Detailed Unit Plan 609 Class 3-4

Teacher: Ms. Tellez Day 3-4

Date: July 31, 2019

Subject / grade level: Math/Second Grade

Vocabulary:

Minutes: 60 seconds

Hours-has 60 minutes

Digital clock- tells time digitally

Analog clock: has a big hand and a little hand to tell time

Materials:

Hula hoop, Post-its, black marker, worksheet.

Build Understanding of Time

NC. 2. MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Lesson objective(s):

• Students will be able to count by fives and associate the big hand in the clock with minutes.

• Students will be able to identify the little hand and the big hand on a clock.

• Students will be able to differentiate minutes versus hours

• Students will be able to associate the big hand with minutes and the little hand with hours.

Differentiation strategies to meet diverse learner needs:

For those students who understand the concept of telling time, they will be grouped together with those students who do not understand it. I will be passing out little clocks to a group and given a worksheet to finish up with their partners.

ENGAGEMENT

Types of questions students should ask themselves after engagement

• --Ask students who knows how to tell time?

• Who knows what an hour is and what a minute is?

• Ask students how many times they ask their parents what time it is?

• Where do they check to tell time?

• Do they check the cell phone, the Computer or the IPad? How many of them know how to tell time on the clock? Why is it important to tell time on a clock vs a phone?

Play a video for students on how to tell time:.

https://www.youtube.com/watch?v=UvcqVGEMGbY

(1:57 Minutes) This is the introduction video for first day.

Second Day Engagement Video: (Also a great evaluation tool)

https://www.youtube.com/watch?v=EIxaxnageTo

4:13

This video actually asks the students what time it is, teacher can pause it and ask class what time is being reflected on the YouTube video.(this can also be a way to evaluate if students understood it the day before.)

EXPLORATION

The first day the teacher will build the clock on the white board for the students. The hula hoop should be on the board, make sure to have the hours written on a blue sticky note, the minutes (five by fives) in pink. Explain to the students the values of hours, that the time only goes from 1 to 12. The students will be doing hands on by asking them to come up and put the minutes’ stickie’s where they belong. The class can help the one student going on. I want the big idea that is resonating here that the minutes are counted by 5.

“Big Idea” Conceptual questions:

• Which hand tells the hour?

• Which hand is counted by fives?

• How is telling time helpful for you?

• What would happen if you did not know how to tell time?

• Why is it important to be able to tell time on an analog clock?

If my instructions were not so specific or confusing this is a visual representation of what I mean?

EXPLANATION

Techniques teacher can use to help students connect the concept of time to their lives is to relate it to real life situations, give them scenarios:

Ex. What if your mom and dad, or whoever needs to pick you up forgot their phone and there are only clocks around? Imagine if they had to come and pick you up from school how could they do this without knowing how to tell time on an analog clock?

Ex. You have your big field trip and you need to wake up early so you won’t miss the bus, who makes sure you don’t wake up late? How do you think they do this?

Some questions that the teacher will use to help students connect to their exploration of the concept of telling time will be asking them how does telling time affect them (students in real life).

Higher order thinking questions:

• If you don’t know how to tell time, how will you get to school on time?

• Who makes sure you get to school on time in the morning?

• Who oversees picking you up from school? How do they make sure they are not late?

• If you did not know how to tell time how would you get to work on time?

ELABORATION

The hands-on activity that I have chosen is that the first day that the clock lesson is introduced make sure every student can have a turn on putting at least one sticky on the board (or on hula hoop) do 3 times and as a class correct. Ex… give out hours to 12 children and minutes sickies to others and have them go to the board and paste it on the board.

2nd Day: After the initial lesson will be handed out a worksheet, they will also get little clock so that they can touch a clock.

Worksheet math: snowflakes and telling time.

url: https://www.teacherspayteachers.com/Product/Winter-Math-for-Second-Grade-Freebie-2345386

Students will be able to develop a more sophisticated understanding of the concept by putting into writing what time it is, initially it has been presented orally and now they can write down the answer.

The vocabulary that will be introduced to the students will be minute-consists of 60 seconds, hour-has 60 minutes, Analog clock- has a big hand and a little hand. Digital clock-displays time digitally. The vocabulary will help the students be able to identify all the parts of a clock and what values are associated with.

This knowledge is applied to our daily lives because even for knowing when recess is, you need to be able to tell time. For lunch, students need to be able to tell how much longer they have. Second graders especially always want to know what time it is and how much longer so telling time is super important for them to know.

EVALUATION

• One way to evaluate if the students could grasp the concept is when the YouTube video is playing have the class answer what time is being displayed. The worksheet that they will be filing out will also be considered as a tool of evaluation

Extra worksheet for students who finish quickly.

• One way to evaluate if the students could grasp the concept is when the YouTube video is playing have the class answer what time is being displayed. The worksheet that they will be filing out will also be considered as a tool of evaluation