UNIT PLANNING TEMPLATE ORILLIA CAMPUS

BACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL

Subjects /Strands: Mathematics – Time and Temperature Grade(s): 2

Number of days: 8 (+5 prior lessons from AT) Culminating task due date: November 30, 2018

STEP 1
What is important for students to know? What are the enduring understandings? What is the big open question to
A. BIG IDEA FOR inform learning and link curricula? (consider starting with big ideas in Science or Social Studies)
THIS UNIT
In this unit students are exploring time and how to measure time by the hour, half hour, quarter to, and quarter after
the hour. Big ideas that students will walk away from include:
• attributes, units, and measurement sense
• measurement relationships

B. OVERALL What will students learn? Select expectations from each curriculum document (may use more than one subject
EXPECTATION(S) document) that unit will address.

Measurement
• estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-
standard units and standard units

SPECIFIC What specific expectations from the curriculum documents (may use more than one subject) will be addressed
EXPECATION(S) throughout the lessons? Include an expectation sort, indicating which will be assessed and which will be covered but
not formally assessed.

Measurement
• tell and write time to the quarter-hour, using demonstration digital and analogue clocks (e.g.,“My clock shows
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the time recess will start [10:00], and my friend’s clock shows the time recess will end [10:15].”)
 determine, through investigation, the relationship between days and weeks and between months and years

LEARNING GOAL(S) Clearly identify what students are expected to know & able to do in language they can understand. What is the
strategy/task that will provide information for assessment?
What are the questions that the students will be able to answer at the conclusion of the unit of study?

Today we are learning how to:

1. Tell time to the quarter to the hour
2. Continuing to practice reading the time on an analogue clock to the quarter to and quarter after hour
3. Continuing to practice reading the time on a digital
4. Measure time between events
5. Measure how long it takes for an event to come to an end
6. Tell time using a calendar
7. Plot events on a number line related to time
8. Show our understanding of time

STEP 2
C. CULMINATING TASK Complete explanation of what students will do/write/say to demonstrate their understanding of the big idea? How is
Rich Performance it differentiated? What Achievement Chart Categories will be addressed?
Assessment Task –Drake,
pg. 69 Students will be completing an end of unit test which will evaluate their understanding of time to the hour, half hour,
quarter after the hour, and quarter to the hour. Students will be required to read and label times on an analogue and
digital clock and represent time using days, weeks, and months of the year.

ASSESSMENT Assessment “of” Learning: What will students say/write/do to demonstrate their learning of the specific expectations
TASKS/STRATEGIES at the end of the unit of study? Does it reflect all or most of the Achievement Categories? Are assessments
“balanced” (say, write, do, perform)?
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During lessons, students will be completing graphic organizers to show their ongoing learning.
Learning skills and work habits will focus on independent work and self-regulation.
Students will have the opportunity to share their learning through both oral and written accountable talk.

SUCCESS CRITERIA How will students demonstrate what they will learn? What will successful acquisition of the learning goals look like
and sound like? How will we know they have learned?

We will know we are successful when we can:

1. identify on an analogue clock what quarter to the hour looks like
identify on a digital clock what quarter to the hour looks like
identify in written words what quarter to the hour looks like
2. we can place the correct time on an analogue clock to the quarter to and quarter past the hour
3. place the correct times on a digital clock
complete the graphic organizer solving digital clock problems
4. identify how 2 times are related on an analogue or digital clock
calculate the time between one time and another to know how long has passed
5. determine how long it take from the beginning of an event to come to an end
complete the graphic organizer calculating how long it will take
6. identify the days of the week
identify the months of the year
complete the graphic organizer to calculate age in days, weeks, months, and years
7. stamp and add the hands to analogue clocks identifying times of days
place these times of day in sequence
8. complete and submit the final unit test
ASSESSMENT TOOLS X Checklist Rubric Rating Scale
What recording X Anecdotal Comments Feedback Form Self/Peer Other
strategies will teachers
use?
D. LEARNING SKILLS Identify skills and attach assessment tool.
AND WORK HABITS TO
BE ADDRESSED Refer to Students will be assessed using their independent skills and self-regulation abilities in order to
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Learning Skills and Work complete tasks within the time frame of each lesson.
Habits in Growing Success:
Assessment, Evaluation Students will receive a check mark for completing the work with understanding, an check mark with a
and Reporting in Ontario plus for going beyond, the letters ok if they are close to completing or what they have completed
Schools Pg. 10. shows they are beginning to grasp the concepts, or an x if they are not there yet. This will be recorded
on a class list throughout the unit as well as anecdotally on the Google Keep App.

