Beacon Lesson Plan Library
Bay District Schools
It's a lineup! Students become actively involved in creating a timeline of significant technology achievements and scientific discoveries. This lesson is for Day 6 of the unit [Inventions and Inventors].
The student reads and organizes information (for example, in story maps, graphs, charts) for different purposes (for example, being informed, following directions, making a report, conducting interviews, taking a test, performing a task).
The student writes for a variety of occasions, audiences, and purposes (for example, letters to invite or thank, stories or poems to entertain, information to record).
The student understands how scientific discoveries have helped or hindered progress regarding human health and lifestyles.
The student reads and interprets a single timeline identifying the order of events (for example, in ancient times).
The student knows selected significant people and the impact of their achievements in world in the fields of communication and technology since the Renaissance.
The student understands ways these devices impacted society.
-Timeline Cards (see associated file), one copy of each page
-Light-colored construction paper, one 12” x 18” sheet per group
-Markers, one per group
-Timeline Segment (see associated file), one per group
-Wide cellophane tape to connect the Timeline Segments
-Glue or glue sticks, one per group
-Timeline Checkup (see associated file), one per student
-Camera with flash (no film is necessary)
-Student Web Lesson [Max and Mavis and the Case of the Missing Inventors, Part 2: Technology]
-Student Web Lesson [Max and Mavis and the Case of the Missing Inventors, Part 1: Communication] (if needed)
1. Download and make copies of Timeline Cards (see associated file), one copy of each page. Cut out the cards. Note: It is recommended the cards first be laminated and then cut out to increase durability.
2. Make Timeline Segments for each group by drawing a horizontal line across the 18” length of a 12” x 18” piece of light-colored construction paper. See Sample Timeline Segment in associated file.
3. Download and make copies of Timeline Checkup, one per student.
4. Gather materials.
1. Walk to the front of the class with a camera. Click the camera and make the flash go off. Ask students if they can think of a way to picture time.
2. Review how a timeline is a method for picturing or seeing time. Historians take events and place them on a timeline in order. The timeline gives a picture of events during a period of time.
3. Remind students of the technology and scientific discoveries they researched on Day 4. Tell students today they will add those events to a Technology Invention/Scientific Discovery Timeline.
4. Review how an invention/discovery could be considered both a technology invention and a scientific discovery. For example, plastic is a technology invention in that it has helped us meet our needs. It was invented/discovered through lengthy processes of observation and experimentation. Observation and experimentation are science processes.
5. Divide students into groups of 5.
6. Distribute a set of Timeline Cards (see associated file), a timeline segment (see sample in associated file), and either glue sticks or tape to each group.
7. Point out that the Timeline Cards identify technology inventions/inventors and scientific discoveries/discoverers and the date of each event. Note: The cards are in sets. Each group receives one set of cards that are in mixed up chronological order.
8. Each student in a group gets a Timeline Card. (Use the extra timeline cards if there are more than twenty students in the class. However, the events on the extra timeline cards are not included on the timelines provided within this unit. The developer tried to limit the number of events on the timelines so as not to be overwhelming to the students.)
9. Students take turns reading their cards to others in the group.
10. Each group then arranges the cards in order according to yearly dates from earliest to most recent.
11. Each group adds vertical lines to the Timeline Segment and attaches the Timeline Cards in the correct order.
12. The teacher walks around the room, guides students in completing the activity, and provides formative feedback whenever necessary.
13. Upon completion of the Timeline Segment, each group considers the events on the Timeline Segment and comes to consensus as to which invention/discovery has had the most impact upon daily life or health and human lifestyles. Students need to be able to support their decisions and tell how the invention/discovery has impacted society and/or if it was helpful or harmful.
14. When all groups have completed the tasks, assist students in combining the Timeline Segments with tape to make a Class Technology Inventions and Scientific Discoveries Timeline. Add arrows at the beginning and ending points of the timeline.
15. Designate inventions that could also be considered scientific discoveries by drawing a star beside them. Discuss.
16. Display the timeline in the classroom.
17. Groups take turns sharing thoughts about the most significant invention/discovery on the group’s timeline segment.
18. Discuss the events on the timeline. Encourage students to make statements about the order of events. Provide formative feedback.
19. Distribute copies of the Timeline Checkup (see associated file).
20. Read the directions aloud and explain them to the students.
21. Provide time for students to complete the Timeline Checkup.
22. Collect papers and formatively assess student performance. Provide formative feedback that is both positive (Great thinking! Yes, the invention of the computer has made it easier to get information.) and guiding (You are confused. Jonas Salk did not discover plastic. Try again.)
23. Students complete journal entries according to the Daily Journal Prompts (see Unit Attachment in extensions).
24. Formatively assess journal entries using the Unit Writing Checklist in the Unit Attachment (see extensions). Provide feedback that is both positive and guiding. Positive feedback might include, “Great thinking! The polio vaccine was a scientific discovery.” Guiding feedback might include, “How has the discovery of the polio vaccine helped you?”
25. Students continue working in pairs to complete the Student Web Lesson [Max and Mavis and the Case of the Missing Inventors, Parts 1 and 2]. To facilitate learning, it is suggested that the teacher pair an accomplished reader with an emerging reader.
Formatively assess the Timeline Checkup for evidence of reading and interpreting a timeline identifying the order of events, knowledge of selected significant people and the impact of their achievements in the field of technology, and understanding of how scientific discoveries have helped or hindered progress regarding human health and lifestyles. The Timeline Checkup also serves as practice in reading and organizing information for different purposes.
Assess student journal entries using the Unit Writing Checklist found in the Unit Attachment (see extensions). Journal entries should identify a scientific discovery and tell an authentic way the discovery has helped or hindered the student’s health or lifestyle.
1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearning center.com/search/details.asp?item=3005. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
2. Students need some prior experience stating opinions and supporting them.
3. The Student Web Lessons may be viewed by the whole class on a large screen monitor as a means of review.
Web supplement for Timeline Shuffle Innovation Timeline
Web supplement for Timeline Shuffle CBC for Kids: History of Inventions
Web supplement for Timeline Shuffle History Learning Site: Inventions and Discoveries of the Twentieth Century
Web supplement for Timeline ShuffleJust Read Now
Web supplement for Timeline Shuffle Inventions and Inventors
A museum is broken into and the thief mismatches pictures of inventions and inventors. Students are asked to help solve the mystery while learning about significant inventions and inventors in the field of technology since the Renaissance.Max and Mavis and the Case of the Missing Inventors, Part 2: Technology
A museum is broken into and the thief mismatches pictures of inventions and inventors. Students are asked to help solve the mystery while learning about significant inventions and inventors in the field of communication since the Renaissance.Max and Mavis and the Case of the Missing Inventors, Part 1: Communication