UbD Lesson Plan Template.docx



Wilson EDUC 353-02 Name: Jessica Sanchez________________ Date: _November 5, 2013____ Target Grade Level: _1___ Curriculum Topic: Measurement and DataStage 1: Desired Results Established Goal: CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital SS.Math.Content.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.Understandings: Students will understand…..Telling time is an essential life skill.We measure time using clocks.The differences between and analog and a digital clock.The differences between the hour hand and minute hand.The differences between a.m. and p.m.Essential Question(s):What is time?Why is time so important?How do we know what time it is?What units are used to measure a period of time?How many seconds are in a minute?How many minutes are in an hour?How many hours are in a day?What do we use to tell time?How do I use an analog clock to tell time?How do I use a digital clock to tell time?How long is a half hour?How long is an hour?How can I use a clock to tell time to the nearest hour?How can I use a clock to tell time to the nearest half hour?Students will know….There are 60 minutes in an hour.There are 30 minutes in a half hour.The functions and elements of a digital and analog clock.Students will be able to…..Tell time by the hour and half hour using analog and digital clocks. Write time in hours and half hours using analog and digital clocks.Stage 2: Assessment EvidencePerformance Tasks: Class discussionBig (for teacher) and mini clocks (for students) demonstration activityTime flashcard gamePre Assessment:The objectives are appropriate for the students because the students are able to count and write up to 60.Teacher believes students have a solid understanding of time based on the class discussion.Other Evidence:Telling time worksheetObservations of student participation and grasp of conceptStage 3: Learning PlanVocabulary and Key Terms:Time— a particular minute or hour shown by a clock; the measured or measurable period during which an action, process, or condition exists or continuesMinute hand— the long hand that marks the minutes on the face of a watch or clockHour hand— the short hand that marks the hours on the face of a watch or clockHour—one of the 24 divisions of a day : 60 minutes in an hour; the time of daySeconds—60 seconds in a minuteFace— the dial face of a clockMinutes—the 60th part of an hour of time; 60 minutes in an hour; 60 seconds in a minuteColon—a punctuation mark : used chiefly to direct attention to what followsHalf hour— thirty minutes; the middle point of an hourAnalog clock—a clock that displays the time of day by the position of hands on a dial Digital clock—a clock that displays the time of day digitallySet Induction:I will get the students interested and attentive by initiating a class discussion talking about time, importance of time, and the components of time. This is where I will address the essential questions and base the rest of the lesson around the student’s responses on what they know about telling time. The essential questions will get students thinking about time and how to tell what time it is. They will get the students engaged and ready to participate in the lesson. Another way I will engage the students will be by introducing “The Faces of the Clock” song. This song will help students remember the functions of the clock and the components related to time.Procedure:First I will begin a class discussion to judge what the students know about time and to see if anyone already knows how to tell time (students who can tell time can help the students who aren’t grasping the concept as easily).This is where I will ask the essential questions to the students. When asking these questions, I will observe which students are participating more and contributing to the discussion in a positive way.Once I feel that all of the students have a solid understanding of time, I will introduce the Faces of the Clock song to the class. This song will help students remember which hand counts the minutes and which hand counts the hours when telling time using an analog clock, and will also remind students that when both hands are facing twelve, it can be twelve o’clock noon or twelve o’clock at night.First I will hand each student a copy of the song and will read the song together with the class. Next, I will sing the song to the class. I will begin by singing the first half of the song and have the students repeat what I sang, and then I will finish the rest of the song and have them repeat that as well.Then we will sing it together as a class. By now they should remember all the words and hopefully will be used as a tool to help the students remember how to tell time. Next, I will explain to the students what time is (time is a period that is measured as seconds, minutes, hours, days, years) and then I will explain that there are 60 seconds in one minute, 60 minutes in one hour, and 24 hours in one dayThen I will explain that a clock is a device used to tell time and clocks measure time in hours and minutes. I will also explain that there are two different types of clocks. Tell the students that analog and digital clocks are used to tell time.I will be using a life-size analog clock to teach the students the parts of a clock, and show how to tell time on an analog clock. I will also show students a large digital clock so they can see the difference between the two