BaylieCheslock&KelseyMartinez

SheriLeafgren
EDT473
22April2015
LESSONSTUDY

1.

DESCRIPTIVETITLEOFTHELESSON

Timecanberepresentedinnumerousways:digitalclocks,analogclocks,andtimelines

2.

THETWOSELECTEDCONTENTAREA

MathematicsandSocialStudies

3.

GENERALDESCRIPTIONOFTHETOPICTOBEADDRESSED
Thislessonisdesignedtohelpstudentsunderstandhowtimeisrelevantandimportanttotheir
livespersonally,andhowitcanberepresentedandrecordedinmultipleways.Studentswillfirsttakea
pretest,sowecanfindoutwhattheyalreadyknowabouttellingtimeandtimelines.Studentswillbe
recordingdigitaltimesthroughoutthedaybasedonactivitiestheycomplete.Wewillalsoleadalesson
ona.m.andp.m.andhowthishelpsuswithtellingtime.Thenextday,theywilldisplaythedigital
timeonanalogclocksinsmallgroups.Studentswillthenbeinvolvedinaninteractivesmartboard
activitywheretheywillbematchingdigitalandanalogclocks,aswellasplacingthemonatimeline.
Thethirdday,studentswillbeplottingtheevents/activities,digitalclocks,analogclocks,andpictures
theycreateonthetimeline.Onthefourthday,studentswilltaketheposttest.Theseactivities
incorporatebothmathematicsandSocialStudiescontentareasbecausetellingtimeispartofa
MathematicssecondgradestandardandtimelinesareapartofasecondgradeSocialStudiesstandard.

4.CONTEXT
A.GradeLevel
SecondGrade

B.Brieflydescribesomepertinentaspectsofyourclassroom:generally,whatarethelearning
experienceslikeforthestudentstellmesomethingaboutyourstudentsingeneralandthen
offeracoupleofspecificparticularsabout1or2studentsinyourhostclassroom.Fromthis
context,Ishouldhaveasensethatyouareknowledgeableaboutyourclassroomandyour
studentsandthatwhatyouknowwillcomeintoplayasyouaremakingcontentandpedagogical
decisions.
Thisclassroomcontains25studentsofvarying,nativelanguage,gender,andability.Thereare
6ESLstudentsintheclass,allofwhomspeakSpanishastheirprimarylanguage.FiveofthesesixESL
studentsareveryfluentinEnglishandwillprobablytestoutofESLthenexttimetheyaretested.
Thereare10girlsand15boysintheclassandnostudentsareonIEPs.Thelevelofabilityvaries
greatlyamongthestudents.Itrangesfromastudentwhotestedasgifted,tothreestudentswhoare
goingtoberetainedforasecondyearofsecondgradenextyear.Thelearningexperiencesforthe
majorityoftheclassisengaginganddevelopmentallyappropriatehowever,forsomeofthestudents
specificallymentioned(thethreestudentsbeingretainedandthegiftedstudent),thewholegroup

