Journey Through Time

Slide 3

Introduce the ground rules to the learners. You can check out our lesson approach if it’s your first time conducting an Eddy lesson.

Slide 4

Arrange the learners in a circle and assign them a number from 1 to 12.

Tell the learners that the teacher will point the clock hands (either the short or long hand) to a number and the student with that number must stand up.

• For example, if the teacher, changes the position of the long hand from 2 to 3. The learner who is assigned the number 3 must stand up.
• Explain other rules of the game to them.
   

Slide 5

Learners who are not assigned a number can use the clock to point to specific numbers instead of the teacher.

To make the game more inclusive, you can modify the game by allowing students to partner up and have each pair represent a number on the clock. For example, one student can be the short hand and the other can be the long hand for a specific number on the clock. This will allow more students to participate and engage with the game.

Note: Educators may check out this alternate activity.

Slide 6

Introduce the slide by explaining to the learners that they are about to embark on an exciting journey to explore different time periods and learn about how people told time.

Encourage learners to use their imagination and visualize themselves as time travelers who are going on an adventure.

Ask the learners, "How excited are you for this journey?" and give them a few moments to think about their response.
 

Slide 7

Introduce ThingLink to the learners, explaining that it is an online tool that allows users to create interactive images and videos by adding clickable links, text, and multimedia.

Slides 8, 9

Introduce the scenario to the learners. 

Guide them to scan the QR code or click on the link.

They need to solve some puzzles.
To demostrate how to use Thinglink for the activity, use this video tutorial.

Slide 10

Direct the learners to click on the globe icon to reveal the puzzle.

Instruct the learners to click on the game icon to get clues to solve the puzzle.

Remind the learners that they can click on the “i” icon to get more information.

Explain to the learners that they need to use the chart to solve the code.

Assign different parts of the code to different learners in the group.

Encourage learners to work together to solve the puzzle and to communicate effectively with each other.

The secret word is “sundial”.

Slide 11

Ask the learners to think about when a sundial cannot be used. 

Encourage them to think beyond nighttime and consider other factors that may affect its use, such as cloudy or overcast weather, or being in a location where the sun is not visible.
 

Slides 12, 13

As the learners explore the Middle Ages, they will come across various inventions and tools that were used to measure time. 

One of these tools is the hourglass, which was commonly used in the Middle Ages to measure short periods of time. 
 

Slides 14, 15

Age of pendulum clocks

Explain the scenario to the learners.

Introduce the activity by explaining that the students will be fixing a pendulum clock that is not working properly.

Show the learners the jigsaw puzzle on ThingLink and explain that they will need to solve the puzzle in order to fix the clock.

Encourage learners to work collaboratively within their groups to solve the puzzle. The correct answer to the question is “two”.

Slide 16-30

Basic concepts: Explain the basic concepts related to time to the learners. These include the hands of a clock and how to tell time.
 

Slide 31

Begin by showing your learners a picture of Suzie with a clock in the background, pointing out that she appears to be in two different places at the same time.

Ask your learners to brainstorm possible explanations for how Suzie can be in two places at the same time. Encourage them to think creatively and come up with a variety of possible solutions.

After your learners have had some time to brainstorm, lead a discussion to share their ideas.

Here are some possible responses that your learners might come up with:

• Suzie has an identical twin sister who looks exactly like her and they take turns appearing in different places.
• Suzie has a magic power that allows her to be in two places at the same time.
• It's a trick of photography or editing, and Suzie was actually only in one place the whole time
• Allow them to explain their thought processes and reasoning behind their suggestions.
   

Slides 32- 35

Explain the concept of A.M and P.M to the learners.

Slides 36, 37

The learners have returned and are exploring a modern city and have come across a secret door.

Explain that the learners will need to use their knowledge of how to read analog clocks to crack the code and open the secret door.

Provide the link to the Thinglink activity where the students will complete the task.

Encourage learners to work in small groups and collaborate to solve the code.
 

Slides 38, 39

Introduce the tool that the learners will be using to create their timelines. In this case, it is the ReadWriteThink timeline creator.

Explain them what a timeline is.
 

Slide 40

Walk the learners through the process of creating their own timelines. Start by having them choose a day or week from their own lives to use as the basis for their timeline.

Have the learners add events to their timeline, such as waking up, going to school, eating lunch, and going to bed. Encourage them to be as detailed as possible and to include both important and routine events.

Once the learners have added all of their events to the timeline, have them arrange them in chronological order. This will help them visualize the progression of their day or week.
 

Slide 41

Consolidate learning and invite learners to share their experiences.