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Lesson Plan - Four Column Format

This lesson plan aims to teach 1st grade students to recognize time on analog and digital clocks to the hour and half hour. Students will review what they have learned about the different components of clocks. Then they will use their bodies to show the time depicted in pictures of clocks, either using their hands to show time on a digital clock or writing down the time for an analog clock. The teacher will evaluate students through observation of their clock demonstrations and a written assessment. The goal is for students to understand telling time and to make connections to real-world times like soccer practice.

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287 views3 pages

Lesson Plan - Four Column Format

This lesson plan aims to teach 1st grade students to recognize time on analog and digital clocks to the hour and half hour. Students will review what they have learned about the different components of clocks. Then they will use their bodies to show the time depicted in pictures of clocks, either using their hands to show time on a digital clock or writing down the time for an analog clock. The teacher will evaluate students through observation of their clock demonstrations and a written assessment. The goal is for students to understand telling time and to make connections to real-world times like soccer practice.

Uploaded by

api-338403628
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Four Column Format

Title: Human Clock Active Lesson

Content Area: Measurement and Data Analysis

Teacher Name: Ms. Stuart

Grade Level: 1st grade

OVERARCHING GOALS FOR THE LESSON


The students will be able to recognize the time when
reading a clock.

LESSON OBJECTIVES AND STANDARDS

1.MDA.3 Use analog and digital clocks to tell and record time to
the hour and half hour.

IMPORTANT CONTENT CONNECTION:


The students will be able to look at both digital and analog clocks to determine the time.
IMPORTANT THEORETICAL CONNECTIONS & FOUNDATIONS:
The students will have to be able to master time. It is essential for knowing what has to come next during their day
but also prepares them for time management for the rest of their lives.
MATERIALS.
There are no materials needed for this lesson, we will be using our bodies.
Components of the
Anticipated Student
Teaching notes
Evidence of learning.
DIFFERENTIATION:
list
Evaluation points or
lesson. The students will be
Responses and solution
given a picture of either an
analog or digital clock. If it is
digital they will show the time
with their hands. If it is analog
they will have to write down
the time.

strategies. (Potential Barriers


& Misconceptions)

adaptations for ELL, EC, LD

assessment questions.

LINK PRIOR
KNOWLEDGE. Outline

I would hope the students


will be able to get a 90%
passing rate on the written
assessment because this
game will be a review for a
written test without
movement.

Students with
accommodations will still
be able to participate.

Do the students recall what


was learned about time?
Do they know and
remember there are two
different types of clocks to
read from?

procedures for activating prior


knowledge and student
interest.

The students would have


already learned the
different components of
the clock and how the two
different hands of the clock
represent the hour and

minutes.
INSTRUCTIONAL
STRATEGIES. Outline what
the teacher(s) and students
will do to Engage & Educate.
Active learning tasks. If
required, include the script of
your lesson here.

I believe the students will


be able to comprehend the
instructions after review
and demonstration of how
they will use their arms to
show time.

They will receive similar


instructions however, I will
closely monitor their
responses to the questions.
Did they know the answer?
Are they looking around
and copying friends?

I will know the students


understood the instructions
if they were able to
properly perform the time
given on the PowerPoint.

The students will be able to


sit quietly and wait for the
next lesson after they were
able to move around with
the clock lesson.

I would hope all students


would be able to recognize
the clock at the hour and
half hour while using their
arms.

I will check the written


assessment however; the
kids will not know I will be
taking it to check for
accuracy until the activity
is over.

I would hope to get


responses about time from
the kids. Maybe they will
realize, I have soccer
practice at 5:30 every
night or I wake up at 6:00
each morning

I would hope to get


responses about time from
the kids. Maybe they will
realize, I have soccer
practice at 5:30 every
night or I wake up at 6:00
each morning

I would hope to get


responses about time from
the kids. Maybe they will
realize, I have soccer
practice at 5:30 every
night or I wake up at 6:00
each morning

The students will review


from the PowerPoint then
follow the directions of the
pictures shown. If it is digital
they will show the time with
their hands. If it is analog they
will have to write down the
time.

REFLECT and
SUMMARIZE. Outline how
you will close.

I will use the written copy


of the times written as an
assessment, however when
the students show their
hands of the clock I will
critique as we go.
EXTENSIONS/CONNECTI
ONS. What other lessons
does this lesson connect to?

This lesson connects to


reading a clock more
efficiently. In this lesson
they will only go to the
hour or half hour, it will
build them up for when
they have to read other
minutes of the clock.
REFLECTION: After the lesson, reflect on what went well and what didnt go well. Write changes you might implement the
next time the lesson is taught.

Click here to enter text.

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