Jenna Betts & Adam Hebert

Social Studies Learning Center

Dr. Murray
February 16th, 2017

Teacher's Guide for Learning Center

Goal and Objective: The goal of this learning center is for students to understand how their
community has evolved over time. This particular center can be found in NB curriculum under
You and Your World, Unit 4, Outcome 1.4.1 and is designed for grade 1. This outcome states that
students will be expected to demonstrate an understanding that the way people live in their
community evolved over time.

Procedure for Centre Management: The centre will be set up with a three-panel board as a
backdrop; displaying pictures that represent Fredericton in the past and in the present as well as a
model timeline that represents the presenters lives. Here is an example of that it would look like:

Activities and Assessment Strategies

 Must Activities
Clothesline-Timeline
This timeline activity will aid in students
understanding time concepts. To make a
connection regarding this, students will
draw a timeline of their own lives. Doing
this allows students to visually see how
their own lives has changed and can
connect it to how things change overtime.
My Town (Past, Present, Future)
This activity is designed aid students in
identifying and describing changes in their
community over time. Much like the
timeline activity students will develop a
picture timeline that represents what their
town looked like in past, present, and in
the future. Students will research their
hometown and find a picture from the past
(from at least 20 years ago), a picture
from the present and then students will
draw a picture that represents the future of
their community. Pictures can be found in
the NB archives or perhaps a family
member may have a picture the student(s)
can use for this activity.
Book: Ill Love You Forever
by Robert Munsch
The teacher will use the book Ill Love
You Forever by Robert Munsch as a read
aloud. After the teacher reads the book out
loud a class discussion will take place.
The teacher will highlight how the young
boy in book grows and grows from a baby
to a man. The teacher will ask the students
to highlight how time has changed over
the time in the book. Following discussion
Assessment Strategy
Checklist
The teacher and the students will follow a
checklist to make sure students have done all the
steps for this assignment. Teachers can use the
checklist as a form of formative assessment.
Students should fulfill all requirements on the
checklist.
Anecdotal Notes
The teacher will take anecdotal notes for this
assignment. Be sure to check to see that students
understand that their community can change over
time. To do this, the teacher can ask students
questions or listen to conversations that are being
held between students during the activity.
Observations/Questioning
For this activity, the teacher will observe students
discussions to ensure that they understand how
this book can show how time changes. The
teacher can also assess students based on the
answers they give from the question period at the
end of the read aloud.
Possible questions to ask:
1. Do you think that the young boy is
students will fill out an exit slip
explaining what they learnt from
discussion.
Should Activity
Time Capsule:
Students will work in groups of 2 and
decorate their time capsule. Once the
capsules are completed, have a class
brainstorm and discussion over what sort
of items we might want to put into their
capsule. Students will then make their
own lists and decide on their top 10 and
provide written reasons. Students will
present their items and reasons to the
class, one-by-one as they place them in
their box. There will be opportunity for
student and teacher questions.
Optional: If students wish to actually
bury their capsule, time permits, and the
students will be in the school for the next
few years, it is possible to set up a date
for burring and retrieving.
Role Play: Creative/Dramatic Activity
In groups of 4 (maybe one of 3 or 5),
students will work together to create a
small dramatization that includes people
from the past (100 years ago), people
from the future (100 years from now),
and people from the present. These
changing over time?
2. How do you know he is changing?
3. Can someone explain to me one way the
mother has changed throughout the book?
4. How do you know that the mother has
changed?
5. After listening to this story, do you think
that youre changing?
Assessment Strategy
Anecdotal Notes/Exit Slip:
Anecdotal notes can be taken throughout all phases
of the activity. The exit slip will consist of a few
questions regarding their favourite item and why.
Attached will be their written rationales for
selecting the items they selected.
Anecdotal Notes:
Anecdotal notes will be taken for each student
during the brainstorming, researching, planning,
practicing, and performing stages of the activity. It
is imperative not to focus solely on performance as
some students are shy and not so outgoing. Instead,
ensure and assess the understanding students have
characters will interact in present
Fredericton. Students will base their
characters name, profession, and way of
acting in their current setting. They will
have historical pictures books to research
the past and they will make educated
guess as to what the future might be like.
Students will have time to write in
practice this in their groups before the
performance. After the performance there
will be time for the teacher and other
students to ask question about their
peers plays.
of the differences of their community over time.
Anecdotal notes can also be recorded during the
director questioning period at the end of the
dramatization.
Potential questions:
o Why did you choose the names you
did?
o Why did the character act this way?
o Why did you give your character
that job?

