LESSON PLAN 3.

2 Packing, Health and Hygiene

Name: Stacey Topic: Packing, Health and Hygiene Lesson No: 3.2

Subject: Outdoor Education School: Duration: 75 minutes

Date: Year level: 9

Learning Purpose/Learning Intention/Rationale:

· Students will learn the appropriate equipment to take on a canoe journey

· Students will learn the proper way of waterproofing their equipment
· Students will understand what health and hygiene practices they need to undertake in preventing
risk
Victorian Curriculum- F-10 or VCE focus (if VCE applicable)

VCHPEP148 – Personal, Social and Community Health – Communicating and Interacting for Health
and Wellbeing.
Evaluate health information from a range of sources and apply to health decisions and situations

Victorian Curriculum (F-10) VCE Study Designs

Success Criteria / Learning outcomes: (Detail what the students will be able to do as a result of this
lesson. Learning outcomes should be numbered or coded so that they can be identified in the
procedure of the lesson)

- Students will be able to choose appropriate gear and bag choice for a canoe journey and
techniques used to waterproof said gear
- Students will be able to bring appropriate tools and equipment in order to maintain
personal hygiene whilst undertaking this canoe journey
Assessment: (Assessment should be numbered or coded so that they can be identified in
the procedure of the lesson)

How will you:

1. assess students’ prior knowledge and readiness for the learning in this lesson
2. assess emerging knowledge and understanding, improving skills
3. feed assessment information back to the students to inform their learning
4. make judgements for use in reporting student achievement?

Time for Teacher activities: Learner activities:

each step
0-5mins Roll call and overview of lesson

5-15mins What kind of clothing and equipment do we need Students to brainstorm and write
to bring on a canoe journey? Brainstorm and use suggested item on post it and
the “post it method” in suggested categories of then categorise it accordingly.
clothing, sleeping, cooking, safety and other
- post it – each student is to write down
one item and sticks on white board in
 related category. Any double ups stick on
each other
Students to consider is the item
Run through all items that were suggested. Sort necessary, do I have to have this
15-20mins based on class discussion needs versus wants. item on trip with me or can I go
Teacher to add any big-ticket items that may without?
have been missed.

Teacher show and tell. Show and explain all the Students to sit in semi-circle,
must have items. taking notes on necessary items
20-35mins Homework – take list home and check off. Return and considering if they have
list following class those items at home or other
Teacher to stock missing items next class with access to them.
school supplies.
Show students three ways of waterproofing
- double layer garbage bags
- dry bags
- barrel
One bag per student
Food – group food (dinners will be bought and
stored prior to the trip, and then divided up
within the group on day one. Anything needing to
be in esky will be kept by teacher.

35-45mins Hi-Gene
As part of necessary items, we have a toileting
kit. Explain all parts of toilet kit and the toileting
procedure.
- Going to the bathroom in the bush is a
very different process.
- Always tell someone that your going –
even if it’s the middle of the night.
- We practice minimal impact strategies
which mean we must dig a hole at least
15cm deep when using toilet paper and
number twos. Number ones – don’t
always need toilet paper.
- The toilet key system: show students a
setup of the ‘toilet key’ (small drybag)
- It has TP, hand sanitizer, and a whistle,
the toilet key lives on the shovel, the
toilet key is our key to get into the toilet.
If the toilet key is not here, someone has
taken it to the toilet. Wait until the
shovel comes back to go to the toilet.
- #1 or #2, take the toilet key, just so no
one walks in on you.
(Cockram and Hindle, 2016)
- We always want to use the hand sanitizer
to prevent any cross-contamination. This
 is after the bathroom and before any
food handling as well.

-
Teacher’s resources:
- packed bags of teacher kit, or sample of what is expected of the students to bring
- toilet key setup

Catering for inclusion:

- for students who are missing items off the equipment list the school does have a small
number of items that are available for loan if they cannot be purchased by the family.

Students’ resources:
- Equipment and clothing list – printed as a handout to give out at end of packing section.
- Singular sticky/post it note

Extension activities: Identify interesting and relevant follow-up activities for early finishers. Make
sure these are true extension and not more of the same work. Able students should be
challenged and earlier finishers should be rewarded with enjoyable but worthwhile activities.

Learning space set-up:

- Initial layout students at desks in group format. Change to everyone making a semi-circle
for equipment show and tell by teacher.

Self-evaluation: The students write their own reflections on what they did during the lesson and
how the students responded. It will also include comments on their own perceived strengths,
weaknesses and what else they may do to improve their teaching.

Key questions:
 What did students learn/achieve through this lesson?
 What evidence is there that learning occurred and did it match your learning outcomes?
 How could it have been improved?
 How has the assessment informed your teaching (e.g. pace, direction) in this lesson and
future lessons?