Learning Unit
Hickory Dickory Dock
LU Title: Hickory Dickory Dock |
Author(s): Jean Trexler and Ellen McCann |
Grade Level: Kindergarten |
School Address: Stockbridge Valley, Williams Road, Munnsville, N.Y.13409 |
Subject Area: Math |
School Phone/Fax: (315)495-4550 / (315)495-4492 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
| Time is important. |
Have a sense of the length of a minute |
| People tell time without clocks. |
Order events sequencially |
| Some activities take more/less time than others. |
Tell time to the hour |
| We can sense the passage of time. |
|
| There are two kinds of clocks: analog and digital. |
|
| There is a relationship between second, minute, and hour. There is a different purpose for each of the three hands on a clock. |
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
SONG : Hickory Dickory Dock – Teach this to the class on the first day. Then begin each math lesson on Time by singing this rhyme.
STORY: Read The Grouchy Lady Bug by Eric Carle to the class. Point out the time on the clock on each page.
LEARNING EXPERIENCES
Learning experiences can be found in detail in tables on pages 4-14
Class will try to live through part of the day without using clocks.
Make a class sundial and sand timer.
Act out events to determine which takes more/less time.
Order events in proper sequence.
Learn how to use the computer and mouse
Estimate passage of one minute.
Predict and then experience what they can do in one minute.
Observe many different kinds of clocks.
Make individual paper clocks.
Show designated time to the hour on their own clocks.
Determine what they do at certain times of the day.
Children will use the computer for a number of extending experiences. This will be done on 4 computers in the classroom during Center Time. Each child will work for 15 minutes, 2 centers per day, so 8 children will work each day. With a class of 24, each child will be on the computer every third day.
CULMINATING PERFORMANCE
Children will complete a 24-page book, Time for Me: My book about time, in which they will draw in the hands on an analog clock to correspond to the digital read-out given. They will then draw a picture of what they do at that time of the day.
"For the past 2 weeks we have been learning how to tell time. Today we will be making a book about your day that shows that you know the time it is and what you do at that time each day. Since there are (how many hours in a day?) Yes, 24, our book will be 24 pages long --- one page for each hour."
"The a.m. hours are on yellow paper and the p.m. hours are on blue paper. On each page you see the digital time written at the top. You will write in the hands on the clock stamp to match and draw a picture of what you do at that time."
"During the day, we will stop our lessons, check the classroom clock and do that page. Some of these pages will be done at home. Tomorrow, you will bring the book back and we will compare your activities with those of your classmates."
"Look at the clock. Find the page that shows that time. Draw in hands on the clock and draw a picture of what activity we are doing now (having math class)."
Spend some time in class doing more than just the 8 a.m. to 2 p.m. pages.
Next day: Count pages
Count a.m. and p.m. pages
Count how many hours they slept
Count how many hours they are in school
CONNECTIONS TO STANDARDS
MATH, SCIENCE, TECHNOLOGY STANDARDS
Technology –
Thinking Skills –
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Why time is important.
What if all the clocks in the world were broken for one day? How people tell time without clocks. |
Book: The First Book of Time by Jeanne Bendick |
K-W-L Class Discussion
Show a sundial. Show sand hourglass or 3-minute egg timer |
Class decides what would happen on a day with no clocks. Cover up clock in the room and live the rest of the day without "time".
Discuss sun’s position in morning, at noon and in the early evening. Discuss how we use these today and how they would have been used long ago. |
What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
Which activities take more/less time
Order events (sequencing) |
Workbook page from math series—Macmillan Series M Level K : pages 117 & 118 Class discussion Workbook page – Macmillan pages 119 & 120 |
Act out 2 events |
Have written up on index cards 2 things that take different amounts of time to complete. Have spinner made with 2 sections: MORE and LESS. Choose 1 index card and 2 children to act out the activities on the card. Spin the spinner to determine if they will be watching for which activity takes MORE or LESS time. |
| What procedural knowledge will the students be in the process of acquiring and integrating? | What will be done to help students construct models, shape & internalize the knowledge? | Describe what will be done. |
How people tell time without clocks |
Construct model of a sundial |
Tape sheet of white paper to piece of cardboard. Place on the ground outside in sunny spot. Use a few small rocks to hold the cardboard in place. Stick a long nail into the center of the paper leaving most of the nail showing. As soon after sunrise as possible, start marking the shadow of the nail on the paper. Mark the shadow every hour. Be sure to write the time next to each mark. Check the shadow clock the next day to see if it tells the correct time. Class will make a sand timer and tell when certain amount of time has passed. Using 2 jars the same size, cut a piece of heavy paper the same size as the mouth of the jars.. Punch a hole in the center of the circle. Pour salt or sand into one jar almost to the top and put the paper circle over the mouth of this jar. Place the mouth of the other jar carefully on top of the circle. Tape them together so they are well sealed. Turn the timer upside-down, and time how long it takes the salt to run through to the other jar. The children can use this to time themselves doing activities at center time. Ex.—Jump rope until it runs out and then let next person try it. Or – start talking , turn the cup, when the salt runs out, your time is up. |
Construct a sand timer |
ASSESSMENT:
Teacher checks this workbook page.
| What procedural knowledge will the students be in the process of acquiring and integrating? |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Order events
Use of computer and mouse
EXTENDING & REFINING |
Follow a recipe (A recipe is a guide to tell us what ingredients and what order to do the steps.)
