ETV NTTI Lesson :: It's About Time! (Grade 2)

South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

It's About Time! (Grade 2)

Master Teacher

Patricia Hendrickson

Time Allotment

One to two class periods

Overview

In this lesson, your students will be examining the concept of time. Students will learn about the difference between analog and digital clocks and be able to identify them. Students will make an art project to represent time and create a time-story problem and solution.

Subject Matter

Mathematics and Language Arts

Learning Objectives

Students will be able to:

Recognize basic principles and facts related to time.
Recognize that clocks come in many forms and styles.
Differentiate between mechanical clocks and electrical clocks.
Be able to tell time, using both conventional clock faces and digital displays.
Recognize the hour hand, minute hand, and second hand on a clock face and understand how these units of time relate to each other.
Convert time .
Create and solve time-story problems .
Demonstrate the ability to summarize conversations and discussions.
Demonstrate the ability to make predictions about the content of what he or she views.
Demonstrate the ability to make connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.

South Carolina Curriculum Standards

(These Standards are found online at http://www.myscschools.com/offices/cso .)

Mathematics

Grade: 2

II.C.1. Use tools to compare units of measure within a given system: tell and write time to the quarter hour, using analog and digital clocks; using a calendar, determine past and future days of the week and identify specific dates; convert money and make money exchanges; read temperatures using Celsius and Fahrenheit thermometers.

English Language Arts

Grade: 2

2-C1.12. Demonstrate the ability to summarize conversations and discussions.

2-C2.5. Demonstrate the ability to summarize conversations and discussions.

Science

Grade: 2

I.A.2.a. Compare, sort, and group concrete objects according to observable properties.

I.A.2.b. Arrange objects in sequential order.

I.A.3.a. Use standard (U.S. Customary and Metric) and nonstandard whole units to estimate and measure mass, length, volume, and temperature (quantitative observations).

I.B.1.b. Plan and conduct a simple investigation.

IV.A.3.a. Measure length, mass, volume, and temperature of various materials in standard (U.S. Customary and Metric Systems) units.

Media Components

Video

Tick Tock: All About the Clock ( Runtime: 16 minutes) Why is it important to know what time it is? Young students will see that their activities revolve around "time." This full motion video shows how various types of clocks and watches aid in the understanding of what the numbers on a clock mean, the function of the clock hands, the meaning of seconds, minutes, half hours and hours. Children will see that different kinds of clocks and watches, such as the sundial, hour glass and stopwatch, all help keep track of time. They will also gain an understanding of how the earth spinning on its axis causes day and night. This lesson uses fives video segments from this program-

"Different Kinds of Clocks" (00:51)

"What Is a Minute?" (1:30)

"Using Hours and Minutes Together to Tell Time" (2:22)

"What Is a Second?" (2:11)

Looking Closely at Different Kinds of Clocks" (1:31)

To access these video segments, log on to your account at ETV's StreamlineSC Web page ( http://etv.streamlinesc.org ). In the search by keyword box, type Tick Tock: All About the Clock and hit go. Click the series title and that will take you to a list of video clips. Prior to presenting the lesson, download the segments to your computer desktop or burn to a CD and preview them. The entire 16-minute video may be shown; however, this lesson is designed using segments to accommodate for one to two class periods. Note the sections of the videos identified with subheadings and times.

(Note to Teacher: If you don't have an account with ETV's StreamlineSC , check with your media specialist about signing up for your own account.)

Web Sites

Interactive Clock Game

http://www.apples4theteacher.com/java/telling-time/

Drag the hands of the clock to show the correct time in this el ementary and preschool telling time game. Interactive clock game will quiz you on how well you can tell time.

Telling Time

http://www.harcourtschool.com/activity/telling_time_gr2/

Choose from three options to match the correct time on the clock face.

The Virtual Analog Clock

http://www.amblesideprimary.com/ambleweb/mentalmaths/clock.html

This virtual clock allows students to move the hands of a clock to represent changes in 1 minute, 5 minute, 15 minute and 1 hour intervals.

