UNIT PLAN TEMPLATE

Unit Title:

Telling Time

Name:

Katharine Pope

Number of
Lessons:
Subject(s):

10 Core Lessons +
Practice Time
Math

Time: (in weeks)

Grade(s):

Rationale:
With the emergence of the digital age more and more students struggle to tell time using more traditional methods such as an analog clock.
The purpose of this unit will be to enhance students understanding of telling time including broadening their knowledge on the parts of a
clock (ie second hand, minute hand, hour hand), the vocabulary used for telling time, and how to use standard units of time and non-standard
units of time in their daily lives. During this unit, the digital clock will also be examined in comparison to telling time on an analog clock,
however the emphasis will be on telling time with an analog clock. Students will be able to take the concepts learned during the unit, and
apply them in their daily lives including the daily schedule used in the classroom.
Overview:
During the course of the unit, students will focus on the different units of time (seconds, minutes, hours, days, weeks, etc), the standard
numbers used when telling time, and the numbers used in a 24-hour clock, and how these units are used on a daily basis. Students will also be
introduced to the correct vocabulary used when speaking about time, and how to use time for calculating durations of events. By the end of
the unit, students will have an understanding of how to use both non-standard units of time (such as an hourglass, or pendulum) and standard
units of time (such as an analog clock and stopwatch) to determine the current time, or an elapsed duration.
Prescribed Learning Outcomes from IRPs:
Grade Four:
C1 read and record time using digital and analog clocks, including 24-hour clocks
- state the number of hours in a day
- express the time orally and numerically from a 12-hour analog clock
- express the time orally and numerically from a 24-hour analog clock
- express the time orally and numerically from a 12-hour digital clock
- describe time orally and numerically from a 24-hour clock
- describe time orally as minutes to or minutes after the hour
- explain the meaning of AM and PM, and provide an example of an activity that occurs during the AM, and another that occurs
..during the PM

Prerequisite Concepts and Skills:

Students will already need to have a basic understanding of the following:
- Units of time (ie, second, minute, hour, day, week, month, year, etc)
- How long each unit of time is (ie 60 seconds in a unit, 60 minutes in an hour, 24 hours in a day, 7 days in a week, etc)
- That time is linear
- Adding and Subtracting
- Recognition of the minute hand, hour hand, clock face
- Recognition of what the numbers represent on the clock face
Teacher Preparation Required:
Before beginning the unit, the teacher should consult Making Math Meaningful to Canadian Students, K-8 by Marian Small for a list of
common misconceptions typically found when teaching time to students. Research should also be conducted how the best way to introduce
different aspects of telling time to students (such as the site, http://teacherapproved.com/teaching-telling-time/). The location resource centre
for teachers could also be consulted to see what materials and/or resources are available for supporting student learning. The teacher should
also have materials and resources that will be used during the lesson prepared ahead of time, including any examples. Before beginning the
unit, the teacher should conduct a pre-assessment to determine where students are in their knowledge of time.
Cross-Curricular Connections:
Math:
Telling time can be related to and enhanced by using fractions, and decimals while learning about time.
Music:
Clock Song and Hickory Dickory Dock are examples of some songs about time that could be incorporated into the classroom.
Physical Education:
What Time is it Mr. Wolf, or activities such as square dancing that require specific timing could be used to enhance students understanding
of time.
Language Arts:
Reading books such as Clocks and More Clocks by Pat Hutchins, If: A Mind-bending New Way of Looking at Big Ideas and Numbers by
David J. Smith, and/or poems such as The Clock Poem and The Faces of the Clock could be used to further students thinking about time.
Students could also practice making their own stories and poems about time. Language Arts would also be used throughout the unit as
students practice expressing their thoughts both in written and verbal form.
Art:
Students will make their own clocks during this unit as a way to introduce a hands-on manipulative. By creating their own clock students can
customize it to their own needs, as well as feel a sense of ownership and responsibility about their learning.
Social Studies:
The book Timekeeping: Explore the History & Science of Telling Time by Linda Formichelli can be used to teach students the history of time
including how our ancestors used other non-standard units of time to measure time, how the clock came to be, and how it has progressed to
what it is now (ie digital).
French:

