Lesson+3+Timelines


 * Lesson 3: Timelines** Video, Pictures and Student Work
 * Purpose: **The purpose of this lesson is for students to see how technology has changed the way that people live. Students may not realize how technology has changed (due to their age) but through the course of this lesson they will see the evolution of technology and its impact on humans.


 * Pre-Assessment: ** Students were asked to classify 12 technological items based on the time frame they were invented. None of the students were able to correctly classify all 12 items. The majority of students were able to place flat screen T.V.s, the Model T car and Wii correctly.


 * Objective: **Students will be able to build a class timeline of personal events as well as advancements in technology.


 * Assessment: **The students will be informally assessed based on their understanding of timelines, the information represented by the timeline and how well they work in groups. They will be observed and asked critical thinking questions in order to gauge the level of understanding.

Topic A. Individuals and Societies Change Over Time Indicator 1. **Examine differences between past and present time sources and biographies similar, current images, such as, photographs of modes of transportation and communication. Materials: **- Student personal timelines - Bulletin board paper - Date cards - __Transportation through the Ages__ books - PowerPoint-Communication - artifacts of technology (old laptop, old cell phone, new cell phone, gameboy, DS Light, GPS, paper map/atlas) - digital camera - tape
 * MSC: Standard 5.0 History
 * Objective a.** Develop a personal timeline in each students’ life
 * b.** Describe the relationship among events in a variety of timelines
 * Indicator 2.** Describe people, places and artifacts of today and long ago
 * Objective a.** Gather and interpret information about the past from informational
 * b.** Collect and examine photographs of the past and compare with
 * 

- Send home timeline worksheet and parent note - Sign out flip camera - copy timeline bubbles on different colors for transportation and communication
 * Preparation:** - Organize artifacts

Procedures: ** 1. Welcome students back from mathematics.
 * Technology:** Technology will not be used for this lesson.
 * 

2. Instruct students to DEAR for ~12 minutes. While students are reading pass out timeline papers that have been turned in to the turn-in bin.

3. After DEAR call students to the rug. Discuss what a timeline can be used for. “What type of information might be on/in a timeline? How can they be helpful, why are they useful?” Discuss their personal timelines. Talk about important events. Ask a few students to share. *Only those sitting in the Magic 5.

4. Send students back to their seats to cut out their bubbles. Write name on back!

5. Discuss how a timeline works, understanding what goes between years, general idea of where the month is within that year. Have students work by table sets to tape __2__ of their events on the timeline. (ABOVE the line)

6. Read through the events chronologically when the timeline is complete. Have students stand/raise their hands as I read so they are recognized.

7. Discuss other major events that have happened within the years the students have been alive. (9/11, Presidential elections, Olympics, Earthquake in Haiti and Chile, Hurricane Katrina…) Add to the timeline in a different color bubble.

8. Teaser for the next lesson. We are going to be researching and adding more information to our timeline tomorrow about video games, planes, bikes and cell phones.

Day 2 -

1. Welcome students back.

2. Instruct students to put their math things away and sit on the front rug. *Have yesterday’s timeline on the board.

3. Set the stage. Today we are going to be working in groups to research types of transportation that have changed over time. In the group I assign each member is going to write a timeline bubble about their particular type of transportation and add it to the timeline. Question the dates and order of our timeline. Should we make our timeline larger? (yes, add time to the left/past). *Voice Expectations 1 voice. As a group you will have to read through the book together. Popcorn/ 1 person read to the rest. MUST BE READ ALOUD!

4. Circulate while groups are working together. Check on MO for handwriting on timeline bubble.

5. Come back together, add events to the timeline.

6. Discuss communication/technology. Show artifacts. Add items to the timeline (different color bubbles).

7. Make observations with the class. What do we notice? How has technology, transportation and communication changed, how has it changed our lives? (get places faster, cleaner for the environment, more fun, safer)


 * Differentiation: **Timeline bubbles will be differentiated based of the students’ ability to write on lines. MO, BW, CH, NS will have bubbles for those who have the dotted handwriting lines on them.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Adaptations for students with special needs: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">KL and ZG will have picture cues and assistance adding their ideas to the classroom timeline.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Extension for early finishers: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students who finish early will be instructed to DEAR quietly at their desk.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Multicultural considerations: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">While creating our timelines we will discuss events that happen in other countries and ways they have added to the advancement of technology. [Not just the US is advanced – Tokyo- SUPER hi-tech!]


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Homework: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Students have not completed their timelines by Monday will be given another copy and asked to complete by Tuesday. No additional homework will be assigned for these lessons.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Analysis: **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">After several reminders 24 out of 24 students returned their personal timeline worksheet. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">22 out of 24 students were able to find the correct year placement for their events. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Three out of four groups worked well together and earned participation points. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The whole class was able to place their day 2 events of the timeline in the appropriate year placements. Reflection: ** Day 1 ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">This was one of my favorite lessons to teach from this unit. I felt the students could connect to the information. The timeline idea grew as we discussed more about advances in technology, transportation and communication. Students started with a personal timeline that was completed with parental assistance. We then made a class timeline with two out of four of their personal events. Each student had a chance to share one of their important personal events with the class. They were proud to share with their peers. This also reinforces speaking clearly and using a loud voice. Day 2 we researched in groups and added historical events relating to transportation.
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· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Looking back I wish I would have prepared important “current event” bubbles to share with the students but time-wise it might not have fit. This would have been a good way to incorporate multicultural education. Events like the Indian Ocean tsunami in 2004, the two recent earthquakes in Chile and Haiti, 9/11 and political elections would have been nice to add to the timeline. I was able to keep the timeline up for the duration of the unit. Students were invited to read though events once they had finished all their work. Only two people were allowed to be reading the events during seat work time to reduce classroom distraction. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I was happy that I had the students D.E.A.R. before we began because this lesson fit perfectly into a 45 minute block. Day 2 ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The “museum” I displayed was awesome! The kids loved seeing the old stuff (see pictures). They were very respectful and engaged. Prior to “entering” the museum we discussed museum rules. Students came up with things like “no eating or drinking, use your whisper voice, no touching, no flash photography and don’t hold up the line.” I thought that having the students come up with the rules made it more meaningful. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I was to blame for one group being poorly paired and them losing their participation points. This occurrence was partially my fault but I felt it was important for the students to learn to control themselves when faced with behavior temptations or personality clashes in such brief activity. The other three groups worked very well together and were able to complete the task quickly. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Sharing of the transportation bubbles went well and the class was respectful. Noise control went well during this lesson.
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