ALEX Resources

Title: Time After Time:  How Can We Use Timelines to Reconstruct the Past? Part 2
Description: The lesson will focus on observing and creating timelines.  Teacher will show students example timelines.  Students will state things that they notice from the sample timelines.  Teacher will read American Symbols: The Lincoln Memorial by Terri DeGezelle.  Teacher and students will work together to create a timeline based on American Symbols: The Lincoln Memorial by Terri DeGezelle.  Finally, students will break into groups and work to create a timeline with other American Symbols books. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
Standard(s):
[ELA2015] (2) 12: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]

Title: Time After Time:  How Can We Use Timelines to Reconstruct the Past? Part 4
Description: This lesson will focus on creating timelines. Students will use important dates from their lives to create a personal 5 event timeline. Students will use rulers to measure equal spaces for their timelines. This lesson will require two 1 hour sessions. The first lesson will include the lesson introduction, work on timelines and time for formative assessments as students work. The second session will be used to complete timelines, share projects, and complete exit tickets.   Sample of completed timeline:   Video sample of completed timeline: https://goo.gl/1JwF0I   This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.  
Standard(s):
[ELA2015] (2) 12: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]

Title: Time After Time:  How Can We Use Timelines to Reconstruct the Past? Part 3
Description: The lesson will focus on creating a timeline. The teacher and students will work together to collect data from teachers around the school. Using this data, students will work to complete a class timeline and formulate questions to ask others about their completed timeline. This lesson will require four 30-45 minute sessions to complete. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
Standard(s):
[MA2015] (2) 19: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. [2-MD6]

Title: Getting Froggy Wih It
Description: Students will solve problems using a number line.  Students will work collaboratively to create a "Town" with the main street consisting of a number line diagram. They will practice counting forwards and backwards, measuring and determining distance in units on the number line.
Standard(s):
[MA2015] (2) 19: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. [2-MD6]

Title: Exploring Other Number Patterns
Description: In this lesson, one of a multi-part unit from Illuminations, students make and extend patterns with numbers in a variety of mathematical contexts. They also explore functions at an intuitive level.
Standard(s):
[MA2015] (2) 19: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. [2-MD6]

Title: Hopping Backward on the Number Line
Description: In this lesson, one of a multi-part unit from Illuminations, students generate differences using the number line model. Because this model highlights the measurement aspect of subtraction, it is a distinctly different representation from the models presented in lessons one and two. The order property for subtraction is investigated. At the end of the lesson, children are encouraged to predict differences and answer puzzles involving subtraction.
Standard(s):
[MA2015] (2) 19: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. [2-MD6]

Title: Time After Time
Standard(s):
[ELA2015] (2) 12: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]


Unit Plan Overview: The unit will focus on ordering common events by times, days, months, steps, or events.  Students will utilize biographies and books on national symbols to read and interpret timelines.  Groups will use historical text and primary sources to create timelines by using rulers to measure equal-spaced points.  Students will also create a timeline to reconstruct the history of their school staff and create individual timelines to reconstruct a history of their own past. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.