Time Lesson Plan
Name:
Date:
School:
Grade Level: |
Max Millard and Frank McNerney
11/30/06
New College of California
First Grade |
Ia. Learning Objectives and Outcomes:
- Students will be able to tell (read) time on digital and analog (traditional) clocks.
- Students will understand the break down of hours into minutes.
- Students will perform mathematical operations on their clocks; adding and subtracting time in 60 and 30 minute values.
Ib. Language Objectives:
- New vocabulary will be introduced and learned relative to the concept of time: digital, analog, hour hand, minute hand, and half-hour.
II Mathematics Standards to be Addressed:
- Measurement and Geometry 1.2: Tell the time to the nearest half hour and relate time to events (e.g. before/after, shorter/longer).
- Algebra and Functions 1.3: Create problem situations that might lead to given number sentences involving addition and subtraction.
- Number Sense 2.2: Use the inverse relationship between addition and subtraction to solve problems.
- Number Sense – 2.2.4 - Count by 2s, 5s, and 10s to 100. (specifically by 5s).
IIa. Technology Standards to be Addressed:
- Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies.
- Use a variety of media and technology resources for directed and independent learning activities.
- Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning.
III Background/Rationale (include necessary prior skills)
- The class will be exposed to time and clocks, digital time, fractions and time, and addition and subtraction of time.
- The class has recently completed a Mathematics unit on fractions. This lesson will build on that knowledge by applying fractions to time.
IV Process:
a. (Into)
- Jokes for first graders: What breed of dog can tell time? A watchdog. Why did the silly man throw his clock out the window? He wanted to see time fly.
- Discussion: Why is time important? What would happen if we didn't have clocks? How would we know when to get up and go to sleep? How could school start on time? How could we watch our favorite TV shows? How would people know when is their lunch break?
- Objects: Get interest by showing students large digital clock-radio and other types of clocks, such as watches, hourglass, sundial.
b. (Through)
- Get kids smoothly onto carpet with their plastic, toy clocks.
- Go over the basics of minute hand vs. hour hand, and how the minute hand breaks the hour up into minutes.
- Move on to discuss half-hour intervals, explaining that 2:30 is one-half an hour later than 2 o’clock and one-half hour before 7 o’clock, etc.
- Talk about 60 minutes in each hour, and how it is 30 minutes past the hour when the minute hand is on the 6.
- Test understanding of step 4. Students should be able now to identify 2:30, 3:00, 7:30, 9:00, etc.
- Introduce digital. Show analog watch and digital watch. Anyone know the word digital? Anyone seen a digital clock?
- Demonstrate reading a digital clock (left to right, colon breaks up hours (on left) and minutes (on right).
- Distribute small models of analog clocks to kids, so that they can move the hands around. Model with a large mock analog clock that the whole call can read, and a large digital clock. Set the digital clock at different times for the exact hour and 30 minutes past the hour. Ask the students to set their clocks to the same time.
- If kids can handle this then do a few more examples of whole and half hours but use the terms "add an hour," "subtract an hour," "add a half hour," "subtract a half hour."
- Explain access and operation of the land of time web portal. Send students to their computers to experiment with time “games”.
c. (Beyond)
- Have kids go home and talk about their favorite TV show, what time it begins, what time it ends, how long it lasts, how many commercials it contains.
V Assessment and Teacher Reflection/Evaluation: (Describe how you will assess students and know they have learned)
We will be assessing students' understanding of and/or difficulty with the concepts of the lesson. Additionally, we will also be looking for attentive listening, following of classroom rules, and mutual respect from all students. Here are the rubrics to evaluate their understanding:
2 = mastery
1 = acceptable (may improve)
0 = not acceptable (must improve)
Telling Time
- Can read a digital clock showing the time in numbers.
- Can read a traditional clock for the hours and 30 minutes past any hour.
- Can tell when a digital and traditional clock are showing the same time, for 30-minute intervals.
Expressing Time
- Knows that 1:30 is the same as half past one.
- Knows that 3 in the afternoon is the same as 3 o'clock.
- Knows that noon and midnight are the same as 12 o'clock.
Hours and Minutes
- Knows the difference between the hour and minute hands.
- Can read the number of hours shown by the hour hand.
- Can read the minute hand when it's on the 12 or the 6.
Adding and Subtracting Time
- Can add hours to the time shown on the clock.
- Can add 30 minutes to the time shown.
- Can subtract hours.
- Can subtract 30 minutes.
VI Materials:
- Large analog clock, large digital clock, digital clock radio, digital watch, analog watch.
- Individual manipulative clocks for each student.
- Optional: additional time devices, such as hourglass, sundial, cell phone with built-in clock, timer for cooking.