Unit+Design+with+Lesson+Plans+and+Activities


 * __Unit Design: Lesson Plans & Activities __**

Welcome Students and Parents to our unit about telling time! We are going to have so much fun learning to tell time and becoming familiar with the clock. You are going to be AMAZED at the many things clocks are able to do.

Here is an organizer so you can see what you are going to be learning about.

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__**Lesson 1 **__ **Grade Level**: First

**Unit**: Math

**Assignment type**: Introduction to telling time

**Lesson objectives**  (1) Student will understand the movement of the hands of a clock.  (2) Student will be able to explain the difference between clockwise and counterclockwise.

**Time required to complete this lesson**: 45 minutes to 1 hour

**Resources/materials needed:**
 * 25 Time Vocabulary handouts
 * Smart Board
 * <span style="font-family: Georgia,serif; font-size: 120%;">pencils
 * <span style="font-family: Georgia,serif; font-size: 120%;">25 Time worksheets (assignment)
 * <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">paper

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Description of lesson** <span style="font-family: Georgia,serif; font-size: 120%;">1. The lesson will begin by me asking all of the students to stand up beside their desks.

<span style="font-family: Georgia,serif; font-size: 120%;">2. I will model the next step by moving my hand in a clockwise motion on my stomach.

<span style="font-family: Georgia,serif; font-size: 120%;">3. The students will be asked to follow me, now they will rub their hands in a clockwise motion on their stomachs.

<span style="font-family: Georgia,serif; font-size: 120%;">4. Once this activity is completed the students will sit in their seats and I will discuss the purpose of the activity. For example, rubbing your hands on your stomach in this direction is known as clockwise because it is the same direction the hands on a clock move. The hands of a clock move clockwise. Next, I will introduce the word counter clockwise and tell my students this is the opposite of clockwise. Again, I will model the movement by rubbing my hand in the opposite direction on my stomach. The students will follow.

<span style="font-family: Georgia,serif; font-size: 120%;">5. In addition to clockwise and counterclockwise, I will introduce more vocabulary using the Smart Board. All of the words the students will be responsible for are: <span style="color: #0000ff; font-family: Georgia,serif; font-size: 120%;">hand <span style="font-family: Georgia,serif; font-size: 120%;">, <span style="color: #0000ff; font-family: Georgia,serif; font-size: 120%;">minute <span style="font-family: Georgia,serif; font-size: 120%;">, <span style="color: #0000ff; font-family: Georgia,serif; font-size: 120%;">second <span style="font-family: Georgia,serif; font-size: 120%;">, <span style="color: #0000ff; font-family: Georgia,serif; font-size: 120%;">hour <span style="font-family: Georgia,serif; font-size: 120%;">, <span style="color: #0000ff; font-family: Georgia,serif; font-size: 120%;">clockwise <span style="font-family: Georgia,serif; font-size: 120%;">, <span style="color: #0000ff; font-family: Georgia,serif; font-size: 120%;">counterclockwise <span style="font-family: Georgia,serif; font-size: 120%;">, and <span style="color: #0000ff; font-family: Georgia,serif; font-size: 120%;">o'clock.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">6. After the vocabulary words have been presented and defined there will be a discussion about the hands of a clock. I will ask the students if they know which hand presents what. For instance, "Do you know the longest clock hand is the minute hand?"

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">7. This will be the end of the first lesson. Lesson 2 will scaffold on Lesson 1 where the material will be a little more complex.

<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Here is a helpful teaching tool for teaching students how to tell time.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">

<span style="color: #008000; font-family: Georgia,serif; font-size: 120%; line-height: 0px; overflow: hidden;"> <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Assignment**: <span style="font-family: Georgia,serif; font-size: 120%;">There will be a short informal assignment associated with this lesson. The students will be asked to complete a worksheet in relation to the material discussed.

<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Here is an example of the worksheet. <span style="color: #008000; display: block; font-family: Georgia,serif; font-size: 140%; line-height: 0px; overflow: hidden; text-align: left;">

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Technology used**: <span style="font-family: Georgia,serif; font-size: 120%;">In my teaching tool I used a link to a website that contains an educational song for teaching time.

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**The technology used in this lesson changes the teaching / learning in this way**: The internet is such a fun and interactive way to learn. When a teacher is able to locate a website of interest that pertains to an academic concept this can benefit the students tremendously. They are engaging in active learning instead of listening to a teacher lecture. Moreover, they can participate in the online activity if appropriate.


 * <span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">End of lesson quiz, however, it will not be graded. It is allows me to check for understanding. **

<span style="color: #008000; font-family: Georgia,serif; font-size: 220%;">media type="custom" key="7582765" width="70" height="70" <span style="font-family: Georgia,serif; font-size: 120%; line-height: 0px; overflow: hidden;">

__**<span style="color: #000080; font-family: Georgia,serif; font-size: 150%;">Lesson 2 **__ <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Grade Level**: First

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Unit**: Math

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Assignment type**: Learning the hands of a clock

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Lesson objectives** <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">(1) Student will understand and identify the hands of a clock and their differences. <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> (2) Student will be able to identify the correct time.

