ICT-BASED LESSON SEQUENCE: Lessons

LESSON SEQUENCE 1
Outcomes
Lesson Phase Resources/Referenc
Addressed
es

Motivation and Introduction

Tuning into the learning:

EN3-3A As a class read, view and interpret the picture book “Belonging,” by Jeannie Baker. Whilst “Belonging,” by
GE3-2 reading this book, discuss the changes that are happening. Ask students what they see, Jeannie Baker
and ask them compare what is happening in each of the images.

EN3-3A Student Device or

EN3-7C Following this reading, ask students to discuss the following in small groups (3-4 school devices (e.g.
GE3-1 students/group) and then individually make a comment on our class ‘Spiral’ discussion iPad’s)
GE3-2 board:
ICT Resource: App –
1. Do you think that Jeannie Baker’s artwork presents what our built ‘Spiral’
environments and social attitudes will be like in the future? If no, discuss
what you think they will look like. ** Give students time to discuss and post
on Spiral **
2. Do you think humans are having a positive or negative affect on out Access at:
environment? How? ** Give students time to discuss and post on Spiral ** https://spiral.ac/
3. What do you think needs to change to make Jeannie Baker’s vision for our
future built environment a reality? ** Give students time to discuss and post
on Spiral **

Ask students to come back together as a class so we can briefly discuss and give feedback
the comments on our Spiral collaboration board.
EN3-9E
After the tuning in phase, advise students what the learning intention and success criteria
of this lesson are.

Learning Intention:
Students investigate how people have affected and changed the natural
environment in Australia.

Success Criteria:
- describes the features and characteristics of places
- compares the characteristics of places now to those in the past
- identifies the change of our local community over time by analysing images in the
past and comparing them to the present

Lesson Sequence

As a class we will look at the following image of Cronulla beach in the 1900s.
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

GE3-1 Interactive
GE3-2 Whiteboard
GE3-3
GE3-4
Image from:
https://www.google.
EN3-3A com/search?q=cronu
EN3-7C lla+beach+in+1900&r
EN3-8D lz=1C5CHFA_enAU50
4AU504&source=lnm
s&tbm=isch&sa=X&v
MA3-2WM ed=0ahUKEwiinczkup
riAhVq4nMBHVbhBZ
kQ_AUIDigB&biw=12
08&bih=620#imgrc=c
aqfMUSjuuMR2M:

Ask students to complete a Think. Pair. Share. and discuss the changes that have occurred
over time. ** Give students time to discuss and post on class ‘Spiral’ discussion board**
Student Device or
Ask the class discuss the changes that the students have been posted on the class ‘Spiral’ school devices (e.g.
discussion board. iPad’s)

Then, using street view on ‘Google Earth’ on the interactive whiteboard explore the area ICT Resource: App –
of Cronulla in the image (South Cronulla). ** Spend a bit of time exploring the area. Let ‘Spiral’
students talk amongst themselves and comment whilst exploring – teacher to engage in
questioning and probing etc. **

Ask students to form groups of 3-4 to discuss the below questions. After discussion of Access at:
each question come together as a class and discuss their deliberations. Each time the class https://spiral.ac/
breaks off into groups to discuss, change grouping combinations.
ICT Resource: App –
1. How do people influence places and the management of spaces within ‘Google Earth’
them? ** Walk around the room and join in discussions whilst you give
students time to discuss amongst themselves**
2. What may be some reasons for Cronulla having undergone change? ** Walk
around the room and join in discussions whilst you give students time to
discuss amongst themselves**
3. Do you think that the change at Cronulla has been for the better? Have we
managed the environment in Cronulla well? ** Walk around the room and Access at: https://w
join in discussions whilst you give students time to discuss amongst ww.google.com/eart
themselves** h/
4. How has the environment influenced humans are our interactions? ** Walk
around the room and join in discussions whilst you give students time to Image of Market
discuss amongst themselves** Street from:
https://www.google.
Once discussion has ended, ask students to return to their desks and their device (iPad com/search?q=georg
etc.). e+st+sydney+1900&r
lz=1C5CHFA_enAU50
4AU504&source=lnm
Display the following image of Market Street up on the interactive whiteboard: s&tbm=isch&sa=X&v
ed=0ahUKEwiYi7bdw
ZriAhUt6nMBHa9hD
doQ_AUIDygC&biw=
1208&bih=620#imgd
ii=pgVud_G9ZwlfxM:
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