Students will learn their numbers in French, which will then be extended into asking and answering phrases such as What time is it? When
are we meeting? How much longer until___?.
Extensions to Unit:
Games and literature will be incorporated into the unit as to engage students more deeply in the topic being taught. This lesson will be
extended into using a calendar to mark time.
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
UDL: Students will be provided instruction in a variety of forms including visual (student made clocks, teacher diagrams, worksheets), verbal
(speaking the language, practicing vocabulary, playing games, literature), and written (written examples, worksheets, literature). Students will
be given opportunities to work in small groups, in pairs, individually, or as a class to complete tasks. The teacher will ensure expectations for
work is always provided in these different methods of delivery, including modelling any new concepts, and reviewing concepts students may
be struggling with.
DI: Students who are already familiar with the basic concepts of time will be challenged with the 24-hour clock, and reading a digital clock in
comparison with an analog clock. Students who are seen as being competent within the unit of telling time may occasionally be paired with a
student who is seen to be struggling, and given more leadership roles within group work. Students who are seen to struggle may be asked to
be a part of a smaller group which would receive more focused attention from the teacher. Providing manipulatives that students are able to
touch and feel will be another important aspect of this lesson.
Resources:
Making Math Meaningful to Canadian Students, K-8 by Marian Small
Math Makes Sense Grade 4 by Peggy Morrow
K-7 Mathematics IRP http://bced.gov.bc.ca/irp (2007 version)
Timekeeping: Explore the History & Science of Telling Time by Linda Formichelli
Clocks and More Clocks by Pat Hutchins
Measurement Mania: Games and Activities That Make Math Fun and Easy by Lynette Long
http://homeschoolmath.net/online/clock.php
http://canteach.ca/elementary/songpoems71.html
http://busyteacher.org/classroom_activities-vocabulary/telling_the_time-worksheets/
http://learningideasgradesk-8.blogspot.ca/2012/02/paper-plate-clocks-round-up-and-telling.html
http://teacherapproved.com/teaching-telling-time/
Document Camera
Computer(s)

Overview of Lessons:
Lesson # and
Title
(time in minutes)
What is Time?
Lesson #1
30-40 min

How Do You Use

Time?
Lesson #2
30 min + time
finish 1 hour
watch on
stopwatch

PLOs in lesson
- State the
number of
hours in a day
-express the
time orally and
numerically
from a 12-hour
analog clock
- describe time
orally as
minutes to or
minutes after
the hour

- state the
number of
hours in a day
- express the
time orally and
numerically
from a 12-hour
analog clock
- describe time
orally as
minutes to or
minutes after
the hour
- express the
time orally and
numerically
from a 12-hour
digital clock

(a)

Instructional
Objectives
(b)
Teaching Strategies
(a) SWBAT: List different
units of time including
seconds, minutes, hours,
days, weeks, months, years,
decades and centuries.
(b) The teacher will guide
students through the activity,
while modelling how best to
complete it. The lesson will
be designed to have each
unit of time flow into the
following unit (seconds into
minutes, minutes into hours,
hours into days, etc).

(a) SWBAT: Understand

referents that can be used for
marking time as well as how
long some aspects of time
truly are (ie a second, a
minute, and an hour)
(b) The teacher will provide
students with referents they
are able to understand and
relate to in their everyday
lives. As much as possible
the teacher will ensure
students actually understand
what the unit of time feels
like (duration).

Lesson Activities

Assessment Strategies

The class will make a

list of the possible
units of time which
will be used as a guide
for the activity. During
the activity students
will make a timeline of
the units of time. The
units of time will be
listed on the left-hand
side, while on the
right-hand side
students will list how
many of preceding unit
goes into the following
unit. See attached sheet
for example.
Students will begin
building referents for
one second, one
minute and one hour.
To do so the teacher
will lead students
through a number of
activities such as:
-Students put head
down on desk, and
raise their hand when
they think a minute is
over
- how many times
students can write their
name in a minute, or
how high they can
count

Assessment will be
based off observation.
The teacher will pay
attention to which
students are
contributing, what
units of time are being
expressed, whether
students feel unsure
about their answer,
and the order students
believe the units of
time should be placed
on the timeline.

