You will learn
- Say what the present is.
- Use present time words.
- Describe what is happening now.
- Notice that now becomes past.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- The present is now.
- Today and now are present words.
- The present moves on.
- Now becomes the past.
Words to know
time that is happening now
this day
at this moment
a very short time
1. Discover: Right now
Mr Cole claps. “Right now,” he says, “we are in the classroom. It is Tuesday. It is a sunny morning.” He claps again. “That clap is already in the past!” The class laughs. “The present moves quickly,” he says.
Think: What is happening right now?
2. Understand: The present
Idea 1: The present
The present is time that is happening now. Today, this morning and this week are present words. We use the present tense: I am reading, I walk, I play.
Idea 2: Now moves on
Every moment of now soon becomes the past. When you finish a sentence, that moment is gone. The present is always moving forward.
Idea 3: Noticing now
We can notice the present with our senses: what we see, hear, smell, taste and feel. Noticing helps us be calm and aware.
3. Worked examples
Example 1 (I show you): Say now
What is happening?
- Look.
- Listen.
- Say.
Answer: We are in class.
Example 2 (We do it together): Time words
Which are present?
- Read.
- Decide.
- Say.
Answer: Today and now.
Example 3 (You try): Change
Say what changed.
Show the steps and answer
- Notice.
- Wait.
- Say.
Answer: The clap is in the past.
Did you know?
The light we see from the sun left it about eight minutes ago, so we see the sun as it was in the past, not exactly as it is now.
Why this matters
Being aware of now helps us learn and enjoy each moment.
4. Explore: Present moment
Close your eyes for a moment. Listen to five sounds. Open your eyes and say what you heard. Then say which sounds are now in the past.
- Be still.
- Listen.
- Say.
- Reflect.
Think about it: what did you notice?
What did you notice? Each sound passed quickly.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The present is ___.
- Today is ___.
- Right now I am ___.
- The present becomes the ___.
Guided practice
Question 1. What is the present?
Now.
Question 2. Name a present word.
Today.
Question 3. What is happening now?
We are learning.
Independent practice
Level 1: Start
- What is the present?
- Name a present word.
- What is happening now?
- Does the present move on?
- What does now become?
Level 2: Grow
- Why notice now?
- Why does it move on?
- Why use present words?
Level 3: Stretch
- Draw what is happening now.
- Say three present sentences.
- Listen and name sounds.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Say what you are doing right now.
Show a sample answer
Answers vary.
Another one. Notice five things around you at home.
Show a sample answer
Share.
7. Common mistakes
Fix: It keeps moving.
Fix: It is the real moment.
8. Lesson summary and revision card
- I can say what the present is.
- I can use present time words.
- I can describe what is happening now.
- I can notice that now becomes past.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- The present is now.
- Today and now are present words.
- The present moves on.
- Now becomes the past.
11. Next lesson
Next lesson: What is the future?. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is the present? [2 marks]
- Say two present sentences. [3 marks]
- Explain how the present becomes the past. [3 marks]
- Name one way to notice the present. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Meaning [1]; example [1]
- Two sentences [2]; present tense [1]
- Moves [1]; now to past [1]; example [1]
- Senses [1]; clear [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is the present?
- Name a present word.
- What is happening now?
- Does the present move on?
- What does now become?
- Why notice now?
- Why does it move on?
- Why use present words?
- Draw what is happening now.
- Say three present sentences.
Homework
Notice five sounds at home and tell your teacher.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is the present? | Now. | 1 |
| 2. Name a present word. | Today. | 1 |
| 3. What is happening now? | We are learning. | 1 |
| 4. Does the present move on? | Yes. | 1 |
| 5. What does now become? | Past. | 1 |
| 6. Why notice now? | Be aware. | 1 |
| 7. Why does it move on? | Time passes. | 1 |
| 8. Why use present words? | Say what is happening. | 1 |
| 9. Draw what is happening now. | Drawing. | 1 |
| 10. Say three present sentences. | Sentences. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Now.; 2 Today.; 3 We are learning.; 4 Yes.; 5 Past.. Level 2: 1 Be aware.; 2 Time passes.; 3 Say what is happening.. Level 3: 1 Drawing.; 2 Sentences.; 3 Names..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what the present is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Use present time words | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Describe what is happening now | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Notice that now becomes past | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Now stays the same.” It keeps moving.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Take a few quiet moments and listen.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns about the present. Please practise noticing sounds together. You do not need to be an expert to help.
- Say what is happening now.
- Practise mindful moments.
- Use present words.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what the present is; use present time words; describe what is happening now; notice that now becomes past.
Prerequisite knowledge. Grade 1 ideas: myself, family and routines.
Materials. Paper, crayons. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Choose a calm space.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask what is happening now.
Explanation (10 min). Teach the present.
Guided activity (10 min). Listen exercise.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the present? Does it stay?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Now stays the same.” It keeps moving.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Take a few quiet moments and listen. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 1 Unit 7, topic 2; NCSS C3 Framework, change, continuity and context; Cambridge Primary Humanities, time and change; IB Primary Years Programme, where we are in place and time. These sources informed the lesson.