Transport

The unit focuses on the benefits and responsibilities of transport use. || Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants. ü //Explains how people help them // ü //Depicts and labels components of a system designed to meet needs and wants, eg model of a transport system // ü //Examines the impact of a system on lifestyle and on the environment // ü //Outlines social and environmental responsibilities when operating in or using a system. // || **ENS1.6 ** Demonstrates an understanding of the relationship between environments and people. ü //Evaluates the results of human activity in environments relevant to them // ü //Describes interactions with the environment that can affect their life or the lives of others // ü //Identifies ways that places in their immediate environment have changed and are continuing to change. //
 * **//__Overview: __//** This unit provides opportunities for students to explore transport systems in their local area.
 * ==Outcomes and Indicators == ||
 * **SSS1.7 **

|| **__Resources: __** ¨ <span style="font-family: 'Arial Narrow',sans-serif;">The Board’s website (http://www.boardofstudies.nsw.edu.au) lists current available resources such as some selected background information sheets, websites, texts and other material to support this unit. ¨ <span style="font-family: 'Arial Narrow',sans-serif;">Pictures showing a wide variety of forms of transport (eg hot-air balloon, train, snow plough, space shuttle) powered by a range of energy sources. ¨ <span style="font-family: 'Arial Narrow',sans-serif;">Transport toys and models. ¨ <span style="font-family: 'Arial Narrow',sans-serif;">A large map of the local area, drawn by the teacher or provided by the local council. ¨ <span style="font-family: 'Arial Narrow',sans-serif;">An excursion to local transport facilities, including interviews with workers at each location, eg railway station, bus depot, repair garage, ferry wharf, police station (or invite these people to visit the class). ¨ <span style="font-family: 'Arial Narrow',sans-serif;">A variety of visual texts, such as large pictures, newspapers or video clips from news programs, that show problems caused by transport and suggested solutions. ||  **__<span style="font-family: 'Arial Narrow',sans-serif;">Links to other KLA’s: __**

¨ //<span style="font-family: 'Arial Narrow',sans-serif;">English: //<span style="font-family: 'Arial Narrow',sans-serif;">The structure and language features of the text types students create and interpret (see above). ¨ //<span style="font-family: 'Arial Narrow',sans-serif;">Personal Development, Health and Physical Education: //<span style="font-family: 'Arial Narrow',sans-serif;">Road safety, including passenger, pedestrian and bike safety. ¨ //<span style="font-family: 'Arial Narrow',sans-serif;">Science and Technology: //<span style="font-family: 'Arial Narrow',sans-serif;">Content from the Built Environments and Products and Services strands examines the impact of transport systems. The units ‘Getting About’ (Stage 1) and ‘Out and About’ (Stage 2) include learning experiences that are relevant to this unit. ¨ //<span style="font-family: 'Arial Narrow',sans-serif;">Creative and Practical Arts: //<span style="font-family: 'Arial Narrow',sans-serif;">Role-playing people who use and work with transport systems. Portraying the components and links of a transport system through creative movement. ¨ //<span style="font-family: 'Arial Narrow',sans-serif;">Mathematics: //<span style="font-family: 'Arial Narrow',sans-serif;">3D models of modes of transport. ||

<span style="color: #000000; font-family: 'Arial Narrow',sans-serif; font-size: 120%;"> Learning Experiences ü <span style="font-family: 'Arial Narrow',sans-serif;">Pose the problem: How would you get koalas from a bushland reserve in Australia to a zoo in Japan? Show students a globe to locate Australia and Japan and explain that there are oceans that they will need to cross. ü <span style="font-family: 'Arial Narrow',sans-serif;">Ask students, in groups, to try to solve the problem. Have them record and present their solutions. Question the students about the role that transport would play in their solutions. ü <span style="font-family: 'Arial Narrow',sans-serif;">Introduce the unit, ‘Transport’: How does transport affect people and the environment? ü <span style="font-family: 'Arial Narrow',sans-serif;">Ask students to suggest how they could find out about transport and its effects. || ====<span style="color: windowtext; font-family: 'Arial Narrow',sans-serif; font-size: 120%;">Date ====
 * **//<span style="font-family: 'Arial Narrow',sans-serif;">Learning Sequence 1: Introduction – How Transport Makes Links //**

