A Day on a Timeline Name: Topic: Abbey Levin History Grade: 2 Coops Initials:

Time Frame: 30-40 Minutes 1.OHIO ACADEMIC CONTENT Statements, Content Elaborations, or Expectations for Learning(Standards) Content statement/Expectation for Learning: History 1. Time can be shown graphically on calendars and timelines Measure calendar time by days, weeks, months, and years. Place a series of related events in chronological order on a timeline 2.OBJECTIVES: Student will be able to: Place events on a timeline in chronological order 3.LESSON SUMMARY: Students will learn that events in chronological order can be placed and displayed on a timeline. They will draw four things they have done that day using their art skills, and as a class we will put a students events on a timeline on the Smartboard. In groups, students will act out a skit. The rest of the class will decide where the event they are acting out fits on a timeline. 4.RESOURCES/MATERIALS: Paper Crayons Smartboard Whiteboard Slips with skit scenarios 5.PROCEDURES: a. READINESS (ENGAGEMENT) 1. Before class begins, draw four boxes on the Smartboard, numbering them 1-4. 2. Draw four pictures of what I have done today. (1. Wake up, 2. Eat breakfast, 3. Drive to school, 4. Teach)

3. Ask the class, Who can describe one of the pictures on the board? (Ask for each picture) 4. Ask, By a show of hands, who thinks these pictures are out of order? Who thinks they are in order? (They are in order) 5. Today in class we are going to be putting events in chronological order! b. FOCUS OF LESSON (EXPLORE, EXPLAIN, EXTEND) 6. Instead of using events from a story like we did yesterday, we are going to each use events from our day. Instead of using a clothesline, we are going to use a timeline. This is where we most commonly put events that are in chronological order. 7. Pass out a piece of blank paper to each student. 8. Ask each student to take out their crayons 9. Divide your paper into 4 sections like I did on the Smartboard. Label each box in the corner 1, 2, 3 and 4. This is the order you should draw your pictures in. If we are putting the events of what we do in a day in chronological order, which box should we draw our FIRST picture of the day in? (Desired response: box 1!) 10. Number one should be something you do before school. Number two should be something you do during school. Number three will be something after school before dinner time, and number four can be something after dinner time. 11. Take five minutes to draw your four pictures. Remember to draw them in chronological order, the first picture in box number one and the last picture which is the most recent event in box number four 12. Give students five minutes. While they are drawing, draw a timeline on the Smartboard with four lines. 13. After five minutes, bring the attention back in by saying 123, eyes on me (response: 1,2, eyes on you) 14. Call on a student and ask, Can you tell me the four pictures you drew, but tell them to me OUT of order? 15. Write the students events on the board above the timeline. 16. Call on another student and ask, Can you come up to the board and tell me where one of these events should go on the timeline? 17. Call on a student to come up and drag one event to the correct spot on the timeline. Call on three other students to finish the timeline. 18. Erase the events, and repeat steps 13-15 with 2-3 more students. 19. Next, we are going to act out events that could happen in a day and put them

on the timeline! I am going to give each group a piece of paper that says what you are going to act out. I will give you five minutes to plan your skit with your group. After, we will all perform our skits and the rest of the class will figure out where it should go on the timeline. 20. Hand out scenarios to each group. Read the scenario to them, and give them an idea of how to act this out if necessary. 21. Give the students five minutes. Erase the Smartboard, and draw a timeline with 6 lines. 22. Write on the white board: Wake up, Eat dinner, Eat lunch at school, Eat breakfast, Ride the bus, Go to bed, Eat dinner with family in that order 23. After, monitor the classroom to see if any group needs help. 24. After five minutes, tell the students Everyone needs to go back to their seats! Tell the students the six choices they have to choose from when their friends are acting out their skits are on the white board. Read the choices. 25. Call the first group of students to the front of the room. This group will be performing waking up in the morning. 26. Ask the rest of the class, What does it look like they are doing? (waking up) 27. So where do you think this would go on our timeline? (first) 28. Write wake up on the first line of the timeline on the Smartboard. 29. Send that group back to their seats by saying, Nice job group! You can go back to your seats. 30. Invite the next group up by standing by their table and saying, Now its your turn to act out your skit! Go on up to the front of the room and see if the class can guess. This group will be acting out going to bed. Ask the rest of the class, What does it look like they are doing? (going to sleep) 31. So where do you think this would go on our timeline? (last) 32. Write go to sleep under the last line on the timeline. 33. Following the same procedure, call up groups 3-6. They will act out eating breakfast, riding on the bus to school, eating lunch at school, and eating dinner with their family.

c. CLOSURE - Closure is review. You didnt do it! 34. Send all students back to their seats by saying, Nice job class! You all did a great job acting out your piece of the timeline. 35. Who can raise their hand and tell me one thing we did today? (wait for responses) 36. Good, in conclusion, we put our daily activities in chronological order, and general daily activities on a timeline in chronological order. Thank you for

participating today!

d. ASSESSMENT(EVALUATE) Formative: Observe students as they put the event on the timeline on the Smartboard. Collect drawings of four events to gain knowledge of the students understanding Summative: Question 2 on post-assessment: Write the days in order from day one to day six on the timeline (attached copy in unit) 6. DIFFERENTIATION: Students who learn better by doing written activities can choose not to act out the skit and write the scenarios on a timeline on their own piece of paper. Give students exact lines to say who can not create their own skit 7. ENRICHMENT: On the back of your drawing, draw a timeline using the pictures you drew. Put the pictures on the timeline in chronological order using pictures or words