NAMES: Rachel White & Jemeiah Millar TIME: 9:50 – 10:30am DATE: 18/07/2018

ACTIVITY: Tents CLASS /

YEAR/NUMBER
OF 18 students
PARTICIPANTS
EQUIPMENT / 10 Tents SPACES Classroom - Presentation
RESOURCES: NEEDED
Oval – setting up the tents
Gym – If raining we’ll demo the tents.
PLEASE NOTE: you may be asked to indicate the percentage of contribution between group members in the planning and
preparation phase:

_________________________________________________________________________________________________________
____________

General Learning Intentions

Students will KNOW:

o How to maintain the equipment involved with tenting.
o How to set up an emergency shelter and know where to pitch it (environment).
o What to look for when deciding on a site location to put up their tent.
o The process and techniques of putting up a tent.
Students will UNDERSTAND:
o That there are efficient ways in which we set up a tent to make it easier as well ensure the tent has a
long lifespan.
o That a tent comes with manuals and instruction to follow.
Students will BE ABLE TO:
o Accurately set up a tent.
o Set up a tent easily in a group of 2 or 3 with minimum help and direction.
Specific Student Learning Outcomes (evidence of Specific Teacher Outcomes:
learning):
The teacher will give the students clear instructions
The students will know, understand and be able to and the make sure students will be able to follow the
follow instructions and the processes of selecting a right process.
location site and putting up a tent.

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Cognitive & Physical: Management: (operating framework & interactions)
Safe practices Correct equipment ready before lesson
Tent pegs Following correct procedure for tents we will be using
for our three-day camp at deep creek.
Tent poles
Ensuring equipment comes back in the same
Site location
condition it was handed out in.
Clear directions
Personal Responsibility:
Method of setting up a tent
All participating as a team
Clean and tidiness when setting up (so there is no
Presence: (verbal & non-verbal communication)
loss of equipment)
Clear verbal instructions
Looking after equipment
Feedback – ensure students understand the process
Handout – support verbal instructions and
Social:
information
Working as a team when setting up the tent
Demonstrate etiquette to peers ad equipment
Other Pedagogical Considerations: (planning and
prep, learning environment, presentation and
demos, establishing level of learner, learner
Affective: engagement, feedback and praise, interaction
Working and communicating with peers to achieve a with students)
mutual target.
Ensure that there is enough equipment
Weather – depending where we host the lesson
Prior prepared information

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 SPECIFIC LEARNING ACTIVITY FOCUS CLASS ORGANISATION TIME
OUTCOMES (what is the activity and how does (teaching cues, questions or (how is the space set up? Where is the teacher? (provide
(from previous page, what is the it run?) diagrams that indicate how Where are the students?) actual
outcome being addressed in the outcomes will be achieved-what time)
activity?) is the teacher doing, saying,
showing, asking to help achieve
this?)
Consider how you begin your 10minutes
session – this may form a very PowerPoint presentation on tents Students will be finding an Students will be sitting in the normal
I
small part overall but is and their site locations. appropriate site to locate their classroom set up in table groups of 4.
N important to set the ‘tone’. tent with teacher directed
T Scenarios – students will point questioning to ensure an Teachers at the front of the classroom.
Starting off the lesson looking at
R out where and why places are an understanding.
site locations, as you need to
O appropriate site location. While
know where you can and cannot
teachers also ask key questions. Engaging the student through
set up your tent before placing it
looking at appropriate site
anywhere. (safe practices)
locations to set up a tent using
teaching cues.
Gaining an understanding of
Students will receive a piece of Students will be discussing
tent types and what is suitable paper with a term which relates to different types of tents and
for the type of backpacking the choosing a tent they will then find their pro’s and cons.
students will experience
one other person in the class with
the same word. In these pairs
they will think about why it might
D
E
be important to consider X,Y,Z
V when choosing a tent for
E backpacking.
L A series of teaching and 25minutes
O
P learning episodes that helps Shifting the students from the Students are respectfully For students to get a great understanding and
M students to achieve learning classroom to the oval to listening and watching the vision of the tent, they will be spread out in a
E outcomes participate in a tent tutorial. teachers as they demonstrate semi circle around the tent.
N and explain the steps of setting
T Students will be given a visual up a tent. Students are able to freely move around to
Students will set up a tent and verbal demonstration from ensure they have complete vision of the steps
involving selecting a site the teachers on how to set up a Teachers will question the so they too can then complete setting up the
location, putting together the tent accurately. students to see what they have tent to the best of their ability.
tent poles and pegs. taken in from the visual and The students will need to ensure they are also
The students will then follow verbal instructions. listening as well as looking to ensure the best
Students will know and explore these instructions and outcome.
how to pitch a tent accurately
demonstrations in groups of 2-3. Having cues and ways to

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 following teacher’s directions
and explanations.
Communicating and using
teamwork to set up the tent
Students need to ensure they
are caring for the equipment
Will students have their own
roles in their teams?
How you close the lesson and
consolidate learning.
C Any class feedback?
L should you do?
O
S
U
R belongings within you tent? Ie.
E
Student’s questions and queries
will be valued throughout this
period of this activity as others
may have the same questions
and queries. (it may even prompt
us if we haven’t explained areas
well or skipped them – thinking it
should be prior knowledge.)
After the visual and verbal
demonstration students will then
gather into groups of 2-3. They
will be given a tent and need to
set up the tent as instructed prior.
(Rachel, Jem, Joss and Wally will
be available for support as these
tents are a tad tricky)
Ask students what they have
learnt from today?
Allow time for students to ask
questions.
Repeat main points from today’s
session.
remember how to set up the
tents will also prompt the
students on what they have
been taught this lesson.
Students will be given a
brochure about tents and
instructions on how to set it up.
Teachers will be approaching
each group with extra
guidance for those students
having problems or general
questioning.
Can any students recap or
explain some main points on
how we accurately set up the
tent?
What are considerations when
selecting a suitable site
location?
If a tent is damaged what
Where should you keep your
Shoes, rucksack etc.
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There will be facts about setting up the tent
the teachers will point out which also allows
for students to get any questions answered.
Students may split into their small groups on
who they may want to camp with at deep
creek. Having the students in smaller groups
means they will have a higher chance at
getting involved in setting up the tent.
Teachers will be available and walking around
to ensure students accurately set up the tent.
5minutes
The teachers will use the previous set up tent
with the students in close around/in front of it,
when having questioning and discussions with
the students.
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