instructionprovidedisnotasmeaningfulorappropriate.Thiscausesthemtobecomedistractedand
notpayattentionorfollowalongwiththelesson.
Oneexampleofastudentwhereweseethistrueisforoneofthestudentsbeingretainednext
year,StudentK.Heisthekindofstudentwhowantstobeengagedwiththelearningandtrieshisbest
however,mostofthecontentpresentedaswholegroupinstructiongoesoverhishead.Hecannotkeep
upwiththerestoftheclass.Whilehedoesnotparticularlythriveinwholegroupinstruction,wehave
noticedthatheisalotmoreengagedandabletocomprehendmoreofthecontentwhenitispresented
inasmallgrouporoneononesetting.Thisissimilarforseveralofourotherstudentsaswell,whichis
whyweincorporatedasmallgroupactivityintoourlesson.Ourhopeisthatitwillallowallofour
studentstofindsuccessanddevelopanunderstandingofthetopic.
Anotherexampleofastudentintheclassroomwhoisgenerallydistractedduringwholegroup
instructionisStudentJ,whoisclassifiedasgifted.Helovestoreadandhasabookinhishandevery
chancehegets.Oftenduringwholegroupinstructionhequicklybecomesbored,sohereadsachapter
booksneakilyunderhisdesk.Oftentimes,whenworkingwithgroups,heispairedwithtwotypesof
students.Heiseitherpairedwithotherstudentswhoperformabovegradelevel,orstudentsperforming
belowgradelevel.Thisprovideshimwiththeopportunitytonotonlybechallengedbyhispeers,butto
alsoprovidesupporttoothersandhavetheopportunitytotakeontheroleoftheteacherinhissmall
group.Duetothelackofgroupworkintheclassroom,wehaveobservedthatStudentJoftenhasa
hardertimewhenplacedinagroupwherehehastohelpotherstudentsunderstandtheconcepts.He
wouldmuchratherworkindependentlyandsimplygivetheotherstudentstheanswers,ratherthan
helpingthemfindtheanswersontheirown.Whenthisoccurs,theotherstudentsinthegrouparent
learning.Forthesakeofthislesson,wechosetoplaceStudentJinagroupwithotherabove
gradelevelstudentstoassurethatallstudentswerelearningtothebestoftheirabilities.

C.

Includeabriefdescriptionofwhatthestudentshavealreadydonerelated(evenloosely)tothe
topicyouveselected.
Studentshavebegunlearninghowtotelltime.Theyhavelearnedhowtotelltimetothehour,
half,hour,quarterhour,andfiveminutes.Theyhaveonlyhadoneweekofpracticewithtellingtime.
Studentshavealsolearnedthemeaningoftheterms,halfpast,quarterafter,andquartertill.
Weexpectourstudentstofindsuccessinthislessonbecauseitwillrelatedirectlytotheir
personallivesandtheywillbepresentedwiththecontentinameaningful,reallifesetting.

5.DESCRIPTIONOFTHEOBJECTIVESOFTHEINTEGRATEDLESSON
Studentswillbeabletoshowtimegraphicallyonatimelinethroughtheuseofdigitalclocks,
analogclocks,events/activities,andimages.
Studentswillbeabletowriteandtelltimefromanaloganddigitalclockstothenearestfive
minutesontheirrecordingsheetsthroughouttheday.
Studentswillbeabletousea.m.andp.m.whentellingandrecordingtimeontheirsheets.

A.

Theme
:PeopleWorkingTogether
Strand
:History
Topic
:HistoricalThinkingandSkillsHistoricalthinkingbeginswithaclearsenseoftimepast,
presentandfutureandbecomesmorepreciseasstudentsprogress.Historicalthinkingincludesskills

suchaslocating,researching,analyzingandinterpretingprimaryandsecondarysourcessothatstudents
canbegintounderstandtherelationshipsamongeventsanddrawconclusions.
ContentStatement
:1.Timecanbeshowngraphicallyoncalendarsandtimelines.
http://education.ohio.gov/getattachment/Topics/AcademicContentStandards/SocialStudies/Grade2S
ocialStudiesModelCurriculum_April2014.pdf.aspx

CCSS.MATH.CONTENT.2.MD.C.7
Tellandwritetimefromanaloganddigitalclockstothenearestfiveminutes,usinga.m.andp.m.
http://www.corestandards.org/Math/Content/2/MD/

B.

Describeinyourownwordswhatyoubelievearetheoverarchingideas/bigideasrelatedto
yourtwostandardsabove.Whatunderstandingswillendure(eventually,ultimately)?Thisisyou
sayinginyourowncarefullyconstructedwordswhatyouthinkyourstudentswilltakewiththem
asaresultoftheexperienceyouprovide.Provideadescriptionforeachofyourtwostandards.
(thisisapreliminarysteptoworkingoutEEUsandEQslateron).

