Transport Through Time

Unit: Past, Present and Future

Year Level: Year 1 Duration: 60 minutes Class Size: 2 Students Subject: Social Sciences (History & Geography focus) Curriculum Alignment: NSW Curriculum — Humanities and Social Sciences (HASS), History, Year 1

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Learning Objectives

By the end of this lesson, students will be able to:

• Identify and describe different modes of transport from the past and present.
• Understand the concept of change over time by comparing historical and modern vehicles.
• Sequence events and objects on a simple timeline to show continuity and change.
• Discuss the role of transport in their daily lives and community.
• Use observation skills to gather information and share ideas.
• Collaborate to create a simple artefact demonstrating principles of movement (balloon-powered cars).

NSW Curriculum Links:

• History: ACHASSK027 – Recognise that the past is represented in different ways
• History: ACHASSI017 – Pose questions about the past and present
• History: ACHASSI018 – Sort and sequence information and events
• Geography: ACHASSK023 – Identify features of places and how places change
• Inquiry & Skills: ACHASSI020 – Use observations and information to answer questions
• Technologies / Science (basic physics of motion): ACSSU002 (Science Understanding – Everyday materials and forces)
• Achievement Standard: By the end of Year 1, students identify continuity and change in people’s lives, including transport, and represent this on a timeline; develop questions and collect and record information from sources,.

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Lesson Outline

Time	Activity Description	Purpose and Curriculum Links
5 min	Introduction and Discussion

• Welcome students and introduce the topic: "Transport Through Time"
• Show pictures of historical vehicles (e.g., horse-drawn carriage, old bicycles) and modern vehicles (e.g., cars, buses)
• Prompt questions: "What types of transport do you see? Which ones do you think came first?" | Activate prior knowledge. Stimulate curiosity about how transport has changed over time. Links: ACHASSI017 – Pose questions about the past and present | | 10 min | Compare Past and Present Transport
• Use a simple chart or Venn diagram to compare historical and modern vehicles (appearance, speed, how they move).
• Talk about why some vehicles have changed and what’s stayed the same (continuity and change). | Develop understanding of continuity and change. Visual comparison supports foundational history concepts. Links: ACHASSK027 – Different representations of the past | | 10 min | Make a Timeline Together
• Using a large strip of paper, create a simple timeline to place pictures of transport from past to present (with teacher assistance).
• Guide students to order the vehicles chronologically and understand "before" and "now". | Learn sequencing skills and concept of time passing. Use chronological order. Links: ACHASSI018 – Sort and sequence information and events | | 15 min | Hands-on Activity: Build Balloon-Powered Cars
• Students build simple balloon-powered cars using lightweight materials (cardboard, straws, balloons, wheels).
• Demonstrate how air pushes the car forward (basic physics and technology integration).
• Test the cars on a short track. | Apply scientific inquiry and technology concepts simply. Encourage creativity and collaboration. Links: ACSSU002 – Forces and motion, ACHASSI020 – Use observations | | 10 min | Design a Future Vehicle Drawing
• Students draw their own idea of a vehicle from the future. Ask: “What will transport look like in 50 years?”
• Encourage imagination and reasoning about needs of future transport (fast, safe, environmentally friendly). | Foster creative thinking about future, connecting past and present. Builds oral language and understanding of societal needs. | | 5 min | Set up Mini Transport Museum Display
• Arrange pictures and balloon cars on a table to create a “Transport Museum” display.
• Students describe their favourite vehicle and tell something they learned. | Reinforce learning through sharing. Practice narrative skills. Present learning as a showpiece. | | 5 min | Reflection and Wrap-up
• Recap key ideas about transport over time.
• Ask students what they liked and one new thing they learned.
• Connect transport to their daily life. | Consolidate learning and verbal expression. Develop metacognitive reflection. |

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Resources & Materials

• Printed pictures of historical and modern vehicles (carriage, bicycle, car, bus, airplane)
• Large paper strip for timeline
• Materials for balloon-powered cars: balloons, straws, cardboard, wheels (can be reused bottle caps or craft wheels), tape
• Markers, crayons, pencils for drawing future vehicles
• Table space for Transport Museum display

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Assessment & Differentiation

• Formative Assessment: Observe students’ ability to sequence vehicles on the timeline, participate in discussions, and explain differences between past and present transport.
• Product Assessment: Evaluate the balloon car creation for effort and understanding of cause-effect (air propulsion).
• Oral Language: Assess descriptive language during explanations of favourite transport and future vehicle drawings.

Differentiation:

• For students needing extra support, provide cut-and-paste timeline images.
• For advanced learners, encourage adding more details about transport uses (e.g. emergencies, travel).
• Use questioning tailored to individual comprehension levels.

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Teacher Notes and Tips

• Keep explanations clear and use concrete examples familiar to Year 1 students.
• Emphasise storytelling to make history tangible (e.g., “Long ago, people didn’t have cars!”).
• Encourage hands-on exploration during balloon car activity — this helps kinesthetic learners.
• Foster excitement about the mini Museum as a way to share and celebrate learning.

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This lesson sets the foundation for a 20-lesson unit that progressively explores history, present and future concepts of transport, integrating inquiry skills, creativity, and scientific exploration, closely linked with the NSW HASS curriculum for Year 1 students. It balances cognitive, emotional, and physical engagement suitable for a small class size, providing rich opportunities for personal input and collaborative learning.