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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 45min Grade 3

Lesson: 16.5: Elapsed Time 1

Unit Overview
Main Idea (Claim) Summative Assessment
- Time is a measurement concept that can be - Students will take a test at the end of the unit
used to tell when activities start and when to test how much they have learnt from the
they end as well as how long they last. unit and it will be graded.
Temperature is also another measurement
concept that can be used to understand what
the weather is and will be like. God gave us
time to use it well and to be able to worship
Him in all that we do at all times, in addition
God gave us temperature to enjoy it honor
Him in whatever weather situation.

Guiding Questions Objectives (know/understand/do/value)

The student will . . .
- How do we find elapsed time? - Be able to realize the meaning of the word
- What does elapsed time mean? elapsed ( passed).
- How do we find elapsed time in hours and - Be able to find elapsed time in hours and
minutes? minutes.
- Be able interpret real world problems about
elapsed time.

Time Instructional Procedures and Strategies

Beginning the Lesson
- Review the previous lesson by telling them how to subtract with and without regrouping
and introduce the lesson by asking them what time they did certain activities like eating
dinner, coming to school and others. Show them what time it took them to do the
activities by counting the time on the movable clock.
- https://www.youtube.com/watch?v=zXFZUMjehDU

Developing the Lesson

- Introduction to finding elapsed time: Have students read the real world problem and work
to solve the problem with the class on the board. Tom’s soccer practice started at
3:00p.m. It ended at 5:00p.m. How long was Tom’s soccer practice?
- Tell students that from 3:00P.M to 5:00P.M is 2 hours
- Have students together with you try to solve this problem by moving the clock.
- Tell students that the other way to find elapsed time is by using a timeline and show the
students how to draw the timeline. Show students that from 3:00P.M to 4:00P.M is 1hour
and from 4:00P.M to 5:00P.M is another hour, so in total we have 2 hours.
- Give some practice exercise for the students to answer together as a class with you
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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 45min Grade 3

guidance:
.What time is 3 hour after 7:00 P.M?
.What time is 2 hours after 7:15P.M?
.How many hours are there from 9:00A.M to noon?
.How many hours are there from 2:30P.M to 4:30 P.M?
. What time is 15 minutes after 11:00A.M?
.What time is 45 minutes after11:30A.M?
. How many minutes are there from 11:50 A.M to 12:25P.M?

- Find Elapsed Time in hours and Minutes: Have students read the real world problem.
Rachel and Shannon went to a fair. They arrived at 7:50 P.M. and left at 9:15 P.M. How
long were they at the fair? Work with the class to draw at timeline and also show them
with the clock.
- Tell students that from7:50 P.M to 8:00P.M is 15min, from 8:00P.M to 9:00P.M is 1 hour
and from 9:00P.M to 9:15 P.M is 15 minutes.
- Add all the time together, 10min+15min+1h=1h and 25min.

Activity time!
- Divide the students into groups of 4 and allow them to share 3 different activities they
did, lunch, Dinner and read to self. Let them record the time they started and the time
they ended and find elapsed by drawing timelines for each activity. Find who does each
activity longest and shortest in each of the groups.

Closing the Lesson

- Summarize the lesson and explain to students the main steps they are to follow while they
are solving such problems.

Formative Assessment Differentiation

- The video will assist the visual learners
- Practice exercise for home work in the - The lecture and the video will also assist
student’s workbook. both visual and auditory
- The activity will help them work in groups
and construct their own problems.
Resources

- https://www.youtube.com/watch?v=zXFZUMjehDU

Evaluation and Reflection

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Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 45min Grade 3

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to ●
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward ●
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
● Factual- knowledge or fact-based questions
● Conceptual- questions that enable exploration of big ideas that
connect facts and topics
● Debatable- questions that expose areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is ●
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables ●
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing ●
Lesson creative tension. May include review and/or activation of prior
knowledge.
Developing the The content learned and the strategies employed towards that end ●
Lesson
Closing the A conclusion or review of what was learned, providing closure to the ●
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to ●
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners ●

Resources any texts, materials, technology, people, places or other resources that ●
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the ●
Reflection following questions:
 Did my students come to understand the main idea, essential understandings?
 Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?