Theoverarchingideasofthesetwostandardsarehowtimeaffectsoureverydaylivesandhow
itcanberepresentedinmultipleways.Theoverallgoalofourinstructionistoprovideourstudents
withanunderstandingoftellingtimeondigitalandanalogclocks,aswellasontimelinesinawaythat
ismeaningfulandrelatable.Oneofourstandardsisamathstandardthatfocusesontellingtimefrom
digitalandanalogclockstothenearestfiveminutes,aswellasusinga.m.andp.m.Studentslearnhow
toreaddifferenttypesofclocksaswellasrepresentarangeoftimesthroughouttheday.Whilethey
arelearninghowtotelltime,theyaretaughtthedifferencebetweena.m.andp.m.,andlearnhowand
whentousethemwithtimesinaday.Afterthemathstandardisdeveloped,studentscanbegintolearn
thesocialstudiesstandardofrepresentingtimegraphically.Wechosetospecificallyfocusontelling
timeontimelines.Studentslearnedhowtoreadandcreateinformationontimelines.

6.QUALITIESOFEXPERIENCE

A.

Determinethethreequalitiesofexperienceyouwishforyourstudentstohavewhileengaging
inthislesson.AsperourclassworkandAyersmodel,whatquestionsdoyouimagineasking
yourselfinordertoguideyourteachingandevaluateyourdecisions?Whichofthosemany
questionswecompiledinclasscouldyouaskyourselftobesurethatyoureremainingtrueto
yourdreamsandgoalsinteaching?Toensureavarietyofqualities,choose/developqualitiesof
experiencethatwillrequireyoutoconsiderarangeof
types
ofqualities.
Forinstance,
areyou
consideringwhatkindsof
thinking
thechildrenmustdo,whatkindofinteractionstheyre
having,andwherearetheyfinding
themselves
inthecontent?Listyourquestionsforyourthree
qualitiesofexperiencehere:
1.Inwhatwaysdoesthislesson.....?
2.Inwhatwaysdoesthislesson.....?
3.Inwhatwaysdoesthislesson.....?

1. Inwhatwaysdoesthislessonportrayauthenticandrealworldapplications/connections?
2. Inwhatwaysdoesthislessonencouragecollaboration?
3. Inwhatwaysdoesthislessonallowfordifferentiationandsupportthemultimodal,universal
designforlearning?

B.

Createaseparatesectionforeachofthe3qualitiesofexperience.Titlethesectionwithyour
questionsabove.C.

Regardingyourlesson/activity,respondtothe3questionsyouselectedtouse.
Developyourexplanationandrationaleforyourpedagogicalchoices
usingourtexts
.Include
citationsaswediscussedinclass.Itsnecessarytosynthesizethereadingstosupportyour
discussion.Whiletheremaybeonekeysourceassociatedwiththequestion,pleasealsouse
additionaltextsfromthecourse,classdiscussions,speakers,experiences,andvideostofurther
advanceyourdiscussionofyourlessonthroughthequestionsyouselect.

D.

Drawon
whatyou
discussedin5Bbyincludinginthisdescriptionelementsofyourrationalerelatedtothe
classroomcontextandthechildreninyourhostclassroom.(e.g.BecauseIhavenotseenthe
childreninthisclassroominteractwithoneanotherverymuch,Ihavedecidedto_____.Or
BecauseJaneenisabornactressanddoesntseemtohavemanyopportunitiestoexpressherself,
Iamgoingtoincludeopportunitiesto______.)Becertaintoincludeaspecificreferencetosome
thoughtgiventothechildinyourcriticalwitnessingassignment!

