ESSENTIAL

LEARNINGS

OUTCOMES

What will the students know or be able to do at the end of the lesson?

ASSESSMENT

How will the students demonstrate that they have accomplished the desired outcome?

STRATEGIES

In what activities will the students be engaged to accomplish the desired outcome?

3 HOTS QUESTIONS

e.g. one should be on knowledge, one on application, and one on synthesis or evaluation.

Mon

Page 53

 Identify the time of the day as day or night and as morning, afternoon, or or evening.

 The children will identify pictures of morning, afternoon, and evening.

1.  Ask the children if it is day or night right now and how they know.
2. Solve Problem of the Day 7-2.
3. Display Chart 14.
4. Have the children point out and explain the morning, afternoon, and evening pictures on the chart.
5. Ask the children if they have visited the post office or know a postal worker.
6. Sing “Time to Work.’
7. Teach the children simple actions to accompany the sons.
8. Play the song and have the children sing the song as they perform the actions.
9. Discuss the differences between day and night.
10. Have the children tell of any activities they do during the day and what activities they do at night.
11. Have the children identify and sort pictures of activities done during the day and during the night.

1. Can you identify day and night?
2. How can you tell the time of day it is?
3. Which is your favorite time of day? Why?

Tues

Page 53

 Identify which of two activities take more or less time.

 The children will predict which activity took more time, and which activity took less time.

1.  Have the children solve Problem of the Day 7-3.
2. Tell the children an anecdote about something I did  that took a long time.
3. Have the children share with the class something they did that took a long time.
4. Give two volunteers different task to do, such as having one child draw a circle while the second child draws three circles.
5. Have the class predict which activity will take longer.
6. Have volunteers discuss who finished first. which activity took more time, and which activity took less time.
7. Repeat with other volunteers and other activities.

1. What are some activities that you wish you had more time for?
2. What are some activities that you would like to spend less time doing?
3. What other activity would you do if you had more time ?
4. Would it be better if we had a longer day time or night time? Why?

Wed

Page 53

 Tell time to the hour on  an analog clock.

 The children will tell time on an analog clock.

1.  Have the children solve Problem of the Day 7-4.
2. Ask: What is clock us for.
3. Explain that the clock is used to tell time.
4. Point out long and short hand and the numbers 1 to 12 on the clock face.
5. Move the hour hand to show 1 o’clock when the long hand, or minute hand, is pointing to the number 12 this is when time is on the hour.
6. Have the children move hour hand to show 1 o’clock.
7. Explain that when the short hand, or hour hand, is on the 1 it is 1 o’clock.
8. Ask the children what they usually do at 1 o’clock in the afternoon.
9. Repeat, showing 2 0’clock, 3 o’clock, and so on.
10. Discuss why clocks are an important part of hour lives?
11. Have the children tell the time.
12. Distribute small clocks.
13.  Have the children work with a partner in taking turns setting and reading their clock on the hour.

1. What is a clock use for?
2. How would you change the time form 1o’clock to 4 o’clock?
3. Why do we need clocks?

Thurs

Page 53

 Tell time to the hour on an analog clock.

 The children will complete activity p. G5.

1.  Point out long and short hand and the numbers 1 to 12 on the clock face.
2. Move the hour hand to show 1 o’clock when the long hand, or minute hand, is pointing to the number 12. this is when time is on the hour.
3. Distribute activity p. G5.
4. Have the place a finger on the short hand of the clock in exercise 1.
5. Ask the children what hour the short hand is pointing to.
6. Have the children tell what time it is shown on the clock.
7. Have the children trace the 3 o’clock.
8. Help the children complete the activity page.

1. What time is it ?
2. How do you know that is the time?
3. Where will the long hand point for every time on the hour?

Fri

Page 53

 Tell time to the hour on a digital clock.

 The children will match time from analog clock to a digital clock.

1.  Have the children solve Problem of the Day 7-5.
2. Display a digital clock.
3. Ask the children if they have seen this type of clock.
4. Talk about pieces of equipment or machines that have digital clocks, such as a microwave, cable box or an oven.
5. Display the digital clock set to 6 o’clock. Point out that there are no hands on this clock.
6. Point to the two dots. Explain that the number to the number to the left of the dots tells the minutes.
7. Explain that :00,they read the time as o’clock.
8. Tell children the clock shows 6 o’clock.
9. Draw a rectangle on the blackboard. write ____:00 inside.
10. Write numbers one at a time to show different times to the hour, have children read each display aloud.
11. Have volunteers write the hour on the digital clock drawing as I say the different  times to the hour.
12.  Ask: Which clock is easier to read?

1. Name places where you have seen a digital clock?
2. How would you show is 4 o’clock in a digital clock?
3. Which clock is easier to read?

School Grade Weighting Scale:

Tests and Quizzes (50%):

Classwork/ Participation (20%):

Homework (15%):

Projects/ Portfolios (15%):

Multiple Intelligences/ Differentiated Instruction:

Use of Technology:

____ Smartboard

____ Student Response System