Melanie Tuma

Monday, April 11, 2016

Landforms, Earth Surface Changes, Timelines, and Maps Unit
Lesson 7: Timelines
- Lesson Objectives:
Given the names of the concepts taught in the Landforms, Earth Surface Changes, Timelines,
and Maps Unit, students will create a timeline of the unit using at least 4 events. Timeline
events must include the name of concept learned (ex: topographic maps, convergent plates,
erosion, etc.), date it was first taught, and details explaining the concept. Timeline must include
title, events must be in chronological order, and there should be appropriate evenly spaced
intervals of time.

-I Can Statements:
I can create a timeline event about a concept that includes the name of the concept, date it was
taught, and an explanation of the concept.
I can put events in chronological order.
I can title a timeline.
I can determine appropriate equal intervals of time for a timeline.

-4th Grade Ohio Social Studies Standards:

1. The order of significant events in Ohio and the United States can be shown on a timeline.

-4th Grade Ohio Science Standards:

Earths surface has specific characteristics and landforms that can be identified.
The surface of Earth changes due to erosion and deposition.

-4th Grade Common Core ELA Standards:

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.

-Formative Assessment:
In centers, students will be given the chance to practice several skills that relate to creating a
timeline. Skills include creating a title, putting events in chronological order, and determining
appropriate equal intervals of time to use. While students practice these skills, the teacher will
walk around and observe if anyone is struggling. Additionally, each center will have an end
product that the teacher will quickly look through to see if review is needed before giving
directions for the summative assessment.

-Summative Assessment:
At the end of the lesson, students will create a timeline about the Landforms, Earth Surface
Changes, Timelines, and Maps Unit using at least 4 events. Each timeline event must include the
name of concept learned (ex: topographic maps, convergent plates, erosion, etc.), date it was
first taught, and an explanation of the concept. The timeline must also include a title, the events
must be in chronological order, and there should be appropriate evenly spaced intervals of time.

Landforms, Earth Surface Changes, Timelines, and Maps Unit

Melanie Tuma
The teacher will use this information to determine if review is needed before giving the unit
summative assessment.
-Timeline about the Dust Bowl:
http://www.pbs.org/wgbh/americanexperience/features/timeline/dustbowl/
-Timeline about the 1913 Dayton flood:
http://www.cleveland.com/metro/index.ssf/2013/03/a_timeline_of_the_great_flood.html
-Timeline Skills PowerPoint
-Class set of whiteboards and dry erase markers
-Major Earthquakes in California timeline: https://www.cnico.com/pgs/earthquake/earth3.aspx
-Historic Volcano Eruptions in Hawaii: https://www.timetoast.com/timelines/64087
-Title This activity
-Date Grab Bag activity
-Higher Order Thinking Questions
-interval

Procedures:
Strategies for Instruction and
Activities to Support Comprehension & Understanding

Scaffolding,
Supports, &
Differentiation

-Before the Lesson:

Each student needs a whiteboard and dry erase marker. Teacher sets up 4
centers around the room.

-Goals and Objectives:

Teacher reads I can statements aloud to the class.

-Introduction to Lesson:
Teacher reminds class that over the last few days they have been learning
about weathering and erosion, landforms, plate tectonics, topographic
maps, and landforms on maps. Teacher explains that today they will be
learning about timelines so that at the end of the unit they can create a
class timeline of major events in Ohio and the US that relate to the science
concepts they are studying. Teacher explains that today they are going to
practice some skills needed to create a timeline, and then they will create
their own timeline.

Landforms, Earth Surface Changes, Timelines, and Maps Unit

- I can statements
will be written on
board for students to
refer to throughout
lesson.

Melanie Tuma
-Model Timeline Skill-Titles:
Teacher displays timeline about Dust Bowl. Teacher reads title and a few
events aloud. Teacher explains how title fits the timeline because the
events are about the same topic. Teacher displays timeline about Dayton
flood of 1913 (title is hidden from class). Teacher reads a few events aloud
and asks students what topic they think timeline is about (flood in Dayton).
Turn and talk: What should the timeline be titled? A few students share out
answers.

-Model Timeline Skill-Chronological Order:

Teacher displays and goes through PowerPoint presentation to model how
to put events in chronological order.

-Model Timeline Skill-Intervals of Time:

Teacher draws timeline with intervals of 10 years on board (1970-2020).
Teacher points to the blank space between each year and explains that the
time between each date is an interval. Teacher labels timeline with the
word interval. Teacher explains that on timelines, all intervals must be
equal to each other. Teacher explains that the timeline shows equal
intervals of 10 years because 1980-1970=10, 1990-1980=10, etc. (teacher
does math problems on board). Teacher draws another timeline using
intervals of 50 years and asks students to write on their whiteboard what
interval of time was used. Teacher shows students Major Earthquakes in
California timeline and writes years of events on board (1906, 1952, 1971,
1989, and 1994). Teacher models how to determine an appropriate interval
by conducting a think-aloud. Teacher shows students Historic Volcano
Eruptions in Hawaii timeline. Teacher writes years of events on board (1924,
1950, 1959, 1960, 1983, 1984). Teacher asks students to write on their
whiteboard what interval they would use if they were to create a timeline
for those events. Teacher calls on students with various answers and asks
them to support their answer. Teacher discusses how there can be more
than one correct answer. Teacher also mentions that there can be wrong
answers; teacher gives wrong answer examples and asks students to explain
why those intervals are not the best choice.

-Centers:
Teacher explains instructions for each center. Teacher splits class into 4
groups. Students stay at each center for 5 minutes (total of 20 minutes for
centers). Centers include: Title This activity, chronological order at
Smartboard (part of Timeline Skills PowerPoint), Date Grab Bag, and Higher
Order Thinking Questions.

- Summative Assessment:
Teacher explains summative assessment directions to students. Students
will create a timeline about the Landforms, Earth Surface Changes,
Timelines, and Maps Unit using at least 4 events. Each timeline event must

Landforms, Earth Surface Changes, Timelines, and Maps Unit

-For turn and talk,

have students
number themselves
#1 or #2. When
asking groups to
share, alternate
between having #1
and #2 be the
speaker. This allows
even the quiet
students the chance
to speak.

-ELL Students:
Labeling the timeline
with the word
interval will
provide a visual
representation of the
word.

-ELL Students: Use of

small group work
allows students to
build language and
practice using
academic vocabulary.
-For centers with
partner work, assign
partners based on
differing ability level.
-Students can
choose to create
timeline on paper or
using the computer.
Students who finish
early may choose to

Melanie Tuma
include the name of concept learned (ex: topographic maps, convergent
plates, erosion, etc.), date it was first taught, and an explanation of the
concept. The timeline must also include a title, the events must be in
chronological order, and there should be appropriate evenly spaced
intervals of time. Teacher writes names of concepts from unit on board and
gives class time to work on timeline.

-Wrap Up:
Teacher explains that the next day students will be playing a Jeopardy
review game to practice all the skills they have learned throughout the unit.

Landforms, Earth Surface Changes, Timelines, and Maps Unit

add artwork to their

timeline events.
-Students can refer
to their
notes/worksheets
from earlier in the
unit to help them
explain the concepts
they chose to include
on their timeline.