5E Lesson Plan Template

Author: William Joseph

Team Members:

Date Lesson to be Taught: 5/5

Grade Level: 2nd

Lesson Source: https://www.education.com/lesson-plan/time-to-tell-time/

Concepts: Measurement and Data, reading clocks (analog and digital)

Objectives: Students will be able to interpret, explain, and recognize digital and analog clocks.

● Students will tell and write time from analog and digital clocks to the nearest five minutes
using a.m. and p.m.

Idaho State Standards: Measurement and data-2.md.c.7

Materials List and Advanced Preparations:

● “Time 2 Tell Time” worksheets (one of them, make sure they are legible)
● Paper plate learning clock
● Analog clocks (6)
● One digital clock

Safety: make sure the groups are organized and not getting harmful with the clocks
ENGAGEMENT Time:
5Minutes

What the Teacher Will Probing/Eliciting Student Responses

Do Questions and Misconceptions

Walk upfront and hold Can anyone tell me A clock!

up an analog clock and what this is?
have a digital clock (yes this is called an
nearby analog clock)

Hold up the digital Can anyone tell me Another Clock?

clock what this is?
(yes but this one is
called a digital clock)

What do clocks help Telling time

us with?
The sun, sundials
In history how did we
tell time?

EXPLORATION Time:
5-10Minutes
What the Teacher Will Probing/Eliciting Student Responses
Do Questions and Misconceptions

Pass out analog What do you see, I see arm/hands

clocks, one per group. what do you hear,
Maybe a learning one don’t taste it! Numbers, I hear
as well (probably won’t say ticking
that will littles haha)

Did you notice what It makes the hands

the knob does on the move!
back?

The teacher will ask

students to put their
clocks in the middle of
the desk and ask for
attention

EXPLANATION Time:
20Minutes

What the Teacher Will Probing/Eliciting Student Responses

Do Questions and Misconceptions

The teacher will ask What did you notice Yes

students to put their about the clocks?
clocks in the middle of Was there a big Keeps track of
the desk and ask for hand? A small hand? seconds minutes
attention Does anyone know hours.
what the little hand
Have a learning does?
clock/diagram to point
 to (I have an online Does anyone know
one) what the big longer
hand does?

And does anyone

know what the skinny
hand does

What do we notice Start from 1-12

about the numbers
on the clock?

On the learning clock Above each number

what do we notice? there is a bigger
numbers
Do you know how
that happened? No… (MATH!!)

Teacher will explain the The skinny one is Second hand!

hand of the clock and the?
how to read a clock To keep track of
What is its job? seconds

The long one is the? Minute hand

What is its job? Keeps track of

minutes
How do we find the
minutes on the Yes, we multiply the
clock? Do we use 1-12 numbers by five
math? to get the minutes.

And what is the short To keep track of

wide one's job? hours

How do we know It is the number that

which hour it is if it is closest to it
gets stuck in between counterclockwise or
two numbers like the number it just
this? passed.
ELABORATION Time:
5-10Minutes

What the Teacher Will Do Probing/Eliciting Student Responses

Questions and Misconceptions

Ask the students where Where are clocks Phones, tv,

they have seen clocks found today, analog computer, watch, the
and digital? wall, alarms

Why would it be To understand what

important to know time it is. So we are
how to use a clock? not late for
school/work.

What do you think Clock clothes, flying

clocks will look like in clocks
the future?

Tell the kids we are

going to make learning
clocks (in this exercise
we do not have enough
time so I will just explain
this part)
EVALUATION Time:
10Minutes

What the Teacher Will Probing/Eliciting Student Responses

Do Questions and Misconceptions

Will ask if there are any

questions and then
pass out a quiz

One of the sheets will

be used below