Introduction to Shelters

Year Level

Year 2

Duration

60 minutes

Class Size

25 students

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Curriculum Links

NSW Design and Technologies syllabus (Years 1-2)

Strand: Design and Technologies Substrand: Technologies and Society, Designing and Producing

Content Descriptions:

• Recognise the purpose of technologies in daily life and identify where and how technologies are used (ACTDEK007).
• Explore how products, services, and environments meet needs and opportunities (ACTDEK008).
• Generate and develop design ideas through drawing and modelling (ACTDEP009).
• Follow steps to safely create designed solutions (ACTDEP010).

Learning Objective (WALT)

We Are Learning To understand what a shelter is and its purpose.

Success Criteria

• I can identify different types of shelters.
• I can explain why people use shelters.

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Lesson Goals

• Introduce students to the concept of shelters as protective structures.
• Explore a variety of shelter types used by people and animals.
• Foster understanding of the functions shelters serve in different environments.
• Encourage curiosity about global diversity in shelter design.
• Develop student vocabulary relevant to the topic.

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Resources Needed

• Images/photos of different shelters (e.g., tent, beach hut, igloo, animal burrow, treehouse, mudbrick house)
• Chart paper or whiteboard
• Markers or chalk
• Paper and coloured pencils/crayons for drawing
• "Shelter" vocabulary word cards (optional)
• Extension research worksheet (optional for homework)

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Lesson Outline

1. Introduction (10 minutes)

• Engage: Ask students “What is a shelter?” and “Why do people or animals need shelters?”
• Share several images of different shelters (e.g., tents, houses, caves, animal homes).
• Discuss with the class the main purpose of a shelter — to keep people or animals safe, dry, warm, or protected.
• Link to students' prior knowledge by asking if they have ever used or built a shelter (e.g., a cubby house, blanket fort).

2. Exploring Different Shelters (15 minutes)

• Divide students into small groups or pairs (mix advanced learners with those needing support to scaffold discussion).
• Provide picture cards of various shelters. Each group discusses what they think each shelter is made of and why it might be used in that environment.
• Circulate and prompt thinking with questions such as:
• "Why do you think this shelter is made from these materials?"
• "How does this shelter protect its user?"
• Groups share one example back to the class to promote oral language and comprehension.

3. Class Discussion and Vocabulary Building (10 minutes)

• List different types of shelters on the board. Include various types such as tents, houses, treehouses, igloos, caves, huts, and animal shelters.
• Discuss features such as materials used, location, and purpose.
• Introduce and explain key vocabulary: shelter, protect, materials, environment, home, natural, built.

4. Creative Activity: Design Your Own Shelter (15 minutes)

• Ask each student to draw a shelter they know or imagine a shelter that could protect them in a certain environment (e.g., desert, forest, snow).
• Encourage them to think about the materials and protection their shelter offers.
• Students share their artwork with a partner, describing their shelter and why it is useful.

5. Extension and Reflection (10 minutes)

• For advanced learners: Provide an extension task to research a unique type of shelter from around the world (examples: yurts, igloos, stilt houses).
• Students can present a fun fact about their chosen shelter next lesson.
• For all students: Reflect as a class on why shelters are important and how people adapt shelters to their needs.

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Differentiation Strategies

Learner Type	Strategy
Advanced learners	Paired with peers for discussions; extension research task
Students needing support	Guided group work with picture prompts and oral discussion
EAL/D students	Use visual aids, simplified language; pair with buddy
Students with fine motor challenges	Option to verbally describe shelter or use digital drawing tools

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Assessment Opportunities

• Formative: Observe student participation in group discussions and ability to articulate the purpose of shelters.
• Creative work: Evaluate the shelter drawings for understanding of shelter features and function.
• Oral language: Listen for accurate use of new vocabulary and clear explanation during partner sharing.

Feedback should be encouraging and specific, e.g., "I like how you explained that your shelter keeps you dry from the rain."

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Teacher Reflection Prompts

• Did students demonstrate understanding of the concept of shelter?
• How well did differentiation support diverse learners?
• Were students engaged in the creative drawing activity?
• Did the extension activity challenge the advanced learners appropriately?

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By implementing this lesson plan, teachers align with the NSW Technology curriculum for early years, developing skills in observation, description, creative design, and social collaboration within the important context of people’s needs for shelter in their environment.