I. RATIONALE:
This lesson provides grade level curriculum for first grade
through the use of the common core standards and adequately meets what students
are expected to know about telling time.
II. OVERVIEW
Grade
Level: 1st Grade
Subject(s): Math
Topic
of Study: Measurement and
Data-Telling Time
Time
Allotment: One Week
Standards: 1.MD.B.3. Tell and write time
in hours and half-hours using analog and digital clocks.
Mathematical
Practices:
1.MP.5.
Use appropriate tools strategically
1.MP.6.
Attend to precision.
1.MP.7.
Look for and make use of structure.
Objectives: Students will be able to tell
time using analog and digital clocks, through the implementation of appropriate
tools and activities.
Reflection: Assessing
Prior Knowledge and Planning Instruction
Prior to the lesson, students will need to know that clocks are used to
tell time and there are analog clocks as well as digital clocks. Prior
knowledge and experiences will be assessed through reading, “What Time Is It Mr. Crocodile?” and our
discussion thereafter. This information will be taken into consideration in
knowing how simple I need to start and with how many students already know how
to tell time versus those students who have no background knowledge at all.
Differentiation of learning will then come into play. This content, Measurement
and Data (Telling Time) should be taught at this grade level because most students
will be cognitively ready and it is a skill that they should acquire. Also it
meets the standards in Common Core and I will be teaching it at the beginning
of the school year so that I can assist them throughout and help them become
successful with telling time.
III. IMPLEMENTATION
Procedure:
· Read “What Time is it Mr. Crocodile?”
o
This will spark student’s interest and being
able to recognize that the lesson will be on learning how to tell time.
· Have
students brainstorm as a class how long a second is and write them on the
smartboard.
· Have
students complete how long is a minute worksheet and activity.
o
In groups, students will perform activities that
last a minute long so that they have a sense and understanding o how long a
minute is.
· Students
will then complete a sorting activity based on A.M and P.M
o
Students will sort which category the activity
would occur in A.M. or P.M.
· We will
then complete a number line of 12 groups of 5 linking cubes until we have a
total of 60 cubes in our line. We will then practice counting by 5’s and then
by 1’s until we reached a certain cube.
· To make
a connection with the clock, students will turn their number line into a circle
and add the group numbers as well as the cube amount numbers.
o
In a group, students will practice moving the
long hand (minute hand) around while their partner counted the cubes (minutes).
· Bring
class together to refer to the anchor chart and interactive online clock
displaying the analog and digital clock and showing students the minute hand
that they just built and introduce the hour hand. They will also be able to
compare the analog clock to the digital clock.
o
Go over vocabulary that has to do with telling
time such as: face, hour hand, minute hand, etc.
· Have
students perform the activity “Excuse me, what time is it?”
o
Students will create clocks on their Ipads by
drawing them and selecting a time that they want their peers to figure out as
they move around the room to their peers and fill out a worksheet of the time
on their way.
· The
final activity that will be conducted in class is the telling-time quiz that is
an application on the Ipads.
o
I will be able to collect these scores for
assessment.
· Homework
will be conducted online through their blogs in which students are to draw an
analog clock in their home and upload it onto their blog. They will need to
also write out what time that their drawn out clock states.
Reflection: Designing Instruction
(InTask Standards 7 and 8):
The instructional
methods that I have described are ones that I feel will help students to be
adequately successful with being able to tell time, understanding the
vocabulary and knowing the difference between analog and digital clocks. Also
by gaining an understanding of a sense of time through the activities that we
will complete. My activities allow students to be engaged in creative and high
order of thinking by being exposed to activities that allow them to think
beyond what just the time is. They will often times work in group settings
where they will have peer collaboration and be creative in their tasks.
Technology
Integration:
Both my students and I will be using technology throughout
the lesson, as we will be learning about how to tell time. I will use the Smart
Board to introduce the interactive clock, which will enable me to show students
effectively how to tell time. Students will also conduct an activity by
correctly drawing a clock on their Ipads and then going around to their peers
showing their clock and figuring out the time on others drawn clocks. The final
activity in class will allow me to successfully assess students as they will
take a telling-time quiz where they are given an analog clock and digital clock
and they will need to be able to tell time on both. For homework students will
be using their blog to upload a clock they have drawn of their home clock and
their written out time. Their peer’s will all be able to see their work and
look through the different drawing of times each student has.
Differentiated
Instruction:
- Cognitive delay: Go
over and introduce unfamiliar vocabulary, peer and teacher aid interaction
and help, group work and collaboration, modeling of work.
- Gifted: Pair
the gifted students up with cognitively delayed or ELL students so that
they can act as a teacher to them which enables further learning on both
sides, give more critical thinking minute examples to complete, provide a
hard thinker station for them to complete more difficult clocks.
- ELL: Provide
story to be listened in L1 language first, introduce unfamiliar vocabulary
beforehand, have a keyword box that they can refer to in their L1
language, allow peer and teacher aid interaction and help, group work,
allow less attempts for activities given.
IV. ASSESSMENT
Procedure: Students will be assessed
through the several activities that they will be performing such as the second,
minute, A.M, P.M., creating a number line and turning it into a clock, and
excuse me what time is it? I will informally assess them during these
activities and take notes on their success and needs. This will allow me to
make changes during instruction if needed. I will summatively assess my
students through the use of the telling-time quiz and through their blog
postings.
Instruments: *See attachment (Telling Time
Test)
Reflection: Planning
Assessment (InTask Standard 6):
These assessments align
in supporting the objectives of my lesson because it will guide and enable them
to be successful with learning how to tell time. I will be able to see if
students are being successful in their learning of the content through
observations, collection of work, a quiz, and online blog. Students are able to
demonstrate higher order of thinking through participating in activities that
help their understanding of telling time at a deeper level. These assessments
will provide feedback in determining whether the objective and students needs
are met. I will then be able to alter my lesson if needed and help students be
successful with learning the content.
IIV. MATERIALS AND RESOURCES
Materials
-Paper
-Pencils
-What Time Is It Mr. Crocodile?
-Worksheets
-Smart
Board
-Ipads
-Anchor
Chart
-Quiz
Reflection: How does your lesson meet each of the
ISTE NETs Standards?
My
lesson meets several of the ISTE NETs standards, one of the main objectives I
want for my students is to inspire their learning of learning how to tell time
through the use of creative learning and application. This enables their
learning to be more meaningful and inspires them to learn. Technology is
thoroughly integrated throughout my lesson to support our technologically
advancing world. Assessments and learning will be evaluated, and I will be able
to see whether my lesson needs to be altered during the application process or
afterwards seeing that the objective has not been met. Students will promote
and model digital citizenship through respect of the computers that they will
be using as well as an understanding of the safe and ethical use of being on
the Internet while doing research. Every individual learner needs will be met
accordingly and an example of this can be done on the computers by changing the
settings and making appropriate adjustments. Differentiated instruction will
also be in mind. Students will be able to engage with their peers based on
their new understandings and their clocks they draw. Having digital etiquette
as well as responsible social interactions related to the use of technology
will be expected.
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