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
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

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  • Analyze a historical document.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.
Mathematics
MA2019 (2019)
Grade: 2
15. Measure lengths of several objects to the nearest whole unit.

a. Create a line plot where the horizontal scale is marked off in whole-number units to show the lengths of several measured objects.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • use line plots (whole number scale) to display the data generated by measuring lengths of several objects.
  • communicate questions and descriptions related to the data display.
Teacher Vocabulary:
  • Line plots
  • Repeated measurement
  • Whole unit
Knowledge:
Students know:
  • to use graphs to make observations about the data.
Skills:
Students are able to:
  • use standard units and the related tools to measure length to the nearest whole unit.
  • organize and represent length measurement data on a line plot.
  • analyze data.
Understanding:
Students understand that:
  • questions concerning mathematical contexts can be answered by collecting and organizing data and displaying the data in line plots.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.15.1: Define length and line plot.
M.2.15.2: Use vocabulary related to comparison of length.
Examples: longer, shorter, longest, shortest, taller.
M.2.15.3: Demonstrate rounding up to the nearest whole unit on measurement tools.
M.2.15.4: Demonstrate measuring length using standard units.
M.2.15.5: Describe a line plot.
M.2.15.6: Model measuring length using standard units.
M.2.15.7: Identify objects by length.
M.2.15.8: Sort objects according to length.
M.2.15.9: Explore objects in relationship to length.

Prior Knowledge Skills:
  • Define more, less, length, width, weight and height.
  • Identify objects by length and height.
    Examples: shortest pencil, heaviest rock.
  • Identify objects by length.
    Examples: shortest pencil, heaviest rock.
  • Sort objects according to measurable attributes.
  • Sort objects according to non-measurable attributes.
  • Use comparative language (longer/shorter, taller/shorter) for the attributes of objects related to length.
  • Communicate long, tall, short.
  • Recognize the length attributes of objects (long/short, tall/short).
  • Recognize length as the measurement of something from end to end.
  • Understanding concepts of small, big, tall, short.
  • Use manipulatives and counting.
  • Establish one-to-one correspondence between numbers and objects.
  • Write numerals 0-20.
  • Mimic marking Xs on number line.
Mathematics
MA2019 (2019)
Grade: 2
17. Measure the length of an object by selecting and using standard units of measurement shown on rulers, yardsticks, meter sticks, or measuring tapes.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • choose appropriate tools and units of measurement based on size of object.
  • measure objects correctly.
Teacher Vocabulary:
  • Standard units of measurement
Knowledge:
Students know:
  • standard units of length measure (inches, feet, yards, centimeters and meters) and the related tools.
Skills:
Students are able to:
  • measure length in standard units (inches, feet, yards, centimeters and meters).
  • choose and accurately use appropriate measurement tools and units of measure.
Understanding:
Students understand that:
  • without overlaps or gaps.
  • the length of the object is expressed as the number of unit lengths needed to cover the same distance.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.17.1: Identify units of measurement for length.
Examples: inches, feet, yard; centimeter, meters.
M.2.17.2: Demonstrate how to use measurement tools.
Example: avoiding gaps and overlaps.
M.2.17.3: Identify measurement tools.
M.2.17.4: Model measuring using non-standard units.
M.2.17.5: Order three objects by length.
M.2.17.6: Compare the lengths of two objects indirectly by using a third object.
M.2.17.7: Describe measurable attributes of objects such as length or weight.

Prior Knowledge Skills:
  • Define more, less, length, width, weight and height.
  • Identify objects by length and height.
    Examples: shortest pencil, heaviest rock.
  • Identify objects by length.
    Examples: shortest pencil, heaviest rock.
  • Sort objects according to measurable attributes.
  • Sort objects according to non-measurable attributes.
  • Use comparative language (longer/shorter, taller/shorter) for the attributes of objects related to length.
  • Communicate long, tall, short.
  • Recognize the length attributes of objects (long/short, tall/short).
  • Recognize length as the measurement of something from end to end.
  • Understanding concepts of small, big, tall, short.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.17 Using vocalization, sign language, augmentative communication, or assistive technology, 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
MA2019 (2019)
Grade: 2
22. Create a number line diagram using whole numbers and use it to represent whole-number sums and differences within 100.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • create number line(s) with equally spaced points and a scale of one.
  • represent the quantities as lengths from 0.
  • explain and justify the solutions using representations on number lines (may include open number lines).
Teacher Vocabulary:
  • Number line
  • Whole numbers
  • Sum
  • Difference
Knowledge:
Students know:
  • how to create a number line.
  • how to count forwards and backwards on a number line.
  • how to use addition and subtraction to solve equations using the number line.
Skills:
Students are able to:
  • represent quantities and addition/subtraction on number line diagrams.
  • create and use number line models to represent, solve, and justify solutions to addition and subtraction problems within 100.
Understanding:
Students understand that:
  • quantities can be represented as distances from zero on a number line.
  • a variety of models, including number lines, can be used to represent and solve addition and subtraction problems.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.22.1: Recognize that each successive number name refers to a quantity that is one larger; and each previous number name refers to a quantity that is one less.
M.2.22.2: Use a number line to add and subtract within 10.
M.2.22.3: Write numerals 0 to 100.
M.2.22.4: Trace numerals 0 to 100.

Prior Knowledge Skills:
  • Represent addition and subtraction with objects, pictures, fingers, or sounds within twenty.
  • Understand addition as putting together and subtraction as taking from.
  • Establish one-to-one correspondence between numbers and objects.
  • Rote count to 25.
  • Notice same/different and some/all.
  • Point to matching or similar objects.
  • Add and subtract numbers within 20 using objects, pictures and fingers.
  • Pair "taking away" with subtraction.
  • Take a smaller set out of a larger set.
  • Pair putting together with adding.
  • Combine two sets to make a larger set up to twenty.
  • Count items in a set up to twenty.
  • Using counting, find one less than a number 2 through 20.
  • Using counting, find one more than a number 1 through 20.
  • Understand +, -, = and what they represent.
  • Count forward to 50 by tens.
  • Count backwards from 50 by tens.
  • Mimic counting to 50 by tens.
  • Trace numerals 0- 50.
  • Mimic creating a number line with equally spaced points from 0 to 20.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.22 Represent whole-number sums within 20 using a number line.
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
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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
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Planning Calendar
UnitPlanCalendar-TimeAfterTime.pdf