Stage 1 Science and Technology: Getting About

Visits in Our Local Area

Foundation Statement Students conduct guided investigations by following a series of steps that include questioning, making and testing predictions, collecting and recording data, observing patterns and suggesting possible explanations. They select and safely use a range of equipment, computer-based technology and other resources to investigate and explore. Students follow a guided design process to create products, including information products, services and built environments. They draw and model design ideas using accepted methods and practices. They select and safely use a range of equipment, computer- based technology and other resources when designing and making. Students identify and describe ways in which living things grow and change. They identify a variety of energy forms and describe their use in the community. Students describe ways in which living things depend on the Earth and its environment. They identify how the properties of natural and made materials relate to their use. Students identify the difference between natural and built environments and model built environments designed to suit the needs of users. They communicate messages using a variety of media and technologies. Students describe and apply production processes using a range of materials and techniques to grow, make or process products. Overview In this Science and Technology unit of work, Getting About, students will be involved in identifying the characteristics and uses of different types of transport, investigating methods of transport used to travel to school, identifying transport in the local area, designing a model of the local transport environment and creating and building a means of transport of the future. In doing so, students will learn about how they can be safe in the transport environment. Organisation Students will have one science lesson each week for one hour. Teachers have the opportunity to organise the activities in a variety of ways depending on the capabilities of their students. For example, whole class, ability groups, mixed ability groups, pairs and independent activities can all be employed. Quality Teaching Elements This science and technology unit will focus on all three dimensions of the Quality Teaching Framework Intellectual Quality, Quality Learning Environment and Significance. Intellectual Quality - Deep Understanding Quality Learning Environment - Engagement Significance - Background Knowledge Outcomes and Indicators BE S1.1 Creates, modifies or models built environments to suit the needs of users. Records and classifies vehicles in the local community. Conducts a survey of methods of transport to school and discuss reasons for these choices. Selects materials and uses scissors and staplers safely when creating a display a model of the local transport environment. Identifies and collects materials and resources that could be useful for making a model vehicle. Creates a model of a type of transport that will suit the needs of the users.

Investigating INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations.

Learning Processes Designing and Making DMS1.8 Develops and implements own design ideas in response to an investigation of needs and wants.

Using Technology UTS1.9 Selects and uses a range of equipment , computer-based technology, materials and other resources to undertake an investigation or design tasks.

Resources Texts, posters and resources based on transport and our local community, activity worksheets and boxes, cardboard, bottles etc. Links to other KLAs Literacy: Writing, questioning and talking/listening about transport. Mathematics: Making and interpreting graphs. Creative Arts: Drawing and building a model of a vehicle. PDHPE: Exploring road safety issues. Assessment Students will be assessed on their ability to create and build a type of transport of the future. Furthermore, at the conclusion of the unit, students will complete a summative assessment based on the key ideas taught throughout the unit. Types of transport. Uses of transport in the local environment. Safety features of the local transport environment. Evaluation

Week Week 3

Learning Experience
Identify the characteristics and uses of different types of transport. Define transport. Discuss types of transport land, sea and air. Classify the types of transport whilst identifying the things that they might be carrying. E.g. people, animals, objects and where they might be going.

Date

Types of transport. Differentiation: More capable students can draw lots of types of transport and write the names of each. Less capable students will draw fewer types of transport.

Week 4

Investigate methods of transport to school. Survey the class to discover how they travel to school, e.g. bus, car, bicycle, walk. Record results in a picture graph. Suggest reasons for these choices. E.g. walk because it is close, drive when it is raining, too far to walk. Discuss whether students in another area would travel in the same ways, e.g. in a country town, inner city suburb.

Week 5

Investigate forms of transport in the local area. What do we know about our local area? Brainstorm using mind map. Identify forms of transport in our local area. Classify and reclassify vehicles in the community using a variety of criteria. E.g. number of wheels, where they travel, what they carry, how they are powered.

Transport in the local area. Differentiation: More capable students can write and draw the transport and write about all of the criteria. Less capable students can draw and write the number of wheels and verbally discuss with teacher about where they are travelling and what they might be carrying.

Week 6

Investigate and design a model of the local transport environment. Discuss how transport is organised in the local area. Make a note of safety features, e.g. traffic lights, signs, footpaths, kerbs. Road safety rules that apply in certain places to make people safer. E.g. school zones. Design a model of the local transport environment.

Week 7

Design a means of transport of the future. Design a vehicle (land, air, sea) that can be used in the future. What will it do? Who/what will it carry? Where does it need to travel? How will it move? How can you be safe in your vehicle? Students answer questions and draw a detailed model of their vehicle of the future.

My transport of the future. Differentiation: More capable students will complete the activity in more detail, commenting on how it will be powered and the materials used to make the transport. Less capable students will complete activity in less detail and have a scaffold to answer some questions.

Week 8

Create transport of the future. Build a model of a vehicle of the future using materials and resources students have brought to school.

Week 9

Summative Assessment Assess students on their understanding of key ideas taught throughout the unit.