&imgrc=k11P2tYZIqc
pOM:

Student Device or
school devices (e.g.
iPad’s)

ICT Resource: App –

‘Seesaw’

Access at:
https://web.seesaw.
me/

ICT Resource: App –

‘Creately’

Access at:
Talk to students about this image - it was Market street in the early 1900s. Ask them to https://creately.com
use “Google Earth” to analyse the differences between the past and present. Ask can they /diagram/example/iq
find any similarities. sz174v1/ICT%20struc
ture
In table group ask students to create a Venn diagram using ‘Creately’ recording the
differences and similarities of the images they see. They will work on their own device but ICT Resource: App –
collaborate on the same diagram by sharing to one another (similar to google docs). ‘Sketchpad’

DIFFERENCES DIFFERENCES
IN PAST IN PRESENT Access at:
https://sketch.io/ske
SIMILARITIES tchpad/

Once students have completed this, students will brainstorm with a partner what they
anticipate Market St or Cronulla (they can choose) will look like in 100 years.

In pairs or individually, ask students to illustrate their predictions of what a building in

Market St or Cronulla might look like. They can choose to use ‘Sketchpad’ or draw the
image themselves. They will annotate this illustration describing its features and
characteristics.
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

Lesson Closure
Student Device or
Once they have completed their image or Sketchpad drawing, they are to save or take a school devices (e.g.
EN3-9E picture of it using their iPad and upload the image to ‘SeeSaw’ with a brief sentence or 2 iPad’s)
with self-assessment of today’s lesson determining whether they have achieved all of
today’s success criteria. ICT Resource: App –
‘Seesaw’
Once they have uploaded their image and self-assessment blurb to ‘SeeSaw’ they can look
at each other’s predictions on ‘SeeSaw’ and make comments and divulge in discussion
about each other’s predictions.

Access at:
https://web.seesaw.
me/

Differentiation of Learning:

- Questioning and probing to provide scaffolded support and establish connections to prior learning and knowledge
- Flexible grouping
- Joint social construction (Vygotsky)
- Learning intention(s) and success criteria to provide a clear set of parameters for the knowledge and skills that should
be acquired (scaffolding)
- Different learning styles (Gardner’s)
- Exploring the world and making connections between the world and content through hands on ICT resources so that
students can immerse themselves in real-life situations.
- Modelling leading into supported independent scaffolding
- Open-ended tasks that result in naturally differentiated tasks
- Connecting classroom knowledge and skills to local community and world so that students are engaged

ASSESSMENT SUMMARY

Assessment FOR Learning:

- Assessment of prior knowledge
- Learning intention(s) and success criteria
- Informal teacher observations

Assessment AS Learning:
- Real-time feedback through teacher involvement in discourse when roaming around the learning environment whilst
discussion is taking place.
- Informal teacher observations
- Peer collaboration and feedback through collaborative learning and peer-assessment (checking over work and using a
check list to determine that all criteria have been met)
- On-going self-assessment through referring back to learning intentions and feedback (peer & teacher)

Assessment OF Learning:
- Work produced in workbook and uploaded onto ‘SeeSaw’
- Peer evaluation and assessment
- Self-assessment and reflection
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

LESSON SEQUENCE 2
Outcomes
Lesson Phase Resources/References
Addressed

Motivation and Introduction

Begin lesson by going through the learning intentions and success criteria.

Learning Intention:
Students identify and investigate the impact of the mismanagement of places
and develop an ecologically sustainable place that may help in the better
management of our community.

Identify, visualise and quantify measures and the attributes of shapes and
objects, and explore measurement concepts and geometric relationships,
applying formulas, strategies and geometric reasoning in the solution of
problems

Success Criteria:
- Identifies change in our local community over time by analysing graphs and
maps.
- Identifies a need for a certain type of communal space within the community.
- Designs and creates an enjoyable space for the community that is ecologically
sustainable.
- Develop and use a simple scale to calculate areas.
- Draws a scaled 2D model of their community space and calculates the
perimeter and area of the total space and regular shapes within that space
design using formal units and a basic formula.

