TIME FLIES! – Colour, Pattern, Measurement

Students will be able to:

1. Create a 3-dimensional analog clock;
2. Create patterns using crayon resist technique;
3. Use the clock to practice telling and writing the time;
4. Demonstrate technical accomplishment and creativity; and
5. Support their ideas with evidence found in the works.

1. Have students measure the dimensions of their clock using mathematical language, e.g., height, length.
2. Have students estimate how many student-made clocks it will take to cover a variety of surfaces, then place the clocks on the surface to count them. 
3. Have students design and create a digital clock, and then compare the two clocks and how they were made.

1. Download images of clocks from the Internet, or find images in books or magazines.
   Swiss Clock
   Austrian Clock
   Clock
   Digital Clock
   Digital Wall Clock
2. Download the Colour poster available on this website.
   Posters 
3. Gather and make available picture books about time, for example, The Clock Struck One: A Time-telling Tale, by Trudy Harris; What Time Is It, Mr. Crocodile?, by Judy Sierra; Telling Time with Big Mama Cat, by Dan Harper; A Second Is A Hiccup, by Hazel Hutchins; Bats Around the Clock, by Kathi Appelt.
4. Photocopy the clock face pattern, enough for each student. (Downloads – Clockface_Pattern.pdf)
5. Prior to this lesson have children learn how to tell time with an analog clock. 
6. Create a sample clock.

1. View the various pictures of clocks and chart the differences between analog and digital clocks. 
2. Review the parts of an analog clock.
3. Show students your sample clock.
4. Have students take turns writing different times on a chart paper, and ask other students to show that time on the clock. 
5. Introduce the challenge.

1. Once all the clocks are complete ask students to share them in partners or small groups. 
   Ask them to:
   - Look closely at the clocks and how they are made.
   - Share thoughts about the work.
   - Talk about how pattern, detail and colour are used to create a unique clock.
   - Talk about what was difficult about making the clock and explain why.
   - Tell what was satisfying about making the clock and explain why.
2. Ask some students to share their ideas with the whole class.
3. Provide time for students to use their clocks to practice telling and writing time throughout the next few weeks.
    

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
2. Observe students as they discuss their clocks – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
3. Use a checklist to track progress. (Downloads – Clock_tracking.pdf)
4. Have students use the self-assessment form to evaluate their work. (Downloads – Clock_self-assessment.pdf)