Running Head: FRIT 8530: Technology Integration Plan

Noel OBrien
FRIT 8530: Application of Instructional Technology
Technology Integration Plan
Spring 2013

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Technology Integration Plan

Title of Unit
Lesson

Telling Time to
the Nearest 5
Minutes

Grade Level

Content Standards:

CCSS.Math.Content.2.MD.C.7: Tell and write time from analog and digital

clocks to the nearest five minutes, using a.m. and p.m.

Understandings
Students will understand that:

Telling time is an essential life skill. (Facet 6: Self-Knowledge)

Being able to measure the passage of time helps us to better plan and
organize activities. (Facet 3: Application)

Essential Questions
Overarching Questions:

Topical Questions:

How can telling time help me

to better organize and plan
activities?

In what ways can we measure

time?

How do I tell time to the

nearest five minutes?

Stage 3: Plan Learning Experiences

Lesson Activities
Duration: 75 minutes

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1. To hook students, begin by telling them that they have received a

mystery letter. When reading the letter aloud, students will learn that
they have been asked by our school mascot to help him determine the
start time of several important activities during his day. The letter
explains that to do this, students will need to be able to tell time to the
nearest five minutes. H
2. Explain to students that they are going to learn how to tell time to the
nearest five minutes by listening to a podcast. Explain that they will
then work in small groups to practice this new skill independently and
collaboratively. E, W
3. Using the podcast, present the skill, as well as the Learning Target,
Essential Question, and key vocabulary terms. E
4. Discuss differentiated small group activities and expectations (each
rotation is 15 minutes in length). W
- Teachers Choice (teacher directed): Time Bingo (Time to 5
Minutes)
- Hands-On (collaborative): Stop the Clock Telling Time to the
Nearest 5 Minutes, a web-based educational tool (Source:
http://www.oswego.org/ocsdweb/games/stoptheclock/sthec3.html)
- Target Practice (independent): Telling Time practice page
(Source: www.superteacherworksheets.com)
5. In their learning logs, students will draft a friendly letter responding
to our class mascots request for help by identifying specified activity
times. The teacher will collect and review learning logs to look for
misunderstandings needing instructional attention. E, E-2, R

Notes to the Instructor

To demonstrate instructional differentiation, the teacher will:
Create a visual representation of learning progress a picture of a
target with several rings around the center will be displayed
prominently in the classroom. The unit goal will be displayed in the
center and a paper arrow will be used to track where students are as
they work towards their goal. Essential questions will be written on
the paper arrow.
Design three small-group tasks, labeled Target Practice, Teachers
Choice, and Hands-On to provide appropriate instructional support for
each group of learners.

Follow-Up Activities

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In the days following the lesson, students may:

Write a time on an index card. This time can be written with numbers,
words, or with numbers and words; and the indicated time can be to
the nearest five minutes, quarter hour, half hour, or hour. Have
students place the index cards in a box or hat. Then draw a card from
the hat and have students show the time on individual clock
manipulatives.
Write and solve word problems in which they will need to measure
time to the nearest five minutes.

Resources
CCGPS Standards:
-

https://www.georgiastandards.org/common-core/Pages/default.aspx

Podcast Production:
- Camtasia Studio 8
Small Group Activities:
-

Teachers Choice Created using MS PowerPoint

Hands-On Stop the Clock
http://www.oswego.org/ocsd-web/games/stoptheclock/sthec3.html
Target Practice Telling Time
Downloaded from Super Teacher Worksheets:
http://www.superteacherworksheets.com/

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Appendix A Mystery Letter

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Appendix B Time Bingo

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