Tuning into the learning:

As a class, read the picture book “Uno’s Garden,” by Graeme Base. Whilst reading this
GE3-1 book, discuss the changes that are happening. Ask students what they see, and ask “Uno’s Garden,” by
GE3-2 them compare what is happening in each of the images. Graeme Base
GE3-3
GE3-4

EN3-1A
EN3-3A
EN3-7C
EN3-8D

** Whilst reading the book, students will work through the maths problems presented
within the story to re-iterate basic number and algebra concepts of multiplying. **

Following this reading, students will divide into Think. Pair. Share. Groups with the
person next to them. Ask students to discuss what they think the message of the book
Uno’s garden is.
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

Ask students if they see a resemblance to what happen in Uno’s world to what’s
starting to happen in ours. Generate discussion by asking how our world and Uno’s
world are going through similar changes.
Student Device or school
Students to get their device and sit at their table. Bring up the ‘id.community’ website devices (e.g. iPad’s)
on the interactive whiteboard. Share the link on ‘SeeSaw’ with the class so that they
can have the various data sets in front of them as we discuss as a class or in table ICT Resource: App –
groups. ‘Seesaw’

MA3-18SP As a class look at the Sutherland Shire’s population demographics. Pay particular focus
MA3-1WM on the demographic maps and graphs.

EN3-3A Housing density map: https://atlas.id.com.au/sutherland/maps/high-density-

housing Access at:
Population density graphs: https://profile.id.com.au/sutherland/highlights- https://web.seesaw.me/
2016
Population tables: https://profile.id.com.au/sutherland/population
Development/building approval statistics(tables & graphs): ‘i.d community’ –
https://profile.id.com.au/sutherland/building-approvals Population
demographics resource
Discuss and interpret as a class and then ask students to talk amongst their table Website:
groups about possible causes for these figures and data sets. https://home.id.com.au/
demographic-resources/
There are various graphs in these data sets that can misrepresent data. Teacher to
discuss this with students. ICT Resource: App –
‘Creately’
Then ask students to mind map in their table groups using ‘Creately’, what community
projects or initiative are be supported by local councils to ensure that we preserve our
shared and natural places. Students can also brainstorm and discuss some suggestions
they think might help. ** Leads into main lesson activity ** Access at:
https://creately.com/dia
gram/example/iqsz174v
1/ICT%20structure
Lesson Sequence
MA3-9MG Following discussion of community projects, students are given the task of designing a Grid & Art Paper
MA3-10MG community space. For example, a community herb garden.
MA3-1WM
Pencils and stationary
MA3-2WM
The task will be distributed to students using ‘SeeSaw,’ which outlines the task and
allows students to collaborate during the design process. Rulers and measuring
GE3-4
equipment
The design task is:
ST3-3DP
Student Device or school
1. In pairs or individually, students research uses of community spaces within devices (e.g. iPad’s)
our community and other communities (e.g. local herb gardens, tranquillity
parks, playgrounds, pool, fountain, sandpit etc.) ICT Resource: App –
2. Students design a community space that provides enjoyment to the citizens ‘Seesaw’
of local community. The area of this communal space has a perimeter of
300m.
3. Students draw a scaled drawing of your space that uses the scale 1cm2 =
10m2.
4. The scaled drawing must include all lengths and areas of the regular shapes
(see if you can find the area of some irregular shapes too) within your Access at:
drawing. https://web.seesaw.me/
5. All mathematical working and problem-solving skills strategies must be
recorded using a creative board or learning map on ‘Creately.’ **(Students ICT Resource: App –
need to share this learning map with the teacher so assessment as learning ‘Creately’
and differentiation of the process of learning can take place) **
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

6. Once you have finished your scaled drawing, you are to produce a real-life 3D
model using SketchUp ( https://www.sketchup.com/ )

Access at:
https://creately.com/dia
gram/example/iqsz174v
1/ICT%20structure

ICT Resource: App –

‘SketchUp’

Access at:
https://www.sketchup.c
om/

Lesson Closure

EN3-9E In pairs, students revise and check their mathematical working and solutions together
to determine if they have solved the problem appropriately and assess one another’s
work/design. Students can compare their answers make the connection that shapes
with the same area don’t have to have to same lengths.

