Beacon Lesson Plan Library
The Best Times of Our Lives
Bay District Schools
Students combine their time skills with their understanding of the -I - Care- rules in a game format. They decide if the time card is a good time or a bad time and place the good times on a clock.
The student uses and describes basic measurement concepts including length, weight, digital and analog time, temperature, and capacity.
The student listens attentively (e.g., does not talk while others are talking).
The student knows various ways in which to resolve conflict using positive behavior.
- 24 Time cards with times on the front and I-Care problems on the back (See teacher preparation)
- A big clock made on tag board or poster board
- Ticky Tack
-The Peace Work curriculum and the I-Care rules are written by Fran Schmidt and Alice Friedman. They are publiched by Peace Education Foundation, Inc. 2627 Biscayne Blvd., Miami, Fl 33137-4532. The ISBN # for Pre -K - 2 book is 1-878227-16-5.
1. Be sure that students are able to tell time to the hour.
2. Be sure that students are familiar with all the I-Care rules.
3. Prepare a giant clock on tag board or poster paper, making sure that there is room enough to place the time card on the clock. Put some ticky tack on the places where the time cards need to go.
4. Prepare time cards on note cards. On the front side, write either the analog time or the digital time. On the backside of the card, write a problem that involves an I-Care rule. There should be two sets of cards for the hours 1 -12. On one set, write problems or situations that use I-Care rules to solve the problem. An example would be -Jane called Johnny a mean name. Johnny told Jane that it hurt his feelings when she called him names. He would like her to stop calling him names.-. On the other set, write problems or situations that do not use I-Care rules like -Jane called Johnny a name. Johnny called Jane a name back.-
1. Explain to the students that they will be playing a clock game using their I-Care rules.
2. Review telling time to the hour with the class.
3. Explain to the students that they will receive a time card. The time card will have a time on the front and a problem on the back. When they are called on, they will read their problems. If the problem uses an I-Care rule, the student will then place the card on the clock at the time the card says. If the problem does not use an I-Care rule, the student will tell you the time on the card and give it to you.
4. Review I-Care rules with the students.
5. Hand out time cards to students. Be sure to hand out all the good time cards that will be placed on the clock.
6. Call on the students to read the time card and decide where the time card goes. The student should explain whether the problem on the card follows the I-Care rules or breaks them and why.
7. Review and reteach time telling skills or I-Care rules as necessary.
8. Continue this process until all the students have had a turn.
9. After everybody has had a turn, explain to the students that there is always time for them to use their I-Care rules.
Formatively assess the students' placement of the cards on the clock. Correct any misinformation. Formatively assess the students' explanation for why they decided to place the card on the clock or why they decided to keep the card off the clock. Check to see if the student listened in class and so was able to repeat or rephrase the information correctly. Correct any misinformation.
If the time cards are laminated before writing on them, a Vis-a-Vis marker can be used. This allows the cards to be reused. Wipe them off and write different times, problems, or types of time.