What's the time?

Learning to read different time formats and convert between them.

A WebQuest for Grade 5 Students

Designed by Tanya Meier

tanya_meier@hotmail.com

Introduction

This WebQuest has 5 interactive lessons designed to teach you the following:

• To be able to read both digital and analogue clocks accurately.
• To calculate the duration of time.
• To Learn about 24 hour time formats.
• To be able to convert between 12 and 24 hour time formats.

Once these four lessons have been completed you will finish by completing a basic assessment covering reading time, calculating time and converting time formats.

"Whats The Time" Song

Task

Describe crisply and clearly what the end result of the learners' activities will be. The task could be a:

• problem or mystery to be solved;
• position to be formulated and defended;
• product to be designed;
• complexity to be analyzed;
• personal insight to be articulated;
• summary to be created;
• persuasive message or journalistic account to be crafted;
• a creative work, or
• anything that requires the learners to process and transform the information they've gathered.

You may wish to peruse the WebQuest Design Patterns site, which gives specific examples of how instructionally sound Webquests can and should be created.

If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention it here.

Don't list the steps that students will go through to get to the end point. That belongs in the Process section.

Hopefully you did this for ass 1. Please include the learning descriptors from the curriculum upfront with the school level in assignment 2.

Yes, you chose a descriptor from the curriculum but referred only to the content strands not directly to the key ideas/proficiency strands (understanding, fluency, problem solving, reasoning). 

The curriculum I plan to cover is ACMMG110 – Compare 12 and 24 hour time systems and convert them. This will be directed at year 5 students that are approximately 10-11 years old.

By year 5 the students will be able to tell the time with ease, have a clear understanding of the different seasons, understand calendars and should be able to calculate the length of time, in saying this, I will touch base and review calculating the length of time and incorporate this into calculating time using both 12 and 24 hour time formats.   

To determine and clarify prior knowledge, I will start by giving an overview of time including AM and PM as well as a basic introduction to 24 hour time formats.

The chosen goal is from the year 5 Australian curriculum, ACMMG110 – Compare 12 and 24 hour time systems and convert them.

The main outcome from this will be for children to be able to read and decipher both 12 hour and 24 hour time formats, be able to identify AM and PM and also be able to efficiently convert between the two time formats.

To achieve this goal, several experiences will be planned for children aged approximately 10-11 years old starting with a basic background of AM/PM involving activities of reading both analogue and digital clocks to ensure all children are able to effectively tell the time in both formats. The lessons will gradually get more difficult and result in the children being able to convert between 12 and 24 hour time formats with ease.

The lessons will include worksheets, group discussions as well interactive tools to help make the subject interesting and fun.

Include some extension activities to challenge those who finish early and perhaps some scaffolding activities for those who need extra help, perhaps with the key language of the topic. Sequence the activities in increasing order of difficulty such that the students gradually build new knowledge on the topic. Make sure learning is varied. Also ensure that you cover a variety of concepts, not simply skills. e.g. if you were looking at children being able to tell the time, you would need to direct their attention to time concepts such as understanding how and why time is divided into comparable intervals or appreciating that all half hours are the same length, not just designing activities so that the children can read the time.

A good way of showing the comparison of 12 and 24 hour time is on a numberline with 12 hour time above and 24 hour time below. Google search comparison between 12 and 24 hour time. Also make sure you use digital and analogue clocks to show the difference. Note lower case letters for am and pm.

You needed to include the curriculum in your reference list – see below.

Although you mentioned that you would use a webquest in assignment 2 you didn’t make clear in your activities how you plan to present the majority of the learning on a website which the children can use. You needed to include some links to relevant activities for instance. Make sure you don’t use too many worksheets. Harness the power of the computer.

