Ohio Standards Connections:

3rd grade

 

Social Studies

History (A-2)

Place local historical events in sequential order on a timeline.

 

History (A-1)

Define and measure time by years, decades, and centuries.

 

Citizenship Rights and Responsibilities (F-1)

Describe how people help to make the community a better place in which to live…

 

English/Language Arts

Reading Process: Concepts of Print, Comprehension Strategies….(C-6)

Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.

 

Research (I-2)

Use appropriate searching techniques to gather information from a variety of sources

 

Research (I-3)

Acquire information from multiple sources and collect data about the topic

 

Research (I-5)

Sort relevant information into categories about the topic.

 

Reading Applications: Literary Text (E-4)

Identify and explain the defining characteristics of literary forms and genres, including fairy tales, poetry, fiction, and non-fiction.

 

LIBRARY GUIDELINES

 

Information Literacy

(A-1)Visit the library media center for academic or personal information needs.

(A-2) Ask the library media specialist or library staff members for assistance as needed.

(A-3)Explore all areas of the library media center

(B-2)Understand that information books are arranged on the shelf according to their subject using the Dewey Decimal System

(B-4)Locate resources using a title, subject, and/or author search in the library catalog

(C-5)Read for pleasure and information

(D-1)Distinguish between concepts of information and data and identify examples of each.

(D-2)Recognize that information gathering is based upon a need

 

Technological Literacy

(A-1)Use the author, title, and subject search features of the OPAC to locate school library materials.

(A-2)Understand that each item in the OPAC has a bibliographic record with contains information about that item

(A-3)Understand that call numbers and call letters identified on the bibliographic record in the OPAC indicate the physical location of the material

(B-1)Label internet browser elements and explain their function

(B-2)Type a simple search term in a teacher or librarian selected search engine to find general information

(B-4)Read the list of results retrieved from a simple search performed in a search engine and select one of the search results and review the information retrieved.

Events During Edison’s Lifetime:  Timeline

Lesson Summary:

Before, during, or after reading the biography of Thomas Edison, students will use the library to find out what other major events or significant inventions were developed during Edison’s lifetime.  From that information, students will construct a timeline to show display these.

Estimated Duration:

45 minutes classroom preparation

45 minutes library research time for the whole class

Commentary:

Showing Thomas Edison’s accomplishments alongside those of other people helps put into perspective the dramatic way life has changed since the 1850’s.  It will allow children to research inventions that they can easily relate to, such as the invention of the bicycle, the ballpoint pen, the zipper, the radio, and the telephone.

Pre-Assessment:

Students should already have been introduced to a variety of resources available for research in the library.

Students should be able to recognize dates when shown 10 year spans across the bottom of a blank timeline and should have an approximate understanding of the place for the years between those shown.

Scoring Guidelines:

Use teacher’s observations to determine if more practice is needed to understand the intervals between the written dates on the timeline.

Post-Assessment:

Be sure dates of the events given are accurate.  Observe as students place the date and the event they’ve found in the correct space on an oversized timeline in the classroom. After timeline is constructed, ask students to find and use some of the information placed upon it by classmates.

Comprehension skills can be checked by creating written questions that can only be answered by using the class-made timeline

Scoring Guidelines:

Exact calibrations are not necessary to place events in the generally correct position on the timeline.

Comprehension skills can be checked by creating written questions that can only be answered by using the class-made timeline.

 

Instructional Procedures:

1.      Read about Edison’s life.

2.       Make notes about dates and significant events in his life.

3.      Show these times and events on a large timeline in the classroom.

4.      Individuals go to the library to find out what other important developments happened during Edison’s life.  Upon arriving at the library, students identify the problem for the library staff . Together they brainstorm on print and non-print material that will be useful. Next they locate the material and determine what can be used from these resources. Finally they extract the information and record one event per index card.

5.      In the classroom after results are verified, have students show the population of their place on a number line alongside the results of their classmates.

Differentiated Instructional Support

Buddies can read aloud from reference material.  Research can be assigned to partners instead of individuals.                                   Extension

Students can rearrange events in order of importance to them, rather than chronologically.

Students can create a computer-generated timeline by entering selected data from the class timeline.

Students can further investigate and write a paragraph about the life of another inventor from this time period.

Homework Options and Home Connections                                Students can be given a copy of the timeline to use at home.   Families can add their own personal history to the timeline wherever possible.

Interdisciplinary Connections

Reading: Students can be encouraged to read more about their event or the invention they found. 

Reading:  Making and using timelines helps to develop sequencing skills, one of the most difficult skills in the third grade reading program.

Social Studies, Math, and Reading:  Being able to summarize concisely is an important skill in many content areas.  This is necessary to physically fit events onto the timeline.
Materials and Resources:

For teachers and media specialists

Blackboard, overhead, or charts to list explain the use and development of the timeline. 

Examples of timelines

 

For students

Pencil, paper and index cards                                                                              World Almanac for Kids                                                                      2004 World Book Encyclopedia                                                biographies                                                                                               non-fiction books


Key Vocabulary

Decade, accomplishments, century, biography, timeline, inventions, index

Technology Connections

Internet bookmarks preselected by the media specialist                       Infohio electronic resources

CD ROM
Research Connections

Encyclopedia                                                                                      Internet

General Tips

Students will be excited when they find a source that lists multiple inventions during this time period.  Have each come back with one they understand.

Library research works best when limited to 12-15 at a time.

Attachments                                                                                       None