Week 8- WebQuest Sharing1. Write a brief overview of your WebQuest. Include the title of the WebQuest, grade level it was designed for and include a URL to your WebQuest.2. Describe key insights gaine

Telling Time

Justin Hedberg

Brandman University

December 15, 2018

Telling Time

Introduction

Everyone wants to know how to tell time correctly, and since everyone wants to be punctual also for example when going for an important appointment or when going for a morning lesson, it is essential therefore, that we learn how to tell time. This project is based on the WebQuest and it aims at helping the learner to grasp the basics in their process of learning how to tell time (Schwarz et.al.; 2015). If you do not know how to tell time you can find yourself in a situation where you wake up at 1 a.m and start preparing for school instead of waking up at 7 a.m! Isn’t that bad?

Task

By the end of this three day lesson you should have the basic knowledge of how to tell time on the clock. First, you will learn a song that is called ‘Hip Hop Around the Clock’. On the next day you will sing the song with your partner then the whole class will sing the song as the teacher moves the hour and the minute hands on the clock. This song will guide you in the following learning process (Sheahan et.al.; 2015). You will then watch a video about time with your partner and then practice what you have learnt on a WebQuest worksheet.

On the last day, you should be able to make a clock on your own using paper, fasteners, markers and a pair of scissors. You should now be able to move the hands of your clock to the positions stated by your teacher (Turk et.al.; 2018). The Measurement and Geometry 1.0 – 1.4 and Number Sense 1.0 are the California standards that should be met for the lessons and the tools used.

Conclusion

The learner has been equipped with the knowledge of telling time, congratulations! We will now want to apply this knowledge in real life situations. The teacher can choose an outdoor activity that involves the measurement of time and reading time on a clock. These are the first steps into becoming proficient in telling time.

This lesson equips the learner with important skills that will be applied throughout their lives. The learner should now be able to relate time with events. They can look at the position of sun and tell whether the time is a.m., which means before midday or p.m. that is after midday. Also, the learner can apply this knowledge by looking at the length of the shadows of the trees. Longest shadows occur in the morning and in the evening. This will help the learner to relate time with events.

Teacher Page

It is important that the learner is helped to learn the song as a form of multiple intelligence. The learner should also be guided in the steps to making a clock. This lesson should be done in a step to step manner in order for the learners to integrate and retain most of the knowledge (Siegler et.al.; 2014). The student will move the hands of the clock according to the teacher’s instructions and they will be evaluated on how well they have learnt to tell time. Main skills targeted are observation, comprehension and retention of knowledge using a step by step approached that meets the curriculum standards. I would propose that after learning how to tell time on a clock, the learner should now be taught how to relate both this clock and the digital watch. Using YouTube tutorials for self-learning will be of great value.

Reference

Schwarz, L. M., & Leibold, N. (2015). Quick Quality WebQuests: Tips to Rapidly Create an Excellent Virtual Educational Activity. Minnesota eLearning Summit.

Sheahan, L., While, A., & Bloomfield, J. (2015). An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students. Nurse education today, 35(12), 1148-1154.

Siegler, R., & Jenkins, E. A. (2014). How children discover new strategies. Psychology Press.

Turk, D. B., & Berman, S. B. (2018). Learning through Doing: A Project-Based Learning Approach to the American Civil Rights Movement. Social Education, 82(1), 35-39.