1. Inwhatwaysdoesthislessonportrayauthenticandrealworldapplications/connections?

Thislessonportraysauthenticandrealworldapplications/connectionsbyrelatingthecontent
oftimetothestudentslives.Timeissomethingthatisusedthroughouttheday,everyday,tohelpus
organizeandscheduleourdailyactivities.Cowheydiscussesthevoterregistrationdrivewhichhada
goalofspreadingawarenessandunderstandingoftherighttovote.Inthisdrive,studentsranthebooth
andgotparentsandcommunitymemberstocometotheschooltoregistertovote(p.105).They
advertisedbystandingoutsidewithsignsdirectingpeoplewheretogo.Oncepeoplesignedupandthe
drivewasover,thestudentstookthevoterregistrationcardstothecityhallregistrarsoffice(p.106).
Thisisarealworldapplicationandconnectionbecausestudentsarelearningtheprocessandhowto
votefromanattorneywhocametospeaktotheirclass(p.105).Theywereabletoseevoter
registrationtakeplacefirsthandsotheywereabletomaketheconnectionfromwhattheylearnedfrom
theattorneytowhentheywereseeingpeoplefilloutthevoterregistrationcards.Votingissomething
theywillhaveanopportunitytodolaterinlife,whichiswhythisvoterregistrationdriveisarealworld
application/connection.Weintegratedtheideaofrealworldapplicationbyteachinghowtotelltime,
sincethisissomethingstudentsneedtoknowinordertobesuccessfuleveryday.
Beanediscussesauthenticandrealworldapplications/connectioninhistextsaswell.Beane
discusseshisteachingofstudentsinaghettoinChicago.Oftenhisstudentsask,Whatisworth
knowing?Beanebegantoincorporatelessonsintheclassroomthatbuiltonstudentinterestsandtheir
streetsmartknowledge(p.53).Hebeganteachingthingsthatwereworthknowingtothechildren.
ThiscanberelatedourTellingTimeandTimelinelessonbecausewechoseatopicthatwasworth
knowingtostudentsbecauseitpertainedtotheirdailylife.Studentsneedtolearnhowtotelltime,as
wellashowitisorganizedandunderstoodeveryday.Watson,in
LearningtoTrust
,states,Help

studentsseethatlearningisinteresting,relevant,andimportantby,forexample,connectinglearning
activitiestostudentslivesandinterestsandprovidingopportunitiestosharetheirlearningwithothers
(p.137).BypresentingthemandatedCommonCorecontentinameaningful,relevantcontext,wewere
abletohelpstudentsdevelopadeeperunderstandingoftime.
Sincewehavenotseenalotofschoolcontentbeingrelatedtostudentslives,wechoseto
createatellingtimeandtimelinelessonthatconnecttotheireverydayschedule.Wealsonoticedthat
therewasnotadailyschedulepostedintheclassroom,sowethoughtitwouldbeagreatwaytorelate
timeandtimelinesdirectlytoaneedthestudentshave.Thishelpsstudentsrealizewhytellingtimeand
timelinesareworthknowing.

2. Inwhatwaysdoesthislessonencouragecollaboration?

Thislessonencouragescollaborationamongstudentsbyprovidingtheclasswithopportunities
toworkinsmallgroups.InWatsons
LearningtoTrust
,BothMarilynandLauradiscusshow
collaborationisimportantbecauseitallowsstudentstohaveasenseofautonomyandcontrolovertheir
educationratherthantheteacherjusttellingwhattolearnandwhen.WhenLauraallowedherstudents
toworkingroups,theybecamemoreexcitedandinvestedinthecontent.Laurawasabletosupport
herstudentsneedstobecompetentinthemandatedcurriculum,aswellastohelpthemdevelopinto
autonomousacademiclearnersstudentswhowantedtolearnschooltopicsbecausetheysawthe
learningasinterestingandrelevanttothem(Watson,p.126).Weintegratedthisideaofcollaboration
andautonomyintoourlessonstudythroughthetwosmallgroupactivitieswedidwithourstudents.
Forthefirstsmallgroupactivity,whenwehadthegroupsuseanalogclockstorepresentthedigital
timestheyrecordedoftheirschedulefromthepreviousday,wegroupedtheclassbasedontheirresults
fromthepreassessment.Thisallowedustoprovideextrasupportandattentiontothegroupsthat
includedthestudentswhowerestillstrugglingtograsptheconceptswhileallowingthestronger
studentstocollaborateamongthemselvesandtakechargeoftheirlearning,providingthemwitha
senseofautonomy.Forthesecondsmallgroupactivity,weallowedthestudentstochoosetheirown
smallgroup(23students)whichprovidedallstudentswithanevenstrongersenseofautonomy,
which,webelieve,helpedthemtofeelmoreengagedwithandincontrolofthecontentwewere
learning.
Sinceweobservedthatstudenthavelittletonoopportunitytoworkcollaboratively,wechose
tomakethisanimportantpartofourlesson.Wehadstudentsworkinsmallgroupsattwodifferent
timesaswellasawholegrouplesson.Beanediscussestheimportanceofcollaborativelearning,inthe
sensethatitcreatesademocraticcommunityoflearning(p.41).Thereislittleopportunitiesfor
democraticlearningintheclassroom,whichiswhywechosetoincorporateitinourlessonthrough
groupwork.

