YEAR 3 - YEAR 4
Join an Education Officer live from the comfort of your own classroom and connect virtually with nature on an adventure through the magnificent forests of the Dandenong Ranges. Develop an understanding of natural areas and the importance of protecting places of special significance. Learn about railway systems, materials, and energy. Discover the role of people in design and technologies occupations and investigate design solutions to meet past and future community needs.
DURING THEIR VIRTUAL VISIT!
With the guidance of a Puffing Billy Railway Education Officer, students will explore the natural environment that the train passes through. They investigate the uses of the railway, various types of trains, tools and objects used on the railway in the past, present and future. They will investigate changes to trains and the railway over time and the importance and historical significance of people and volunteers to the railway. Students use design thinking to investigate design solutions to meet community needs.
Curriculum links
| Curriculum Area | Strand | Sub-Strand | Content Description |
|---|---|---|---|
| History | Historical Concepts and Skills | Using Historical Sources | Identify the features and content of historical sources (VC2HH4S03) |
| Describe perspectives of people from the past based on evidence from primary sources (VC2HH4S04) | |||
| Describe different historical interpretations (VC2HH4S05) | |||
| Continuity and Change | Identify and describe continuity and change (VC2HH4S06) | ||
| Geography | Geographical Knowledge and Understanding | Diversity of Places and environments | The relationships between people and their place and its environment (VC2HG4K01) |
| Activities in the local place (such as retail, recreation, manufacturing, farming, education and commercial) and reasons for their location (VC2HG4K02) | |||
| The importance of environments, including natural vegetation and water sources, to people and animals in Australia and on another continent (VC2HG4K03) | |||
| The similarities and differences between places in Australia and neighbouring countries in terms of their natural, managed and constructed features (VC2HG4K08) | |||
| Sustainability and its application to the use of natural resources and the management of waste (VC2HG4K09) | |||
| Design and Technologies | Technologies Contexts | Engineering principles and systems | Describe how forces affect function in a product or system (VC2TDE4C01) |
| Technologies and Society | The role of people in design and technologies occupations and factors including sustainability that impact on the design of solutions to meet community needs (VC2TDE4S01) | ||
| Materials and technologies specialisations | Describe how the properties of materials affect function in a product or system (VC2TDE4C04) | ||
| Investigating and defining | Explore needs or opportunities for designing and testing materials, components, tools and processes needed to create designed solutions (VC2TDE4D01) | ||
| Generating and designing | Generate and communicate design ideas and decisions using technical terms and graphical representation techniques, using manual and digital tools (VC2TDE4D02) | ||
| Creating Designed Solutions | Producing and implementing | Select and use materials, components, tools and techniques to safely make designed solutions (VC2TDE4D03) | |
| Evaluating | Use given or predetermined design criteria including sustainability to evaluate design ideas and solutions (VC2TDE4D04) | ||
| Science | Science as Human Endeavour | Use and Influence of Science | Scientific knowledge, skills and data can be used by people to explain how they will meet a need or solve a problem (VC2S4H02) |
| Science Understanding | Physical Sciences | Heat energy can be generated from different sources; temperature changes may happen when heat is transferred from one object to another (VC2S4U09) | |
| Science Inquiry | Questioning and predicting | Observations can be used as a basis for posing questions to identify patterns and relationships, and to predict the outcomes of investigations (VC2S4I01) | |
| Planning and conducting | Scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment (VC2S4I02) | ||
| Observations, including formal measurements, can be made and recorded by following procedures to use familiar scaled instruments and digital tools as appropriate (VC2S4I03) | |||
| Processing, modelling and analysing | Data and information can be organised and represented to identify patterns and simple relationships by constructing tables, graphs and visual or physical models (VC2S4I04) | ||
| Evaluating | Findings can be compared to those of others, including, as appropriate, whether a test was fair or not, to enable conclusions to be drawn, and may lead to the identification of further questions for investigation (VC2S4I05) | ||
| English | Literacy | Interacting with Others | Deliver spoken texts to an audience using features of voice (VC2E3LY02) |
Curriculum Resources
Puffing Billy Railway offers a range of pre- and post-excursion curriculum-linked resources to support teaching and learning in the classroom and at home. All resources are based around the topics of Energy/Force/Motion, Past and Present, Design and Technology and Biodiversity.
Where does Puffing billy get its energy from?
Our Community
The marble run
What's in the box?
Use the force
The time for technology
Material world
Protecting the Dandenong Creek
Teachers are welcome to download this workbook for the students to use while they are onsite at Puffing Billy Railway.
- Steam Machines Workbook | Download
Enquiries
Enquire about our guided excursions via our online form.
Please contact the Education team for any further questions by emailing [email protected] or calling 03 9757 0700.
