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Monday Morning Ready03.16.2015
Jumpstart Your Week!

When your alarm went off an hour early after the country moved into daylight saving time, did you want to hit the snooze button? If your body complained, it had good reason. Most Americans lose at least an hour of sleep after setting their clocks ahead. An hour may not seem like much, but medical research suggests that it has an impact on our bodies... < read more >
DISCUSSION QUESTIONS
Grade 3-4

Based on what you read, do you think people should continue to practice daylight saving time? Why or why not?

Grade 5-6

If switching clocks back and forth is so bad for our health, why do you think people continue to observe daylight saving time? What do you think it would take for people to decide to stop?

Grade 7-8

Did you know that adjusting your sleep patterns by just one hour could have such an impact on your health? What are some things you could do to minimize the impact of this the next time daylight saving time comes around?

Grade 9-10

Medical studies have established clear links between disruption of sleep cycles and increased heart attacks, obesity, diabetes and high blood pressure. Yet countries around the world continue to adjust their clocks twice a year. What possible benefits could daylight saving time bring that are more important than the damage it does to people's health?

LESSON PLAN
Make a Brochure / Calculate Time

PROCESS:

  1. Before conducting this activity, download the printable map of world time zones. Make a copy for each student.
  2. Display the interactive map of world time zones. Encourage volunteers to select two locations. As a class, in small groups, with a partner or on their own, have students calculate the time difference between the two cities. Work through several examples.
  3. Drag the cursor off one edge of the map and watch it reappear on the opposite side. Discuss what this means. (a change in date) Challenge students to identify times when a change like this could impact their lives. (daylight saving time or when they travel)
  4. Give each student a copy of the printable map. Then take the class on a virtual trip around the world with the GeoGuessr Game. Encourage students to look for clues in the landscape and architecture as they attempt to identify five mystery locations. Let majority rule as you plot a guess for each. Then click to see if the guess was right.
  5. Instruct students to make a red dot on their paper maps to plot each guess and a blue dot to plot each answer. Tell them to draw a line between each set of dots.
  6. Point out to students that the game reveals the distance between each guess and the correct location. With their worksheets, they can figure out the difference in time. If necessary, explain what Greenwich Mean Time is and that it is based on the Prime Meridian (0° longitude). Assuming that it’s noon there, challenge students to calculate the current time in each of the other locations. Then have them calculate the time difference between each set of cities.
  7. In small groups or with a partner, challenge students to create a brochure with information about time-related events taking place in locations identified in the game.

ASSESSMENT:

Invite groups to share their brochures with the class. Inspect each to determine that it tells about at least one time-related event.

CUSTOMIZE THE LESSON:

Grades 3-4:
Divide the class into small groups. Instruct groups to pick one location from their maps and conduct research to learn more about it. Encourage them to create a brochure about the location that includes details about at least one time-related event.

Grades 5-6:
Divide the class into small groups. Instruct groups to pick one location from their maps and conduct research to learn more about it. Encourage them to create a brochure featuring two or more events that take place here. Remind students to include a schedule so visitors know when the events take place.

Grades 7-8:
Assign each student a partner. Instruct partners to pick five locations from their maps and conduct research to learn more about each. Encourage them to create a brochure advertising a world tour with stops in each place. Challenge them to include information about several events that take place in each location. Remind students to include a schedule so visitors know when the events take place.

Grades 9-10:
Challenge students to outline the schedule for an around-the-world trip that stops at all 10 locations. Instruct them to conduct research to learn more about each place. Encourage them to create a brochure for the trip that includes details about several events that take place in each location. Remind students to include a schedule so visitors know when the events take place.

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