LESSON PLAN

Name: Shelby Astin

WGU Task Objective Number: EHT Task 1 602.1,2,3,4
GENERAL INFORMATION

Lesson Title & Subject(s): Technology on a Timeline (Social Studies, History,

Sequence of Historical Events)
Topic or Unit of Study: Social Studies (History, Technology, and Society)
Grade/Level: 3rd
Instructional Setting:
Group Size: 24 students
Location: Traditional Classroom
Seating Arragment: Desks grouped into 3s all around the classroom
Learning Context: Students will be doing a variety of instruction including independent and group
work, as well as directly listening to the teacher at the front of the classroom near the projector. The
students may be slightly moving around during this lesson.
Displays: There will be 2 displays (visual aids) of historical timelines for students to initially pass
around and then will be attached to the white board at the front of the classroom for students to
reference if needed.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

TN- Tennessee Curriculum Frameworks
Subject : Social Studies
Area : History
Grade : Third Grade
Standard : Content Standard: 5.0 History involves people, events, and issues. Students will evaluate
evidence to develop comparative and casual analyses, and to interpret primary sources. They will
construct sound historical arguments and perspectives on which informed decisions in contemporary
life can be based.
Level : As documented through state assessment - at Level 2, the student is able to
Performance Indicator : 3.5.spi.2. use a timeline to determine the order of a historical sequence of
events.
Standard : Content Standard: 6.0 Personal development and identity are shaped by factors including
culture, groups, and institutions. Central to this development are exploration, identification, and
analysis of how individuals, and groups work independently and cooperatively.
Level : As documented through teacher observation - at Level 2, the student is able to

Performance Indicator : 3.6.tpi.3. understand that scientific discoveries and technology change the
way of life for the world across time.

Subject : Visual Arts

Level : Third Grade
Standard 1: Children need many opportunities to create art.
Through creating art, children understand and experiment with various sources of inspiration for
creative work. They develop their own ideas for expression and use their understanding of materials,
creative problem solving, observation, and imagination skills. Children learn to select, control, and
experiment with a variety of art tools, materials, and processes to create two and three dimensional
forms. From creating their own works of art, children learn how and why other people create art and
understand that art has personal meaning to the creator.
Objective 3: Produce art using a variety of subject matter, themes, events, or symbols

Lesson Goals:
(A statement describing the overall purpose of the lesson; what the students are expected to know or
do at the end of the lesson)
In this lesson, students will learn about the uses, aesthetics, and purpose of visually-oriented
chronological timelines that document and display important moments throughout history. The area of
history explored will be technological progress that has added convenience to our lives This will be
done through the exploration of multiple sources in order to create their own group timelines related
to an area of technology. The students will also practice their skills in expressing information through
art by designing the aesthetics of their timeline through various mediums - namely drawings, clip art
cutouts, and magazine image cutouts. By the end of the lesson, the students will be able to answer
questions related to their own timelines, the timelines of their peers, and other timelines presented.

Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills taught as well as with the assessment
chosen for this task. All learning objectives must include a Specific Behavior, Condition, and
Measurable Criteria)
After exploring the uses, aesthetics, and purpose of historical timelines, in groups of 3 students will
participate in creating their own unique timeline chronicling the history of an area of technology with at
least 5 landmark events included in the timeline with a date, 1 sentence description, and
representative picture. After creating the timelines in a group, each individual student will be able to
answer at least 7 out of 8 questions in a quiz involving gaining information from a historical timeline.

MATERIALS AND RESOURCES

Instructional Materials:
-Social Studies Textbooks for each student
-Various Non-fiction Classroom Books about technology supplied by Host Teacher
-An array of technology related clip art supplied by the Host Teacher
-An array of articles taken from Time Magazine for Kids supplied by the Host Teacher
-Visual aids printed as mid-size posters (with velcro ability to attach to white board)
-Pencils and Pens

-Construction Paper
-10 Poster boards
-Glue, Scissors
-Crayons, Markers, Colored Pencils
-Example Timeline Visual Aid (History of Lego, Timeline of the car) & Easel
-Writing Journal
-Projector
-A projector transparency of a previous student made timeline

