Heading:
Subject Area: Mathematics Grade Level: Kindergarten
Concept/Topic: Ordering Events based on Time Time: 11:00-12:00
Desired Results:
Lesson Background:
Pennsylvania Early Learning Standards
2.3.2 Units and Tools of Measurement
*Practice naming the instruments used for measuring time
*Order events based on time
9.1c.1: Representation of Visual Arts
*Represent common themes and patters using visual arts
Objectives:
-Students will be able to tell time to the hour using an analog clock.
-Students will be able to create a visual representation that sequences the events of the story.
Procedure (Learning Plan):
Materials and Technology:
Teacher:
-The Very Grouchy Ladybug by Eric Carle, a large analog clock with movable hands, large poster board
Students:
-Small paper analog clocks, paper, colored pencils
Step-By-Step Procedure:
-She will then ask students what we use a clock for and discuss the importance of telling time.
-Explicit Instruction on Skill: The teacher will introduce two more vocabulary terms (big/hour hand and little/minute hand).
-The teacher will explain to students that they will be learning to tell time “to the hour”. Ex: When the big hand is pointing at the top or the 12, we say “o’clock”. The little hand points to the number that we will say. So if the little hand is pointing to the 4 and the big hand is pointing to the 5 and the big hand is pointing to the top we say 5 o’clock.
-The teacher will model a few different times and will move the hands as she explains.
-She will then begin to put times on the clock and ask students to tell her what time is showing.
-The teacher will ask students to show various times on their clocks (5 o’clock 6 o’clock, etc.) and hold up their clocks to show their answers.
-The teacher will remind students that when we say o’clock, the big hand is always pointing to the top of the clock and our small hand points at the number we say.
-Connection to hook: The teacher will tell students that in the story, the ladybug meets a lot of friends throughout his day and it is going to be our job to see what times the ladybug meets all of his friends. The teacher will ask students to show the time on their clocks as it is said in the story.
-The story will be read aloud and the teacher will pause after each time is said to check students’ clocks. This will provide the teacher with an informal assessment of students’ understanding.
-Following the completion of the story, the teacher will take a short picture walk to go over the times that were discussed in the story.
Evaluation:
As a class a large poster will be created on a bulletin board. One clock will be hung up for each of the times touched upon in the book. The teacher will ask a student to come up to the board and move the hands of the first clock to represent the first time. The class will then discuss what animal the ladybug met at that time and another student will hang up a picture of the animal under the clock. This will continue for each time until the poster is completed. Students will then go back to their seats and be asked to draw picture of their favorite animal that the ladybug met in the story and draw a clock that shows the time that the two characters met.
Differentiation:
-ESL Students: Students will be provided with the book being read aloud to follow along with. This may aid students in developing connections between language and written text.
-Gifted Students: Gifted students will be asked to write a list of the animals that the ladybug met throughout the day next to the various times mentioned in the story.
-Special Education Students: These students will receive worksheets with the times listed and small pictures of the animals before the story is read aloud. The student will place the animal next to the correct time as the story is read. This worksheet can then be referenced to volunteer information for the group project and remembering the events of the story.
Subject Area: Mathematics Grade Level: Kindergarten
Concept/Topic: Ordering Events based on Time Time: 11:00-12:00
Desired Results:
Lesson Background:
- Big Ideas: This lesson focuses on telling time and sequencing events based the time that they occurred. Students will learn to tell time to the hour and use prior knowledge of sequencing for completing the activity.
- Teacher Knowledge: In order to successfully teach this lesson the teacher must be competent in teaching telling time to the hour and her students’ background knowledge of both telling time and sequencing. Though students have been exposed to sequencing throughout other lessons, the teacher must be familiar with their level of competency in this area to determine any further instruction that will be required. Prior to this lesson students have been introduced to telling time by the hour but are still learning the skill.
Pennsylvania Early Learning Standards
2.3.2 Units and Tools of Measurement
*Practice naming the instruments used for measuring time
*Order events based on time
9.1c.1: Representation of Visual Arts
*Represent common themes and patters using visual arts
Objectives:
-Students will be able to tell time to the hour using an analog clock.
-Students will be able to create a visual representation that sequences the events of the story.
Procedure (Learning Plan):
Materials and Technology:
Teacher:
-The Very Grouchy Ladybug by Eric Carle, a large analog clock with movable hands, large poster board
Students:
-Small paper analog clocks, paper, colored pencils
Step-By-Step Procedure:
- Engagement/Introduction:
- Explain the “hook” or lead-in part of the lesson: The teacher will show students a list of all of the people that she needs to meet on Saturday. She’ll explain to students how frustrated she is because she doesn’t know when to meet any of her friends. The teacher will then ask the students what she needs to know to make sure she doesn’t miss any of her friends. (ex: times)
- Exploration/Explicit Instruction with Modeling and Guided Practice:
- Explicit Instruction:
-She will then ask students what we use a clock for and discuss the importance of telling time.
-Explicit Instruction on Skill: The teacher will introduce two more vocabulary terms (big/hour hand and little/minute hand).
-The teacher will explain to students that they will be learning to tell time “to the hour”. Ex: When the big hand is pointing at the top or the 12, we say “o’clock”. The little hand points to the number that we will say. So if the little hand is pointing to the 4 and the big hand is pointing to the 5 and the big hand is pointing to the top we say 5 o’clock.
-The teacher will model a few different times and will move the hands as she explains.
-She will then begin to put times on the clock and ask students to tell her what time is showing.
- Modeling:
-The teacher will ask students to show various times on their clocks (5 o’clock 6 o’clock, etc.) and hold up their clocks to show their answers.
-The teacher will remind students that when we say o’clock, the big hand is always pointing to the top of the clock and our small hand points at the number we say.
- Guided Practice:
-Connection to hook: The teacher will tell students that in the story, the ladybug meets a lot of friends throughout his day and it is going to be our job to see what times the ladybug meets all of his friends. The teacher will ask students to show the time on their clocks as it is said in the story.
-The story will be read aloud and the teacher will pause after each time is said to check students’ clocks. This will provide the teacher with an informal assessment of students’ understanding.
-Following the completion of the story, the teacher will take a short picture walk to go over the times that were discussed in the story.
Evaluation:
As a class a large poster will be created on a bulletin board. One clock will be hung up for each of the times touched upon in the book. The teacher will ask a student to come up to the board and move the hands of the first clock to represent the first time. The class will then discuss what animal the ladybug met at that time and another student will hang up a picture of the animal under the clock. This will continue for each time until the poster is completed. Students will then go back to their seats and be asked to draw picture of their favorite animal that the ladybug met in the story and draw a clock that shows the time that the two characters met.
Differentiation:
-ESL Students: Students will be provided with the book being read aloud to follow along with. This may aid students in developing connections between language and written text.
-Gifted Students: Gifted students will be asked to write a list of the animals that the ladybug met throughout the day next to the various times mentioned in the story.
-Special Education Students: These students will receive worksheets with the times listed and small pictures of the animals before the story is read aloud. The student will place the animal next to the correct time as the story is read. This worksheet can then be referenced to volunteer information for the group project and remembering the events of the story.