Time, Continuity, & Change/ Time Travel Through History/ 1 Grade

Teacher(s) Name: Jessica Collicco, Mary Eckes, Sadie Shultz, Aylene Knight
Thematic Unit Theme/Title/Grade Level: Time, Continuity, & Change/ Time Travel through history/ 1st Grade
Wiki space address: http://ucfgr1timetravelf15.weebly.com
Daily Lesson Plan Day/Title: Traveling through time introduction (MONDAY)
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable
todoattheendofthislesson?Besure
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!
NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.
Thestudentswillunderstandthathistorytellsastoryofpeopleandeventsofother
timesandplaces.
LearningObjectives:
1. Thestudentwilladddrawingsorothervisualdisplaystodescriptionswhen
appropriatetoclarifyideas,thoughts,andfeelingswhenaddingeventstothe
time.
2. Thestudentwillunderstandhistorytellsthestoryofpeople&eventsofother
times&placesthroughtheuseofthetimeline.
3. Thestudentwillusetermsrelatedtotimetosequentiallyordereventsthat
haveoccurredinschool,home,orcommunityusingthetimeline.
4. Thestudentwillunderstandtheuseofthetimelinebycreatingatimeline
basedonthestudentslifeorschoolevens,usingprimarysources.
NCSStheme(s):
NCSSTheme#2:Time,Continuity,&Change.
CommonCoreStateStandard(s):
LAFS.1.SL.2.5.Adddrawingsorothervisualdisplaystodescriptionswhen
appropriatetoclarifyideas,thoughts,andfeelings.
NextGenerationSunshineStateStandards:
SS.1.A.2.1.Understandhistorytellsthestoryofpeople&eventsofother
times&places.
SS.1.A.3.1.Usetermsrelatedtotimetosequentiallyordereventsthathave
occurredinschool,home,orcommunity.
SS.1.A.3.2.Createatimelinebasedonthestudentslifeorschoolevens,using
primarysources.
Assessment
UnitPreAssessment:
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.
UnitPostAssessment:
Thepreassessmentisa9questionquizincludingmatchingandmultiplechoicequestions
regardingthecontenttheywilllearninthisunitplan.Thiswillbecompletedtwoweeksin
advancedtotheimplementationoftheunitplan.
ThepostassessmentisthesameasthepreassessmenttobegiventheMondayafter
theunitplaniscomplete.
InformalAssessment:
Studentswillbeinformallyassessedontheirunderstandingofthecontentthrough
theirwritingactivityonLincoln,collaborativeconversationaboutpropermedicaluses,
andcreatingtheirownversionofatelephone.
Ongoingdaily(progressmonitoring)Assessment:
SCALE:Throughoutthelessontheteacherwillbecheckingforunderstandingwiththescale
providedbelow.Withtheirhandsovertheirhearts,studentswillconveythenumberandlevel
oftheirunderstandingthusfarinthelesson.Masteryofthelearninggoalislevelthree.
4.Iunderstandhistorytellsthestoryofpeople,andeventsofothertimesand
placesandIcanteachthistoo.
3. Iunderstandhistorytellsthestoryofpeople,andeventsofothertimesandplaces.
2.Ikindofunderstandthathistorytellsthestoryofpeople,andeventsofothertimesand
places.
1.Idontunderstandhistorytellsthestoryofpeople,andeventsofothertimesandplaces.
Design for Instruction

Student Activities & Procedures
Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors
(learningdifferences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.
Resources/Materials
1.
For this history time block, to introduce this unit, I will play the back to the future
theme song and invite the students to come sit on the rug in front of the Interactive
white board (IWB).
2. Once we are on the rug I will explain to the students that we will be using a timeline to
go through different periods of time through history.
3. Then, I will define what a timeline is, providing a written definition as well as some
different examples through the use of pictures found online.
ESOL ACCOMODATION: PROVIDE STUDENTS WITH A SHEET OF THE
TIMELINE DEFINITON. SIMPLIFY DEFINITION SUCH AS A timeline is a
way to organize time & dates in order.
4. Next, I will use our daily schedule as a timeline example. I will draw a line and ask
students where they think the time goes and then the subject or activity to accompany
that time. It will be like fill in the blank.
ESOL ACCOMODATION: MAKE DAILY SCHEDULE FILL-IN-BLANK
TIMELINE SUCH AS 8:00 English, 9:00 Math, 10:00 Lunch etc. THEY CAN
EITHER FILL IN JUST THE TIME OR JUST THE SUBJECT. THIS WILL BE
A GREAT WAY TO INTRODUCE TO REST OF THE CLASS AS WELL.
5. Once all explanation and examples are finished, I will set up the timeline on
http://www.readwritethink.org/files/resources/interactives/timeline_2/ and explain to
the students how we will be putting the information we use into a timeline.
6. Once the students have seen some examples, and have an idea of a timeline, I will use
my scale to have students tell me where they are comfortable with their understanding.
7. After there is some understanding, I will tell the students that we will be creating a
time capsule to put all of their work in throughout the week. I will also give an
explanation of what a time capsule is, how to use it, why we use it, etc.
ESOL ACCOMODATION: SPEAK WITH THE STUDENT ONE-ON-ONE OR
LET THEM SIT WITH ANOTHER STUDENT WHO CAN HELP EXPLAIN IN
THEIR NATIVE LANGUAGE.
8. Once everything has been explained, I will pass out the empty Lysol bottles that either
the student brought in or that I provided, and let them decorate them.
9. Once they finish decorating, I will play the back to the future song once again and
explain that for the rest of the week, when they hear that song, it will be a sign for
them to wrap up the station they are at and meet me back at the rug or at their desks.
INTERACTIVE WHITE BOARD
WEBSITE FOR IWB http://www.readwritethink.org/files/resources/interactives/timeline_2/
TIME CAPSULES (LYSOL BOTTLES)
ESOL ACCOMODATION SHEET
DECORATIVE MATERIALS (GLITTER, GLUE, STICKERS, CRAYONS ETC.)
GOALS, OBJECTIVES, & THEMES CLEARLY ON THE BOARD TO REFER TO
LEARNING SCALE
DiscussionNotes:Todayisthebeginningoftheunit.Tomorrowwewilljumpintoourstationsstartingwiththe1800sthrough
1850s.AtthistimeIwillalsobesplittingthestudentsupinto3differentgroupstomakeiteasyforthemtoknow(1)atwhat
stationtheystartateachdayand(2)toallowthemtomoveattheirownpace,askingquestions&collaboratingwithoneanother
ifneeded.
Time Traveling Through History

