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Telling Time

Second Grade

December 4, 2014

Strand: Measurement and Data
Cluster: Working with Time and Money
2.MD.C.7. Tell time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Content Objective:
Students will be able to tell time using a digital,
and analog clock.

Language Objective:
Students will follow/listen to oral directions
according to simple commands using
manipulatives or real-life objects.

Key Vocabulary
Noon: When the clock says 12 and its daylight outside
AM: Before Noon
PM: After Noon
Oclock: Used to specify the hour in telling time
Analog: A clock that tells time with an hour hand, minute hand and second
Hour Hand: A hand on a clock that tells the hour. Hour is the short word.
Hour is the short hand.
Minute Hand: A hand on a clocks that tells the minutes. Minute is the long
word. Minute is the long hand
Digital: A clock that tells time by showing each number in a horizontal
Colon: A punctuation mark that goes between the hour and minutes on a
digital clock (Show them)

Materials (Including
Supplementary and
Paper plates
Arrow Cut Out
Smart Board
White Board Markers
Analog Clock
Digital Clock

One of the ways of making this activity more challenging for some students is by having students
change the time on an analog clock to match a time that is given either verbally, or in written form.
These students can also be introduced to the concept of the second hand.
Building Background Knowledge:
This flower will be added around the analog clock that already exists in the classroom. The
snack, recess, lunch and home analog clocks will also be added around the classroom to
encourage and elicit questions from the students.

Introduction Activity:
Using a smart board we will create a comparative chart analog vs. digital clock. We will create a
visual with the students asking them what they know about time and where they have seen it. We will
have some time to discuss what they know about time/clock, why is it important, etc. The drawing
will have the hour in the same color for analog and digital when they supply this information or we
lead them to the answer. The same goes for the visualization of minutes. Itll look like the following
visual except Id have the numbers 1-12 on the analog clock highlighted in green. Underneath the
drawing we will make a list of the class about what they know about these things.

Main Lesson:
There will be two stations.
Station 1 (Lead by Laura):
As a large group, the students will get the material to make the following analog clock. Laura will
talk them through every step and ask them what they know about it. The flaps and arrows will be precut for them
Step 1: Can everyone find the purple circle? It has flaps on it. Can you tell me how many flaps? 12.
On the purple sheet we are going to write 1, 2, 3, etc. until we reach 12 on each flap. This stand for
the hours. (Wait for them to write the numbers and walk around.)
Step 2: Can you find the purple arrow? What did we say went on the purple sheet? Hours. Lets write
hours on that arrow. (Model it on the whiteboard.)
Step 3: Can everyone find the yellow circle? This sheet stands for the minutes. The minutes are
different that the hours. On this sheet we will count by 5s. Can you all could by fives with me?
(Model counting; 5, 10, 15, etc.)
Step 4: Can you find the yellow arrow? What did we say went on the yellow sheet? Minutes. Lets
write minutes on that arrow. (Model it on the whiteboard.)
Step 5: Put it all together.

Step 6: We will sing a song to bring it all together. (I will post it on chart paper so the class can see
and read it along with me.)

Station 2 (Lead by Jessica):

Jessica will take two people at a time to explore the analog and digital clock on the smartboard.
Questions she will ask to elicit curiosity:
What do you notice happens to the minute/hour hand on the analog clock when you change the time
on the digital clock?
Does anything change with analog clock when the digital clock is changed from am to pm or from
pm to am?
Do you notice a pattern happening on the digital clock when the minute hand on the analog clock
reaches one of the numbers.
Have a discussion about how we use time in real life. Why is it important?
Review and Assessment:
As a whole group, we will review by going over everything we built. Point at each thing and ask
them what it stands for. We will assess them by their finished product of the clock.
SIOP Components
Building Background
Link to past experiences/background, Key Vocabulary
One of the ways we will be building background is by starting the lesson off with a discussion about
the analog and digital clock. This will give students the opportunity to think of how they have used
both kinds of clocks in their lives and where they have seen them. The introduction will mentally
prepare them for the main portion of the activity. There flower clock will also help build background
for the students, and it will serve as a discussion point.
Lesson Preparation
Specialized vocab for subject areas, Clear content and language objectives, Grade and age
appropriate concepts
We will be accomplishing this SIOP component by explicitly stating content and language objective
to students at the beginning of the lesson. We have also made sure that the content of the lesson is
appropriate for the intended grade level by connecting it to the Arizona College and Career Ready

Student Interaction
Interactions with peers and teachers, Wait time, Frequent opportunities for interaction, Clarification
in native language, Supportive group configurations
Throughout the duration of the lesson students will engage in whole group, and small group
discussions. All students will be invite to participate in the discussion at the beginning of the lesson.
Students will also engage in small group discussion while they are exploring the clocks on the smart
board. If it is needed students will also be provided with clarification in their native language.
Hands on activities to integrate language skills, Application of content and language, Reading,
writing, listening, and speaking
Students will have several opportunities for hands-on activities during the lesson. They will actively
engage in creating their own analog clocks by putting the pieces of their clock together. Students will
also be given the opportunity to explore the analog and digital clocks on the smart board in small
groups. Both of these activities will allow students to apply the knowledge they have learned during
the class period.
Review key vocabulary, Assess student learning, Review key concepts, Regular feedback
This SIOP component will be fulfilled by assessing for the students understanding of the subject, as
well as reviewing the key vocabulary and concepts. This will be done in a whole group setting. The
key vocabulary will be review at the beginning of the lesson on the smart board, the students will be
given a definition, along with a visual to represent the vocab word. The main concepts of the lesson
will be reviewed at the end of the activity through a classroom discussion. Students will be assessed
by checking for their understanding, this will be done by going through the different portions of the
clock with the students.
Effective Strategies
Model thinking out loud, Scaffolded instruction, Higher-order thinking questions
Some of the effective strategies that will be used throughout this lesson include graphic organizers,
technology, scaffolding techniques, and providing sufficient wait time for students. Graphic
organizers will be used to collect the data gathered from discussion. The smart board will be used to
present information to students, as well as a tool they will interact with. Throughout the creating of
their clocks students will be supported with both verbal and visual instructions.