89113 transport - Blake Education

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Philip Steele, How Do People Travel?, McDonald Books. ...... An alien. A herd of cows. Your family. A robber. For all yo
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

Resources

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.

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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?

The cart

■ Where do you travel using this transport?

Provide groups of students with some threedimensional cylinders and cubes. Let them play with them and explore their properties. Have them compare the cylinder’s movements to that of the cube. Ask each group to discuss:

■ How might you get to these places if these methods of transport did not exist? Explain that transport is not only useful for personal needs, it is also important for businesses and industry. Ask students to consider:

■ What else is transport important for?

■ What might have happened if a square wheel had been invented instead of round one (e.g. travelling would be very bumpy and roads would get damaged).

History

■ Are round wheels a better shape than square wheels?

■ How would shops, such as supermarkets, get their goods if trucks did not exist?

■ Would another shape work?

The horse before the cart

Ask each group to experiment with shapes before reading their answers to class members. Encourage them to justify their answers by giving demonstrations with the three-dimensional shapes. Discuss what early forms of transport could be made by using wheels, for example carts and other objects that could be pulled by animals.

Ask students what the term ‘beasts of burden’ might mean. Explain that before the invention of the wheel, people relied on the strength of animals to help transport themselves and objects from place to place. Have students suggest types of animals that might have been used, for example horses, donkeys, camels, water buffaloes, etc. Ask students: ■ Why might these animals have been chosen? ■ Do you think some animals were more suited to transporting things than others? ■ Did the environment affect which animals were used? (e.g. would you use a water buffalo in the desert?) ■ Are these animals still used as a means of transport today? If so, where?

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Water transport

Using BLM 1 encourage students to invent their own exciting and imaginative means of air transport.

Because many places were separated by water, people wanted to find ways to transport themselves and objects across it. The first boats are thought to have been hollowed out logs. Ask students how they think this type of transport worked. Why didn’t the logs sink? Organise students into groups and provide each group with two even-sized pieces of plasticine. Have each group roll one piece into a ball and shape the other piece to resemble a cup or boat. Ask them to put the plasticine pieces into a container of water. What happened? (The ball should sink.) Why is this? Explain to students how the boat-shaped piece has more water pushing it up, enabling it to float. Allow students to further explore this theory with other floating and nonfloating objects (see Resources).

Let’s fly Demonstrate, if necessary, how to make a paper plane. Encourage students to make paper planes using assorted types of paper and designs. Allow them to experiment with their initial design by suggesting that they shorten the nose of their plane or increase the length of the wings, etc. Have some test flights to see which planes can fly the fastest and the furthest. Have students observe how the slight changes in design can alter the performance of the flight. Encourage students to consider whether the weight of the paper or the weather conditions also have an impact on the flight. Discuss the results.

Ship ahoy! With the realisation that wind could move objects, an important breakthrough for using water transport was the invention of the sail. Soon ships travelled the seas, exploring the world. They not only transported people but also goods, or cargo, to trade with other places. Because of the vast distances and the dependence on the wind, these trips could take a long time. Ask students to try to imagine what it might have been like travelling at sea. Have them research some of the problems sailors might have encountered, then come together as a class to brainstorm reasons, for example pirates, over-crowding, scurvy, limited food and water, terrible working conditions, etc.

What goes up must come down! The discovery that air rises and takes up more space when it is hot did much for the understanding of flight. Prove this principle to students with a simple experiment. Attach a balloon to the top of a plastic bottle, then stand it in a container of hot water. The balloon will inflate as the air inside the bottle heats up and expands. This discovery led to the development of the hotair balloon. Provide students with some factual books about hot-air balloons and let them browse through them. Discuss what the balloons look like and how the hot air lifts them into the sky. With students, brainstorm what it might be like travelling in a hot-air balloon. Ask if they would feel scared, excited, sick, etc. Discuss the advantages (the peace, the views, etc) and the disadvantages (at the mercy of the wind, needing to keep the air hot, etc). Using BLM 2, have students list five things they think they would feel or experience if they travelled in a balloon.

Is it a bird? From the earliest times some people have dreamt of having wings to travel up into the sky and beyond. However, before people began to understand the concepts of flying, most attempts to fly met with disaster. Retell the Greek Myth of Icarus, who failed in his attempt to fly when his wax and feather wings melted when he flew too close to the sun (see Resources). Ask students if they would like to fly. How might they go about it? Encourage students to look through reference books that have photographs and pictures of different types of flying machines (see Resources). Discuss other ways people have attempted to fly.

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Steaming along

Before and now

Methods of transport really started to develop when it was discovered how to build engines that made machines work. The first type of power used by these machines was steam. With students, brainstorm a list of steam powered vehicles, for example steam trains and steamships. Show students pictures of steam engines. Explain that the steam was produced by heating water from a fire made from wood or coal. Demonstrate this by bringing in a kettle and boiling it in front of class members. Ask students what the kettle is producing when it boils. Place students into small groups. Try to ensure that each group has at least one able student for reading and writing. Borrow simple and clear factual books from the library and provide each group with at least one book. Have groups investigate how steam makes a vehicle move and to write a short report about it. The following headings might be useful

Ask students to interview a grandparent or an older person to find out how transport has changed over the years. Give students copies of BLM 3 and ask them to fill it in during the interview. Encourage them to ask other relevant questions. When completed, display the interviews around the classroom so that students can read them in their free time. Encourage students to discuss the changes in transport.

