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Presentation with Advance Organizer Lesson Plan (10 pts)

Your Name: Miss Cudworth
Grade Level: 1
Subject: Mathematics
Lesson Title: Telling Time: Five Minute Intervals (Knox, Myers, Dukerich, Walkowiak, Jobe,
& Owens).

Content Standards:
Tell and write time - Common Core Standards
1.MD.3. Tell and write time in hours and half-hours using analog and
digital clocks. Iowa Common Core
Materials Needed:
Day Out Worksheet
TV Guide
Pocket scheduler
Prerequisite Skills:
Differences between a digital clock and an analog clock.
Review of the differences between an hour hand and minute hand
Lesson Objective:
Given the necessary materials students will be able to tell time using a digital
clock with 75% accuracy.
Students will be able to organize their own outing, with a partner,
demonstrating their knowledge of time in hour and half-hour intervals with one to two
errors on the time.
1. Present objectives: (What are students going to learn?) Time: 2 minutes
Today we are going to learn how to tell time on a digital clocks. What are a
few examples of the differences between an analog clock and a digital clock? (Write
Students answers on paper chart).
We are also going to learn how to tell time to the half hour. What are a few examples
of a half hour?
2. Present advance organizer: (A metaphor or logical connection?) Time: 5
minutes
When I think of time to the half hour, I think of it as being similar to half of a
pizza! Now, we know that there a sixty minutes in one hour, so how many minutes
are in one half of an hour? (Wait time, then count together)

3. Demonstrate knowledge or skill: (Input/Modeling by the teacher)

Time:
15 minutes
Teacher will model the way that time looks by creating the classroom
schedule with times. The students will follow along by showing the time on their
clocks

4. Check for understanding and provide student feedback: (How will you know
students understand the skill or concept? How will they know they get it?)
Time: 20 minutes

The students will work with partners to create a fun outing that is packed with
exciting activities such as: reading, going to the park, creating new games etc.
Students will see an example of what this might look like in class. The teacher will
walk around to answer any questions they might have. (See attached worksheet)
5. Assessment / Closure: (How do you evaluate student progress or provide
closure to this lesson?)
Time: Brief explanation to students (5 minutes) 15 teacher minutes for grading.
Resource: (Knox, Myers, Dukerich, Walkowiak, Jobe, & Owens).
Students will be asked to fill out their TV Guide including the show title, day, channel
and time, and then drawing a clock of the time in which the show started.

My TV Guide
Name: _____________________
For each of your favorite shows write the day, channel and time, and draw a clock
showing when the show begins.

Favorite Shows

Day

Channel and Time

Clock

6. Adaptation for students who need extra help, time, or attention?

Students will have a print out of the classroom schedule showing the
specific time of when we are switching gears.

Extension for students of high ability?

Students will be asked to fill in how long their tv show runs for rather than stating the
day the show airs.
Ex. Full House
Start 7:30
End 8:00
Total time 30 Minutes
TOTAL LESSON TIME: 45 minutes
7. References Consulted: (Curriculum books in Drake SOE curriculum lab, teacher
resources, websites, etc):
Knox, P., Myers, P., Dukerich, P., Walkowiak, K., Jobe, H., & Owens, R. (n.d.). Journey
in time. Retrieved from http://www.fi.edu/time/Journey/JustInTime/lesson1

1999-2013. Retreived from

http://www.brainpopjr.com/math/time/timetothequarterandhalfhour/grownups.weml
2013. Retrieved from
http://www.learningresources.com/product/daily+schedule+pocket+chart.do
Beisser, 2000

Check-List:
Time is told on a digital clock correctly.
Time is correctly written for day out activity. (Digital and analog)
Time is correctly shown in hour/half-hour intervals.

Direct
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Direct Instruction Lesson Plan (10 pts)

Lesson Background:
Your Name:
Miss Cudworth
Subject: (circle one)
Science

Grade Level: (circle one) K 1 2 3 4

Language Arts

Social Studies

Mathematics

Lesson Title: Elements to Telling Time: Hour

Content Standards (Iowa Core Standards):
1.MD.3. Tell and write time in hours and half-hours using analog and digital
clocks.
Materials Needed:
Clock with Numbers
Brad Fasteners
Vocab: http://www.fi.edu/time/Journey/JustInTime/lesson1.html
hour
oclock
minute hand
hour hand
Prerequisite Skills:
Since there are 60 minutes in an hour children must be able to read and order
numbers to 60 ( ).
A B C D Lesson Objectives:
Students will be provided with analog clocks, which they will be able to identify the
parts and how the parts help them tell time with 100% accuracy.
Given the necessary materials students will be able to tell time to the hour on an
analog clock with two or less errors based on the checklist the students are provided
and the teacher will use when grading.
-------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide objectives: (What are students going to learn?) Time: 1 minute
Today, we are going to learn how to learn the parts, hands, face etc. of an analog
clock. After learning the parts we will learn how to tell time to the hour.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Time:
15-20 minutes
The teacher will show the face of the clock, with numbers, but without the
hands. Teacher will then ask what is missing from the clock leading the students to
notice there are no hands. After the teacher places the hands on the clock the

