Created byNicole Baldwin

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My Time-Traveling Adventure Book

Grade 1Social StudiesHistory3 days

In this project, first-grade students embark on a time-traveling adventure to create a book about their journey to the past. They will research and illustrate a chosen historical period, compare their life to life in the past through journal entries, and reflect on what they learned from their experience. The project integrates social studies and language arts, encouraging students to develop narrative writing skills and express their understanding of historical events and places while drawing comparisons between the past and present.

Time TravelHistorical PeriodsNarrative WritingJournalingHistorical ComparisonPast and PresentReflections

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as time travelers, create a book about our journey to the past, highlighting who we are, the challenges we face, and what we learn from comparing that time period to today?

Essential Questions

Supporting questions that break down major concepts.

Who are you?
What time period are you traveling to?
What was life like in that time period?
How is that time period different from today?
What challenges might you face traveling to the past?
What can you learn from the past?

Standards & Learning Goals

Learning Goals

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

Students will understand different historical time periods and how they relate to today.
Students will develop narrative writing skills by creating a story about their journey to the past.
Students will learn to express ideas clearly through descriptive language when discussing historical events and places.
Students will be able to identify challenges faced in the past and compare them to modern times.
Students will integrate knowledge from social studies to create a coherent and vivid narrative.

National Council for the Social Studies (NCSS)

SS.K-4.H.2

Primary

Understand the history of one's own local community and how communities in North America varied long ago.Reason: The project encourages students to explore and understand different historical time periods and compare them to their own.

SS.K-1.H.1

Primary

Understand that history involves stories of the past, including telling about people, places, and events.Reason: Creating a book involves telling a story about the past, connecting students with historical narratives.

Common Core State Standards (CCSS)

CCSS.ELA-LITERACY.W.1.3

Primary

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.Reason: The students will be writing a narrative about their time travel experience, describing sequences of events from the past.

CCSS.ELA-LITERACY.SL.1.4

Primary

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Reason: Students will describe historical events and places, clearly expressing their understanding and ideas about their travels.

Entry Events

Events that will be used to introduce the project to students

The Broken Time Machine

Students receive a 'broken' time machine (a cardboard box with lots of buttons and lights) and a manual with missing pages. They must research different historical periods to 'repair' the machine and understand where each button will take them.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Postcard from the Past - Exploring the Time Period

Students research and illustrate the time period they are traveling to. They will focus on daily life, clothing, and common activities.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a historical time period to research. (e.g., Pilgrims, Wild West, Ancient Egypt).

2. Find 3-5 pictures of people, places, or things from that time period. Use books or kid-friendly websites.

3. Draw your own versions of these pictures on the page.

4. Write a short caption under each picture explaining what it shows.

Final Product

What students will submit as the final product of the activityA two-page spread in their book featuring drawings and captions describing what life was like in their chosen time period.

Alignment

How this activity aligns with the learning objectives & standardsBuilds on CCSS.ELA-Literacy.W.1.3 (Sequenced events) and SS.K-4.H.2 (Understand the history of one's own local community and how communities in North America varied long ago).

Activity 2

Time Traveler's Journal - A Day in the Past

Students imagine themselves in the past and write about a typical day. They should compare and contrast their life to life in the past.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Imagine you are living in the time period you researched.

2. Think about what you would do from morning until night.

3. Write a short journal entry describing your day. Use words that show what happened first, next, and last.

4. Include at least two sentences comparing something from that time period to something in your life today.

Final Product

What students will submit as the final product of the activityA journal entry from the perspective of the student time traveler describing a day in the life of someone from the past, with comparisons to their modern life.

Alignment

How this activity aligns with the learning objectives & standardsAddresses CCSS.ELA-Literacy.SL.1.4 (Describe people, places, things, and events with relevant details) and SS.K-4.H.2 (comparing historical time periods to their own).

Activity 3

Back to the Future - Reflections on the Journey

Students write about returning to the present and what they learned from their journey. They will complete the book with a reflection on their experience.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Write about how you returned to the present (the time machine worked!).

2. Describe one thing you learned about the past.

3. Write one sentence about how visiting the past made you think differently about your own life or the people who lived long ago.

