Need for Shelter - HSIE - Stage 1

The Need for Shelter program provides students with the opportunity to investigate natural and built environments and discover how animals and humans live together. Students identify, examine and describe shelters, using key indicators from the environment and from the animals within the parklands. The hands-on, student centered activities immerse the students in their environment and allow them to explore how lifecycles, modifications of species and human interactions affect the survival skills of animals and humans. Through their natural curiosity and the use of field equipment, students are able to discover first hand where, how and why organisms seek shelter and how human can mimic these strategies in our everyday life. Students are involved in role plays, story telling, exploring the natural environment and more. 

Syllabus outcomes and Indicators:

ENS1.5

Compares and contrasts natural and built features in their local area and the ways in which people interact with these features

  • examines the differences between natural and built features and sites
  • identifies similarities and differences between natural features and sites in their local area and those in other areas
  • uses a range of geographical terms to describe location and features
  • examines the values that people place on natural and built features and places
  • makes and interprets 3D models of features and places in their local area

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 people’s interactions with the environment can change that environment
  • evaluates results of human change on environments relevant to them
  • describes interactions with the environment that can affect their life or the lives of others
  • identifies ways that places in their immediate environment have changed and are continuing to change
  • participates in activities that demonstrate personal and shared responsibilities about the care of environments
  • recognises that Aboriginal peoples have interacted positively with the environment for a long time.

INVS1.7

Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations

  • observes, asks questions and records what happens to plants/ animals when they are deprived of a requirement, e.g. water, air, sunlight, nutrients/ shelter.

DM S1.8

Develops and implements own design ideas in response to an investigation of needs and wants.

  • proposes questions for an expert when evaluating plans for an animal environment, e.g. a birdfriendly garden
  • selects and uses resources for the construction of a pond in the environment to attract insects and frogs, e.g. water, plants, rocks garden. Assessment

Student should be able to:

DMS1.8

  • Define the difference between built and natural features
  • Label geographical points and features with correct terminology
  • Develop a frog pond or a birds nest as a 3D model and interpret its functions 

ENS1.6 

  • Identify how human depend on the environment e.g. food source
  • Identify how human interactions have changed the environment
  • Identify ways in which they can care for the environment
  • Recount how Aborigines cared for and used this environment  

INVS1.7

  • Describe how plants and animals respond when deprived of requirements

ENS1.5 

  • Ask constructive questions about requirements of birds and animals in relation to planning an environment such as a bird friendly garden
  • Build a bird’s nest or a frog pond using the animal’s requirements as an indicator for the resources that they might need