Clocks (My Schedule)

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Hour and Half Hour Worksheet One
Hour and Half Hour Worksheet Two
Five Minute Interval Worksheets
Lesson Rubric
Schedule
Student Sample One
Student Sample Two

Name: Eric Cragg
Grade: 2
School: Canton Central School

  1. Title/Context Of Learning Experience
    Purpose:
    The purpose of the learning experience is to give the students an opportunity to develop their clock reading skills by completing a schedule of their day using both digital and analog clocks.Objectives:

    • Students will participate in large and small group activity that demonstrate how the hands on a clock tell time in hour, half hour, and five minute intervals.
    • Students in pairs will use various Internet websites to practice telling time on digital and analog clocks in hour, half hour, and five minute intervals.
    • Students individually and in pairs will use hand held Judy Clocks to display the time announced by the teacher.
    • Students, in pairs, will quiz each other using their Judy Clocks and a personal chalk board.
    • Students individually and in pairs will use a worksheet and a website to create and record various times on digital and analog clocks in hour, half hour, and five minute intervals.
    • Students individually and in pairs will complete clock quizzes on various websites using digital and analog clocks in hour, half hour, and five minute intervals.
    • Students in pairs will place the numbers on a clock using a website.
    • Students will complete a schedule of their school day by writing the digital time, drawing the hands on analog clocks, and illustrating the activities that they participate in during the day. Schedules will be mounted on construction paper, presented to fellow classmates, and displayed in the hallway/classroom.

    Learning Standard:
    Math Standard 3
    2.M.9 Tell time to the half hour and five minutes using both digital and analog clocks.

    Prior knowledge:

    • Count and read numbers 1 to 60.
    • Count by 5’s to 60.
    • Understanding of the concept of time.
    • Understanding of the concept of order. (first, next, then, finally,…)
  2. Essential Questions
    How do you tell time?
    How would you know when to go to _________? (lunch, math, recess, …)
  3. Assessment Plan
    Students will be observed in groups, pairs, and individually demonstrating various times on Judy clocks and clocks on different websites.Students individually and in pairs will use a worksheet and a website to create and record various times on digital and analog clocks in hour, half hour, and five minute intervals. See attached worksheets.
    The final product of the students’ learning will be a completed schedule of their day that shows the starting times of each activity in digital and analog formats. The students will complete five digital times by reading analog displays and draw five analog times by reading digital displays. Each Activity will also be illustrated.
  4. Procedure
    Introduction Lesson: Time 15-20 minutes

    1. Ask the students if they can guess the question that teachers are asked the most often:
      When is lunch? or When is recess? or How long until lunch or recess?
    2. Explain to the students that in order to not hear these questions again each student will be creating a copy of the class’s schedule. On each of their schedules they will see two different forms of time, digital and analog, and they will illustrate their schedule.
    3. Brainstorm the activities that would be on everyone’s schedule.
    4. (This might be a good topic for a journal quick write with sharing using this question : What are some important times in your day? )

    Lesson 1 Clock Faces Time 15 – 20 minutes

    1. Ask the students who can describe using adjectives what a clock face looks like; discuss and record answers.
    2. Then introduce a number line which contains the numerals one through twelve. Bend the number line into a circle to resemble a clock face. Refer to the previous discussion when describing the circular number line.
    3. Students will then individually go to the following website and create their own clock face on the computer: Put numbers on a clock

    Lesson 2 Hour and Minute Hands Time 30-60 minutes

    1. Discussion of: (Possible quick write in journal and then share.)
      • What can you do in an hour?
      • What can you do in a minute?
    2. Explain and discuss what the hour hand and minute hand’s purpose is on the clock. Give each student a Judy Clock to manipulate and experiment with. Students should have access to the personal Judy Clocks in every lesson from this point on.
    3. Next play the Human Clock Game:
      • Write times to the hour from 1 o’clock to 12 o’clock on index cards and numbers from 1 to 12 on a tagboard square. Place the numbers 1-12 in a large circle to form a clock face.
      • Children sit around the clock. Give 12 children each a time card to keep facedown. Two volunteers, one taller than the other, stand in the center of the clock.
      • Ask:
        1. Who should be the minute hand? Why? (the taller child because the minute hand is the long hand.)
        2. Where should the taller child point to show 1 o’clock? (to 12)
        3. Where should the shorter child point? (to 1)
      • Children take turns holding up their index cards. Students tell where the children representing the hands should point to show that time. Repeat the activity until all children have a turn to show the time.
    4. Students individually and or in pairs will use the hour and half hour worksheets and a website (Practice Time) to create and record various times on digital and analog clocks in hour and half hour intervals.