Pre/Post Assessment
1. Match the historical figures with their corresponding
descriptions.
They lead the first
expedition to cross the
western United States.
Martin Luther King, Jr.
Created the Red Cross for
people who needed help
in emergencies.
Alexander Graham Bell
Fought for civil rights for
black Americans.
John F. Kennedy
Invented the telephone in
1854.
Abraham Lincoln
The president that
inspired the space race in
the 1960s.
Lewis and Clark
16th president who used

to keep notes in his hat.
Clara Barton
2. In a Native American tribe, who wears the headdresses, or
chief hats?
a. The mothers in the tribe
b. The bravest and most powerful tribe members
c. The first born sons
3. What path did families take to move west for freedom from
diseases, better farmland, and more opportunities?
a. The Oregon Trail
b. The Western Path
c. Road to the Frontier
4. The first name for the telephone was Electrical Speech
Machine. Circle the correct answer.
True
False
5. What did it mean when soldiers were drafted in the world

wars?
a. They had to create a rough draft for their essays
b. They were cold from the wind blowing through the
window
c. They were forced to fight.
6. The Great Depression is when most Americans had no

money or no job. Circle the correct answer.
True
False
7. What was the place that people coming into American had
to go through in order to come into our country?
a. Ellis Island
b. Midway Station
c. American Checkpoint
8. What was the name of Lewis and Clarks Expedition?
a. Westward Trailblazers
b. The New Land Searchers
c. The Corps of Discovery
9. What was one of the most important events of the 1950s1970s?
a. The invention of the Model T Ford
b. The Space Race
c. The opening of the San Diego Zoo
Teachers name: Mary Eckes

Thematic unit theme/ title/grade level: Time, Continuity and Change/Traveling through to the 1850s/ Grade
1
Wiki Space Address: www.ucfgr1timetravelf15.weebly.com
Daily lesson plan day/title: Day 2/Tuesday/Learning about 1800s-1850s

LearningGoals/Objectives
LearningGoal:
Students will be able to understand that history tells the story of people and
events of other times and places.
LearningObjectives:
1.Objective: Students will be able to recall the story that was read during
reading block about Lewis and Clark Expedition.
2.Objective: Students will be able to learn about the Oregon Trail and learn in
an activity through technology.
3.Objective: Students will be able to learn about Lewis and Clark Expedition
and do an activity with a map.
4.Objective: Students will be able to learn about the Native Americans and
make a chief hat.
NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
(NGSSS)
NCSStheme(s):
ThemeNumberTwo:TimeContinuityandChange
LAFS1.Rl.1.1= Ask and answer questions about key details in text.
SS.1.A.2.1Understandhistorytellsthestoryofpeopleandeventsofothertimesand
places.
SS.1.A.2.2Comparelifenowwithlifeinthepast.
-VA.1.S.1.3= Create works of art to tell a personal story.