Resources:
Argos. (2011). The history of Lego [Poster].
Retrieved from http://www.argos.co.uk/wcsstore/argos/en_GB/images/legoinfo/
lego-infographic-small.jpg
Kidblog. (2011). Timeline of the car [Online Image].
Retrieved from http://www.docstoc.com/docs/140654777/Timeline-of-the-car--Kidblog
INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and

indicate approximate time for each) (5 mins):
1. Identification of Student Prerequisite Skills Needed for Lesson (2-3 mins):
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Prerequisite Skills:
-Students will be familiar with timelines on a very basic level, as they have been used in
previous social studies instruction
-Students understand and have previously practiced the rules of using art supplies in class
-Students understand and have previously practiced working collaboratively in groups
-Students are personally familiar with the definition and multiple types of technology
-Students have experience with using different sources such as books and articles to find facts
An authentic pre-assessment will be given the previous day, taken up, and reviewed by the
teacher before implementation of the lesson.
The teacher will ask students to remember back to the pre-assessment done that included a
timeline about the life of a puppy during a very short classroom discussion. When have we
used timelines before in our learning? What types of technology did students talk about on the
pre-assessment worksheet? Today we are going to combine timelines and technology by
learning more about both the importance of timelines and technology and creating our own
timelines. After we create them, we will be playing a short game using the timelines we create
and then take a short quiz to check our learning and a quick journal entry to reflect on the
lesson.

2. Presentation of New Information or Modeling (10 mins):

(e.g., term definitions, concepts, processes and/or approaches)
First, lets take a look at timelines and how we have used them before in the past.
The teacher will project an example of a project that students previously created earlier in their
- timelines of their life.
Teacher will discuss how the timeline was used as a visual way to explore events that have
happened over time and how this allowed students to map out their history in a way that gave
deeper meaning to their lives right now and helps them understand how to imagine and plan for
the future.
Now that we have created and used timelines to understand ourselves, we are going to learn
about another very important use for timelines - looking and mapping historical events. Lets
take a look at a timeline that may be very interesting to you guys:
The teacher will take out the poster sized History of Lego and put it on an easel at the frontcenter of the class and, with the class, examine how the timeline is designed (vertical,
mentioning only the year with one small sentence description of the important event, noting that
there are also small visual representations of each event on the timelines).
Now that weve looked at what a historical timeline can look like, lets talk about something we
saw on our worksheets yesterday - technology.
We already know that one of the most important parts of human history is technology!
As we talked about earlier, we all have our favorite types of technology and we rely on so many
different technological inventions to live our daily lives. These very important parts of our lives
didnt appear out of nowhere. Every kind of technology that has been invented, including
computers, cell phones, televisions, mp3 players, video games, airplanes, rocket ships, and
even toilets have their own histories. All of these things have had many different changes over
time to become what they are today. As we move into the future, new additions will be made
because more changes will be made.
Because there are so many different types of technology, and so many different changes and
events for each kind - timelines are the perfect way to explore and sum up the history of any
given type of technology. Thats what we are doing today.
Lets look at how we could do this by creating a timeline for the history of Cars!
The teacher will model the process of creating a timeline by:
Projecting transparencies of an article about the history of cars from Time for Kids on the
projector, reading through it and circling the most important events.
During this process, the teacher will ask students questions in order to engage the entire
classroom in the modeling process.
As the facts are gathered, on the projector the teacher will write out a few of the most important
dates as mentioned in the article and create one small description sentence for them across a
very simple timeline (One line with various perpendicular lines sticking out to mark the passage
of events and time).
Once the teacher has grabbed the facts and organized them into the rudimentary timeline, she
will ask students what is missing from this timeline that we saw on the History of Lego timeline
(referencing and pointing to this History of Lego timeline) Pictures!
The next step would be for me to cut-out clip art or create drawings to represent the events.
Since we dont have time for that, Im going to show you an example of what this timeline may
look like if I used the different art resources we have today
(The teacher will take out the poster board size Timeline of the Car and show students.

This timeline may be passed around for students to look at closely.

