TELD2

INTC5033
Andrew Bongiovanni

1. Brainstorming the Learning-Related Problem:

1. Telling time
2. Number sense - without this, cannot build upon other skills/
3. Comprehension skills - deeper level

2. Deciding on an Instructional Problem/Challenge:

After reviewing the several learning-related problems, I decided to develop my technology-
enhanced lesson plan on telling time. This seems to be one of the biggest struggles I see in my
classroom and it is a necessary skill that students know. I know that with using technology, I can
help my students grasp this skill.

3. Writing the Lesson Plan/Activity Design (rough draft):

A. Description of the intended target audience
a. This lesson will be targeted to second grade students.
B. Context
a. This is a math lesson.
b. The lesson is connected to ​CCSS.MATH.CONTENT.2.MD.C.7​: ​Tell and write
time from analog and digital clocks to the nearest five minutes, using a.m. and
p.m.
C. Learning Objectives
a. Student will be able to apply knowledge of reading an analog clock to the nearest
five minutes through a series of activities.
D. Sequence of Instruction
a. Anticipatory Set:
i. The teacher will start the lesson by having students practice counting by
fives. This will be crucial for students as we will be counting to the
nearest five minutes on the clock.
b. Direct Instruction:
i. Introduce the lesson target to students:
1. Ask students to take a look at the clock and see if they have any
prior knowledge of telling time. Have a discussion with students
about why reading an analog clock is so important.
a. *This would be a great time for a turn and talk. Have
students think about why telling time is so important and
discuss with a friend.
2. Listen to what students have said about
time to see what they know and why they
think it is important to read an analog
clock.
ii. Teach reading a clock (Guided Practice)
1. Pass out the worksheet on the right with 6
problems on it to students. As a class, the
teacher will talk students through how to
tell time. Starting at the 12, we count by
fives. The teacher will also demonstrate
how to write the time using a colon.
c. Independent Practice:
i. After students have grasped the concept, the
teacher will then pass out ANOTHER worksheet
like the one above for students to practice telling time.
ii. After completing the worksheet, students will turn it in to the teacher for
review. This will serve as a quick assessment to see if students have
grasped the skill of telling time.

4. Brainstorming Technology Tools:

1. YouTube videos
a. This site is great for searching educational videos to show students and can really
help with visualizing a concept to students. There are some drawbacks though,
some of the time, you cannot find the specific topic/skill you want. And also,
sometimes the video might not fit the age range of the intended audience.
2. Virtual Clock Manipulative
a. This site can be great for teachers who have access to a SmartBoard or other
interactive board. It can help visualize for students and can also assist students if
they need help in identifying time. The only drawback I see for this site is the
lack of how custom you can make the clock. If you were able to take the second
hand away, I think that could greatly improve the usability.
3. Mind Mapping
a. I came across Mind Mapping on a website and was impressed with the many
different sites that are available now to assist in electronic mind mapping. I
especially like ​Popplet​ and might use it during the intro of the lesson while
brainstorming why reading an analog clock is an important skill.
5. Deciding on the Technology:
After looking through the many different technology tools for use in the classroom, I have
decided to use a YouTube video and the analog clock virtual manipulative to enhance my lesson
plan. I am going to use the YouTube video at the beginning of the lesson to introduce reading an
analog clock. This video is geared towards young kids and will get them excited about the
lesson. This will also engage the students in the lesson, which is the first component of Kolb’s
framework. As for the second tool, I am going to use a virtual analog clock manipulative to
assist with teaching. I will use this on the Promethean Board to help students visual counting by
fives and how that relates to telling time on an analog clock.

6. Finalizing the Lesson Plan/Activity Design:

Finalized Lesson Plan ​(revisions and tech components in red)​:

A. Description of the intended target audience
a. This lesson will be targeted to second grade students.
B. Context
a. This is a math lesson.
b. The lesson is connected to ​CCSS.MATH.CONTENT.2.MD.C.7​: ​Tell and write
time from analog and digital clocks to the nearest five minutes, using a.m. and
p.m.
C. Learning Objectives
a. Student will be able to apply knowledge of reading an analog clock to the nearest
five minutes through a series of activities after ​watching a video and using an
analog clock manipulative.
D. Sequence of Instruction
a. Anticipatory Set:
i. The teacher will start the lesson by having students watch the following
YouTube video: ​https://www.youtube.com/watch?v=HrxZWNu72WI
Here is a screenshot from the video:
ii. This video will introduce the students to the idea of counting by fives to
read an analog clock.
b. Direct Instruction:
i. Introduce the lesson target to students:
1. Ask students to take a look at the clock and see if they have any
prior knowledge of telling time. Have a discussion with students
about why reading an analog clock is so important.
a. *This would be a great time for a turn and talk. Have
students think about why telling time is so important and
discuss with a friend.
2. Listen to what students have said about
time to see what they know and why they
think it is important to read an analog
clock.
ii. Teach reading a clock (Guided Practice)
1. Pass out the worksheet on the right with 6
problems on it to students. As a class, the
teacher will talk students through how to
tell time. Starting at the 12, we count by
fives. The teacher will also demonstrate
how to write the time using a colon.
While working on this worksheet, the
teacher will use an ​analog clock
manipulative​ to help visualize how to
read a clock. Here is a screenshot of the manipulative:
c. Independent Practice:
i. After students have grasped the concept, the teacher will have students use
a ChromeBook to use the virtual analog clock manipulative to help them
complete a few problems where students find the time, to the nearest 5
minutes.
ii. As students are completing the practice, the teacher will circulate the room
to be sure students know how to use the virtual manipulative and are
grasping the content.