STEP 3

E. LESSONS – USING LAKEHEAD TEMPLATE & GUIDELINES

Briefly identify the topic, specific teaching/ learning activity, and specific expectation is for each lesson. Lessons flow together and scaffold
student learning. What teaching skills/concepts expectations are being introduced for completion of culminating task? Outline or sketch out
each lesson in the unit

LESSON WHAT TEACHER WILL DO WHAT STUDENT WILL DO ASSESSMENT RESOURCES

Quarter to the Hour Introduce student to telling
Review time to the quarter to the
hour on analogue and digital
clocks
Explicit and modelled
instruction
Practice telling time on
hand held clocks
Complete the graphic
organizer
(say write do)
Do Hand held clocks
Write Tumblebooks – IQ It’s Time
Graphic organizer – placing
hands on the clock

Time on an Analogue Review time on the analogue
Clock clock
Modelled and guided
instruction
Time on a Digital Clock Review time on a digital clock
Modelled and guided
instruction
Elapsed Time Introducing elapsed time
using a number line
Explicit teaching
Measuring Time Introducing how long it would
take to complete a task from
beginning to end
Explicit and modelled
instruction
UNIT PLANNING TEMPLATE
Participate in the Who Has
time game
Practice telling time on the
hand held clocks
Complete graphic
organizer
Participate in the Rock
Around the Clock dance
Participate in review of
telling digital time
Complete graphic
organizer
Participate in stretching
time out on a number line
Complete graphic
organizer
Practice telling time on the
analogue clock
Placing times on a number
line
Completing graphic
ORILLIA CAMPUS
Do Who Has – time game
Write Hand held clocks
Graphic organizer – telling
time to the quarter to and
quarter after
Do Hand held clocks
Write Jack Hartman’s Rock
Around the Clock YouTube
song
Graphic organizer =-
converting the analogue
clock to digital time
Graphic Organizer –
placing times on a digital
clock from oral review
Do Hand held clocks
Write Graphic organizer –
stretching out time on a
number line
A Hiccup in Time book
Do Hand held clocks
Write Number lines
Graphic Organizer – how
long would it take?
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organizer

Time on the Calendar Review of days, months, and
years on a calendar
Guided instruction
Participate in naming days
of the week and months of
the year
Complete graphic
organizer
Do The Cat’s Pajamas book
Write Calendar showing months
Graphic organizer –
calculating age to months
and days

Time Stamping Reviewing time on an
analogue clock by stamping
times of day that activities
are complete i.e. breakfast at
7:30, school at 9:15 etc.
Modelled instruction
Participate in stamping Do Time line sheets for
analogue clocks onto Write stamping
number lines and Analogue stamps and
identifying the time and stamp pads
something they do during
that time of day

Summative Assessment Supporting students while Complete summative Write Summative assessment
they complete the summative assessment
assessment

POSSIBLE Teacher Conference Observation checklist X Spot Check X Teacher Edit

Exit Card Interview X Quiz X Checklist
ASSESSMENT
Self Assessment Checklist X Performance Checklist X Question and Answer X Discussion
STRATEGIES Concept Attainment, Mind Map, Concept Map Self Assessment Response Form
Select Response Peer Edit Demonstration Thumbs Up/Thumbs Down Other

VARIETYOF Ensure that there are a variety of learning experiences provided to match the class and individual learning profile that
LEARNING you have developed for this group of learners (see below). Mark any you have used.
EXPERIENCES
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Learning Experiences  Guest Speaker  Report Writing

 Inquiry Questions  Inside/Outside Circle  Response Writing
 Anticipation Guide  Inquiry  Response Journals
X Brainstorming  Jigsaw  Role Playing
 Case Study  Journal Writing  Round Robin
 Choice Boards  KWL chart  Simulation
X Class Discussion  Learning Centres  Snowball
 Computer Simulation  Learning Contracts  Socratic Dialogue/ Rich
X Concept Attainment  Metaphors Questioning
 Concept Formation  Movie Review/Analysis  Song Creation
 Concept Creation  Mind Map  Teams Games Tournaments
 Concept Mapping  Model Building  Three Way Debate
X Critical Dialogue  Note Making (student generated)  Think Pair Share
 Cubing  Note Making (teacher generate  Think Pair Square (Graduated)
 Debate (Formal)  Numbered Heads  Think Together – Think Apart
 Debate (Informal)  Jigsaw  Thinking Routines
 Examine Both Sides  Panel Discussion  Tiering
 Four Corners  Placemat  Values Line
X Game  P/M/I  Venn Diagram
 Game Theory X Problem Based Learning  Video Clip
 Graffiti  Puzzle Pieces  Word Wall
X Graphic Organizer  RAFTS  Word Web
 Graph Creation  Research (Guided)  Other
 Graphing  Research (Independent) __________________________

STEP 4

REFLECTION
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Criteria Exemplars Evidence

Questioning My questions will spark student curiosity.

My questions will lead the students to inquiry - pose and

pursue their own questions.

Metacognition Students used metacognitive skills during the unit.

Feedback Assessment as/of was incorporated during the unit and

involved the teacher.
Assessment as/of was incorporated during the unit and
involved student peers.
Scheduled “check ins” were organized during the unit.

Assessment The assessment loop is consistent throughout the unit and

Loop closes with the culminating task.