Delaware Model Unit Gallery Template



Delaware Recommended Curriculum

This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards.

Unit Title: Thinking Chronologically

Designed by: Cathy Miller, Cape Henlopen School District

Dusty Shockley, Delaware Department of Education

Content Area: Social Studies

Grade Level: K–1

Summary of Unit

At the K-3 level, History Standard One asks a student to be able to do more than just tell time or read a calendar. They must be able to use a clock, calendar, and schedule. They master time as a concept in order to be able to do the reverse at the higher grades, to apply time as a conceptual tool in the study of history.

We all think we understand what we mean by “time.” But, the concept of time is an invention. All the terms we use in referring to time are definitions that we have all come to agree upon and accept in order to make life easier. Our agreement about the definitions creates common reference points, keys to locating events and ourselves in time. We would have trouble communicating without these common reference points for clocks and calendars. Students at the K–3 level should understand that a schedule, clock, and calendar are creations that we find useful.

Students at the K-3 level need to know time concepts:

• What is a minute, hour, day, month, year, decade, or century?

• What is beginning, middle, or end?

• What is past, present, and future?

• What is the order of the days of the week and the months of the year?

Now they can use these chronological tools to arrange events in a schedule or to look at events in a schedule or draw conclusions.

This instructional unit makes the assumption that using clocks to ask questions has already been taught to students. Students are now expected to be familiar with schedules and how to arrange activities within those schedules while thinking logically about chronology.

Stage 1 – Desired Results

What students will know, do, and understand

Delaware Content Standards

• History Standard One K-3a: Students will use clocks, calendars, schedules, and written records to record or locate events in time.

CCSS.ELA-Literacy.W.1.3

Write narratives in which students recount two or more appropriately sequenced events,

include some details regarding what happened, use temporal words to signal event order,

and provide some sense of closure.

CCSS.ELA-Literacy.RI.1.5

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

CCSS.ELA-Literacy.L.1.1.e

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Big Idea

• Chronological patterns

Unit Enduring Understandings

History is often messy, yet a historian must logically organize events, recognize patterns and trends, explain cause and effect, make inferences, and draw conclusions from those sources which are available at the time.

The questions a historian chooses to guide historical research that creates accurate chronologies will affect which events will go into the chronology and which will be left out. Competing chronologies can both be accurate, yet may not be equally relevant to the specific topic at hand.

Unit Essential Question

• Why does when matter?

Knowledge and Skills

Students will know…

• Which events will go into the chronology and which will be left out

• How to logically organize events using written records

Stage 2 – Assessment Evidence

Evidence that will be collected to determine whether or not Desired Results are achieved

This summative assessment is a transfer task that requires students to use knowledge and understandings to perform a task in a new setting or context. The assessment and scoring guide should be reviewed with students prior to any instruction. Students should do the assessment after the lessons conclude.

Essential Question

• Why does when matter? See Transfer Task below.

Rubric

How does your new schedule change? Explain your answer with specific example.

2 – This response gives a valid explanation of a change with an accurate and relevant example.

1 – This response gives a valid explanation with an inaccurate, irrelevant, or no example.

Why will the new schedule work for you? Explain your answer.

2 – This response gives a valid reason with an accurate and relevant explanation.

1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

Stage 3 – Learning Plan

Design learning activities to align with Stage 1 and Stage 2 expectations

Lesson One

Essential Question

• Why does “when” matter?

Instructional Strategies

Strategy 1: Gathering Information

Have students work in pairs to talk about and write responses to the following questions:

▪ What is a schedule?

▪ What are some activities in our daily schedule that occur every day?

▪ Why do some activities in our daily schedule change depending on the day?

▪ What is your schedule like at home?

▪ Who are other people that follow a schedule?

▪ Why are schedules necessary or important?

▪ What would our day be like if we did not have a schedule?

Use the board or projection device to summarize the students’ responses.

Check for Understanding

✓ What might happen if your teacher never used a classroom schedule?

✓ Why does it matter to have a schedule?

Rubric

2 – This response gives a valid outcome and a valid reason.

1 – This response gives a valid outcome or a valid reason.