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> **Time required to complete this lesson**: 30 to 45 minutes

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Title of lesson**: <span style="font-family: Georgia,serif; font-size: 120%;">Hands of a Clock

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Resources/materials needed**
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">enlarged picture of a clock for teacher use
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">Smart Board to show virtual clock on the internet
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">25 "Make Your Own Clo <span style="font-family: Georgia,serif; font-size: 120%;">ck" worksheets
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">Click here to view the worksheet template
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">markers
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">crayons
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">colored pencils
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">glue
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">scissors
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">construction paper
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">fasteners
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">hand-held hole punch (I will do this for each student)

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Description of lesson** <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> 1. I will introduce a picture of a clock. <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> 2. There will be a class discussion about how many hands a clock has. The discussion will begin with me asking the question, "Can someone raise their hand and tell me how many hands a clock has?" <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">3. Clock hands will be introduced - minute hand, hour hand, and second hand. <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">4. I will revert back to the large picture of the clock and pose another question: "Can someone raise their hand and tell me what this hand is called?" (I will be pointing to the hour hand). I will do this again with the minute and second hand. <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> 5. The students will then be given the "Make Your Own Clock" worksheet. <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">6. Using crayons, markers, and colored pencils the students will create their own clock. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">7. Before this activity can begin each student needs to have a pair of scissors and a bottle of glue. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">8. There will be a three large separate containers of crayons, markers, and colored pencils at the front of the classroom for the students to use (if they wish). Or they can use their own materials. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">9. Once they have decorated their clocks they will need to cut the clock face out and the clock hands. <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">10. I will hole punch their clocks and clock hands, then I will fasten them together on the clock face (once they have glued the clock faces onto the construction paper). <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> 11. Each student will have their own personal clock.


 * <span style="font-family: Georgia,serif; font-size: 120%;">Assignment: ** <span style="font-family: Georgia,serif; font-size: 120%;">Using the template "Make Your Own Clock" the students will construct a personal clock to use throughout this lesson. This is an in-class assignment. I have constructed a student tool to help the students along.



<span style="font-family: Georgia,serif; font-size: 120%;">In addition to the assignment above, the students will create a Vocaroo recording which is similar to a podcast. I have embedded an example below.

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<span style="font-family: Georgia,serif; font-size: 120%; line-height: 0px; overflow: hidden;"> <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Technology use****d**: <span style="font-family: Georgia,serif; font-size: 120%;">The technology used in this lesson was the Smart Board and Vocaroo. Using the Smart Board I am able to display information easily where my students can see all the material being presented. By using the Vocaroo recording the students will hopefully gain a better understanding of the hands of a clock.

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**The technology used in this lesson changes the teaching / learning in this way**: As with most technology, it provides such a visual aid to students. They are not struggling to see the material. Furthermore, it is appealing to the eyes of the learner, especially when the material is different and bright colors.

__**<span style="color: #000080; font-family: Georgia,serif; font-size: 150%;">Lesson 3 **__ <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Grade Level**: First

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Unit**: Math

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> **Assignment type**: <span style="font-family: Georgia,serif; font-size: 120%;">Telling time with 5 minute intervals

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Lesson objectives** <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">(1) The student will know how to count by fives <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">(2) The student will understand the five minute intervals on a clock

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Title of lesson:** 5 Minute Intervals

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Time required to complete this lesson**: 30 to 45 minutes

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Resources/materials needed**


 * <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">whiteboard/chalkboard
 * <span style="font-family: Georgia,serif; font-size: 120%;">dry erase marker/chalk
 * <span style="font-family: Georgia,serif; font-size: 120%;">students will need their personal clocks
 * <span style="font-family: Georgia,serif; font-size: 120%;">large classroom clock
 * <span style="font-family: Georgia,serif; font-size: 120%;">paper
 * <span style="font-family: Georgia,serif; font-size: 120%;">pencils

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Description of lesson**: <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">1. As a class we will have a discussion about time. For example, "What are some of our important times of the day?" (Examples: when school starts, dinner and lunch time, when school ends, and when it is time for bed). I will make up different times for each of these and show them on the large classroom clock.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">2. I will introduce how the clock runs on 5 minute intervals. For example, each number represents 5 minutes. For example, the number 1 represents 5, the number 2 represents 10, the number 3 represents 15, and so forth.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">3. In order to ensure all the students know how to count by fives we will do this aloud as a class to 100. Then, we will count by fives to 60 since this is highest factor of five on a clock.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">4. The students will be instructed to take out their personal clocks.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">5. I will tell the students to point to the 12 on their clocks and have them move both of the clock hands to 12.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">6. If they do not know what time this reads I will tell them that is 12 o'clock because both hands are on the 12.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">7. Next, I will ask the students to keep the small hand on the 12 but move the big hand to 1. I will tell them the clock now reads 12:05.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> 8. As a class, we will keep moving the big hand to each number all the way around the clock (in a clockwise motion) until we reach 12 o'clock. We will continue this exercise for the 2 o'clock hour, 6 o'clock hour, and 9 o'clock hour. (If more needs to be done we will do other hours but it would be my hope they will easily catch on.)

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">9. Now, I will have them pair up with a partner.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">10. Using one of their personal clocks (they need to decide whose clock to use) one partner will say a time using the 5 minute intervals and the other partner will have to make the time on their clock. I will model this with one of the students to show the class what I am expecting them to do.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">11. There will be two final activities, one independent activity and one group activity.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Assignments**: 1 worksheet and 1 group activity

<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Acitivity # 1 -Worksheet <span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">The students will complete this worksheet. <span style="color: #008000; font-family: Georgia,serif; font-size: 120%;"> <span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Activity # 2 - Group Activity <span style="font-family: Georgia,serif; font-size: 120%;">Mr. Nussbaum

<span style="font-family: Georgia,serif; font-size: 120%;">**Technology Used**: The Web2.0 Tool, Mr. Nussbaum. This is an interactive website that enables teachers to check for their students' understanding. This particular link is an online flashcard activity. A clock appears in the window and the students are asked to identify the time.


 * <span style="font-family: Georgia,serif; font-size: 120%;">The technology used in this lesson changes the teaching/learning in this way: **<span style="font-family: Georgia,serif; font-size: 120%;">Instead of the students completing a second worksheet they can use Mr. Nussbaum to test their knowledge. This will be a whole class activity, not individual.

