SCHOOL OF EDUCATION

LESSON PLAN TEMPLATE

Name: Meagan Butler & Topic: Campsite selection and tent Lesson No: 2
Tanya Derrick set up

Subject: Outdoor and School: - Duration: 120 minutes

Environmental Education

Date: 22/04/2021 Year level: Year 9

Learning Purpose/Learning Intention/Rationale:

The purpose of this lesson is to expose students to considerations when choosing a campsite, hazard
identification, and setting it up and packing down a tent. This lesson specifically gives students the skills
they require for their canoe journey program taking place in week 5 of the term.
Learning Intention: By the end of this lesson students will understand:
- the safety considerations taken when choosing a campsite including hazard identification
- the key steps taken when setting up a tent, including positioning.
HITS incorporated:
Goal setting (LI & SC)
Lesson structure (Lesson plan)
Explicit teaching
Worked examples
Questioning
Collaborative learning

Victorian Curriculum- F-10 focus:

Content descriptors:
● Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities
(VCHPEP149)
● Plan and evaluate new and creative interventions that promote their own and others’ connection to community
and natural and built environments (VCHPEP150)

Achievement standards:
● They analyse the impact of attitudes and beliefs about diversity on community connection and wellbeing.
● They compare and contrast a range of actions that could be undertaken to enhance their own and others’
health, safety and wellbeing.

Success Criteria / Learning outcomes:

By the end of this lesson students will understand:
● A range of campsite hazards and how to mitigate the potential risks
● How to choose an appropriate campsite location
Success criteria: By the end of this lesson students will be able to:
 - Identify group needs when choosing a campsite
- Complete a safety inspection and Identify hazards within a campsite
- Choose an appropriate location for a tent
- Set up and pack down a tent

Assessment/Observation of Student Learning:

A range of formative assessment methods take place during this lesson.
1. Activity 1: Assess prior knowledge around common camping equipment. Each activity will have an
opportunity for students to share prior knowledge around the content. Activity 2: Assesses prior knowledge
of campsite hazards and possible mitigation.
2. Activity 3: Assesses their emerging knowledge of campsite hazards, and tent location choice.
3. Activity 3: Students will be observed by the teacher while they put up their tents. The teacher will give
feedback from observations during this process.
4. Activity 4: This activity reinforces the activity 3, while building on this knowledge with tent specific
awareness.
5. Conclusion: This task assists the teacher to see what the students have learnt in this lesson.

Procedure:
Timing in minutes In this section you will set out the steps for your lesson in order and in the columns below.
The learning outcomes should be specifically addressed and assessed.
 Teacher activities: Learner activities:
Engagement: Activity 1 Engagement: Activity 1
● Teacher will place 20 items (one ‘What is it and what is it used for?’ Game:
20 minutes for each student and one for the
Students will choose a piece of campsite
teacher) on the ground in a pile.
equipment from the pile and come up with
● Students and the teacher will
a pretend/creative use for the item.
create a circle around the pile of
gear. Each student will have an opportunity to
● Teacher will ask students to take tell the group what the piece of equipment
it in turns to step in and take 1 they chose is, and what creative way it is
piece of gear from the pile. used.
● Teacher will explain to the Once the student has finished they, or
students the task: someone in the group can share what the
- Each student is to come up with a item actually is, and what it is used for.
creative use for the piece of equipment
chosen. It can be a funny, silly, fun or
another incorrect way to use the
equipment.
The idea is for the students to see the
equipment clearly, have fun and interact
in a positive way. Once each student has
shared their creative use, they or
someone in the group has the
opportunity to say what the real use is.

