Lesson designer: __Andrea Martin______________________________Date: __11-21-17____________

Lesson Title
What time is it?!
Grade Level
1st grade
Topic
Telling and Writing Time
Big Ideas(s)
(A Big Idea is a step beyond the name or title of a topic such as adding fractions or t he Roman Empire; a Big
Idea is an underlying idea that is useful as a tool for seeing the importance or deeper meaning of a topic, making
connections, and/or guiding further learning. Examples of Big Ideas include history is written by the winners, living
things exist in a food chain, and energy can neither be created nor destroyed, just transformed. At the end of the
day, we want our students to engage with and remember and keep thinking about Big Ideasnot just accumulate
lots of information.)
Time structures our daily lives, its important to incorporate into our schedules.

Learning Outcome(s)
1. I can measure and compare length.
2. I can identify that a whole number is made up of smaller parts of a number.
3. I can tell and write time in hours and half-hours using analog and digital clocks.
4. I can organize, represent, and interpret data with the use of a T-chart.

Content Standards

MAS- Michigan Academic Standards

Measurement and data 1.md

Measure lengths indirectly and by iterating length units.

1. Order three objects by length; compare the lengths of two objects
indirectly by using a third object.
2. Express the length of an object as a whole number of length units, by
laying multiple copies of a shorter object (the length unit) end to end;
understand that the length measurement of an object is the number
of same-size length units that span it with no gaps or overlaps. Limit to
contexts where the object being measured is spanned by a whole number of
length units with no gaps or overlaps.
Tell and write time.
3. Tell and write time in hours and half-hours using analog and digital
clocks.
Represent and interpret data.
4. Organize, represent, and interpret data with up to three categories; ask
and answer questions about the total number of data points, how many
in each category, and how many more or less are in one category than in
another

Assessment(s)
(What formative and/or summative assessment will you use to find out if your students have achieved the desired
learning outcome?)

Formative- students will have a formative assessment that involves telling time. They will make their own clocks out
of paper plates and practice moving the hands on the clock for specific times as a class. Then each student can
hold up their plates.
Formative- At the end of the lesson students will take a exit ticket to show where their knowledge and skills lie when
telling time..

I will be mindful of all students needs and the needs of diverse learners, in order to do so I have create
specific scaffolding tools to make sure all students get the support they nedd, specifically for f or hearing
impaired students: I will add subtitles on videos with on youtube, I will wear an Assistive listening systems, I will
use visual formats for lectures (doc cam), I will create smartboard lessons, I will used a microphone system in class
when students answer questions. I will even give that student a laptop at their desk and use the voice transcription
tool in google docs (voice typing) so they can read what I am saying.

Review and Anticipation Set

(What will you do at the outset to activate your students relevant background knowledge?)
Ask questions: What do we use time for? How does it help us in our daily lives?
Read a story about time: Called Game Time by Stuart Murphy (Start Activity)
Review clock basics with students and see where they are in their learning with hand signals
Discuss time and speak of how many hours we have in a day and how many minutes are in an hour, break
down time so it's easier to understand. In order to help scaffold this I will show them a manipulative clock. I
will then explain how eachlarge tick on the clock goes by what hour of the day it is and also how many
minutes it is counting by 5s. I will then explain how the little ticks help us determine minutes. I will explain
how the short hand determines the hour and the long hand determinues the minutes. I will go further to
explain that there are each tick is one minutes, and that there are 60 minutes in one hours. Our total day
has 24 hours.
Discuss how the clock is broken up into counting by 5s
Explain what the big hand and little hand of the clock do
Activity: Have students create paper plate clocks

Instructional Activities
(Instructional activities might include lecture, Socratic questioning, thinking aloud while you model a skill, etc.)

Watch video about time: https://www.youtube.com/watch?v=8RJzoyIVzV8

Create a SMART board activity: Telling Time by Zakiyaa on March 2, 2012:
http://exchange.smarttech.com/details.html?id=609be25c-b95c-4969-a0ec-da504902f41a
Model telling time with a paper clock on doc cam

Learning Activities/Assignments
(Learning activities might include guided practice of a new skill, independent practice, group discussion, conducting
an experiment, etc.)

Group activity: Each student will get a paper watch that has a time one it (the hands are able to move as well, but
for this activity we ask you dont move the hands until after you have found your match and confirmed it with the
teacher) and an index card with a time of day on it. Students will wear their watches. The index card will say what
time they are looking for and the students must go around the classroom looking for the person who has the same
watch time that they have on their index card. There can be several rounds of this activity, students can trade index
cards and then set their clock to the new time that they have recieved. They may be students who have a difficult
time with this concept, for forms of scaffolding I plan on going around the room to help students and also at each
table have a support sheet that will give them helpful reminders of which hand is for the hour and which hand is for
the minutes, how we count, and some examples so students have something to look back on if they are feeling
stuck.

Materials/Resources/Technology Integration
(What materials, resources, and/or technology integration will enable and support teaching and learning?)

Smart board telling time activity:

http://exchange.smarttech.com/details.html?id=609be25c-b95c-4969-a0ec-da504902f41a










Telling time practice app on iPad
Interactive Telling Time by Giggleup kids

Ed puzzle with video on telling time: https://edpuzzle.com/media/5a26cac429af9e4129cec8ca

Review and Closure

(What will you do to support your students in consolidating what they have learned and seeing the progress they
have made?)

Review and closure: Formative assessment: Students will take an end of the day exit ticket that allows them to show
their knowledge and skills of telling time and writing time. There will be problems where students will look at the
clock the the sheet and write the time of each clock.
This information and data will allow me to see how my students are doing and what I could do better scaffolding in
order to improve student learning.

Independent Practice/Homework/Extension Activities

(What activity will students complete on their own to practice and reinforce the learning outcome?)

Students will take home time a sheet of blank clocks to get practice on their own. Through out the students night
they will write the time and hands of the clock and what they did at that time. This is a great sharing opportunity for
students that will allow them to be excited to learn about telling time.

References:
"Telling time" SMART Notebook Exchange, uploaded by Zakiyaa , 2 March 2012,
http://exchange.smarttech.com/details.html?id=609be25c-b95c-4969-a0ec-da504902f41a