ALEX Unit Plan

     

Time After Time

This Unit Plan provided by:
* Carol McLaughlin (Hoover City, Greystone Elementary School)
   Amanda Walker (Hoover City, Bluff Park Elementary School)
(* indicates Primary Author)
The event this resource created for: Not Applicable
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.

Courses of Study Standards
Mathematics
MA2015 (2016)
Grade: 2
14 ) Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1]


NAEP Framework
NAEP Statement::
4M1e: Select or use appropriate measurement instruments such as ruler, meter stick, clock, thermometer, or other scaled instruments.

NAEP Statement::
4M2a: Select or use an appropriate type of unit for the attribute being measured such as length, time, or temperature.

NAEP Statement::
8M1e: Select or use appropriate measurement instrument to determine or create a given length, area, volume, angle, weight, or mass.



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.14- Identify standard tools associated with measurement (clock, ruler, scale, measuring cup); measure the lengths of objects using nonstandard units (e.g., hands, paper clips).


Mathematics
MA2015 (2016)
Grade: 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]


NAEP Framework
NAEP Statement::
4NPO1b: Represent numbers using models such as base 10 representations, number lines, and two-dimensional models.

NAEP Statement::
4NPO1e: Connect model, number word, or number using various models and representations for whole numbers, fractions, and decimals.



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.19- Represent whole-number sums within 20 using a number line.


Mathematics
MA2015 (2016)
Grade: 2
22 ) Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. [2-MD9]

English Language Arts
ELA2015 (2015)
Grade: 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]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.12- Identify events or steps in a historical, scientific, or technical text.


Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

Insight Unpacked Content
Strand: History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Reconstruct a past event using various primary sources, including calendars and timelines.
Teacher Vocabulary:
  • primary sources
  • calendars
  • timelines
  • reconstructing
  • past
Knowledge:
Students know:
  • How to use a calendar.
  • How to interpret a timeline.
  • Vocabulary: primary sources, calendar, timeline, past, historical letter, artifacts
Skills:
Students are able to:
  • Read a calendar.
  • Create and use a timeline.
  • Analyze a historical document.
  • Utilize maps, photographs, and other visual historic resources.
Understanding:
Students understand that:
  • Primary sources play an important role in reconstructing the past.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.3- Use various primary sources, including calendars and timelines, for reconstructing the past.


Driving Skills
21st Century Skills/Success Skills
Collaboration/Team Work, Communication, Critical Thinking/Problem Solving
Essential Question/Challenging Problem

How can we use timelines to reconstruct the past?

Unit Culminating Product(s)
Culminating Products - Individual
  • Students will create individual timelines displaying five major events in their lives.
Culminating Products - Group
  • Students will answer questions that require students to read and interpret timelines in biographies.
  • Small groups of students will create timelines showing important dates about U.S. national symbols such as The Lincoln Memorial.
  • The class will create a large timeline that displays the dates the school staff began working at the school.
Unit Assessments
Assessments Formative
Notes, Checklists, Other
Assessments Formative (Other)
observation
Assessments Summative
Written Product(s), with rubric, Other Product(s) or Performance(s), with rubric:, Other
Assessments Summative (Other)
exit tickets
Unit Reflections
Reflections Student
Focus Group, Whole-Class Discussion, Other
Reflections Student (Other)
Exit Tickets
Reflections Student Notes
Reflections Teacher 1
What were students able to do?
  • Students, in groups, are able to identify important dates in a famous historical figure's life and create a timeline. 
  • Students are able to order dates in chronological order, both individually and in groups.
  • Students are able to measure equal spaces on a number line (timeline) with rulers.
Reflections Teacher 2
What evidence do you have?
  • The teacher will take notes while small groups order events chronologically.
  • The teacher will take notes as small groups create timelines.
  • The students will complete exit slips after completing timelines.
  • The students will use a timeline rubric as they complete timelines. The teacher will use the rubric to grade completed timelines.
Reflections Teacher 3
Which students need additional instruction?
  • The teacher will note students that cannot order numbers correctly or measure accurately.
Reflections Teacher 4
How will the next lesson be adjusted to meet their needs?
  • Students that were not able to order numbers correctly or were not able to measure accurately need to be pulled in small groups for more instruction before moving on to the next lesson.

Career Readiness Indicators
No Credentials Selected
Attached Resources
Lesson Plan
1 : Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 1 
2 : Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 2
3 : Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 3
4 : Time After Time: How Can We Use Timelines to Reconstruct the Past? Part 4
Learning Activity
Linked Attachments
No files currently attached to this Unit Plan.
Planning Calendar
UnitPlanCalendar-TimeAfterTime.pdf