Change Over Time

Overview

Today’s lesson begins our unit “Time Travel: Past to Present”. We will explore how people’s lives in Aotearoa New Zealand have changed over time, focusing on familiar examples such as transport and leisure.

Learning intentions

• WALT: Identify what has changed in our society over time.
• WALT: Describe changes by using simple timelines and cause-and-effect ideas (why change happened).

Success criteria

• I can list at least three examples of societal changes (e.g., transport, leisure, communication).
• I can explain one change using “then/now” words and a short reason.
• I can sort example cards into “past” and “present” and say why.

Curriculum links

• Social sciences: Understanding how society changes over time (people, places, events, and everyday life).
• Curriculum focus: Students develop critical thinking by identifying patterns and making meaning from sources.
• Key competencies: Thinking (recognising change), Relating to others (sharing ideas respectfully), Participating and contributing (group discussions).
• Dispositions for learning: Curiosity about the past and making connections to the present.

Lesson structure (30 minutes)

1. 0–5 min | Hook: Then vs Now Show 2–3 images (e.g., old buses/trains vs current transport, board games/video games, simple playground activities vs current activities). Students do a quick “What do you notice?” turn-and-talk, then share one observation.

2. 5–10 min | Mini-lesson: What is change over time? Teach that “change over time” means things in society shift as years pass. Use a simple timeline on the board (Past → Today). Model one example: “Transport: walking/public buses → cars/rideshare and timetables” and name a possible reason (technology, population, roads, safety, convenience).

3. 10–20 min | Group activity: Sort and explain In groups of 3–4, give each group picture cards or short sentence strips for categories: transport, leisure, communication, school life. Students sort into “past” and “present”, then choose two cards to explain using this sentence frame:

• “In the past, …. Today, …. This changed because ….”

4. 20–25 min | Whole-class sharing: Three changes Each group shares one “change” aloud. The class records at least three different changes on a shared chart headed “What has changed in our society?”

5. 25–30 min | Quick check: Exit reflection Students complete a short 3-then/now note in their books or on a worksheet:

• List 3 changes you learned today.
• Write one reason for one change (one sentence or dot points).

Resources

• Image set or printed cards: past and present transport and leisure examples (age-appropriate, New Zealand context where possible)
• Timeline strip (Past → Today) for the board
• Group card set: picture cards and/or sentence strips (transport, leisure, communication)
• Sentence frames printed for support
• Shared chart paper or whiteboard to record class ideas
• Exit reflection sheet (3 changes + one reason)
• Optional short teacher narration slides (for visual learners)

Assessment

• Formative: Teacher listens during group sorting and explanations; checks if students use then/now language and a simple reason.
• Formative: Exit reflection—students list at least three societal changes and provide one reason for one change.
• Ongoing: Observe participation and use of vocabulary (past, present, then, now, change).

Differentiation

• Visual supports: Use images and videos (if available) to reduce reading load; include a clear “past vs present” model.
• Dyslexia-friendly supports: Provide reading options using bullet-point sentence strips, large font, and minimal text; allow oral responses recorded by teacher or student scribe.
• Support: Offer partially completed frames (“In the past…, Today…, because…”) and allow students to choose from a word bank (then, now, cars, games, phones, transport, leisure).
• Extension: Challenge students to identify similarities and differences between changes (e.g., leisure changes from outdoor play to digital play for some people; transport changes include new safety rules and faster travel).

Extension (optional)

• Research task (for advanced learners): Choose one decade (e.g., 1970s, 1980s, 1990s, 2000s). Find 2–3 changes in transport or leisure using teacher-provided sources (printed images, short readings, or a brief video segment). Present findings as a mini “then/now” poster with 3 bullet points and one “why this changed” sentence.