Assessment will be
based of teacher
observation. The
teacher will be looking
to see what
suggestions students
have for activities that
can be done in a
second, minute or hour
(whether its realistic
or not), how fast
students raise their
hands (during the one
minute exercise), and
whether students
concept of a second,
minute or hour
changes from the

Materials
(Specific to This Lesson)

Document camera, an 8x12

piece of paper (one for each
student), pencils, rulers.

Stopwatch/Timer, paper,
pencils, student desks, Whats
a Second, a Minute or an
Hour? Sheet

Time in Our
Daily Lives
Lesson #3
50 min

- how far they can

run/walk in a second
- how many words can
be said in a second
- the duration of a math
class (for an hour)
- the duration of a
favourite television
show (for an hour)
- how far could you
walk in an hour?
Students will record
these on their Whats
a Second, a Minute or
an Hour? Sheet
- state the
(a) SWBAT: Create a daily
Students will work to
number of
schedule of their lives, and
create a daily schedule
hours in a day
determine which activities
of their own lives. The
- express the
typically fall into the AM or teacher will help
time orally and PM hours.
students come up with
numerically
(b) The teacher will model
a list of normal
from a 12-hour the creation of a daily
activities that tend to
analog clock
schedule including what
be done every day (ie
- express the
activities are typically
brush teeth, eat
time orally and completed in the AM or PM breakfast, go to school,
numerically
(sleeping, getting dressed,
have lunch, etc), and
from a 12-hour brushing teeth, eating dinner, students will add their
digital clock
etc). The teacher will also
own events special to
- explain the
ensure that students
their own lives (ie
meaning of AM understand how to tell
sports, music,
and PM, and
whether it is AM or PM
homework). Students
provide an
based off the time.
will make sure the time
example of an
theyve allotted for
activity that
each activity doesnt
occurs during
go over 24 hours (the
the AM, and
total hours in a day).
another that
The class will discuss
occurs during
what activities are
the PM
normally conducted in

beginning of the
lesson to the end of the
lesson.

The teacher will

collect the schedules
created by students to
ensure the number of
hours allotted to each
activity add up to 24
hours, and whether the
time allotted to each
activity is realistic.
The teacher will also
use the lesson to
observe where
students understanding
is currently at, so the
proceding lessons can
be directed better. In
addition, while the
graphing of activities
isnt strictly relevant
to the unit on time, it
can be extended into
other curriculum areas
including Health &
Career, and Physical

Schedules for student use,

pencils, document camera,
whiteboard markers.

Making Time
Lesson #4
60 min

the AM and in the PM

including how we
know when whether it
is AM or PM based off
the time. Once students
have completed their
schedules, the class
will participate in
graphing the results on
the board so the class
can gauge where the
majority of their time
goes in a day.
- state the
(a) SWBAT: Design their
As a class, students
number of
own clock which has the
will come up with
hours in a day
main components of a clock, specific requirements
- express the
as well as those asked by the for their handmade
time orally and teacher.
clocks (ie numbers 1numerically
(b) The teacher will ask
12 (evenly spaced), an
from a 12-hour students to come up with a
hour hand, minute
analog clock
list of essentials that should
hand, twelve equal
- express the
be included on their clock (ie sections for each
time orally and a minute hand, an hour hand, number), as well as the
numerically
numbers, etc), as well as
teachers added criteria
from a 24-hour provide students with a few
(fold-up pieces for the
analog clock
of their own criteria (a thin
numbers 1-12, to
- describe time circle going around the edge reveal 13:00-00:00,
orally as
of 1-60, flip up numbers of
and a small outer circle
minutes to or 1-12, so there can be a
with the numbers 1-60
minutes after 13:00-00:00 underneath). A
to represent seconds).
the hour
model will be provided to
Students will be
- explain the
demonstrate to students what allowed to add their
meaning of AM theirs should look like.
own colours to their
and PM, and
clock as long as all
provide an
aspects are easily
example of an
recognized. The
activity that
teacher will have a
occurs during
model ready for
the AM, and
student reference.

