Informational+Timeline

__Lesson Title:__ Informational Timeline __Grade Level:__ 4th __Subject:__ Social Studies & Literacy __Timeneeded:__ Two twenty minute sessions __Materials:__
 * Lined paper
 * Blank paper
 * Ruler
 * Informational resources such as the basal text, encyclopedia, as well as online resources.
 * Environmental timeline
 * Writing instruments
 * Computer

__EssentialStandards__ 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina. 4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaption and modification of the environment. W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 4 topics and texts//, building on others’ ideas and expressing their own clearly. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.SI.1.1 Use various types of resources to gather information. 4.TT.1.3 Use technology tools to present data and information (multimedia, audio andvisual recording, online collaboration tools, etc.). 4.RP.1.1 Implement a research process by collaborating effectively with other students.
 * SocialStudies
 * Literacy (Common Core):
 * Technology

__Procedures__
 * Inform students that today they will be working with timelines.
 * Divide the class into groups. Three to six children per group, depending on the size of the class.
 * Tell the students that during their technology special, they will be viewing something called a “digital timeline”. Check for understanding by asking the following questions:
 * What is a timeline?
 * What is the purpose of a timeline?
 * What kind of information can we learn from a timeline?
 * Explain that the timeline the students will be viewing is an environmental history timeline (Neuzil, & Kovarik, 1996) . On this timeline one can find all of the important events in global environmental history. In addition to stating when these events have happened, the timeline also provides specific information about the event itself.
 * Tell the students that each member of the group is to select **one** even that they believe relates to recycling, conservation, or natural resources. Encourage the students to confer with their group members before making their final selection in order to avoid duplication. Students are expected to record the event, date it took place, as well as specific information.
 * Once the students have completed their assigned task during technology special, have them return to their groups. At this point, each student should share the event they chose with their fellow group members. Each student should make a brief informal presentation of their chosen even, sharing the date it occurred as well as a brief explanation with their group.
 * When group share has concluded, each student is expected to respond to the following writing prompts:
 * Why did I pick this event?
 * Why is it important?
 * How does this event connect to what I’ve learned about recycling/natural resources/conservation in North Carolina?

__Assessment:__

Students will be assessed using the Rubric for Written Work as well as the Rubric for Group Work. __Differentiation__ __Resources:__ Neuzil, M.,& Kovarik, W. (1996). //Environmental history timeline//. Retrieved fromhttp://www.radford.edu/~wkovarik/envhist/
 * Students who need to can type their responses to the quick-write questions.
 * For ESL students, include pictures to demonstrate concepts of environmental history.
 * For all students, present information in multiple fashions: say it and write it.
 * The activity allows students to work together so students who have difficulty in a particular task can participate in another way. Group work also lends itself to providing support for ELL students.
 * The activities in this lesson lend themselves to student choice, each utilizing different skills and interests.