Materials for the lesson

Paper, rubber, colourful pencils, CD player, CDs, egg, bread, rope, chalk

Layout of the classroom

An empty area is needed for students to act what they are told, so desks can be put aside in the classroom

Phase 1

Teacher wants students to choose an important time period for them. For example half past four. Students are required to make masks that will have the time period they have chosen on. While they are making their masks they think why they have chosen that time period. Teacher gives white paper to students and tells how to make their masks and they colour the masks with pencils.

Phase 2

‘find your partner’

Students wear their masks. They stand and become dull image with their bodies showing the time they have chosen. When they are dull images they watch other students to see how they stand and what time they try to show. The masks are on their faces .They become pairs. Partners share the time period they have chosen with each other. Than partners separate and everybody starts to walk around with the music. When the music stops teacher says ‘find your partner’. The aim is to find the partner as soon as possible and sit down. The last group to sit down leaves the game. Game goes on until there is only one couple.

Discussion questions:

1-Why is it necessary for people to know and measure the time?

2-How did you feel when you wore those masks?

3-Are there any places where you hurry up for? What part of the day is it?

Students are required to talk about busy times for them like trying to catch the school bus, going to school on time…etc.

Phase 3

Teacher says;

‘Bread is very important for our lives. We don’t know how bread is made because we have been living in cities for a long time. Let’s think about the story of bread coming our homes every day.’

Students are separated groups of eight-nine. Teacher wants students to perform the story of bread coming to dinner tables. One of the students in each group becomes a thing, a man or a situation and tries to tell a time period like seasons or hours and he /she stands like that time and waits for a while. Than he starts to act the process of making bread and stops. Everybody in group tells his/her time period with body language which is suitable to the previous student’s performance in turns and they stand nearby that student. Everybody in group stands one by one and at the end a story about the process of bread coming to our dinner tables is created. After the first tour, the acts are done nonstop from beginning to the end at the same time .For example the first student can start the performance by planting seeds in autumn, next student can work in the field. The other one can water the plants; another student can ingather in spring. The story of bread goes on like this. If they add sounds to their performances the composition will be more effective. The important thing to see and Show that bread comes our homes after some processes .Everybody in group leaves the acting composition for a few seconds in turns and goes back to his/her place

Homework /Project;

The story of bread can be prepared as a poster. The groups can find articles, pictures, etc. about the process of making bread. Then time periods in posters are studied together or discussed by the students

Phase 4

Evaluation:

Discussion questions:

1-What did you like most about the studies we have made today?

2-What did you like least about the studies we have made today?

3-What kind of time expressions did you use today?

4-What kind of relationship is there between day, year, and month? Explain:

A big clock is drawn on the ground without hour-hand and minute – hand. Students stand on every number and the teacher stands in the middle. The teacher holds a rope and uses it instead of hour-hand and minute-hand. Students tell a time and teacher changes the rope. After the example volunteers become teacher and game goes on like this. If there are too many students more than one circle can be drawn on the ground.