Skip to content
Would you like to visit your local site?


We noticed you’re located in New Zealand. There isn't a local site available. Would you like to visit the Australian site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Skip to Content
Back to Become a Creative Champion with Crayola
Sign Up!
Skip to Navigation

Learning Timeline

Bring out the baby pictures! Kids track what they've learned-how to walk, talk, ride a bike-and chart major milestones in their lives.

  • Grade 3
    Grade 4
    Grade 5
  • Multiple Lesson Periods
  • Directions

    1. Growing up! Ask students to talk with their families, read through their baby books, and look at their baby pictures. Students research when major events occurred in their lives. When did you learn to walk? Say your first word? Read? Ride a bike? When did you lose your first tooth? Start school? Students make a list of their life's milestones.
    2. On a large roll of white paper, students draw a timeline of their lives with Crayola® Washable Markers. Suggest they start with the day they were born. Mark the months and years, and show when each milestone was met.
    3. Students draw a picture to illustrate each important event and write what they remember, or the stories they've heard, about each stage.
    4. Post student milestone timelines for classmates to view.
  • Standards

    LA: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

    LA: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

    LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    SCI: Construct explanations from evidence that life cycles of plants and animals have similar features and predictable patterns.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

    VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

  • Adaptations

    Students work individually or in teams of two to research the various development stages of human development. What are the typical markers during the first year of life? What stages does an adult expect to go through? Students select one or two stages and organize a electronic presentation to share with classmates.

    Students interview parents to discuss when they hit their developmental markers. Record the information collected during the interview on the personal Learning timeline.

    Students create a personal timeline to share with parents for a personal holiday such as Mother's Day or Father's Day.


Share this Lesson Plan

  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
Back to top