teacher will model by asking the students if they know the individual purpose of the
hands. The teacher gives the student a tip of how to remember the difference
between the minute hand and the hour hand:
The word minute is longer than the word hour. The minute hand is the longer
hand and the hour hand is the shorter hand.
When the hour hand moves from one number to the next number one hour has
passed. Teacher shows an example of an hour such as 2 oclock to 3 oclock
(teacher will move the hour hand around the clock demonstrating the hour is passing
by). What could you do during this hour ? (Students will turn to partners and
discuss).
http://www.pinterest.com/pin/266556871667001198/
http://media-cache-ak0.pinimg.com/originals

3. Provide guided practice: (Guided practice with the teacher)

Time: 15-20
minutes (15 minutes to create, 5 minutes to discuss)
Now that the students have an understanding of the parts of an analog clock
and have reviewed what an hour is , they will be provided with the materials
necessary to create their own clocks.

Once the students have created their clocks, the teacher will give them a time.
Students will then demonstrate that they know how to make this time by doing so on
their own clock. Students will hold up their clocks, then the teacher will show the
correct time on his/her clock for immediate feedback to students. Teacher will do this
until they feel the majority of students have grasped the idea of telling time.
4. Check for understanding and provide student feedback: (How will you know
students understand the skill or concept? How will they know they get it?)
Time: 5 minutes
Students will form groups of two or three with one designated leader to start
the group. He/she will tell the other group member(s) a time and they will make it on
the clock. After each time is shown, a different group member is the leader. The
teacher will walk around the room interacting with each group.
5: Provide extended practice and transfer: (Independent practice of the skill)
Time: 0 time (outside of the lesson)
Students will be provided with a worksheet to work on independently. They
will create the time listed below each clock. This will also be used a formative
assessment.

6. Assessment / Closure: (How do you evaluate student progress or provide

closure to this lesson?) You MUST include rubric, checklist or assessment
document. Time: 20 teacher minutes
Students will hand in the clocks that were made during class and the teacher
will use a checklist to determine whether the students know the difference and can
label the two clocks correctly.
*See Attached Sheet*
7. DIFFERENTIATION of Content, Process or Product:
a. Adaptation for students who need extra help, time, or attention?
Rather than just having the daily schedule on the board, I would be sure to
include what time we are going to switch gears. This will provide students with a
concrete real-life example of what time looks like and why it is important to know.

b. Extension for students of high ability? (Remember, assigning gifted

students to be the tutor for others is not sufficient academic challenging
for students who have mastered the lesson).
TOTAL LESSON TIME: 31-40 minutes
8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous
teachers as resources, online websites, your past experiences, or your own
initiatives, etc):

Knox, P., Myers, P., Dukerich, P., Walkowiak, K., Jobe, H., & Owens, R. (n.d.). Journey
in time. Retrieved from http://www.fi.edu/time/Journey/JustInTime/lesson1
http://www.youtube.com/watch?v=lra0SxkRJsU
http://media-cache-ak0.pinimg.com/originals

http://www.fi.edu/time/Journey/

Direct
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Cooperative Learning Lesson Plan (10 pts)

Lesson Background:
Your Name: Miss Cudworth
Subject:
Mathematics

Grade Level:

Lesson Title: Practical Application of Time

Content Standards: Iowa Core

1.MD.3. Tell and write time in hours and half-hours using analog and digital clocks.
1.MD.4. Organize, represent, and interpret data with up to three categories

Materials Needed:
White board with markers (various colors)
Math cubes
Time booklet (provided by the teacher)
Prepared letter for parents
Calculator (if needed)
List of groups (formed prior to class)
Prerequisite Skills:
TAG students: ability to count by 5s and simple addition.
Ability to tell time
Ability to write time on an analog clock
Lesson Objective(s):
a.
Academic in A B C D format:
Students will be able to apply telling time to their personal lives through
recording time spent on given activities with 100% accuracy.
Students will be able to determine the amount of time spent on each given
activity through reading their analog clocks with 100% accuracy.
b.