Differentiation of Learning:

- Questioning and probing to provide scaffolded support and establish connections to prior learning and knowledge
- Flexible grouping
- Joint social construction and student collaboration
- Learning intention(s) and success criteria to provide a clear set of parameters for the knowledge and skills that should
be acquired (scaffolding)
- Different learning styles (Gardner’s)
- Student and community collaboration through Seesaw and Creately applications
- Exploring the world and making connections between the world and content through hands on ICT resources so that
students can immerse themselves in real-life situations.
- Supported scaffolding through set task parameters
- Backwards mapping – solving problem by working back from the answer.
- Open-ended tasks that result in naturally differentiated tasks
- Connecting and drawing on similarities of the environmental issues in Uno’s world to those in our world (displaying
impacts and consequences by making inferences and connections)

ASSESSMENT SUMMARY

Assessment FOR Learning:

- Assessment of prior knowledge
- Learning intention(s) and success criteria
- Informal teacher observations

Assessment AS Learning:
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

- Real-time feedback through teacher involvement in discourse when roaming around the learning environment
- Informal teacher observations
- Peer collaboration and feedback through collaborative learning and peer-assessment (checking over work and using a
check list to determine that all criteria have been met)
- On-going self-assessment through referring back to learning intentions and feedback (peer & teacher)

Assessment OF Learning:
- 2D scaled community space drawing (rubric below)
- Peer evaluation and assessment
- Self-assessment and reflection
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

ASSESSMENT TOOL: Marking Rubric (Scaled 2D Plan)

Level of Mathematics Geography

Achievement

Extended Abstract Student has created their space as an irregular or Student has conducted their own research to inform
unconventional area that has a perimeter of 300m their decision and determine a real-life desired space
and using the correct sale. They have also used amongst members of the community. Their designed
varied lengths throughout the plan and have space not only contains necessary items for
generated approximate lengths of curved surfaces enjoyment and community fulfilment, but provides a
using problem solving methods to generate solution to a current issue within the local
educated approximations. Smaller lengths have community and harnesses the purposeful additions
been converted into smaller and more appropriate of other amenities to increase the local populations
units of measurement, such as centimetres. satisfaction, enjoyment and empowerment within
Student has used multiple strategies to achieving the space. The space also has sustainable practices
the outcome. and concepts incorporated into its design and
functionality.

Relational Student has correctly used the scale of 1cm2 = Student has researched and compared current
10cm2 and their area design has a perimeter community spaces and generated a space that the
length of 300m. Student has included all linear and Sutherland Shire would benefit from and get use out
regular lengths for their area and included all of. This space includes necessary elements of a
necessary worked solutions. Student has community space, such as toilets, taps, seats etc.
calculated all regular areas correctly and has
produced calculations and working.

Multi-structural Student has generated an area with a regular Student has recreated and slightly modified an
shape to the correct scale, and has given the enjoyable space that is already utilised by the
correct area in most cases. Some calculations are community including limited facilities or amenities.
wrong.

Unistructural The student has created a community space in the Student has created a basic space for the community
form of a regular shape, however it does not meet to use, however, the space does not have amenities
the required parameters in regards to scale, or facilities that would contribute to satisfaction, or
perimeter of 300m. enjoyment.

Pre-Structural The student is unable to construct an area with a Student cannot see a need for a space for the
scale or scaled lengths. community’s use.

** Rubric adapted from: Biggs, J. (n.d.) SOLO Taxonomy. Retrieved from http://www.johnbiggs.com .
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

LESSON SEQUENCE 3 & 4

Outcomes
Lesson Phase Resources/References
Addressed

Motivation and Introduction

Tuning into the learning:

As a class reflect upon and discuss the Sutherland Shire population and density Student Device or school
statistics and images that we were looking at in previous lesson. devices (e.g. iPad’s)

Using ‘Creately’ brainstorm and mind map as a class various ‘space’ and environment ICT Resource: App –
issues present within our local (Sutherland Shire) area. ‘Creately’

Within the Sutherland Shire there are emerging traffic issues and due to the over
development. We are seeing less and less community spaces to share in. Today we are
going to consider a possible solution to alleviating traffic congestion stress on our Access at:
community. https://creately.com/dia
gram/example/iqsz174v
After the tuning in phase, advise students what the learning intention and success 1/ICT%20structure
criteria of this lesson are.

