Date:

Area of Learning: Investigations

Focus: Transport - Present
25/05/2016
Victorian Curriculum links: Level 2 History - Continuity and Change

Identify examples of continuity and change in family life and in the local area by comparing
past and present (VCHHC056)
Identify perspectives about changes to daily life from people in the past or
present (VCHHC055)
Learning
LI: Students are learning the different types of transport the class use to come to
school.
Intention:

Success
Criteria:

Mini
Lesson:

SC: I am able to order the class data and create a picture graph.
Whole class survey: How do you travel to school? Do you travel by car?
Do you travel by bike? Do you walk to school?

Timin
g:

Set up whiteboards around the room of various transportation options.

Students will choose the board that represents the way they most often
travel to school and stand in that location. Students to count how many in
each location and this data is added to the graph.

10
15
minut
es

Graph created on a poster to display on the whiteboard.

Students will refer to the data order and graph the data in a pictograph in
their Investigations book.
Discussion: How do most students in this class travel to school? How
many more people travel by car than walk to school?

Task:

Students to: (Labels from worksheet on the whiteboard for reference)

Draw how they travel to school and how their parents and
grandparents travelled to school.
Write why they think this method was used demonstrating
consideration of previous lessons.

Enable:
Differentia
tion:

Scaffold with questions: (small group)

I ride to school in a _________.

Assessmen
t:
Lesson
Reflection:

PST
Reflection

Timin
g:
30
minut
es

Extend:
Early finishers to complete
Land Transport Worksheet

I travel to school on my _______.

I _______ to school.

Anecdotal notes, roving and collection of students work.

Discussion: How do you think your parents and/or grandparents travelled

to school? Why do you think this?

Timin
g:
10
minut
es