Time Lesson Plan

·         Grade 1

·         Time to the Hour and Half Hour

·         Pennsylvania Academic Performance Standards

o   1.3.3.C. Tell time on an analog clock and digital clock to the nearest minute.

o   1.3 Compare measurable characteristics of different objects on the same dimensions (time, temperature, area, length, weight, capacity, and perimeter)

·         Instructional Objective

o   Students will be able to identify the hour hand and the minute hand on an analog clock with 100% accuracy.

o   Students will be able to identify times to the hour and half hour when a time is orally stated by the teacher with 90% accuracy.

·         Evaluation of Student Learning

o   Using the human clock model and paper plate clocks, students will have to distinguish between the hour hand and the minute hand to correctly display the time orally stated by the teacher.

o   Using the human clock model and paper plate clocks, students will be able to identify times to the hour and half hour when a time is orally stated by the teacher.

·         Prerequisite Skill Level

o   Students have the basic understanding that a clock tells time.

·         Instructional Strategies

o   Defining-Any activity that requires students or teachers to state the meaning of a word or phrase

o   Demonstrations-An activity to show students how things work or how they happen.

o   Group Work-Any method involving two or more students.

o   Active Learning-Any approach that engages learners by matching instruction to the learner's interests, understanding, and developmental level. Often includes hands-on and authentic activities.

o   Exit Slips-Teacher helps in the synthesis of learning by reading anonymous student writings aloud to begin or end a class.

·         Materials

o   Big clock

o   Paper Plate Clocks

o   Large pieces of  butcher paper with a face of a clock

o   Minute Hand Sleeve

o   Hour Hand Sleeve

o   Exit tickets

·         Introduction

o   Gain students’ attention and prepare students to learn.

o   The teacher will say 1, 2, 3, eyes on me!

o   Tell the students that today we are going to learn how to tell time to the hour and half hour!

o   Ask students if they know the difference between an hour and a half hour.

§  Allow students to respond.

o   Ask students what may occur in a half hour.

§  Possible Responses

·         Watch an episode of SpongeBob Square Pants!

·         Drive to the store.

o   Ask students what may occur in an hour.

§  Possible Responses

·         Eat dinner

·         Watch a movie!

o   Today we are going to learn about the hour and the half hour!

·         Teaching Procedure

o   Explain that a minute is a unit of time that equal sixty seconds.

§  Have the students count with you to 60. Then, students will be able to get a grasp on how long a minute is.

o   Explain that an hour is a unit of time that is equal to 60 minutes.

o   Explain that a half hour is equal to 30 minutes.

o   Show students the big clock.

§  Point to the hour hand and explain that the hour hand is the shorter hand and that it points to the hour.

§  Point to the minute hand and explain that the minute hand is the longer hand and shows the minutes within an hour (remember there are 60 minutes in an hour!)

o   On the big clock point the hour hand to the number 2. Then, explain that since the hour hand is pointed at the 2, the time is 2:00, only concentrating on the hour hand.

§  Repeat and point the hour hand to the number 4, 7, 10, etc. until the students are comfortable with telling time to the hour.

o   On the big clock point the hour hand to the number 3 and the minute hand to the number 6.

§  Ask students: How long is a half hour?

·         Response: 30 minutes

§  Then fold the big clock in half to emphasize the idea of a “half” hour.

 

·         Ask the students what number the fold hits when the clock is folded exactly in half.

o   Response: The number 6!

·         When the minute hand is on the 6, the minute hand shows that it is 30 minutes after the hour.

·         CONNECTION: Remember that there are 60 minutes in an hour AND half of 60 minutes is what?

o   Response: 30 minutes

o   Split the class into groups of 3 students.

§  Hand out the clocks made from paper plates (each student made on in a previous lesson).

§  Guide each group of students to an area in the room where you posted large faces of clocks on butcher paper.

§  Tell the students that you are going to tell them a time and they have to put that time on their clocks.

·         Two people in the group will put the time on their paper clocks and one student will use their hands to put the time on the human clock.

o   Model for the class how to attach the life size hour hand and minute hand to their arms. The hands are like sleeves. Students just have to pull the minute hand sleeve onto one arm and the hour hand sleeve onto the other.

§  The students will rotate and each student will have the opportunity to be the human clock.

§  Ready, set, let the good times roll!

§  Provide the students with a variety of times to show on their clocks.

·         Show me….

o   2:00

o   5:00

o   7:00

o   3:30

o   4:30

o   8:30

o   9:00

o   10:30

o   11:00

o   2:30

·         While orally stating the times, walk around the room and monitor each group to see if they are displaying the times correctly on their clocks.

·         Closure

o   Review that an hour is a unit of time that is equal to sixty minutes and that a half hour is equal to thirty minutes.

o   To conclude, ask the students to look at the clock in the classroom and draw the time that the class clock is displaying on their exit tickets.