Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Science History Timeline

Content Area: Biology
Grade Level(s): 9-12

Content Standard Addressed: SB1. Obtain, evaluate, and communicate information to analyze the nature of
the relationships between structures and functions in living cells. b. Develop and use models to explain the
role of cellular reproduction (including binary fission, mitosis, and meiosis) in maintaining genetic continuity.

Technology Standard Addressed: ISTE-S 6 Creative Communicator- Students communicate clearly and
express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.

Selected Technology Tool: Timeline

URL(s) to support the lesson (if applicable):

http://www.readwritethink.org/files/resources/interactives/timeline_2/

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Providing a step-by-step hand-out detailing how to use Timeline,
provided in Spanish and English will help those struggling with the technology as well as with understanding
the language. This would be especially helpful as the website does not have an option for another language to
be used. Providing a simple guide with a skeleton of what type of information should be included in the
timeline would give students a clear goal of what is expected of them. This could also be in Spanish as well as
English and could have visual aids of what the timeline could look like.

Lesson idea implementation:

After studying mitosis, meiosis, and binary fission, the teacher will provide the students with a list of
scientists who contributed to the discovery of these processes. Students will be placed in groups of three and
will decide which scientist they want to study. The teacher will provide them with possible resources they
could use as well as show them how to access other reliable resources within their research. Using these
resources, they will create a presentation on the scientist using the productivity tool Timeline, being sure to
provide clear, succinct explanations of each event they have chosen to include. The events chosen need to be
related to the scientists process in making his discovery, including his childhood, any experiments he tried
that failed, etc. The students will also be expected to turn in a reference list when it is completed.
By the end of this first lesson plan in this two-part segment students should have at least 2 events
marked and completed on their timeline. The teacher will provide direct verbal feedback throughout the class
period as he/she observes students progress and answers any questions. The activity is expected to take two
class periods to complete, with the first half of the third class being used for presentations. The final product
will extend student learning to a higher level as they do self- learning through research and create a final
product highlighting events they analyzed and viewed as important and relevant. Differentiation in the final
product occurs as the students choose their own topics and areas to focus on and are encouraged to be as

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 Beyond-the-Basic Productivity Tools (BBPT)
creative as they would like in the creation of their final product. The completed timeline will also be used as a
resource for each student to study.

Reflective Practice:
Requiring the students to pick events they feel are relevant and then provide succinct, clear explanations of
those events impacts student learning by encouraging them to truly understand the significance of certain
events in the scientist’s life that led to the discovery of scientific processes. This has the potential to make the
content more relevant to the students lives as they learn the history and process behind science, not just the
steps and facts from a textbook. As mentioned above, the further extension of this lesson is the presentation
given by each group to the class and the use of each groups timeline as a study resource for every member of
the class. Other productivity tools, such as Inspiration or Bubbl.us could be used to create a concept map
tying together important events rather than simply using Timeline. Also, Prezi could also be used as an
alternative tool.

Spring 2018_SJB