Activity 01
My Daily Routine Clock
Students create a clock on a paper plate, dividing it into a.m. and p.m. halves. They then draw or write their key daily activities (like waking up, school, lunch, playtime, dinner) at the correct time and in the correct half.
Explain the difference between 7:00 a.m. and 7:00 p.m. using daily activities.
Facilitation TipProvide a pre-made list of daily activities to help students who might struggle with ideas.
What to look forExit Ticket: Ask students to write the current classroom time on a slip of paper with the correct a.m. or p.m. label before leaving the class.
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Activity 02
a.m./p.m. Sorting Race
The class is divided into two teams. The teacher calls out an activity with a time, for example, 'Eating breakfast at 8:00'. A student from each team runs to the board and writes the time under the correct column: 'a.m.' or 'p.m.'.
Identify whether daily events like school assembly, lunch, and bedtime happen in the a.m. or p.m.
Facilitation TipUse picture cards of activities for visual learners to make the game more inclusive.
What to look forWorksheet with two columns, a.m. and p.m. Students sort a mixed list of times and activities (e.g., 'sunrise', '2:00 in the afternoon', '9:30 at night') into the correct column.
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Activity 03
Human Timeline
Give each student a card with a time and an activity (e.g., 7:00 a.m. - Wake up, 1:00 p.m. - Lunch, 8:00 p.m. - Dinner). Students must then arrange themselves in a line in the correct chronological order from the start of the day to the end.
Analyse a list of times and sort them into a.m. and p.m. categories.
Facilitation TipStart the activity by placing the '12:00 a.m. Midnight' and '12:00 p.m. Noon' students as anchors.
What to look forA short quiz including questions that require students to write the time for given events (e.g., 'quarter past seven in the evening') and identify errors in given times (e.g., 'I eat lunch at 1:00 a.m.').
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Generate Complete Lesson→A few notes on teaching this unit
Begin by creating a timeline of a typical day on the board, from waking up to sleeping. Introduce 'noon' (12 p.m.) as the middle point when we have lunch and 'midnight' (12 a.m.) as the starting point of a new day. Label everything before noon as 'a.m.' and everything after noon as 'p.m.', constantly relating it back to the students' own experiences.
After this lesson, students will be able to accurately tell, write, and understand any time in the 12-hour format, connecting it confidently to their own daily schedule.
Watch Out for These Misconceptions
Students think 12:00 a.m. is noon and 12:00 p.m. is midnight.
Explain that 'p.m.' stands for post meridiem, meaning 'after midday'. So, 12:00 p.m. is midday (noon) itself, marking the start of the afternoon. Conversely, 12:00 a.m. is midnight, the moment a new day begins.
A common error is believing a.m. is for the entire morning and p.m. is for the entire evening, forgetting the afternoon.
Clarify that the a.m. period runs from midnight (12:00 a.m.) up to 11:59 a.m. The p.m. period starts at noon (12:00 p.m.) and covers the afternoon, evening, and night until 11:59 p.m.
Students write redundant phrases like '9:00 a.m. in the morning'.
Teach them that 'a.m.' is a shorthand for 'in the morning' (ante meridiem). Therefore, saying both is unnecessary. One should either say '9 o'clock in the morning' or simply '9:00 a.m.'.
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