Tour Guide Time

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Objective

SWBAT read inofrmative text to plan a specific schedule for a day spent exploring Washington, D.C. Their schedule will include specific times represented on analog clocks as well as elapsed time.

Big Idea

Creating a schedule for a tour of Washington, D.C. gives students a creative way to apply what they know about units of time.

Opener

7 minutes

There are many different ways to approach a trip.  Some people like to just head off and make decisions as they go.  Other people like to plan their day and have a list or schedule of what they would like to do when they visit a new place.

If you were headed off for a day in Washington, D.C., which approach do you think you'd take?(Students can write a few sentences on the entrance ticket or they can be prepared to answer orally or to share out with a partner.)

Guided Practice

10 minutes

I present students with this scenario, because they all love to go to the county fair.  Any activity could be used as a replacement.

"Pretend you were off to spend a day at the fair with your family and a friend.  You are going to be there from 10 a.m. to 6 p.m. and you know that you know that your family wants to meet to have lunch together at 1:00  p.m.  Additionally, you and your friend have several rides you want to go on."

"These are the things the two of you definitely want to do."  I write up the following.

Frisbee Dogs  3:00 pm - 3:30 pm 

Illusionist  4:00 pm - 5:00 pm 

Tractor Pulls  10:00 am - 10:30 am or 11:00 am - 11:30 am

Tilt-a-Whirl (10 minutes in line and 5 minute ride)

House of Mirrors (5 minutes in line and 15 minutes inside)

Haunted House (10 minutes in line and 15 minutes inside)

Ferris Wheel  (5 minutes in line and 5 on ride)

Speedy Rollercoaster  (15 minutes in line and 5 minute ride)

Then I talk through a planned schedule.  For the sake of convenience, I pretend that everything is a five minute walk from everything else.  We list the possible schedule together.  Gaps of more than five minutes are allowed between activities!

Independent Engagement

30 minutes

Students may consult with each other during this activity but each child needs to fill out their own schedule.  

In addition, I've provided two levels of this activity, one which the students begin at :25 past the hour but are dealing only in 30 minute increments, one in which they are working with varying intervals of 5, and one in which they are telling time to the minute.

Wrap up

4 minutes

For the wrap up, I either pull two names randomly or ask for two volunteers to share their tour of D.C.  I ask them to pretend that they are a tour guide recruiting people for a paid tour.  How much will they be able to fit in?  Why should we go on their tour?