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What is Public Transport

 

LEARNING OBJECTIVES

Students will;
  • Discuss what transport is
  • Identify the differences between modes of transport and modes of public transport 
  • Establish who uses public transport
  • Outline reasons why people use public transport
  • Discuss whether students currently use public transport
  • Identify the impact using public transport has on society and environment.

BEFORE YOU START

  • Download and read the supporting resources on the co-operative learning strategies; Graffiti and Numbered Heads
  • Prepare work stations
  • Download and make copies of the brick wall chart. Write one main focus question per page:
    • Who uses public transport?
    • Why do people use public transport?
    • What are the social/ health benefits of using public transport?
    • How does using public transport impact on the environment?
    • When would you/ do you use public transport?
  • Have the opening question “Transport- what is it?” written on the whiteboard ready for lesson commencement.

LEARNING PROCESS: Whole class [15 minutes]

To the class, pose the introductory question, “Transport- what is it”? Record answers on the whiteboard as they are presented.

Encourage students to not only give examples of transport modes but also a definition.

Once this has been completed, explain that Transport modes can be classified into public transport and private transport, discuss what they think the differences may be.

Read out to the class the definition of Public Transport:
“Public transport is defined as any form of transport that charges set fares, runs on fixed routes and is available to the public.”

On a whiteboard, draw a ‘T chart’ with the heading ‘Private’ at the top of one column and ‘Public’ at the top of the other column. Using the definition of what public transport is, as a class, categorise the modes of transport discussed earlier into the two columns; Private and Public.

Once task complete, ask students what is the public transport system called that operates in Perth? Transperth provides public transport services in the Perth metro region. Find out more about Transperth on our Fact File.

LEARNING PROCESS: Small Group activity [20-25 minutes]

Now students are engaged, introduce the main focus questions for the lesson, written on the brick wall paper. Read them out aloud and then explain how these questions will be answered using the co-operative learning strategy of “Graffiti”.

Explain that they will be working in groups and they will be required to answer all questions. In these groups they will be given 30 seconds “think time” where they think about the question in front of them, and then 2 minutes writing time. Explain that you will be able to track their participation at all stations.

Have students take out a coloured marker of choice and then divide the class into groups, preferably no more than four, however 5 would be the maximum, otherwise productivity and focus may be compromised.

If necessary, create another two focus questions, or simply repeat two that you feel are important.

Once students are comfortable with the task, distribute the focus questions, and let the “think time” begin (30 seconds). Stop, and then explain they have 2 minutes to brainstorm as much as they can about this question. At the end of 2 minutes, have student stop writing, and move onto the next question. This can be done by student physically moving, or by rotating the questions on.

Continue until all groups have worked on all questions.

Once groups have their original question back, ask them to read the feedback as a group and discuss. Then they are to collate the information and present the findings to the class, using “Numbered Heads” to assist you.

ASSESSMENT

In an activity such as this you are the facilitator, and in this role, you are able to assess through observing social skills, communication, knowledge and understandings.

This lesson is designed to help you discover what the children know and “tune" them in to the learning.

AUSTRALIAN CURRICULUM

Year 5

 

Learning Area:

English

Strand:

Literacy

Sub-strand:

Interacting with others

Contents code:

(ACELY1796)

Contents descriptor:

Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different and purposes

 

 

Year 6

 

Learning Area:

English

Strand:

Literacy

Sub-strand:

Interacting with others

Contents code:

(ACELY1816)

Content description:

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience

Content code:

(ACELY1709)

Content description:

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions 

 

Year 7

 

Learning Area:

English

Strand:

Literacy

Sub-strand:

Interacting with others

Contents code:

(ACELY1719)

Content description:

Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument

 

Sustainability

 

Code:

Organising idea

OI.3

Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.

OI.7

Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.

OI.8

Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts.

OI.9

Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. 

OVERVIEW

This lesson is designed to be a "tuning in" activity to ascertain exactly what the students know about public transport, using the co-operative learning strategy of "graffiti".
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