Social Goals for your lesson: Social Goals for your lesson:
Students will be able to stay with their group until the task is done and will
take turns listening and sharing information with each other allowing all students to
contribute their personal ideas to the group. (provided lesson plan examples, 2013)
Cooperative Learning Grouping Structure: (see course pack.Jigsaw? Think Pair
Share? etc)
Students will begin the activity alone/with parent support (think). When they
get to class they will have the opportunity to collaborate with their groups discussing
their data from one day of their weekend, Friday, Saturday, or Sunday (pair). Finally,
the class will come together to create a whole class graph for each individual activity
based on the results that were found in each group
(share).

-------------------------------------------------------------------------------------------------------------------Interaction with Students:

1. Present objectives: (Tell students what they are going to learn?) Time: 2-3
Minutes
Today we are going to learn about... (academic) and practice ____________(social).
Over the last three days you were asked to collect data based on your time
spent doing the following activities: getting ready for school, eating breakfast, getting
to school, getting ready for bed. Today we are going to use the data you collected
and in your groups you will determine how much time was spent on each activity
totaling the amount of time spent as a group. In your groups you will be practicing
listening and sharing your opinions until all members have shared.
*We have specifically chosen to ask how long they spend eating breakfast so that
the teacher can determine how many students are not eating before coming to
school for the day.
2. Present information for the academic goal: (What are procedures for the
academic goal?) Time: 20 Minutes
Students will fill out their booklets which will have been completed prior to
class with parent support.
Students will collaborate within their groups to determine time spent on each
individual activity.
- Student 1 Will be asked to determine the total amount of time
spent on the activity for their group (TAG Students)
- Student 2 will be in charge of putting the blocks together that
represents the time spent on each activity (the Struggling students
will do this after TAG student has provided the total time used)
- Student 3 will be managing the group making sure each person
has stated their data and that when others are talking group
members are listening.
- Student 4 will record the written number that the TAG student
calculates and will be the spokesperson for the group when
presenting during whole class graphing time.
After students have collaborated within their groups we will come together
and each spokesperson, when called on, will be asked to give their total for
each activity.
3. Organize students into learning teams:
Time:
10 Minutes
a. Explain how theyll practice the social goal?
Students will be able to practice their social goals while they are in their
groups presenting each individual activity and its time.
b. How will you organize the groups?
The groups will have at least one TAG student, at least one struggling student
and then two general education students.
c.What group roles will you have?
Role 1 Total the amount of time spent on activity as a group

Role 2 Create a visual (using math cubes) of the amount of time spent on
activity as a group
Role 3 will be the manager and will making sure everyone is staying on
task and making progress towards achieving social goal (manager will be
provided with a checklist from the teacher).
Role 4 The recorder/speaker who writes down the number presented by
Role 1 and when called on will present the number to the teacher and class.
4. Assist team work and study: Time: done during the activity. 20 teacher
minutes to review booklets.
a. How will you monitor academic progress?
Students will turn in their work books that have been completed both
individually and in class. This will show the teacher that the students can write time
on an analog clock, and that they are beginning to see what graphing looks like and
how it works.
b. How will you monitor the social goals?
The student who is managing the group will turn in the provided checklist
stating the accomplishment of the group.
**The teacher will be walking around the classroom to answer any questions, and
check in with the classroom manager to ensure their checklist is being completed.
5. Provide recognition: Time: 5 minutes
(How will students know they have met both academic and social goals?)
Academic Achievement: Students will turn in their workbook and receive feedback
from their results. Also, they will see their progress from the whole group
discussion/graphing based on how they interpreted their daily activities.
Social Achievement: As a group students will collaborate and determine how well
they did or did not work together. This will be determined by a 1-5 rating scale with 5
being extraordinary and 1 being off task throughout lesson.
6. Assessment / Closure: (How do you evaluate student progress or end this
lesson?)
Time: 5 minutes
As a class we will close the lesson by viewing each graph based on each
activity, reviewing how much time in incorporated into our daily lives. This will help
students make meaning on why telling time is important.
What are the benefits to knowing how much time it takes you to do everyday
routines?
How would your day look if you didnt have a routine that is time oriented?
If you had the day off from school today, how would you spend your time now
knowing there is only so many hours in a day?
Include documents for assessing both the academic and social goals.