<span style="font-family: Georgia,serif;">* Source for lesson and worksheet: http://www.time-for-time.com

__**<span style="color: #000080; font-family: Georgia,serif; font-size: 150%;">Lesson 4 **__ <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Grade Level**: First

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Unit**: Math

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Assignment type**: Research project - Click here to view the Research Project

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Lesson Objectives** <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">(1) Student will understand the history of the clock. <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> (2) Student will be able to identify different types of clocks.

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Time required to complete this lesson**: One week

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Title of lesson**: Clocks - The history and how clocks have changed.

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Resources/materials needed** >
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">poster board
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">markers
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">crayons
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">pencil
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">paper
 * <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">11 books that are on Shelfari
 * <span style="font-family: Georgia,serif; font-size: 120%;">25 black markers
 * <span style="font-family: Georgia,serif; font-size: 120%;">computer lab
 * <span style="font-family: Georgia,serif; font-size: 120%;">computers
 * <span style="font-family: Georgia,serif; font-size: 120%;">internet

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Description of lesson** <span style="font-family: Georgia,serif; font-size: 120%;">This lesson will last one week. Before the lesson begins I will introduce the project the students are to complete. I will tell them they will be working on the computer to complete some of the research and they will be creating posters for the other part of the project. The premise of this lesson is for students to get a better understanding of how the clock was made and how it has changed over time. Furthermore, it will provide them with a fun, yet educational activity about telling time. <span style="font-family: Georgia,serif; font-size: 120%;">* Note: Part 1 of this assignment will be in-class and Part 2 will be a take home assignment.

<span style="font-family: Georgia,serif; font-size: 120%;">Here is a PowerPoint Presentation to get the students started. We will watch this as a class. I will tell them they will be learning about all things in this presentation.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Monday - Part 1 & 2 **__

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Part 1 - Research **__ <span style="font-family: Georgia,serif; font-size: 120%;">Since this is a research project for younger students, first grade, we will be doing most of the research in class. First, as a class we will go to the websites below once everyone is settled in the computer lab. Through these websites the students will discover some interesting information about the clock.

<span style="font-family: Georgia,serif; font-size: 120%;">There will be 3 different topics associated with the research and each topic will have a different website. <span style="font-family: Georgia,serif; font-size: 120%;">The students will be learning about the sundial, the water clock, and the mechanical clock.

<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Sundial website <span style="color: #008000; font-family: Georgia,serif; font-size: 120%;"> Water clock website <span style="color: #008000; font-family: Georgia,serif; font-size: 120%;"> Mechanical clock

<span style="font-family: Georgia,serif; font-size: 120%;">After discussing as a class the history of the clock and the different types of clocks, the students will be asked to write **3 complete sentences** about what they have learned regarding the three different types of clocks.

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Part 2 - Poster #1 **__

<span style="font-family: Georgia,serif; font-size: 120%;">1. I will have reserved the computer lab for the students. <span style="font-family: Georgia,serif; font-size: 120%;">2. Each computer will be previous set to a clock website so the students can easily find a picture to their liking. <span style="font-family: Georgia,serif; font-size: 120%;">3. The students will work individually on a computer and find a picture of a clock. The picture they find needs to be a picture of a sundial, a water clock, or a mechanical clock. <span style="font-family: Georgia,serif; font-size: 120%;">4. The students will print out a picture of their clock. <span style="font-family: Georgia,serif; font-size: 120%;">5. Once all the students have printed out their picture I will take them back to the classroom. <span style="font-family: Georgia,serif; font-size: 120%;">6. Each student will get a letter from me to take home telling their parents/guardians that their child will need one poster board to complete a research project that is due Friday. The letter will also include the research project outline so the parents/guardian know what their child's assignment is. I will provide the poster board for the students.

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Tuesday **__

<span style="font-family: Georgia,serif; font-size: 120%;">1. I will have bought 25 poster boards <span style="font-family: Georgia,serif; font-size: 120%;">2. Each student will get one. <span style="font-family: Georgia,serif; font-size: 120%;">3. The student can either decide to glue the picture they printed out on the poster or they can draw the picture. <span style="font-family: Georgia,serif; font-size: 120%;">4. The class will be reminded to leave room at the bottom of the poster to write **2 complete sentences** about their picture. <span style="font-family: Georgia,serif; font-size: 120%;">5. Using markers, crayons, and colored pencils (which will be located in the front of the classroom) <span style="font-family: Georgia,serif; font-size: 120%;"> the students will decorate their posters.

<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Here is a poster that I created of the history of the clock. This poster is an example for your assignment, however, I want your poster to be more creative than this one.

media type="custom" key="7583455" __**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Wednesday (Part 1 & 2 completed) **__

<span style="font-family: Georgia,serif; font-size: 120%;">1. The student will write 2 complete sentences about their clock picture. <span style="font-family: Georgia,serif; font-size: 120%;">2. I will review and model this activity to the students. They should all know what a complete sentence is. <span style="font-family: Georgia,serif; font-size: 120%;">3. I will reiterate to the class to raise their hand if they have any questions or need help. <span style="font-family: Georgia,serif; font-size: 120%;">4. Once all of the students have completed their sentences, they will outline the sentences in a black marker.

