Dinosaur Timeline

Overview

In this lesson, students will create a simple picture timeline about dinosaurs, including an “earlier” and “later” sequence, and a symbol for extinction. They will learn how artworks can show ideas and be described by an audience, linking to visual art making and communicating.

Learning intentions

Students will:

• make an artwork that shows a sequence using images and symbols
• choose materials and techniques to represent ideas (earlier, later, extinction)
• describe their artwork using simple art words (e.g., first, next, last, dinosaur, big/small, happy/sad)

Success criteria

Students can:

• place 2–3 dinosaur pictures in order on a timeline strip (first → next → last)
• add at least one symbol (e.g., cross, skull-like shape, cloud with rain) to show extinction
• tell or point to parts of their artwork while using the sequence words first/next/last

Curriculum links

• Visual Arts — CA1-VIS-01: make artworks using materials and techniques to represent subject matter and ideas, and describe ways artists convey ideas
• Mathematics — MA1-NSM-02: describe and compare duration using the language of “past” and “to” (simplified as earlier → later)
• English (supporting) — EN1-CWT-01: plan and create short written/drawn messages for a purpose (labelling parts of the timeline)
• English (supporting) — EN1-PHOKW-01: use phonics to help with writing a few dinosaur/time words (e.g., “first”, “next”, “last”, “dino” if attempted)

Lesson structure (90 minutes)

1. 0–10 min · Warm-up: dinosaur story talk. Teacher shows two image cards: “early dinosaurs” and “later dinosaurs” and asks students what comes first and what comes last; students respond using first/next/last and point to the images.

2. 10–25 min · Model the timeline idea. Teacher demonstrates a pre-made timeline strip with 3 boxes, drawing a simple dinosaur in each box (first and next look similar; last shows a sad dinosaur or an extinction symbol). Students watch and then practise pointing along a “timeline” line on the floor or table with finger-movement from first → next → last.

3. 25–40 min · Planning: choose images and symbols. Teacher lays out small cut-out dinosaurs (or printed pictures) and several symbol options (e.g., red X, storm cloud, cracked ground, sad face). Students choose their dinosaur images and pick one extinction symbol, placing them in order on a rough paper strip.

4. 40–70 min · Create: make the dinosaur timeline artwork. Teacher helps students build their timeline on A4 card or paper using glue sticks and markers.

• Student task: place chosen images into the timeline boxes from first → next → last.
• Student task: add colour and a symbol in the final box to show extinction.
• Teacher prompts: “Which box is first? Which box is last? What does this symbol mean?”

5. 70–82 min · Gallery walk: describe and listen. Teacher sets up a small classroom “gallery” on a table/wall. Students take turns showing their timeline to an adult/teacher and describing it with sentence starters on a visual card:

• “First, I drew…”
• “Next, I…”
• “Last, I showed extinction with…” For the second student (since there are 2 students total), swap roles: one points while the other tells, then switch.

6. 82–90 min · Exit check: one-minute timeline explanation. Teacher asks each student to point to first/next/last on their artwork and answer a quick question: “What happens at the end?” Students answer using a symbol or drawing cue plus a word (e.g., “last”, “sad”, “gone”).

Resources

• Printed dinosaur picture cards (2–3 options per student)
• Timeline strips template (3 boxes) on sturdy paper
• Symbol cards or cut-outs (extinction options such as red X, storm cloud, sad face)
• Coloured pencils, crayons, or markers
• Scissors (teacher-assisted if needed), glue sticks, safety scissors
• Visual sentence starter cards (First/Next/Last)
• Example model timeline (teacher-made)
• Gallery display tape or Blu Tack
• Optional: number cards or simple “earlier/later” pictorial cues

Assessment

• Ongoing teacher observation: can the student place images in first → next → last order?
• Artwork check: does the timeline include 2–3 dinosaur images and at least one extinction symbol in the last box?
• Quick exit: can the student point to first/next/last and identify what happens at the end using simple language or symbols?

Differentiation

• Support: use bigger picture cards, fewer choices (2–3 dinosaurs, 2 symbol options), and provide sentence starters with images (First/Next/Last).
• Support for fine-motor needs: pre-cut pieces or teacher cuts; use glue sticks with larger application areas; allow finger-painting or dot-marking for details.
• Extension: add a “change” detail between first and next (e.g., one dinosaur has a different pattern/size), and include a simple label such as “first” and “last” (dictated to teacher if needed).
• EAL/SEN considerations: accept non-verbal responses (pointing, showing) as evidence; repeat key words slowly and consistently; allow extra time to respond.