TechnologyLessonPlan

School:RiverviewElementary

Name:CourtneyRiley
School
GradeLevel:2nd
Unit:SocialStudies
longer)
Day,Date,andTimeofLesson:April8th

NumberofStudentsinClass:25
LessonDuration:1hour(possiblyalittle

1.Objective(s):Bytheendofthisactivitystudentswillcreateatimeline,usingtimeline
maker,aboutaspecifichistoricalfigureinUShistoryandorganizeeventsinchronological
order.

2.ColoradoAcademicStandards:
Content Area: Social Studies
Standard: 1. History
Grade Level Expectation: Second Grade
1. Create time lines to understand the development of important community traditions and
events (DOK 1-3)
2. Organize the historical events of neighborhoods and communities chronologically (DOK
1)
ISTE Standards:
6. Technology operations and concepts
a) Understand and use technology systems
b) Select and use applications effectively and productively.
3.LearningTarget(s):Iwillcreateatimeline,usingtimelinemaker,aboutahistoricalfigurein
U.S.history.

4.Assessment:timeline(studentswillprintthesetimelinesoutandturnthemin),participation,
checkforunderstanding.
Thetimelineshouldincludeatleast5importanteventsabouttheirhistoricalfigure,thedate
whenthiseventhappened,andashortdescriptionoftheevent.

5.Materials:
books(myCThasprovidedmewithbooksforsixhistoricalfiguresshewouldlikeherclassto
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focuson)
Timelineworksheet
Individuallaptops.(providedbytheschoolforclassroomuse)
KeyVocabulary:Timeline,ChronologicalOrder,ImportantEvents
6.EssentialQuestionsorBigPictureStatement:Whatisatimeline?Whateventsdoyou
includeintimeline?Howhavethesehistoricalfigureschangedthewaytheworldview
diversity?

7.TechnologyResourcesandSkills:Timelinemaker
http://www.softschools.com/teacher_resources/timeline_maker/

8.****StepbyStepLessonProcess:****
IhavecoordinatedwithmyCTsothatbeforeIteachthislessonshehasalreadyintroducedher
studentstothissubject.
FirstIwillhavestudentsmeetonthemeetingrug.Wewillreviewwhatatimelineis,
whatinformationisexpectedtobeonatimeline,andtheorderinwhicheventsareplaced
ontimeline(chronologicalorder).(MyCTwillhavealreadyintroducedthis.Theywill
havedoneanactivitywheremyCTsuppliestheclasswith10factsaboutAmerican
historyandtheclasshastoputtheminchronologicalorder.Thenwillthendiscussthe
facts,whytheyareimportant,andwhytheywereincludedinthetimeline).
(7mins).
Afterwereviewwhatatimelineisandwhatfactsshouldbeincludedonthetimeline,I
willexplainhowtheclasswillbesplitupintosixgroups.Eachgroupwillbeassigneda
historicalfigureinwhichtheywillhavetocreateatimelinefor.(RosaParks,Helen
Keller,MartinLutherKing,HarrietTubman,GeorgeWashington,AbrahamLincoln)
Eachgroupwillbeprovidedwithbookswheretheycanreadandgatherimportant
informationtoincludeintheirtimeline.MyCTandIareplanningtoformgroupsso
thereisatleastoneleaderineachgroup.(5mins)
Then,Iwillsendthegroupsbacktotheirdesks(stillsittinginthesegroups)sotheycan
observemypresentationonthedoccam.
Next,Iwillmodelfortheclasswhatisexpectedbycomingpreparedwithmyown
timeline.Thistimelinewillbeaboutsomeonethestudentsarentdoingresearchonso
theywillhavetodotheirownresearch.Iwillconnectacomputeruptothedoccamand
showthemthetimelineIhavecreatedusingtimelinemaker.(5mins)
Iwillshowthestudentshowtousetimelinemakerandhowtheywillrecordtheir
information.(timelinemakerisveryuserfriendlyandeasytonavigate)Iwillshowthem
stepbystephowtocreateatimeline.Theywillhavetoincludeadate,anexplanation,
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andatleast5importantevents.Eachstudentwillbecreatingtheirowntimelinebut
workingtogetherwithintheirgrouptodecidedwhatinformationshouldgoonthe
timeline.(7mins)
Iwillthengiveeachgrouptheirmaterialsandletthembeginworking.(Theyarevery
familiarwithusingcomputers)AsthestudentsareworkingIwillbewalkingaroundthe
roomtocheckforunderstanding.(2mins)
Oncethestudentsaredonewiththeirtimelinestheywillprintthem.Iwillhavethem
displaythetimelinesunderthedoccamforthewholeclasstosee.Eachstudentinthe
groupwillreadoneimportanteventthattheyincludedontheirtimeline.Then,theywill
giveashortdescriptionastowhythispersonisanimportanthistoricalfigure.(40mins)
OnceeachgroupisdonepresentingIwillgiveaverybriefoverviewofallsixhistorical
figuresandtalkaboutcommonthemesthatwerepresent.(5mins)

Iincorporatedformsofdifferentiationinthislessonbyhavingstudentsworkingroupswhere
theycanusetheirstrengthstotheiradvantage.Eachgroupmembercancontributesomething
differenttothetimeline.Therearenosetrolesinthegroupssostudentshavethefreedomto
decideforthemselveswhattheycontributebest.
9. Iwillassessstudentsparticipatingbywalkingaroundtheroomwhilethestudentsare
working.Itwillbefairlyeasytoseewhichstudentsareputtinginalotofworkandwhich
studentsarentparticipatingverymuch.Theclassdiscussionwillalsobeanassessmentto
seewhichstudentsareactivelyparticipating.Thetimelinewillactassummativeassessment.

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