3. Inwhatwaysdoesthislessonallowfordifferentiationandsupportthemultimodal,universal
designforlearning?

Thislessonallowsfordifferentiationandsupportsthemultimodal,universaldesignfor
learninginmanywaysthroughoutallpartsofourinstruction.UniversalDesignforLearning(UDL)is
awayofteachingthatsupportsmultimodallearning.UDLprovidesmultiplemeansofengagement,

representation,andactionandexpressiontoallowforallstudentstofindsuccessintheirlearning,no
mattertheirlevelofability.OurlessonsthroughouttheweekincludedmanyaspectsofUDLthrough
thedifferentiationweincluded.
Beanesarticledirectlyrelatestoanissuewediscussesearlierinthelessonstudyregarding
StudentJ,ourgiftedstudent,andhisroleinagroupsetting.Thelackofsmallgroupworkinthe
classroomhasresultedinStudentJsinabilitytoleadagroupdemocratically,whichBeanestatesisa
crucialroleforcollaborativelearning(p.41).Throughourcollaborativework,ourgoalistohelp
exposeStudentJtoworkinginthissettingtohelphimbecomeamoredemocraticcommunitymember.
Wedifferentiatedourgroupsforsmallgroupworkbycreatingmixedabilitygroups,aswellassome
likeabilitygroups.Groupsthatwerestrugglingwithtellingtimeweregiventimestomakethatwere
onthehour,halfhour,orquarterhour.Groupsthatwereexcellingintellingtimeweregiventimesto
maketothenearestfiveminutes,whichisamoredifficulttask.AccordingtoTheNationalCenterOn
UniversalDesignforLearning,orlessonsupportsUDLbecauseoneoftheguidelinesisto,vary
demandstooptimizechallenge.Eachstudentischallengedatadifferentleveloflearning,soby
differentiatingouractivitiesandourexpectationsofourstudents,weprovidedthemwithopportunities
tosucceedthatareintheirZoneofProximalDevelopment.
Waston,in
LearningToTrust,
states,[Students]aresohappytheygotsomethingtodothat
they
can
do(p.116).Inthiscontext,Watsondiscussesthatstudentswerehappythattheycoulddo
somethingbyspellingwordswithaspecificspellingpatternontheirdryeraseboards(p.116).Some
studentspelledlongadvanceswords,whereotherstudentsspelledshortsimplewords.Eitherway,
studentsweredoingsomethingthattheycoulddo.Thisrelatestoourtellingtimelessonbecausewhen
studentsrecordedthetimesontheirlog,theycouldallcopydownwhatwewroteontheprojector.
Somestudentswereabletoreadthetimefromtheclock,buttheywereallabletorecordthedata.
AnotherguidelineofUDListo,offeralternativesforvisualinformation,sobyprovidingmultiple
waystorecordthenecessarydata,weappealedtothemultimodalnatureofourstudentsandallowed
foreveryonetofindsuccess.Also,allstudentswereabletoparticipateinthemakingofthetimeline
becauseeachgrouphadtowritethedigitaltime,analogtime,eventname,a.m.orp.m.,anddrawa
pictureoftheevent.Eachstudentineachgroupcoulddosomethingtoparticipate.Weprovided
multiplemeansofactionandexpression,anotheraspectofUDL,byprovidingdifferentlevelsof
supportforpracticeandperformancetoalloweachstudenttheabilitytoparticipate.Ifastudentcould
notdisplaythetime,theyarecapableofdrawingapicture.Thisassuredthateverymemberoftheclass
hadashareinthefinalgrouptimeline.

