Lesson Plan

Basic Clock Review

Identifying clocks and their features
Mathew K.
Special Education Instructor
Downey Elementary School
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My Grades K, 1, 2, 3
My Subjects English Language Arts, Math, Science, Social Studies

Students will be able to:

  • Students will identify features on a clock. (Hour/minute/second hands and correct placement of numbers around clock)
  • Students will use understanding of counting and cardinality and place numbers on a clock in correct order.
  • Students will identify type of clock being used (analog/digital).
  • Students will distinguish between minutes and hours.
Grades 1 - 2
All Notes
Teacher Notes
Student Notes

1 Introduction

  • Put clocks in front of students (both analog and digital) that they can manipulate and explore.
  • Have students describe what they have in front of them. Allow students to talk about what the items are used for (praise acceptable answers).
  • Ask students if they could name all of the parts of a clock. Allow time to respond and take answers.
  • Watch Brain Pop JR. video on parts of a clock.
Student Instructions
  • Students participate in lesson through responses to questions. 
  • Students watch movie on projection screen or on iPad at desk.

2 Procedures

Direct Instruction:

  • Using a Nearpod presentation students are introduced/reviewing key concepts in basic clock skills including types of clocks, clock hands, and placement of numbers on a clock. The presentation has review questions throughout, allow students to answer the questions at whiteboard.
  • While checking for understanding on questions, teacher determines if students are ready to move on to next concept.

Guided Instruction:

  • Students are separated into two teams to play game reviewing learned concepts. 
  • Once in their teams, each team receives an iPad to use for the game. Students are to go to the Whiteboard Pro app.
  • Teacher asks questions about materials that were learned during lesson including questions about types of clocks, parts on a clock, and where numbers are located on the clock.
  • Each team will get opportunities to answer questions and then they share their answer with opposing team to check answer. Points can be awarded to both teams for correct answers and checking other teams answers. 
  • At end students are given opportunity to share their own questions with other team to show understanding of materials.


Independent Practice:

  • Students return to seats and further practice materials while completing a Socrative test/quiz.  
  • Teacher checks students answers throughout test and provides feedback for all questions answered by students. 
  • If needed teacher can re-teach materials to students in need.



Student Instructions
  • Using Nearpod, students will respond to questions on interactive whiteboard. Students can also use iPads to review concepts throughout the lesson if free time is available (when teacher is re-teaching specific topics).
  • Using the Whiteboard app students are asked to keep drawings and writing on topic. Only appropriate questions and answers can be used.
  • Using Socrative students utilize computers/iPads to respond to questions about current lesson. If needed students can ask for help.

3 Closure

  • Teacher reviews results from Socrative test and determines if any part of lesson needs to be revisited. 
  • Once understanding of topic is achieved students are given opportunity to create a running study guide to be used for entirety of unit. Students are asked to create an Educreation or Thinglink displaying what they learned during the lesson. The project will be used as a study guide for each student to look over throughout the unit. 
  • A "cheat sheet" will be provided to students to ensure all key topics are covered in project.
  • Students have opportunity to share with class.
Student Instructions

Students will use either app to record themselves talking or type about key concepts in this lesson.