Title – Round the Clock

By – Fatima Tuz Zahra

Primary Subject – Math

Secondary Subjects – Science, Art, Language Arts, Computers / Internet

Grade Level – PK-1

Background:

• Since there are 60 minutes in an hour, children must be able to read and order numbers to 60 before they can read time on the digital clock.
• Since time is often referred to in fractional terms on analog clocks, it will be helpful if children have an understanding of halves and fourths.

Unit Introduction:

• Collect different types of clocks and storybooks and/or videos related to time.
• If possible set up a field trip to an appropriated museum, so that the students can learn more about time.
• Put useful books in the library corner for the students to read.
• Locate useful Internet resources.
• Find or create slide shows listed below.
• Acquire or make clock reading worksheets.

Day One:

1. Tracking Game:
   • On the very first day of the unit, get the students to participate in a tracking game (outdoor activity).
   • Draw two paths with the colored chalks from the entrance to the swings.
   • Get the students to choose one.
   • Note down the time with the hourglass.

2. Start your day with the essential questions.
   • Is time something precious?
   • What does time mean to you?
   • Why do we need time in our daily life?

3. Explain:
   • You can tell what time is in several ways: the position of the sun in the sky, the length of shadows, the activities people are doing, and clocks and watches.
   • Arrange a puppet show in the class to explain time.
   • Discuss their knowledge and record it in a KWL chart.
   • Show them a movie in their video time (
     
     Back to the Future
     
     ).

Day Two:

1. Relationship of time and clock:
   • Teacher will tell them stories about time.
   • Students will sing poems,
     
     Hickory, Dickory, Dock
     
     … etc.
   • Students will conduct an assembly presentation on the poem.

2. Start your day with these questions.
   • How do we measure time? With a ruler? Why not?
   • Direct student’s attention to the clock in the teacher’s presentation.
     • How many big numbers are on the clock?
     • Have students point to the hour hand.
       • Tell them that when the hour hand moves from one number to the next, one hour has passed.
       • What can you do in an hour?
     • Have students point to the minute hand.
       • Tell them that when the minute hand moves from one tick mark to the next, one minute has passed.
       • What can you do in a minute?

3. Show them a slide show (
   
   What is Time
   
   ).

Day Three and Four:

1. Planning and conducting a survey:
   • Plan for the clock day:
     • Lead a discussion about different timepieces (clock, watch, and timer, hourglass) and the energy sources required to run them (electricity, battery, wind-up movements).
     • Show them images from the computer.
   • Conducting a Survey:
     • Have students survey their homes and count the number of timepieces they find.
     • Ask them to bring their clocks for the clock day celebrations.
       
     • They should have wrist watches too on that day.

2. Analyzing data:
   • Guide students to design a chart or poster that reflects their findings.

3. At the end of the day students will present their clocks in a clock parade.

Day Five:

1. Human Clock Activity:
   • 12 students hold numbers and stand in a circle.
   • One student holds big and little hands and stands in center of circle.
   • Begin by pointing out the minute hand.
     • Explain how the minute hand moves completely around the clock.
     • Have them time events, such as the length of a TV commercial, class periods with an hour glass, and regular intervals (with a timer).
   • Explain the hour hand.
     • Give questions as you have in previous days and also have them time events around the house.
     • Quiz with flash cards that depict different times on a clock.
       • Start off with flash cards that have a marked clock at every hour.
       • Once mastered, advance to an unmarked clock.
       • Repeat as necessary until they fully understand.
     • It’s a good idea to continue to quiz at least once a week to make sure they don’t forget the fundamentals to learning how to tell time.
   • Explain that some clocks have second hand too, and some times alarm clocks have another hand.
     • Get the students to find such clocks and bring them in the class.

2. Observing different times of the day:
   • Explain the difference between AM and PM.
     1. Times of prayers (if appropriate in your school)
     2. Mealtime
     3. Playtime
     4. Bedtime
   • Get students to make signs in MS Publisher for different activities.
   • Get the students to conduct a survey:
     • Question: Do you go to bed before or after 8 pm?
     • Choices: Before 8′o clock, at or after 8′o’clock
     • Collecting and representing the data: Each child places a cube in the appropriate pan of the balance.
   • Analyzing the data:
     • At what time do most children in our class go to bed?
     • How do you know?
     • How many of you go to bed at 8′o clock?

Day Six:

1. Comparing Digital and Analog Clocks:
   • Discuss the differences between the two clocks: digital and a clock with hands.
   • Show them the slide show of digital and analog clocks.

2. Make a Clock Activity:
   • Divide the class into two groups.
     • One group makes analog clocks with paper plates
     • The other group makes digital clocks with shoe boxes.
       • Make two holes on both sides of the shoe box and pass a stick through them.
       • Attach papers with time written on them with this stick.
       • When you roll the stick, the clock will show different times written on the papers.

3. Conduct a Survey – Clothes Peg Graph

Day Seven:

1. Telling time by hour and half hour
   • Discuss the differences between the hour hand and minute hand.
   • Discuss the fraction 1/2.
   • And show the children the interactive clock on the slide show (
     
     Telling Time by Pooh
     
     )

2. Questions:
   • How do we measure time? With a ruler? Why not?
   • What happens if we cannot tell the time? What happened in the story?
   • Would you like to see if you can tell the time? You can tell the o’clock time just by looking at the hour hand.

3. Practice finding the o’clock.
   • Get the students to work on time worksheets. They will practice drawing hands and showing time.
   • Show them the slide show of digital and analog clocks
   • Ask: Show four-thirty; 4:30 on the digital clock and half past 4 on an analog clock.
   • Continue moving the minute hand around the clock to 12.
   • Ask: What time is it now?
   • Discuss the two ways to read time at the half hour. (4:30 and half past 4)
   • Where is the minute hand at half past the hour?

4. Analog and Digital Clock Comparison:
   • Identify time on analog clock and create matching time on digital clock using magnetic numbers.

5. Conduct a survey – Pictograph Activity

6. Play time games with your teacher
   • Children could have fun snapping fingers to catch a second.
   • They could clench fists as in one potato, two potatoes, etc. to build seconds into a minute.
   • They could then stamp their feet to make an hour.
   • Use
     
     www.aramazu.com
     
     to access, then build a second and minute game with partner.

7. Use worksheets to reinforce telling the time.

Plenary:

• Practice telling the time with all.
  • Play games with the teacher at home or in school.
  • Reinforce the importance of being able to tell the difference between AM and PM and get them to find ways to remember them.

• Time management and saving tips:
  • Offer daily tips about time management. These tips should be 10-minute mini-lessons covering one skill.
    • setting aside study time
    • setting goals for assignments
    • using agendas to make sure work is completed on time
    • making a list of things that need to be completed
  • Discuss tips with parents and other teachers too.
  • Make your own TV guide to manage your time.

• Creating student multimedia presentations:
  • Title slide
  • Explanation of daily activities
  • Explanation of how they can manage time and keep a balance between school, family and other personal activities.
  • Get the students to insert pictures with the help of the teacher in the template.
  • Get the students to select suitable time clocks from the images for their slides too.

At the end of the unit:

• Teacher will enlarge images of clocks and get these photocopied for the student booklets.
• Students will make their own booklets by using templates.
• Get the students to complete their booklets and display them on the door.
• Ask questions about their books and fill the last column of the KWL.
• Award students on their good efforts. Get gold medals at
  
  IXL.com
  

E-Mail

Fatima Tuz Zahra

!