Bailey Doerksen & Kelsi Gilbert EDUC 3501 (GH), St.

Georges 10/14/2020

Assignment #3: LESSON PLANNING SERIES, PART A

Grade: 4 Lesson Title: Reading and Recording Times and Dates Lesson Duration: 45 mins

Overview of Lesson:

This lesson is an introduction to a unit on reading and recording time and dates in grade four math. The purpose of
this lesson is to have students develop their confidence and ability in telling time using analog, digital, and 24-
hour clocks, as well as reading, writing, and recording calendar dates. Students will demonstrate their
understanding of time and dates through different methods of formative assessment, including randomized
popsicle sticks and mini whiteboards, before transitioning into an application project. Identifying units of time and
how to measure them will be introduced through direct instruction and practiced using formative assessment. By
the conclusion of this lesson, students should have at least a proficient understanding of the minute and hour hand,
AM and PM, correct number sequence when reading and writing time, months within the year, and how to
correctly write calendar dates in a variety of formats. Students will make use of this knowledge in everyday life
through the planning of activities.

Alberta Program of Study: Goals and Objectives

GLO /GLE: SLO/SLE:

Shape and Space (Measurement) pg. 27 1. Tell time using analog, digital, and 24-hour clocks.
Use measurement to solve problems. 2. Read, write, and record calendar dates.

Learning Objectives:
Students will…

1. Demonstrate proficiency in successfully identifying sequences of seconds, minutes, hours, and

days.
a. Solve how many seconds are in a minute, minutes are in an hour, and hours are in a day.
b. Identify correctly the difference between clockwise and counter-clockwise.
2. Demonstrate proficiency in counting with/by multiples of five.
3. Demonstrate excellent comprehension of the difference between AM and PM.
4. Demonstrate their foundational skills in successfully identifying the minute and hour hand on an
analog clock.
5. Demonstrate their foundational skills in successfully identifying number sequences on a digital
clock.
6. Demonstrate their foundational skills in successfully interpreting correct number order, and time of
day on a twenty-four-hour clock.
7. Demonstrate proficiency in translating times from twelve-hour clocks, to twenty-four clocks, and
vice versa.
8. Demonstrate how to correctly write calendar dates in either written month, day, year or day, month,
year format.

Inquiry & Guiding Questions:

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Inquiry Question: What are the various ways that I can read and record time and dates?

Lesson Guiding Questions:

1. Can you list the basic units of time in ascending and descending order? (Knowledge/ Remembering)
2. Explain the difference between the big hand and the little hand on an analog clock. (Understanding/
Comprehension)
3. How would you describe the difference between times recorded or displayed in 12-hour format, and times
in 24-hour format? (Knowledge/ Remember)
4. What approach would you use to convert 12-hour time format into 24-hour time format, and vice versa?
(Application/ Apply)
5. Construct a chart that demonstrates the correct sequence of the months of the year, and list the correct
number of days next to each month. (Application/ Apply)

Annotated Learning Resources List:

Resource #1: Digital Clock, ( http://www.learnalberta.ca/content/memg/division02/digital%20clock/index.html )
Resource #2: Analog Clock, ( http://www.learnalberta.ca/content/memg/division02/analog%20clock/index.html)
Resources #3: Months as a unit of time, ( http://www.learnalberta.ca/content/memg/division02/month/index.html)

The first two resources are interactive clocks that we will be putting up on the Smartboard. The first is a digital
clock, whereby students will be asked to come up to the board and input their answers upon previously getting the
correct answer first on their mini whiteboard. Students can drag the hands on the clock to the appropriate time.
We wanted to include this resource as a method of instituting formative assessment practices, as well as
counteracting the negative feedback that often accompanies this type of approach. If a student gets the wrong
answer, they will not only be able to see the work of another student that did get the correct answer, they will also
hear their thought process as well as see the correct form of the answer too.
The third resource is an index of basic units of months, with a connected link to an index of basic units of time.
We wanted to include this resource as a reference point for students to have throughout the lesson.

Materials and Equipment:

● Smartboard
● Popsicle Sticks (as a randomization device)
● Class set of whiteboards and dry erase markers

*Lesson Procedures*

Introduction ( 5 min.):

● “Surprise! We are going on a virtual field trip and I need your help planning it!”
● Expectations for learning behaviour:
■ Once chosen by the teacher, students will walk to the Smartboard to write their answer, and
fellow students will only offer positive support and encouragement.
■ Students need to actively participate, and ask relevant questions if they do not understand.

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○ Think-pair-share: Take 2 minutes to brainstorm at least two expectations.
○ Class discussion of brainstorming results and teacher records list on white board.
● “An important part of planning a field trip is knowing how to tell time and understand how the calendar
works.” What basic skills do we need to know in order to tell time?
○ Introduce the resource clocks, which will be running in various capacities for the duration of the
lesson.

Body ( 35 min.):

Thirty minutes total will be allocated to the body of this lesson. The first part of this lesson will be spent
identifying, practicing and reviewing foundational skills (specified in SLOs). From here, the teacher will make a
judgement call about how to proceed with instruction. The second part of this lesson will allow students to apply
their knowledge and skills, in drafting an itinerary for a field trip. The goal is to have students read and record
time and dates, as well as introduce the concept of an itinerary as a method of applying what they have just
learned. Completion of itinerary planning is intended to be completed during the next lesson period.