-SS. 1.G.1.3= Construct a basic map using key elements including cardinal
directions and map symbols.
Assessment
PreAssessment:
Thepreassessmentisa9questionquizincludingmatchingandmultiple
choicequestionsregardingthecontenttheywilllearninthisunitplan.Thiswill
becompletedtwoweeksinadvancetotheimplementationoftheunitplan.
PostAssessment:
ThepostassessmentisthesameasthepreassessmenttobegiventheMonday
aftertheunitplaniscompleted.
InformalAssessment:
Studentswillbeinformallyassessedontheirunderstandingofthecontent
learnedthroughtheirretellingoftheLewisandClarkbook,theunderstanding
oftheLouisandClarkvideo,beingabletomakethemapofLewisandClarks
expeditionandknowingthecompass,playingtheOregonTailapp,andmaking
achiefhatandputtingsymbolsontheirhatsthatrepresentthemselves.Making
suretheyunderstoodtheinformationlearnedfromthe18001850era.
Scale:

Throughoutthelessontheteacherwillbecheckingforunderstandingwiththis
scale.Withtheirhandsovertheirhearts,studentswillconveythenumberand
leveloftheirunderstandingthusfarinthelesson.Masteryofthelearninggoal
islevelthree.Thescaleisasfollows:
places.
2.Ikindofunderstandthathistorytellsthestoryofpeople,andeventsofother
timesandplaces.
1.Idontunderstandhistorytellsthestoryofpeople,andeventsofothertimes
andplaces.
1. Students will recall on the book we read during language arts block,
Louis and Clark: Explorers of the American West. By: Kroll Steven,
asking questions and answering questions about book. Book will be
present to go into book and look at pictures in book and recall
information.
2. During the Social Studies time we will start the day with a recap of
what happened the day before in the 1850-1900 era. Use scale to check
for understanding. Play the Back to the Future song to get students
excited and grab their attention for the next time they are going back to.
3. During the Social studies block I will talk about the 1800-1850s era.
4. Students will watch short Louis and Clark video about Lewis and Clark
expedition.
5. When watching the Louis and Clark video there will be captioning
at the bottom of the screen for any students who will need it.
6. After the video, students will be informed of the stations in the
classroom that they will be going to in groups of 4 or 5. The stations
will be of time periods and activities they will be making, or doing.
Lewis and Clark, Native Americans, and Oregon Trail.
7. As a daily hook, the song Back to the Future will be played to know
when to start the stations.
8. The students will be put in groups of 4 or 5 and stations will be set up in
classroom of Lewis and Clark expedition map, I pads for Oregon Trail
app, Lewis and Clark maps.
9. Students will be split up into the groups and sent to the different
stations.
10. There will be assistance around every group incase students will be
needing help.
11. Each group will take 15 minutes, and after 15 minutes will then rotate to
the next group. (students at station one will go to station two, students
at station two will go to three, students at station three will go to one.)
12. Each student will get a chance at every station.
13. Once every student has gone to each station, the music for back to the
future will be playing to let the students know that time is up.
14. Students will put their materials away and gather together on the carpet
to talk about what we have made and learned about.
15.
We will finish the social studies block with talking about the different
time periods we did today and put the information we have gathered on
the timeline.
Station 1: 1804- 1806; Lewis and Clark Expedition Maps

1. Students will grab a map from the center of the table.
2. Students will get out their crayon boxes, and markers will be in middle
of table for students who need them.
3. If needed there will be a example of a finished map in the center of
the station for any students who are confused or need assistance
with the expedition.
4. The students will then follow the directions on the map.
5. They will first draw a compass toward the bottom of their paper. This
will tell them which direction they are going on their expedition.
6. After they have drawn the compass they will then with a black marker
or pencil and start drawing the line of the expedition that Lewis and
Clark went on.
7. After the students have drawn the line of the Lewis and Clark
Expedition, they will then color in the states of Florida, Texas, Oregon,
and California. They will also label these states.
8. When students are done with their map they will put them in their time
capsules.
Station 2: 1811-1840; The Oregon Trail App
1. Students will have I pads at this station.
2. Each person will grab an I pad and open to the Oregon Trail App
3. This app will have them virtually going through the Oregon Trail and
navigating themselves, as if they were Lewis and Clark.
4. Each student will learn and play what it is like on the Oregon Trail.
5. The students will play this app for 15 minutes.
Station 3: The Native Americans; Chief Hats.
1. At this station there will be different materials for the students to use to
make Chief hats. This includes Construction paper, scissors, glue,
markers and feathers.
2. Each student will grab the materials they will need.
3. For their choice, there will be paper feathers, or real feathers.
4. The students will have a demonstration in the middle of the table
for them to look at when needed for assistance.
5. Each student will then make a chief hat.
6. They will color in the chief hat any way they would like, using symbols
to represent themselves (describing themselves).
7. These hats will then be put in their time capsules.
Resources/Materials
After the time is up the student will gather at the rug when
they hear the Back to the Future song and we as a class will
add the three events that they just learned about to the
timeline of events/ time they have visited
I pads
Carpet
Teacher(s) Name: Jessica Collicco
Interactive White Board

