Delivery bike printables
Learning outcomes:
- Students listen to and follow instructions.
- Students use pronouns, e.g. ‘he’, ‘she’, ‘they’.
- Students use instructions about who and where to take something to.
- Students use prepositions, e.g. ‘on’, ‘under’, ‘behind’, ‘in front of’, ‘at’.
- Students use phrases of location, e.g. ‘at the tree’, ‘on the bridge’.
- Students use greetings and thanks.
Purpose of learning experience
- Students understand that instructions and requests are important in school settings.
- Students understand that Standard Australian English uses a variety of prepositions plus the place to communicate where somebody or something is located (e.g. ‘behind the tree’).
Printable: Delivery Bike Items
Making connections
Communication skills help students participate successfully in learning and social interactions. Through giving and following instructions, making polite requests, understanding location words and using singular and plural nouns correctly, students build their understanding of Standard Australian English.
For some year levels, this is a cross-curriculum unit with English and Mathematics.
Early Years Learning framework
Outcome 4: Children are confident and involved learners.
Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Outcome 5: Children are effective communicators.
Children begin to understand how symbols and pattern systems work
Lesson activity
‘Bike path adventure’
Plan/implement
Set up the Delivery bike map in the ‘small world’ tray. Place the characters around the map.
Model greetings and thanks, location phrases, prepositions and pronouns for a delivery role-play. Below is a model example.
‘Please deliver this to Grandma. She is on the bridge.’
‘Hello Grandma, here is your delivery.’
‘Thank you!’
Invite students to explore, create routes and practise delivering items to various locations and characters.
Students can choose to use puppets to support their role-play.
Observations / assessment opportunities
Can the child use a preposition and a location phrase to correctly indicate location?
Does the child use greetings and thanks in their role-play?
Does the child use pronouns ‘he’, ‘she’ and ‘they’ in their role-play?
Resources needed
Printable Delivery bike map (print A3 and laminate)
Printable Delivery bike characters (cut out and glue onto small blocks)
Tray for setting up a ‘small world’ display
Character puppets (optional)
Language focus
Prepositions: on, under, behind, in front of
Phrases of location, e.g. at the tree, on the bridge
Pronouns: he, she, they
Greetings and thanks
Community Languages
Encourage children to talk about the map and the locations using their preferred language.
Encourage children to talk about where they like to go in their community.
Foundation Curriculum alignment
English: AC9EFLA02
explore different ways of using language to express preferences, likes and dislikes
English: AC9EFLY07
Create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume
Lesson activity
‘Who’s where?’
Plan/implement
Students work in small groups. Give each group a laminated map and some characters.
Model simple sentences using pronouns and location words while placing characters onto the map, e.g. ‘She is beside the tree.’
Students take turns placing characters onto their map and describing the locations using pronouns and prepositions, e.g. ‘He is between the bench and the slide.’
Next, students take turns giving and following instructions within their group to move characters around their map using location language, e.g. ‘Please put her next to the tree.’
Model plurals: ‘One tree, two trees. She is under the tree. He is between two trees.’
Students can choose to use puppets to support their role-play.
As a class, discuss with students which is their favourite place on the map and why. Model answering with a simple sentence, e.g. ‘My favourite place is the playground because I like playing’.
Observations / assessment opportunities
Does the student use pronouns correctly when describing characters on the map?
Does the student use prepositions (e.g. ‘beside’, ‘behind’, ‘between’, ‘in front of’) and location words (e.g. ‘the bridge’, ‘the shop’) accurately?
Does the student follow oral instructions from peers to place or move characters around the map?
Does the student use plurals correctly?
Does the student describe the locations of characters or objects using complete sentences?
Can the student express a preference for a place and provide a reason for their choice?
Resources needed
Printable Delivery bike map (print A3 and laminate)
Printable Delivery bike characters (cut out and glue onto small blocks)
Character puppets (optional)
Language focus
Prepositions: on, under, behind, in front of, at
Phrases of location, e.g. at the tree, on the bridge
Pronouns: he, she, they, him, her, them
Possessives: your, my, their
Plurals
Determiners: this, these
Greetings and thanks
She/he is <preposition> <location>.
Please put her/him <preposition> <location>.
Community Languages
Provide small blocks with images of local places attached, for students to use in their maps.
Encourage students to share their favourite local place in the community.
Label locations with both English and community language names.
Year 1 Curriculum alignment
English: AC9E1LA01
understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
English: AC9E1LA06
understand that a simple sentence consists of a single independent clause representing a single event or idea
Lesson activity
‘Around our community’
Plan/implement
Students work in small groups to create a community map.
