Instructional Software

Lesson Idea Name: Time to the Quarter and Half Hour

Content Area: Math
Grade Level(s): 1st grade

Content Standard Addressed: MGSE1.MD.3 Tell and write time in hours and half-hours using analog and
digital clocks.

ISTE Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool: BrainPOP Jr.

URL(s) to support the lesson (if applicable):

https://jr.brainpop.com/math/time/timetothequarterandhalfhour/

Type of Instructional Software:

☐ Drill and Practice ☒ Tutorial ☐ Simulation ☐ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): The instructional software I chose was a tutorial video on telling time to
the quarter and half hour. In this video, there are captions perfect for students who prefer to read it or for
students with auditory problems. Students have the opportunity to show creativity in any way they chose.
They can make it colorful or just plain and straight to the point. By doing this I am allowing students to have a
choice in how their posters are created and presented. When wrapping up the lesson, I will encourage
students to try and tell time on clocks throughput their day, whether at school or at home. By doing this, I am
SBooker, 2020
 Instructional Software
including their home life.

Lesson idea implementation:

To begin, I will place notecards on each students’ desk with different times on them (they will not know it
right away but for each digital clock, there is a notecard with an analog clock that matches it for the activity),
some on a digital clock and some on an analog clock. I will ask students to take their best guess at what time
their clock is showing. I will go around and have them tell me what they think. I will tell students if they are
right or wrong and then remind those who are wrong that it is perfectly okay because we are about to learn
how to tell time. I will then introduce the standard by displaying it on the board and having students read it
aloud with me. This is so that students will not only hear it but say it to know what they are about to learn. I
will then play the BrainPOP Jr. video and will follow it up with questions and discussion. I will then further
teach about telling time to the quarter and half hour.

For the actual project itself, I will ask students to hand me their notecards back. I will mix them up and pass
then back out to students. I will tell students who have a digital time on their card are going to show it on an
analog clock and vice versa. I will supply students with chart paper, construction paper, printed out blank
analog clocks, markers, and more so that they can make a poster showing their time reversed of how their
card shows. Once they have finished, I will ask students to find their matching partner. Together they will
present their posters to the class. As a class, we will determine if students are showing their time correctly
and if their partner is in fact their match. This project should take approximately 30 minutes. They will be
assessed by their poster’s accuracy. Their final product will show if they have mastered the standard or if it
necessary to reteach in a different manner. I can extend this lesson to a higher learning level by only verbally
telling each student a time and have them draw the time on an analog clock and digitally. For any student
who might have shown their time incorrectly, I will ask them to retry it, this time helping them. I will then tell
the class that I am going to display their work outside in the hall. I will call students outside with me as I put it
up and take this as the time to verbally praise what they did great and provide feedback on how to make it
stronger next time. Once I have finished putting all their work up, I will take some time to encourage students
to tell time when they see a clock whether it is at school or at home. I will ask them the following day to share
some of those times in which they stopped to tell time.
Reflective Practice: I believe that this lesson idea can impact student learning because telling time is an
important life skill we should have. This is a skill they will need forever so not only are they learning but they
are also learning life skills that they will carry with them forever. I used this lesson as an introductory activity,
but I believe that I could further it by looking online to see if I could find any other videos or maybe even
games they could play to further out their learning. Students could also create an “All About Time” video and
make it unique by creating it however they want. They could then share it on the classroom blog.

SBooker, 2020