Measuring TimeContentsIt’s Not Rocket Science, Measuring Time Teachers Kit....................................................................................................2

Activity Card 1.................................................................................................................................................................3

Activity Card 2.................................................................................................................................................................4

Teaching Ideas.............................................................................................................................................................5

References......................................................................................................................................................................8

It’s Not Rocket Science, Measuring Time Teachers KitImagine you are drifting through space, on a journey that will take you many light years away from

this planet… how long will it take?...How old will you be when you return?...Will you miss the next

State of Origin game?...

As a matter of fact time does not matter in space. Step into my spaceship for an unimaginable

journey to a place where time will matter…

Picture the Foundation year classroom, filled with young minds for whom the concept of time is

something they inadvertently experience daily as they expectantly wait on tomorrow’s tomorrow for

special events such as birthdays and Christmas. Consider them reflecting on Yesterday’s today

as they are asked about what they did on the weekend. Why do they have to hurry to get ready in

the mornings? Or go to bed early? when the days and the nights seem to take such a long time to

pass by (Siemon, et al., 2011).

Time is not a sensory experience, it cannot be measured in the same way as length, area or

volume. Students need experiences in duration, passage and sequence of time in order to

establish an awareness of time cycles such as days in the week, hours in the day and seasons in

a year. Students must learn the language of time, such as today, tomorrow, yesterday, last night,

this morning and this afternoon, if they are ever to make sense of time (Booker, Bond, Sparrow, &

Swan, 2010).

This massive teacher’s kit will make your planning and implementation of lessons so much easier

and the children are so excited to use such colourful and interesting manipulatives.

According to Piaget’s theory of cognitive development students in the preoperational stage

represent the world with symbols, by providing them with visual and hands on manipulatives and

experiences they will build on and incorporate previous schema into new knowledge (Snowman, et

al., 2009).

Fully aligned with ACARA Foundation Year Numeracy Strand Measurement and Geometry,

Measuring Time Teachers Kit contains resources which are ideal to scaffold your students’

understanding of time and assist you in setting up your classroom to give your students valuable

experiences. The kit contains complete instructions for implementation in the foundation year

classroom.

Log onto our website for links to online learning experiences which incorporate linear and circular

timelines, sequencing activities and clock face reading activities, or use the class IPad app and

make a timeline using your own photographs or online pictures.

Ok so it’s time to orbit back to earth now, watch out for the bumps along the way, and thank you

for choosing ‘It’s Not Rocket Science’ teaching resources.

How to make a Vegemite Sandwich

1.

First, butter your bread (not too thickly)

2. Next, spread the Vegemite on the buttered side

3. Then, put the two pieces of bread together

4. Lastly, enjoy your sandwich

Activity Ideas Demonstrate how to make a sandwich using the common sequencing words Students will make their own sandwich Students will draw their own sequencing pattern for another sandwich Copy and cut out photos and place in correct sequence Using informal measurement, time how long it takes to make a Vegemite

sandwich (e.g. counting verbally, such as: One elephant, two elephants, three elephants.) One student makes while others count, then swap over to see who is fastest.

Links to ACARA Content Descriptors: Compare and order the duration of events using everyday language of time.

Activity Card 1

Scaffolding students learning experiences using informal measurements, leads to further understanding when using standard measurement units encouraging understanding of the passage and duration of time (Siemon, et al., 2011)

How to Brush Your TeethStep 1

Pick up your toothbrush

Step 2

Wet the brush

Step 3

Put the toothpaste on the brush

Step 4

Brush bottom row of teeth

Step 5

Brush the top row of teeth

Continue brushing top and bottom for 3

minutes

Step 6

Spit

Step 7

Rinse the brush

Step 8

Rinse your mouth with water

Step 9

Dry your mouth

Activity Card 2

Activity Ideas Demonstrate how to brush your teeth using the common sequencing words Students will brush their own teeth following steps Copy and cut out photos and place in correct sequence Students will make their own sequence for another activity such as making a bed Using a three minute timer such as a sand timer to demonstrate three minutes of

brushing Compare the time it takes to brush your teeth to eating breakfast

Links to ACARA Content Descriptors: Compare and order the duration of events using everyday language of time.In order to develop an understanding that time is an attribute that can be measured students should be encouraged to compare the duration of events that do not begin at the same time. Using informal measurement in the initial stages. Students can then compare the duration of everyday events (Siemon, et al., 2011).

Teaching IdeasCompare and order the duration of events using everyday language of time

Days of the Week Cards Display days of the week cards to explicitly teach sequence of days and time language

o Sing a Days of the Week action song each day – linking an action to each dayo Use time language cards to sequence the days of the week – e.g. Today is, Yesterday was,

tomorrow will beo Discuss events which happen on certain days and relate these events to the weekly plannero Identify the weekend and what special activities families do on the weekendo Complete My Favourite Day worksheeto Print and complete Days of the week small book link here

file:///C:/Users/Robyn/Downloads/DaysoftheWeekCutPastereaderFREE.pdf

Monthly Calendar Write the days of the month on the calendar and use the calendar to engage students in understanding the passing of time throughout the year.

o Use the calendar to help count- down to specific eventso Record class birthdayso Note change of seasons

