School Boards

School Boards / School / Grade(s) 1
Lesson Title: Make a clock
Discovering the Features of a Clock / Date
Learning Goal (Curriculum Expectations)
Identify time to the hour using analog clocks.
Demonstrate concepts of number sense by counting forward by ones, twos, fives, and tens up to 60.
Lesson Components / Anticipated Student Responses
Engage
Ask the students, "How many times during the day do you hear or use the word time?" Write students responses on chart paper.
Create a number line which contains the numerals one through twelve. Bend the number line into a circle to resemble a clock face. Ask the students to place the numerals inside the circle to make a clock face.
Discuss with students that time is a factor in everything we do and that during this lesson, they will be introduced to the clock and learn to tell time to the hour.
Read What Time Is It, Mr. Crocodile? by Judy Sierra. Pause on each page and point out to the students the clock on each page. Have students turn and share with their partner the time they see on each clock. Give time for students to discuss the time they see on the clock. The teacher will walk around and listen to the discussion among students. The teacher will remind students which hand is the hour hand and which hand is the minute hand. / What time is it?
It's time to get up.
It's time to pack up.
You're wasting time.
It's time for music.
Be sure to hand in your work on time.
We're out of time for today.
It's lunchtime.
If I have to tell you one more time.
During-Making clocks
Give each student one paper plate, one brad fastener and one copy of a clock face. According to the ability of the group, you may wish to place some marks on the circle to facilitate spacing of the numbers (clock with numbers, clock without numbers). Tell the students that they are going to make their own clocks to use in telling time. Tell the students the paper plate will be used as their clocks. Have them cut out each number and glue it in the correct position on the paper plate clock. Remind them to space out the number so that their student made clock resembles the classroom clock. The teacher will walk around the room and listen to the students as they explore the features of a clock. Allow students to explore the features of a clock. They can write their discoveries in the math journals. Teacher should draw students’ attention to the features of their clocks (numbers, hands etc). How many numbers are on the clock? Why do you think a clock has two hands that are different lengths? Have students point to the hour hand. Ask, what do you think is the function of this hand? What can you do in an hour? What can you do in a minute? How do you think all these features work together to tell time?
Modifications are Individual through IEPs. Accommodations: Create kinesthetic practice opportunities for hands on manipulations and performance based assessments; manipulatives can be provided to help a visual or spatial learner; record conversations and oral explanations for anecdotal records.
After (Consolidation)
The teacher will choose three students to share what they discovered about clocks with the rest of the class. / I learned that clocks have numbers
I noticed that clocks have
Clocks tell the time
After (Highlights and Summary)
Have students write about their favourite time of the day. Encourage them to draw a clock that shows their favorite time.
After (Practice)
Challenge children to guess how long 1 minute is. They close their eyes and lay down their heads while you watch the clock. Each child raises a hand when he or she thinks 1 minute is up. Tell children that you will put their hands back down if they are too early. Clap your hands when the minute is up. Have children watch as the second hand goes around the clock once. Challenge them to try again to guess when the minute is up. Math center- for telling time. Prepare cards showing clock faces on the hour. The students will match the clock faces to cards which record the time in standard notation form or with the words.