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Posted Wed Mar 28 12:58:14 PST 2007 by Angela Baker (bake3162@uidaho.edu).

U of Idaho, Coeur d' Alene, Idaho, USA

Activity Time: 1 hour

Concepts Taught: Activity to support the learner in telling time

PIECE ¡V COMPOSER/ARRANGER:„H Wee Sing ৵ The Best of Wee Sing

„N Hickory, Dickory, Dock (Track 35)TYPE OF LESSON:

„H Math, with the integration of Music and Movement

„N Analysis of an analog clock, including the practice of telling time to both the hour and the half ¡V hourGRADE LEVEL:

„H First

MATERIALS:

„H The album: Wee Sing ৵ The Best of Wee Sing

„H Large numbers made of poster board (Numbers 1 ¡V 12)

„N Four or more sets (Numbers 1 ¡V 12) depending on class size and the size of groups desiredOBJECTIVES/PURPOSE:

TSWBAT:„H Recognize, and accurately determine time by both the hour and the half hour

„H Use knowledge of time by the hour and half hour to show the position of the hands on a clock

„H Use the beat of the Music and directed Movement to show the position of the hands on the clock for a given timeNATIONAL MUSIC STANDARDS:

„H Listening to, analyzing, and describing music

„H Understanding relationships between music, the other arts, and disciplines outside the artsTEACHING PROCESS/STEPS:

The students will have been previously introduced to telling time by the hour and half an hour; therefore, this will be a follow ¡V up, guided practice lesson.

„H Prior to the start of the lesson, the teacher will have placed the large cutout numbers on the floor, in the order the numbers appear on the ¡§clock¡¨ (The number of sets and groups will be up to the teachers discretion; although, groups should consist of an even number of students to allow students to work as pairs. This activity can also be done as a whole class activity).

„H The position of each ¡§clock¡¨ should give the teacher a vantage point in which each station can be seen from any area of the class; this will allow the teach to evaluate, as well as keep the students from getting off task.

„H Begin by reviewing key concepts needed for telling time (i.e. the hour hand, and minute hand, etc)

„H Play the song Hickory, Dickory, Dock once through, while the students listen.

„H After the song has been completed, review the concept of beat and give the students an example of moving to the beat of this particular song. The teacher can also ask for volunteers to move to the beat, so the students have plenty of practice with correlating his/her movement to the beat.

„H Next, break the class up in groups and instruct each group to go to one of the ¡§clocks¡¨ arranged on the floor.

„H The teacher will explain that the students will pair off in groups of two. Before the music is played, the teacher will give the movement which the students will perform, as well as the time the students should reproduce. During the time the music is played the students will be instructed to follow the beat of the music while performing the movement.

„H The students will perform the movement to the beat of the music clockwise (i.e. around the ¡§clock¡¨) until one student is on the correct minute hand position and the other student is on the correct hour hand position to make the time called out. (for example, the teacher calls out gallop to 4:30; therefore, the pair of students taking his/her turn will gallop to the beat of the music, clockwise around the numbers/¡§clock¡¨, until one student is standing on the four and the other student is standing in the six.)

„N After each set of directions are called out, the teacher should give the pair of students a few moments before the music is played to discuss who will land on what number, and decipher what numbers are appropriate for that particular time.

„N The teacher should also help each large group of students decide the order in which each pair of students will take his/her turn. After the order has been determined, the pairs will rotate in order throughout the entire lesson.

„H The music should be played for approximately 40 seconds; once the music has stopped, both the students should be in the correct position to represent the time that has been called out.

„H Depending on the class, this activity can be played on a point system. Each time a pair of students gets the correct time, he/she will be given a point. At the end of the activity the points will be tallied amongst the whole group at each ¡§clock¡¨ and the team with the most point wins; however, each time the teacher notices a pair of students not moving with the beat, or if a pair of students does not get the correct time, the team will loose a point.EVALUATION:

The teacher will be moving about the class to observe the students throughout the entire lesson.

„H Did the students move to the beat of the music?

„N Did the students keep the proper beat, or were the students randomly moving?

„N Were the students holding the repetitive beat, or was the beat kept sporadically?

„H Did the students use the proper movement throughout the entire time the music was played? Or did the students stop the instructed movement during the music?

„H Did both of the students in each pair land on the proper numbers to make up the time called out? Or were the students confused about what two numbers made up the times requested?

„H Do the students need more instruction on beat?

„H Do the students need more instruct on telling time?

„H Did the students work well in teams and pairs?EXTENSION:

„H Allow students to work independently within the assigned groups.

„N Each pair of students can decide on three times and movements to give to the other students in his/her group, as he/she watches to see if the other students performed the movements and time recognition properly.

„H Next each pair of students will then come up with two more movements and times, in which he/she will perform for his/her group, and ask that his/her group members guess the movement performed and time he/she has landed on.

„N As each pair of students performs his/her movement, the other group members will watch and determine if the students were following the beat of the song.SUGGESTED MOVMENTS:

ƒê Gallop

ƒê Bounce

ƒê Skip

ƒê Hop

ƒê Side Step Left

ƒê Side Step Right

ƒê Jump

ƒê Scoot