Activity 2: hazard identification

30 minutes Students will create a semi-circle before
Before this activity commences the
instructions are given. They will be facing
teacher will need to go and place
the mock campsite so they can see what the
laminated hazard cards around the mock
teacher is referencing as the instructions are
campsite area (this should be done
given.
without the students seeing where they
have been placed).
Students have the opportunity to answer
any questions.
The teacher will explain to the students
the mock campsite area boundaries and
Students will take notes in their workbooks
the task. They will make it clear to the
regarding hazards and strategies used to
group the safety considerations when
mitigate the risk caused by each hazard.
moving around the area, including
boundaries, uneven terrain, insects/bugs
and ensuring all students are wearing
their hats.
The teacher will explicitly instruct the
students of the task, including explaining
what a hazard is and the importance of
identifying potential hazards prior to
trips. They will ask if there are any
questions, then send students off to
search for hazards.
- Students are to move around
the campsite area looking for
potential hazards as they go.
- If a student comes across a
hazard card, they will remain
stationary at that location with
 their card until all cards have
been found.
- The teacher will ask that that
student remembers where their
card location was and bring the
class together numbering each
person who found a card.
- Students will collect their
notebooks and the class will
move to person 1’s location of
their card and the teacher will
ask the student to share their
hazard.
- The teacher will ask them and
the rest of the class about
mitigation strategies for this
hazard. Questioning and cold
calling with scaffolding will be
used during this part of the
lesson.
- Students will write each hazard
in their book and some of the
possible mitigation strategies.
- The teacher will hand the
response card to another
student (one without a hazard
card) to read any strategies
missed.
- Students will add any notes
required
20 minutes - The teacher will elaborate
where required.
- The class will follow these steps
for the remaining hazard cards
and locations.

Activity 3: campsite choice and pitch

your tent.
- The teacher will ask students to
raise their hands if they have
pitched a tent before.
- The teacher will then choose 4
students who have not pitched a
tent (if any).
- These students will be directed
by the teacher verbally about
what they need to do each step
of the way.
- If a student is unsure, they will
ask a student who has put up a
tent to come and offer a hand
(only for that section).
- Once this tent is up, students
have an opportunity to ask
questions before going in a
Students will work in groups of 2 or 3 for
this task.
Mallets will be shared amongst the class so
communication between groups will be
required.
The teacher will engage students with
questions about their campsite choice and
how they have pitched or positioned their
tent.
Students have the opportunity to ask
questions directly to the teacher as they
move between groups.
 group of 3 to choose a suitable
tent site and pitch their tent.
- The teacher will move around
the different groups to ask
questions about their tent
site choice and hazards and
offer any guidance with their
tent set up.
- The teacher will indicate one
thing the group needs to set
up incorrectly for the next
20 minutes activity.

Activity 4: What’s wrong with this Students will take notes in their workbooks,
tent or campsite choice? noting down the incorrect step in the tent
- Each group will have been pitching process.
directed by the teacher an
incorrect step to take in their Students will be engaging in verbal
tent site or tent set-up responses and answering the teachers
session. questions regarding the correct step, or
- All students and staff will alternative step in the process.
move to each tent and try
and spot the error.
- Each error will be briefly
discussed before moving onto
the next tent.
In-correct steps:
● Pegs put in 90 degrees off
correct angle
● Tent fly is on inside out
● Mock branch hanging over
the tent (teacher to set this
up
● Mock fireplace less than 5m
from tent
● Tent,pole and peg bag lying
on the ground
● Fly and tent zips left open
● Tent set up on a slope
● Tent set-up in a potential
pooling area
10 minutes
Activity 5: Pack down tents Students will work in their previous groups
- Students are given a quick to pack down their tent as efficiently as
demonstration on how to possible.
safely pack down the tents,
focussing specifically on The teacher may offer assistance if any
folding, rolling and ensuring it group is struggling with an aspect of the
fits in the tent bag nicely. pack up.
15 minutes
Conclusion:
- All tents are to be placed in a
neat pile, then students are
instructed to sit in a circle.
- Here the teacher will ask
questions to the group
 specifically regarding what was
covered in the lesson.
- The teacher will elicit responses
from the students trying to get
students who may not have
answered anything yet, to get
involved.
- Learning Intentions and success
criteria will be revisited, with the
teacher finding out from the
students if they feel as though
they have met this criteria.
- The teacher will ask each
student to share with the group
an important thing to remember
when choosing a campsite,
equipment to bring on a trip or
when setting up a tent to wrap
up.
- Responses will be given one by
5 minutes one in a clockwise direction.

Carry equipment back to school Teacher will ask for student volunteers to
building assist with carrying the gear.

The class will move together to the school

building.

