Content  Students will have information presented in a written and

oral format; on a projector screen and verbal instructions

 Pair written words with visuals of the content being
explored; the word plastic with a visual of a plastic
object etc.
 Provide accessible word walls to students so they can
refer back to these when designing their shelter
 Offer additional support to those students who cannot
comprehend the task by allowing further explanation
from either teachers, volunteers or peers
 Show physical evidence of why certain materials might
be more effective to use than others; spray paper with
water then spray wood with water and compare the
physical differences
Process  Put students in mixed ability groupings to allow for peer
teaching and scaffolding to occur
 Allow groups to carry out a mini design first using
materials before drawing their final design as this may
help kinaesthetic learners to start the process
 Provide explicit verbal instructions on how to complete
the activity and have a written example on the board
 Allow fast finishers to write a reflection on their design
and how they would modify it in the future
Product  Encourage students to work collaboratively and use each
other’s strengths to complete the task
 Provide two or three awards for students to strive
towards; most durable shelter, most creative shelter, most
durable and creative shelter
 Ensure students are being judged on both the design
process and final product; being assessed on
collaboratively working together, input and sharing of
ideas, helping to construct shelter and presentation of
final product
Learning environment  Allow for students to be taken into ‘quiet’ areas where
they can work more effectively in a calm space if
required
 Implement the ‘ask three before me’, a routine that
allows students to get help when teachers are busy with
other students and cannot help them immediately
 Set clear and concise expectations at the beginning of the
event and have a bell ready to ring when students
become off task, helps to quickly remind them of the
rules
 Include both male and female guest speakers to engage
students more
 Use common materials that students have been exposed
to throughout the term
 Provide materials that reflect a variety of cultures and
home settings
(Tomlinson, 2009)