Looking back Ask students to choose a method of transport to research, with a partner. Ask them to investigate how it has changed and developed over time. Have them consider: ■ when it was first invented ■ what it looked like ■ what it was used for ■ how it moved

■ type of steam engine researched

■ its comfort, safety and speed

■ when it was invented

■ how it has changed over the years.

■ who invented it

Students can share this information by giving a talk to the class. Encourage them to use pictures, models or a timeline to make their presentation more interesting.

■ what it was used for ■ illustrate and label the steam engine.

Speeding up

Getting out

Travelling and transporting things was easier and faster using steam transport. Train stations were built as steam trains began replacing horses. Towns and other areas became more accessible with the faster transport. Place students into groups to research and discuss this dramatic change in transport. Ask them to consider how people might have felt changing from the transport they knew to move onto the unknown. Come together as a class to brainstorm some of the changes, for example trains might be much faster but they were also much noisier than horses. Ask groups to make a poster advertising the benefits of train travel. Have each group display their poster and report their findings to class members.

Revisit the chart listing the different forms of transport (made in the introductory activity). Ask students if they would like to add anything else to the list. With students, discuss the types of transport they depend on to get to school. Would the type of transport vary depending upon where you live? Ask students to predict what forms of transport students living in other places might use to get to and from school, for example would those students in the country rely on different forms of transport to students living in the city? Why would they need to use this transport? Have students use the Internet to connect with schools in other parts of the country or world to check predictions. Give students copies of BLM 4 asking them choose the most appropriate mode of transport for the people and fictional characters listed.

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Walking around

Move it!

Take students on a walk around your local shopping centre. Provide them with BLM 5 and encourage them to mark on it the types of transport they see. On your way back to school, stop in a safe place for five minutes and allow the students to observe the kinds of transport in the school area. Have them fill in the results on BLM 5. Discuss the results. Did students find that there were more types of transport at the shopping centre or were there more near the school. Why might this be?

Explain to students that Australia is a primary producer. This means that products such as wheat, rice and sheep are grown on the land. Some of this produce is sent, or exported, to other countries. Display a map of the world and a map of Australia and pose the question: what is the best way of getting the wheat that is grown in Griffith, NSW across to Tokyo in Japan? Ask students to locate Griffith and Tokyo on the maps. On which maps will these places be found? Why is this? Brainstorm the possible options of transporting the wheat. Organise students into groups and give each group a transport problem to solve, for example sending fresh fish from Sydney to Tokyo in Japan; moving ripe cherries from Orange to Brisbane; transporting a giraffe from the Melbourne zoo to a zoo in San Francisco, America. Make sure that students can locate the relevant places on the maps. Allow time for each group to discuss and plan their transport route and ask them to present their solutions to the class. After the presentations, discuss how much we all rely on transport. What might people have done in the days before these forms of transport were available?

Invite students to paint a wall mural of your local area, featuring its transport.

Wheel count Place students into pairs and ask each pair to discuss the number of wheels on the vehicles they saw on their excursion in the above activity. They might also like to count the wheels of the vehicles they see in the books on display. Ask students to fill in BLM 6. Have them read their completed work to class members. Allow students to add any vehicles they had left out. Discuss which vehicles have the most wheels and which have the least. Why might this be?

People With students, discuss the importance of people in transport. Establish with students that people are needed to drive and look after different types of vehicles. Have students brainstorm as many of these people as they can think of. List these on the board. What types of transport are these people involved with? Have students complete BLM 7. Have students hypothesise what would happen if we did not have bus, ambulance or truck drivers, people who work in traffic control or making roads. If possible, invite someone who works in the transport industry to talk to students about their job.

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Safety

Nuts!

Looking at the advances in transport, it is clear that much attention has been devoted to increasing the power and speed of vehicles. Over the past 100 years, the speed of land vehicles has risen from 20 km/h to over 300 km/h. Because of this, attention has to be given to safety – protecting not only those who are travelling in the vehicle but also those who are near them. Have students brainstorm safety features related to transport, for example, seat belts, road signs, traffic signals, buoys, lighthouses, car air bags, helmets, etc. Ask students what safety measures they take when they are travelling in, or using, various types of vehicles. Have students role-play correct and safe behaviour for such things as riding in a car, riding a bike or skateboard, crossing a road, catching a bus. If possible, arrange for a local police officer to visit the school to talk about road safety.

When learning about transport, it is important to understand how machines work. Bring into school such things as a bike, toys, clocks and motors. Discuss how they move and work. Provide students with such materials as Lego Technics, Meccano and similar building matter. Have students examine the various sizes and actions of the pieces. Invite students to make models for a ‘Models that Move’ exhibition to display in their classroom or school library.

