Phase 2 of time lesson

Instructional Decisions/Teaching (InTask Standard # 9): 

A lot went well in this lesson, the students were engaged the entire time and they learned the material very well. With the online game they actually went farther than we did in the actual lesson. This was one of the things that didn’t go as well, the game introduced so terms that we hadn’t gone over in the lesson because they weren’t in the first grade standards. Other than this slight detail the alignment to the standards was maintained very well. The modification I made during the lesson was ending the online game at the level before it started introducing the terms we had not discussed.

Mechanics:

The technologies that I used was an online clock manipulative at the beginning of the lesson to introduce the main concepts and then I used an online game about telling time to use as a mini assessment. The technologies were used by myself and by my students. My lesson was in the correct time frame because I slowed down my teaching and gave my students more time to practice. We also used more time at the end of the lesson to review the terms.

What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

I learned that time can be a really difficult concept to explain to younger student but that if you explain it correctly they will start to understand it. One thing I will change is using more time at the beginning to really go over the important concepts. I will also give more time for the lesson and more time for individual and group practice.

Telling Time First Grade Lesson

Rationale

Students need to be able to tell time for a variety of reasons. We expect people to be on time to things which means they need to be able to know how to read a clock.

Overview

Grade Level: first grade

Subject: math

Topic of Study: telling time

Time Allotment: an hour

Standards: 1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

Objectives: By the end of the lesson students will be able to accurately tell time in hours, half-hours and quarter-hours on an analog clock.

Implementation

Procedure: I will begin the lesson by asking students why it is important to be able to tell time.

We will then have a discussion of different reason why we need to be able to tell time (school, recess, lunch, dinner, bedtime, etc.)

Then I would show the students a clock manipulative, either a physical one or one on the computer.

I would show them that the small hand is what tells the hour and the big hand tells the minutes. I would also tell them that the red hand tells the seconds but that we won’t be using that.

I would set up different times on the clock and show the students how to read the time. The thing that I really want to stress is that the little hand is not always directly on the number. This can be confusing for many students so I would want to introduce it early.

Then they would practice telling time on their own, I will put a time on the clock and they have to tell me what it is.

Then we will practice backwards, I will tell them a time and they will move the hands on their clock to show me.

Then they will go on to the website and play the games and at the end of each level they will send me a screenshot of their progress.

Technology

http://www.abcya.com/telling_time.htm

Assessment

The screenshot of their progress on the website that they send me. We also will go to the whiteboard where I have drawn clocks and I will first draw times and ask each student to tell me the time, then we will discuss the answer as a group. Then I will just have the blank clocks and tell the student a time and have them draw it and then we will discuss the answer as a group. I will assess them on how well they are able to answer the questions on the board.

Phase 1 Reflection

What do the students need to know prior to the lesson? The main prior knowledge that the students need are what a clock looks like.

How will prior knowledge and experience be assessed? Asking them to identify a clock and ask them where they have seen them before.

How will you use this information in the planning process? I will use it to see how much we need to focus on what the clock looks like and what the numbers mean before actually going into telling time.

Why should the content of this lesson be taught at this grade level? The content should be taught at this grade level because the students need to start learning to tell time and at this point in their education and this gives them lots of practice.

How do the objectives that you have for the lesson align with the standards? The objective align perfectly with the standards for this grade level.

When will the lesson be taught in the course of the school year? Why? I would teach this near the beginning of the year so there is lots of time to practice throughout the school year.

Why are you using the instructional methods you have described? The online games help the students learn because they are interesting and hands-on. With a topic like telling time students really need to learn through doing and not just being told.

How do the instructional methods align with what you know about best practices (think about your methods classes)? The teaching is all hands on and they get lots of time to practice telling time.

Why are you using the instructional methods you have described? I am using these methods because students respond well to these methods because they are engaged throughout the lesson.