IN MY LIFETIME: SCIENCE AND TECHNOLOGY TIMELINE

In My Lifetime: Science and Technology Timeline

Author(s): Phillip Combs (Sharon A. Freeman, Union Elementary School, Union, Oregon)
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Science/History/HST0003.html

Grade Level: 5th

Timeframe: Class periods: 3
Number of hours: 2 Minutes: 0

Lesson Description or Explanation:

Students need to be aware of how Science and Technology have affected their immediate lives. Students will explore and research significant science and technology events in their lifetime. They will then create a visual presentation along with a written essay of future discoveries.

Indiana Curricular Standards

Science 5.1
The Nature of Science and Technology

5.1.2 Begin to evaluate the validity of claims based on the amount and quality of the evidence cited.

5.1.5 Explain that technology extends the ability of people to make positive and/or negative changes in the world.

English: 5.2
Reading: Comprehension and Analysis of Nonfiction and Informational Text

5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.

5.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, report’s findings) and that:

· uses information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
· demonstrates that information that has been gathered has been summarized.
· organizes information by categorizing and sequencing.


ISTE Standards

Technology Operations and Concepts

b. Students select and use applications effectively and productively.

Research and Information Fluency

b. Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.


Assessments
Formative/Summative

Lesson Plan: In My Lifetime: Science and Technology Timeline

Formative: Students will be assessed on: how they work with their partners (if applicable); the resources used in the inquiry process; and the steps and information gathered during inquiry.

Summative: Students will be assessed on their final presentations, including: A final Timeline. In the form of poster, power point, or other approved choices (one per group); A final story (one per person).


Prior Knowledge

Curricular Knowledge or Skills: Based on Indiana Standards, students will have knowledge of reading text and identifying important information to create a written response.

Technology Knowledge: Students will have knowledge and understanding on how to research and gather information on the internet. Additionally, I will conduct a mini-lesson on how to use various Microsoft programs (e.g. word, power point, and publisher) and discuss appropriate internet edict.

Technology


Internet Resources: Search engines such as, www.google.com; www.yahoo.com; and www.msn.com.

Hardware: Computers with internet access. Video/Over-head projector.

Software: Microsoft Office or comparable tool program.

Procedure


In My Lifetime: Science and Technology Timeline (by Sharon A. Freeman)

v Day 1

v Pick a partner if desired. Identify the time frame they can use - date of birth to current year.
v Research events of interest to the students that have occurred in a given year and are scientifically or technologically related.
The students will use the resources in the library, such as Scientific magazines, computer and scientific encyclopedias to discover what scientific and technological discoveries occurred in that year.
v Select two events for the year of their choice and write a brief description on a 4x6" index card.
Each student will select two events of interest to him/her and write a brief description of the event. The card will include the year, what the event or discovery was, and a few descriptive sentences.

v Day 2

v Student will use day two to finish research of two events.
v Create a visual presentation (i.e. poster, brochure, or power point) that describes the group's favorite scientific or technological event that has occurred in their selected year.
Each group will select 1 event from their 4x6" cards and create a visual presentation. The presentation will include the year, the title of the event or discovery, a picture, collage, etc. of the event.

v Day 3

v Wrap up visual presentations and prepare for gallery walk.

v Write a story about discoveries of the future. (ie. cures for diseases, new technology, environmental issues, etc.)

v The class will gather for a gallery walk of students/groups final presentations.




Differentiated Instruction

ESL
ESL students will have access to the internet research by utilizing the Google translation tool. Additional sites ESL students could use to help with translation of specific texts is http://translation.paralink.com/, this site also allows the students to hear the text spoken.

Challenge/Extend

Students will research and discover current events that are related to their visual presentation. The students will draft an essay or create a visual report of how this science or technology event is currently affecting our lives.

Special Needs

We will utilize the many tools that Microsoft offers under the Accessibility program at http://www.microsoft.com/enable/at. If these tools do not meet the needs of my students, I will find the devices needed or consult a special needs instructor for advice.