(UDLsource:
http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
).

7.DESCRIPTIONOFLESSONDESIGN

A.

Thisisthebodyofthelessonnarrative.Whatwillthestudentsdo?Whatwillyou(theteacher)
do?Youvehadexperiencedesigninglearningactivitiesinyourliteracy,math,scienceandsocial
studiescourses.Thisaboutrichopenendedproblems,inquiry,habitsofmind,mindson,
handson,allconceptsthatyouveexploredinprevioussemesters.Youcanstructurethis
descriptioninthewaythatmakesmostsenseofyou.B.

Yourdescriptionshouldclearlyexpress
theexperiencethechildrenwillhaveandhowyouareactivelyconsideringthetwocontent

objectivesyouselectedtosupport.Explainclearlyandfullyhowthislessonwillservetoprovide
yourchildrenrichexperiencestowardmeetingthosestandards.C.

Thisisyourchancetothink
yourwaythroughalessoninwaysthatadvanceyourpedagogyandsupportyour
implementation.Youredescribingitforme(sowritingmorethanyoudeverwriteforalesson
plan(thusthe
study
)),butyourealsorepresentingyourownthinking.Whatsimportantto
considerandinclude?Whatwouldyouwanttobeinyourheadinordertoensureaquality
learningexperienceforyourchildren?Thisiswhereyouspellit
all
out.

Day1(Tuesday)
:StudentswilltaketheTellingTimeandTimelinesPreAssessmentafew
daysbeforewebeganinstructionontellingtimeandtimelines.Thiswillbedoneduringweekoneof
ourtwoweekextendedfield.Thefollowinginstructionwillbeginonmondayofthesecondweek.
Day2(Monday)
:Sofar,mostoftheinstructionthestudentshavereceivedonthetopicof
tellingtimehasbeenintheformofcompletingworksheetswheretheyareaskedtomatcharbitrary
digitaltimestotheircorrespondinganalogtime.Ourgoalofthislessonstudyistohelpstudents
connectwhattheyarelearningintheclassroomtotheirownlivesbyshowingthemthattimeisan
importantpartofeverythingtheydo.Wewillbefocusingonhowtimeisrelatedtotheirdailyschedule
whiletheyareinschool.Inthemorning,wewillpassoutrecordingsheetstoeachstudent.Wewill
explaintothemthattheywillrecordingtimesthroughoutthedayaccordingtotheirschedule.During
themultipletransitionsthroughouttheday,wewillhavestudentsgetouttheirrecordingsheetsand
writedownthedigitaltimetheytransferredfromtheanalogclockonthewall.Bytheendoftheday,
thestudentswillallhaverecordedthetimesforthedifferentactivitiesandeventstheydidthatday.
Thesetimeswillbeusedlaterintheweektocompleteotheractivities.Towardstheendoftheday,we
willbeteachingtheclassthedifferencebetweena.m.andp.m..Wewilldothisthroughasmartboard
activity,aswellasateacherledwholegroupactivitythatasksthestudentstodetermineatwhattimeof
theday(a.m.orp.m.)thattheywouldcompletedifferentactivities.Afterthesmartboardactivity,we
willcreateaTchartandaskedstudentstoprovideexamplesofactivitiesthatwouldoccurinthea.m.
hoursofthedayaswellasp.m.Studentswillalsocompleteaworkbookpageabouta.m.andp.m.asa
formativeassessment.Wewillmodelthefirstquestions,havestudentscompletethenextfewontheir
own,andthencheckthemasagroup.Wewillrepeatthisforeachsectionofthepage.Afterstudents
finishtheworkbookpageabouta.m.andp.m.,wewillgetoutourrecordingsheetandfillina.m.and
p.monthetimeswealreadyrecorded.Studentscandothisindependently,andwecancheckitasa
wholegroup.
Day3(Tuesday)
:Studentswillbegivensmallindividualanalogclocks.Ingroups,the
studentswillusethedigitaltimestheyrecordedfromthepreviousdaytomakethetimeontheir
individualanalogclocks.Theywillthenrecordtheseanalogtimesonpaperbydrawingthehandsfor
eachtimeonblankanalogclocksweprovidethem.Theywillthengluetheanalogclocknextthethe
matchingdigitalclockontherecordingsheettoallowthemtoseethatdigitaltimesandanalogtimes
arerelated.Wegroupedthestudentsbasedontheirscoresfromthepretest.Groupsarebasedon
abilityhowever,someofthelowergroupshaveahigherachievingstudentintheirgrouptopeer
mentorandprovideextrasupportforstrugglingstudents.Afterthegroupscompletetheanalogclocks,
wewillcomebacktogetherasagroupanddoanactivityonthesmartboardwherewewillhavethe
studentsplacedigitalandanalogtimesonatimelinetoshowprogressionofaday.Thisactivitywill
allowstudentstounderstandhowallthreeofthesewaysofrepresentingtimearerelatedtooneanother.

Wewillstartoutbyreviewingwhatatimelineisandhowwereadanduseit.Wewillthenaskstudents
tocomeupandplacedigitaltimesinorderonthetimeline.Afteronestudentplacesadigitaltimeinits
correctplace,anotherstudentwillcomeuptomatchtheanalogclockwiththedigitaltime.Onceallof
thetimesareplacedproperlyonthetimeline,theclasswillworktogethertotryandthinkofactivities
thatmayoccuratthedifferenttimesduringtheday.Wewillthenhaveashortdiscussiontotalkabout
howwecanseehowthesedifferentwaysoftellingandrepresentingtimeareinterconnected.This
activitywillhelpstudentsunderstandandbeabletocreatetheirowntimelineusingthetimeswe
collectedfortheirschooldayinourfollowingactivityonday4.
Day4(Wednesday)
:Studentswillpicktheirowngroupstodrawaquickpictureforan
event/activityfromtheirrecordingsheet.Eachgroupwillbeassignedadifferentevent/activityto
draw.Next,wewillputthetimelinetogetherasawholegroup.Eachstudentwillgetachanceto
participate.Studentswillstartbyplacingthepicturesonthetimelineinorder.Nextstudentswillplace
thelabeloftheevent/activitythattookplaceinthepicture.Thirdly,studentswillplacethedigitaltime
foreachevent/activityonthetimeline.Lastly,studentswilldrawthehandsontheanalogtimeto
matchthedigitaltimeonthetimeline.Studentswillhavetheopportunitytoraisetheirhandandbe
calledontoparticipateinthis.Thistimelinewillbeconstructedonalargepieceofrollpaper.
Day5(Thursday)
:StudentswilltaketheTellingTimeandTimelinePostAssessmentto
measurestudentgrowth.

MaterialsandExemplars:

PictureofourTimeline:

Name:_____________________________________

TellingTimeandTimelinePreandPostAssessment

Matchtheanalogclocksanddigitalclocksbydrawingalinetotheclocksthatshow
thesametime.

AnalogClocks

DigitalClocks

a)
1)

b)
2)

c)

3)

d)

4)

e)

5)

f)

g)
6)

7)Circletheletternexttothetimelinethatshowsthetimesinthecorrectorder
throughoutaday.

TellingTimeRecordingSheet
EVENT/ACTIVITY

_____________________

_____________________

_____________________

_____________________

_____________________

DIGITALTIME

__________________

___________________

___________________

____________________

____________________

ANALOGTIME

______________________

______________________

______________________

______________________

______________________

_______________________

____________________

____________________

____________________

____________________

_____________________

_____________________

_______________________

_____________________

PrePostTestExample:

ActivityExample: