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Journey Through Time

Software: ReadWriteThink Timeline Creator , Thinglink

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This lesson will introduce 2nd-grade learners to time! Through Thinglink, learners will act as time travelers and explore different timelines while developing their time-telling skills. Learners can read and write time on analog and digital clocks by engaging in interactive and fun activities.

Lesson Overview

	Overview	Activity Objectives
Opening Activity	Learners will play body clock game, which will introduce the concept of time and reinforce the understanding of numbers from 1 to 12.	Recognize and identify the hours on an analog clock. Identify the parts of an analog clock.
Main Activity	Learners will explore different timelines on Thinglink and solve puzzles/challenges related to time.	Read and write time on analog and digital clocks.
Closing Activity	Learners will apply their understanding of time to create their daily schedule in the form of a timeline.	Apply understanding of time and A.M./P.M. concepts to create an accurate daily schedule.

Prior Knowledge

Learners should be able to:

Count numbers.

Lesson Objectives

Solve different challenges on CoSpaces and, in the process, learn about time.
Create a timeline.

Learning Outcomes

Learners will be able to:

Identify and label the different parts of an analog clock, and describe their functions in displaying time.
Read and write time on an analog clock, and represent it in digital format.
Differentiate between A.M. and P.M. and apply this understanding to daily routines and scheduling activities.
Utilize their time-telling skills to solve real-life problems and situations, including creating their daily schedules as a timeline.

Resources

Pre-lesson Preparation

Like all lessons on Eddy, this lesson follows a certain approach. If this is your first time implementing an Eddy lesson, check out our lesson approach for more information.
Prepare necessary technology/hardware in advance
- Devices (tablets/laptops/Chromebooks/computers) - one per team
- A stable wifi connection.
- Access to ThingLink on each device.

Slide 3

Introduce the ground rules to the learners. You can check out our lesson approach if it’s your first time conducting an Eddy lesson.

Slide 4

Arrange the learners in a circle and assign them a number from 1 to 12.

Tell the learners that the teacher will point the clock hands (either the short or long hand) to a number and the student with that number must stand up.

For example, if the teacher, changes the position of the long hand from 2 to 3. The learner who is assigned the number 3 must stand up.
Explain other rules of the game to them.

Slide 5

Learners who are not assigned a number can use the clock to point to specific numbers instead of the teacher.

To make the game more inclusive, you can modify the game by allowing students to partner up and have each pair represent a number on the clock. For example, one student can be the short hand and the other can be the long hand for a specific number on the clock. This will allow more students to participate and engage with the game.

Note: Educators may check out this alternate activity.

How does the body clock game reinforce learning?

The Body Clock Game reinforces learning about time by providing a hands-on and engaging activity for grade 1 learners. Through this game, learners get to practice identifying numbers on a clock face and relating them to the movement of the clock's hands. This helps to build their understanding of how time is measured and represented on a clock. Additionally, the game encourages learners to pay attention to the movement of the clock's hands and to think quickly and react appropriately. This helps to develop their cognitive skills and reinforces their understanding of time in a fun and interactive way.

