89113 transport - Blake Education

10 practical blackline masters. □ National Profile ... Technology 2.2 Draw and label a steam engine and a futuristic ... CD-ROMs. An Australian Journey: Images from Our Transport .... Students can share this information by giving a talk to the ...
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IU10 ■ Transport Lower Primary

Blake’s Topic Bank

Transport by Virginia Preddey

Each integrated unit contains: ■

6 pages of teaching notes in an integrated teaching sequence ■ 10 practical blackline masters ■ National Profile outcomes ■ A useful resource list

Transport by Virginia Preddey

LOWER PRIMARY Learning Area Focus Science Topic Throughout history people have looked for the means to transport objects and themselves more easily. From the wheel to space travel, the quest to achieve ever-greater speed and distance remains relentless. There is no doubt, however, that the greatest and most important breakthrough was the invention of the wheel 4,000 years ago. Without it, modern transport as we know it would not exist. During the course of this unit students will investigate, research, observe and express their understanding of how transport affects their lives and the world in which they live.

National Profile Outcomes


Students will: ■ Science 2.12 Identify some of the problems that occur because of transport, for example pollution, accidents and traffic jams, and offer possible solutions. ■ Science 2.13 Brainstorm words that are relevant to transport. ■ Science 2.14 Conduct tests to see what types of boats will float and what types of aeroplanes will fly. ■ Science 2.15 Place pictures in a sequence to make a timeline of the history of transport. ■ Science 2.18 Understand that traffic lights, seat belts, bike helmets, etc are related to safety. ■ Technology 2.1 Investigate and identify the social uses of some forms of transport. ■ Technology 2.2 Draw and label a steam engine and a futuristic car. ■ Technology 2.9 Describe and operate, by playing with Meccano or Lego, some of the elements of a simple machine. ■ SOSE 2.2 Use pictures to describe a sequence of the changing forms of transport. ■ SOSE 2.3 Identify how transport has changed over the years. ■ SOSE 2.15 Describe ways people and shops obtain products.

Factual Books Caroline Bingham (ed), The Big Book of Things that Go, Dorling Kindersley. Eryl Davies, On Land, Road and Rail, Franklin Watts. Maria and Mike Gordon, Float and Sink, Wayland. Ian Locke, The Wheel and How it Changed the World, Simon and Schuster Young Books. Geraldine McCaughrean, The Orchard Book of Greek Myths, ‘Daedalus and Icarus’, Orchard Books. Philip Steele, How Do People Travel?, McDonald Books. Anthony Wilson, Transport: A Visual History, Angus & Robertson.

Picture Books L Hawthorn, Tram To Bondi Beach, Methuen. V Marshall, Bernard was a Bikie, Bookshelf, Scholastic. J Cowen-Fletcher, Mama Zooms, Scholastic. N Hunt, Whistle Up The Chimney, William Collins. C Thompson, and M Ottley, Sailing Home, Hodder.

Videos Infants’ Road Safety, Classroom video (20 min, Yrs K-3).

CD-ROMs An Australian Journey: Images from Our Transport History, Libraries of South Australia. History of Australia, Webster Publishing.

© Blake Education – Transport Integrated Unit 1

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Transport Teaching notes

Animal helpers Either in pairs or small groups, have students imagine they are animals transporting a heavy object. Invite volunteers to act this out in front of the class. Ask students to search through books to find pictures of some of these animals. Have students draw their own picture of one and ask them to label it by writing what type of animal it is, where it was used, when it was used, what it was used for and if it is still used today. Display these on the wall.

Introduction List the words space, sky, land, rail, water and pedestrian on a piece of chart paper. Use these words as headings. With students, brainstorm different types of transport and have students nominate which heading they would go under. Generate a class discussion by asking: ■ What type of transport do you use in your daily lives?

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