Transport through time From the information students have acquired during the course of this unit, have them create a pictorial representation of what they consider to be the highlights in the history of transport. Brainstorm and list on the board the important ‘milestones’ in transport, for example from relying on yourself to animals, hollowed logs, sailing ships, the wheel, steam, etc. Decide on the order in which they should be placed. Give students the opportunity, if necessary, to revisit the books on display. Once the order has been decided, place students into pairs and ask each pair to complete one part of the timeline. They can do this by drawing a picture and then writing where this particular type of transport was used, when it was used, what it was used for and if it is still used today. (Students might like to incorporate the animals they illustrated and labelled in the earlier activity of ‘Animal helpers’.) The pictures and text could be placed in order and then put on the walls to form a timeline of the history of transport.

Space travel Forms of transport have come a long way since the wheel. People have now landed on the moon and space probes (machines, without people, that are controlled by computers) have flown past all the planets except Pluto. Ask students to imagine that they are going on a trip into space. After allowing time for research and discussion, ask students to write about the things they think they will find the most exciting while on their trip. Encourage students to illustrate their work and then display them around the room.

Future Ask students to revisit the interview they conducted with an older person. Discuss how the types of transport have changed. With students, brainstorm what transport might be like when they are adults and, perhaps, in 100 years’ time. Encourage them to consider what materials may be available, what will make it move, what it will be used for and where it will be travelling (perhaps on an intergalactic journey!). Have students draw a vehicle of the future, labelling its special features. When students have completed their drawing, ask them to present it to the class and explain how it works.

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BLM1

Name: ................................................................................................................Date: ............................................................

Fly like a bird! Invent your own exciting and imaginative way to travel in the air. What is your flying machine called? ................................................................................................... .......................................................................................................................................................................................................................................................

What special features does it have?.................................................................................................. .......................................................................................................................................................................................................................................................

What are its safety features? ............................................................................................................................... .......................................................................................................................................................................................................................................................

Where can it take off and land? ................................................................................................................. .......................................................................................................................................................................................................................................................

Illustrate and label your flying invention.

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BLM 2

Name: ................................................................................................................Date: ............................................................

Up, up and away! Write five things you might feel or experience if you went on a ride in a hot-air balloon. Then colour in the balloon.

1. ........................................................................................................................................ 2. ........................................................................................................................................ 3. ........................................................................................................................................ 4. ......................................................................................................................................... 5. ........................................................................................................................................

I would/would not like to ride in a hot-air balloon because ..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

..............................................................................................................................

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BLM 3

Name: ................................................................................................................Date: ............................................................

Interview: how transport has changed Name of person interviewed: ...........................................................................................................................: What type of transport did they use in their childhood? .......................................................................................................................................................................................................................................................

.......................................................................................................................................................................................................................................................

What were the main forms of transport?

...............................................................................

.......................................................................................................................................................................................................................................................

.......................................................................................................................................................................................................................................................

.......................................................................................................................................................................................................................................................

Did all families own a car? ......................................................................................................................................... Why or why not? ................................................................................................................................................................................ .......................................................................................................................................................................................................................................................

How has transport has changed the most? .................................................................... .......................................................................................................................................................................................................................................................

Interesting facts: ................................................................................................................................................................................... .......................................................................................................................................................................................................................................................

.......................................................................................................................................................................................................................................................

.......................................................................................................................................................................................................................................................

.......................................................................................................................................................................................................................................................

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BLM 4

Name: ................................................................................................................Date: ............................................................

Moving around! Draw pictures or write about suitable (and creative!) types of transport to move these people and objects from one town to another. Santa

30 school children

An alien

A herd of cows

Your family

A robber

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BLM 5

Name: ................................................................................................................Date: ............................................................

Observing transport Place a tick in the box each time you see that kind of transport. Name of town:

....................................................................................................................................................................................................

transport type

shopping centre

near school

bicycles motor bikes cars trucks taxis buses trains prams other

When you were at the shops, what type of transport did you see the most? .......................................................................................................................................................................................................................................................

When you were near the school, what type of transport did you see the most? .......................................................................................................................................................................................................................................................

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BLM 6

Name: ................................................................................................................Date: ............................................................

Wheel count Vehicle

2 wheels

4 wheels

6 wheels

more than six wheels

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BLM 7

Name: ................................................................................................................Date: ............................................................

People who work in transport Match the person and their transport type by filling in the blank spaces. person

job

transport

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BLM 8

Name: ................................................................................................................Date: ............................................................

Getting around! Describe these types of transport and include a picture. Truck

Space rocket

Hollowed-out log

Hot-air balloon

Steam train

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BLM 9

Name: ................................................................................................................Date: ............................................................

Let’s go! Draw and label pictures of forms of transport that go under the water, in the sky or space, on water, and on land. under the water

in the sky or space

on water

on land

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BLM 10

Name: ................................................................................................................Date: ............................................................

Transport terms Find all the transport words in the puzzle below. Words can go across or up and down and many overlap.

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aeroplane, train, rail, travel, bus, skateboard, walk, fly, air, stop, go. Transport word answers: car, truck, fuel, transport, petrol, balloon, road, speed, © Blake Education – Transport Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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