Shelter for Survival

---

Overview

Unit Title: Shelter: Design and Discover
Lesson Title: Introduction to Shelter: Why Do We Need It?
Year Level: Year 2
Duration: 45 minutes
Class Size: 20 students
Curriculum Area: Humanities and Social Sciences (HASS)
Content Descriptor (v9.0):

ACHASSK042 – How and why people are connected to places

ACHASSI038 – Pose questions about the past and present objects, people, places and events

General Capabilities: Critical and Creative Thinking, Personal and Social Capability

Cross-curriculum Priorities: Sustainability

---

Learning Intentions

By the end of the lesson, students will be able to:

• Understand the basic human need for shelter.
• Identify natural and built shelters.
• Describe how shelters protect us from the environment and dangers.
• Begin thinking about how shelters look different depending on where and how people live.

---

Success Criteria

Students will demonstrate success by:

• Participating in class discussions about shelters.
• Describing at least one reason why people need shelter.
• Sharing personal experiences or observations about different types of shelters.
• Drawing and labelling a simple shelter and its protective features.

---

Resources

• A3 paper and crayons/coloured pencils
• Storybook: “Possum and Wattle: My Big Book of Australian Words” (for contextual grounding)
• Large world map and map of Australia
• A tent or photo of a swag (for visual reference)
• Weather icons (sun, cloud, rain, snow, wind)
• Australian animal figurines (kangaroo, emu, crocodile, etc.)
• Whiteboard and markers

---

Preparation

• Prepare a corner with visual displays: photos of different shelters (outback, urban homes, Aboriginal shelters, igloos, apartments).
• Display weather icons on the board or a magnetic surface.
• Set up an exploratory play station: small models, animal figurines and tent/swag props.

---

Lesson Sequence

1. Hook (5 minutes)

“Where Do You Sleep?”

Invite the students to sit in a circle on the floor. Begin with the question:

“When you sleep, where do you go? What does your room look like? What keeps you safe?”

Encourage brief partner chat (Turn and Talk style), then share with the group.

Use guiding follow-up:

• What keeps you warm at night?
• Do you hear the wind or rain?
• Can animals come inside your home?

Facilitate responses with excitement and curiosity. Gather insights about each student’s understanding of shelter in their own context.

---

2. Whole-Class Discussion: Why Do We Need Shelter? (10 minutes)

Write the word SHELTER in large letters on the board.

Draw a basic triangle house around it, annotating with question marks:

• What is it for?
• Who lives in them?
• What’s it made of?

Ask:

“Why do you think people need shelters?”

Progress to introducing and sticking up weather icons: “Would you like to sleep outside during a storm? How about on a hot summer afternoon? How do you think shelter helps us?”

Next, introduce Australian animals using figurines. Ask:

“What if a curious kangaroo or snake came to visit – how does your house protect you?”

Encourage students to link shelter to safety, comfort, privacy and climate.

---

3. Storytime Connection (5 minutes)

Read a selected passage from “Possum and Wattle” focusing on native shelter words or references to Australian environments.

Ask:

“How might shelters look different for Aboriginal Australians living in the desert 100 years ago compared to people living in a big city today?”

---

4. Think-Pair-Share Activity (10 minutes)

Activity 1 – Memory Match
Using visual flashcards, students in pairs match shelter types with environments:

• Snowy mountain – Igloo
• Outback – Humpy
• Rainforest – Treehouse or canopy tent
• City – Apartment
• Suburb – Brick house

This helps them understand how location and climate influence shelter.

---

5. Creative Drawing Activity (10 minutes)

Activity 2 – “My Safe Shelter” Drawing Task

Instruction:

• “Draw a shelter that keeps someone safe. It can be your home, an imaginary hideout or a jungle cave! Make sure it shows things that help keep someone dry, warm, and protected.”

Provide A3 paper and art supplies. Encourage use of felt-tip pens to label: roof, walls, window, door, bed, etc.

Optional Twist: Introduce a "Shelter Buddy" (Australian animal). “Who would you build this home for?” – Students may choose to create a cosy burrow for a wombat or a tree hut for a koala.

---

6. Reflection Circle (5 minutes)

Invite students back into a circle to share their drawings.

Prompt with:

• “What’s one thing your shelter protects you from?”
• “Who do you think might live here?”
• “Is there a shelter someone in a different country might build?”

Celebrate their efforts and end with a "Shelter Clap" (e.g. three stomps and a cheer).

---

Extension (for fast finishers)

• Investigate different traditional Aboriginal shelters and their materials.
• Look at animal shelters: nests, burrows, dens — "What do animals use for homes?"

---

Differentiation

• Support: Pair EAL/D students with peers for discussion; use visual scaffolding through picture cards.
• Extension: Allow students to write a few sentences describing their shelter.
• Sensory needs: Provide fabric squares (representing shelter materials) and small tactile models for engagement.

---

Assessment Opportunities

• Observation during discussions (verbal participation).
• Quality of “Safe Shelter” drawing labelled with protective features.
• Responses in reflection circle.
• Matching accuracy in the Think-Pair-Share activity.

---

Teacher Reflection (Post-class)

• Did students understand the concept of shelter as a need?
• Did students show engagement with imaginative and real-life connections?
• How well did students collaborate in discussion and creative tasks?

---

Next Lesson Preview

In Lesson 2, students will explore different types of shelters around the world and consider how a shelter’s design changes depending on the climate and environment. They will examine images of global shelters and begin to compare them with their own homes.

---

Keep It Real, Keep It Local: Grounding even broad global topics in the Australian context—from First Nations knowledge to fauna-focused play—makes learning meaningful, connected and memorable for our 7- to 8-year-olds. Let’s build on their innate curiosity and their love of safe spaces to grow a powerful inquiry into human needs and creative solutions.

---

Let’s inspire the next generation of problem-solvers—one pillow fort at a time!