Pencils
Colored Pencils
Markers
Construction Paper
Glue
Scissors
Feathers
Maps for Lewis and Clark
Book: Louis and Clark: Explorers of the American West. By: Kroll
Steven
Time Capsules
Short Louis and Clark Expedition video:
http://www.history.com/topics/lewis-and-clark/videos/lewis--clarkexpedition-charts-new-territory
Back to the Future theme song:
http://safeshare.tv/v/ss564e3c2fd7ef3
Time Line website:
http://www.readwritethink.org/files/resources/interac
tives/timeline_2/
Thematic Unit Theme/Title/Grade Level: Time, Continuity, & Change/ Time Travel through history/ 1st Grade
Wiki space address: http://ucfgr1timetravelf15.weebly.com
Daily Lesson Plan Day/Title: Traveling through the 1850s to the 1900s (WEDNESDAY)
NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
websiteisallowed.
Thestudentswillunderstandthathistorytellsthehistoryofpeopleandeventsofother
timesandplaces.
LearningObjectives:
5. Thestudentwillwriteaninformativetextofwhattheywouldkeepintheir
versionofAbrahamLincolnsHatandwhytheychosethatspecificobject.
6. Thestudentwilluseinformationfromthereadaloud&textworksheet
provided,todiscusswithaclassmate,whatpropermedicalcareshouldbe
usedfortheirdoll.
7. Thestudentwillusetheinformation&picturesprovidedaboutAlexander
GrahamBelltodiscusstheirthoughtswithaclassmate.
8. Thestudentwillcreatetheirownversionoftelephoneusingapapercup&
thenuseittocommunicatewithclassmates.
NCSStheme(s):
NCSSTheme#2:Time,Continuity,&Change.
LAFS.1.W.1.2.Writeinformative/explanatorytextsinwhichtheynamea
topic,supplysomefactsaboutthetopic,&providesomesenseofclosure.
LAFS.1.SL.2.4.Describepeople,places,things,&eventswithrelativedetails,
expressingideas&feelingsclearly.
LAFS.K.12.L.1.1.DemonstratecommandoftheconventionsofStandard
Englishgrammar&usagewhenwritingorspeaking.
SS.1.A.2.1.Understandhistorytellsthestoryofpeople&eventsofother
times&places.
SS.1.C.1.2.Giveexamplesofpeoplewhohaveauthoritytomake&enforce
rules&lawsintheintheschool&community.***
SS.1.A.2.2.Comparelifenowwithlifeinthepast.
HE.1.B.5.2. Identify healthy options or health-related issues or problems.
HE.1.C.2.2.Explorethewaysthatafriendwouldactinavarietyofsituations.
Assessment
UnitPreAssessment:
assessments?
procedures?
UnitPostAssessment:
advancedtotheimplementationoftheunitplan.
theunitplaniscomplete.
InformalAssessment:
Studentswillbeinformallyassessedontheirunderstandingofthecontentthrough
theirwritingactivityonLincoln,collaborativeconversationaboutpropermedicaluses,
andcreatingtheirownversionofatelephone.
SCALE:Throughoutthelessontheteacherwillbecheckingforunderstandingwiththescale
providedbelow.Withtheirhandsovertheirhearts,studentswillconveythenumberandlevel
oftheirunderstandingthusfarinthelesson.Masteryofthelearninggoalislevelthree.
places.

implemented?
expectations?
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
Exceptionalities
(SLD), etc.
1.
2.
3.
4.
To start the lesson I will play the Back to the Future theme song.
For this history time block, students will meet at the classroom rug in front of the
interactive white board (IWB).
Using the IWB, we will review what we did in the three stations from Tuesdays class,
using this timeline website:
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Once we review, I will go over what is in each of the 3 stations as well as brief
directions on what the students are to do in each.
ESOL ACCOMODATION: POINT TO EACH STATION WHEN SPEAKING
ABOUT THEM SO THEY CAN SEE WHICH STATION IS BEING
DISCUSSED.
ESOL
ACCOMODATION: HETEROGENEOUS GROUPINGMAKE SURE
EACH STUDENT IS GROUPED WITH SOMEONE THAT CAN HELP THEM
WITH LANGUAGE SUPPORT IN EACH STATION.
Station1Abraham Lincoln Writing Activity: In this station, there will be writing

activity for students to complete. The top of the handout will say In my hat I
would keep and the bottom Because (sample sheet provided below). Each
student is to complete the sentence. Once they finish the writing portion, if there
is time left, students will glue the sheet on a black piece of construction paper.
From here they are to make a hat using a model that is provided to them on the
table.
ESOL ACCOMODATION: USE FIL-IN-THE BLANK TO SIMPLIFY
WRITING ACTIVITY. FOR EXAMPLE In my hat I would keep a
_______. I would keep a _______ in my hat because ___________.
Station 2Clara Barton & The Red Cross: During our reading block, we read
Clara & Davie: The story of Young Clara Barton by Patricia Polacco. At this
station will need to use their medical care worksheet, to decide what type of
medical care they need to perform on a baby doll. The worksheet will cover the
types of medical care that were mentioned in the book. Each type of care
(bandage, cast, etc.) will have its name, a picture, and a definition of what it is
used for. On a second sheet of paper will be a list of scenarios that could
potentially have happened to the baby. Collaboratively, students will need to
discuss what they think they should do to provide the most appropriate medical
care to the baby and then apply it using the tools on the table provided to them.
ESOL ACCOMODATION: WORD LIST WILL BE PROVIDED WITH
PICTURES SO STUDENTS CAN MATCH MEDICAL NAME TO
PICTURE. SCENARIOS ARE SIMPLIFIED TEXT.
Station 3Invention of the Telephone: Here, students will read about Alexander
Graham Bell and why he invented the telephone. There will also be various
pictures and/or real telephones from over the years provided at the table. Once
they distinguish the differences, they will discuss with a partner (1) Why they
think telephones have changed over the years, (2) what they think is the
importance of telephones, and (3) If they have a home phone or if their parents
only have cell phones. After they discuss this information, they will create their
own phone using 2 small paper cups and string, using the model provided, and
then talk to a partner using the phone. If they have time, they can decorate.
ESOL ACCOMODATION: SIMPLIFIED TEXTHAVE THESE FACTS
LISTED AS BULLET POINTS & A WORD LIST. DEPENDING ON THE
LEVEL, ALLOW NON-VERBAL PARTICIPATION TO OBSERVE OR