4. Draw a picture of yourself back in the present.

Final Product

What students will submit as the final product of the activityA final page in their book describing their return to the present, something they learned, and how the experience changed their view of the past.

Alignment

How this activity aligns with the learning objectives & standardsReinforces CCSS.ELA-Literacy.W.1.3 (sense of closure) and SS.K-1.H.1 (telling about people, places, and events).

Activity 4

'All About Me' - The Present Day

Students create a 'Me in the Present' page for their time travel book. This establishes their identity before their journey.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Draw a self-portrait or paste a photo of yourself.

2. Write your name and age clearly.

3. Write 2-3 sentences describing your favorite things to do, eat, or play with in the present.

Final Product

What students will submit as the final product of the activityA colorful page with a self-portrait, name, age, and a brief description of their life in the present.

Alignment

How this activity aligns with the learning objectives & standardsCovers SS.K-1.H.1 (Understand that history involves stories of the past) and introduces CCSS.ELA-Literacy.W.1.3 (Write narratives in which they recount two or more appropriately sequenced events).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Time Travel Book Rubric

Category 1

Postcard from the Past - Exploring the Time Period

This category assesses the student’s ability to accurately research and illustrate a chosen historical time period. It measures historical accuracy, visual representation, and the quality of explanatory captions.

Criterion 1

Historical Accuracy

Accuracy of details presented about the chosen historical period, including people, places, and events.

Exemplary

4 Points

Presents highly accurate and detailed information about the historical period, demonstrating a deep understanding.

Proficient

3 Points

Presents mostly accurate information about the historical period, demonstrating a good understanding.

Developing

2 Points

Presents some accurate information about the historical period, but with noticeable gaps or inaccuracies.

Beginning

1 Points

Presents limited or inaccurate information about the historical period, showing a minimal understanding.

Criterion 2

Illustrations and Visual Representation

Effectiveness of the illustrations in depicting the historical period.

Exemplary

4 Points

Illustrations are exceptionally detailed, visually appealing, and accurately represent the historical period, significantly enhancing understanding.

Proficient

3 Points

Illustrations are detailed, visually appealing, and accurately represent the historical period, enhancing understanding.

Developing

2 Points

Illustrations are somewhat detailed and represent the historical period, but with some inaccuracies or lack of clarity.

Beginning

1 Points

Illustrations are basic, lack detail, and do not accurately represent the historical period.

Criterion 3

Caption Clarity and Detail

Clarity and detail in captions explaining the illustrations.

Exemplary

4 Points

Captions are exceptionally clear, detailed, and insightful, providing comprehensive explanations of the illustrations and their historical significance.

Proficient

3 Points

Captions are clear, detailed, and informative, providing good explanations of the illustrations and their historical significance.

Developing

2 Points

Captions are somewhat clear and provide basic explanations of the illustrations, but lack detail or insight.

Beginning

1 Points

Captions are unclear, lack detail, and fail to adequately explain the illustrations.

Category 2

Time Traveler's Journal - A Day in the Past

This category evaluates the student’s ability to imagine themselves in a historical time period and write a journal entry comparing and contrasting that life with their own. It focuses on creativity, sequencing, and comparative analysis.

Criterion 1

Creative Description of Daily Life

Creativity and detail in imagining and describing a typical day in the chosen historical period.

Exemplary

4 Points

Demonstrates exceptional creativity and provides rich, detailed descriptions of a typical day, vividly bringing the historical period to life.

Proficient

3 Points

Demonstrates creativity and provides detailed descriptions of a typical day, effectively portraying the historical period.

Developing

2 Points

Shows some creativity and provides basic descriptions of a typical day, but lacks detail and vividness.

Beginning

1 Points

Lacks creativity and provides minimal descriptions of a typical day, failing to capture the essence of the historical period.

Criterion 2

Sequencing with Temporal Words

Use of temporal words (first, next, last) to show the sequence of events in the journal entry.

Exemplary

4 Points

Uses temporal words masterfully to create a seamless and clear sequence of events, enhancing the narrative flow.

Proficient

3 Points

Uses temporal words effectively to create a clear sequence of events in the journal entry.

Developing

2 Points

Uses some temporal words, but the sequence of events is not always clear or logical.

Beginning

1 Points

Rarely uses temporal words, making it difficult to follow the sequence of events.