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?
For the struggling learners, the teacher would provide math cubes which
allows the student to have a concrete example of what the time increments look like.

b. Extension for students of high ability? (Remember, gifted students need

challenge).
The TAG students would be the ones in the group that are expected to do the
calculations of the numbers that will provide a total for each activity.
TOTAL LESSON TIME: 40 Minutes
8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous
teachers as resources, online websites, your past experiences, or your own
initiatives, etc):
Cooperative Learning Lesson Plan Examples. Education 122. 2013
Dr. Beisser and thought process or flow of lesson

Group Manager Checklist:

Name

interrupts

Off task

Listens

Shared

Student 1
Student 2
Student 3
Student 4
All of the group members stayed together throughout the entire time.
Yes

No

Rate how well the group worked together using a 1-5 rating scale. 5 means that you
worked extraordinary, 1 means the group was off task the entire time.
1

Hello parent(s)! We are proud to inform you that your first

grader is wrapping up the unit on telling time! We have worked
feverishly to distinguish the differences between digital and
analog clocks, telling time, the parts of a clock, and now we are
working on knowing how much time it takes to complete a task.
Attached you will find a workbook that I am sending home
to be completed on their own for the most part; however, your

support is encouraged throughout. Your student will track how

long it takes them to get ready for school, eat breakfast, get to
school, and get ready for bed. You will notice that there is a clock
for them to put the time they begin and the time that they end
the task. The do not need to complete the box in the bottom. This
will be done in class.
Please track these four activities for the next 3 days so we
can have a broad range of results. If you, or your student ,have
any questions please let me know. We appreciate your support!

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Concept Attainment Lesson Plan (10 pts)

Lesson Background:
Your Name: Miss Cudworth
Grade Level: 1
Subject:
Science & Language Arts
Lesson Title: Seasons

Inquiry
Teaching

Content Standards: Iowa Core Standards

Understand and apply knowledge of events that have repeating patterns
- Seasons of the year
CCSS.ELA-Literacy.RL.1.9 Compare and contrast
Materials Needed:
White board
White board markers
critical attributes & non-critical attributes
Colored Construction paper
Colored pencils, crayons, glue, & scissors
Magazines
Paint & paintbrushes
Personal photos (brought in by students)
Prerequisite Skills:
Know that there are different changes to the earth throughout a single year.
Lesson Objective:
First graders will be able to compare and contrast between the four seasons, through
creation of a collage, with 100% accuracy.
Day 1: Concept Label: Winter & Summer
Critical Attributes:
[yes]
Non-critical Attributes [no]
Definition of Concept: each of the four divisions of the year (spring, summer, autumn,
and winter)
---------------------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide examples and non-examples to the class:
Time: 10 Minutes
See the charts below.
2. Test for attainment: (Do the students understand the concept?) Time: 1-2
minutes
The teacher will hold up a card and ask students whether the card is a yes or
a no example. Students will show their response by giving a thumbs up or down.
3. Analyze student thinking processes and integration of learning: Time: 3-5
minutes
Have tables come up with their own yes or no responses. Students will
choose one summer and one winter response and share their yes/no with the class.
4. Clarify lesson objectives:
Time: 1 minute

Students will create a collage defining the characteristics of winter and

summer. This will distinguish the differences between the seasons.

5. Procedures for Using the Concept in a meaningful way?

Time: 20 Minutes
Students will be given one piece of construction paper.
They will be asked to fold their paper into four quadrants (following teachers
instructions).
They will pick one quadrant for summer and one quadrant for winter to create
a collage of pictures, drawings, or paintings demonstrating their knowledge of the
seasons.
(The other two quadrants will be left blank until the following day).
6. Assessment / Closure (How do you evaluate student progress or provide
closure for this lesson?) Include rubric, checklist, assessment documents.
Time: 20 minutes (throughout student work time)
Clipboard cruising, see checklist.

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?
Providing students with appropriate cut out pictures for each season.
Students will determine which pictures go with winter and which pictures go with
summer.

b. Extension for students of high ability? (Remember, assigning gifted

students to be the tutor for others is not sufficient academic challenging
for students who have mastered the lesson).
Students will be able to create their collages and will label the months that
winter and summer occur.
TOTAL LESSON TIME: 40 Minutes

8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous

teachers as resources, online websites, your past experiences, or your own
initiatives, etc):
http://www.instructorweb.com/lesson/seasons.asp
http://www.brighthubeducation.com/lesson-plans-grades-1-2/96253-the-fourseasons-first-grade-lesson/
http://artmakeskidssmart.blogspot.com/2011/05/seasons-collage.html

WINTER
YES
cold
snow
sledding
NO
sun screen
beach
swimsuits
Key:
Yellow are put up for the class to get them started
Plain words are held up for students to decide where it goes
SUMMER
YES
Swimming
no school
hot
NO
snow
cold
sledding
Key:
Yellow are put up for the class to get them started
Plain words are held up for the students to decide where it goes

Checklist:
Name

Winter (day1)

Summer (day1)

Ex. Student 1

Sled
Boots
Snowman

Beach
Sunscreen
Sunny

Ex Student 2

Snowman
Christmas Tree
Cold

Sun
Beach
Shorts

Fall (day2)

Spring (day2)