The Timeline That Describes You
Overview
This OER is for students to notice events in their lives and just putting them on a graphic organizer to just get a general understanding of how timelines work and how they are framed.
Introduction
Adam Gerber
Student at the University of St. Francis
Adam Gerber, a junior at the University of St. Francis studying Elementary Education. He is a person who is excited to get out in a school to teach students all different kinds of content. His love for others and teaching is shown in his everyday life of being in a classroom for his courses.
Lesson Objectives and Information
Standard: 1.H.5 Develop a simple timeline of important events in the student’s life. (E)
Grade: First Grade
Subject: Social Studies
Goal of Lesson: The goal of the lesson is for the students to know how to develop and create a timeline of ten specific events in their lives. This will also help with understanding how to read timelines for when they grow older.
Prerequisite skills and knowledge: The students will have a brief understanding on what a timeline is and what they look like. They will also know K.H.3 Identify events and place events in a sequence. (E)
Objective: SWBAT develops a timeline about their lives on a worksheet with 100% accuracy.
https://media.doe.in.gov/standards/indiana-academic-standards-grade-1-social-studies.pdf
Length: 1 week of class periods
Compelling Question
1st class period.
To post this question I will read a book called Dreamers. I will talk about what goes on in the book and then I will show them a PowerPoint of ten important events that happened in my life. The students do not need the date that the event happened. They just need to be events in their life.
What times in your life are the most memorable?
Supporting Question #1
2nd Class Period.
Have the students, with a partner, get on the website for the online field trip and explore how they did the timeline. Walk around while the students are on the website. After the field trip is done Stage the supporting question. Then with their partner they will share what their answer was to the question. Then when they are done sharing pass out the graphic organizer and have the students complete the first three boxes including that supporting question.
Have you won an award that is important to you?
Go through this field trip of an example timeline with a partner and discuss what you see.
After the field trip, discuss with your partner the supporting question that the teacher asked.
When you are done discussing fill out the first three boxes of the graphic organizer handed to you, including the supporting question that was asked.
Supporting question #2
Third class period.
Have the students pair up and talk about what they already have written down. Set a timer for five minutes for the discussion.
After the discussion stage the supporting question for the students to discuss with each other.
After they discuss the supporting question, have the students fill in the second three boxes of their timeline
Have you recently become an older sibling?
Find a partner and share with each other the first three boxes of your timeline and why those events are important to you.
With the same partner, the teacher will ask the supporting question and you will discuss it with your partner and then share out loud to the class.
After the class discussion you will fill out the second three boxes of your timeline, including the supporting question.
Supporting Question #3
4th class period.
Have the students get with a partner and discuss the second three boxes of their timeline. Set a timer for five minutes.
After the discussion stage the supporting question and have the students discuss that question together.
After the question is discussed have the students finish their organizer. After that explain to the students that the next class period they will work all period on their final project which is copying the organizer to a poster.
Did you play in a championship game for a sport?
Find a partner, and discuss the second three events you added to your timeline.
After you discuss, the teacher will stage the supporting question and you will think-pair-share the question with your partner.
After the discussion, you will add the remaining events to your timeline, including the supporting question.
The teacher will then explain the final assessment, and that is putting your timeline on a poster for a final project.
Summative assessment
5th Class Period
The teacher will have posters and markers at the front of the room and the students will start to work on their final project.
Set a timer for thirty minutes to let the students work. When all of the students are done have them do a whole group share-out of their favorite event.
When the share-out is done, explain to the students that the next timeline will be with adding the dates and putting the events in order.
You will grab a poster and markers for your timeline.
On the poster, you will copy the organizer and write down the ten events that are important in your life. You will work on this project for the first 30 minutes of the class period.
After the project is done, each of you students will share out loud the event that is the most important to you.
After the share-out is done the teacher will explain how next time we will add the dates to the events and put them in order.
Additional Resources
there are additional websites for the students to look at for reference.
Here are additional resources to help with how to do timelines.
https://journals.sagepub.com/doi/full/10.1177/1609406920948978
https://www.readingrockets.org/topics/content-area-literacy/articles/creating-timelines