3. Guided Practice (25 mins):

(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Now we are going to create our own group timelines with our pod-peers (students who are
together in desk groups). Each pod will create their own timeline for a type of technology that is
chosen for the group. Teacher will pass out supplies to from group to group, including all of the
necessary articles and/or books about the groups pre-chosen type of technology (the host
teacher chose the types of technology that timelines would be created for and asked that they
be assigned to groups at random), one poster board, and art supplies.
(The teacher will have students working on the history of computers take out their Social
Studies books as well and prompt them to the chapter related to this particular technological
history)
The timelines we create must have 5 events, a small one-sentence description for each event
with the date included, and a small representative picture. In the cluster of supplies I have
given your groups, there are clip art related to the history of your groups type of technology as
well as basic art supplies for the group to draw or create their own. You can use any mix of
these that you want. The date can be just the year or the exact date - you as a group can
decide which you want to include.
The teacher will have students begin working on their timelines by first taking a sheet of paper
from their writing journals and using that to document the facts that they find in their articles.
The teacher will switch from whole group questioning, leading, and observations to working
with individual groups. Students will be directly guided through finding their most recent fact
first and then choosing 4 more. The teacher will refer students to the two different types of
timeline styles - The History of Lego (vertical, without an actual line) and Timeline of the Car
(traditional, horizontal, with a guiding line). Students can work with their groups to decide
which type of aesthetic they want to create.
Students will continue to work and create their timelines throughout the guided practice, with
the teacher directing them through the process, slowly allowing students to work independently
as they have found most of their facts and begin working on the artistic portion of the timeline
creation. The teacher will remind students of the objective - at least 5 events and a one
sentence description that includes the date, as well as a picture (either cutout and glued or
drawn)
Once the timelines have been created (judged by observation), the teacher will have students
put their group timelines on an empty table while the teacher directs students in cleaning up
their areas. Once this is done, the teacher will have students bring their group timelines back
the their pods and take their seats. The teacher will have a classroom discussion that involves
asking each group about the timelines they created and what they learned about technology.
What was the hardest part?
What was the easiest part?
What did you enjoy most?
What was the earliest event that you included for your technology?
What was the most recent?
The teacher will show the timelines created by the different groups to the classroom and
discuss each type of technology and engage in a short practice with identifying parts on a
timeline: For example, the teacher may ask an entire pod OR one individual student On this
timeline, what happened in 1993? and the student(s) will be given the timeline to look at and

answer. This is done to check for student understanding. Throughout the guided practice, the
teacher will also use questioning as well as answer any questions students may have.

4. Independent Student Practice (10 mins):

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
The teacher will have students set their timelines once again on the empty back table and
return to their seats.
The teacher will have students takes out their pencils and then pass out the lesson aid
worksheet for students to have independent practice with reading, gathering, and defining
information from a timeline that prepares them for a formal quiz that will be given at a later date
by the host teacher.
The students will complete this worksheet independently and will turn it in once it is completed
(the teacher will check each worksheet for meeting the standard of 7 out of 8 questions being
correct not the worksheet in line with the objective - this is also in line with the formal quiz that
will be given by the host teacher).
During this practice, students will be encouraged to ask any remaining questions they may
have. Teacher will be floating throughout the classroom and checking for student
understanding.

5. Culminating or Closing Procedure/Activity/Event (10 mins):

The teacher will review the entirety of the lesson with students in a classroom discussion.
We did a lot today! We explored timelines and different types of technology, eventually creating
our own and then practicing the use of timelines on a worksheet. How was this type of timeline
different from the ones we created about our own lives? You will continue to see and use
timelines for many years to come!
The teacher will have students take out their writing journals and pencils as well as pass out
the journal paragraph prompts to administer the post-assessment. Students will be asked to
choose one of the prompts and then given a few minutes to write their thoughts in their
journals. The students will put the journals in the writing journal basket on the teachers desk.

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)
Whole group instruction: Throughout the lesson, the entire classroom is engaged in the instruction
(even during modeling). Students are repeatedly prompted to give their input and asked questions, as
well as encouraged to ask their own questions.
Cooperative learning groups: Students work with their pod-peers (who are the students they sit with in
their regular desk groups) in order to achieve one part of the objective - creating a technology
timeline. This is done during guided instruction, so that students have peer feedback while learning
and creating.
Experiential learning: Students themselves use technology and were presented with types of
technology that is prevalent in their lives. They then create the timelines through their own simple
research in order to sequence historical events.

Differentiated Instruction:

Gifted Learners: There are 2 accelerated learners in the classroom and they will be grouped together
with another student who is above-level. The teacher will allow and encourage this group to create
more than 5 landmark events on their timelines.

Student Assessment/Rubrics:
Pre-Assessment: A small, informal assessment given to students the day before the lesson in order to
assess overall student understanding and adjust or prepare the lesson accordingly
Post-Assessment: After the lesson is over, during designated writing time the teacher will have
students choose from a variety of prompts printed a handout related to the lesson goals and
objectives for students to write about in their writing journals. The journals will be turned in right after
this exercise so that the teacher can go through the answers assess the level of student
understanding post-lesson
Formative Assessment: Throughout the lesson, the teacher will use observation, questioning, and
visual representations in order to quickly and informally assess student understanding as it relates to
the learning goals and lesson objectives. The students are given an 8 question timeline worksheet
that mirrors the formal quiz they will be given by the host teacher at a later date. These will be taken
up and observed to see how students measured up to the objective.
Formal Assessment: The timelines will be taken up and graded as a group effort based on a simple
rubric based on the objectives - Meets Standard will be groups that have included 5 events with 1
sentence per event (including the date and representative picture/visual). Exceeds Standards will
be for groups who have more than 5 events on their timelines. Students will be given a short 8
question interactive quiz in which they will be asked to identify different aspects related to the
technology timelines.