Essential Questions What is change? How do we find out what happened in the past? Enduring Understandings People and things change over time. Key Terms & Vocabulary Timeline Yesterday Tomorrow Today Beginning Middle End Past Putting events in order First, second, third Artifacts, diaries, stories, videos Kindergarten Timeline Unit Overview GLCEs H2.0.1 Distinguish among yesterday, today, and tomorrow. H2.0.2 Create a timeline using events from their own lives. H2.0.3 Identify the beginning, middle, and end of historical narratives and stories. Assessments Required: Kindergarten Timeline Unit Assessment Formative: Students will draw/write about three events in sequence that happened in one day/week/year. Students will create andthen present a picture timeline about their life. H2.0.4 The student will create a picture timeline Describe ways people learn about the about the life of a historical figure from past. literature. District: District Resources
Kindergarten Timeline Unit Lessons Breakdown Title GLCEs Included Resources Needed Resources Suggested Resources Lesson 1 Lesson 2 Lesson 3 Calendar as a Timeline Personal Timeline Historical Narrative or Story Timeline H2.0.1 H2.0.2 H2.0.2 H2.0.3 H2.0.4 Timeline Plan Sheet Personal Timeline Scoring Rubric Historical Narrative Story Timeline Rubric Calendar materials Student writing pieces District math program United Streaming Video: Learning to Use a Calendar K-2 (19 min. 10 Segments) Family input Completed timeline plan sheet Models of timelines Examples of personal artifacts Timeline plan sheet United Streaming Video: Long Ago, Yesterday, and Today K-2 (15 min. 9 segments) Narrative, biography, or historical story Cookies Week by Cindy Ward Time Too by Bruce McMillan National Holidays by C.Bohannon-Brown www.peachebooks.com When I Was Little: A Four Year- Old s Memoir of Her Youth by Jamie L. Curtis In Grandma s Day by Paul Humphrey Abe Lincoln (The Boy Who Loved Books) by Kay Winters, Nancy Carpenter A Picture Book of George Washington by David A. Adler A Picture Book of Anne Frank by David A. Adler
Kindergarten Timeline Unit Lesson 1 Title: Calendar as a Timeline Grade Level: Kindergarten Unit of Study: Timelines Estimated Pace: Ongoing Abstract: A daily calendar routine will be established with student participation. The classroom calendar will be used to model a yearlong timeline. GLCE: H2.0.1 Distinguish among yesterday, today, and tomorrow. H2.0.2 Create a timeline using events from their own lives. Key Concepts: Yesterday, today, tomorrow Days of the week, months, year Past, present, future Events: school, holiday, family Important Questions to Ask: How do we know what day it is? Sequence of Activities: Concepts within this activity will build throughout the year. 1. Introduce what a calendar represents. 2. Establish a daily routine. 3. Introduce, build, and establish vocabulary 4. Create and model a timeline using the calendar events or classroom schedule as a resource. 5. Ask the students to draw or write about three events in sequence that happened in one day/week/year. Collect as a formative assessment. Connections: English Language Arts Writing personal narratives using calendar events. Mathematics - Align calendar routine with district math curriculum Sequencing and patterns Growing number line Events could be placed along a number line Instructional Resources: Equipment/Manipulative Calendar materials Student Resources Student writing pieces.
Kindergarten Timeline Unit Teacher Resources District math program United Streaming Video: Learning to Use a Calendar K-2 (19 min. 10 Segments) Suggested Resources Cookies Week by Cindy Ward Time Too by Bruce McMillan
Lesson 2 Title: Personal Timeline Kindergarten Timeline Unit Grade Level: Kindergarten Unit of Study: Timeline Estimated Pace: 3-4 Weeks Abstract: The student will create and present a picture timeline about his or her life. GLCE: H2.0.2 Create a timeline using events from their own lives. Key Concepts: Beginning, Middle, End Past and Present Order of Events Important Questions to Ask: How do we learn about the past? How do we learn about our past? Sequence of Activities: 1. Discover ways to learn about the past. 2. Introduce personal artifacts: diaries, photos, journals, baby books. 3. Show models of timelines. 4. Students will choose 4 or more life events to include in their timeline. 5. Students will share their timeline as an assessment. Connections: English Language Arts Mathematics Instructional Resources: Equipment/Manipulative Student Resources Family input Completed timeline plan sheet Teacher Resources Models of timelines Examples of personal artifacts Timeline plan sheet United Streaming Video Long Ago, Yesterday, and Today K-2 (15 min. 9 Segments)
Kindergarten Timeline Unit Suggested Resources When I Was Little: A Four Year-Old s Memoir of Her Youth by Jamie L. Curtis In Grandma s Day by Paul Humphrey
Timeline Plan Sheet Name Draw and write what happened.
Scoring Rubric for Historical Narrative or Story Timeline 3 2 1 Student is able to illustrate through writing or drawing the beginning, middle and end in sequence of a historical narrative or story. Student is able to illustrate through writing or drawing two of the three story elements (beginning, middle or end) in sequence of a historical narrative or story. Student is only able to illustrate through writing or drawing, one or none of the story elements.
Kindergarten Timeline Unit Lesson 3 Title: Historical Narrative or Story Timeline Grade Level: Kindergarten Unit of Study: Timeline Estimated Pace: 3-5 Days Abstract: The students will identify the beginning, middle and end of a historical narrative or story. GLCE: H2.0.3 Identify the beginning, middle, and end of historical narratives and stories. H2.0.4Describe ways people learn about the past. Key Concepts: Beginning, middle and end Change Important Questions to Ask: What happened at the beginning? Middle? End? Sequence of Activities: 1. Read a historical narrative or story to the class. 2. Identify beginning, middle and end of narrative or story. 3. Have students create a picture timeline of a historical narrative or story, demonstrating an understanding of beginning, middle and end in sequence. Collect as an assessment. 4. The students will retell the beginning, middle and end of their stories to a partner and to the teacher. 5. The student will drew, write, or tell a personal narrative with a beginning, middle, and end. Connections: English Language Arts Identifying story organization Mathematics Sequencing/ordering Instructional Resources: Equipment/Manipulative Student Resources Teacher Resources Narrative, biography, or historical story Suggested Resources Abe Lincoln (The Boy Who Loved Books) by Kay Winters, Nancy Carpenter A Picture Book of George Washington by David A. Adler A Picture Book of Anne Frank by David A. Adler