Strategy 2: Extending and Refining

Developing Timelines

Have the classroom schedule written on the board.

Ask each student to silently identify a favorite activity for the day and then tell a partner at what time it occurs. Each student should use that information to help complete a timeline like the one on Handout 1a below.

Have each student write his or her favorite activity and time that it occurs in the center of the timeline. Then ask each student to fill in the timeline with the answers to the following questions:

▪ What happens just before your favorite activity?

▪ What happens after your favorite activity?

▪ Does your favorite activity happen every day? If not, what takes its place?

Check for Understanding

• Why is it important to know what time your favorite activity occurs?

• What might happen if you did not know?

Rubric

2 – This response gives a valid reason with a valid prediction.

1 - This response gives a valid reason or a valid prediction.

Strategy 3: Application

Think-Pair-Square

All students follow the daily schedule together while in school but have different schedules afterward.

The teacher should model his or her evening schedule up to bedtime. Have students work individually to complete the graphic organizer in Handout 1b. Then ask each student to share his or her own schedule with a partner.

Have each group of two students join another pair to compare schedules. Ask each student to explain how his or her after-school schedule is the same or different than their partner’s.

Have each group of two students join another pair to compare schedules. Ask each student to explain how his or her after-school schedule is the same or different than the partner’s.

Check for Understanding

• Click here for Handout 1c.

Lesson Two

Essential Question

• Why does “when” matter?

Instructional Strategies

Strategy 1: Gathering Information

Sequencing Timeline

Now that students have made and examined their own schedules, they are ready to retell a story with the correct chronology.

|[pic] |Mr. Bump Loses His Memory |

| |(Kidstime©) |

Using the short online book linked above, have each group create a schedule for the story. What happened first? What happened next? After that?

Have students construct a cause-and-effect timeline to explain the sequence of events in the story.

What happened?

__________________I______________I_____________I____________I_____________

Why?

As a class, develop the sequence of events. The purpose is to ensure that all students understand that the story has a when, a chronology that matters, as in the schedule created earlier in this unit. It is important to point out that not everything in the story belongs in the sequence of events. Discerning the relative importance of events is an important skill.

Check for Understanding

• What is a timeline?

• Why is a timeline important? Explain your answer.

Rubric (for second bulleted question)

2 – This response gives a valid reason with an accurate and relevant explanation.

1 – This response gives a valid reason with an inaccurate, irrelevant, or no explanation.

• What would happen if my timeline was out of order?

Rubric

1 – This response gives a valid prediction.

Strategy 2: Extending and Refining

Sequencing Strips

Reinforce the students’ understanding by allowing the students to actively take part in creating chronological tools in the classroom.

Divide students into groups of three. Provide each group a different text (children’s literature or informational text) from the classroom or school library.

Each group should read the text and complete Handout 2 for that text. Once the sequence is completed, have students cut strips on the dotted lines. After the strips are completed, have students in each group mix them up and leave on the group’s table.

Have each group move to another table and text, leaving their sequencing strips behind. Each group should then use the sequencing strips on the table to reconstruct the story from the text.

Check for Understanding

• How well did my group reconstruct the story? What is the reason it worked well or did not work well?

Rubric

2 – This response gives a valid assessment with a valid reason.

1 – This response gives a valid assessment or a valid reason.

Strategy 3: Application

Think-Pair-Share[1]

Have students use this calendar below to help make a schedule for this problem. Click here for Handout 3.

Kimberly has some seeds that she wants to plant. The directions say to plant the seeds two weeks after the last frost and to water them twice a day for one week. The last frost occurred on March 5.

|March |

|M |T |W |T |F |S |S |

| |1 |2 |3 |4 |5 |6 |

|7 |8 |9 |10 |11 |12 |13 |

|14 |15 |16 |17 |18 |19 |20 |

|21 |22 |23 |24 |25 |26 |27 |

|28 |29 |30 |31 | | | |

Use the calendar to help you write a schedule for planting and watering the seeds.

Teachers may have students write out the schedule or use the calendar to verbally point out the dates required by the directions.

Check for Understanding

• Click here for sample Flash Cards. The set includes seasons, months, and days. Students should be able to use these periodically throughout the school year.

