Maker Lesson Plan


Students will need:

  • A computer with the Scratch computer coding
  • A Makey Makey Kit
  • My prototyped game controller
  • “time cards” including the written time (3:00, or 3 o’clock)
  • Computer for Stop the Clock
  • iPads for Telling Time app by Avocado learning

Common Core Standard: 

CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks. For this particular lesson, students will be focusing only on telling time to the hour.

Driving questions:

  • How do we read an analog clock to the hour?
  • How can students build upon their knowledge of telling time through other mediums and relate to their learning?

Lesson Time: This is designed as a three day lesson. Day one would take about 45 minutes to complete, while days two and three would run about 60 minutes each.

Before the Lesson: Students will have listened to the story, The Very Busy Spider by Eric Carle. In this story, students are introduced to telling time to the hour through a very busy spider who describes many different events happening to her throughout her day.

Lesson Sequence:

Day 1:

  1. Introduce the parts of an analog clock with an anchor chart to be completed with students.
  2. Students will begin by practicing identifying the parts of an analog clock. Students should use the terminology including “clock face”, “hour hand” and “minute hand”.
  3. Once this has been established, students will receive their own clock manipulative to practice making the correct time as I call out a time to show.
  4. Students will practice this as a whole-class. As I describe a scenario, “school starts at 8:00am. Show me 8:00 on your clock.”
  5. As I describe each school scenario, I’ll add a sticky note to our daily schedule on the board so students have examples to follow for during buddy work time.
  6. Then students will be able to work with a buddy. Partnerships will echo this same process. One student will say “lunch starts at 11:00. Show me 11:00.”
  7. Each partnership will share out three times to have their buddy make. This collaborative time will be monitored to ensure accurate time is represented as well as correct vocabulary.
  8. Collect clock manipulatives will be collected and students will be introduced to the Makey Makey game controller.
  9. Students will recognize the left, right, up, and down arrow keys on the paper plate.
  10. Students will understand the computer program, Scratch, is meant to be a “game board” with a Sprite character that is capable of moving in those given directions.
  11. Students will be asked “what time does school start?” Upon their response, I’ll model moving game Sprite to touch the “8” on the clock face from the Scratch program using my game controller.
  12. Students will be asked “what time is snack?” Upon their response, I’ll model moving the Sprite character to touch the “10” on the clock face.
  13. Students will be asked “what time is lunch?” and a student will be called up to use the Makey Makey controller to move the Sprite to “11” on the clock face.
  14. A last example will be given to show “what time is special?” where a final student will move Sprite to the “1” on the clock face.
  15. Lesson will conclude for the day after student examples

Day 2 and 3:

  1. Parts of the clock anchor chart will be reviewed. This includes the “face”, hour and minute hand, and appropriately stating the time using the word “o’clock”.
  2. Students will work in four 15 minute centers:
    • Makey Makey Scratch Game
    • iPads: Telling Time app by Avocado Learning
    • Computers: Stop the Clock website
    • Clock manipulative: using clock manipulatives and flash cards
  3. Students will rotate among four stations during this 60 minute lesson either working independently or with a partner
  4. Students that have mastered telling time using analog clock cards will be given the word-form time cards as an extension or challenge to the lesson
  5. Students working with the Makey Makey controller will take turns pulling time cards from the deck and matching it on the Scratch “game board”
  6. Students will be monitored throughout lesson to ensure accurate times are being shown on clocks


I would be able to informal assessments will be made throughout the three day lesson. While students work with a buddy, I will be monitoring the class for accuracy in telling the time to the hour as well as using the correct terminology for this lesson. I would also be assessing their engagement with this lesson’s content and active participation with their buddy.

To assess that students have mastered the skill of telling time to the hour, I could assess in a few ways. One formal assessment that would determine the success of this lesson would be for students to complete a telling time “exit slip” at the conclusion of the three day activities. A summative assessment would be presented at the end of the math unit covering telling time (Unit 2 of Everyday Math). This math assessment follows district requirements.