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Thursday (Part 3 - Poster 2) **__

<span style="font-family: Georgia,serif; font-size: 120%;">1. I will introduce Part 2 of the project by telling students they are going to be inventors. They are going to invent their own clock. <span style="font-family: Georgia,serif; font-size: 120%;"> 2. I will introduce 11 books the students can use to get some ideas from. The books the students will be using can be found here. <span style="font-family: Georgia,serif; font-size: 120%;">3. The remainder of the class time will be used by students working individually on their creative inventions. <span style="font-family: Georgia,serif; font-size: 120%;">4. I will tell the students to make a sketch of any ideas to help them remember. <span style="font-family: Georgia,serif; font-size: 120%;">5. At the end of class I will tell the students they will need take their ideas home and draw a big picture of their invention on poster board and write **4 complete sentences** about their invention. They are responsible for getting the poster board for this part of the project. <span style="font-family: Georgia,serif; font-size: 120%;">6. I will send home another letter to the parents/guardians telling them the assignment (just in case the first letter was misplaced.)

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Friday (Part 3 completed) **__

<span style="font-family: Georgia,serif; font-size: 120%;">1. The students will present their inventions to the class.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Assignment**: Part 1 and 2 of the project will be an in-class assignment and Part 3 will be a take home assignment.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Assessment of Research Project** Rubric

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Technology used**: Computer and internet

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> **The technology used in this lesson changes the teaching / learning in this way**: The internet and computer will be used to help the students with their research. By going to websites about different clocks and the history of time the students will gain an understanding of why we have time, the history of time, and the evolution of the clock. Also, PowerPoint was used for this lesson to give an introduction of the project to the students.

__**<span style="color: #000080; font-family: Georgia,serif; font-size: 150%;">Lesson 5 **__ <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Grade Leve**l: First

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> **Unit**: Math

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> **Assignment type**: Expanding on Lesson 3 - telling time to the quarter hour

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">Here is a short video to introduce this lesson. When we say it is a "quarter to" or a "quarter past" we are referring to one quarter of a clock. Because a clock is a circle it can be broken up into quarters or 4 parts. One part or one quarter is from the number 12 to 3, another part or quarter is from the number 3 to the number 6, another part or quarter is from the number 6 to the number 9, and the last part or quarter is from the number 9 to the number 12. Please view this video because it will help you understand this concept easier.

media type="custom" key="7814773"

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%; line-height: 0px; overflow: hidden;"> <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> **Lesson objectives**

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">(1) The student will be able to correctly identify the time counting by fives. <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">(2) The student will be able to recognize the time on a clock when it is a quarter-after or a quarter-past.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> **Time required to complete this lesson**: 30 minutes (maximum)

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**Title of lesson**:  Telling time by the quarter hour

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> **Resources/materials needed**
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">Classroom computer
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">Internet
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">Students will need their personal clocks
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">Large classroom clock

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">This will be a short lesson. I will review with the students telling time with five minute intervals, however, before I do this we will review counting by fives. Once they have a complete understanding of this I will introduce the quarter hour.
 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> Description of lesson **

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">1. Using the Web2.0 Tool, Imagination Cubed, I will show the students how a clock can be divided into quarters.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">2. I will draw a circle and cut it into quarters. (I will be sure to add the numbers of the clock.)

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">3. Next, I will help the students understand there are 15 minutes in each quarter.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">4. Because of this, when a clock reads for example, 2:15 it means the time is a quarter past the hour of 2.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">5. I will do the same thing for 2:45. For example, when the clock reads 2:45 the time is a quarter until the next hour which is 3.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">6. We will do several examples on the Web2.0 Tool, Imagination Cubed, to help the students understand this concept.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">7. Once we have discussed the material, using the large classroom clock and the students using their personal clocks, we will do quarter-hour activities as a class.


 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">Assignment: **<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">There will be no formal assignments for this lesson. Everything will be done as a class discussion.


 * <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> Technology used: **<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">The Web2.0 Tool, Imagination Cubed. Instead of writing on the board I thought this would be a fun way to teach. It is something different and hopefully, it will engage the students.

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;"> **The technology used in this lesson changes the teaching / learning in this way**: Using Imagination Cubed it is my hope the students will find the instruction a bit more stimulating since I will be using an interactive website.

__**<span style="color: #000080; font-family: Georgia,serif; font-size: 150%;">Lesson 6 **__ <span style="font-family: Georgia,serif; font-size: 120%;">**Grade Level**: First

<span style="font-family: Georgia,serif; font-size: 120%;"> **Unit**: Math

<span style="font-family: Georgia,serif; font-size: 120%;"> **Assignment type**: Telling time with 10 minutes, 20 minutes, 40 minutes, and 50 minutes

<span style="font-family: Georgia,serif; font-size: 120%;"> (1) Student will be able to count by tens. <span style="font-family: Georgia,serif; font-size: 120%;">(2) Student will be able to identify the time at ten minute intervals.
 * <span style="font-family: Georgia,serif; font-size: 120%;"> Lesson objectives **

<span style="font-family: Georgia,serif; font-size: 120%;">**Time required to complete this lesson**: 1 hour


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Title of lesson: **<span style="font-family: Georgia,serif; font-size: 120%;">10 Minute Intervals


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Resources/materials needed **
 * <span style="font-family: Georgia,serif; font-size: 120%;">large classroom clock
 * <span style="font-family: Georgia,serif; font-size: 120%;">students will have their personal clocks
 * <span style="font-family: Georgia,serif; font-size: 120%;">chalkboard/whiteboard
 * <span style="font-family: Georgia,serif; font-size: 120%;">chalk/dry erase marker
 * <span style="font-family: Georgia,serif; font-size: 120%;">pencil and paper

<span style="font-family: Georgia,serif; font-size: 120%;"> **Description of lesson** <span style="font-family: Georgia,serif; font-size: 120%;">I will review with the students 5 minute intervals (Lesson 3). For example, I will ask them to count by fives to 60 and as a class we go around each 5 minute interval on our clocks and say the time. For instance, 12:05, 12:10, 12:15, etc. After doing one round as a class I will ask them pair with a buddy and work together for about 10 minutes telling one another the time with 5 minute intervals. (As they are doing this I will walk around and observe.)