The Two Types of Clocks

http://www.crick.northants.sch.uk/Flash%20Studio/cfsmaths/Toolkit/Toolkit.htm

This virtual clock allows students to move the hands of a clock to represent changes in both analog and digital in 5 minute, 15 minute, 30 minute and 1 hour intervals. ( Note to Teacher: If this link doesn't take you directly to the page with the digital and analog clocks, hit the icon entitled 12 Hour Clock.)

What Time Is It?

http://www.funschool.com/interstitials/honeynutcheerios.html?url=
http%3A//games.funschool.com/game.php%3Fg%3Dwtp_ds2%2Cf%2680%262

Put four clocks in order according to the time of the day.

Willy the Watchdog

http://www.harcourtschool.com/activity/willy/willy.html

Help Willy the Watchdog tell time, by using an online board game for two players.

Materials

Per student:

Card Stock with a clock face and hands printed on it (MY CLOCK handout)
A brass paper fastener
Tape (use on the back of the clock to keep sharp points away from fingers)
Crayons and/or markers

Per Group:

Time Story Worksheet

Equipment

LCD Projector
Wall mounted or standing display screen

Computer
TV
Display device such as an Averkey or TViewer.

Prep for Teachers

• Prior to presenting the lesson, download the video segments or the whole program to your computer desktop or burn to a CD and preview them. If time will not allow for viewing the entire 16-minute video, note the sections of the video identified with subheadings and times.

Prior to teaching this lesson, bookmark the Web sites used in the lesson on each computer in your classroom, or use a Web site organizer, such as Portaportal http://www.portaportal.com ). Download Flash and Quick Time plug-ins (available at http://www.macromedia.com ) onto each computer.
Cue the video to the appropriate starting point.
Makes copies of the My Clock handout on card stock for each student and copies of the Time Story Worksheet for each group.
When using media, provide students with a Focus for Media Interaction , a specific task to complete and/or information to identify during or after viewing of video segments, Web sites, or other multimedia elements.

Introductory Activity

Step 1: Ask students what they know about time. Write their answers on the board. In all likelihood, the answers will vary.

Step 2: Ask students to draw what a clock looks like. Pictures may vary with some students using analog representations and others digital.

Step 3: Introduce the video and encourage students to watch for details in the video that show if their ideas were correct.

Learning Activities

( Note to Teacher: When using the video, identify segments to be used with visual and or aural cues. Highlight interactive techniques such as appropriate pause points: indicate specific pause points and their rationales. Include activities/discussion used between video segments.)

Step 1: Introduce the lesson by asking students to look at your classroom clock and talk briefly about the concept of time.

Step 2: Tell your students that they will become reporters researching the various ways time is recorded and reported. Tell students that they will now do some research to see how accurate the information is that they already have.

Step 3: Explain to students that they are now going to view a segment of video that will help them learn more about time.

Step 4: Provide your students with a Focus for Media Interaction by telling them that they are to compare the information on the board with what they will see in the video. PLAY the video segment entitled "Different Kinds of Clocks" (00:51) . Discuss what the students found out in the video clip compared to the information on the board.

Step 5: Provide your students with a Focus for Media Interaction by telling them that they will use the information that they will learn about minutes in the video segment to create a story about time.

Step 6: PLAY the video segment entitled "What Is a Minute?" (01:30).

Step 7: Provide your students with a Focus for Media Interaction , by saying that in the next segment they are to find out about hours. Tell them that this information will be used later to play a game about clocks.

Step 8: PLAY the video segment entitled "Using Hours and Minutes Together to Tell Time" (02:22)

Step 9: Provide your students with a Focus for Media Interaction , by saying that in the next segment they are to find out about seconds. Remind them that this information will be used to play a game.

Step 10: PLAY the video segment entitled "What Is a Second?" (02:11)

Step 11: Provide your students with a Focus for Media Interaction , by saying that in the next segment they are to find out about different kinds of clocks. Define "similarity" for students. Tell them to look for similarities and differences between the clocks.