    Lesson 3 Practicing Hour and Half Hour Intervals Time 30-60 minutes

    1. Time Tic-Tack-Toe Print Grid or Time Bingo
      http://www.fi.edu/time/Journey/JustInTime/timetictac.html
    2. Together discuss different times in hour and half hour. Then brainstorm and write all the hour and half hour times on the board in digital time. Have the students fill in their Time Tic-Tack-Toe board using times from the board. Display a clock showing a time. If the student has that time written on his/her game board, he/she may cover it with a marker. The first person to complete a row horizontally, vertically or diagonally wins.
    3. Students individually and or in pairs will complete clock quizzes on various websites, located below, using digital and analog clocks in hour, half hour, and five minute intervals:

    Lesson 4 Five Minute Interval Time 30-60 minutes

    1. Skip count by 5’s:
    2. Use School House Rocks video “Counting by 5’s” . Sing along with the video at least once. Practice counting by fives in unison and individually.
    3. Next, have the students get out their Judy Clocks and point both hands of their clocks to 12. What time does the clock show? 12:00
    4. Have students move the minute hands of their clocks, counting the minutes by fives as the hands pass each number until they get to 15.
    5. What time is it now? 12:15
    6. Write 12:15 on board and fifteen minutes after 12 on the board.
    7. Have the children continue moving the minute hands around the clocks and counting by fives, stopping at each quarter hour and saying the time. Write each time on the chalkboard.
    8. Then, in pairs, have the students quiz each other using their Judy Clocks and a personal chalk board.
    9. Finally, students individually and in pairs will use the 5 minute intervals worksheet and the practice website to create and record various times on digital and analog clocks in five minute intervals

    Lesson 5 All Time Intervals Practice Time 30-40 minutes

    1. Students, individually, would open a webpage and practice the skills and concepts that they have learned previously. Click the page below to link to it.

    Final Assessment/Project 1-2 days, 45 minutes each day

    1. Students will complete a schedule of their school day by writing the digital time, drawing the hands on analog clocks, and illustrating the activities that they participate in during the day. Schedules will be mounted on construction paper, presented to fellow classmates, and displayed in the hallway/classroom.
  5. Resources
  6. Instructional/Environmental Modifications
    I taught this Learning Experience to a class of 18 second graders. It was in a regular education classroom containing two students with special needs. During these lessons 1 often paired students heterogeneously. I found that my lower level learners benefited from partnerships with my higher level learners. The higher level learner’s time reading skills were reinforced by this partnership as well.
    I found that it was very beneficial for each student to have a mini Judy Clock. They would use the little clocks for every activity.
  7. Time Required
    • Introduction Lesson - Time 15-20 minutes
    • Lesson 1 Clock Faces - Time 15 – 20 minutes
    • Lesson 2 Hour and Minute Hand - Time 30-60 minutes
    • Lesson 3 Practicing Hour and Half Hour Intervals - Time 30-60 minutes
    • Lesson 4 Five Minute Interval - Time 30-60 minutes
    • Lesson 5 All Time Intervals Practice - Time 30-40 minutes
    • Final Project completion time and sharing 1-2 days 45 minutes each day (time may vary).
  8. Reflection
    I developed this experience about clocks to engage students in telling time in a meaningful way early in the school year. The students were actively involved in each activity. They especially enjoyed and were productive during the computer related activities. The final project, My Schedule, will be used in the classroom for the rest of the year. Students have already started to refer to the student made schedules in order to find out when a certain activity will be.
    Many of my fellow teachers have asked for copies of the final project to use with their class.