In terms of preparing for your wiki/webquest I suggest you read about teaching your chosen topic - see your textbook and journal articles on the topic. Also go through the presentation at the end of week 2 learning materials again. LESSON 1Introduction - Understanding AM and PM•AIM•Revise some of the previous year’s curriculum to ensure the Students have prior learning they require.••DESCRIPTION•General discussion and Q&A to engage children and get them to start thinking and discovering what they already know•Basic overview of AM/PM••EXAMPLES OF ACTIVITIES & WEBLINKS•AM/PM and day/night discussions and general overview•Hands on activities to enable children exploration - Time slider changing from day to night (maths is fun), Create 2 x 2D clocks with moving hands and day night shading then as a group could call out times and children move the hands to the correct positon and then hold them upLESSON 2Calculating length of time•AIM•Determine the length of time between two time periods••DESCRIPTION•Extend and advance on the previous years curriculum with the students of calculating time from start to finish, the time it takes to travel between two points and determining arrival and departure times.•Work through adding times together•Calculate time to demonstrate an understanding of how many seconds in a minute, minutes in an hour etc.••EXAMPLES OF ACTIVITIES & WEBLINKS•Multiple choice questions using real life examples such as: 'If school starts at 8:45 and lunch start at 12:30 – How long is there from the start of school until lunch?'•Various questions adding times together i.e. '1:45 add 1 hour 30 equals' and also such as 'How many seconds are there in 17 minutes?'•Could set up group activities using stopwatches to enable the students to explore and be engaged.LESSON 3Reading 24 hour time format••AIM•Introduce 24 hour time format••DESCRIPTION•Introduction of 24 hour time format looking at where and why it is used and examples••EXAMPLES OF ACTIVITIES & WEBLINKS•Questionnaire asking questions such as 'If it was 16:35 would it still be school time?' and 'What is earlier in the day 10:15 or 20:15?'•Could have an interactive questionnaire and be able to select either a sun or moon to demonstrate the understanding of AM and PM in regards to 24 time formatLESSON 4Conversion of time formats•AIM•Converting 24 hour time to 12 hour••DESCRIPTION•Once students have a clear understanding of both 12 and 24 hour time formats then equations can be set to covert between both formats•Can also extend on lesson 2 and continue various calculations of time now incorporating the 24 hour time format••EXAMPLES OF ACTIVITIES & WEBLINKS•Students could be given a page of blank clock faces with 24 hour times above each clock and could draw the hands on the clock.•Question with section to write answers such as 'what is the duration of time between 8:15 and 16:25?'LESSON 5 Assesment•AIM•To determine and ensure all students have a clear understanding of calculating and converting time••DESCRIPTION•Students are given an assessment covering the previous learning outcomes on time to enable them to self-assess their knowledge and also to allow the teacher to evaluate the students to ensure they lessons were effective.••EXAMPLES OF ACTIVITIES & WEBLINKS•Worksheet combining questions in relation to lessons 2, 3 and 4

Webquest Title Here...

Process

To accomplish the task, what steps should the learners go through? Use the numbered list format in your web editor to automatically number the steps in the procedure. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person.

First you'll be assigned to a team of 3 students...
Once you've picked a role to play....
... and so on.

Learners will access the on-line resources that you've identified as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. We feel that the resources belong in the Process section rather than alone.)

In the Process block, you might also provide some guidance on how to organize the information gathered. This advice could suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about. If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section.

Webquest Title Here...

Evaluation

Describe to the learners how their work will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

If you decide to use a rubric in evaluating the student work, you may wish to use the table found below. Note that care should be taken to create a rubric that will provide accurate feedback to the learner, as well as being resonably simple to fill out. For a quick (5-10 minute) tutorial on how to create effective rubrics for webquests, see Creating a Rubric (San Diego City Schools). You may also wish to read an article from The Interactive Classroom on creating rubrics in collaboration with your students.

Webquest Title Here...

Conclusion

Put a couple of sentences here that summarize what the learners will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. A webquest should not be a completely isolated experience, but instead should be simply one part in a series of learning experiences for the student.