Learning Intention:
Students plan, design and develop a solution to a community problem as a
result of the mismanagement of space within that community.

Success Criteria:
- describes the features and characteristics of places and uses grid references
and mathematical (directional) language to describe the location of
landmarks
- compares the characteristics of places and uses spatial awareness to create a
map of the community, including a title, key, and coordinates
- Utilise mathematical language of direction to detail a sequence of two or
more directions and show a route from one location to another, including;
compass directions (north, east, south, west, north-east, south-east, south-
west, north-west) and turns to the positions left and right.

Lesson Sequence

MA3-17MG Students are advised that the local council will be introducing a bus service to help Student Device or school
MA3-2WM combat traffic congestion within the area. They are given the task to research, design devices (e.g. iPad’s)
MA3-1WM and draw a map showing landmarks within the community. This map will also outline
the route for the proposed community bus to take. ICT Resource: App –
‘Seesaw’
GE3-1 Students will use ‘Google Earth' (using satellite, terrain and street views) to explore
GE3-4 the local area and investigate the best route for the bus to take. They construct a map
of the community on grid paper as stated above. They are supported by a scaffolded
investigation planner to assist in their research and design (community planning
ST3-3DP instruction sheet and investigation planner below).
Access at:
The investigation will be distributed to students using ‘SeeSaw,’ which outlines the https://web.seesaw.me/
EN3-3A T task (what is in the community planning document) as well as has the scaffolded
investigation planner and helpful links attached to further scaffold students.

** NOTE: This lesson will go over numerous lessons **

Resource Links for Task:

 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

CT Resource: App –
https://atlas.id.com.au/sutherland ‘Google Earth’
https://www.google.com/earth/outreach/learn/creating-a-narrated-tour-in-google-
earth/
https://www.lucidchart.com/pages
http://m.livetraffic.rta.nsw.gov.au/Search.aspx ;
https://www.rms.nsw.gov.au/about/corporate-publications/statistics/traffic-
volumes/aadt-map/index.html#/?z=6 ; https://www.waze.com/livemap Access at: https://w
ww.google.com/earth/

Lesson Closure

EN3-9E Students review their checklist and ensure they have included each point in their Student Device or school
investigation. devices (e.g. iPad’s)

Students are asked to share their investigation project in groups of 2 -3 students. ICT Resource: App –
Students will be asked to give feedback to one another and discuss possible ways in ‘Seesaw’
which that could have improved or made their investigation better.

Once students have completed peer assessment, they take a clear picture of their map
using their iPad and upload the image to ‘SeeSaw’ and hand the hard copy of their
map to the teacher so it can be displayed in the classroom or around the school. They
will also upload their Video to ‘SeeSaw’ so that collaboraton and discussion of ideas, Access at:
reasoning and process can occur. https://web.seesaw.me/

Differentiation of Learning:

- Questioning and probing to provide scaffolded support and establish connections to prior learning and knowledge
- Flexible grouping (siting in table groups whilst working in order to foster collaboration) –
- Joint social construction
- Student and community collaboration through Seesaw application
- Learning intention(s) and success criteria to provide a clear set of parameters for the knowledge and skills that should
be acquired (scaffolding)
- Different learning styles (Gardner’s)
- Exploring the world and making connections between the world and content through hands on ICT resources so that
students can immerse themselves in real-life situations.
- Supported independent scaffolding through instruction sheet (check-list) and investigation planner
- Open-ended tasks that result in naturally allow for differentiation through content, process and product

ASSESSMENT SUMMARY

Assessment FOR Learning:

- Assessment of prior knowledge in previous lessons and in tuning in phase
- Learning intention(s) and success criteria
- Informal teacher observations

Assessment AS Learning:
- Real-time feedback through teacher involvement in discourse when roaming around the learning environment whilst
investigation is taking place.
- Scaffolded instruction sheet and investigation planner with supporting resources readily available so that student is
taking responsibility for their own learning and continually self-assessing against the criteria of the task
- Informal teacher observations
- Collaboration with peers and teacher during the learning process
- On-going self-assessment through referring back to learning intentions and feedback (peer & teacher)
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

Assessment OF Learning:
- Investigation planner with justifications
- 2D community map
- Video with voiceover
- Peer evaluation and assessment (face-to-face peer feedback & comments/discussion generated on ‘SeeSaw’)
- Self-assessment and reflection (checklist)
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

Community Planning
Have you noticed that it takes you longer to get to soccer and school in the morning?