PROVIDE QUESTIONS IN NATIVE LANGUAGE UNDER THOSE IN
ENGLISH.
5.
Once all of the stations are explained, each of the 3 groups will go to same station area
that they were in the day before. (This will keep from students all going to 1 center
and prevent from asking where they are each day)
6. Each student is able to go at their own pace, doing a minimum of 2 stations. During
this time I will walk around to each of the groups to make sure students are on task, to
provide any additional help or explanations regarding the stations, and checking the
scales at each of the tables to see how students are doing.
7. Once students are finished and it is time to wrap up the stations, I will play the Back to
the Future theme song (this song means it is time to wrap up and go meet on the rug in
front of the IWB.)
8. Once students are on the rug, we will briefly talk about what students enjoyed doing
and why. At this time we will also put what we did in class, onto our class timeline at
http://www.readwritethink.org/files/resources/interactives/timeline_2/ ESOL
ACCOMODATION: ASK SIMPLE YES/NO QUESTIONS SUCH AS Did you
like this lesson? OR SIMPLE PRESENT SUCH AS What did you do/learn in
_______ center?
9. Next, I will quickly refer to the scale on the board and ask students to show me where
they think they are with each subject matter discussed today.
10. Once we finish this lesson, I will allow time for students to go and collect their time
capsule and put the activities that they did into it.
Resources/Materials
TIME CAPSULES
IWB
WEBSITE FOR IWB http://www.readwritethink.org/files/resources/interactives/timeline_2/
GOALS, OBJECTIVES, & THEMES CLEARLY ON THE BOARD TO REFER TO
LEARNING SCALE
ABRAHAM LINCOLN WRITING SHEET + ESOL MODIFICATION SHEET
PENCILS
BLANK CONSTRUCTION PAPER
GLUE / STAPLER
READ ALOUD BOOK (Clara & Davie: The story of Young Clara Barton by Patricia Polacco)
MEDICAL CARE DEFINITIONS SHEET + ESOL MODIFICATION SHEET
MEDICAL CARE SCENARIO SHEET
BABY DOLL
MEDICAL NEEDS (different types of Band-Aids, bandages, tulle for a cast)
ALEXANDER GRAHAM BELL FACTS SHEET
PICTURES OF VARIOUS PHONES SHEET + REAL PHONE EXAMPLES
LIST OF QUESTIONS SHEET
PAPER/PLASTIC CUPS
YARN
HOLEPUNCH / SCISSORS
TAPE
CRAYONS / CONSTRUCTION PAPER / GLUE / GLITTER (etc.)
DiscussionNotes:Thisisnottheendoftheunit.Tomorrowwewillbegoingthroughthe1900stothe1950s.
Teacher(s) Name: Aylene Knight____________________________________________________________