Could Activity Assessment Strategy

Puzzle: Conversation with the teacher:

Students will design and create their very Before gluing, have a brief conversation with the
own puzzle. On a large piece of paper students to answer any questions about their art and
students will create a design that why it is they have chosen the visuals they did.
represents the past, present and future.
Their work will stretch back 100 years and
forward 100 years. It is important to
include themselves, their community, and
any other details that may speak to the
concept of time and change. Once
complete the teacher will glue their work
to a piece of cardboard and the students
can cut their picture into a puzzle.
Provided there is time students can borrow
and try each other students puzzles.

Student Instructions

Timeline
 In the boxes on your handout draw a picture that shows how you have grown up since
you were a baby.
If you need help, ask the teacher or look at the example the teacher made
After you draw and color your picture, cut out each box and clothes pin it to the string
timeline.

My Town (Past, Present, Future)

Find a picture of your hometown from a long time ago and a picture of it now.
You can find these pictures on the internet from the help of the teacher.
Or you can ask your parents to help you find these pictures.
Draw a picture of what you think your hometown will look like 50 years from now.
Glue these three pictures in order from past, present, and future onto a poster paper.

Book: Ill Love You Forever

by Robert Munsch

Listen to the story Ill Love You Forever

While the teacher is reading think about how the little boy changes over time
Be prepared to answer some questions at the end of the read aloud!

Time Capsule:

1. You will design a box for your time capsule. Decorate it using the construction materials
and make it look beautiful and modern.
2. Together we will think of ideas of modern items you would like to place in the box.
3. You will create a list of things you want in your capsule. Make sure to come up with
reasons for why you are including it in your time capsule.
4. Select your 10 favourite items for the capsule. Make sure all the items fit in your capsule!
5. Present your items and reason to the class as you place them 1 by 1 into the capsule.
6. Once all capsules are complete you will, with the teachers assistance, seal your capsule
with tape.

Role Play:

1. In groups of 4 (approximately) you will create a short play! In your play you will include
at least: 1 person from the past (100 years ago), 1 person from the future (100 years from
now), and 1 person from the present.
2. You will research the way things were and base your past character(s) on your findings.
 3. You will make and estimation of what life will be like in 100 years and base your future
character(s) on this.
4. With each character include:
1. A name
2. Their job
3. The reason why they are in that time period
4. How they will act
b. Perform your play to the class! (Well try to keep it under 5 minutes long!)
c. Be ready to answer some questions after the play.

Puzzle:

1. You are going to make a puzzle!

2. Your puzzle will stretch back in time 100 years but will also include elements from the
present and 100 years into the future.
3. You can use any visuals you want to represent time and change, so long as you can tell us
why you chose those images.
4. With the teachers help you will glue it and cut it into puzzle pieces where you will be
able to challenge yourself and your friends!

Process for Designing

The teacher(s) will purchase a white three-panel board, from the dollar store. Proceeding,
he/she will draw a sign that indicates the past, present, and future. He/she will then draw the title
Community: then and now. The teacher can color the title and the sign. On one side of the
panel board the teacher(s) will write past and on the other panel present. Then the teacher will
then choose three photos that represented Fredericton in the past and then choose three photos
that represents Fredericton in the present and get them printed off; gluing the pictures on the
appropriate side of the panel board. The teacher(s) will also find pictures that demonstrate how
they have changed over time; these pictures could be from when they were an infant, toddler, and
perhaps at high school graduation. Again, the teacher(s) will print these pictures off. Then the
teacher(s) will glue these pictures on the board; underneath the title. The teacher(s) will make
small holes on the sides of the board and the string 5 lines across the board to act as a clothes
line; which will be used for one of the activities found in the learning centre. Finally, attach some
clothes pins to the string.

Materials Needed for Each Activity and Backdrop

Backdrop

Three-panel board
Markers
Rope
Mini clothes pins
Pictures of Fredericton
3 from the past
3 from the present
Pictures of teacher(s) modeling how their lives has changed
1 baby picture
1 toddler picture
1 high school graduation picture

Timeline

Timeline string
Mini clothes pins
Handout with boxes for students to draw in
Coloring materials
Scissors

My Town (Past, Present, Future)

Search engine
Printer
Glue
Scissors
Poster paper
Paper for students to draw their future town on

Book: Ill Love You Forever

Book: Ill Love You Forever

Exit slip

Time Capsule:

Plastic containers with covers (1 per group)

Duct tape
 Decorative supplies (glitter, glue, etc)

