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Transport Unit of Work

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Transport Unit of Work

Uploaded by

api-193964377
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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TRANSPORT INTEGRATED UNIT OF WORK

LAWSON PUBLIC SCHOOL SU2 TERMS 3/4


Timings for this unit will vary due to the extended time students may need to form an understanding of the given topic.

RATIONALE
This unit of work will focus on transport for children working in the Special Education Unit. The unit will focus on 4 key areas. Overview of Transport Land Transport Sea Transport Air Transport Extreme Transport

The unit will allow for students to experience transport in ways previously unimaginable to them. The idea behind extreme transport is the wow factor of high speed, high risk ways to get around and will include some excellent opportunities for students to participate in Science and Technology strands. Formally, this is an HSIE unit of work, however it has strong links to Science and Technology. Ultimately, this unit of work will prepare students, particularly those with high needs, for the real world and the ways in which they can travel.

PREVIOUS KNOWLEDGE
Students are coming into this unit of work with a wealth of knowledge about everyday transport. Each childs family has a car and 3 out of the 6 children travel to school on a bus. One student has travelled the world by plane and ship and is leaving part way through the unit of work to go on a one month cruise.

TIMELINE AND KEY QUESTIONS

Topic 1 What is transport? What are the different types of transport? What transport do we use? Do we only travel by engine? Travel Art Mapping Land? Sea? Air?

Topic 2 Different cars! What train to catch? Monorails and Trams Bikes, motor and not!! Unusual Types of bikes Bikes in other countries.

Topic 3 Passenger Planes Big Passenger Planes Jets Hot Air Balloons Paper Planes

Topic 4 Ships Ahoy! What types of boats are there? Cruise Ships Wind powered boats. Sydney to Hobart Submarines

Topic 5 Jet Boats Land Speed Records Rockets Paper Plane Competition Parachutes

OUTCOMES AND INDICATORS

KLA HSIE HSIE

Outcome
CCS1.2 Identifies changes and continuities in
their own life and in the local community.

SSS1.7 Explains how people and technologies in


systems link to provide goods and services to satisfy needs and wants.

S&T

PPS1.4 Identifies and describes different ways


some forms of energy are used in the community.

CA

VAS1.2 Uses the forms to make artworks


according to varying requirements.

ENG

RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts.

Indicator Explains how different generations of people lived in the local area. Identifies different goods and services that fulfil their needs. Explains how people help them, including paid and unpaid helpers and workers, eg ambulance officer, police officer, nurse, SES volunteer, parent helper in the classroom. Pushes and pulls can make things move and stop. Living things and machines need energy to do things. Investigates details of objects, places and spaces and other living things (eg windows and doorways in old or new buildings, the shapes of shadows, patterns of shells, animals kept in captivity or in the wild). Talks about significant features and relationships within their artworks, referring to such things as size, scale, proportion, colour. Enjoys a variety of TV programs, childrens videos and electronic storybooks (CD-ROMs) Participates in class/group brainstorming activities to cluster and categorise ideas and facts following the reading of texts. Uses a number of sources for information, including pictures, posters, CD-ROMs, signs, labels, books. Makes connections between own knowledge and experience and information in texts

LEARNING SEQUENCES
Topic 1 Lesson/s Land Students create a collage of land vehicles Students create an imaginary car Students create a bike artwork (penny farthing) Students discuss emergency transport Students observe different transport and draw a picture of their favourite. Students state that Transport is the way we get from one place to another. Students build a bi plane Students take a virtual tour on a plane Resources Pictures of transport Glue Paper Solar cars Bike materials 000 website Art materials

Pop sticks Computers/websites

Students create mini helicopters Students complete airplane art Students complete hot air balloon art.

Students create boat art from kids cut book Students decorate origami boats Students create rafts using paddle pop sticks Students go on a cruise virtual tour P&C cruises Students go on a submarine virtual tour. Students perform submarine experiment Students view photos of the boats in the Sydney to Hobart race Students look at imaginary transport unicorns, broomsticks Students watch video on land speed record Students go on a tour of a rocket Students observe a soda bottle rocket and draw a picture. Students make paper airplanes. Students view videos and photos of people completing extreme tasks using extreme modes of transport. This topic is a short topic to be integrated throughout the rest of the unit.

Paper Scissors Crayons Pastels Airplane book Hot air balloon art Kids cut book. Origami patterns Pop sticks Websites http://www.metacafe.com/wa tch/805804/baking_powder_s ubmarine/

http://www.youtube.com/watch?v=LK Qxj5C2m8&feature=player_embedded#!

ASESESSMENT
Due to the special needs of the class, assessment will be observational and formative. There will be no summative assessment task. Formative assessment and teacher priming questions are below. 1. 2. 3. 4. Does the child understand what transport is? Does the child understand the need for transport? Can the child name common forms of transport used in everyday living? Can the child discriminate between land, sea and air transport?

REVIEW OF UNIT

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