1.

Jessica Harfoot
2. Asian Timeline!
3. Grade: 7
Technology: 6-8.CI.2. Create an original project (e.g., presentation, web page, newsletter, information
brochure) using a variety of media (e.g., animations, graphs, charts, audio, graphics, video) to present
content information to an audience
6-8.RI.1. Use a variety of digital resources to locate information
Curriculum Standard: 7 W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean,
African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture;
science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military
strategy.
4. Rationale: I am teaching this lesson to help students learn how to do thorough research on the
internet. Students will learn how to find information and create a timeline using online sources.
Students will learn more about credible sources. This will help them gain skills in using online sources
which will help them out throughout life. Students need to know how to use the internet and how to
navigate it and this lesson is designed to do just that. I hope to accomplish students learning about their
topic and how to use online sources to research a specific topic. Students will use their higher order
thinking skills while creating their own online time line. The bottom line of the lesson is that students
must know about their topic and how to create a timeline using the information they gathered online.
Students will be fully expected to fully explain their topic, including videos, and paragraph explainations.
5. Prerequisite skills: Students have already had introductory lessons in using online sources. They know
what types of websites to use and how to find them. Students must have skills in choosing a topic and
knowing where to find information on that topic. They also have had previous lessons in creating a
timeline but it was a poster timeline. Students know how to put events in order.
6. Anticipatory Set:
http://www.dipity.com/ddriscoll/China_in_the_20th_century/
I will begin my class by having this timeline up for students to view. There will also be a description of
the assignment already on their desks when they come in. After they have taken a seat I will explain that
we are exploring Asia. Each student can research any topic of their choosing in Asia and we will be
creating a timeline. I will explain that this timeline is a little different from timelines we have previously
created because we will make it online.
7. Lesson Plan Goal and Objectives: Students need to learn this material to help them in their futures.
Using websites to create different things will help students have a better tool box of ideas to help them
when they need to create things for college or jobs. The material covered is required by State Standards

and it will help them better understand history. Students will be able to fully research a topic and create
a timeline of their topic using internet resources. Students will be able to present their timeline to the
class and effectively explain their topic.
8. Instructional Input: I will scaffold students on creating their timeline until they are able to complete
the steps on their own. They will walk away with knowledge on how to create a timeline that includes
explanations and videos that are relevant to a specific topic. They will also walk away with the
knowledge on how to choose and narrow down a topic of their choosing. This will help them in the
future when they go to college and get jobs. They will have an array of tools to use in any class or field of
work.
9. Modeling (show): I will use the website listed above to show them what their finished product would
look like. I will also walk them through how to use the website. I will show them what acceptable videos
are using the example I show. I will show them how to construct paragraphs to show their research
appropriately.
10. Checking for Understanding (CFU): Checking for understanding will come with the finished product
and their research journals. I will check their journals throughout the creation of their timelines and use
that to make sure they are understanding expectations and not forgetting parts of the assignment. If I
feel students are not understanding parts of the assignment I will back up and teach how to do that part
again. If needed I will work with students individually to ensure understanding.
11. Guided practice (follow me): Students will already know how to do research and how to create a
general timeline. I will have students help me create my timeline on the computer after I have created
part of it to model how to do it. I will have students come up in small groups while the rest of the class
works on forming their topic and researching. While working with the small groups I quickly review how
to make a timeline and give each student a chance to try the website with my help and direction. I will
continue to do this until I am sure that all students know how to work the website and what needs to be
included with their timeline.
12. Closure: Ok class! Today we have begun a new research project. You should have or be close to
having a topic. You should also know how to use the website to create your timeline. Are there any
questions? I will take and answer any questions students may have If you find you have any
questions you can also put them in your journals and I will see them and can answer next class. Tonight
you should spend some time researching or finish forming your topics. Tomorrow we will meet in small
groups so you can tell me your topic and talk with your peers about what you know and what you want
to know. We will spend time researching your topics and you can add preliminary things to your
timeline to give you an idea of what you want to include. Have a good evening and dont stress about
this we will work on it together.
13. Independent Practice: That evening student will formulate their topic and begin research at home.
The following day in class students will begin to put some ideas into their timeline so they can keep track
of things they want to include.