different clocks. I will begin by teaching students how to tell time on an analog clock by explaining the parts of the clock. First I will show the students that there are two hands on an analog clock. Show the students (on the analog clock model) the short hand on the clock and explain to the students the short hand is the hour hand. Also explain that the hour hand moves forward one clock number every hour. Point out the long hand to the students and explain that is the minute hand that moves forward one tick every minute and it also moves forward a clock number every five minutes. Explain that an analog clock is split up into 12 sections (1-12) and each section/number of a clock is worth five minutes. I will also have to explain that when the minute hand makes a complete rotation around the clock, it means that one-hour has gone by (show this on the model). The students need to understand that when reading a clock, you look at the hour hand first (short hand) and then you look at the minute hand (long hand). Now, I will explain what the numbers on the clocks represent. I will show the students what a tick is on a clock and I will explain that there are 60 ticks and each tick represents each minute of an hour (60 minutes in an hour). Then I will explain that the numbers on the clock are called clock numbers represent the hour of the day when the short hand is pointing to it. Remind the students that the short hand displays what hour it is and the long hand displays the minutes in a particular hour. Now it is time to begin to teach the students how to read a clock. First explain that you locate the hour hand (short hand) and that it moves from one clock number to the next every hour. Also tell the students that it makes a complete rotation around the clock every 12 hours. In order to tell what hour it is, you must look at which number the hour hand is pointing to, that number represents the hour. Second, explain that the minute hand is the longer hand that points to the minutes that have passed since the new hour began. I will tell the students that it makes one rotation around the clock every hour. Explain that there are 30 minutes in a half hour and 60 minutes in an hour. Next, I will hand each student their own miniature analog clocks that they can use to practice telling time by adjusting the hands. I will say out loud the following times: (1:00, 3:30, 7:00, 9:30, and 11:00) and will ask the students to show me those times on their mini clocks. I will ask a student to come to the large model to show the class what they thought that particular time looks like on a clock. Once I feel that the students have a solid understanding of this, I will then begin to teach them how to read a digital clock. Another thing that I need to do is to explain to the students how to read a digital clock. I will show the students what a digital clock is and explain that digital displays the time in numbers. Explain to the students that the : divides the time on the clock into numbers and minutes. Explain that the number on the left of the : represents the hours and the number on the left of the : represents the minutes. Lastly explain that you read digital clocks the same way you read a book and you read a digital clock by saying the hour followed by the minute. The students will practice reading digital clocks because I will write times on the board as they would see on a digital clock and will the students to read what the times written on the board represent. Use the projector to play is a song that will help students remember how to read digital and analog clocks. Closure:I will end the lesson by playing Hip Hop Around the Clock. This is a fun YouTube video shows different times on digital and analog clocks and the students can watch this video to practice reading clocks.Materials and Resources:Large analog clockSmall analog clocks (one for each student)ComputerHip-hop around the clock YouTube video “The Faces of the Clock” song Telling and writing time worksheetsFollow-Up Activity:Students will be asked to complete 2 worksheets at home. This worksheet will help student’s practice writing time and reading time. One of the worksheets is practicing how to read a given digital clock and how to write a given time by reading a digital clock. The other worksheet will help students practicing reading and writing time from an analog clock.Evaluation/Assessment:Students will be evaluated on their participation in the class discussion. I will also be assessing how well the students can tell time by their work during class and showing me the times on their mini clocks. The homework assignment will be the main element I will be evaluating to make sure the students have a solid understanding of how to tell and write time to the nearest hour and half hour. Differentiated:Each student will receive the same explanation on how to tell time and each student will participate in the classroom activity in the same manner. The homework worksheets will be differentiated so that the students who don’t grasp the concept as well will have the parts of an analog and digital clock labeled as a reminder for how to write time. Students who need more of a challenge will be given an additional worksheet where they will be challenged to tell time to the nearest minute. ResourcesItemized Attachments:The Faces of the Clock song: ................
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