<span style="font-family: Georgia,serif; font-size: 120%;">__**Procedure**__ <span style="font-family: Georgia,serif; font-size: 120%;">(1) I will ask the students if they know what it means to count by tens. There will be a short discussion.

<span style="font-family: Georgia,serif; font-size: 120%;">(2) We will count by tens as a class.

<span style="font-family: Georgia,serif; font-size: 120%;">(3) I will revisit the 5 minute interval for another brief moment but adding on the 10 minute interval.

<span style="font-family: Georgia,serif; font-size: 120%;">(4) Using the large classroom clock I will point the number 2 and tell the students this number represents 10.

<span style="font-family: Georgia,serif; font-size: 120%;">(5) Next, I will point to the 4 and tell the students this represents 20.

<span style="font-family: Georgia,serif; font-size: 120%;">(6) I will continue this process for the number 8 (represents 40) and 10 (represents 50).

<span style="font-family: Georgia,serif; font-size: 120%;">(7) Again, using the large classroom clock I will set the clock to 12:10 (the big or minute hand is on the 2 and the small or hour hand is on the 12). The students will set their personal clocks to this same time and afterward, the class will say the time out loud.

<span style="font-family: Georgia,serif; font-size: 120%;">(8) We will continue this for every 10 minute interval.


 * <span style="font-family: Georgia,serif; font-size: 120%;">Assignment: **<span style="font-family: Georgia,serif; font-size: 120%;">Worksheet



<span style="font-family: Georgia,serif; font-size: 120%;"> **Technology used**: None

__**<span style="color: #000080; font-family: Georgia,serif; font-size: 150%;">Lesson 7  **__ <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Grade Level**: First

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Unit**: Math

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Assignment type**: Learning Hour and Half-Hour

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Lesson objectives** <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> (1) Student will understand how many minutes are in a hour. <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">(2) Student will understand how many seconds are in a minute. <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">(3) Student will be able to differentiate between an hour and a minute.

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Time required to complete this lesson**: 1 hour

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Title of lesson**: Hour and Half-hour

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Resources/materials needed**
 * <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">each student will need their personal clocks
 * <span style="font-family: Georgia,serif; font-size: 120%;">large classroom clock
 * <span style="font-family: Georgia,serif; font-size: 120%;">whiteboard
 * <span style="font-family: Georgia,serif; font-size: 120%;">marker for white board
 * <span style="font-family: Georgia,serif; font-size: 120%;">25 handouts from website
 * <span style="font-family: Georgia,serif; font-size: 120%;">internet
 * <span style="font-family: Georgia,serif; font-size: 120%;">computer
 * <span style="font-family: Georgia,serif; font-size: 120%;">Smart Board

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Description of lesson** <span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">1. The lesson will begin by me reverting back to the clocks the students made. I would ask the students to get their clocks out (and in the meantime, I would get out the large clock I used in Lesson 2 <span style="font-family: Georgia,serif; font-size: 120%;">)

<span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">2. I will introduce the hour hand to the class and tell them that this hand is the largest of the three hands (which they learned in Lesson 2).

<span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">3. By using the hands on my large clock I will show the class what is meant by an hour. For instance, I will discuss with them that when the largest clock hand is on the 12 this always mean "Hour".

<span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> 4. I will go through each hour on the clock and show them an example of an hour. For example, I will show them what 1 o'clock is, 2 o'clock, 3 o'clock, etc.

<span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;"> 5. Next, the students will try this on their own using the clocks they made in Lesson 2. For this activity they will pair up with another classmate. I will write a time on the whiteboard and they will work together with their partner to figure out what hour it is.

<span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">6. After about 10 minutes of this activity I will have a website link with some virtual clocks. As a class, the students will tell me what hour it is according to the clock on the website.

<span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">* After the lesson has been taught the students will complete the two assignments below.

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Assignments:** 1 worksheet and 1 cartoon __<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Activity # 1 __ <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">I will download this worksheet from this website and make a copy for each student. This is will be a homework assignment and will be turned in the following day. __<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Activity # 2 __ <span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">The students will make a cartoon using the information they have learned about telling time to the hour and half-hour. The cartoon is a creation by the students so as long as the subject matter is appropriate and involves telling time, the story can be about anything. The tool they will use for this activity is ToonDoo. I have created a simple cartoon to show as an example. Their cartoon will only be three slides. This activity will be completed in the computer lab.

<span style="display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">media type="custom" key="7415427"

<span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**Technology used**: Web 2.0 Tool (ToonDoo) and the internet <span style="color: #000000; display: block; font-family: Georgia,serif; font-size: 120%; text-align: left;">**The technology used in this lesson changes the teaching / learning in this way:** Using the Web 2.0 Tool, ToonDoo, the students are able to implement technology into their learning. Also, by using a website for a virtual clock the assess the students knowledge, this is more enjoyable for them instead of a completing a worksheet.

