Good Citizenship - Chronological Order



|Lesson Synopsis: |

In this lesson, students use familiar objects to explore the meaning of chronological order. They classify objects or events as past, present, and future and sequence photographs to demonstrate mastery.

TEKS:

|1.3 |History. The student understands the concepts of time and chronology. The student is expected to: |

|1.3A |Distinguish among past, present, and future; |

Social Studies Skills TEKS:

|1.17 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid |

| |sources including electronic technology. The student is expected to: |

|1.17C |Sequence and categorize information. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Arrange photographs of the teacher in chronological order to create a timeline. Continue the sequence by adding a picture of an event that might happen in the future. Label the events as occurring in the past, present, or future. 1.3A; 1.17C [pic] 1A; 2C

|Key Understandings and Guiding Questions: |

• Events occur at a specific place in time, which shifts as time passes.

— Which event in the sequence happened first, next, or last?

— What is their relationship to each other?

— When did this event occur? Past or Present time?

— How do you know it happened then?

|Vocabulary of Instruction: |

• chronology

• characteristics

• past

• present

• first

• next

• then

• last

|Materials: |

• Refer to the Notes for Teacher section for materials.

|Attachments: |

• None identified

|Resources and References: |

• Books to read aloud with a strong sequence that have been previously shared in the classroom.

|Advance Preparation: |

1. Become familiar with content and procedures for the lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Prepare materials and handouts as needed.

• Gather items such as: a toothbrush, lunch box, book, shower scrubber, etc., to show to students. The items should represent activities during a typical day that can be put into order in a variety of ways. (Change or add other items as appropriate.)

• Take pictures of the class engaged in daily routines. Prepare to display the pictures to the class in a way that allows them to be rearranged (large pictures that can be seen by the class, sets of pictures for small groups, etc.)

• Gather pictures or clipart of events, objects, homes, cars, and/or people clearly identifiable as past and present.

• Locate and copy photographs of the teacher at distinctly different times of her/his life. (Create a set of pictures for each student.) Pictures might include: a baby picture, a picture as a young child, a picture as a teen-ager, and a picture as an adult. Pictures should be small enough to fit on the white construction paper strip with room to draw a picture representing the teacher’s future.

• Cut construction paper (18 x 12) in half lengthwise to form two 18 x 6 pieces on which students will place the pictures of the teacher in order, and then draw a picture of the teacher in the future.

|Background Information: |

Chronology – Chronology is arrangement in order of time or occurrence.

Definition courtesy of the Social Studies Center [defunct]. (2000). Glossary. Austin: Texas Education Agency.

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

Instructional Procedures

|Instructional Procedures |Notes for Teacher |

|ENGAGE – Review relative chronology |NOTE: 1 Day = 30 minutes |

| |Suggested Day 1 - 10 minutes |

|Show students items such as a toothbrush, lunch box, book, shower scrubber. (These items |Materials: |

|represent activities during a typical day and should be able to be put into order in a |items such as: a toothbrush, lunch box, book, shower scrubber |

|variety of ways. Change or add other items as appropriate.) | |

| |Purpose: |

|Ask: |Offer an opportunity for students to recognize the relationship |

|What do these items have in common? |between events and their chronological order, preparing students to |

|What is their relationship to each other? |create a timeline and reviewing academic language from Kindergarten |

| |(K.3B: before, after, next, first, last). |

|Accept all answers given by students. | |

| |TEKS: 1.3A; 1.17C |

|Guide the students to create a category for the items (e.g., things used every day) | |

| |Instructional Note: |

|Encourage students to recognize that the items can be put in order according to when they |An alternate way to complete the task: would be to have one student |

|are used. |set the arrangement and explain the order in a sentence, then have |

| |another student rearrange the items and state another sentence to |

|Expand the discussion to consider other orders things can be placed in (alphabetic, |describe the arrangement. |

|ascending height, descending height, etc.) |Pictures of the objects could be used throughout the activity, but it |

|When things are in the order in which they occur, they are in chronological order. |is a good idea to try to use actual artifacts whenever possible in a |

| |social studies classroom. |

|Again show the items (artifacts of daily life) to students. Offer students an opportunity to|Sets of pictures of the items could be used to offer the opportunity |

|determine the order in which the items might be used. |to student pairs |

| | |

|Hand the artifacts to student volunteers. | |

| | |

|The student volunteers line up according to when the objects would be used during the day - | |

|using the first, next, then, and last vocabulary. | |

|We have put these items in chronological order in relation to the other items. | |

| | |

|Students use chronology vocabulary to explain the order. (e.g., the first person says, “One | |

|of the first things I use in the morning is my toothbrush.” The second student would say, “I| |

|use my toothbrush first, and next I use my book.) | |

|EXPLORE – Introduce the idea of absolute chronology |Suggested Day 1 (cont’d) - 5 minutes |

|On the board, post the pictures of students engaged in activities during the school day |Materials |

|(e.g., saying the Pledge, studying math, eating lunch, playing at recess, lining up to go |photos of daily classroom activities (4 or more) (be cautious of using|

