Science Time Lesson Plan Essay Example for Free

Science Time Lesson Plan Essay Materials:   classroom analog clock, individual student clocks, Daily Times worksheet Objective:   Students will use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Anticipatory Set: Teacher will discuss daily routine, getting up in the morning, dressing breakfast, and the times of each event.     Emphasize the clock time for each event using the large clock. Instructional Procedures:   The students have explored the concept of a minute; they need to know how to tell time. They need to be able to see a clock and know how to read 1-5 minutes on it. Read the story Clocks and More Clocks and discuss why the clocks tell different times. It is important the students understand that activities take time, introduce the term â€Å"lapsed time†. When they participate in various activities it takes time and this is â€Å"lapsed time†. Discuss how long it takes to do reading, spelling, recess, and other class activities. Students can also discuss how much time they spend at lunch or in the computer lab. Students will practice with a clock looking at various times. (Students should have done activities with a clock prior to doing this activity.) Pair them up and give several guided practice times to check for understanding.   Once this you have accomplished this step the students can be given a sheet to record events of the day. They need to record these events so they are sequenced in the correct order. Discuss why the clocks were at different times. Distribute clocks. Have the students show various times on their clocks. (Have them do times that are part of their day. Example: recess, lunch, computer time, etc.) Pass out the worksheet. Have them begin working on the sheet. Send it home to be finished. Assessment:   Students will create clocks using paper plates then mark and label times on the clock for events of the day. Additional Resources: Pigs on the Blanket by Amy Axelrod The Grouchy Ladybug by Eric Carle Nine O’clock Lullaby by Marilyn Singer All About Time by Andre Verde   Social Studies Lesson Plan Materials: classroom analog clock, 12 x 18 sheet of white construction paper, individual student clocks, Daily Times worksheet Objective:   Ã‚  Place important life events in chronological order on a timeline.   An understanding of chronological order is applied to the analysis of the interrelatedness of events.   Ã‚  The student will order the events that occur in a day. The student will distinguish between events that occur in the a.m. and p.m. Anticipatory Set:   The teacher will review the terms of analog, a.m. and p.m. as well as discuss the difference between the two.   Prior Knowledge:   Teacher will then brainstorm activities for each. Develop prior knowledge by asking for suggestions of activities that occur in the a.m. and p.m.   Create a tree map to display students suggestions. Instructional Procedure: Give each student a small analog clock to review time to the hour, half hour, and quarter hour. The teacher will model using the classroom clock. Using students brainstorming suggestions of events, have the students demonstrate the time on their clocks and name whether it is a.m. or p.m. Hand out white construction paper and model folding into eight sections. Students will follow step by step directions by folding once vertically and twice horizontally to create the eight sections, (teacher may need to help some students with this part). Students will cut the handout of paper blank clocks and glue one on to each section of the paper.   Students will then choose four events that occur in the a.m. and label the time to the hour, half hour, or quarter hour on their blank analog clock with pencil. Under each time, students will write the digital time. Students will write a sentence describing the event and the time it occurs under the digital time. For example, I get up in the morning at 8:15 a.m. Students will follow the same steps for the p.m. times on the second day. Once students have completed their My Day Timeline, they will get together with a partner to read their timeline. The partner will ask them a questions after each time to encourage social and communication skills. Assessment:   The students will be evaluated based on the completion of the My Day Timeline. Teacher will monitor as students complete closure activity and check for accurate use of time and a.m. /p.m. Extension: Students can elaborate on their sentence by describing what and how they do each activity in their sentence.