Class Demonstration and then student practice
CLASSIFYING – TO ORDER ITEMS IN CORRECT SEQUENCE |
Children will make a peanut butter sandwich. 1) children will dictate the recipe. First: spread peanut butter on one slice of bread. Next: Spread jelly Last: Cover with bread and cut. Demonstrate one using the WRONG order: spread jelly, cover with bread, spread peanut butter on top. "What’s wrong with this sandwich? Is it important to do things in the right order?" Teacher at main terminal will show screen on class television. Children will become familiar with what will be seen on each screen. Teacher will "walk" them through the game with which they will be working. At Center Time, students will individually be at the computers guided by the teacher (15 minutes). They must be using the mouse themselves in order to learn how to operate it. This cannot be taught through discussion. Teacher must work with each child to assess their proficiency in using the computer and mouse. AT CENTERS, THE STUDENTS WILL ORDER 3, 4, OR 5 SEQUENCE STORY CARDS AND MAKE UP A STORY TO GO ALONG WITH THE PICTURES GIVE EACH CHILD 3 SMALL PIECES OF PAPER. HAVE THEM DRAW 3 THINGS THEY DO BEFORE SCHOOL. THEN PUT THEM IN ORDER AND TELL THE STORY. Assessment: teacher will observe children’s work at centers. COMPUTER GAME: Sammy’s Science House (True Network Versions - TNV) Children put 3 or 4 pictures in correct order to produce a movie. |
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Passage of time |
Observe clock |
Class discussion length of 1 minute (how long it takes the second hand to go around the clock once) |
Set timer for one minute. Have children sit quietly and experience approximately one minute passage of time. "Now let’s see how good you are at estimating. Turn your chairs so you’re facing away from the clock. When I raise my hand the time will start. When you think one minute is up (just like on the timer), you stand up. Don’t stand just because someone else stood. That is their guess. When everyone is standing, I will tell you who came the closest to guessing one minute because I will be watching the clock." After this activity, explain how to watch the clock for 1 minute by watching the red, second hand go around the clock once. Have children observe one minute on the clock. Then repeat estimation practice again and see if they are any better at it. ASSESSMENT: teacher observation |
| What procedural knowledge will the students be in the process of acquiring and integrating? |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Experience sense of time |
Model & practice |
GOT A MINUTE? "What can you do in one minute? Eat your lunch? Walk to the office? Wash your hands? How many times do you think you could write your name in one minute?" Teacher demonstration—Estimate first. Then write your first name on the board as many times as you can while the children time you. Count and compare to your estimation. Hand out lined paper. Have children estimate number they can write and put that number on first line of paper. Time them as they write their first name for one minute. Count and compare estimation with actual. ASSESSMENT: TEACHER OBSERVATION |
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| What is a clock (analog and digital) |
Numerous clocks |
Observation
EXTENDING & REFINING –COMPARING |
Bring in many different clocks from home: alarm clock, digital, Roman numeral, no numbers, clock purse, Judy clock. Class will observe the clocks Tell which are easier to read. See difference between analog and digital. CLASS WILL COMPARE CLOCKS. MAKE A VENN DIAGRAM OF DIGITAL AND ANALOG CLOCKS. (what is different ? What is the same? Compare face, hands, numbers showing, shape of clock) ASSESSMENT: children will explain the Venn Diagram. How many clocks? Hand out ½ sheet paper that says "I think there are______clocks in my house." And "There are _______clocks in my house." Children will write in their estimation on the first line. Take home and COUNT the clocks in their home (on coffeemaker, VCR, tv, microwave, etc.) Not to include watches. Next day, go over these papers and see who has the most/least clocks. ASSESSMENT: Children will tell about their clocks. Why they have so many/so few. |
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Differences in hands on the clock
Relationship between second/minute/hour |
Judy clock & miniature individual Judy clocks (large, hardboard clock with movable hands and easy to read numbers) |
Observation & discussion
Discussion with clocks Student-made clocks |
Discuss : 60 seconds=1 minute 60 minutes=1 hour 24 hours=1 day am vs pm
Copy face of clock with no numbers on oak tag. Give each child two oak tag hands for clock (one longer than the other). They will secure these to clock with a brass fastener. Have them write in or cut out numbers 1-12 and place in correct spot on clock. Using their new clock, Begin telling time to the hour. Explain "o’clock"=of the clock and means beginning of the hour when minute hand is on the 12. Have children show the time they do different things during the day: come to school, eat lunch, go to bed ASSESSMENT: teacher observation. |
| What procedural knowledge will the students be in the process of acquiring and integrating? |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Tell time to the hour. |
Model
Cooperative learning
Discussion
Practice Practice worksheet – Macmillan Reteaching Worksheet 51 |
Children using individual Judy clock or their own student-made clocks, they will copy the time shown on the teacher’s Judy clock. Teacher tells a time to the hour. Children set their clock and hold up for teacher to check. ASSESSMENT: teacher observation Working in pairs, 1 student will say a time, other will set their clock Set alarm clock for time to the hour. When it rings, children will announce correct time. Discuss what children do at different times of day. Have them show on their clocks: time school starts, time they eat lunch, time each eats supper. ASSESSMENT: teacher observation Computer Game: Trudy’s Time Place House –Child will move hands on analog clock to match digital time and vis versa. ASSESSMENT: save work on computer and check it later. |
| Elements Scale |
Write correct analog time |
Illustrates what he/she does at certain time of day (Not grading on artwork – they must explain their picture.) |
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| 4 |
Draws long minute hand pointing to 12. Draws short hour hand pointing to correct number on clock. |
Illustrates each time of day with an appropriate picture (24). |
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| 3 |
Draws minute hand pointing to 12. Draws hour hand pointing incorrectly. (minute hand more important) |
Illustrates at least 16 times of day appropriately. |
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| 2 |
Draws hour hand correctly, minute hand incorrectly. |
Illustrates 12 times of day appropriately. |
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| 1 |
Student draws neither hand on clock correctly. |
Illustrates less than ½ of the pages appropriately. |