Lesson plan

Timeline of My Life

Students will have the time of their lives, as they represent their school day on a timeline. From the moment they wake up to the end of school, students will enjoy communicating their day in chronological order.
GradeSubjectView aligned standards

Students will be able to place important life events in chronological order.

(5 minutes)
What is a Timeline?George WashingtonAbraham Lincoln
  • Display 5-6 photos representing important life events out of order.
  • Share the importance of each photo with the class. *Examples may include: birth, first bike ride, a birthday celebration, and a family trip. Be sure to include photos that would show a distinction between ages.
  • Tell students that each photo shows a different time period of your life, and when put together it tells a story.
(10 minutes)
  • Tell students that you would like to place the photos in chronological order.
  • Explain that Chronological orderIs the arrangement of things following one another in time.
  • Ask students to view the photos and assist you in placing the photos in order from left to right.
  • As photos are being placed in order, write the events’ year near each photo, and draw a line connecting each year from end to end.
  • Have students observe the information on the board. Draw students’ attention to the years to show how the years are increasing.
  • Explain to students that they are viewing a Timeline, a linear representation of important events in order. Tell students that timelines can be a visual way to recount experiences and can aid in oral presentations.
(5 minutes)
  • Pass out the What is a Timeline? worksheet.
  • Review the worksheet with students and explain that timelines can also be used to show events during the day.
  • Ask students to read and discuss how the timeline is similar to their morning routine.
  • Next, pass out a blank sheet of paper, and ask students to reflect upon their school day. Tell students they will create a school day timeline.
  • Draw a line going across the board horizontally.
  • Direct students to begin at the far left of the timeline, and place a vertical line at the end. Ask students to write the time they wake up for school under the vertical line.
  • Model another event on the board to students. Examples may include: Time I eat breakfast, time I leave for school, the time school starts, or lunchtime.
(20 minutes)
  • Each student will continue working on their school day timelines.
  • Set expectations on how many events students are to list.
  • Ask students to illustrate and colour each event on their timeline.
  • Enrichment:To challenge students, ask them to produce a timeline that represents a full day, from waking up to going to sleep.
  • Support:To assist students needing extra support, reduce the amount of events or ask students to only illustrate their events on their timeline.
(10 minutes)
  • Ask students to form partnerships and share their timelines. These timelines serve as a recount of their experience throughout the day. Tell students to:
    1. Share the events
    2. Explain how their drawings show more information about the event
  • To check for understanding, monitor the classroom as students are drawing their timelines and share their ideas, thoughts and feelings about their timelines and drawings.
  • Check for correctness on student work and assist if necessary.
(10 minutes)
  • Ask students to share what they learned in today’s lesson. Have them describe how their timelines and drawings help to clarify their thoughts, feelings, or ideas about timelines and the events of their day.
  • Assign the George Washington or Abraham Lincoln worksheet as an additional in class or homework assignment to solidify the lesson.

Add to collection

Create new collection

Create new collection

New Collection