Future Vehicle Drawing

Unit: Past, Present and Future

Lesson 8 of 20

Duration: 60 minutes Class size: 2 students Year level: Year 1 (NSW Curriculum)

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Learning Objectives

By the end of this lesson, students will:

• Understand the concept of the future and how innovations may change everyday life.
• Demonstrate creativity by designing a vehicle of the future.
• Recognise and describe sustainable practices related to transport.
• Develop fine motor skills through drawing.

NSW Curriculum Links

• History and Geography (Social Sciences K-2):
• Content Focus: "The past and present in their own life and family" and "Changes in daily life over time" with an introduction to future possibilities.
• Skills Focus: Communicate about the past, present and future using simple time language; pose questions about familiar past and present events.
• Outcome Reference: ST1-1DP-T (Demonstrates an understanding of time changes in daily life and environment.)
• Cross-curriculum Priority: Sustainability (recognising the importance of sustainable practices and environmental care).

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Lesson Overview

This lesson promotes creativity and critical thinking by inviting students to imagine and draw their vision of a vehicle from the future. It integrates social sciences with sustainability by discussing how future vehicles might help care for our environment.

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Materials

• A3 drawing sheets
• Coloured pencils, crayons, markers
• Examples of past, present, and futuristic vehicles (pictures or toy models)
• Whiteboard/flip chart and markers
• Sticky notes or small cards for brainstorming

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Lesson Sequence

1. Introduction and Warm-Up (10 minutes)

• Begin with a friendly chat: ask students about vehicles they have seen or used before (bikes, cars, buses).
• Briefly revisit what a vehicle is and what they do. Use images/models to show the past (old-fashioned carriages), present (cars, buses), and ask what might be next.
• Introduce the word “future” — what does it mean? When is the future? Highlight that today they will imagine something from the future—vehicles!
• Show an example of a futuristic vehicle image or concept and ask what the students notice.

2. Discussion on Sustainability (10 minutes)

• Explain simply that we want to take care of the Earth, so future vehicles might be different to keep air and water clean.
• Ask: How can cars help keep the air clean? (Electric cars, solar energy, less pollution)
• Use simple “think-pair-share” or talk with each student given the small class size to encourage ideas. Write key words on whiteboard (electric, clean, quiet, safe, etc).

3. Main Activity: Future Vehicle Drawing (30 minutes)

• Explain the drawing task: Students will design their own vehicle for the future. It can do anything they imagine!
• Encourage them to think about the shape, colour, and special features (e.g., flies, runs on sunlight, or has space for plants).
• Remind them to think about how it helps the environment. Is it quiet? Does it use clean energy?
• Provide drawing materials and encourage creativity while supporting with prompts and questions.
• Circulate and discuss each student’s ideas, helping them connect their design to a sustainable feature.

4. Sharing and Reflection (8 minutes)

• Have each student show their drawing and explain their future vehicle to the other.
• Use sentence starters: "My vehicle can...", "It helps the Earth by...", "It looks like..."
• Affirm efforts and link back to today’s theme of caring for the environment.

5. Conclusion and Wrap-Up (2 minutes)

• Summarise the lesson: “Today you have imagined amazing future vehicles that help our Earth stay clean and beautiful.”
• Encourage students to look out for new vehicles or inventions and talk about them next time.

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Assessment and Evidence of Learning

• Observation during discussion: ability to use future-oriented language and apply simple sustainability ideas.
• Completion and creativity in the vehicle drawing — checking if they incorporated some sustainable concept.
• Oral explanation of their drawing, showing understanding of future and environment connections.

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Differentiation

• For students needing support: Provide pre-drawn outlines or stencils of vehicles to colour and add features.
• For extension: Ask questions about how other parts of life might change in the future or how communities could use these vehicles.

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Teacher Notes / Tips

• Keep the atmosphere positive and imaginative — there are no wrong answers!
• Use language appropriate for Year 1 students and visually support ideas.
• Encourage use of new vocabulary like “future,” “sustainable,” “electric,” “solar power.”
• Build on prior knowledge from previous lessons in the unit about past and present, linking to future possibilities.
• Use this lesson to integrate creativity with social sciences, fostering curiosity about time and responsible citizenship.