|home). |pictures of students unless you have appropriate district permission |

| |forms completes) |

|Display the pictures in the wrong order. | |

| |Times of the Day: |

|Students “help” the teacher rearrange the pictures in the correct order, using terminology | |

|learned earlier. End the exercise with the pictures of the events placed equidistant from | |

|one another. | |

| | |

|Introduce the idea of time as it relates to a timeline. | |

| | |

|Under the posted pictures, write (with student help) the hours of the school day. Make sure | |

|to use a uniform space between the times. | |

| | |

|With students’ input, move the pictures to appropriate times. When two events occur closer | |

|together, make sure students notice that the space between events changes to indicate that | |

|the time between the events is not always the same. | |

|EXPLAIN – Timeline |Suggested Day 1 (cont’d) - 5 minutes |

|Distribute drawing paper to students. |Materials |

|Students draw a timeline of events from their lives, making sure the spaces between the |drawing paper |

|events indicate more or less time between the events. | |

| |Instructional Note: |

| |3 or 4 events should be sufficient. |

|EXPLORE/EXPLAIN – Classifying objects used in past, present |Suggested Day 2 (cont’d) - 5 minutes |

|Show students 3 items (either a picture or the actual object) - such as a book - and ask |Materials: |

|questions such as: |Items or pictures from three time periods: Distant Past, Past, and |

|How would you classify these items? |Present. (e.g., old books, cameras, toys, clothes, etc.) |

|Which item would have been used in the Past? In the present? How do you know? | |

|Explicitly teach: Things that happened in the Past but are not happening or used right now. |Purpose: |

|Things that are happening and are used right now are called the Present. Things that have |The purpose of this section is for students to learn the difference |

|not yet happened but will happen later are called Future. |between distant past, past, and present and to be able to classify |

| |objects used in these categories. This helps students understand and |

|Hold up an object or picture. |describe the passage of time. |

|Ask: | |

|In which category does this object belong? Past? Present? Future? |TEKS: 1.3A; 1.17C |

|Students turn and talk to a partner explaining why they think an item should be placed in a | |

|category | |

| |Instructional Notes: |

|By a simple vote using a show of hands, students indicate in which category it should be |This chart will be used again in future lessons in this unit. |

|placed (past, present, future). |In Kindergarten, students use the terms before, after, next, first, |

| |and last. In Grade 1 students use past, present, future, yesterday, |

|If a discrepancy exists, facilitate a brief discussion with students supporting their ideas |today, and tomorrow. In Grade 2 students will differentiate between |

|with evidence. |ancient and modern times. In Grade 3 students understand and use |

| |ancient and modern times; past, present, and future times; and years, |

|Students come to consensus. (Some items might be used in multiple categories, but try to |decades, and centuries. |

|include things that belong in only one category as well so students can understand |If using pictures or clipart items, attach the pictures or clipart to |

|differences.) |the chart. A chart might look like this: |

| | |

|Repeat this activity using several items. |Past |

| |Present |

| | |

| |[pic] |

| |[pic] |

| | |

| | |

| | |

|ELABORATE – Why learn chronological order? |Suggested Day 2 (cont’d) - 5 minutes |

|Ask: | |

|Why do we put things in chronological order? (helps us understand things better, helps us | |

|make a plan, helps us communicate about relationships, etc.) | |

|Why is it important to know in what order things happened? (helps us to describe things that| |

|happen, helps us communicate, allows us to tell a story so others can follow and understand,| |

|etc.) | |

|EVALUATE – Placing pictures in chronological order |Suggested Day 2 (cont’d) - 15 minutes |

|Arrange photographs of the teacher in chronological order to create a timeline. Continue the|Materials: |

|sequence by adding a picture of an event that might happen in the future. Label the events |pictures of the teacher that distinctly show change over time |

|as occurring in the past, present, or future. 1.3A; 1.17C |white construction paper cut into 18 X 6 strips, one per child |

|1A; 2C | |

| |Attachments: |

|Distribute to each student copies of pictures of the teacher that show change over time. | |

| |Purpose: |

|Students cut pictures apart and place them in chronological order on a strip of white paper.|The purpose of this section is to determine mastery. |

| | |

|Students draw a fifth picture of what the teacher may look like in the future. |TEKS: 1.3A; 1.17C |

| | |

|Students label the pictures using the vocabulary: first, next, then, and last. |Instructional Note: |

| |Demonstrate task before students attempt it independently. It is |

|Use a rubric to determine mastery. |possible to create a floor or wall timeline with a wide strip of tape |

| |and shorter pieces for the hatch marks. If you place it on the floor, |

| |you may lay your pictures along the timeline. If on the wall, you may |

| |create pockets for the pictures or staple them where they go. Allow |

| |the students to watch you place your pictures, so they can begin to |

| |internalize the process. You may use a blank space or just a question |

| |mark where final or future picture would go – this is the one the |

| |students will draw as a future event in your life. |

[pic][pic]

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