Quick summary: In this activity students investigate the types of transport used by students in their class. Students begin the activity by participating in a brainstorming session around transport and then find out how other students get to school. They then draw a map of the route that they personally take to school, including the transport they use. Students present their maps to the class.
This lesson can be used when working on the Energy Module of the ResourceSmart AuSSI Vic program.
Australian Curriculum Links:
Cross curriculum priorities
Sustainability – OI.3 – Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
General capabilities
Numeracy, Critical and creative thinking
Explicit content description
Year 1 Mathematics
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
Year 1 Geography
Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008)
Reflect on their learning and suggest responses to their findings (ACHGS012)
Year 2 Geography
Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as, photographs, plans, satellite images, story books and films (ACHGS014)
Reflect on their learning and suggest responses to their findings (ACHGS018)
Year 3 Geography
Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)
Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)
Year 4 Geography
Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027)
Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)
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Worksheets
Teacher Worksheet
Teacher preparation:
Overarching learning goal:
Students recognise that there are a range of different transport types.
Students understand that different types of transport are used according to the conditions of the travel (e.g. over water or in the city) and the distance travelled (e.g. short or long distance).
Students recognise that different types of transport are used by the class to get to and from school.
Hot tips: Before beginning this activity, ask students to map their route to school as they travel. Students can use this basic map to support the creation of their more detailed map later in the activity.
Student and classroom organisation:
Step 1. Begin this activity by holding a class brainstorming session around transport. Use one of the following brainstorming tools (mindmeister or bubbl.us) to record the session, or write suggestions on the board. Consider th
Thought starter: What is the strangest sort of transport you have seen?
How I travel to school:
How does everyone else get to school? Ask other students (and your teacher!) how they get to school and fill in the table below:
Name
Transport type
Number of people who drive in a car:
Number of people who catch the school bus:
Number of people who catch public transport:
Number of people who ride their bikes:
Number of people who walk:
Extension
1. How far do you travel to school? All you need to know is your address and the address of your school. Enter this information into Google Maps and se
Quick summary: In this activity students investigate the types of transport used by students in their class. Students begin the activity by participating in a brainstorming session around transport and then find out how other students get to school. They then draw a map of the route that they personally take to school, including the transport they use. Students present their maps to the class.
Teacher preparation: