Kimberly D. Rogers

Grade Level:

2

^nd

-3

^rd

Length of Lesson:

50 mins.

Performance Expectation:

The student will construct a dated timeline of their life using

photos and magazine cutouts to display information.

Materials:

1. student-supplied photos that portray event(s) in their life.
2. assorted magazines
3. scissors for each child
4. glue for each child
5. paper or poster board for timeline
6. writing utensils and/or markers
7. examples of timelines

Procedures:

1. 
   Introduction
   

Students should be told before-hand to bring in photos that represent

them or events in their life. Then, explain to students that

one way to portray historical information is with a timeline.

Events are depicted in chronological (time) order and are labeled

for easy reference. Tell students that they are going to construct

their own timeline of their life history. Have an example of

a previously constructed (preferably your own or a former student’s)

timeline for students to view.

II. Development

1. Have students look through magazines and cut out any other

   pictures that represent them or an event in their life.

2. Have the students arrange these events in "time-order".
3. Discuss with students how each picture represents them. This

   may be done in groups.

4. Explain to students how to construct a timeline:
   1. information is in time order
   2. information is labeled with a date
   3. information is visually represented as being connected
   4. pictures and photos correspond to information being presented
5. Have students construct their own timelines using paper or

   posterboard, photos, pictures, and markers or their choice of

   writing utensil.

6. 
   Closure
   

divide students into groups to share their completed timelines

with their peers. Students could also present their timelines

to the class. After students have shared their timelines, they

will write in their journal about the most significant event that

they have portrayed on their timeline.

Assessment:

Informal:

students will turn in their timelines and

teacher should use a checklist for following skills:

1. information is in chronological order
2. information is labeled with a date
3. information is visually represented as being connected (not

   just random photos and pictures on paper)

4. pictures and photos correspond to information being connected.

Adaptation/Consideration:

-

teacher may monitor progress of students and pair together

those who have trouble cutting or gluing.

-magazine cutouts are consideration for those students who may

not have access to family or individual photos.

-students may construct a timeline of their classroom activities

over the year.

-students may construct a timeline of world events and add to

it during the year.

Reference:

Lesson idea formulated from Miss Peggy Rosser’s 9

^th

grade Spanish class.(1991)

Lesson adaptations: Kim Rogers – 11/6/97