Unit Topic or Theme: Telling Time

Grade: 3

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Lesson Topic or Theme: Learning to tell time on analog and digital clocks.

Lesson Objectives: The student will be able to read time on a standard analog clock.

The student will be able to convert time from analog to dialog and vice-versa.

Instructional Technique: lecture, discussion, demonstration, games

Instructional Materials: Interactive Website: “Stop The Clock.” Teaching Time, teachingtime.co.uk/draggames/sthec2.html.

*Handout attached*

Theoretical Perspective: This information is important for students to learn because clocks are around us all the time, and we need to know how to read one because we practically depend on time in our daily lives.

Procedure:

1. Introductory Activity

1. Ask students what time they think it is by looking at the classroom’s analog clock and explaining how they know.

2. Step-By-Step

1. Explain what analog and digital clocks are/their similarities and differences

2. Introduce the concept of hours

3. Introduce the concept of minutes

4. Introduce the concept of intervals (by 5’s, 15, etc.)

5. Show how to use interactive website

6. Students will use the website to fill out worksheet independently

3. Closure

1. Conduct an activity where students have to draw the arrows on an image of a clock on the board. They can be split into groups, and race to get the time first.

2. Discuss what we learned and clarify any further questions

4. Adaptations For Different Learners

1. Providing a cheat sheet of a clock that shows the minutes, five minute intervals, fifteen minute intervals, etc. directly on the clock.

5. Homework

1. None

Evaluation:

A. How/when will you determine if you have met your objectives?

• The student will be able to read time on a standard analog clock.

• The worksheet that goes along with the interactive website that includes the attempts; it shows whether the students understand the content or not. It also may show improvement as well.

• The student will be able to convert time from analog to dialog and vice-versa.

• The worksheet that goes along with the interactive website that includes the attempts; it shows whether the students understand the content or not. It also may show improvement as well.

B. Concerns or questions you have about teaching this lesson?

• Will students actually learn and retain the information about the lesson considering that the interactive website is somewhat a working backward and/or guess and check the type of interactive?