What time is it?

Subject: Math
Students will learn to recognize analog and digital clocks. They will also gain skills to tell time
to the hour on both clocks.
A lesson plan for grade 1 Mathematics
By Alysia Baysden

Learning outcomes
Students will gain the ability to tell time to the nearest hour on analog and standard clocks.

Teacher planning
Time required for lesson
2 days

Materials/resources

manipulative clocks made by students

digital clock for demonstration

analog clock for demonstration (large manipulative)

worksheets to assess the matching of analog and digital clocks showing the same time

What Time Is It, Mr. Wolf? by Bob Beeson or other book about telling time

flashcards with time to the hour written in digital format

Pre-activities
Review recognition and sequencing of numerals 1-12. Read What Time Is It, Mr. Wolf? by Bob
Beeson as an introduction to telling time.

Activities
Day 1

1.

Students will be introduced to the features and functions of an analog clock (face, minute
hand, hour hand, numbers, and second hand).

2.

Have a working clock to allow students to observe these parts in motion.

3.

Model telling time to the hour using a large manipulative clock showing numerous
examples guiding students to understand the concept of oclock.

4.

Pass out individual manipulative clocks and have students practice showing a given time.
(Show the correct answer on the teacher clock after attempts are made.)

Day 2
1.

Review the parts and functions of an analog clock.

2.

Review telling the time to the hour on analog clocks. (Have students come to the front of
the classroom and manipulate the teachers clock to show a given time.)

3.

Introduce a digital clock by showing a real working model. Allow the students to read
and observe the numerals on the clock to note the way that it shows time to the hour.

4.

Guide students through several examples to reinforce the two ways to show time to the
hour.

5.

The teacher will show some times in digital format and students will match that time on
their analog models.

6.

Students will use a paper assessment to assess knowledge gained in matching analog time
to digital time.

Assessment
The teacher will use observation to assess knowledge when students are asked to show times on
manipulative clocks.
Students will match analog clocks to digital time on a written assessment. (This may be in the
form of matching written out times to clock faces.)

Common Core State Standards

o

Mathematics (2010)

Grade 1

Measurement & Data

1.MD.3 Tell and write time in hours and half-hours using

analog and digital clocks.

The long and short of it!

Subject: English Language Arts

This lesson will assist students in recognizing and discriminating short and long vowel sounds.
A lesson plan for grade 1 English Language Arts

Learning outcomes
The students will be able to identify long and short vowels sounds.

Teacher planning
Time required for lesson
4 weeks

Materials/resources

Long and short vowel songs: the long vowel songs that my coworkers and I made up are
listed in Activities and the short vowel song can be found on page 56 of The Big Book of
Phonics Fun

A variety of books focusing on a particular vowel sound

Slates and wipe off markers.

The books, The Big Book of Phonics Fun by Barbara Wilson and Phonemic Awareness by
Jo Fitzpatrick, et al.

Pre-activities
Students have already discussed the vowel letters, sounds and vowel patterns.

Activities

1.

Begin the lesson by singing the following songs. All are to the tune of Are You
Sleeping?:
The Long A Song
Where is long a?
Where is long a?
Here I am.
Here I am.
I am in a cake plate
name game, and snake lake. a a a a a a
The Long E Song
Where is long e?
Where is long e?
Here I am.
Here I am.
I can see Zekes feet.
He eats beans and real meat. e e e e e e
The Long I Song
Where is long i?
Where is long i?
Here I am.
Here I am.
I am in a lime pie,
bike hike and wide tire. i i i i i i
The Long O Song
Where is long o?
Where is long o?
Here I am.
Here I am.
I am in a row boat
Toads toe and Roses coat. o o o o o o
The Long U Song
Where is long u?
Where is long u?
Here I am.
Here I am.

I am in a cute suit,
cube tube and Junes flute. u u u u u u
Have a student draw a line under the words with the chosen vowel sound or all the different
vowel patterns (ex.a, a-e,ai,ay).
2.

Teacher reads selected books focusing of the vowel sound you are working on. Students
listen carefully for the particular vowel sound. After the reading, students call out the words
from the story with the particular vowel sound. The teacher writes these on the board as the
student spells them. Discuss the words that rhyme, words that have the same vowel patterns,
number words, action words etc.

3.

Students can use slates and markers to write a vowel pattern (ex. a-e) as the teacher calls
out a word for them and they finish writing the word by filling in the consonants. (ex. take).

4.

