Introduction
This lesson is part of a bigger unit on Measurements. At the end of the week or so, students will be able to tell and write time to the nearest minute and measure time intervals in minutes on an analog clock. But for this one lesson, the goal is for students to be able to tell and write time to the nearest minute on an analog clock.This lesson is part of a bigger unit on Measurements. At the end of the week or so, students will be able to tell and write time to the nearest minute and measure time intervals in minutes on an analog clock. But for this one lesson, the goal is for students to be able to tell and write time to the nearest minute on an analog clock.
It is assumed that:
--Students will already know addition and subtraction.
--Students will already know some of their multiplications.
--Students will already know the difference between digital and analog clocks.
--Students will already know how to tell time by the hour, half-hour, quarter hour, and the 5 minutes.
Task
Learning Objective:
Students should be able to tell and write time to the nearest minute through the incorporation of technology into the lesson plan.
Technology Needed:
SMART BOARD
Students can come up and interact with the board to move the hands of the clock as well as a reference for when going through the Google Earth activity, the game, and the Virtual Tour.
INDIVIDUAL IPADS
Students will have a clock on it that can switch from digital to analog. They will on be working on the same software platform where it will be connected to the smartboard where student’s answers will be projected on to the screen (similar to sli.do). They can participate together and will also play an interactive game that reviews what they previously learned on how to tell time, as well as challenge them on whether they’ve learned how to tell time by the minute.
- “Bedtime Bandits” http://mrnussbaum.com/bedtime-2/
- Make into group game (2 teams, play together)
INDIVIDUAL VIRTUAL REALITY HEAD SETS
Students can be engaged during this lesson plan by going through a virtual tour of the inside of the clockwork of a clock to spark their interest and motivate them. This can also act as a segway into a hands-on project for building a model clock.
GOOGLE EARTH
Students will be challenged to engage in the importance of learning to tell time by incorporating the different time zones on google earth. This can also be used as a segway into another lesson on geography and the different time zones or a science lesson. Ultimately, it will act as a tool to engage students’ interest in learning the material and making the lesson plan more relevant to them.
Additional Materials Needed:
--Large clock with moveable hands
--Mini clocks with moveable hands (one per student)
--Individual braille clock/watch for students who are blind.
Process
- I will first introduce the lesson plan through activating prior knowledge by asking students to think on what we use time for and why it is important.
- I will Model for them an answer by thinking out loud one example that we might use time for and one reason as to why time or being able to tell time might be important.
- After a giving some time to think and write down their answers, I will have them Turn-and -Talk with a partner and share with each other.
- After a couple minutes, I will ask a couple students to share what they or their partner shared with each other (to ensure that they are listening to each other, as well as to take off the pressure of having an answer if they could not think of one but their partner did.
- Then I will have the students go on Google Earth to gain students’ attention and motivate them by practically seeing the importance of time and how it is relevant to us and around the world by looking at the different time zones.
- I will first Model to the students by picking a location and seeing what time of day it is there. I will then proceed to show the time on my tangible mini clock with the moveable hands as well as showing the time on the smart board screen, both on an analog and the digital clock.
- Through guided practice, I will have the students pick a location on their individual iPads and, again using the Think-Pair-Share instructional technique, have them paired up together with one advanced learner and one struggling learner in order to promote peer learning and collaboration.
- The students will then take turns using the analog clock projected on their individual iPads to reflect the current time of the location they picked.
- During this time of gradual release of working in pairs, I will walk around and informally assess how each pair is doing by listening, looking over their shoulder, making eye contact, and asking questions to help students come to the answer rather than telling them the answer in order to promote peer learning and collaboration.
- After students have had this time to go through 2-3 locations each, we will come back together as a class and look up at the smartboard, where I will project a location from Google Earth and show them the digital clock of the current time in that placed. The students will then use their analog clocks on their iPads or the tangible mini clocks with the movable hands (whichever the student prefers) to reflect the correct times. Students’ answers will be projected onto the smartboard through a similar platform such as sli.do, where all the students’ responses can show up with their names (where I will have the option of changing the settings so only I will be able to see each students’ names with their responses on my own individual screen but the names will not be projected on the big screen) to take into my assessment on which students are struggling.
- Afterwards, I we will break the class into 2 groups and play the game “Bedtime Bandits” http://mrnussbaum.com/bedtime-2/. Each student from the two groups will rotate on being the designated speaker. Peer learning and collaboration is a main focus and although there is one designated speaker for each round, group work is encouraged to get the correct answer.
- Once the game is done, students will each get a worksheet of problems to work on individually (which they should be able to answer after having had enough guided practice through working together in peers and groups). This will be the students’ individual formal assessment I will gather as my feedback to see each students’ strengths and weaknesses in this lesson. Students may use their iPad clock and/or tangible mini clock with the moveable hands to help them complete the worksheet.
- The lesson will end with everyone going through a virtual tour of the inside of a clock tower. Each student will have a Virtual Reality head set and the class will be able to view the clockwork and the many complicated gears that work together to in order to show the time. This is to further engage and encourage students to continue their learning and curiosity as we continue this week’s lesson on time.
Evaluation
CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
But only focusing on the first half:
"Tell and write time to the nearest minute and measure time intervals in minutes."
Student Informal Assessment:
As students are working in pairs, the teacher will walk around and make an informal assessment on how the students are learning by walking around, making eye contact, looking over their shoulder, listening, asking questions, and etc. The teacher will also gauge the whole class during the interactive game when the class will be split into 2 teams in order to determine where the class is as a whole and what needs to be reviewed.
Student Formal Assessment:
Students will be given a worksheet to individually assess whether they’ve learned to tell and write time to the nearest minute. (https://www.education.com/exercise/time-to-the-minute/)
Conclusion
Learning Objective:
Students should be able to tell and write time to the nearest minute through the incorporation of technology into the lesson plan.