Due to increased population growth and inadequate development of our roads, many of the residents of the Sutherland Shire are noticing and starting to
experience traffic and congestion issues. In light of this, the local council wish to alleviate some of the pressure put on our roads. They will be introducing a
bus service into the community to transport residents and visitors around and hopefully help manage this issue in our Local Community.

You are an urban planner that has been approached by the Sutherland Shire Council to research and design a bus route for local residents.

You will need to consider the following:

 popular locations residents visit, such as, Shops, post office, park and beach
 best pick up points
 possible community planning needs
 large pockets of population density (we analysed Sutherland Shire population density graphs last lesson)
 Possible routes that avoid areas of high traffic and congestion
 The logic and efficiency of your route
 The length of your journey

Your task:
1. Having viewed population density maps and graphs last lesson, assess locations within the local community where there may be a particular need
to provide additional transportation. LINK TO POPULATIO DENSITY MAPS AND GRAPHS: (https://atlas.id.com.au/sutherland )
2. Record these areas in your investigation planner and explain why these areas needs an additional bus service.
3. Using google earth research and explore the local community (you can use map, satellite, terrain and street view).
4. Determine at least 5 pick-up and drop-off points that will be included in your route (remember: your passengers need to be able to get to a point
of interest from there). Justify why you chose these points.
5. What are points of interest near your pick-up and drop-off points?
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

6. Construct a map of the community on grid paper, including your pick-up/drop-off points and landmarks. Remember to include: a title, labels and
grid references, key, coordinates and an arrow to represent North.
7. Construct a legend with coordinates for each of the landmarks you have mapped (for example, Miranda Library is located at E4).
8. Create instructions to detail the route for the bus driver. You will need to use compass instructions (N, W, E, S and NE, SE, SW and NW) and
directions to turn right and left.
9. What is the total distance of a ‘round-trip’ (there and back) on your route and approximately how long would a return trip take (remember to
leave time for stopping)?
10. Using google earth, create a KML Tour of your route and record your instructions over the top of the tour. IF YOU’RE UNSURE HERE IS A LINK TO A
TUTORIAL: https://www.google.com/earth/outreach/learn/creating-a-narrated-tour-in-google-earth/

ADDITIONAL TASK

Extend your Mathematical Thinking:

 Consider alternate routes the bus might take to get to the same stopping point. Create a flow chart with the possible alternatives you could take from your
original route and analyse which route would be the most efficient. (WEBSITE TO MAKE YOUR FLOWCHART: https://creately.com/tour )
 Assuming there is only one bus driving at a time, organise and construct a bus timetable that allows for on and off-peak traffic times and conditions (Start
your research using these websites: http://m.livetraffic.rta.nsw.gov.au/Search.aspx ; https://www.rms.nsw.gov.au/about/corporate-
publications/statistics/traffic-volumes/aadt-map/index.html#/?z=6 ; https://www.waze.com/livemap)
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm

Investigation Planner
Mark Identified areas on map and justify why there is a need for an additional bus service
Suburb 1

Justification

Suburb 2

Justification

Mark pick-up/drop-off points on map and justify why you chose these places (consider Mark landmarks or points of interest that people on your route will be able to visit
using a different colour to your first mark) (consider using a different colour to your first mark)
Point 1 Place 1
Justification Justification

Point 2 Place 2
Justification Justification

Point 3 Place 3
Justification Justification

Point 4 Place 4
Justification Justification

Point 5 Place 5
Justification Justification
 Name: Elizabeth Gow
Student Number: 20120190
Tutorial: Thursday, 2:30pm