Name

of Lesson:
Introduction of Timelines and Chronology

TEK/TEKS:
113.13. Social Studies, Grade 2, Beginning with School Year 2011-2012.

(2) History. The student understands the concepts of time and chronology. The
student is expected to:

(B) Apply vocabulary related to chronology, including past, present, and

future; and

(C) Create and interpret timelines for events in the past and present.

Performance Objective:
At the conclusion of this lesson, the students will be able to correctly apply the
words past, present, and future as they relate to chronology; as well as create and
interpret a timeline for events in the past and present. The students will
demonstrate their comprehension by correctly drawing 3 pictures of themselves,
1 in the past, 1 in the present, and 1 in the future; and by creating a timeline that
consists of 5 significant points in their lives.

Materials
-Document Camera
-Pictures of a caterpillar, a cocoon, and butterfly
-3 Index Cards
-Blank Timeline
-Past, Present, Future worksheet
-My Timeline worksheet



Gagnes Nine Events of Instruction

1. Gain Attention

(3-4 Minutes)
I will begin by placing the pictures of a caterpillar, a cocoon, and a butterfly
underneath the document camera. I will ask the students to look at the pictures
 and think about how they are connected. After giving them a minute to think, I
will take 3-4 responses. I will be listening for an answer telling me that the
pictures are connected because they are all a part of the life cycle of a butterfly. If
I dont get that response I will remind the students of this fact. I will tell them that
like the life cycle of a butterfly, history has a specific order in which it occurs.


2. Inform the Learner of the Objective

Today we are going to learn about timelines and how to create timelines. We are
also going to learn some new vocabulary words: past, present, and future.

3. Stimulate Recall of Prior Knowledge
(2-3 Minutes)
I will remind the students that they have learned that many things have a specific
order. I will then give them a minute to talk to a partner and discuss things that
have a specific order. I will take 3-4 responses and will be listening for things
such as numbers, the alphabet, life cycles, etc.

4. Present the Material

(10-15 Minutes)
I will begin by telling the students that in history we use chronological order,
which is the order in which events occur. I will then tell them that there are three
basic words that we use when discussing chronological order: past, present, and
future. I will tell them that past means something that has already occurred,
present means what is happening now, and future is what is going to happen.
Then relating back to the life cycle of a butterfly, I will tell them that if we use the
cocoon stage as the present, the caterpillar stage is the past and the butterfly stage
is the future. Finally, to check for understanding, I will place 3 index cards with
past, present, and future written on them under the document camera, and ask
the students to give me 2-3 synonyms for each word. After this we will begin the
first activity.
After the first activity has been completed I will tell the students that one way we
organize events is with a timeline. I will tell the students that a timeline starts in
the past with the beginning of a chain of events and goes to the present, but does
not include the future. I will then place the blank timeline under the document
camera. I will tell the students that we are going to make a timeline for the life
cycle of a butterfly. I will tell them that the butterfly stage will be in the present,
so it should be the final step on the timeline. I will give the students a minute to
think about the life cycle of a butterfly, and will then ask for responses until the
timeline is complete. From left to right the timeline should read caterpillar stage,
eating lots of food, cocoon stage, breaking out of the cocoon, and butterfly stage.
To check for understanding I will make statements about timelines to the students
and ask them to give me a thumbs-up if the statement is correct and a thumbs-
 down if it is not. After this we will begin the second activity.

5. Provide Guidance to the Learner

(1-2 minutes for each activity)
For the first activity I will tell the students that they are going to draw three
different pictures of themselves. The first will be a picture of them in the past as a
baby, the second one will be a picture of their present selves, and the third will be
a picture of themselves as an adult.
For the second activity I will tell students that they are going to create a timeline
of their lives with five significant events. The first event on the timeline will be
their birth and the final will be something that occurred recently e.g., started
second grade.

6. Elicit Performance

(10-12 minutes per activity)

For the first activity, I will ask the students to pull out their colored pencils and
then I will tell the students that they are going to begin drawing their pictures,
and I will walk around the room and observe.
For the second activity I will tell the students to begin creating their timelines
while I walk around and observe.

7. Give Feedback
That is a very creative picture.
That is a very interesting event in your life.
Thank you for quietly working on the task.

8. Assess Performance
(5 Minutes)
For each activity, as I am waling around the room I will visually check to see that
the students are drawing three pictures of themselves, and that they are creating
their timelines with five events from their lives.

9. Enhance Retention and Transfer
(5 Minutes)
Enhance Retention- I will ask the students to think about what we learned today.
I will tell them to turn to a partner and tell them two things that they learned
today about timelines and chronological order. After this I will call on 3-4 groups
to give their responses
Transfer- I will tell the students that chronological order and timelines are used in
many different subjects. I will tell the students that timelines and chronological
order are used in history and government to discuss the order of historical events;
 as well as in reading to discuss the order of events in a story.

Name: _________________________

PAST PRESENT FUTURE

*will be landscape in lesson












Name: ___________________

My Timeline

*will be landscape in lesson

*also serves as the blank timeline mentioned in materials