• Have students create their own cards with drawings to act as memory clues. For example, on the October flash card a student could draw a pumpkin.

Lesson 1 Strategy 3 Flash Cards

| | | |

|January |May |September |

| | | |

|February |June |October |

| | | |

|March |July |November |

| | | |

|April |August |December |

Lesson 1 Strategy 3 Flash Cards

| | | |

|Spring |Spring |Spring |

| | | |

|Summer |Summer |Summer |

| | | |

|Fall |Fall |Fall |

| | | |

|Winter |Winter |Winter |

Lesson 1 Strategy 3 Flash Cards

| | | |

|Sunday |Monday |Tuesday |

| | | |

|Wednesday |Thursday |Friday |

| | | |

|Saturday | | |

Handout 1a

| | | |

|Just Before |My Favorite Activity |Just After |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Time |Time |Time |

| | | |

|A drawing to help me remember… |A drawing to help me remember… |A drawing to help me remember… |

Handout 1b

School is over at 2:30 p.m., and you arrive home around 3:00 p.m. each day.

Fill in the chart below with your usual schedule for the rest of the day.

|Time |What |Where |Who |

|First | | | |

|Next | | | |

|Then | | | |

|After that | | | |

|Last | | | |

Handout 1c

Before Favorite Activity in the Summer After

Use complete sentences to explain what your favorite summer activity is, what you do before (to get ready for your favorite activity), and what you do after (your favorite activity).

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Handout 1c

Before Favorite Activity in the Winter After

Use complete sentences to explain what your favorite winter activity is, what you do before (to get ready for your favorite activity), and what you do after (your favorite activity).

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Handout 2

What happened?

_________________§________________§_______________

Why?

( -------------------------------------------------------------------------------------------------------------------------------------

What happened?

_________________§________________§_______________

Why?

( -------------------------------------------------------------------------------------------------------------------------------------

What happened?

_________________§________________§_______________

Why?

Handout 3

Kimberly has some seeds that she wants to plant. The directions say to plant the seeds two weeks after the last frost and to water them twice a day for one week. The last frost occurred on March 5.

|March |

|M |T |W |T |F |S |S |

| |1 |2 |3 |4 |5 |6 |

|7 |8 |9 |10 |11 |12 |13 |

|14 |15 |16 |17 |18 |19 |20 |

|21 |22 |23 |24 |25 |26 |27 |

|28 |29 |30 |31 | | | |

Use the calendar to help you write a schedule for planting and watering the seeds.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________

Transfer Task

This summative assessment is a transfer task that should be reviewed with students prior to using the activities in the module. Students should also see the rubric used to score the task prior to instruction. Students should complete the assessment after instruction.

Essential Question

▪ Why does when matter?

| | |

|Prior Knowledge |Now that you have learned how to read a schedule and have adjusted a schedule for special events, you are ready to apply what you learned to a new situation. |

| | |

|Problem |Your school is planning a musical assembly next week, but the teachers are concerned that there will not be enough time for it to be included in the students’|

| |schedule. The assembly will last for one hour. You should include time for classes to move to the auditorium, be seated, and return after listening to the |

| |music. |

| | |

|Role |You are a busy student who must practice effective time management skills. This is your chance to show your teachers that you can plan your own schedule. |

| | |

|Product |Your teacher posted a daily schedule for your classroom. Make a new schedule for next week that includes time for the assembly. Explain how the schedule |

| |will change and why it is better. |

| | |

| |Think about which activities you would be willing to give up and which you could do at different times. Shade the events on the schedule that cannot be |

| |changed. |

| | |

|Criteria for an Exemplary |When you complete your schedule, be sure to: |

|Response |Shade events that cannot be changed, such as lunch or art class |

| |Include the assembly in one of the days of the week |

| |Explain how the schedule will change |

| |Explain why the new schedule is better |

Transfer Task

Your New School Schedule

|Time |Monday |Tuesday |Wednesday |Thursday |Friday |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Transfer Task

How does your new schedule change? Explain your answer with specific examples.

My schedule changed when

.

For example,

Another example is when

Why will the new schedule be better? Explain your answer.

The new schedule is better because

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[1] Click here for a description.

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