Black Hat: Spot the Risks

Overview

In this first lesson of Survive and Thrive, learners use the Black Hat thinking routine to identify risks in a shared survival-camp design. Building on feedback from Activity 1, the kaiako makes safety vocabulary, success criteria and evidence-based talk explicit. Learners revisit White, Red and Yellow Hat ideas, inspect a model shelter, test one section safely, and suggest an improvement.

Learning intentions

• WALT use the Black Hat to identify possible problems and risks.
• WALT use evidence from a model, photograph or test to explain our thinking.
• WALT use precise safety vocabulary in complete oral explanations.
• WALT suggest an improvement that responds to an identified design problem.

Success criteria

• I can identify one weakness or risk in the camp design.
• I can explain what could go wrong and give evidence using because.
• I can take part safely in a team test.
• I can suggest a practical improvement to make the design stronger, safer or more protective.

Curriculum links

• English — Oral Language: building vocabulary, listening and responding, and speaking clearly to communicate ideas.
• English — Writing Processes / Planning: making notes and organising key information into categories for later writing.
• Science — Nature of Science and Physical World: investigating and communicating evidence about forces, materials, weather and human needs.
• Technology and Mathematics and Statistics: identifying a design problem, testing and evaluating, and comparing length, height, space, position and quantities.

The lesson develops the competencies of thinking, using language, symbols and texts, managing self, relating to others, and participating and contributing.

Lesson structure (30 minutes)

1. 0–5 min · Reconnect with the inquiry. Teacher displays the inquiry question, “How can we design a survival camp where people are safe, warm and protected?”, and opens the hook and thinking-hats slides. Revisit the modelling-book evidence and briefly ask what learners noticed using the White Hat (facts), Red Hat (feelings or instincts) and Yellow Hat (benefits). Students turn and talk, then share one fact, feeling or benefit from the previous activity. Teacher records useful evidence, not guesses.

2. 5–10 min · Teach the language of risk. Teacher introduces challenge, risk, strong, stable, protect, improve and because, modelling a think-aloud: “The pathway is a risk because it is narrow and someone could trip.” Use the vocabulary and success-criteria slides and demonstrate how a complete explanation names the problem, consequence and evidence. Students rehearse with a partner using the frame: “I notice ____. This could be unsafe because ____. The evidence is ____.” Clarify that a risk is something that could cause harm or make survival harder.

3. 10–16 min · Inspect the camp design. Teacher places learners in five groups of four and provides the survival-camp safety checklist and, if helpful, the group role cards. Assign roles such as reader, evidence finder, recorder and reporter. Prompt groups to inspect the camp model and photographs for unstable structures, exposed spaces, unsuitable materials, lack of warmth and unsafe pathways. Students discuss the prompts, “What could go wrong?” and “What makes this unsafe or weak?” They record one priority problem, the evidence, and a possible consequence. Encourage key words and short notes rather than copied sentences.

4. 16–23 min · Test one section safely. Teacher models safe testing: clear the area, predict first, use only a gentle push, a small weight or paper wind, and stop immediately if anything moves unexpectedly. Open the testing instructions and safety reminder. Each group selects one shelter section and makes a prediction: “We think ____ will/will not stay stable because ____.” Students carry out one controlled test while the teacher observes. They compare what happened with their prediction and add a note or sketch to the checklist. No learner stands inside or under the model, and only the teacher operates a fan if used.

5. 23–28 min · Share an evidence-based improvement. Teacher invites each group to give a 30-second report using the structure: “Our risk is ____. We know because ____. We could improve it by ____.” Record learner language and sort suggestions under stronger, warmer, more protected or safer to move through. Ask, “How could enclosing the space help?” and “Would your improvement change the height, length, space or materials?” Students listen for evidence and may ask, “What happened in your test?” or “Why would that improvement help?”

6. 28–30 min · Exit reflection. Teacher returns to the success criteria and asks learners to silently complete an oral or written exit response: “One risk I can now spot is ____. The evidence is ____.” Collect the checklists and photograph tested sections for the modelling book. Students share their response with a partner and identify one safety idea they will carry into the next design activity.

Resources

• the Black Hat risk-analysis slide deck
• the survival-camp safety checklist
• the group role cards
• Shared survival-camp model or shelter section
• Photographs and modelling book from Activity 1
• Blocks, fabric, cardboard and tape
• Small weights and a fan or sheets of paper for wind simulation
• Teacher observation notes or tablet for photographs
• Board and markers

Assessment

• Listen for accurate use of risk, stable, protect, improve and because during partner and group talk; record notable language and misconceptions.
• Check each group’s checklist for a clearly identified problem, relevant evidence, consequence and realistic improvement.
• Use the test prediction, observation and exit response to assess whether learners distinguish evidence from opinion and can explain how a design could become safer.

Differentiation

• Provide the oral frame, vocabulary displayed with simple sketches, and a choice of risks for learners who need language or processing support. Allow learners to draw evidence before explaining it.
• Pair learners strategically and rehearse explanations before reporting. EAL learners may first discuss in a familiar language, then use the English sentence frame.
• Give learners with sensory, mobility or safety needs a clearly defined observer, recorder or evidence-photographer role; keep testing gentle and teacher-supervised.
• Extend confident learners by asking them to compare two possible improvements and justify which would best address the evidence, including a measurement such as height, length or space.