Objectives (5 - 10 minutes)

1. Identify the different components of a clock: Students should learn to identify and name the parts of an analog clock, such as the hands (hours, minutes, and seconds), the numbers, the dial, etc. This will establish the basis for understanding how the clock works and reading time.

2. Learn to read the time on an analog clock: Students should be able to read the time, both full and half hours, on an analog clock. They will practice reading time in everyday situations, such as the time to arrive at school, meal times, TV program schedules, etc.

3. Solve problems involving reading clocks: Students should be able to solve simple problems involving reading clocks. They will solve problem situations that require reading time, such as 'If snack time is at 10:15 AM and it is now 9:30 AM, how much time is left until snack time?' or 'If the show starts at 7:45 PM and lasts 30 minutes, what time does it end?'.

Introduction (10 - 15 minutes)

1. Review of contents: The teacher should start the lesson with a brief review of related contents, such as counting hours, the difference between day and night, and the sequence of numbers from 1 to 12. This will prepare the students for the new topic and reinforce important concepts.

2. Problem situations: Next, the teacher should present two problem situations involving reading clocks. For example, the teacher could say: 'Imagine you are watching a TV show and mom says the show ends at 6:30 PM. You look at the clock and see it's 6:15 PM. Do you have time to watch the end of the show?' or 'You are playing at the park and dad said you have to be back home by 5 PM. You look at the clock and see it's 4:30 PM. How much time is left to get back home?'. These problem situations will spark students' interest and show the importance of the subject.

3. Contextualization: The teacher should explain to the students that the ability to read clocks is very important as it helps us organize our time. Additionally, mention that despite many people using digital clocks or cell phones nowadays, analog clocks are still very common in our homes, schools, parks, etc.

4. Introduction to the topic: To introduce the topic, the teacher can share two curiosities. The first is that analog clocks, with hands, were invented over 4,000 years ago, while digital clocks, with numbers, are much more recent, having been invented only in the 20th century. The second is that in the past, people could not carry their clocks with them all the time, as we do today with our cell phones. That's why pocket watches were very popular. This introduction should capture students' attention, arouse their curiosity, and motivate them to learn more about reading clocks.

Development (20 - 25 minutes)

The teacher can choose from three practical activities for the class, each designed to help students consolidate their understanding of the different components of a clock, how to read the time on an analog clock, and solve simple problems involving reading clocks.

Activity 1: Human Clock

1. The teacher divides the class into groups of 6 to 12 students and asks them to form a large circle in the classroom or schoolyard.

2. Each student receives a card with a number from 1 to 12, representing the hours on a clock. The student with the number 12 stands in the middle of the circle, representing the clock's axis, and the other students spread out around him, representing the clock numbers.

3. The teacher then announces a time (for example, '3 o'clock' or '9:30 AM') and the students must position themselves around the 'human clock' to represent that time.

4. The teacher can vary the activity by asking students to move to represent different times or by asking them to look at the 'human clock' and say the times being shown.

Activity 2: Building a Clock

1. The teacher divides the class into groups of 4 to 6 students. Each group receives a large cardboard plate, a pencil, a ruler, and a sheet of paper with the numbers from 1 to 12.

2. Students should draw a large circle on the cardboard plate and mark the numbers in their correct positions, as on a clock.

3. Next, they should make three small paper hands and attach them to the center of the 'clock' with a paper clip. One hand represents the hours, another the minutes, and the third the seconds.

4. The teacher can then announce different times, and the students must position the hands to correctly indicate the announced time.

Activity 3: Walk Time

1. The teacher divides the class into groups of 3 to 5 students and gives each group a 'Walk Record Sheet' that he created beforehand.

2. The sheet should contain a series of instructions for the students, such as 'Find a clock and draw the time it would be now if you were at home', 'Walk to the next clock you find and draw the time it will be in 1 hour', 'Your walk lasts 1 hour and 30 minutes. Draw the times when your walk will end'.

3. Students should then follow the instructions, drawing the hands on their paper 'clocks' and noting the corresponding times.

The teacher should choose the activity that best aligns with the class dynamics and is most suitable for the classroom environment. All activities are designed to be fun and engaging while reinforcing learning about reading clocks.

Return (10 - 15 minutes)

1. Group Discussion: The teacher should gather all students in a large circle and facilitate a group discussion about the activities. Each group will have the opportunity to share their discoveries, problem-solving solutions, and conclusions. The teacher should encourage students to explain how they solved the problems, what strategies they used, and what difficulties they encountered. During the discussion, the teacher should ask questions to stimulate critical thinking and reflection, such as 'Why do you think the hour hand moves slower than the minute hand?' or 'How do you know the clock is showing 10 o'clock and not 2 o'clock?'. This group discussion allows students to learn from each other, reinforce their understanding of the subject, and develop their communication and collaboration skills.

2. Connection to Theory: After the group discussion, the teacher should make the connection between the practical activities and the theory. For example, point to the 'human clock' and explain how each student represents a clock number, or show the cardboard 'clock' the students built and explain how the hands move to indicate the time. The teacher should also highlight the main learnings of the lesson, recalling key concepts such as the difference between the hour, minute, and second hands, and strategies for reading the time on an analog clock.

3. Final Reflection: Finally, the teacher should propose that students reflect on what they learned in the lesson. He can ask two simple questions to guide this reflection:

   • 'What did you find easiest when reading the clock and what did you find most difficult?'

   • 'How can you use what you learned today in real life?'.

   Students should have a minute to think about these questions, and then anyone who wants to can share their answers with the class. This final reflection helps students consolidate their learning, recognize their achievements, and think about how they can apply what they learned in real situations.

This return stage is crucial to ensure that students have understood the concepts taught, to consolidate learning, and to encourage reflection and self-assessment.

Conclusion (5 - 10 minutes)

1. Summary of Contents: The teacher should start the conclusion of the lesson by giving a brief summary of the main topics covered. He can review the identification of the components of an analog clock, reading the hours, including full and half hours, and solving problems involving reading clocks. The teacher can use the 'human clock' or the cardboard 'clock' to illustrate these concepts.

2. Connection between Theory and Practice: Next, the teacher should explain how the lesson connected theory to practice. He can mention how the practical activities allowed students to apply theoretical concepts in a concrete and meaningful way. The teacher can also highlight how group discussions and reflections helped deepen students' understanding of the subject.

3. Extra Materials: The teacher should suggest additional materials for students who want to deepen their knowledge on the subject. This may include online games, educational apps, children's books about time, explanatory videos, etc. The teacher can prepare a list of these materials to distribute to students or recommend specific websites for students to explore at home.

4. Importance of the Subject: Finally, the teacher should reinforce the importance of the subject for students' daily lives. He can mention how the ability to read an analog clock is useful for organizing time, being punctual for appointments, planning activities, etc. Additionally, the teacher can emphasize that despite many people using digital clocks or cell phones nowadays, analog clocks are still very common in our homes, schools, parks, etc.

5. Closure: The teacher should end the lesson by thanking everyone for their participation and reinforcing the importance of the subject. For example, he can say: 'Remembering always that, even with all these technological devices we have, like cell phones and computers, it is very important to know how to read an analog clock. This is a skill that you will be able to use throughout your life, in many different situations. So, keep practicing, and soon you will be true masters in reading time!'.

The conclusion is an essential step to consolidate learning, motivate further study, and reinforce the importance of the subject for students' daily lives.