1. Topic-
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2. Content-
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The students will be able to tell time on a analog clock, one with
hands. Vocabulary will include, minutes hand, hour hand, quarter after,
quarter till, half past, analog clock and digital clock. |
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3. Goals: Aims/Outcomes-
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1.Tell time on an analog clock
2. Tell time using new vocabulary terms learned
3.Read a digital clock |
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4. Objectives-
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1. Each student will learn the difference between an analog clock
and a digital clock
2. Each student will be able to read an analog clock, using minute
and hour hand. Students will be able to read the analog time using
new vocabulary words
3. Students will be able to read a digital clock |
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5. Materials and Aids-
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Digital clock, paper, cardboard, scissors, crayons, push tacks,
pencils. We will use computer to practice looking at different times
on a projector hooked up to the PC. |
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6. Procedures/Methods-
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A. Introduction-
1. Ask students what time they get home from school, see if anyone
knows? If they don't ask wouldn't they like to know how long until
schools over by looking at clocks all through school.
2. Tell students we are going to be making their very own clocks that
we will be using to learn to tell time.
3. Explain that time is important and that the world runs on time.
Lunch starts at 11:00 AM. Dismissal is at 2:45 PM. School starts at
8:00 AM. Knowing how to read a clock will keep your parents from telling
you it's bed time when it's not the time they promised you you can
stay up until! |
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B. Development-
1. I will explain what half past is, what quarter after and quarter
till means. I will have the students demonstrate different times on
their hand made clock.
2. Ask if any one knows how many minutes are in a half hour? How about
a hour? Explain that half hour if half a hour, half of 60 is 30.
3.I will demonstrate what each time is on my hand made version of
the analog clock and leave it up on the wall for all to see for an
example, if needed. |
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C. Practice-
1. Students will put the minute and hour hand on the appropriate
numbers when I announce a time as I go around the room and look to
see if all have the correct times.
2. Students will work in pairs quietly and ask each other what time
they are displaying on their clocks.
3. Draw a clock on the smart board making the correct times I announce. |
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D. Independent Practice-
1. Worksheets with analog clocks with different times and they have
to write what time it is on the clocks.
2. Change the time on an digital clock to display the correct time
on the analog clock in the class room. Each student will get a chance
throughout the day, only one digital clock!!!
3. Take a tour of the school and see how many clocks they can find
in pairs. Write down where the clock is and write down what time it
is on the clock they find. See if the students can find all clocks
that aren't in class rooms! |
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E. Accommodations (Differentiated Instruction)-
1. If there is an ESL student in the class room I will have them
work a digital clock and learn the number names if they already haven't.
Leave a sample clock in view on the board with the vocabulary terms
learned next to the appropriate numbers. 6 for half past, 3 and 9
for quarter till and after, the 12 for a full hour and the 6 for half
past. |
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F. Checking for understanding-
1. First, the students will be asked by their peer what time is
it right then, the other student will write down all responses. Ask
how many minutes are in a hour, half hour, quarter hour. Then have
each student ask each other what time it is on their clocks, only
in 5 minute increments. I will be listening to their questions the
best I can to see if anyone is struggling with any questions.
2. A quiz that will ask the students what time it is on a few hand
drawn, photo copied clocks. I will ask also what time it is on a picture
of a digital clock.
3. Ask about how long it takes for their bus to make it to their bus
stop on the way home the next day! |
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G. Closure-
1. I would explain after the lesson if their was no time, I could
keep them in class all day and tell them their school day was never
over and no one could tell me no different. I'd explain without time,
their lives would be really confusing. It's almost like a schedule
for them, the clock. At certain times, each person does a different
activity and without time, everyone would be doing what they wanted
when they wanted to do it! |
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7. Evaluation-
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1. I'd ask each student how long is a school day if we start at
8:00 AM and end at 3:00 PM.
2. I'd ask many story questions like, if it took Johnny 1 hour and
a half to get to the amusement park and his parents left at 7:30 AM,
what time would they get there? I'd asks many different questions
like that to ensure each student knew time. I'd ask the children who
seemed to be having a harder time during the question and answer time
with their partner. |
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8. Teacher Reflection-
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I thought the making of the clocks themselves made this lesson more
enjoyable for the students. Working in pairs seemed to make them more
comfortable with a new concept. This has to be taught over a few days
so kids get the practice they need for this. The main goal for the
first day should be to memorize how many minutes are in each of the
new terms, half, quarter and whole hour. Once the students understand
this, it's just a matter of time before they understand the clock.
Everyone agreed that the digital clock was much easier to use and
that they were excited to go home and tell their parents what time
it was. They seemed excited that they could now look to see if it
was in fact time for them to go to sleep.! |
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