ALEX Lesson Plan

     

Mr. Crocodile's Busy Day

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  This lesson provided by:  
Author:Susan Taffar
System: Arab City
School: Arab City Board Of Education
The event this resource created for:GEMS
  General Lesson Information  
Lesson Plan ID: 24015

Title:

 Mr. Crocodile's Busy Day

Overview/Annotation:

Students will listen to the book What Time is it Mr. Crocodile? by Judy Sierra. The students will read and use Mr. Crocodile’s schedule to answer questions as well as read analog and digital clocks to the hour.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

 Associated Standards and Objectives 
Content Standard(s):
Character Education
CE (1995)
Grade: K-12
8 ) Cooperation
Character Education
CE (1995)
Grade: K-12
10 ) Self-control
Character Education
CE (1995)
Grade: K-12
23 ) Sportsmanship
English Language Arts
ELA2015 (2015)
Grade: 1
31 ) Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.1.1a]

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. [SL.1.1b]

c. Ask questions to clear up any confusion about the topics and texts under discussion. [SL.1.1c]
Mathematics
MA2019 (2019)
Grade: 1
19. Tell and write time to the hours and half hours using analog and digital clocks.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • tell and write time in hours and half-hours using analog and digital clocks.
Teacher Vocabulary:
  • Analog
  • Digital
Knowledge:
Students know:
  • how to tell time to the hour and half hour using analog and digital clocks.
  • how to tell time to the hour and half hour using analog and digitial clocks.
Skills:
Students are able to:
  • accurately read and write time to the hour and half hour from analog and digital clocks.
Understanding:
Students understand that:
  • analog and digital clocks represent the time at any particular moment and show the passage of time with the movement of the hands or the changing of the digits.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.19.1: Describe the short hand as the hour hand and the long hand as the minute hand on an analog clock.
M.1.19.2: Describe the first number as the hour, and the numbers after the colon as the minutes on a digital clock.
M.1.19.3: Count to 30 by fives.
M.1.19.4: Recognize numbers 1 to 12, and 30.
M.1.19.5: Trace numerals 1 to 12, and 30.
M.1.19.6: Associate digital and analog clocks with the measurement of time.

Prior Knowledge Skills:
  • Identify numbers 1 to 12.
  • Count by 5s.
  • Identify activities on a daily schedule that come before, next, after other activities.
  • Know before, next and after.
  • Use a daily schedule containing times (in hours) and activities (in pictures).
  • Tell time in hours on an analog clock.
  • Demonstrate an understanding of yesterday, today, tomorrow, morning, afternoon, day, and night.
  • Recognize yesterday, today, tomorrow.
  • Recognize morning, afternoon, evening/night.
  • Recognize day and night.
  • Understand the concept of time.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.19 Demonstrate an understanding of the concept of time using words such as yesterday, today, tomorrow, morning, afternoon, day, and night; identify activities that come before, next, and after on a daily schedule using a clock limited to time in hours.
Mathematics
MA2019 (2019)
Grade: 2
16. Create a picture graph and bar graph to represent data with up to four categories.

a. Using information presented in a bar graph, solve simple "put-together," "take-apart," and "compare" problems.

b. Using Venn diagrams, pictographs, and "yes-no" charts, analyze data to predict an outcome.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • collect data.
  • represent data in picture graph or bar graph format.
  • share a summary of that data.
  • share conclusions.
Teacher Vocabulary:
  • Pictographs
  • Venn diagrams
  • Yes/no charts
  • Bar graphs
Knowledge:
Students know:
  • strategies for collecting, organizing, and recording data.
  • strategies for counting and comparing quantities.
  • strategies for solving addition and subtraction problems.
Skills:
Students are able to:
  • choose and apply appropriate strategies for organizing and recording data.
  • read and interpret graphical representations (pictographs and bar graphs) of data.
  • communicate and defend solutions and solution paths.
Understanding:
Students understand that:
  • questions concerning mathematical contexts can be answered by collecting and organizing data on pictographs and bar graphs.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.16.1: Use addition and subtraction within 20 to solve addition and subtraction word problems with an unknown number.
M.2.16.2: Describe picture graph and bar graph.
M.2.16.3: Demonstrate conceptual understanding of adding or subtracting using a variety of materials.
M.2.16.4: Use vocabulary related to comparing data.
Examples: more than, less than, most, least, equal.
M.2.16.5: Recognize attributes of data displays.
M.2.16.6: Locate information on data displays.
M.2.16.7: Classify objects into given categories.
M.2.16.8: Sort the categories by count.
M.2.16.9: Recognize different types of data displays.
M.2.16.10: Count objects up to 50.

