Foundation year :

Subject area: Science & Design & Technologies

Duration: 60 minutes

Lesson 6 of 10

Overview of topic :
Students understand that certain materials can be used for buildings and shelters.
Students will be introduced to the design brief and think about/plan for materials required to design and ultimately create an animal shelter.
Content descriptions/Learning outcomes :
See Design and Technologies page
Objectives :
By the end of this lesson, students' should be able to plan and design an animal shelter using everyday recyclable materials. They will evaluate their design
according to a set of criteria
Ascertaining Prior Knowledge and Skills (Warm up):
Formative Assessment:
Summative Assessment:
Recall shelter as a basic need of living things
Observations/participant observations/
Designs in animal shelter design
Recall poster made in lesson 5 regarding types of weather and clothing
spontaneous observations
workbook
worn
Work samples
Understand that certain materials can be used for buildings and
Written short observations and long
shelters.
observations
EC focus is on anecdotal records/observations/past records to gain an
overall evaluation of the childs strengths, interests and rights.
Resources Required:
Designs in animal shelter design workbook, interactive whiteboard, writing materials and tools, computer , Slideshow 1, design brief

Warm up/ orientation/ initial engagement

Time Allocation: 10 minutes

Recall shelter as a basic need

Show student the poste made in lesson 5 and recap different clothes for different types
of weather
Use dress up from previous lesson and weather cards , dress students up in clothes that
do not match the weather type.
Body of learning experience
Time Allocation: 35 minutes

Explore how homes and shelters provide protection from the weather (Slideshow 1),
Inform students we have been given a mission: read the design brief
Inform students we will be working with a buddy for this activity
Hand out animal shelter workbook
Allow 5 minutes to pack up ready to consolidate
Closing the learning experience learning consolidation
Time Allocation: 10 minutes

Go through animal shelter workbook, making sure everyone has filled it in (may not be
completed yet).
Any questions?
Was it too hard?

L&T strategies
Differentiation/Responsivene
to individual learner attributes
Organisation and questioning
Questions asked
Presenting ideas through
would you wear a scarf in
both auditory and visual
summer? etc
means
What sorts of activities do we do
Use a buddy
in our home if it is raining? Etc
Meet with pairs to re-teach
Why would buildings have sloping
idea or skill for struggling
roofs? Etc
learners or to extend the
What types of materials are these
thinking skills of advance
buildings made from? Why?
learners
Do you think all houses around the
Use tiered activities
world look just like the houses we
through which all learners
see in our local area?
work with the same
Explicit instruction
important understandings
Inquiry/Discussion
and skills but proceed with
The ideas you draw can be
different levels of support
imaginative or real as long as they
challenge or complexity.
are to do with giving the animal
Varying length of time for
shelter from the weather.
completion of task
Whole class / Group
Developing personal
work/individual
agendas
Research

Allow students to work

Properties of shelters/houses
alone or in pairs
Making sure the noise lev
is appropriate

Foundation year :

Subject area: Science & Design & Technologies

Duration: 60 minutes

Lesson7 of 10

Overview of topic :
Students examine the effects of weather on other life- considering animals. They will understand that animals are affected by the weather
Content descriptions/Learning outcomes :
See Design and Technologies page

Objectives :
By the end of the lesson students will understand that animals are affected by the weather. They will continue to plan and design an animal shelter using
everyday recyclable materials. They will evaluate their design according to a set of criteria.
Ascertaining Prior Knowledge and Skills (Warm up):
Formative Assessment:
Summative Assessment:
Recall that daily changes in our environment, including weather, affect Observations/participant observations/
Designs in animal shelter design
everyday life
spontaneous observations
workbook
Science involves exploring and observing the world using the senses
Work samples
Recall shelter as a basic need
Written short observations and long
Recall how homes and shelters provide protection from the weather
observations
EC focus is on anecdotal records/observations/past records to gain an
overall evaluation of the childs strengths, interests and rights.

Resources Required:
Designs in animal shelter design workbook, interactive whiteboard, writing materials and tools, icy-pole sticks, computer, slideshow 2, design
brief, animals that like wet weather video Who cares for these animals?

Warm up/ orientation/ initial engagement

L&T strategies
Organisation and questioning
Recall the needs of animals as living things, including shelter
Questions asked
Display sheet "Who cares for these animals?
Where might each of these
Explore familiar animal behaviours in different weather conditions
animals live?
Watch animals that like wet weather video
Who would care for them and
Cut out animals from sheet and tape them onto an ice-block stick to make a puppet
meet their needs? What would
Reinforce with students that weather affects animals just like it affects people
happen if the animals' needs
weren't met?
Body of learning experience
Time Allocation: 35 minutes
If it were pouring with rain, which
Consider how Indigenous Australian peoples use knowledge of animal behaviour to
of these animals would you rather
predict weather changes (slideshow 2)
be? Why?
Design an animal shelter to protect against the affects of weather (animal shelter design Explicit instruction
workbook).
Discussion
Closing the learning experience learning consolidation
What parts of houses help protect
Time Allocation: 10 minutes
us from the weather
Students sit in a circle and share their choice of animal and shelter they have drawn,
Sharing and celebrating
ready to begin creating in next lesson
Whole class / Group
Inform students to bring in materials form home if they can
work/individual
Inform them that next lesson we will begin to create our animals shelters, after we create Research
an experiment on the effect weather has on plants.

Differentiation/Responsivene

Time Allocation: 10 minutes

to individual learner attributes

Presenting ideas through

both auditory and visual
means
Use a buddy
Meet with pairs to re-teach
idea or skill for struggling
learners or to extend the
thinking skills of advance
learners
Use tiered activities
through which all learners
work with the same
important understandings
and skills but proceed with
different levels of support
challenge or complexity.
Varying length of time for
completion of task
Developing personal
agendas
Allow students to work
alone or in pairs
Making sure the noise lev
is appropriate