• Categorise examples of real-world networks as either social, biological, transport or infrastructure-based, or

• Recall and organise network terminology, types of networks and examples of real-world networks

• Recognise and define examples of network features and types of networks (weighted, directed)

• Draw a network diagram with locations (animal enclosures) connected by edges (roads)

• Develop contextual questions about their network diagram

• Respond to student-developed questions about network diagrams using network terminology

Resources

• Network Systems Table or Post-It Notes (see Orientation)

• Whiteboard and Whiteboard Markers

• Taronga Zoo Map, A3 Paper, Coloured Markers, Rulers (see Body)

• Padlet, Phones (Camera) (see Orientation, Conclusion, Homework/Follow-up)

• Blank A4 Paper (see Conclusion)

Orientation

Working Mathematically: Fluency, Understanding, Communicating

Categorisation (5 min) [LIT]

Give students the Network Examples Table and ask them to categorise the different networks into the four categories they have studied about networks prior to this lesson: Social, Biological, Transport and Infrastructure.

Ask students to quickly call out which category each network belongs to (AFL).

ALTERNATIVE ACTIVITY:

Affinity Map (15 min) [LIT, ICT] (Combine with Introduction activity)

Students are split off into groups and each given Post-It notes of different colours to write on. They should write down words (or draw pictures) that come to their minds as they think back to what they have learnt in Networks and Paths.

Students then collate their group's Post-It notes and categorise them into categories (for instance, terminology, types of networks, real-world examples of networks).

Their work should be photographed and uploaded onto Padlet (AFL).

Body

Working Mathematically: Fluency, Communicating, Understanding, Justification, Problem-Solving

Group Zoo Activity (40 min) [NUM]

Students will work in their table groups for this activity. They will plan a visit to Taronga Zoo Sydney by first selecting six different animals they would like to look at (show students the list of animals in Taronga Zoo's care).

Once students have decided, give each group a map of the zoo for students to continue on with the next part of the activity:

1. Students identify the enclosure locations of the six animals they have selected.

2. The information is transferred onto an A3 sheet of paper by using vertices to represent the enclosures and edges to represent the roads connecting the enclosures together.

   • • The six animal enclosures must be clearly marked and labelled on their sheet.

3. Students are then tasked with creating a weighted network and a path the students can take to visit all of the exhibits

   • • Students must ensure that they use real-life distances when assigning weights (distance) to the edges by using the scale provided on the map and a ruler. Students may need some assistance here; demonstrate on the board how students should use the scale when they reach this point.

4. Once completed, students should also include questions that their peers can answer by analysing their network diagram.

5. When finished, students should swap their group network diagram with other groups to analyse and answer each other's questions.

Throughout this activity, the teacher should be monitoring students' diagrams to ensure they're accurate (i.e. students are doing proper measurements and using the scale correctly) and clearly drawn (i.e. enclosures are labelled correctly) (AFL). If students are stuck on developing questions for their peers, offer some suggestions (see the Example Questions). Also check the strategies students are using to solve their peer's questions (e.g. trial-and-error), and ask students to justify their choice of strategy (AFL).