Thematic Unit Theme/Title/Grade Level: Time, Continuity, and Change/ Time Travel through History /1st grade
Wiki space address: _www. http://ucfgr1timetravelf15.weebly.com________________________________
Daily Lesson Plan Day/Title: _Travel through the 1900s to the 1950s_____________________________
NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
websiteisallowed.
TheStudentwillunderstandhistorytellsastoryofpeople,andeventsofothertimes
andplaces.
LearningObjectives:
Dependingonthetopic,4objectivesareample.Allshouldbeginwith:
9. Thestudentwillhearthedifferencebetweenthetwoversionsofthesame
songanddemonstratethatinareflection.
10. Objective:Thestudentwilldemonstratehowtheywouldfeeliftheirloved
onesweregoneshownthroughthelettertheywouldwritethem.
11. Objective:Thestudentwilldrawthemostimportantthingstothemto
understandwhatitwouldbeliketoleavetheirhome.
12. Thestudentwillbeabletonametwoeventsthathappenedinthetimeperiod
of1900to1950
NCSStheme(s):
2. Time,Continuity,andChange
LAFS.1.SL.2.4:Describepeople,places,things,andeventswithrelevant
details,expressingideasandfeelingsclearly.
LAFS.1.SL.2.5:Adddrawingsorothervisualdisplaystodescriptionswhen
appropriatetoclarifyideas,thoughts,andfeelings.
SS.1.A.2.1:Understandhistorytellsthestoryofpeopleandeventsofother
timesandplaces.
MU.1.C.1.1:Respondtospecific,teacherselectedmusicalcharacteristicsina
songorinstrumentalpiece.
Assessment
PreAssessment:
assessments?
procedures?
PostAssessment:
advancetotheimplementationoftheunitplan.
ThepostassessmentisthesameasthepreassessmenttobegiventheMondayaftertheunit
planiscompleted.
InformalAssessment:
Studentswillbeinformallyassessedontheirunderstandingofthecontentlearnedthroughtheir
GreatDepressionmusiccritique,letterwrittentolovedoneontheirwaytowarandwhatthey
packtotakewiththemwhentheycometoAmericathroughEllisIsland.
Scale:
Throughoutthelessontheteacherwillbecheckingforunderstandingwiththisscale.Withtheir
handsovertheirhearts,studentswillconveythenumberandleveloftheirunderstandingthus
farinthelesson.Masteryofthelearninggoalislevelthree.Thescaleisasfollows:
4.Iunderstandhistorytellsthestoryofpeople,andeventsofothertimesandplacesandIcan
teachthistoo.
places.

implemented?
expectations?
createdbystudents?
Exceptionalities
(SLD), etc.
Resources/Materials
1.
In the Language Arts block of the day we will read a book that introduces the idea of
The Great Depression. The book is Potato: A Tale from the Great Depression written
by Kate Lied and illustrated by Lisa Campbell Ernst.
2. During the Social Studies time we will start the day with a recap of what happened the
day before in the 1850-1900 era. Use scale to check for understanding. Play the Back
to the Future song to get students excited and grab their attention for the next time
they are going back to.
3. I will then explain the three stations that are set up for the day.
4. The Great Depression: This will be a listening and reflecting activity, and will be done
individually on IPads with earphones. The theme song for the Great Depression is
called Brother can you spare a Dime by Bing Crosby. But another singer sings it
too: Rudy Vallee. That version is considered more upbeat and happy. For the center
they are supposed to listen [ESOL/ESE] to one song at a time and write/draw
[ESOL/ESE] how it made them feel, then do the same for the next one. On the same
sheet of paper they will star the writing/drawing that made them feel how they think
people felt in the Great Depression. At the end of the day we will vote on which one
they think is the theme song.
5. The World War: This will be a letter writing center and is an individual activity. There
will be a proclamation (with pictures) [ESOL/ESE] that explains that one of their
loved ones (like mom, dad, grandparent, or sibling) is going far away and they are not
sure when or if they will return. Where they will be going is a dangerous place and
they will be surrounded by bad people. Students will talk and discuss how they
would feel with a partner before writing the letter [ESOL/ESE]. I will ask them to
write a letter to which ever loved one they chose in the letter writing format (we have
previously worked on). If the student is not able to write a full letter they can draw
a picture of how they feel [ESOL/ESE]. The letter will be written to the loved one to
read on the plane once they have left and should say how the student feels about them
leaving. This letter will be put in their capsule at the end of the day.
6. Ellis Island: There will be a suitcase with a note (and pictures) [ESOL/ESE]
explaining that they have fifteen minutes to pack their most important things because
they are leaving their home to go far away and never return. There is a worksheet that
has a picture of an open suitcase. On the inside of the suitcase they will draw
[ESOL/ESE] what they would pack to bring with them. Their suitcase will be put into
their time capsule when they are done.
7. During these stations students will be doing them and moving on at their own
pace [ESOL/ESE] with a minimum of two centers completed. They all start with the
number station to go to first, but can separate from group depending on their own
pace. These starting stations will be consistent throughout the week.
8. After the time is up the student will gather at the rug when they hear the Back to the
Future song and we as a class will add the three events that they just learned about to
the timeline of events/ time they have visited
9. Have student vote on which song they think is the Great Depression theme song.
10. Use the scale to check for understanding of this new era.
Potato: A Tale from the Great Depression written by Kate Lied and illustrated by Lisa
Campbell Ernst
http://safeshare.tv/v/ss564e3c2fd7ef3 (Back to the Future)
http://americanhistory.mrdonn.org/depression-lesson2.html (Idea for Great
Depression activity)
http://safeshare.tv/v/ss562d644e3fcfd (Song by Bing Crosby)
http://safeshare.tv/v/ss562d6495454ba (Song by Rudy Vallee)
Interactive White Board
IPad
Earphones
Crayons, colored pencils, markers, etc.
Great Depression theme song ballot
Loved One Draft
Letter format worksheet
Pack your things worksheet
Timeline website:
DiscussionNotes:Tomorrowisgoingbacktothe1950stothe1970s.
Teacher(s) Name: Sadie Shultz

