Clock Hands That Erase Lesson Plan

Clock Hands That Erase
Implemented For Grades 1-3
By: Brandi Davenport

Title of Lesson: Clock Hands That Erase

Grade Level(s): 1-3

Class Time: 30 minutes

Concept(s):

1. Content Standard: Understanding and applying media, techniques,and processes. Achievement Standard: Studentsa. know the differences between materials, techniques, and processes b. describe how different materials, techniques, and processes cause different responsesc. use different media, techniques, and processes to communicate ideas, experiences, and storiesd. use art materials and tools in a safe and responsible manner

2. Content Standard: Using knowledge of *structures and functions.Achievement Standard: Studentsa. know the differences among visual characteristics and purposes of art in order to convey ideasb. describe how different *expressive features and *organizational principles cause different responsesc. use visual structures and functions of art to communicate ideas

3. Content Standard: Choosing and evaluating a range of subject matter,symbols and ideas. Achievement Standard: Studentsa. explore and understand prospective content for works of art b. select and use subject matter, symbols, and ideas tocommunicate meaning

5. Content Standard: Reflecting upon and *assessing the characteristics and merits of their work and the work of others.Achievement Standard: Studentsa. understand there are various purposes for creating works of visual artb. describe how people's experiences influence the development of specific artworks c. understand there are different responses to specific artworks

6. Content Standard: Making connections between visual arts and other disciplines.
Achievement Standard: Studentsa. understand and use similarities and differences between characteristics of the visual arts and other arts disciplinesb. identify connections between the visual arts and other disciplines in the curriculum

Objective(s):

M1M2:
Students will develop an understanding of the measurement of time.a. Tell time to the nearest hour and half hour and understand the movement of the minute hand and how it relates to the hour hand.b. Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year.c. Compare and/or order the sequence or duration of events (e.g., shorter/longer and before/after).

Motivation: To capture the students attention the teacher will ask the students what do they think it would be like if there were no clocks in the world and how would that change things.

Vocabulary: No special vocabulary needed.

Instructional Strategies: The teacher will motivate her students by telling them she wants to see who can make the prettiest and correct clock.

Modifications: Students with special needs will have a paraprofessional to assist them in anyway possible. If the paraprofessional is not able to help the special needs student the teacher will assign another student to help the special needs student.

Assessment: To assess the students the teacher will call each student to her desk and look at the students clock to see if it is correct. After the teacher has looked at the clock the teacher will draw hands on the clock and ask the student to tell her what time it is. If the student can tell her what time it is they have completed the desired result of the lesson.

Materials/Supplies:

Paper Plates
Erasable Markers
Markers
Paint
Paint Brushes
The Book: The Grouchy Ladybug by Eric Carle


Resources: The only resource needed for this lesson is a clock so that the students can see what a real clock looks like.

Closing Statement: First the students will be asked what they think it would be like without any clocks. Then the teacher will read the book The Grouchy Ladybug. Then the students will talk about telling time. Then to create their own clocks they will draw a clock face with markers on a paper plate. Remind the students to space the numbers evenly. If the students would like, add designs around the clock, minute marks, or other decorations. Then find a partner. Draw an hour and minute hand using ERASABLE markers. The students will ask their partner to read your clock and tell them the correct time. Erase the time. Give the clock to their partner. Ask that student to draw a new time with an ERASABLE marker. That student tells the time, they erase it, and they continue playing as long as they like.