What Time in the World Is It? (AIG IRP)
Students will find the current digital time here and in other parts of our country/ other countries and will record the times on analog clocks. This activity could be further extended by having students recognize how many hours forward or backward time is in another area and make addition and subtraction problems. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.
Brief Description of Lesson/Task/Activity: Students will find the current digital time here and in other parts of our country/ other countries and will record the times on analog clocks. This activity could be further extended by having students recognize how many hours forward or backward time is in another area and make addition and subtraction problems.
Time Frame: 1 class period
Type of Differentiation for AIGs:
Adaptations for AIGs:
Explanation of How Resource is Appropriate for AIGs: This activity involves real-life application and global awareness. Also, thinking about differences in time based on time zones requires a level of abstract thinking that most 2nd graders do not yet have.
- Recording sheet
- Maps of the United States and of the World
- Globe and flashlight
5. Use appropriate tools strategically.
6. Attend to precision.
Stage 1: Engage
Ask: What time is it? (Student answers). We have already had breakfast today, and it is too early for lunch. What time do you think it is in California? Point to California on a map (wall map or projected). Why do you say so?
What do you already know about the relationship between the Earth and the Sun? Ask a student to hold a flashlight as you turn the globe. If we pretend that the flashlight is the sun, you see that the sun is shining in North Carolina. But look at the other side of the globe. It is dark here. It is night, so it is a different time there.
Project/share http://www.worldtimezone.com/. Here is a website that shows what time it is all over the world. What do you notice about the times in different places? How do the times change as we move one direction or the other? It is 10:30 a.m. here, but in California it is three hours earlier. It is 7:30 a.m. Across the world in France, it is 6 hours later so it is 4:40 in the afternoon there. Allow students to name times in different places around the world.
How could I make an addition or subtraction problem? Here is an example: It is 12 o’clock noon in North Carolina, and I am eating lunch. What time is it in California? 12 – 3 = ? It is 9 o’clock in the morning in California.
Stage 2: Elaborate
Independent work: On your recording sheet (attached), there is a place to put the time where we are here and also put the time of three other places. Try to choose different places than a friend chooses. You may use the website we used earlier. When you have recorded the times, draw the times on the analog clock faces. Then use the information you have found to write some time problems. You must write at least 3 problems.
Stage 3: Evaluate
Following their independent work, the students will participate in a group discussion using a US map that shows time zones (see http://www.time.gov/ as an example). The students will respond to the following types of questions while the teacher assesses their ability to do so successfully. The teacher should assist the students with identifying places that they don’t already know as this lesson is focused on time and differences in time rather than on geography.
- If it’s 6:00 p.m. in North Carolina, what time is it in Colorado?
- When we’re eating breakfast, what might people in Washington State be doing?
- If I leave North Carolina at 10:00 a.m. and drive to Western Tennessee in 8 hours, what time will it be there when I get there? (This type of problem is much more complex and would provide a good challenge for some learners.)