Timeline Creation

Year Level

Year 1

Duration

60 minutes

Class Size

2 students

Unit Title

Past, Present and Future

Lesson Title

Timeline Creation

---

NSW Curriculum Context

Learning Area

Humanities and Social Sciences (HASS)

Content Descriptions

• History: Sequence familiar objects and events (ACHASSK035).
• Society and Culture: Identify and describe factors that influence family, community, and daily life today and in the past (ACHASSK034).

Achievement Standard (Year 1)

By the end of Year 1, students should be able to:

• Identify continuity and change in family structures, roles, and significant daily life aspects.
• Develop questions and collect, sort, and record information from observations and provided sources.
• Interpret information, discuss perspectives, draw conclusions, and share narratives about people, places, and the past, using subject-specific terms.

---

Learning Objectives

By the end of this lesson, students will be able to:

1. Identify and describe key changes in modes of transport from the past to the present.
2. Create a simple timeline reflecting the evolution of transport using pictures and descriptions.
3. Use sequencing skills to compare past and present transport.
4. Use appropriate vocabulary related to time, past, present, and changes over time.
5. Communicate observations and ideas about the changes in transport.

---

Resources Required

• Printed pictures of various transport types (e.g., horse-drawn carriage, old car, bicycle, airplane, modern car).
• Simple blank timeline worksheets with dates or periods labelled (e.g., "Past," "Present").
• Glue sticks, coloured pencils/markers.
• Small whiteboard and markers.
• Paper and pencils for drawing and writing.
• "Transport Evolution" word bank with simple descriptive words (e.g., old, new, slow, fast).

---

Lesson Structure

1. Introduction and Engagement (10 minutes)

• Activity: Begin with a brief interactive discussion:
• Ask, "Can you name some ways people travel?"
• Show pictures of different transport types (old and modern).
• Discuss: Which ones do you think people used a long time ago? Which do we use now?
• Objective: Stimulate curiosity and activate prior knowledge about transport and time.
• Teaching Tip: Use language accessible to Year 1 students, emphasising terms like "past," "a long time ago," and "now."

---

2. Guided Exploration (15 minutes)

• Activity: Compare pictures of different transport types:
• Present the horse-drawn carriage, an old car, and a modern car.
• Together, describe each using the "Transport Evolution" word bank.
• Discuss differences such as speed, appearance, and when they were used.
• Introduce the concept of a timeline: "A timeline helps us see when things happened in order."
• Objective: Build understanding of sequencing and change over time.

---

3. Main Activity – Timeline Creation (25 minutes)

• Activity:
• Provide each student with timeline worksheets.
• Students arrange pictures of transport in chronological order on the timeline: past to present.
• Support students to glue pictures in place, write or dictate a simple description for each.
• Encourage discussion between the two students, comparing their timelines and explaining their choices.
• Objective: Develop sequencing skills, hand-eye coordination, and verbal/written expression about historical change.

---

4. Reflection and Sharing (10 minutes)

• Activity:
• Each student shares their timeline with the other and the teacher.
• Discuss what they learned about how transport has changed.
• Use questioning to prompt language use: "What is different about this transport from the past? What is the same?"
• Objective: Consolidate learning and encourage communication skills.

---

Differentiation and Support

• For students needing extra support:
• Provide pre-cut pictures for easier handling.
• Offer sentence starters for descriptions, e.g., "This is a ___, people used it ___ years ago."
• For advanced learners:
• Encourage drawing an additional future mode of transport.
• Ask critical thinking questions comparing speed, safety, or how transport affects life.

---

Assessment

• Formative Assessment:
• Observe student participation in discussions about past and present transport.
• Review the completed timeline for correct sequencing and appropriate descriptions.
• Listen to students’ explanations during the sharing session for their understanding of changes over time.
• Criteria:
• Correct chronological order of transport images.
• Use of appropriate vocabulary related to time (past, present).
• Ability to communicate observations about changes in transport.

---

Cross-Curricular Links

• English: Developing oral language through discussion and narrative; early writing skills in timeline descriptions.
• Visual Arts: Using drawing and colouring to personalise timelines.
• Digital Technologies (optional): With assistance, students could use simple digital tools to create a digital timeline or slideshow of transport evolution.

---

Teacher Reflection Notes

• Monitor how well students grasp the timeline concept, as it's foundational for understanding historical sequencing.
• Consider integrating local transport history (if accessible) to personalise the learning experience.
• Note the vocabulary and language structures students use when talking about past and present to inform future lessons.

---

This lesson aligns fully with NSW Year 1 HASS standards by focusing on sequencing events, recognising continuity and change, developing inquiry skills, and using subject-specific language, all tailored to a small class environment for individual engagement and peer interaction. The timeline activity is hands-on and visual, catering to young learners' developmental needs. The lesson also offers avenues for incorporating differentiated support and extension to cater to diverse learners.