Prior Knowledge Skills:
  • Understand different types of graphs (ex. Venn diagram, bar graphs and pictograph).
  • Identify more and less when given two groups of objects of 10 or fewer.
  • Understand that words can label sameness and differences.
  • Understand categories.
  • Identify object attributes.
    Examples: color, shape, size, texture, purpose.
  • Sort objects on the basis of both color and shape.
  • Sort a variety of objects in a group that have one thing in common.
  • Recognize numerals from 0-20.
  • Understand the concept of amount.
  • Understand that the last number name tells the number of objects counted.
  • Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
  • Recognize numerals 0-10.
  • Add one to a set of objects (up to 10 objects).
  • Put together two small groups of objects to create a larger group to represent adding.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.16 Using vocalization, sign language, augmentative communication, or assistive technology, use a graph, limited to 2 categories, to answer more/less, most/least, or equal to questions (a combined total of no more than 30 objects/pictures shown for the 2 categories).

Local/National Standards:

  

Primary Learning Objective(s):

The students will listen to a story, learn to read a schedule, and read/match digital and analog clocks correctly.

Additional Learning Objective(s):

Students will work in cooperative groups to plan a flight schedule for a fictional airline.

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Materials for the teacher: What Time is it Mr. Crocodile? By Judy Sierra Activity cards (cut these out before lesson) Tape Chart paper and a marker Materials for the students: Drawing paper Crayons Pencils Scissors Glue *Student remediation materials: paper plates, construction paper, paper fasteners, and scissors.

Technology Resources Needed:

Computers with internet access for teacher and student use.

Background/Preparation:

The teacher will need to copy Mr. Crocodile’s schedule from page 2 in the book onto chart paper and cut out the activity cards from the handout prior to the lesson. Students should have prior knowledge of the parts of a clock and the ability to tell time to the hour.

  Procedures/Activities: 
1.)Read the book What Time is it Mr. Crocodile? by Judy Sierra to the class pausing to draw attention to the schedule and analog clocks that show the times on each page. Draw attention to the sky in the pictures on each page and discuss the differences shown. The pictures show the difference in the sky during the day/night. (i.e. Mr. Crocodile's schedule shows he is to go to bed at 8:00. The picture shows the moon in the sky to depict night.)

2.)Show the copy of Mr. Crocodile's schedule to the class. Give the activity cards to the students. (Give out one or more per student depending on the number of students in the class.) Explain the following rules of the activity: 1. Look at your game piece(s) and read it to yourself. 2. Ask a friend for help if needed. 3. When you hear the time called and your game piece matches, stand up. 4. Bring your piece to the front and tape it to the schedule beside the corresponding time.

3.)Play the game until each cut out piece has been taped to the schedule in the appropriate place. Then review and ask questions pertaining to the schedule. Examples: At what time did Mr. Crocodile catch those pesky monkeys? What did Mr. Crocodile do at 8:00?

4.)Ask students to talk to a partner to come up with real life examples of schedules. (i.e. school schedules, train schedules, plane schedules, bus schedules,etc.) Allow time to share responses. Facilitate a discussion about the schedules and what they have in common.

5.)Log on to the United Streaming site and Play the clip titled "Airline Flight Schedule." (The clip shows and describes an airline flight schedule.) Allow the students to view the clip several times. Ask the students to share things they noticed about the flight schedule. (i.e. flight, time of take off, arrival time, etc.)
(United Streaming)

6.)Divide the class into small groups. Explain to the students that each group will create their own airline and flight schedule. Each group must create a schedule with the following: name of their airline, list of three flights, the take off time for each flight displayed with a digital and analog clock, and a picture of their airline logo.

7.)Give each group drawing paper, crayons, scissors, etc to use to create their schedule. Allow time for the students to complete the project. Use the rubric to assess student learning.


Attachments:
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  Assessment  

Assessment Strategies

The students will work in cooperative groups in order to create a schedule for a fictional airline. Each group will be responsible for submitting a schedule. (See rubric)

Acceleration:

Students who already know how to tell time to the hour may develop a flight schedule using time to the half hour. Students may write a story about becoming a pilot for their airline using complete sentences and correct spelling and punctuation.

Intervention:

Students who require remediation may work with a partner to construct an analog clock using a paper plate, construction paper, and a paper fastener. The students should label the clock with the numbers 1-12, cut out one long(minute hand) and one short(hour hand) strip of construction paper, and use the paper fastener to attach the strips to the clock. The student partners should then work together to discuss the parts of the clock and tell time to the hour. The Learning PlanetStudents who need extra practice may also use the link to access the Learning Planet site to play an online clock game for review.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.