Education.

The teacher will use

the class-generated
criteria to ensure
student clocks contain
the same elements as
one another. The
required elements of
the clock should be
easy to recognize and
read. The teacher will
use this criteria to
determine which
students are struggling
with the parts of a
clock and direct the
following lesson to
address those
knowledge gaps.

2 paper plates per student,

round head fasters, scissors,
glue, colouring materials, paper
with minute and hour hand
templates, white board
markers.

another that
occurs during
the PM
The Vocabulary
of Time
Lesson #5
30-40 min

Practice Telling
Time
Lesson #6
40-50 min

- express the
time orally and
numerically
from a 12-hour
analog clock
- express the
time orally and
numerically
from a 24-hour
analog clock
- describe time
orally as
minutes to or
minutes after
the hour
- explain the
meaning of AM
and PM, and
provide an
example of an
activity that
occurs during
the AM, and
another that
occurs during
the PM
- state the
number of
hours in a day
- express the
time orally and
numerically
from a 12-hour
analog clock
- express the

(a) SWBAT: state and use

specific vocabulary words
used when talking about
telling time.
(b) The teacher guide the
class in a brainstorm of word
used when telling time.
Before the brainstorm
however, the teacher will
provide a handout of words
which may or may not be
used when discussing time.
Students will be asked to
talk in pairs about which
words they believe are time
related. This will be used as
a springboard for discussion.

(a) SWBAT: Work in small

groups to practice telling
time, and complete assigned
work.
(b) To ensure students
understand the concepts that
are currently being taught,
the teacher will provide
students a chance to practice

The teacher will

handout a sheet
containing a series of
words that may or may
not relate to telling
time. In A/B partners
students will go
through the list and
attempt to identify
them. The class will
then participate in a
discussion about these
words including what
they look like on a
clock. Students will
then engage in a seated
game of What Time is
it Mr. Wolf during
which the teacher will
state a time using one
of the new vocabulary
words (ie quarter past
7, or half past 8, or
quarter to 2). Students
will demonstrate these
times on their clocks.
The teacher will begin
by reviewing the units
of time including
seconds, minutes, and
hours (and how many
seconds are in a
minute, how many
minutes are in an hour,
and how many hours

The teacher will assess

students understanding To Tell Time.or Not to Tell
through observation
Time handout, pencils, A/B
during A/B partner
partners, student clocks.
work, and class
discussion. While
playing the game
What Time is it Mr.
Wolf, the teacher will
be able to instantly
assess which students
understand the
vocabulary and which
students are
struggling. The teacher
will use this
information to better
direct the proceeding
lesson.

The teacher will use

the opening discussion
to determine whether
students understand
the concepts or not,
and to clear up any
misconceptions. Then
the teacher will rotate
throughout the group

White board, white board

markers, document camera,
worksheets, designated
discussion leader per group.

time orally and

numerically
from a 24-hour
analog clock
- explain the
meaning of AM
and PM, and
provide an
example of an
activity that
occurs during
the AM, and
another that
occurs during
the PM

their skills. They will be

placed into groups of
varying strengths and given
a series of worksheets to
complete together. To ensure
all students have a voice, the
teacher will assign a
discussion leader who will
be in charge of making sure
everyone has a chance to
answer. The teacher will
model the worksheets before
allowing groups to work
independently.

are in a day), and the

concept of AM and
PM, as well as some of
the vocabulary words
used when telling time.
The teacher will then
model an example on
the worksheets
students will be asked
to complete. Students
will move into their
math groups where the
discussion leader will
direct the group.

work, listening in on
student discussions.
Again this will be time
used to promote
student learning, and
clear up any errors of
understanding. Lastly,
the teacher will look at
the worksheets handed
in to determine where
students strengths and
weaknesses are. This
information will be
used to determine
following lessons.

While this is an idea of how the unit may be presented, it will be revised and modified based off student needs. This may mean extending or
shortening lessons, or adding/removing them.
Reflections/Revisions (if necessary, continue on separate sheet)
Reflections/Revisions Not Available At This Point In Time

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