PLANNING THE LESSON/SUBTASK: Part 1

Date:

Grade: 2

Timeframe (time available): 3 part lesson

Curriculum Area: Math

Title of Unit (if appropriate): Measuring Time

Context: Where does this lesson fit into your overall unit planning introductory, middle, culminating? (Prior Knowledge?)
Culminating
Curriculum Expectations:
Academic

Social

Overall Expectations:

Presentation skills

Construct tools for measuring time intervals using non-

Attentive listening

standard units (e.g. a particular water bottle takes about five

Communication skills

seconds to empty)

Problem-solving skills

Big Ideas:
Students design their own clock for measuring time using non-standard units, and write a short description explaining their
invention. Students pitch their idea to the class in an oral presentation.
Cross Curricular Connections

Connections to students lives: (local/global)

Language (choose a variety of appropriate words and

Students will get excited about being at the other end and

phrases to communicate their meaning accurately and

creating a measuring tool which they can take home and use

engage the interest of their audience; use a few different

to measure time in non-standard units.

visual aids to support or enhance oral presentations).

Assessment:
Diagnostic (assessment for learning) __

Formative (assessment for/as learning) __

Summative (assessment of learning) __

Work Samples

Observation
Learning Log/Journal

Peer-assessment

Presentation/Performance

Project
Interview/Conference

Anecdotal Notes

Presentation/Performance
Published Work

Graphic Organizers
Other

Personal Reflection

Self-assessment

Rubric

Checklist
Oral Reports
Accommodations and/or Modifications / Differentiated Instruction:
Instructional

Environmental

Increase/Decrease time, amount

Scribe for student

Change space, seating, quiet

area

Draw a picture

Extend

Change grouping

Use manipulatives

Wheelchair access

Peer tutor/Partner
Oral explanation
Include

Assessment

Use a tape recorder

Scribe for student

Act it out
Write using spell check

visuals,

models,

Use the computer

organizers
Modifications for: _______________________________________________________________ (name(s) of students).
If ELL learners or students with learning needs struggle with the task, group them together and provide support and/or reexplain the task in simpler terms. Pair ELL learners or students with learning needs with others who understand the task well.

DELIVERING THE LESSON/SUBTASK - Part 2

*Grouping: W = Whole class; S = Small group; I = Independent
Timing
Grouping
Mental Set (hook):

Materials/
Resources

Tell students that they will be inventors this week and their task is to design
their own clock that measures time in some way. Students can use any of
the materials that are provided. How do people invent things? It all starts
with an idea first. Begin by doing some research (using books) and figuring
out what type of clock you want to make. Be creative! Next, if you think
your idea is a good one, talk to the teacher about it, talk to your friends and
your family. Get some input on the idea. After you have received some
feedback, it is now time to create a model of your idea using the materials

Water bottles
Construction
paper
Tape
Scissors
String
Foil
Sand

provided. Lastly, once you have created your model, you can test it to see
if it works properly, i.e. measures time accurately.
Sharing the Purpose/Objectives (in student language)

Today you will be using your imagination, creativity and problem-solving

skills to invent something!

You are all going to be inventors this week and your task is to design your
own clock that measures time in some way.

Body:

Input, Modeling, Check for Understanding, Guided Practice, Independent Practice

Bloom's
Taxonomy:
Remembering

1. Give students handout which explains the invention task in simple

terms. This is a week-long project and students will be given some

Understanding
Applying
__Analyzing

time to work on it each day. Students will have creative freedom to

__Evaluating

design their model as they like, however, they must make sure

Creating

they complete each step of the invention process (explained in the

lesson and in the handout), and the graphic organizer that goes
with it.

2. Students will have the opportunity to brainstorm ideas as a class,

to see what might work, what might not work, etc.

3. Once students have designed their model, they will fill out a
graphic organizer, explaining their model so that any person who
reads it will be able to understand it and use it.

4. Once students understand the task, they can go work on it.

Students can work in pairs if they would like, however each
student will be in charge of designing their own model. Students
who feel confused can stay back for additional support.

Learning Styles:
Visual
Auditory
Kinesthetic
Multiple
Intelligences:
Verbal/Linguistic
Logical/
Mathematical
__Musical/
Rhythmic
Body/
Kinesthetic
Visual/Spatial
Interpersonal
Intrapersonal
__Naturalist
__Existential

Closure (sharing the learning in some way):

Once the clocks have been finalized, and the graphic organizer has been
completed, students will present their inventions to the class. Students will
pitch their idea in under two minutes and the floor will be opened to two
questions, due to time constraints.