Crystal Galvan

Crystal Galvan Date: March 22, 2010 Time: Shared Reading (8:50-9:00) Math Read Aloud (12:10-12:55)

“Time” Lesson Plan

Date and time when teaching lesson: March 22, 2010 Subject: Math/Art

TEKS: TEKS 2.10 Measurement (B) read and write down times shown on analog and digital clocks using five-minute increments and; (C)Describe activities that take approximately one second, one minute, and one hour. TEKS Art: (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) express ideas and feelings in artworks, using a variety of colors, forms, and lines;

ESL support: For children who are learning English, the language used to express time may be difficult. I will review the names of numbers from 1 through 12 and the names for multiples of 5 through 55 with them. I can also ask children to relate specific times with certain activities. For example, “What do we do at 2:00 on Mondays?” or “When do we have music?” Help will be provided with standard English words as needed.

Vocabulary: second/segundo, minute/minuto, hour/hora, day/dia

Assessment: check for understanding throughout lesson and through completion of clock book

ANTICIPATORY SET (10 minutes) During shared reading at the beginning of the day I will introduce the book, “A Second is a Hiccup,” by Hazel Hutchins. This book will provide the students with examples of activities a person can do in second(s), minute(s) and hour(s). After the literature students will continue with Mr. ReRucha’s schedule of Guided Reading. During Math Read Aloud, I will remind students how earlier in the day we read about things we can do in certain amount of time durations: seconds, minutes, and hours. I will ask students to give me an example of something that takes about a minute.

OBJECTIVE After this lesson, students will have developed a sense of comparative time durations and the kinds of estimations they can make with them. Students will also have been able to read and write down the times analog and digital clocks display. Students will also have created their own fold out using a variety of media; construction paper, toothpicks, paper.

INSTRUCTIONAL INPUT, MODELING, CHECK FOR UNDERSTANDING, GUIDED PRACTICE (5 minutes) I will begin by telling students, “In this lesson you will learn how to apply what you have learned about telling time, to describe the time it takes to do some of your everyday activities.” I will pass out a handout title It Takes Time. Looking at the pictures in each box, students will circle the activity that takes the most time. I will display on the overhead a transparency of the same handout. I will model the first box in which a picture is showing a girl eating and apple and beside it is another picture of a boy walking a dog. I will tell the students, “Let’s write underneath each picture how much time it would take for each activity.” I will ask students first, “Would we use seconds, minutes, or hours to describe the time it takes to eat an apple?” Students should respond that seconds would be appropriate time duration. I will model by writing underneath the picture, seconds. Then I will ask about the picture next to the apple picture, “Would we use seconds, minutes or hours to describe the time it takes to walk a dog?” Students should respond that we would use minutes. I will once again model by writing underneath the picture, minutes. Students should be writing along as I write on their own handout. After writing, students will have to circle which activity takes the most time. The same process would continue for the remaining 5 boxes. Throughout this I will have worked out each box activity on the overhead.

INDEPENDENT PRACTICE, CHECK FOR UNDERSTANDING (25 minutes) Students will transition by placing their handout on the right hand side of their desk. After the entire class is ready, I will move to an independent practice activity. Students will pair up according to the person that sits next to their desk. In a box I will have placed tiles with the following words and numbers next to the words: (1) seconds, (2) minutes, (3) hours, and (4) days. One player will get 6 red squares and the other player will get 6 blue squares. Taking turns one player will pick a tile. The student will say the word next to that tile number. A construction paper will serve as a board-game like map that will include a square with a couple of words describing an activity. The student will find an activity that they can do in the amount of time they picked from the tile box. Using a square (whether they are red of blue), student will cover their choice. A player loses a turn if they cannot find an activity to cover. Once turn is over the number/time tile will be put back in the tile box. In order for a player to win, they must have used the most squares on the game bored after every activity is covered.

Example of what game would look like below: 1 Seconds

2 Minutes

3 Hours

4 Days

I will be walking around the room to see that students are on task and reading aloud the time durations (seconds, minutes, hours, days).

After a few minutes (about 10 minutes) of independent practice I will ask team captains to gather materials for the whole table. I will now move on to the art activity.

**See Art Lesson Plan

CLOSURE (10 minutes) To close the lesson I will collect materials and ask students to clean up. The art activity will be an assessment in itself. Students will show their understanding of telling time through their own clock books. Also I continually monitor throughout the lesson while students are completing handouts to check for understanding. “ My Clock Book” Activity Grade: 2

Topic: Art

Objective: At the end of this activity, students will have used a variety of colors (construction paper), forms (paper), and lines (toothpicks) to create their own clock book.

Materials: flat toothpicks, 21 geared demonstration clock construction paper scissors glue Standard Clock faces, 1 clock per student Slip of paper with times in written format, 1 per student

Procedure: First I will model how seven toothpicks are used to show numerals on a digital clock on the overhead projector. For example I will display 7 toothpicks to form an 8, then I will remove 2 toothpicks to make a 9, etc. Then students will create their own clock book to show time in written format, digital and analog.

1. Take a sheet of paper and fold it in half in horizontal. 2. Fold it in half. 3. Open the folded book. Place your hands between the two thicknesses of paper and cut through one thickness of paper, forming two tabs. This cut forms two large tabs. 4. Now with the three-quarter book ready, students will get a slip of paper that has a time in written format. For example: “5 minutes before 2.” 5. On the left and first tab students will cut and paste their standard clock face and draw in the big and little hand to show their assigned time. 6. On the top right tab, students will cut and paste their slip of paper to show the written time at the top of the book. 7. Under the flap of the written time, students will use their toothpicks to show the time in digital time. Team captains will collect any trash and I will come around picking up any finished booklets. Those that are not finished can complete their books on Tuesday during centers. After all booklets are completed and collected, they will be posted up on display on a bulletin board.