14. Technology: Students will use the computers or tablet to research and create their timelines.
A) Each student will have access to a computer or tablet to do their research on and to create their
timeline on. We will work on it in the classroom to enable students to have access to all their supplies.
B) I expect students to expect students to be able to use different internet sources and build a timeline
using the internet. I expect that students will understand how to use sites to build something using
credible sources.
C) To teach this lesson all I would need is a computer to walk students through how to use the websites.
D)The technology skill we are learning is to create an original project. I will make sure students fully
understand this concept through different projects we will continue to do with technology. This lesson
focuses on creating a timeline. I will make sure all my students understand and can create a timeline on
their own.
E) http://www.dipity.com/
http://www.dipity.com/ddriscoll/China_in_the_20th_century/
http://www.tiki-toki.com/
http://www.ipl.org/ - search engine to help research topic.
http://www.refdesk.com/paper.html - US and worldwide newspapers.
http://www.findingdulcinea.com/ - Library of the Internet website. Great to research on.
15) Materials/Resources:

I Pads, laptops, or computers

Research journals
Pens/pencils
We will use Microsoft word to type up what we want to put in the timelines. This is the
software program we will be using. Students may also chose to use excel or paint to create
graphs if the need them.

16) Time Frame: 1-2 weeks

17) Activities/ Procedures:
Step 1: Present example and go over hand out.

Timeline Assignment!
Everyone may choose a country or even in India, China, Africa, and other Asian counties. You will be
expected to create a timeline that spans across at least 30 years. Most timelines will be longer but it all
depends on what you decide for your topic. I expect 3 videos with full explanations of the topic of the
video. You will use the website below to create your timeline. There are many examples on this site that
you can use to help you with setting up your timeline.
You will be able to choose from these websites to build their timeline.
http://www.dipity.com/
http://www.tiki-toki.com/
You will also have a journal that you turn in that should show your research. You can use your research
journals to do this. I expect that you follow the same format for research that we have used through out
the year.

At least 10 sources

Make sure you keep your notes with each site. Put the site at the top of your page so you know
where that information was found.

Keep things in your own words unless you are quoting the author.

Create a list of questions to answer about your topic.

Keep forming new questions as you research.

You can use these websites to help you research these topics.
http://www.ipl.org/ - search engine to help research topic.
http://www.refdesk.com/paper.html - US and worldwide newspapers.
http://www.findingdulcinea.com/ - Library of the Internet website. Great to research on.

Step 2: Have students break into groups of 3 -4 per group. Meet with one group at a time to
allow them to explore the timeline websites while I am there to assist and show various features
of the sites. During this time the rest of the class is either talking about topics they would like to
explore or researching possible topics online using the websites listed above.
Step 3: Have students finish forming topics for homework.
Step 4: The following day, have students break off into the same groups and discuss the topics
they are thinking about exploring. During this time I would meet with one group at a time to
have them tell me their topic so I can ensure it is appropriate. This is also another opportunity
for students to ask questions from either me or their peers.
Step 5: Students should now begin their research, keeping track of it in their research journals.
They can also begin putting preliminary information in their timeline so they can get an idea of
where things will go.
Step 6: Allow time each day for students to work together and alone to create their timelines.
Step 7: After all timelines are complete students will present their topic to the class. They will be
able to teach their topic using their timeline and their notes.

Step 8: After presentations students will write a short reflection on their project. They will address
things like how the research went. How the creation of the timeline went and finally how the
presentation went in their opinion. This will not be formally graded. It will just be a completion grade. I
want them to reflect on their own strengths and weaknesses without my input.
18) Performance Assessment: I will know my instruction is successful based on their journals, finished
timeline, and presentation. Each student will achieve the desired capabilities so long as they follow the
rubric and ask for assistance where needed.

Oral Presentation Rubric : Timeline Presentation!

Teacher Name: Ms. Harfoot

Student Name:

________________________________________

CATEGORY

Preparedness

Student is
completely
prepared and has
obviously
rehearsed.

Student seems
pretty prepared
but might have
needed a couple
more rehearsals.

The student is
somewhat
prepared, but it is
clear that
rehearsal was
lacking.

Student does not

seem at all
prepared to
present.

Content

Shows a full
understanding of
the topic.

Shows a good
understanding of
the topic.

Shows a good
Does not seem to
understanding of understand the
parts of the topic. topic very well.

Stays on Topic

Stays on topic all

(100%) of the
time.

Stays on topic
most (99-90%) of
the time.

Stays on topic
some (89%-75%)
of the time.

It was hard to tell

what the topic
was.

Posture and Eye

Contact

Stands up straight,
looks relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.

Stands up straight
and establishes
eye contact with
everyone in the
room during the
presentation.

Sometimes stands
up straight and
establishes eye
contact.

Slouches and/or
does not look at
people during the
presentation.

Volume

Volume is loud
enough to be
heard by all
audience members
throughout the
presentation.

Volume is loud
enough to be
heard by all
audience members
at least 90% of the
time.

