Transportation Timeline

Grade: 5th
SS Disciplines: Geography
NCSS Content standards:
Standard VIII: Science, Technology, and Society
This standard is covered because modes of transportation and the evolution
of these modes have everything to do with how society and technology are
interconnected and how society affects the evolution of technology.

SS.35.H.1
Essential Concept and/or Skill: Understand historical patterns, periods of time
and the relationships among these elements.
1. Provide objectives: (What are students going to learn?)
Using a variety of resources, students will be able to create a timeline of the
evolution of a given mode of transportation (trains, airplanes, boats/ships) with at
least 90 percent accuracy on the provided timeline checklist.
2. Procedures: (may include direct instruction modeling, grouping, cooperative
learning, etc)
a. (Students will have background information about modes of transportation
from previous lessons).
b. As a whole class students will watch a short video about the development of
the interstate highway system of the 1950s: https://www.youtube.com/watch?
v=8U8SMuZd8aQ
c. Class discussion about the evolving needs of transportation. Example
questions: Ask the students to give you examples of different modes of
transportation and write their responses on the board. At this time, the
teacher will ask about specific modes of transportation. (For example-- the
teacher will point to car written on the board, and ask students how long the
car has been around.) How did people get around 300 years ago? Is this still
common? Why do we think that these old modes of transportation are not
used as often anymore? (possible answer: cars are more efficient) How are
cars more efficient? Why would we rather use car for transportation instead of
a horse or instead of walking?
d. Today, we are going to research the evolution of different types of
transportation. Of these modes listed on the board, which do we think are
most commonly used? (Scaffold students to choose three of the most popular
modes of transportation).
e. I am going to show you an example of a timeline that shows the evolution
and history of the car.Teacher will show the students an example of an

interactive timeline from this website: (http://www.timetoast.com/timelines/thehistory-of-cars--9).

f. Students will break into small groups of 4-5. Groups will be assigned a mode
of transportation that was discussed earlier in class. Using the research
materials provided (iPads, books, newspaper articles, recommended
websites, etc.) they will research their given mode of transportation.
g. Using the information gathered during their research, students will create a
timeline. (At this time the teacher will remind the students that this timeline
has no limits. Students will be given freedom in choosing how they want to
display their timeline. It can be done on a large poster, on a prezi, through a
video, etc.)
h. Students will present their timeline at the end of the week. They will be
encouraged to present their timeline in an engaging way. (All students should
be involved
3. Check for understanding and provide student feedback: How will you know
students understand the skill or concept? How will they know they get it?
Students will create their own timeline, in small groups of 4-5, about a specific mode
of transportation assigned to their group. Students will be given a checklist of things
they must include in their timeline. After students complete the timeline, they will
present their timeline to the class and provide an explanation for the setup that they
chose.
4. Assessment: Briefly describe how you will evaluate student progress
Student Checklist
-Include 5 dates/events
-Include a picture for each event
-Include a description for each event
-Make sure its neat and organized
Student Rubric (10 pts)
/2pts

Timeline includes 5 important events throughout time.

/2pts

Each event listed is accompanied by a short description of what happened.

/2pts

Each event listed is accompanied by a short explanation of why that event

was important.

/2pts

Final product is organized and displays evidence of effort.

/2pt
s

Student participated in group and worked well with other group members.

/2pt
s

Students presentation will be well organized and demonstrate

professionalism.

5. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?

-Students who need extra assistance, particularly in the area of organization,
will be given a template with which to work.
b. Extension for students of high ability
-Students of high ability can be grouped together and asked to compile a
more comprehensive timeline of the history of American transportation that includes
multiple modes of transportation.
6. References (Curriculum materials, previous teachers, online websites, your past
experiences, etc):
http://www.timetoast.com/timelines/the-history-of-cars--9
https://iowacore.gov/iowa-core/subject/social-studies/5/history