__**<span style="color: #000080; font-family: Georgia,serif; font-size: 150%;">Lesson 8 **__
 * <span style="font-family: Georgia,serif; font-size: 120%;">Grade Level: **<span style="font-family: Georgia,serif; font-size: 120%;">First


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Unit: **<span style="font-family: Georgia,serif; font-size: 120%;">Math


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Assignment type: **<span style="font-family: Georgia,serif; font-size: 120%;">The students will make a time line of their day


 * <span style="font-family: Georgia,serif; font-size: 120%;">Time require for lesson: **<span style="font-family: Georgia,serif; font-size: 120%;">Two days

<span style="font-family: Georgia,serif; font-size: 120%;">**Title of lesson:** A Day in the Life of (student's name)

<span style="font-family: Georgia,serif; font-size: 120%;">(1) Students will be able to identify time on an analog clock <span style="font-family: Georgia,serif; font-size: 120%;">(2) Students will be able to sequence events <span style="font-family: Georgia,serif; font-size: 120%;">(3) Students will distinguish between a.m. and p.m.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Lesson Objectives **

<span style="font-family: Georgia,serif; font-size: 120%;">**Resources/Materials**
 * <span style="font-family: Georgia,serif; font-size: 120%;">students will need their personal clocks
 * <span style="font-family: Georgia,serif; font-size: 120%;">whiteboard/chalkboard
 * <span style="font-family: Georgia,serif; font-size: 120%;">dry erase marker/chalk
 * <span style="font-family: Georgia,serif; font-size: 120%;">large classroom clock
 * <span style="font-family: Georgia,serif; font-size: 120%;">25 pieces of white construction paper
 * <span style="font-family: Georgia,serif; font-size: 120%;">25 copies of the miniature clock handout
 * <span style="font-family: Georgia,serif; font-size: 120%;">markers
 * <span style="font-family: Georgia,serif; font-size: 120%;">crayons
 * <span style="font-family: Georgia,serif; font-size: 120%;">colored pencils
 * <span style="font-family: Georgia,serif; font-size: 120%;">pencil
 * <span style="font-family: Georgia,serif; font-size: 120%;">glue
 * <span style="font-family: Georgia,serif; font-size: 120%;">scissors
 * <span style="font-family: Georgia,serif; font-size: 120%;">computer for YouTube videos

<span style="font-family: Georgia,serif; font-size: 120%;">There are five YouTube videos I will show the students prior to this lesson. We have covered everything in the videos except for learning about **a.m.** and **p.m.**, however, in Lesson 9 this will be covered broadly.
 * <span style="font-family: Georgia,serif; font-size: 120%;"> Description of lesson **


 * <span style="font-family: Georgia,serif; font-size: 120%;">The first video is called "Flower Time". This video is a simple review of the concepts we have discussed prior to this lesson.
 * <span style="font-family: Georgia,serif; font-size: 120%;">The second video is "How to Tell Time" and again, this is another review video.
 * <span style="font-family: Georgia,serif; font-size: 120%;">The third video is an interactive video. Since the first two videos are review this video is quasi interactive and the students will show me they understand what I have been teaching by interacting with the video. They will use their personal clocks to indicate the time.
 * <span style="font-family: Georgia,serif; font-size: 120%;">The fourth video discusses hours, minutes, and seconds by Dr. Tick Tock. Again, this video will show me the students understand telling time.
 * <span style="font-family: Georgia,serif; font-size: 120%;">The last video teaches about **a.m**. and **p.m.** Because the students are doing an activity in this lesson pertaining to activities they do in the morning,afternoon, and night I thought this video would be a good introduction.

media type="custom" key="7490319"

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Day 1 **__ <span style="font-family: Georgia,serif; font-size: 120%;">Before beginning this lesson I will show the students the YouTube videos above. Next, as a class we will have a review about the concepts I have taught thus far. This will be followed by a discussion with the students about what it means when a clock reads a.m. and p.m. I will ask them if they know the difference. Next, I will ask them to give me some things they do during the morning hours and some things they do during the afternoon or night time hours. As the students are brainstorming I will write their ideas on the board.

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Procedure **__ <span style="font-family: Georgia,serif; font-size: 120%;">(1.) The students will be asked to get out their personal clocks to review time to the hour, half hour, and quarter hour. (I will have the large classroom clock out to model the activities.)

<span style="font-family: Georgia,serif; font-size: 120%;"> (2). Using their prior knowledge from past lessons and the ideas I wrote on the board from the students I will have one student at a time demonstrate an activity/idea from the board and show the class the time on their clock. For example, if one student said, "I eat breakfast at 7:30 in the morning," I will have the student show 7:30 on their personal clock. Furthermore, they will need to tell the class if morning means a.m. or p.m.

<span style="font-family: Georgia,serif; font-size: 120%;"> (3.) Next, the students will fold a piece of white construction paper into eight sections. I will model how to do this. The students will first watch me then we will fold the paper again as a class following my directions.

<span style="font-family: Georgia,serif; font-size: 120%;"> (4.) I will now pass out the handout of eight miniature clocks. The students will cut the eight clocks out and glue a clock on each section of the white construction paper. I will model this.

<span style="font-family: Georgia,serif; font-size: 120%;">(5.) The students will choose four events that happen in the morning (a.m.) and four events that happen in the afternoon or night (p.m.). They will write a sentence and draw a picture of four events. (One section on their white construction paper houses one event.) I will model this activity. After working on this the students will need to glue one clock to one event. Again, I will model this. Lastly, the students will create their clock to say the same time as their events. Additionally, I will ask the students to write the digital time of the analog clock in each section.

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Day 2 **__ <span style="font-family: Georgia,serif; font-size: 120%;">(6.) Repeat step 5 for sections 5 - 8.

<span style="font-family: Georgia,serif; font-size: 120%;">(7.) Students will present their time line to the class.

<span style="font-family: Georgia,serif; font-size: 120%;">**Assignment**: Everything for this assignment will be completed in class.


 * <span style="font-family: Georgia,serif; font-size: 120%;">Technology used: **<span style="font-family: Georgia,serif; font-size: 120%;">YouTube video

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**The technology used in this lesson changes the teaching / learning in this way:** <span style="font-family: Georgia,serif; font-size: 120%;">Using the YouTube videos to review the concepts we have covered provides the students with a fun way of learning, instead of me lecturing. Also, since one of videos is interactive the students will be more engaged.