Step 12: PLAY the video segment entitled "Looking Closely at Different Kinds of Clocks" (01:31) .

Step 13: Ask students if they have detected any similarities between the clocks. Ask if they have seen any differences.

Step 14: Ask students to think about why the different elements of time are important. Have them recall what they learned about the clocks. Have them check there new information against their information recorded on the board.

Step 15: Have students move to the computers and direct them to the Interactive Clock Game Web site. Provide them with a Focus for Media Interaction by telling them to play the game. Tell them have 10 minutes for the activity. At the end of 10 minutes they are to move to the next Web site. Set a timer for the 10-minute intervals and ask students to use the desktop computer clock in the task bar to reinforce their learning.

( Note to Teacher: If a computer lab is not available, this may be better done by a teacher-led Web crawl. You can use the sites provided to guide student learning and discussion. This will offer you opportunities for better questioning techniques.)

Step 16: Send students to http://www.harcourtschool.com/activity/telling_time_gr2/ . Provide them with a Focus for Media Interaction by telling them to read the clock face and choose the correct time. When they select the correct answer, tell them to click on the green arrow and it will take them to another clock face. Have them do this activity for 10 minutes.

Step 17: Send students to http://www.amblesideprimary.com/ambleweb/mentalmaths/clock.html . Provide them with a Focus for Media Interaction by asking them to move the hands of the clock to reflect the times of day you give them.

Step 18: Send students to http://www.crick.northants.sch.uk/Flash%20Studio/cfsmaths/Toolkit/Toolkit.htm . Provide students with a Focus for Media Interaction by asking them to show the same time of day on both the analog and digital clocks.

Step 19: Provide students with a Focus for Media Interaction by telling them to put the four clocks in order according to time of day at this Web site. http://www.funschool.com/interstitials/honeynutcheerios.html?url=
http%3A//games.funschool.com/game.php%3Fg%3Dwtp_ds2%2Cf%2680%262

Step 20: Have students get in pairs and go to http://www.harcourtschool.com/activity/willy/willy.html . Provide with a Focus for Media Interaction by telling them to play this online board game.

Step 21: Now students need to refocus back on math. How are the different elements of time similar? How are they different? List some examples.

Step 22: Students should now have enough information from which to create their time story problem and solution.

Step 23: Have students move from the computers. Put students into groups of three or four. Instruct students that they will create paper clocks that they may use to practice telling time. Give each student a copy of the MY CLOCK worksheet Have students cut out the clock face and hands. Depending on time, students may color the clock face.

Step 24: Instruct students that by using the brass paper fastener, students can make a small hole in the clock-face center and then attach the clock's hands to the clock. Students may now use their clocks to practice telling time and to create their Time Story.

Step 25: Distribute the Time Story Worksheet. Discuss the time story on the worksheet. Have each group create their own time story. Let students share their time stories with the other groups.

Culminating Activity

Step 1: Instruct students to imagine they are in a career where time is very important. Ask them to select a workplace and a specific job.

Step 2: Tell them to write a letter to a friend in the class that describes what is it like to work at the selected workplace. In the letter, have students explain why being able to tell time is very important.

Cross-Curricular Extensions

Physical Education: Kid Clock: 12 students sit in a circle. Each student holds a number (1-12). Two students act as the "hands" of the clock. The teacher calls out the time and the hands must lie down next to the correct number.

Guidance: Video- Math Monsters: Time (Runtime: 15:00) The Monsters go outside to play and fly a kite. Since there is only one kite, they must take turns but how long should each of these turns last? How can they be fair? Use a portion of this video to emphasize the concept of sharing and how time can be used to be fair.

Community Connections

Invite a speaker from a business such as a pizza parlor or arcade to talk to students about the importance of time as it relates to that business. Ask the presenter to discuss what happens if workers mix up time on the job.
Take a field trip to a nearby business or industry where a time clock is used and/or where being on time or the timing of activities is pertinent to the nature of that business.

Student Materials

Time Story Worksheet (PDF)
MY CLOCK (PDF)