EVOLUTION OF COMPUTER TECHNOLOGY TIMELINE

PROJECT
(Reading Comprehension/ WTL/Learning Portfolio Assignment/ Collaborative
Assignment)
UTILIZES: Graphic Organizers, Active Teaching Through Modeling, Student Control of
Portions
Class Project Summary:
In class we will conduct our Evolution of Computer Technology project as we
explore the development of computer technology dating from the 1800s until
today. The students will create a timeline complete with pictures of the technologies
they find. The following site is an example of the content they will find and use:
http://www.livescience.com/20718-computer-history.html
Methods for Modeling Comprehension (Reading Comprehension)
The timeline will be assigned in periods of time evenly for the number of
students in the class. Each person will then take their share of the years assigned. I
will model for the class using the website for a reference and how to simplify the
most important information for placement on the time line. The timeline will be
placed on provided poster board for each group. I will then ask each student to find
their first item and walk around to confirm that they are identifying the facts that
they need. A matrix will be provided as a guide for the class as to how many items
they should find to display for each time period. This will help students stay on task.
Collaboration:
Students will first find their information individually and then come together with
their pictures and typed information to display on the timeline. Their assignment will
give them a target number of technologies to aim for and report on per year. They
will work together to place the items in order and create the visual display. The
group will work together to complete the number of items should there be any
missing. As a class in the end we will construct the full timeline and discuss trends
and differences through the development years of computer technology.
Graphic Organizers: (WTL)
We will compare and contrast computers of the 1800s-1900s to computers of
the 2000s using graphic organizers. I will ask that they utilize the timeline to create
their graphic organizer and list up to 10 ways they were alike and different. This will
go into their Learning Portfolio. The timeline overall can also be seen as a graphic
organizer.
Maryland Reading Standards:

CCSS.ELA-LITERACY.RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
CCSS.ELA-LITERACY.RST.9-10.7

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
Computer Science Content Standards (CSTA)
CL.L2-01 Apply productivity/ multimedia tools and peripherals to group collaboration and
support learning throughout the curriculum.

CT.L2-08 Use visual representations of problem states, structures, and data (e.g., graphs,
charts, network diagrams, flowcharts).

CT.L2-14 Examine connections between elements of mathematics and computer science

including binary numbers, logic, sets and functions.

CT.L2-15 Provide examples of interdisciplinary applications of computational thinking.

CD.L2-02 Identify a variety of electronic devices that contain computational processors.
CD.L2-04 Use developmentally appropriate, accurate terminology when communicating about
technology.

CD.L3A-01 Describe the unique features of computers embedded in mobile devices and vehicles
(e.g., cell phones, automobiles, airplanes).