__**<span style="color: #000080; font-family: Georgia,serif; font-size: 150%;">Lesson 9 **__
 * <span style="font-family: Georgia,serif; font-size: 120%;">Grade Level: **<span style="font-family: Georgia,serif; font-size: 120%;">First


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Unit: **<span style="font-family: Georgia,serif; font-size: 120%;">Math


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Assignment type: **<span style="font-family: Georgia,serif; font-size: 120%;">Hours in a day, including day and night

<span style="font-family: Georgia,serif; font-size: 120%;">To go along with this lesson is a video. The Animoto video below discusses why we have daylight and night time. The reason for making a video about this concept is because it is a hard one to comprehend. Most children at the first grade level have an understanding we have night and day, however, they probably do not know why. Furthermore, they may think the Sun moves across the sky from east to west and this is what causes daylight and night but this is not the case. The reason is because the Earth rotates on a titled axis. The Earth moves, not the Sun. It is my hope this video gives the students a better understanding of this concept.

<span style="font-family: Georgia,serif; font-size: 120%;">media type="custom" key="7819539"


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Lesson objectives **

<span style="font-family: Georgia,serif; font-size: 120%;"> (1) Student will understand how day and night occur due to the Earth's rotation <span style="font-family: Georgia,serif; font-size: 120%;"> (2) Student will be able to identify: sunrise, sunset, and noon.


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Time required to complete this lesson: **<span style="font-family: Georgia,serif; font-size: 120%;"> 2 Days


 * <span style="font-family: Georgia,serif; font-size: 120%;">Title of lesson:   **<span style="font-family: Georgia,serif; font-size: 120%;">What Makes Day and Night?


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Resources/materials needed **
 * <span style="font-family: Georgia,serif; font-size: 120%;">Book, //What Makes Day and Night// by Franklyn Branley
 * <span style="font-family: Georgia,serif; font-size: 120%;">Dark paper to cover windows (if classroom has windows)
 * <span style="font-family: Georgia,serif; font-size: 120%;">lamp with bulb (shade removed)
 * <span style="font-family: Georgia,serif; font-size: 120%;">wrap around map of the world for students to wrap around their bodies

<span style="color: #ef26a1; font-family: Georgia,serif; font-size: 120%;">Wrap around map example - (this can be found on the website in the link at the end of this lesson). You connect each picture (3) to one another then wrap it around a student's body.


 * <span style="font-family: Georgia,serif; font-size: 120%;">one large sticker of some kind
 * <span style="font-family: Georgia,serif; font-size: 120%;">25 KWL charts
 * <span style="font-family: Georgia,serif; font-size: 120%;">tape for wrap around map
 * <span style="font-family: Georgia,serif; font-size: 120%;">whiteboard/chalkboard
 * <span style="font-family: Georgia,serif; font-size: 120%;">chalk/dry erase marker

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Day 1 **__ <span style="font-family: Georgia,serif; font-size: 120%;">1. Start by investigating what the students already know about day/night rotation on a KWL chart.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Description of lesson **

<span style="font-family: Georgia,serif; font-size: 120%;">2. Model for the students how to ask questions. A list of question-words using **who, what, when, where, why,** and **how.**

<span style="font-family: Georgia,serif; font-size: 120%;">3. Chart everything the students know about day and night in the first column, and what they want to know about day and night in the second column. For example, like in Lesson 8, ask them about things they do during the day and at night.

<span style="font-family: Georgia,serif; font-size: 120%;">4. Read Branley’s //What Makes Day and Night//. Write the important vocabulary words in the book on the chalkboard/white board. The words should include: sunrise, day, noon, spin, rotation, sunset, and night.

<span style="font-family: Georgia,serif; font-size: 120%;">5. After reading and discussing the book review questions on the KWL chart and ask if anyone can answer some of the questions.

<span style="font-family: Georgia,serif; font-size: 120%;">6. Tell students they will soon be playing or taking on the role of the Earth to learn more about day and night.

__**<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">Day 2 **__ <span style="font-family: Georgia,serif; font-size: 120%;">1. Review the vocabulary from the book: sunrise, day, noon, sunset, night, spin and rotation.

<span style="font-family: Georgia,serif; font-size: 120%;">2. Have the students put up the dark paper on the windows.

<span style="font-family: Georgia,serif; font-size: 120%;">3. Next, turn on the lamp and tell the students the lamp represents the Sun.

<span style="font-family: Georgia,serif; font-size: 120%;">4. Ask a student to be the Earth. Place the wrap-around map around the student so that your town is on his/her chest. Make sure he or she can be seen by all students.

<span style="font-family: Georgia,serif; font-size: 120%;">5. Have your students gather around in a circle with the student who is the Earth standing at the front of the circle or in the middle of the circle. The student needs to be easily visible by all students.

<span style="font-family: Georgia,serif; font-size: 120%;">6. Mark your town with a sticker and ask students to focus on it as the Earth rotates.

<span style="font-family: Georgia,serif; font-size: 120%;">7. Have student begin with his/her back to the lamp (night). Ask students if they think it is day or night in their town.

<span style="font-family: Georgia,serif; font-size: 120%;">8. Have student rotate slowly in a counterclockwise fashion, until his/her left arm is pointed to the Sun. Ask students if they think it is sunrise or still night.

<span style="font-family: Georgia,serif; font-size: 120%;">9. Student continues the counterclockwise rotation until he/she faces the Sun directly. Ask students what time it is now in their town. Students can see that it is noon, the middle of the day, when we get the most light from the Sun.

<span style="font-family: Georgia,serif; font-size: 120%;">10. Ask student to rotate a little more. Have him/her stop when his/her right arm is pointed toward the Sun. Ask students what time of day it is. They should be able to tell you that it is sunset.