Role Play:

Historical picture books

A variety of futuristic and historical props if necessary

Puzzle:

Big paper
Drawing/Colouring utensils
Cardboard (same size as paper)
Strong Glue
Scissors

Assessment
Timeline Checklist
Do students have

Student has at least three pictures showing how their lives changed overtime
Students demonstrated clear understanding of the order of events
Students drawings are accurate
Students can explain their drawings
Students put in effort on assignment

Book: Ill Love You Forever by Robert Munsch

Exit Slip:

1. What did you like about reading this book?

2. What does this book remind you of?
3. What do you think is the most important thing you learned when you
read this story?
 Student
Instructions
Your Clothesline-Timeline
You are going to make a clothesline-
timeline of your life! Well get to see
how things change overtime.
1. In the boxes on your handout draw a
picture that shows the three most
important things that have happened in
your life! Youll show how you have grown
up since you were a baby.
2. If you need help ask the teacher.
3. After you draw and color your picture,
cut out each box and you and your
teacher will use clothes pins to pins it to
the string timeline on the teachers board.
4. Be ready to tell the group about the
pictures you draw.
 5. Remember to have fun, use your
imagination, and try your best!

Clothesline-
Timeline
Assessment
Checklist
Do students have
o Student has at least three pictures
showing how their lives changed
overtime
o Students demonstrated clear
understanding of the order of
events
o Students can explain their
drawings
o It is clear that thought and effort
has been put into the drawings
 Student
Instructions
My Town (Past, Present, Future)
You are going to make a poster that shows
what your hometown looked like in the past,
what it looks like now and what you think it
will look like 50 years from now!
1. With the teachers help, you will find
pictures from your hometown from a long
time ago and a picture of it now
2. Print these pictures off and glue them
in order on a poster board
3. Now you will draw a picture of what
you think your hometown will look like 50
years from now! Be creative. Will cars fly
in 50 years?
4. After you draw what you think your
town will look like in 50 years glue it to
your poster board
5. Now you can decorate your poster
board!
 Student
Instructions
Read Aloud: Ill Love You Forever
Its story time! You get to listen to the teacher
read you a story by Robert Munsch. Make sure
to pay close attention to the story so you can
answer some questions after!
1. Sit on the story mat
2. Listen to the teacher read you a story
3. Start thinking about how the little boy
changes over time
4. Be ready for some questions at the
end of the story!
Name:____________________________

Love You Forever: Exit

Slip
1.What did you like about reading this book?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

2.What does this book remind you of?

 ________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

3.What do you think is the most important thing

you learned when you read this story?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

Student
Instructions
Your Time Capsule
1. You will design a box for your time
capsule. Decorate it using the construction
materials. Make it look beautiful!
2. Together we will think of ideas of
modern items you would like to place in
the box.
3. You will create a list of things you want
in your capsule. Make sure to come up
with reasons for why you are including it in
your time capsule and write it down.
4. Select 5-10 of your favourite items for
the capsule. Make sure all the items fit in
your capsule!
5. Present your items and reason to the
class as you place them 1 by 1 into the
capsule.
 Your Time
Capsule:
Exit Slip
Exit Slip:
1.If you could only pick one item to put in your
time capsule what would it be?
________________________________________________
________________________________________________
________________________________________________
________________________________________________

2.Why did you choose this item?

________________________________________________
________________________________________________
________________________________________________
________________________________________________

3.What do you think is the most important thing

you learned in making your time capsule?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
 Student
Instructions
Role Playing
1.In groups of 4 (approximately) you will create a
short play! In your play you will include at
least: 1 person from the past (100 years ago),
1 person from the future (100 years from now),
and 1 person from the present.
2.You will research the way things were 100
years ago, and base your past-character(s) on
your findings.
3.You will make and estimation of what life will
be like in 100 years and base your future-
character(s) on this.
4.With each character include:
1.A name
2.Their job
3.The reason why they are in that time
period
4.How they will act
b.Perform your play to the class! (Well try to
keep it under 5 minutes long!)
c. Be ready to answer some questions about your
characters after the play.
 Student
Instructions
Changing Times Puzzle
1. You are going to make a puzzle!
2. Your puzzle will stretch back in time
100 years but will also include elements
from the present and 100 years into the
future.
3. You can use any visuals you want to
represent time and change, so long as you
can tell us why you chose those images.
4. With the teachers help you will glue it
and cut it into puzzle pieces where you will
be able to challenge yourself and your
friends!
5. Be creative!