Aquarius Timeline Group Project!
Focus
Grade Level
Focus Question
Aquarius Timeline
5th Grade Social Studies
How did Aquarius become what it is today? What
endeavors for the future could Aquarius take and what
kind of things can we expect from Aquarius in the future?
Learning Objectives: & Standards
By the end of this project the students will be able to
create a detailed timeline of Aquarius from their start
to current accomplishments to what the future could
hold.
Objective 4.03: Develop a search strategy, which includes
Materials
Audio/Visual Materials
Teaching Time
Seat Arrangement
Maximum Number of Students
Key Words
Background Information (Prior Knowledge)
Opening Activity
Learning Procedure ( Activity)
the continuous evaluation of the research process and the
information gathered.
Objective 4.05: Gather Information
Internet access, Contact Information and set up to connect
with Aquarius personal, bulletin board paper, art supplies
(rulers, paint/markers, glue, decorations)
Visual connection with Aquarius if at all possible, Internet
visual of the Research, examples of timeline
-1 day of instruction of project (Day 1 basic information
and outline of requirements as well as group making,
introduction to resource and hands on with students
researching)
-1 ½ weeks for project to be completed (Some in class
time combined with out of class time)
-Be able to allow after school help
-First day in classroom briefly to introduce and show some
information. Then go to computer lab to do research.
-Remaining in class sessions will be wherever students find
room for group
Full class
Aquarius, Timeline, History, Future, Research, Resources,
Group
Introduction of Aquarius, Using resources, Knowledge of
how to research
Use Introduction videos and virtual tours of Aquarius on
their website. Use previous examples to allow students to
build on their own ideas and give step for making theirs.
Begin with introduction of the Aquarius lab via the
website. Use the virtual tour to introduce the lab as well as
show pictures of the lab. Have the students’ brainstorm
about what could become of the lab and what projects
they could do, write on board. Introduce the idea of a
visual timeline; give specific instruction on guidelines
(number of events, key dates to find what happened on
the certain date and give what needs to be addressed).
Give out supplies and sort students into groups of no more
than 3. After background information has been giving and
Aquarius Timeline Group Project!
Connections to Other Subjects
Closing Activity and Assignment
Assessment (Rubric page 2)
Other Links and Resources
supplies passed out instruct students to research in the
computer lab for their events.
Science- Learning the scientific impact that Aquarious has
and will have on the field of Marine biology.
Technology- Will allow students to learn how to digitally
connect to other locations using video conferencing as well
as using appropriate research sources online.
Art- Creating the timeline
-After my first of instructional period I will give them my
examples and let them share their main ideas and creative
ideas of timeline with other groups by rotating around the
room for 5 minute segments.
-After the students deadline I will a lot 1 ½ days of sharing.
This will allow the students the time to show-off their
creative timelines as well as point out a few key events
(not all events due to overlap). We will as a class create a
“Master Timeline” of the key events to review.
I will provide a specific amount of events (10) that must be
recorded on the timeline. Out of the 10 events I will make
3 dates known to the students that the students must
include and look up the information and give the right
event. They must also provide a bibliography so that they
are gathering information from appropriate resources.
http://aquarius.uncw.edu/
CATEGORY
Content/Facts
Dates
Time Use
Resources
Graphics
Aquarius Timeline Group Project!
4
3
2
Facts were
Facts were
Facts were
accurate for all accurate for
accurate for
events reported almost all
most (~75%) of
on the timeline. events reported the events
on the timeline. reported on the
timeline.
An accurate,
An accurate,
An accurate
complete date
complete date
date has been
has been
has been
included for
included for
included for
almost every
each event.
almost every
event.
event.
Classroom time Classroom time Classroom time
was used to
was used to
was used to
work on the
work on the
work on the
project.
project the
project the
Conversations majority of the majority of the
were not
time.
time, but
disruptive and Conversations conversations
focused on the were not
often were
work.
disruptive and disruptive or
focused on the did not focus
work.
on the work.
The timeline
The timeline
The timeline
contained at
contained at
contained at
least 8-10
least 6-7 events least 5 events
events related
related to the
related to the
to the topic
topic being
topic being
being studied. studied.
studied.
All graphics are All graphics are Some graphics
effective and
effective, but
are effective
balanced with
there appear to and their use is
text use.
be too few or
balanced with
too many.
text use.
1
Facts were
often
inaccurate for
events
reported on
the timeline.
Dates are
inaccurate
and/or missing
for several
events.
Student did
not use
classroom
time to work
on the project
and/or was
highly
disruptive.
The timeline
contained
fewer than 5
events.
Several
graphics are
not effective.
Aquarius Timeline Group Project!