Volume is loud
enough to be
heard by all
audience members
at least 80% of the
time.

Volume often too

soft to be heard
by all audience
members.

Listens to Other
Presentations

Listens intently.
Does not make
distracting noises
or movements.

Listens intently but

has one distracting
noise or
movement.

Sometimes does
not appear to be
listening but is not
distracting.

Sometimes does
not appear to be
listening and has
distracting noises
or movements.

Evaluates Peers

Fills out peer

evaluation
completely and
always gives
scores based on
the presentation
rather than other
factors (e.g.,
person is a close
friend).

Fills out almost all

of the peer
evaluation and
always gives
scores based on
the presentation
rather than other
factors (e.g.,
person is a close
friend).

Fills out most of

the peer
evaluation and
always gives
scores based on
the presentation
rather than other
factors (e.g.,
person is a close
friend).

Fills out most of

the peer
evaluation but
scoring appears to
be biased.

Timeline : Exploring Asia

Teacher Name: Ms. Harfoot

Student Name:

________________________________________

CATEGORY

Content/Facts

Facts were
accurate for all
events reported
on the timeline.

Facts were
accurate for
almost all events
reported on the
timeline.

Facts were
accurate for most
(~75%) of the
events reported
on the timeline.

Facts were often

inaccurate for
events reported
on the timeline.

Learning of
Content

The student can

accurately
describe 75% (or
more) of the
events on the
timeline without
refering to it and
can quickly
determine which
of two events
occurred first.

The student can

accurately
describe 50% of
the events on the
timeline without
refering to it and
can quickly
determine which
of two events
occurred first.

The student can

describe any event
on the timeline if
allowed to refer to
it and can
determine which
of two events
occurred first.

The student
cannot use the
timeline
effectively to
describe events
nor to compare
events.

Preparation

The student had

notes about all the
events and dates
s/he wished to
include on the
timeline before
beginning to
design the
timeline.

The student had

notes about
almost all the
events and dates
s/he wished to
include on the
timeline before
beginning to
design the

The student had

notes about most
(~75%) of the
events and dates
s/he wished to
include on the
timeline before
beginning to
design the

The student had

not prepared
adequate notes
before beginning
to design the
timeline.

timeline.

timeline.

Fonts and Colors

The use of font

styles and colors is
consistent and
shows a logical
pattern. It helps
organize the
material.

The use of font

styles and colors is
consistent and
shows a logical
pattern for the
most part. It helps
organize the
material
somewhat.

The use of font

styles and colors is
consistent , but is
not used
effectively to
organize.

The use of font

styles and colors is
not consistent OR
detracts from the
organization.

Graphics

All graphics are

effective and
balanced with text
use.

All graphics are

effective, but
there appear to be
too few or too
many.

Some graphics are Several graphics

effective and their are not effective.
use is balanced
with text use.

Time Use

Classroom time
was used to work
on the project.
Conversations
were not
disruptive and
focused on the
work.

Classroom time
was used to work
on the project the
majority of the
time.
Conversations
were not
disruptive and
focused on the
work.

Classroom time
was used to work
on the project the
majority of the
time, but
conversations
often were
disruptive or did
not focus on the
work.

Resources

The timeline
contained at least
8-10 events
related to the
topic being
studied.

The timeline
contained at least
6-7 events related
to the topic being
studied.

The timeline
The timeline
contained at least contained fewer
5 events related to than 5 events.
the topic being
studied.

Student did not

use classroom
time to work on
the project and/or
was highly
disruptive.

Dates

An accurate,
complete date has
been included for
each event.

An accurate,
complete date has
been included for
almost every
event.

An accurate date
has been included
for almost every
event.

Dates are
inaccurate and/or
missing for several
events.

Dates

An accurate,
complete date has
been included for
each event.

An accurate,
complete date has
been included for
almost every
event.

An accurate date
has been included
for almost every
event.

Dates are
inaccurate and/or
missing for several
events.

19) Follow up/Extension Activity: An extension to this would be to have students work in groups to
discuss their projects and teach each other. By doing this students will be able to ask each other
questions, talk about difficulties they may have had and reflect on their work. This was designed to
make each student an expert on a certain topic dealing with Asia so that we can begin a unit on Asia and
Asian territories.
20) Reflection: I feel this will be a good introductory lesson for students to explore Asia. Students will be
able to explore interests and become experts on a certain topic. They can then teach each other their
topic. By doing this I hope to make the unit more interesting for everyone and it will provide some new
knowledge before we begin a full unit.
21) References: I created this lesson myself so the only references I have are the websites they will be
using for the creation of the timeline and research.