ThematicUnitTheme/Title/GradeLevel:Time,Continuity,andChange/TimeTravelingThroughHistory/
st
1Grade
Wikispaceaddress:http://ucfgr1timetravelf15.weebly.com
Daily Lesson Plan Day/Title: Time Traveling Through 1950s-1970s
NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
websiteisallowed.
Thestudentwillunderstandhistorytellsthestoryofpeople,andeventsofothertimes
andplaces.
LearningObjectives:
1.Studentswilllearnthatspaceexplorationisinourcountryshistory.
2.StudentswillunderstandthatJohnF.KennedyandMartinLutherKingJr.were
influentialhistoricalfiguresofpowerandauthority.
3.StudentswillbeabletodemonstratetheirunderstandingofJohnF.Kennedyand
MartinLutherKingJr.ashistoricalfiguresofpowerbycommunicatingthisthrough
simulatedjournals,includingatleasttwokeydetailsfromthecontentlearned.
4.Studentswillunderstandthatsomefadsandfashionfromthe19501970sare
differentandsomearesimilartofadsandfashionofpresentday.
5.Studentswillbeabletoaddandordereventsofthe1950s1970sonthetimeline
usingtermsrelatedtotime.
NCSStheme(s):
Theme2:Time,Continuity,andChange
Theme6:Power,Authority,andGovernance
Theme8:Science,Technology,andSociety
Assessment
assessments?
procedures?
LAFS.K12.W.1.3.Writenarrativestodeveloprealorimaginedexperiencesorevents
usingeffectivetechnique,wellchosendetails,andwellstructuredeventsequences.
S.S.1.A.2.1.Understandhistorytellsthestoryofpeopleandeventsofothertimesand
places.
SS.1.C.2.Giveexamplesofpeoplewhohavepowerandauthoritytomakeand
enforcerulesandlawsintheschoolandcommunity.
SS.1.A.2.2.Comparelifenowwithlifethen.
SS.1.A.3.1.Usetermsrelatedtotimetosequentiallyordereventsthathaveoccurred
inschool,home,orcommunity.
PreAssessment:
Thepreassessmentisa9questionquizincludingmatchingandmultiplechoice
questionsregardingthecontenttheywilllearninthisunitplan.Thiswillbecompleted
twoweeksinadvancetotheimplementationoftheunitplan.Thisassessmentis
attachedbelowandcanalsobelocatedontheWeebly.
PostAssessment:
theunitplaniscompleted.
Studentswillbeinformallyassessedontheirunderstandingofthecontentlearned
throughtheirhistoricalfigurejournalentries,meaningfulwordstosayonthemoon,
andcomparisonsbetweenpopularchildactivitiesfromthe1950s1970sandpopular
childactivitiesinpresentday.
Throughoutthelessontheteacherwillbecheckingforunderstandingwiththisscale.
Withtheirhandsovertheirhearts,studentswillconveythenumberandleveloftheir
understandingthusfarinthelesson.Masteryofthelearninggoalislevelthree.The
scaleisasfollows:

implemented?
expectations?
createdbystudents?
Exceptionalities
(SLD), etc.
4.Iunderstandhistorytellsthestoryofpeople,andeventsofothertimesandplaces
andIcanteachthistoo.
3.Iunderstandhistorytellsthestoryofpeople,andeventsofothertimesandplaces.
2.Ikindofunderstandthathistorytellsthestoryofpeople,andeventsofothertimes
andplaces.
1.Idontunderstandhistorytellsthestoryofpeople,andeventsofothertimesand
places.
1. Transition to the unit plan block of instruction by playing the Back To The
Future theme, cueing students to gather at the rug.
2. Teacher then brings up the timeline on the IWB that we have been adding to
throughout the week. Briefly activate prior knowledge by reviewing some of
the events that we added on Thursday.
3. Read the book Where The Wild Things Are aloud to the class slowly and
clearly, showing the graphics [ESOL/ESE] as anticipatory hook revealing
that the book was written in the 1960s, which is in the next era that we will
travel through (1950s-1970s)
4. Boys and girls, this book that I just read was written and published in the
1960s, which is the last era that our class will be traveling through in our
stations. This book is something that children your age would have read during
that time in history and at one of the stations you will get to participate and
create things that children your age would have done in the 1950s-1970s. In
another station you are going to be introduced to two very inspirational people
from this era and learn about their lives and how they changed history. This
morning during our language arts block we read aloud the book Moonshot:
The Flight of Apollo 11 and got to discover different aspects of the space race
which also occurred in this new era. In the last station you are going to watch
with your very own eyes, Neil Armstrong take the first steps on the moon. I
am so excited for us to learn more about how history tells the story of people
and events through time.
5. Refer back to learning goal and check for understanding with scale.
6. Divide students into three groups and assign each group to a starting station,
from which they will rotate through the stations at their own pace.
Station 1: People of The 1950s-1970s
1. Each student will choose either John F. Kennedy or Martin Luther King Jr. to
explore and learn more about.
2. After choosing the historical figure, they will read one of the corresponding books
provided with a reading buddy, if needed [ESOL/ESE], and follow the QR
code trail using their iPads to learn more about the life of either John F. Kennedy
or Martin Luther King Jr. The QR codes lead to instructional videos and visual
timelines of the historical figures [ESOL/ESE].
3. After exploring the content, students will create a brief simulated journal entry of
the historical figure they chose during an important event of their life.
4. Teacher will walk around assisting students and checking for understanding using
the scale.
Station 2: The Space Race of The 1950s-1970s
1. Each student will use their iPad to read the QR code that will lead them to a
live video of Neil Armstrongs first steps on the moon [ESOL/ESE].
2. After watching the video, the students will imaging that they are the first
astronaut to walk on the moon and write the meaningful words they would
have said, similar to Neil Armstrongs, One small step for man, one giant leap
for mankind, as well as drawing a picture of what they would do on the
moon [ESOL/ESE].
3. Teacher will walk around assisting students and checking for understanding
using the scale.
Station 3: Fads and Fashion of
The 1950s-1970s
1. Students will get to choose
from four activities that were
popular in the 1950s-1970s
to compare to a similar
popular activity in present
day.
2. One choice is to color popular paper dolls from the 1950s that list what the
price for each outfit would have been during that timeframe [ESOL/ESE].
3. A second choice is to complete a color-by-number picture that was also a
popular activity during the 1950s [ESOL/ESE].
4. A third choice is to create a comic strip similar to the Peanuts comic that
became popular during the 1960s. Students can do this on the Comic Maker
app on their iPad.
5. A fourth choice is to create a do-it-yourself key chain that was a popular
activity in the 1970s [ESOL/ESE].
6. After students have created the activities they choose, they will write down a
comparable activity that children do in present day.
7. Teacher will walk around assisting students and checking for understanding
using the scale.
7. After all three groups have rotated through each station, the teacher will play
the Back To the Future theme in the classroom, cueing the time for the
students to gather back to the center of the classroom [ESOL/ESE].
8. Teacher will then bring up the timeline on the IWB.
9. Teacher will ask student what events or people they should add to the timeline
either in text or graphics, and call on students to come up and add them on the
IWB [ESOL/ESE].
10. Teacher will refer back to learning goal and reiterate that what they have
learned today in their stations are the people and events that have created
history.
11. Teacher will then lead brief class discussion on their week of time traveling to
close the unit plan. Asking the following questions and facilitating discussion:
Which eras that we traveled through would rather live in?
Did anything you learned about our history surprise you?
What is something you learned about this week that you are thankful it is a
part of our countrys history?
100 years from now, do you think students will do a unit plan on time
traveling back to this time frame (the early 2000s)?
What sort of stations do you think those students would rotate through to
learn about our present day?
12. Teacher will refer back to the learning goal one last time and check for
understanding using the scale.
13. Students will take home their time capsules and prepare for the post
assessment on Monday morning.
Resources/Materials
iPadsforeachstudent
TimecapsulestudentscreatedonMonday
InteractiveWhiteBoard
TimelineWebsite:
ThemeforBackToTheFuture
Moonshot:TheFlightofApollo11
APictureBookofMartinLutherKing,Jr.
JacksPathofCourage
APictureBookofJohnF.Kennedy
JohnF.Kennedy
MartinsBigWords
WheretheWildThingsAre
1950spaperdollscardstock
Crayons
SamplePeanutscomicstrip
ComicMakerApp
Beads
Keychainrings
String
Paper
Paper
Pencils
VisibleLearningGoal
VisibleScale
DiscussionNotes:Studentswilltakehometheirtimecapsuleswithanotefromtheteachertotheparentsthatsaysthefollowing:
Yourstudenthasbeenlearningaboutourcountryshistoryallthewaybacktothe1800suptothe1970sandhowitcompares
withourpresentday.Theyhavecreatedartifactsfromeacheraandhousedthemintheirtimecapsule.Pleaseencouragethemto
sharewhattheyhavelearnedwithyou!

Time, Continuity, & Change/ Time Travel Through History/ 1 Grade

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Teacher(s) Name: Jessica Collicco, Mary Eckes, Sadie Shultz, Aylene Knight

Design for Instruction

Time Traveling Through History

16th president who used

5. What did it mean when soldiers were drafted in the world

6. The Great Depression is when most Americans had no

Teachers name: Mary Eckes

Daily lesson plan day/title: Day 2/Tuesday/Learning about 1800s-1850s

-VA.1.S.1.3= Create works of art to tell a personal story.

Design for Instruction

Station 1: 1804- 1806; Lewis and Clark Expedition Maps

Teacher(s) Name: Jessica Collicco

Interactive White Board

Design for Instruction

Station1Abraham Lincoln Writing Activity: In this station, there will be writing

LEVEL, ALLOW NON-VERBAL PARTICIPATION TO OBSERVE OR

Teacher(s) Name: Aylene Knight____________________________________________________________

Design for Instruction

Teacher(s) Name: Sadie Shultz

Design for Instruction

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