Students will determine and explore various time blocks, such as travel time to destination and time that can be
spent doing predetermined activities throughout the itinerary of the field trip.

Students will plan according to regular field trip guidelines, to allow for the establishment of basic foundational
skills first.

Important Information:
● Initial Destination: Lethbridge
● Planned Stop/ Bathroom Break: Gas station, Claresholm
● Final Destination: Calgary Zoo
● Students will be assigned groups THAT THEY MUST STAY WITH FOR THE DURATION OF THE
EXPLORATION. Each group will decide which 3 exhibits (minimum) they will visit, and keep record of
the times spent at the exhibit, as well as any observations.
● If students elect to visit the gift shop, this must be done near the end of the field trip. All purchases must be
completed at least 15 minutes prior to boarding the bus to return home.

Steps and Procedures: Identify Teaching Strategies/Rationale:

Activity #1: How do we Tell Time using Clocks and Calendars?
Direct instructions: This will be used in the
[Direct Instruction] (20 minutes)
introduction and activity one, to deliver
verbally the key concepts and to ensure
● Identify and conceptualize basic units of seconds,
successful student comprehension of key
minutes, hours, days, months, and years.
concepts and necessary skills.
● Converting between basic units of time.
○ 60 seconds in a minute.
Think-pair-share: Used in the introduction
○ 60 minutes in an hour.
and gives students opportunities to share and
○ 24 hours in a day.
build on each others’ ideas to create class
○ 365 days in a year.
expectations
○ 12 months in a year.
● Formative Assessment #1- Randomized popsicle sticks,
Whole group discussion: Used in introduction,
to quiz students on understanding of basic units of time.
to communicate diverse ideas and reach group
If a student has written the wrong answer, they can call
consensus on classroom learning expectations.
on a friend. If the friend gets the right answer, they will
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explain their thought process. If not, the teacher will step Collaborative Learning: Used in activity two
in to review the problem and answer questions. and this accommodates for differentiated
● Show and discuss digital, analog, and 24-hour clock instruction and gives the students social
format, along with the differences between clockwise and opportunity.
counter-clockwise, and AM and PM.
● As a class, count by intervals of five clockwise around an
analog clock. Assessments/Rationale
● Note and describe how on an analog clock alone, the little
hand identifies hours and the big hand tells the minutes. Type/Name: Randomization using Popsicle
● Write units of time in descending and ascending order Sticks
(days, hours, minutes, etc.) Provide examples to students, Where Assessment Occurs: Throughout
saying time out loud and then writing it down in the Activity 1, in order to quickly assess if
various time formats examined prior. students are grasping fundamental concepts. If
● Organize and write calendar dates in either format the student does not get the correct answer
specified in specific learning outcomes. initially, they can then call upon a friend. If
○ October 13th, 2020 the friend gets it right, they explain their
○ Oct. 13th, 2020 thought processes to the class. If neither get it
○ Tuesday, October 13th, 2020 right, then the teacher jumps in.
○ 10/13/2020
● Formative Assessment #2 - Mini Whiteboards
○ PowerPoint with questions/ various time formats Type/Name: Mini Whiteboards
will be displayed for students to work through as a Where Assessment Occurs: Right before the
class, and student answers will be written on mini first transition into Activity 2. This will give
whiteboards. Each student will raise their the teacher a secure understanding of what the
whiteboard with their answer when instructed to students know and whether to proceed to the
do so by the teacher. activity or provide more instruction. A student
who gets the question right will be called
Transition: Securing students’ attention. For example, “Focus upon to come to the front of the class and
on me please.” (1 minute) adjust the hands in the clock to the appropriate
time. This is a reward; there is no assessment-
Activity #2: (Virtual) Field Trip Itinerary Planning value attached.
[Collaborative Learning] (12 minutes)
● Work time/ question period. (Instructions for this activity
will have been explained in the Introduction, but main
points and important information will be on the white
board throughout the lesson.)
○ Initial Destination: Lethbridge
○ Planned Stop/ Bathroom Break: Gas station,
Claresholm
○ Final Destination: Calgary Zoo
○ Students must work collaboratively in groups in
planning field trip itinerary.
○ Minimum of 3 exhibits must be visited. Times for
ALL activities must be recorded.
● During this initial work period students will be assigned
groups, based around student ability, and discuss exhibits
that they wish to visit.

Transition: Explain the next procedure. For example, “In about

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two minutes, we are going to start cleaning up and transitioning
back to our desks.” (2 minutes)

Consolidating and Closure: ( 5 mins )

Students will hand in their itineraries at the end of the lesson to show their initial progress in comprehension and
first practical application. The teacher will use this as a formative assessment to see what students understand.
This will then formulate how the teacher starts the next lesson and if any concepts need to be reviewed/ retaught.
Address the class as a whole to see if they have any questions regarding learning objectives, guiding questions, or
the itinerary planning.

To close the lesson, the class will collectively identify the time on the analog clock in the classroom. Collectively,
they will work through how this time was identified- what does the big and little hand tell us, are we in AM or
PM, and what would this time be in 24-hour time, etc.