## Time Travelers

### Jennifer SlichterSanta Rosa District Schools

#### Description

This is an interesting lesson on telling time to the hour that encourages class participation.

#### Objectives

The student demonstrates an understanding of time using digital and analog clocks (for example, hour and half-hour intervals).

#### Materials

-Sentence strips
-Large classroom clock with movable hands
-1 mini-clock for each student
-1 large digital alarm clock
-Time flashcards showing time to the hour
-Paper plates (one per each student)
-Black construction paper
-Blank piece of paper (one for each student)

#### Preparations

1. Gather all materials for the activity.
2. Write these sentences on the sentence strips. (The short hand is called the hour hand and tells the hour. The long hand is called the minute hand and tells the minutes. When the minute hand is on the 12, it says o'clock. That is written like this- :00.)
3. Draw a digital clock on the board and write the following sentence on the board. (At __:00 I traveled to _____ and saw some _____.)
4. Cut black construction paper into strips for the clock hands.
5. Plan out the Time Traveler story to include a location for each student, as well as cut out magazine photos if desired.
6. The teacher may want to create a class checklist containing the name of each student to be used during the observation assessments.

#### Procedures

1. Tell class that we are going to do many interesting activities with clocks today.

2. Hold up the large classroom clock. Explain that there are twenty-four hours in one day, but only twelve numbers on the clock face. Also hold up a digital clock to show the class. Explain that sometimes a clock will also look like this.

3. Put these sentence strips on the board:
The short hand is called the hour hand and tells the hour.
The long hand is the minute hand and tells the minutes.
When the long hand is on the twelve it says o'clock. That is written like this :00. (Then remind students that the hour hand says what number it is pointing to on the clock face. Tell the students that when the minute hand points to the 6, the minute hand has traveled half way around the clock, and it says 30 instead of o'clock.)

4. Ask students what time is between 12:00 and 2:00, 1:00 and 3:00, 4:00 and 6:00, 7:00 and 9:00, 10:00 and 12:00. Teacher sets the correct time on the clock to model correct reponses.

5. Tell class that we are going to practice saying time to the hour, going all the way around the clock face. Point to the hour hand as I move it around the clock and say the hours in unison.

6. Remind the class how we write time to the hour in digital numbers. (Example: 1:00 says one o'clock.)

7. Tell the class that we will have a relay race on telling time to the hour.

8. Divide the class into two teams and have them line up in two rows facing the front of the room.

9. Tell the class: I am going to hold up the large classroom clock with movable hands. I will set the time on the clock, and the first two students on teams 1 and 2 will say the answer. The first student who says the correct answer will get a point for their row. When one of the first two students have given a correct response, they both go to the back of their team's line, and the next two players have a turn. Play until everyone has had a turn.

10. Pass out a blank sheet of paper for each student and ask them to write their name at the top of the page. Hold up the classroom clock and set a time on it. Tell the students to write the correct digital time on their papers. Model two problems as an example. Hold up the clock and set it to 12:00. Have the students write 12:00 on their papers. Remind the class that the hour hand points to the hour and says the hour, and that the minute hand says o'clock when it is on the 12 and 30 when it is on the 6. Draw a digital clock on the board and write 12:00 on it. Explain that this clock already displays the digital time and looks like this. Do another example. Hold up the classroom clock and set it to 5:00. Remind the students that the short hour hand should point to 5 and that the long minute hand should point to 12 to say o'clock. Erase the digital time on the clock that is drawn on the board and write 5:00 in it. Explain that this clock already has the time written in it and that it looks like this 5:00. Hold up the analog clock again and ask students to write down the correct time.

11. Next, tell the class to look at the analog clock and write down the correct digital time that they see. Set the clock to 3:00 and have students write down the correct time on their papers. Set the clock to 7:00 and have the students write down the correct time on their papers. Set the clock to 9:00 and have the students write down the correct time on their papers. Set the clock to 4:00 and have the students write down the correct time on their papers. Set the clock to 11:00 and have the students write down the correct time on their papers. Set the clock to 8:00 and have the students write down the correct time on their papers.

12. Tell the students that they are going to listen to a story called Time Travelers. Instruct them to listen carefully because individual students will come to the front of the room to answer questions about the story. (It is not necessary, but pictures may be cut out of magazines that relate to the oral story you'll tell.) At 8:00 (choose two students' names) traveled to Africa to see some lions and zebras. Those students whose names are used will come to the front of the room and will set the correct time on the clock. The students will try to remember what they did in Africa. At 10:00 ( choose two students names) traveled to Australia and saw some kangaroos jumping in a grassy area. Those students will come to the front to set the correct time on the clock and try to remember what they saw in Australia. At 12:00 (choose two students names) traveled to China and saw a polar bear eating bamboo. Those students will come to the front to set the correct time on the clock and try to remember what they saw in China. At 2:00 (choose two student's names) traveled to Hawaii and saw a volcano and a beach. Those students will come to the front and set the correct time on the clock and will try to remember what they saw in Hawaii. At 4:00 (choose two student's names) traveled to California and saw the Atlantic Ocean. Those students will come to the front and set the correct time on the clock and will try to remember what they saw.

13. Tell students to go back to their seats to practice telling time to the hour.

14. Instruct students to take out mini-clocks. Tell the students that they will set time to the hour they hear. Call out various times and walk around the room to see if students are moving their clock hands correctly.

15. Review todays' lesson. Ask students what the long hand is called and what the short hand is called. Review and reread the sentence strips as a class.

16. Review how the numbers are arranged in order on the clock beginning with the twelve on top.

17. Tell the class that they are going to have an opportunity to make a clock of their very own and make up their own Time Travelers story. Tell the class that I will pass out a paper plate, and on it we will make a clock face. Point to the sentence on the board that reads: At :00, I traveled to ______ and saw some ________. Tell the class that they will fill in the blank with words to make up their own stories. Ask for volunteers to give examples of what they might write about in their stories. Tell the class that they need to copy the sentence on the back of the paper plate and set the time on the clock to match the time that they will use as they pretend to go on their trip.

18. Pass out paper plates and a small strip of black construction paper and one brad.

19. Tell students to cut out a long strip for the minute hand and a small strip for the hour hand. Demonstrate how it is done with the class.

20. Tell class to write the correct numbers on the clock face in the correct order and to attach the hour and minute hands in the middle with the brad. Circulate and assist students having difficulty.

21. Remind students to set the clock and to make up their own Time Travelers story on the back. They may draw a picture of what they are doing in the story.

22. Assist and help as needed.

23. Have students come to the front when completed. Share with class the time he or she set the clock and read their own Time Travelers stories.

#### Assessments

The assessment for this lesson is based on teacher observations during the oral activities, as well as the students' hands-on manipulation of the clocks.
Evaluate the students' abilities to tell time to the hour when given a time set on an analog clock and a digital clock. When given six examples, they should be able to accurately identify at least four. Any student who has not mastered at least four out of six correctly will be given extra opportunities to master this skill by practicing a similar activity.
Evaluate the students' abilities to set the correct time on the mini-clocks, as well as on their paper plate clocks.
The Goal 3 Standard will be assessed by observing the students' abilities to effectively communicate their own Time Travelers Story to the class.

#### Extensions

Locate children's literature books on the topic of time and incorporate them into extension lessons for reinforcement.