search button

Public Transport
- Greening the future

LEARNING OBJECTIVES

Students will:
  • Develop a greater understanding of how using public transport is a sustainable way of living
  • Appreciate the benefits associated with public transport use 
  • Identify any weaknesses in Perth's public transport system
  • Recognise ways that the system could be improved
  • Acknowledge the opportunities gained through such a transport system operating in Perth.

Before you start

Learning Process: Whole Class [30 minutes]

Briefly review with students what a public transport system is. Share with the class the definition of a public transport system.

"Public transport is defined as any form of transport that charges set fares, runs on fixed routes and is available to the public."

Ask students what is so unique about Perth's public transport system. The answer is it's an integrated network of buses, trains and ferries that can be accessed with just one ticket.

Discuss what some of the benefits of using public transport may be. You may need to encourage students to think about situations they may find themselves in such as travelling from home to school, home to the city or out to the movies with friends. Also encourage students to think about the bigger picture; about costs of owning a car, environmental and health issues surrounding car use and pollution. Use the 'Our System' Fact File to help guide your questioning.

Next ask students whether they believe there are any limitations to using, or weaknesses of, public transport. Discuss as a class.

Introduce the video, 'Transperth UITP conference advertisement' and ask students to take notes of interesting facts while viewing.

Once the video has been viewed use the 'Think-Pair-Share' strategy to allow students to share their notes and record additional points that they may have missed.

Share some of these facts as a class and then introduce the next video, 'Grow with public transport'. Explain that the video is from the International Association of Public Transport and although no direct references are made to Perth, it still has relevance. Also explain that this is a visual video, with no voiceover, but a lot of information can still be gained from it. Students are to take notes whilst viewing the video.

Once complete, ask students to review their notes and share anything of interest with the class. Encourage students to add to their notes any points other students raise that they may have missed.

LEARNING PROCESS: Whole class [20 minutes]

Introduce the next task, the SWOT (Strengths, Weakness, Opportunity, Threat) analysis, and hand out the template to the students. Explain what the acronym SWOT stands for and how it is to be completed.

Explain that they will be performing a SWOT analysis on public transport in Perth, using the notes they have just taken, as well as previous knowledge gained through tasks, and their own understandings and personal experiences.

Model how this will work, by asking a student to share with you and the class an interesting fact they have recorded or know, for example, by taking public transport the roads will become less congested. Ask the class if this fact is a Strength, Weakness, Threat or Opportunity and then write it in the appropriate box. Ask another student to share, and model again.

Once all students seem confident, set them to work on completing the template. Have students organise their information and knowledge accordingly, sharing throughout the process to keep students on task, and help guide those in need.

LEARNING PROCESS: Whole class [10 minutes]

Ask students to share their ideas in groups of four, giving feedback.
Using the Numbered Heads strategy, call on students to share group members’ thoughts and ideas and discuss.

ASSESSMENT

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

This lesson is designed to help you discover what the children have learned and understood via the viewed video and other activities and experiences.

AUSTRALIAN CURRICULUM

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. 

 

Futures

OI.6

The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future. 

OI.7

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

Overview

Australians have a love of cars and Western Australians are no exception with 90% of households in the state owning at least one car. WA produces about 10 million tonnes of greenhouse gas from transport every year so to reduce our emissions, we need to look at ways of travelling more sustainability.

This lesson introduces young learners to the concept of sustainable transport. Students will complete a SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) on the Transperth system, allowing them to investigate the social, ecomonic and environmental benefits of public transport, whilst also looking at the barriers to the use of public transport.   

*ensure the required content areas on the left are expanded when printing.