Name: Madisyn Stewart Lesson Title: family timeline

Date: 04/19/23 Grade Level: preschool Circle one: ECE

PKSN
Standard(s)/Guideline(s): With modeling and support, remember and use information for a variety of purposes. Identify
similarities and differences of personal, family and cultural characteristics, and those of other
Pre-assessment of current knowledge: We have been focusing on families and how each family comes with different
characteristics. We have started a chapter on family timelines, and understanding terms like older, younger, etc

Instructional Objectives Assessment of Student Learning Learning Experience

(1-2)

One/Two Assessed Identify Evidence: (What will you collect or Academic Language:
Instructional record as data to demonstrate students Older, younger, aunt, uncle, grandma,
Objective(s): The have met your objective(s) and skill?) grandpa, baby, longer, timeline
student will be able to... Procedural steps:
I will collect anecdotal notes in order to see
Remember the members the data of which students were able to hook: students will get asked if they know
of their family and use identify the order of family members by age what a timeline is if any say “yes” I will ask
their background for an explanation. If none know the
knowledge to figure out I will ask them questions such as “is mommy meaning, I will explain what a family timeline
who is older and who is or daddy older” and when it comes to pets consists of
younger things like “Was your ____ a baby when you Introduction- I will invite one student over at a
got them” time. I will ask the student to tell me about
the people in their families.

Program Monitoring: (How will you I will take note of what students call each
aggregate or compile your evidence into a member of their family (for example,
class or group view?) Grandma= Nana)
My students will then be asked who is older
than each family member
The data collected timeline data will be 1) As I ask each student, I will record
displayed on a piece of poster paper and my notes as to if students could
One Assessed hung in the hallway of the Jets room. recognize who was older, and
Developmental Skill: Families will be able to observe their younger
Memorization, number knowledge of their family tree 2) I will write down the order of family
sense, organization members ages on the timeline
created for each student.
3) If a student didn’t know who was
older there was not a space created
between the dashes on the timeline
4) My students will determine who is
older and youngest between all
named members in their family
5) The final will consist of placing the
Safety Considerations: timelines in the hallways for family to
Making sure I was exhibit
thoughtful of how I asked
students about their Authentic Materials: (Describe authentic
families real-life, hands-on materials.)
Making the timelines, using their background
knowledge of families

Adult Roles:
 -create timeline
- guide students through family members
- explain the meaning of a timeline
Display the timeline in the hallway

Resources & References:

https://www.ag.ndsu.edu/cff/family_science/family-community-education/
Handout2FamilyTimelineActivity.pdf