)

Analyse pictures of different shelters Provide a picture of a shelter and in small groups students use a retrieval chart (below)to gather information about their picture of a shelter. Students can report back using Think/pair/share. Makes 3D model of a shelter suited to a specific environment In pairs students will be allocated a climate/environment to design and build a 3D model of a shelter that would be suited to that specific environment. - Students will need to design their shelter, draw, label, list materials used (as if it was in the real world) and build.

Students will present their design/models to the class (or other class) - Need to explain their design for that climate features and materials used Discuss how we alter the environment to create shelters for humans - Brainstorm ways that we can keep environmental impact to a minimum

Environment

Climate

Materials used

Design features