Students can get in small groups and look in library books, reading books or any other
available resources to find words with particular vowel sounds. The group with the most
words at the end of a designated time is the winner. As a challenge, ask each group to read
their list.

5.

Using two or three phoneme words sing the song The Sounds in the Words (to the tune
of The Wheels on the Bus). Which goes like this: The sounds in the word go c-a-t/c-a-t/ca-t. The sounds in the word go c-a-t. What is my word? Have students write the word on
their slates.
This can be done with any word replacing cat and any vowel sound you are working on.

Assessment

Teacher Observation

Oral Student Feedback

Activity Worksheets

Journal writing

Supplemental information
Comments
We spend about 15 minutes each day working with the vowel of the day. Some vowels may
require more practice because the children have trouble distinguishing them, like i and e. It takes
about 4 weeks to do all the vowels and vowel patterns, but the songs are basically the same. I

select a variety of books that emphasize each vowel and check them out of the library while I am
working on that vowel, as well as pulling books I already have in my classroom library.
This lesson plan gives you a variety of activities you can do with vowels. I choose one or two of
the activities to do with a vowel each day.The children really enjoy the songs and activities and
they dont realize they are learning at the same time!

Common Core State Standards

o

English Language Arts (2010)

Reading: Foundational Skills

Grade 1

1.RFS.2 Demonstrate understanding of spoken words,

syllables, and sounds (phonemes). 1.RFS.2.1 Distinguish long
from short vowel sounds in spoken single-syllable words.
1.RFS.2.2 Orally produce single-syllable words by blending
sounds (phonemes), including...

Twisters in a jar
Subject: Science

The class will discuss the motion, causes and effects of a tornado. The student will also be able
to name the safety steps one should take when a tornado occurs.
A lesson plan for grade 1 Science
By Andrea Allen

Learning outcomes
To demonstrate the motion, causes and effects of a tornado. Also to demonstrate the safety steps
one should take during a tornado.

Teacher planning
Time required for lesson
60 minutes

Materials/resources

Materials per child:

one clear baby food jar with lid

one toothpick

one teaspoon-sized measuring spoon

Other materials:

water

five liquid measuring cups

five small cups of liquid soap

salt

Tornado Alert by Robert James

Pre-activities

Discuss the different types of weather.

Discuss the concept of a tornado.

Activities
1.

Show students a large tornado in a bottle. This is made by fitting two 2-liter bottles
together by their necks. One bottle is filled with blue water. Turn the bottles upside down,
and watch as a tornado shape within the water appears. Discuss the students responses to
this demonstration. Explain that today they are going to learn about tornadoes and what one
should do in case one occurs.

2.

Read story Tornado Alert by Robert James, (or another appropriate tornado/weather
resource book). Ask students the following questions:
o

What makes a tornado?

What kind of cloud does a tornado come from?

What is the weather like when tornadoes occur?

Where do most tornadoes occur?

What would it be like if more tornadoes occurred where we live?

What should you do when a tornado occurs?

(During this time, students should walk through the steps to take during a tornado drill.)
3.

After discussing the answers to each of these questions, explain that students are now
ready to make their own tornado in a jar. This is an activity that works well if done at tables
with 45 students per table.
o

Have students fill their jars with 1/3 cup of water.

Next students add one teaspoon of salt to water.

Using a toothpick, students add one drop of liquid soap to water.

Students then need to place and tighten lid to jar.

o
4.

Instruct students to shake or turn their jars in a circular motion, while holding on
to the top of their jar. Students should then observe a tornado shape within their jar.

As closure for the lesson, review causes of tornadoes and steps to take when one occurs.

Assessment

Teacher observation of Twisters In A Jar activity and completed Twisters.

Students answers to comprehension questions from story.

Teacher observation of students actions during tornado drill.

Supplemental information
Comments
This lesson was part of a unit of study on weather, which my class did during National Weather
Awareness Week.

North Carolina Essential Standards

o

Science (2010)

Grade 1

1.P.1 Understand how forces (pushes or pulls) affect the motion of

an object. 1.P.1.1 Explain the importance of a push or pull to changing
the motion of an object. 1.P.1.2 Explain how some forces (pushes and
pulls) can be used to make things move without touching...

North Carolina curriculum alignment

Science (2005)
Grade 1

Goal 4: The learner will make observations and conduct investigations to build an
understanding of balance, motion and weighing of objects.
o
o

Objective 4.01: Describe different ways in which objects can be moved.

Objective 4.03: Investigate and observe that objects can move steadily or change
direction.