Teacher’s resources: Engagement activity resources - Tent fly, tent inner, tent peg/s, tent pole/s, tent bag, 20m
static rope, trangia, first aid kit, head torch, compass, canoe paddle, gaiters, trowel, sat phone/GPS, Nalgene, crocs,
tarp, map & map case, buff, hike pack.
Campsite hazard laminated sheets, and worksheet.
10 x complete tents (poles & pegs)
4 x mallets

Catering for inclusion:

The use of hands on activities, activities that promote movement, discussion and collaborative tasks. This lesson
starts with a clear learning intention and identifies what the success criteria is. These are strategies to manage
behaviour, students with ADHD and also are linked to the 8-ways teaching pedagogy.
Adjustments are made to ensure students with physical mobility can participate to their full potential. This is done
by the location chosen for activities, the positioning for demonstrations and for the hazard cards students need to
find.
Instructions are brief and direct and then the teacher has time to get around and see all members of the class
throughout the class session during activities.

Tent set-up groups are chosen to ensure the students with ADHD are separated. During the tent demonstration the
teacher tries to involve these students and other students with certain behaviour management issues.

Students’ resources: Notebook & pen, sunhat water

Extension activities:
If students complete any of the practical aspects of the lesson before others i.e. tent set up or
packdown, they will be instructed to assist others. Ensuring they understand the importance of team
work and the group functioning as a single unit.

Learning space set-up:

The outside space chosen will be in an open area with a range of slopes, surfaces, trees, shrubs if
possible. If only an open space like an oval is available, the teacher will just need to use labels with
descriptive words or pictures to help create the desired “mock campsite.”

Appendix 2.1

Overhanging / dead tree limbs

- When choosing a tent site, always look at the surrounding trees and vegetation.

- Ensure there are no ove hanging or dead tree limbs.

- Check the weather (wind especially).

- Look at trees closely for rots, damage or danger

- Camping with only the sky above you is the best choice!

Snakes/dangerous wildlife
 - Avoid shrubby/bushy areas when choosing a tent location.

- Use tracks and pathways when moving around the campsite area.

- Always zip up your tent (even if only stepping away for a moment!)

- Don’t leave food out!

- Always wear shoes!

- Remember, they are scared of you too, so keep calm and move away from a snake or dangerous animal, and keep
watch so you can notify a teacher!

- Don’t wander off by your-self!

- Blow your whistle for help

Getting lost

- Ensure everyone in the group understands the campsite boundaries and location of:

· Toilet

· Water source
 · Teachers/leaders

· First aid

· Exit/emergency meeting location

- If getting up to use the toilet in the night, wake your tent buddy and have them leave their light on in your
tent (so you can clearly see where to come back to).

- ALWAYS tell/ask a teacher if you are wondering somewhere away from camp.

- Take a whistle with you if wandering away from camp to the toilet, collect firewood, to collect water or for
any other reason.

Camp fire

- If there is a fire pit, and are planning to make a fire, decide this location before tents/tarps are set up.

- Set tents/tarps up at least 10m away from the designated campfire/cooking circle location (Tens are flammable!!)

- Keep fires small (no timber bigger than your forearm)

- Check weather warnings, wind conditions and total fire ban status first!

- Do you really NEED a campfire??

Toilet location
 - Know where the toilet is

- Don’t set up on the trail to the toilet

- If digging, ensure everyone knows where to go (reflect the way so no one gets lost).

- Ensure everyone knows if the trench loo is occupied.

- Minimal impact (15cm minimum cat hole!).

- Bury TP properly

- Don’t camp downwind of the loo!

Rocky/uneven terrain

- Avoid setting your tent up on rock and uneven terrain

- If appropriate, brush away sticks and rocks from the area where the tent will be set up.

- Ensure your head is on the up-hill end of a slope.

- Don’t set your tent up across a slope, or you might be rolling across your tent buddy!

Hygiene

- Always carry a toilet kit (TP, hand san & trowel)

- Hand sanitizer should be used in conjunction with soap where possible

 - Not all campsites have running water, so know before you go!

- Don’t set up a tent on the pathway to the toilet/trench

- Don’t set up your tent down wind of a drop toilet

- Keep your tent clean and tidy! You don’t want unwanted critters joining you!

Wind/weather

- Check the weather leading up to the trip

- Ensure the conditions are safe

- Prepare for the predicted weather and unforeseen conditions (always carry wet weather gear and extra layers)

- Set your tent up in a sheltered location (if possible)

- Set up in a location where water can not pool under your tent (higher ground, mounds)

- The direction of your tent should face into the wind rather then the wind blowing across your tent

- Look up for trees and branches that could be affected by strong winds.

- If close to water, be mindful of heavy rains and water rising.