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Timetable challenge

Lesson objectives

Students will:
  • Explore the concept of timetables across a range of transport services
  • Develop appropriate skills in order to interpret and understand timetables 
  • Compare 12- and 24-hour time systems
  • Identify how to plan a journey using timetables
  • Locate and review timetable information for real local services
  • Develop the skills to plan a real journey.

Before you start

  • Read the background information in the Fact File – this will provide essential information to teach timetables
  • Download the Timetable Learning Objectives Rubric – you can display this on your interactive whiteboard or photocopy for each student
  • Source sample timetables that your class is familiar with e.g. sport, music or lesson timetables
  • Bookmark the Transperth Journey Planner and explore its features.
  • Photocopy the Timetable Activity 1 resource and supporting questions (enough for each student in your class)
  • Print/download a copy of the Timetable Activity 1 Answers for your reference
  • Download a copy of the Northern 79 Bus Timetable – you can display this on an interactive
  • Print/download the Thornlie/Armadale Train Timetable – you can display this on your interactive whiteboard, but you will also need to print and photocopy enough timetables for the speed reading game
  • Print a copy of the challenges for the Speed Reading game – or you can make up your own
  • You’ll need enough whistles for every student in the class (optional!)

Learning process: Whole class [5-10 minutes]

Explain to the class that you’re going to learn how to interpret and use timetables to plan journeys using public transport. Display the learning goals on your interactive whiteboard or explain to the students what they’re going to be doing.

Ask students to share their existing knowledge of using timetables e.g. you may have a timetable for weekly activities in class such as music lessons, sport or other activities. You may want to show examples of timetables your class uses.

Explain how timetables provide a clear and structured way to show information, and talk about how timetables help us to plan activities.

Show the Transperth Journey Planner (displaying the website on your interactive whiteboard). Briefly show the students this feature and explain that they’re going to have the opportunity to explore it later. Explain that sometimes we will need to read timetables in print or phone up and ask for information; point out that we can’t always be reliant on being online when we need to find information out.

Explain that you’re going to explore some different transport timetables and get some hands-on practice planning journeys that will prepare them to use their local transport services.

Learning Process: Small group work [15 minutes]

Ask the students to work in pairs and hand out Timetable activity 1.
Ask someone to play the part of the student and read out the scenario to the rest of the class.
Once they’ve finished reading, challenge each member of the class to be a good friend and provide some answers to their questions.
Encourage students to note the key information. You could suggest that they use a highlighter to note important details.

Allow time for the students to explore the timetables together and work out the answers to the questions. Students should talk through their answers with their partners.

Learning Process: Whole class [10 minutes]

Review the answers to the questions and discuss some of the challenges they faced.

Ask students if they feel more confident about how to read and use real timetables?

Learning Process: Whole class [5-10 minutes]

Explain to the students that you’re going to take a look at some ‘real’ timetables so that they can transfer their timetable reading skills to real life, looking at local services in Perth.

Display the sample bus timetable and map provided for the Northern 79 bus route on an interactive whiteboard. Ensure that the display is set at a suitable size to fully explore the timetable information.

Explore the timetable and invite students to share what they can see. You can use the ‘talking points’ provided in the Fact File to help draw students’ attention to important details.

Learning Process: If there’s time: [10 minutes]

Having explored fictional and real bus timetables, explain that you’re going to challenge them to use their skills using a game.

Display the sample train timetable provided on the interactive whiteboard and familiarise the class with features of the timetable. Refer to the Fact File for notes on these features.

Provide the class with printed copies of the sample train timetable provided and a whistle. (Whistles are optional!)

The object of the game is to challenge the students to solve a timetable problem and they have to find the answer. The first person to find the answer blows their whistle (or raises their hand if you’d rather avoid the headache) and gives their answer. To add an element of fun, you could invite students to use their best ‘train announcer’s’ voice to reveal their answer. A list of Speed Reading challenges have been provided with suggested answers. It may be noisy, but this activity will provide a dynamic way to test students’ ability to read and use timetables to plan journeys.

Extension

  • Ask students to plan a real journey using the Transperth Journey Planner, which is available at www.transperth.wa.gov.au/Journey-Planner
    They must use at least one form of public transport to travel to and from their destination. We've provided a template they can use to help plan their journey.
  • Cross-curricular link: Invite students to document their journey planning and trip on public transport. They could write a journal entry, create a storyboard using photographs or illustrations, or they might want to create a video diary using a mobile or tablet device. You could run a competition for the most creative way to document their journey? The winning entry could be shown at a school assembly.

Assessment

We’ve provided a simple rubric that you may wish to use at the end of this unit of work, which will let the students assess how confident they feel interpreting and using timetables. You could display this on the interactive whiteboard before the activities and review it again at the end of the session to see how their confidence levels have improved.

Australian curriculum

Year 5

 

Learning Area

Mathematics

Strand

Measurement & Geometry

Substrand

Using units of measurement

Content code

ACMMG110

Content description

Compare 12- and 24-hour time systems and convert between them.

 

Year 6

 

Learning Area

Mathematics

Strand

Measurement & Geometry

Substrand

Using units of measurement

Content code

ACMMG139

Content description

Interpret and use timetables

 

Year 7

 

Learning Area

Mathematics

Strand

Statistics and Probability

Substrand

Data representation and interpretation

Content code

ACMSP172

Content description

Describe and interpret data displays using median, mean and range

Overview

Learning how to understand and use timetables is an important life skill for students as they become more independent and make choices about sustainable ways to travel. This lesson introduces students to transport timetables; it teaches them how to read and interpret timetable information; and it provides them with the opportunity to experiment with using timetables to plan journeys using public transport services.

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Learning Areas