In order to assess student success with the Makey Makey game controller, I would observe students using the game controller and watching their usage of the arrow key features on the prototype. Accurate navigation of the Sprite character would ensure a successful understanding of the Makey Makey design approach to reinforce the concept of telling time to the hour through the use of a creative medium, the driving question of the lesson.

Lesson Rationale:

Creating a lesson in which students are able to work with a particular skill presented in multiple ways promotes personalized learning. Personalized learning has large role in the success of a student at any grade level. The reasoning behind implementing various telling time activities will allow a wider range of learners to become successful in the way that best-fits their needs.

This particular lesson offers a range of pathways to success. Students will participate in a lesson in which they can relate to. By identifying parts of our school day, each learner will be able to make a connection and deepen their comprehension of the way in which the time in our day changes with each new activity. Secondly, students will be working with hands-on manipulatives. This type of addition in any lesson gives students the chance to operate and manipulate their learning. Students will recognize the way in which the hour hand slowly turns, as the minute hand rotates around the face of the clock. Students create this transition between hours on a clock and will spark their curiosity, including how many hours are in a day? How many minutes in an hour or how many seconds in a minute? Students would then become the leaders of the lesson and have questions answered through visual aids including this one from StoryBots on YouTube:

These concepts, while not necessarily a focus within the lesson, sparks student engagement and encourages students to think critically – what are the smaller tick marks on the face of the clock, how do we count minutes on the clock? These questions lead to the next skill for first graders to master: telling time to the half hour. I believe that this lesson follows the Understanding by Design (UbD). The very first step in this process states to identify desired results, “What should students know, understand, and be able to do? What is the ultimate transfer we seek as a result of this unit? What enduring understandings are desired? What essential questions will be explored in-depth and provide focus to all learning?” (Wiggins 2011). I believe that the design of this lesson speaks to this style of instruction and my students will become more successful in their skills if this strategy was utilized in all lesson planning.

This lesson also relates to the 21st Century learning theory. Their website states that, “When a school, district, or state builds on this foundation, combining knowledge and skills with the necessary support systems of standards, assessments, curriculum and instruction, professional development, and learning environments – students are more engaged in the learning process and graduate better prepared to thrive in today’s digitally and globally interconnected world” (Partnership for 21st Century Learning, 2016). This means that there is significant and beneficial value to implementing four different stations that all address the same content areas. Telling time is a foundational skill that has a global relevance. By becoming familiar with telling time, students can determine parts of their school day, home life, identify AM versus PM, and understand elapsed time.

Visual support and instruction:


This is the anchor chart that would be created at the start of day one. This would allow students to understand the parts of a clock and the appropriate terminology.

Here are two different types of clock manipulatives that students will use during the three day lesson.

These are the clock flash cards students will use when working with the clock manipulative as well as the Makey Makey kit and Scratch “game board” to move the Sprite to the appropriate hour.

Additional support:

How to operate the Makey Makey Game Controller:

  1. Connect four different alligator clips to the arrow keys on the Makey Makey device
  2. Match the designated up, down, left, right arrow keys to the corresponding “arrow” squares on the Makey Makey game controller
  3. Connect the Earth alligator clip to a watch that’s touching your skin or hold the earth alligator clip in your hand so it allows movement
  4. Open up Scratch “Game Board” and press green flag to so Sprite becomes active

Screen Shot 2016-06-11 at 2.47.41 PM


Framework for 21st Century Learning – P21. (n.d.). Retrieved June 11, 2016, from

Sthec2. (n.d.). Retrieved June 11, 2016, from

(2013). Time: “Seconds, Minutes and Hours” by StoryBots. Retrieved June 11, 2016, from

Teachers Pay Teachers. (n.d.). Retrieved June 11, 2016, from

Time Match {FREEBIE!!}. (n.d.). Retrieved June 11, 2016, from

Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD.


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