Introduce the Delivery bike map and the characters to students. Model simple sentences with pronouns, prepositions, commands and location words, including singular and plural forms, e.g. ‘I can see one tree and two trees.’, ‘She is going to the shop to get her milk.’.
Give each group a laminated map and some characters. Then give students paper and coloured pencils. Students draw small pictures of local places, e.g. their house or a favourite place in the community. Help students cut out their pictures and glue or tape them onto small blocks to add to their group’s map.
Within their groups, students take turns asking and answering questions about characters and locations on the map, using pronouns and prepositions, e.g. ‘Where is the tent?’, ‘It is next to the big tree.’
Next, students take turns giving each other delivery directions including a route, e.g. ‘Please take her puppy across the bridge to the shop. Thanks.’
Observations / assessment opportunities
Can the student give and follow directions?
Can the student use a simple complete sentence?
Does the student use a preposition word in a Standard
Australian English sentence?
Does the student use a pronoun in a Standard Australian English sentence?
Resources needed
Printable Delivery bike map (print A3 and laminate)
Printable Delivery bike characters (cut out and glue onto small blocks)
Small blocks
Paper and coloured pencils
Scissors
Glue or sticky tape
Language focus
Prepositions: on, under, behind, in front of
Phrases of location, e.g. at the tree, on the bridge
Requests, e.g. Please take this to …
Pronouns: he, she, they, his, her, their
Plurals
Possessives: your, my, their
Determiners: this, these
Greetings and thanks
Community languages
Find out the community language words for the map locations. Allow students to use them in their delivery instructions.
Year 2 Curriculum alignment
English: AC9E2LA01
investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
English: AC9E2LA06
understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
Mathematics: AC9M2SP02
locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways
Lesson activity
‘Delivery bike adventure’
Plan/implement
Introduce the Delivery bike map and connectable map pieces to students.
Give students paper and coloured pencils. Students draw small pictures of local places, e.g. their house or a favourite place in the community, then cut them out and glue or tape them to small blocks.
In small groups, students use the connectable map pieces to add a new bike route to the map. They place the characters and locations, including their community locations, into the map, including along the new route.
Students act as delivery riders and take turns giving and following delivery directions, e.g. ‘Please take these drinks to the school. Ride behind the large tree and then cross the bridge. Thanks.’
Next, students write two to four sentences describing the route they took on their delivery, e.g. ‘I went to the shop. Then I rode to my house.’
Observations / assessment opportunities
Can the student follow and give directions using location language?
Does the student use prepositions and pronouns?
Can the student write sentences using unjoined lower-case letters?
Does the student connect and develop ideas logically in their writing?
Resources needed
Printable Delivery bike map (print A3 and laminate) (one for each group)
Printable Delivery bike characters (cut out and laminate map pieces cut out items and characters and glue onto small blocks) (one set for each group)
Paper and pencils
Coloured pencils
Small blocks
Scissors
Glue or sticky tape
Language focus
Prepositions: on, under, behind, in front of, at
Phrases of location, e.g. at the tree, on the bridge
Requests, e.g. Please take this to …
Pronouns: he, she, they, his, her, their
Plurals
Possessives: your, my, their
Determiners: this, these
Greetings and thanks
Community Languages
Allow students to include home language words in their sentences.
Year 3 Curriculum alignment
English: AC9E3LA09
identify how images extend the meaning of a text
English: AC9E3LA02
understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
Lesson activity
‘My map adventure’
Plan/implement
In a yarning circle, display the Bike delivery map. Place character blocks on the map and model sentence structures, including modal verb sentences, e.g. ‘They are on the bridge.
They could walk to the shop.’
Students suggest new sentences about where the characters could or will go next. Record the sentences on the board to tell the characters’ full journey. Discuss how the map image helps the reader understand the journey.
Give each student a map and a character. Students move their character around their map and orally rehearse sentences about where the character is located and where they will go.
Students then write three to five sentences about their map adventure using the map as a visual. Students return to the yarning circle and share.
Observations / assessment opportunities
Does the student use prepositions and pronouns correctly?
Can the student use modal verbs in a sentence?
Does the student add extra detail and context to their map adventure story?
Resources needed
Printable Delivery bike map (print A3 and laminate) (one for each group)
Printable Delivery bike characters (cut out and laminate map pieces cut out items and characters and glue onto small blocks) (one set for each group)
Language focus
Prepositions: on, under, behind, in front of, at
Phrases of location, e.g. at the tree, on the bridge
Modal verbs: could, may, can, might, must, will
Community Languages
Students can share their map adventure story in the yarning circle in their home language.
Discuss ways community or home language words can be used alongside English words for emphasis.