<span style="font-family: Georgia,serif; font-size: 120%;">11. Complete the day/night cycle by having the student return to his/her original position, with his/her back to the Sun. (Students should be able to tell you that is is midnight.)

<span style="font-family: Georgia,serif; font-size: 120%;">12. Ask students to notice what time of day it is on the other side of the Earth (student’s back is facing the Sun and it is noon). Explain that one half of the Earth is always light while the other is dark. Emphasize that it is the Earth's own shadow that makes the night side of the Earth dark.

<span style="font-family: Georgia,serif; font-size: 120%;">13. Repeat this demonstration. Select other student volunteers so that students will get a chance to view the day and night cycle several times. Explain that it takes 24 hours for the Earth to rotate completely.

<span style="font-family: Georgia,serif; font-size: 120%;">14. Return to the KWL chart, review students' questions and place any new answers in the final column, **What we Learned**.

<span style="color: #ef26a1; font-family: Georgia,serif; font-size: 120%;">* I found this lesson online and thought it was great. Source of lesson: www.eyeonthesky.org


 * <span style="font-family: Georgia,serif; font-size: 120%;">Assignment: **<span style="font-family: Georgia,serif; font-size: 120%;">There are no assignments for this lesson since it is a comprehensive concept.


 * <span style="font-family: Georgia,serif; font-size: 120%;"> Technology used: **<span style="font-family: Georgia,serif; font-size: 120%;">Animoto video

<span style="color: #000000; font-family: Georgia,serif; font-size: 120%;">**The technology used in this lesson changes the teaching / learning in this way:** Animoto video to introduce a lesson instead of lecturing. The video interests the students rather than me lecturing using a whiteboard/chalkboard.

__**<span style="color: #000080; font-family: Georgia,serif; font-size: 150%;"> Lesson 10 **__ <span style="font-family: Georgia,serif; font-size: 120%;">**Grade Level**: First

<span style="font-family: Georgia,serif; font-size: 120%;"> **Unit**: Math

<span style="font-family: Georgia,serif; font-size: 120%;"> **Assignment type:** Virtual Field Trip

<span style="font-family: Georgia,serif; font-size: 120%;">

<span style="font-family: Georgia,serif; font-size: 120%;"> (1) Student will understand how time is different in other parts of the United States. <span style="font-family: Georgia,serif; font-size: 120%;"> (2) Student will be able to discuss important facts about of certain states in the United States. <span style="font-family: Georgia,serif; font-size: 120%;"> (3) Student will understand how to add and subtract time to the hour.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Lesson objectives **

<span style="font-family: Georgia,serif; font-size: 120%;">**Time require to complete this lesson**: 1 hour

<span style="font-family: Georgia,serif; font-size: 120%;">**Title of lesson**: Traveling through the Zones


 * <span style="font-family: Georgia,serif; font-size: 120%;">Resources/materials needed **
 * <span style="font-family: Georgia,serif; font-size: 120%;">pencil
 * <span style="font-family: Georgia,serif; font-size: 120%;">paper
 * <span style="font-family: Georgia,serif; font-size: 120%;">computer
 * <span style="font-family: Georgia,serif; font-size: 120%;">internet
 * <span style="font-family: Georgia,serif; font-size: 120%;">student's personal clocks
 * <span style="font-family: Georgia,serif; font-size: 120%;">a large clock for the teacher
 * <span style="font-family: Georgia,serif; font-size: 120%;">a large classroom map of the United States
 * <span style="font-family: Georgia,serif; font-size: 120%;">markers
 * <span style="font-family: Georgia,serif; font-size: 120%;">computer lab

<span style="font-family: Georgia,serif; font-size: 120%;"> Before this final lesson begins I will introduce the activity. I will show the students the virtual field trip and then I will discuss what is meant by time zones. I will have a large map of the United States and how there are different time zones are in the United States. Furthermore, I will do several math problems that involve time to the hour, whether it is subtracting an hour(s) or adding an hour(s) because this is a task the students will be completing through this project. The students will be completing a virtual field trip for their final lesson. They will utilize the internet and its amazing capabilities by going to different websites and answering 3 to 4 questions. The virtual field trip is going to take the students to 5 places: North Carolina, Washington, DC, Alaska, and Hawaii. They will be introduced to time zones and how the United States is divided into time zones. By clicking on each state the students will be given a hint of the time zone of that state. Then, using their mathematical knowledge of addition and their personal clocks from previous lessons they will be able to calculate the time in different parts of the United States.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Description of lesson **

<span style="font-family: Georgia,serif; font-size: 120%;">**Assignment**: This virtual field trip will be conducted in the computer lab with the me. Each student will have their own computer to complete this in-class assignment. I will closely monitor each student because I realize some of the students may have trouble navigating the internet.

<span style="font-family: Georgia,serif; font-size: 120%;">**Technology used**: Computer and internet

<span style="font-family: Georgia,serif; font-size: 120%;">**The technology used in this lesson changes the teaching / learning in this way**: The students will use the internet to complete this assignment. By using the internet students can virtually visit places that they may not be able to visit. Also, through the internet and student learning websites, they have the opportunity to learn about different parts of the United States. Furthermore, due to the students working on the computer they are able to become more familiar with its components and capabilities.

<span style="font-family: Georgia,serif; font-size: 120%;">End of Unit Flashcard Quiz. This is a short and simple quiz using flashcards. There are only 10 questions. I created this to check for understanding of the concepts that were covered in the unit. This quiz will provide me (the teacher) with enough information to assess if my students are ready to move on to the next level or if there are still some concepts that need to be reviewed. [|QUIZ]