Slide 6	Introduce the slide by explaining to the learners that they are about to embark on an exciting journey to explore different time periods and learn about how people told time. Encourage learners to use their imagination and visualize themselves as time travelers who are going on an adventure. Ask the learners, "How excited are you for this journey?" and give them a few moments to think about their response.
Slide 7	Introduce ThingLink to the learners, explaining that it is an online tool that allows users to create interactive images and videos by adding clickable links, text, and multimedia.
Slides 8, 9	Introduce the scenario to the learners. Guide them to scan the QR code or click on the link. They need to solve some puzzles. To demostrate how to use Thinglink for the activity, use this video tutorial.
Slide 10	Direct the learners to click on the globe icon to reveal the puzzle. Instruct the learners to click on the game icon to get clues to solve the puzzle. Remind the learners that they can click on the “i” icon to get more information. Explain to the learners that they need to use the chart to solve the code. Assign different parts of the code to different learners in the group. Encourage learners to work together to solve the puzzle and to communicate effectively with each other. The secret word is “sundial”.
Slide 11	Ask the learners to think about when a sundial cannot be used. Encourage them to think beyond nighttime and consider other factors that may affect its use, such as cloudy or overcast weather, or being in a location where the sun is not visible.
Slides 12, 13	As the learners explore the Middle Ages, they will come across various inventions and tools that were used to measure time. One of these tools is the hourglass, which was commonly used in the Middle Ages to measure short periods of time.
Slides 14, 15	Age of pendulum clocks Explain the scenario to the learners. Introduce the activity by explaining that the students will be fixing a pendulum clock that is not working properly. Show the learners the jigsaw puzzle on ThingLink and explain that they will need to solve the puzzle in order to fix the clock. Encourage learners to work collaboratively within their groups to solve the puzzle. The correct answer to the question is “two”.
Slide 16-30	Basic concepts: Explain the basic concepts related to time to the learners. These include the hands of a clock and how to tell time.
Slide 31	Begin by showing your learners a picture of Suzie with a clock in the background, pointing out that she appears to be in two different places at the same time. Ask your learners to brainstorm possible explanations for how Suzie can be in two places at the same time. Encourage them to think creatively and come up with a variety of possible solutions. After your learners have had some time to brainstorm, lead a discussion to share their ideas. Here are some possible responses that your learners might come up with: Suzie has an identical twin sister who looks exactly like her and they take turns appearing in different places. Suzie has a magic power that allows her to be in two places at the same time. It's a trick of photography or editing, and Suzie was actually only in one place the whole time Allow them to explain their thought processes and reasoning behind their suggestions.
Slides 32- 35	Explain the concept of A.M and P.M to the learners.
Slides 36, 37	The learners have returned and are exploring a modern city and have come across a secret door. Explain that the learners will need to use their knowledge of how to read analog clocks to crack the code and open the secret door. Provide the link to the Thinglink activity where the students will complete the task. Encourage learners to work in small groups and collaborate to solve the code.

What if students face problems navigating the platform?

Peer support: Encourage peer support and collaboration by pairing students who are more familiar with the platform with struggling students. Tech tutorial: You can direct them to the tech tutorial or guide that provides step-by-step instructions on how to use the platform.

How can I adjust this section for my learners who require more support?

Use this tool to help them read and write time. https://helpingwithmath.com/generators/3md1-clock-face-generator01/

Slides 38, 39

Introduce the tool that the learners will be using to create their timelines. In this case, it is the ReadWriteThink timeline creator.

Explain them what a timeline is.

Slide 40

Walk the learners through the process of creating their own timelines. Start by having them choose a day or week from their own lives to use as the basis for their timeline.

Have the learners add events to their timeline, such as waking up, going to school, eating lunch, and going to bed. Encourage them to be as detailed as possible and to include both important and routine events.

Once the learners have added all of their events to the timeline, have them arrange them in chronological order. This will help them visualize the progression of their day or week.

Slide 41

Consolidate learning and invite learners to share their experiences.

What to do if the time is not visible in the timeline?

Inside the label option, you can provide a timestamp and a brief description of your activity or task. Don't use the description option.

How can I adjust this section for my advanced learners?

They can create a timeline comparing their daily schedule on weekends vs. weekdays.

Ablility to read and write time on analog and digital clocks

Emerging

The learner can identify the parts of an analog clock (hour hand, minute hand, and numbers) and can recognize the hours on the clock, but struggles with reading and writing time on both analog and digital clocks.

Developing

The learner can identify the parts of an analog clock and can read and write time on both analog and digital clocks with minor errors.

Proficient

The learner can accurately identify the parts of an analog clock, can read and write time on both analog and digital clocks with ease, and can apply this knowledge to real-life situations.

Solving puzzles independently on Thinglink

Emerging

The learner requires significant guidance to solve puzzles on Thinglink and may struggle to navigate the platform.

Developing

The learner can solve puzzles on Thinglink with minor guidance and can navigate the platform effectively.

Proficient

The learner can solve puzzles independently on Thinglink with ease and can utilize advanced features of the platform.

Creating their own timeline

Emerging

The learner requires significant guidance to create their own timeline and may struggle to accurately represent their daily schedule.

Developing

The learner can create their own timeline with minor guidance and can accurately represent their daily schedule.

Proficient

The learner can create their own timeline independently with ease, can accurately represent their daily schedule, and can incorporate their understanding of time concepts in their timeline.

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Subject

Math

Grade

2nd Grade

Tech Domain

Extended Reality (AR/VR/MR)

Common Core (Math)

2.MD.C.7

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

ISTE

1.1.d

Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Empowered Learner 1.1.a

Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

Topic

Time

Journey Through Time

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