Criterion 3

Historical Comparison

Effectiveness of comparisons between life in the past and life today.

Exemplary

4 Points

Provides insightful and thought-provoking comparisons between life in the past and life today, demonstrating a deep understanding of both.

Proficient

3 Points

Provides clear and relevant comparisons between life in the past and life today, demonstrating a good understanding of both.

Developing

2 Points

Provides some comparisons between life in the past and life today, but they are superficial or lack relevance.

Beginning

1 Points

Provides few or no meaningful comparisons between life in the past and life today.

Category 3

Back to the Future - Reflections on the Journey

This category assesses the student’s ability to reflect on their time travel experience, focusing on their return to the present, what they learned, and how the experience changed their perspective.

Criterion 1

Return to the Present

Clarity and detail in describing the return to the present.

Exemplary

4 Points

Provides a vivid and compelling description of the return to the present, creating a strong sense of closure.

Proficient

3 Points

Provides a clear and detailed description of the return to the present.

Developing

2 Points

Provides a basic description of the return to the present, but lacks detail or clarity.

Beginning

1 Points

Provides a minimal or unclear description of the return to the present.

Criterion 2

Reflection on Learning

Insightfulness of the reflection on what was learned about the past.

Exemplary

4 Points

Demonstrates profound insight into what was learned about the past, showing a deep understanding of its significance.

Proficient

3 Points

Demonstrates clear insight into what was learned about the past, showing a good understanding of its significance.

Developing

2 Points

Shows some understanding of what was learned about the past, but the reflection lacks depth.

Beginning

1 Points

Shows limited understanding of what was learned about the past, and the reflection is superficial.

Criterion 3

Impact of the Journey

Thoughtfulness of the sentence reflecting on how visiting the past changed the student’s view of their own life or the people who lived long ago.

Exemplary

4 Points

Provides a deeply thoughtful and transformative reflection on how visiting the past changed the student’s perspective, demonstrating empathy and understanding.

Proficient

3 Points

Provides a thoughtful reflection on how visiting the past changed the student’s perspective, demonstrating empathy and understanding.

Developing

2 Points

Provides a basic reflection on how visiting the past may have changed the student’s perspective, but it lacks depth.

Beginning

1 Points

Provides a minimal or superficial reflection on how visiting the past may have changed the student’s perspective.

Category 4

'All About Me' - The Present Day

This category assesses the student’s ability to introduce themselves in the present day, focusing on self-representation, personal information, and the expression of their preferences.

Criterion 1

Self-Representation

Clarity and completeness of the self-portrait or photo.

Exemplary

4 Points

Self-portrait or photo is exceptionally clear, detailed, and visually appealing, effectively representing the student.

Proficient

3 Points

Self-portrait or photo is clear, detailed, and visually appealing, effectively representing the student.

Developing

2 Points

Self-portrait or photo is somewhat clear and represents the student, but lacks detail or visual appeal.

Beginning

1 Points

Self-portrait or photo is unclear, lacks detail, and does not effectively represent the student.

Criterion 2

Personal Information

Clarity and accuracy of the student’s name and age.

Exemplary

4 Points

Name and age are written with exceptional clarity and accuracy, prominently displayed on the page.

Proficient

3 Points

Name and age are written with clarity and accuracy.

Developing

2 Points

Name and age are legible but may lack clarity or have minor inaccuracies.

Beginning

1 Points

Name and age are illegible or inaccurate.

Criterion 3

Description of Preferences

Detail and expressiveness in describing favorite things to do, eat, or play with.

Exemplary

4 Points

Provides vivid and expressive descriptions of favorite things, creating a strong sense of the student’s personality and interests.

Proficient

3 Points

Provides detailed and expressive descriptions of favorite things, effectively conveying the student’s personality and interests.

Developing

2 Points

Provides basic descriptions of favorite things, but lacks detail and expressiveness.

Beginning

1 Points

Provides minimal or superficial descriptions of favorite things.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most surprising thing you learned about the past?

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Question 2

How is your life different from someone who lived in the past? Give one example.

Text

Required

Question 3

Did visiting the past change how you think about your own life?

Multiple choice

Required

Options

Yes, a lot!

A little bit.

Not really.

Question 4

What was your favorite part of making this time travel book?

Text

Required