Evergreen Park School Instructional Planning Template Developed by: Kerri Trecartin / Date(s): January 13- 17 Grade level:

3/4 / Subject: Math / Unit: Time

Timeframe

0 Weekly 0 Unit 0
Daily

Universal Design for Learning Representation There are both audio and visual instructions. There are also opportunities to use Auditory, Visual, Analytical, and Kinesthetic skills.

Outcomes SCO SS1: Relate the passage of time to common activities using non-standard and standard units (minutes, hours, days, weeks, months, years). SCO SS2: Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem solving context.

Required Materials, Tools and Technology Word Problem Sheet (23) Time Chart (23)

Assessment (formative/summatlve, self/peer) What prior data is informing your instruction? Formative: This lesson is to review the students prior knowledge of time and relate their knowledge to real life situations and activities. Action and Expression Students can express their knowledge through written forms (both sentences and charts), the opportunity to work with partners, as well as the chance to display their knowledge orally.

What assessment strategies will measure the learning from the outcomes? Collection and evaluation of the Word Problem Sheets. Monitoring groups and asking questions

I Special Considerations When making partners be sure that the students will be able to stay on task.

I Differentiation This should be review work for the grade 4 students and new work for the grade 3 students.

Engagement Students can connect the concept of time to their personal lives through activities that allow the students to experiment with activities dealing with elapsed time.
I ln-class Support

Mrs. St. Yves, Mrs. Silk, and Mrs. Slonewaite are in the class to assist students with questions.

Cross-curricular Connections

Phys. Ed

Timeline I Elaboration Before (Introduction) Bellwork: Have students work on problem solving sheet when math period starts. Collect sheets for assessment. The beginning of the first class will serve as a review and a way to assess prior knowledge about time. Begin by asking the students the following questions (have the students write the answers on the board: How many seconds are in a minute? How many minutes in an hour? How many hours in a day? How many days in a week? How many days in a month? (Which months are different) How many days in a year? During Practice (Individual I Guided), Opportunity for individual/small group instruction Use the class clock to ask students which is the minute hand? Which is the hour hand? Which is the second hand? Make sure that students know how to measure those times using the clock. Explain to the students how to fill out the chart. Demonstrate how to do each item on the chart in an organized way (instruct them to jump and clap quietly as to not disturb other students and other classes). Demonstrate for the students how to use the clock to measure 1 minute. Have students partner up to fill out the Time Chart. Students will take turns with their table partners to fill out the chart and answer the questions. Each student must fill out their own copy of the sheet with both their partners information and their own. Allow students 20 minutes to work on sheets before adding extra time to those who need it. Have volunteers share their results.

20 minutes

20-25 minutes

After (Closing) Wrap up the class by asking the students to fill out an exit ticket. Tell students that they are dismissed once they pass in their tickets answering the following question. What time is it now?

5 minutes

Reflection (How did it go? I Changes for next time) The lesson went longer than I had anticipated. I estimated approximately 50 minutes with time left over for students to do extra work if needed. But we did not finish the Time Chart activity. The students were very engaged in the Time chart activity and they worked very well in their groups. I think that students enjoy having the chance to move their bodies in their classroom in nontraditional ways. I was also pleased with the students problem solving skills on the sheet. Most of the students were able to use their problem solving skills in order to fill out the sheet dealing with elapsed time schedules.

Additional Information I Notes For the next lesson students will begin by finishing their partner work, then we will finish with more time work.