Time Language Cards Use Time Language Cards when discussing cycles of events such as seasons, months of the year

o Display cards on a Word Wall to familiarise students with this terminology

o Sequencing days of the week reading popular children’s books

Students’ initial learning experiences should be associated with the passing and sequencing of time, days of the week and

division of days and the relationship between days and learning experiences which encompass the passing of time

should all be included in the early years classroom (Siemon, et al., 2011)

Sequencing familiar events in time order

Linear Timeline Sequencing using correct language: first, next, then, last or firstly, secondly, third, last

o Make a Vegemite sandwich, brush teeth, get ready for school (sequencing activity cards included in kit)

o Online IWB activities are found here http://www.iboard.co.uk/iwb/Activity and here http://www.tesaustralia.com/ResourceDetail.aspx?storyCode=6030241

o Growth Chart Record student growth at intervals throughout the year and note changes over a period of time

o Compare the growth of a class plant or family pet and record changeso Compare how students have grown and changed using baby photos to present day, predict

how they will look in the future (examples included in kit)o Make a digital timeline on the IPad App Timeline using students’ own photographs or use

photographs of the sequence of a plant growing

Circular Timeline Discuss and order picture cards relating to events occurring regularly each day. o Discuss events that occur in cycles such as seasonso Digital circular timeline activity http://www.iboard.co.uk/iwb/Activity

Sequencing activity Card Students complete the activities on activity cards and use the digital timer or On-line stopwatch to measure and compare the length of time taken. Which took the longer time?

Sand Timers Included in the Measuring Time Kit are two sand timers one three minute and one five minute. These can be utilised in various ways such as timing an activity such as cleaning up or show and tell.

Non-Standard units of measurement such as hand claps to time duration of eventso How long does it take to sing ‘Happy Birthday to You’, brush your hair, or do 10 star jumps.

Teaching IdeasCompare and order the duration of events using everyday language of time

Days of the Week Cards Display days of the week cards to explicitly teach sequence of days and time language

o Sing a Days of the Week action song each day – linking an action to each dayo Use time language cards to sequence the days of the week – e.g. Today is, Yesterday was,

tomorrow will beo Discuss events which happen on certain days and relate these events to the weekly plannero Identify the weekend and what special activities families do on the weekendo Complete My Favourite Day worksheeto Print and complete Days of the week small book link here

file:///C:/Users/Robyn/Downloads/DaysoftheWeekCutPastereaderFREE.pdf

Monthly Calendar Write the days of the month on the calendar and use the calendar to engage students in understanding the passing of time throughout the year.

o Use the calendar to help count- down to specific eventso Record class birthdayso Note change of seasons

Time Language Cards Use Time Language Cards when discussing cycles of events such as seasons, months of the year

o Display cards on a Word Wall to familiarise students with this terminology

o Sequencing days of the week reading popular children’s books

Differentiation: Many Indigenous students’ understanding of time is different in orientation and values from that of non-indigenous teachers and the curriculum. Indigenous students are more likely to relate to cyclic time than fixed linear time of western society. It is important therefore for indigenous students to be encouraged to develop an understanding of time according to the concepts, orientation and values of non-aboriginal Australia. (Frigo, 1999)

Determining a given point in time through reading a clock face

What time is? Place both an analogue and a digital clock on the wall of your classroom and make several clock faces and display significant times throughout the day, such as lunch, recess and specialist lessons.

o Refer to these clocks and discuss and compare the times and the position of the hands on the clock.

o Use the language of time, to build on children’s understanding of passing time.o Encourage families to try this at home placing significant times such as bed time, dinner

time, school time and breakfast on clock faces positioned near the regular clock.

As a child waits expectantly for a special event, such as a birthday or Christmas time seems to slow down. When it is nearly time to go home the clock goes slower than in the period before lunch time. As children view clock faces and hear the language of time

they become familiar with the language and look of telling the time (Booker, Bond,

Sparrow, & Swan, 2010).

ReferencesAustralian Broadcasting Commision (ABC). (1999). 'How long is a minute?'. Retrieved from ABC Splash:

http://splash.abc.net.au/home#!/media/29619/measuring-time-informally-and-reading-clocks

Australian Curriculum and Assessment Reporting Authority (ACARA). (2015). Mathematics Curriculum Foundation to year 3. Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level2

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching primary mathematics. Frenchs Forest: Pearson Australia.

Community Living Toronto. (2015). Retrieved from Connecability: http://connectability.ca/2011/08/31/brushing-teeth-sequence/

Frigo, T. (1999). Resources and Teaching Strategies to Support Aboriginal Children's Numeracy Learning. Board of Studies NSW.

Online Stopwatch. (2015). Stopwatch, Time bomb, Metronome, Countdown. Retrieved from http://www.online-stopwatch.com/download-stopwatch/

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics foundation to middle years. Melbourne: Oxford University Press.

Snowman, Dobozy, Scevak, Bryer, Bartlett, & Biehler. (2009). Psychology applied to teaching. Milton: John Wiley and Sons, Australia Ltd.

Sparklebox Teacher Resources Limited. (2015). Retrieved from Sparklebox: http://www.sparklebox.co.uk/4361-4370/sb4370.html#.VWZ4Ds-qqko

State Government of Victoria Department of Education and Training. (2015). Awareness of time: Foundation level. Retrieved from http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/Pages/awaretime.aspx#a1