Telling Time -Kaylee Colter

Lesson Title: Telling Time                                             Date: March 30^th 2014   

Name:  Kaylee Colter                                                     Subject: Math                             Grade: One

Rationale: Students will use their bodies to help them demonstrate time in hours and half hours.  In the end students will be able to read and write time on a digital and analog clock.

Prescribed Learning Outcomes:

Be able to tell time and read the time from both digital and analog clocks (on the hour).

Be able to write what time it is, in proper format on paper.

Be able to set a clock to the time you are given (on the hour). As well as represent that time using their bodies.

Instructional Objectives: Students will be able to read the time from both digital and analog clocks, and they will know that time of day they do certain activities at. For example what time they got to bed, what time they brush their teeth and what time they go home from school.

Prerequisites Concepts and Skills: Have a basic understanding from a previous lesson of a digital clock and an analog clock.

Key Vocabulary: Clock, hour, half hour, thirty, analog, digital, vertical, horizontal, having some former knowledge about these terms will be very helpful.

Materials and Resources:

Teachers	Students
·         Digital clock and analog clock. (Large enough to be easily seen) ·         White boards and markers for the students. ·         Work sheets for the students who are in the groups that are waiting at their tables. ·         Work sheets to send home at the end of the lesson.	·         Pencil

Total Duration: Two early years class periods, 30 to 50 minutes.

Original Lesson Plan: http://mathlessons.about.com/od/firstgradelessons/a/Lesson-Plan-Telling-Time.htm

Lesson Activities:

Teacher Activities	Student Activities	Time
Introduction: Depending on what time you teach math during the day, it would be helpful to have a clock sound an alarm when you are going to begin the class. · It’s best to start this lesson with a discussion of morning, afternoon, and night. When do you get up? When do you brush your teeth? When do you get on the bus for school?  Have students put these into the appropriate categories of morning, afternoon, and night. · Tell students that we are going to get a little more specific. There are special times of day that we do things, and the clock shows us when. Show them the analog clock (the toy or the classroom clock) and the digital clock. Body: · Set the time on the analog clock for 3:00. First draw their attention to the digital clock. The number(s) before the : describe the hours, and the numbers after the : describe the minutes. So for 3:00, we are exactly at 3 o’clock and no extra minutes. · Then draw their attention to the analog clock. Tell them that this clock can also show the time. The short hand shows the same thing as the number(s) before the : on the digital clock - the hours. · Show them how the long hand on the analog clock moves faster than the short hand - it is moving by minutes. When it is at 0 minutes, it will be right up at the top, by the 12. (This is hard for kids to understand.) · Have students stand up. Have them use one arm to show where the long clock hand will be when it is at zero minutes. Their hands should be straight up above their heads. Just like they just showed you on the analog clock. · Then have them imitate the 3:00 short hand. Using their unused arm, have them put this out to the side so that they are imitating the hands of the clock. Repeat with 6:00 (do the analog clock first) then 9:00, then 12:00. Both arms should be straight above their heads for 12:00. · (Do not do this lesson)  Change the digital clock to be 3:30. Show what this looks like on the analog clock. Have students use their bodies to imitate 3:30, then 6:30, then 9:30. Closure · For the remainder of the class period, or at the introduction of the next class period, have to whole class come to the carpet area and ask for volunteers to come up to the front of the class and make a time with their bodies for other students to guess.	Have the students take out their small white boards and write the 3:00, with the 3 before the : and the 00 after the : Do that with a few other times, but to keep it simple always stick to a time that is right on the hour. Have students come up and make the long hand move quickly around the circle to reach the 12 and zero minutes several times. Have them move this hand rapidly around an imaginary circle to represent what the minute hand does. Have the students practice many different times, but for now only times that are exactly on the hour. This part will be used in the next lesson about telling time. This will just be a good way to practice what they have just learned.	5 to 10 minutes 30 minutes   10 minutes Or the time you have left in the class period.

Universal Design for Learning (UDL) and Differentiated Instruction (DI): Instead of doing this as a whole class activity I would split the class into three groups so the child with autism doesn’t feel so overwhelmed. Then only one group at a time would come to the carpet area and learn how to tell time, while the other groups would be working on a simple math sheet that they could do on their own at their desks. There is also a chance that children with autism may have some extra trouble with social relationships and communication so I put the student who has autism with a group of students who are, helpful and accepting. Hopefully this will help make the activity easier for the child with autism to learn how to tell time in a less stressful and more productive way, without separating them form the rest of the class. For this lesson I would also take out the last step and not worry about teaching them about the half hours yet, let the students get used to telling time first and then add in the minute hand during the next lesson. This will especially help the child with autism in the class because if things are kept simple he will be able to fallow along and not get confused with too much new information all at once.

Organizational Strategies: The groups were chosen so that students who work well together were placed in the same group and the ones whom would need a little bit of extra help were spread out throughout the three different groups. The student with autism would be in the group with the patient and helpful students.

Behavioural Management Strategies: Grouping the student who has autism with students that are patient, helpful and accepting will make that student feel less overwhelmed and more comfortable with the work they are doing, because they will get the little bit of extra help they need from other students. The teacher will also be involved in the whole lesson so they will be right there and able to step in if anything happens during the lesson.

Assessment and Evaluation: Have students go home and discuss with their parents the times (to the nearest hour) that they do at least three important things during the day. They should write these down on the work sheet sent home in the correct digital format. Parents should sign the paper indicating that they have had these discussions with their child.

Also a few days after you have done the lesson you can have all the students do a quick review at carpet time and see what they remember.

Extensions: In the next lesson on time telling you can review what you have learned and the start to teach the students about the minute hand on the clock. Start with just teaching them the half hours, and when they are comfortable with that move on to every five minutes.

Reflections: I really like the fact that this lesson plan show that you can teach students in grade one to tell time. In the classes that I have been in this year none of the grade one students knew how to tell time off an analog clock, and some of them didn’t even know how to tell time from a digital clock.