<span style="color: windowtext; font-family: 'Arial Narrow',sans-serif; font-size: 120%;">Week7 || <span style="color: windowtext; font-family: 'Arial Narrow',sans-serif; font-size: 120%;">Evaluation Great lesson, children enjoyed the problem and worked to solve it. Some children required more scaffolding for final prompt question. SH || ü <span style="color: windowtext; font-family: 'Arial Narrow',sans-serif;">Provide students with pictures of different forms of transport. Ask them to label each form, indicating what it can do for people and the environment. ü <span style="font-family: 'Arial Narrow',sans-serif;">Display the labelled pictures, read the labels and question the students to identify the variety of needs that people have for transport. ü <span style="font-family: 'Arial Narrow',sans-serif;">Provide opportunities for students to use models of transport to simulate moving goods between places or providing services. ü <span style="font-family: 'Arial Narrow',sans-serif;">Ask students to add additional information to the pictures of the different forms of transport, ie purpose, features. Discuss situations where people would be affected if certain forms of transport were not available. Have students develop consequence charts. ü <span style="font-family: 'Arial Narrow',sans-serif;">Have students, in groups, discuss and complete the sentence: ‘//We need transport so we can …’// || =====<span style="color: windowtext; font-family: 'Arial Narrow',sans-serif; font-size: 120%;">Date ===== || **<span style="color: windowtext; font-family: 'Arial Narrow',sans-serif;">Evaluation ** || ü <span style="font-family: 'Arial Narrow',sans-serif;">Categorise transport shown in visual texts, eg pictures or photographs, into road, rail, air, water or pedestrian transport. ü <span style="font-family: 'Arial Narrow',sans-serif;">Provide groups of students with visual texts from one of the categories. ü <span style="font-family: 'Arial Narrow',sans-serif;">Have groups study the pictures/photographs and draw a mind map of all the people, signs, buildings, facilities, businesses and so on connected with that category of transport. ü <span style="font-family: 'Arial Narrow',sans-serif;">Ask students about the transport facilities in the local area. Use a large map to locate these. Identify places that will be visited during an excursion, eg railway station, ferry wharf, bus depot, airport, service station, NRMA, smash repairs, stock yard. ü <span style="font-family: 'Arial Narrow',sans-serif;">On the excursion, focus students’ attention on facilities and help them to identify components of the transport system that are linked, eg road signs and pedestrian crossings. Have students interview people connected with the transport system about: their roles; how the form of transport that they are connected with helps people; what is necessary for the system to work, eg coordinated planning of facilities such as taxi, bus and car-parking facilities near a railway station; coordinated timetables; what problems the system can cause for people and the environment; rules that people should follow when using the system; and the costs involved, eg materials, staff, maintenance. ü <span style="font-family: 'Arial Narrow',sans-serif;">Have students recount experiences shared during the excursion and ask them to add new information to the students’ mind maps. ü <span style="font-family: 'Arial Narrow',sans-serif;">Develop a retrieval chart of the people interviewed and their roles in the transport system. ü <span style="font-family: 'Arial Narrow',sans-serif;">Have groups construct and label a model or diagram of the transport system and explain how the components link. ü <span style="font-family: 'Arial Narrow',sans-serif;">Ask students to explain, and/or demonstrate on their models, what could happen if components of the transport system changed, eg if traffic lights malfunctioned, if roads were flooded, if a bike had a flat tyre, if a new bridge were built. || =====<span style="color: windowtext; font-family: 'Arial Narrow',sans-serif; font-size: 120%;">Date ===== || <span style="color: windowtext; font-family: 'Arial Narrow',sans-serif; font-size: 120%;">Evaluation ||
 * **//<span style="font-family: 'Arial Narrow',sans-serif;">Learning Sequence 2: Reason For Transport – Why Do We Need Transport? //**
 * **//<span style="font-family: 'Arial Narrow',sans-serif;">Learning Sequence 3: Transport System – What Makes a Transport System? //**