Title: Time to Tell Time
Grade level: 2nd
Teacher: Elizabeth Barnette
The students will demonstrate the ability to tell time to the quarter hour by showing it on a “kid clock”, showing the time on a model clock, and completing a worksheet activity showing knowledge of analog and digital clocks.
SCSDE Curriculum Standard Addressed:
Measurement: Standard II: Expectation C: a. tell and write to the quarter hour, using analog and digital clocks
* The students must understand the general structure and setup of both analog and digital clocks
* The students must understand the minute value of the numbers on an analog clock and the place value of numbers on a digital clock.
a pre-written list of digital clock times to the quarter hour (enough for each student to have one), the name of each student on a piece of paper, a basket, pre-made construction paper sized numbers (the ones that would go around an analog clock) that are set up in a large circle in the middle of the floor, tape, a small analog clock model for each student, a large analog clock model, a clock worksheet for each student, a white board, and marker.
1. Review the structure and number values of an analog clock.
2. The students will get out of their seats, and each student will stand on an Xs made of tape that are outside the circle of the clock on the floor.
3. The teacher will demonstrate what the children will do when it is their turn to be part of the clock. They will use their arms as the hour hand and their legs as the minute hand.
4. The students will then be called to the center of the clock individually by the teacher drawing their name out of the basket.
5. Once in the middle of the clock, they will be given a time to the quarter hour on the clock and will have to lie on their back and represent the time with their arms and legs.
6. After each student has had a turn in the center, they will return to their seats.
7. Then the team captains will pass out the small analog clock models to everyone in their group.
8. The teacher will write a digital time on the white board and verbally say the time, and the students will show what that time would look like on their clock.
9. For each problem, one student will be called to the front to show the time on the larger analog clock.
10. Finally, the students will complete a page with digital clock times and clocks without hands drawing hands on the correct time independently.
The students will complete a workbook activity on telling time and this will show that they consistently are able to demonstrate the skill and will be documented in the students’ portfolio.
If some of the students were unsure of where to put their arms and legs during the “kid clock” part of the lesson, then the teacher could give the student a choice of two numbers that could be correct. While the students are sitting at their desks, if they are having trouble seeing or behaving correctly, give them the option to sit closer to the board and/or teacher.
After this activity, the students will make a clock of their own to practice with and further understand telling time They will also gradually learn more specific minute values than the quarter hours. By the end of the year, they will be able to tell the time on an analog clock to the hour. The sheet that the students did in class this day will become part of an ongoing record of the students’ learning.