Lesson Segment
(Video Clip) |
Segment Focus |
Questions to Consider While Viewing (Links to Facilitator Notes for PLC) |
Teacher Commentary
(Video Clip) |
Supporting Documents |
| Prior to the Lesson |
Overall structure of the unit |
How did students build background knowledge and motivation about the topic in the previous lessons of the inquiry? See Student Work Samples – Previous Lessons |
Prior to the Lesson (5:04) |
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| Connect/Engage (2:04) |
Review learning about water from the previous week |
What purposes are served by the children sharing their previous learning? |
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| Model and Guide (5:33) |
The teacher displays a large photograph of polluted water, models her thinking about it and how she records her thinking, and adds the students’ inferences and questions as well |
How does the teacher encourage the students’ inferences about the picture? What language do you notice?
How does this segment of the lesson prepare students to work on their own? |
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| Collaborative Practice 1 (3:38) |
Children work with their partners to discuss and record their thinking about their photograph. The teacher confers with each set of partners. |
What do you notice about the students’ work with partners?
How does the teacher guide the students in their thinking and recording of their ideas? |
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| Collaborative Practice 2 (2:53) |
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| Share (6:24) |
Students share questions and inferences from their pictures; teacher leads a discussion and takes notes of major points |
What is accomplished in this sharing session? |
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| Lesson Reflection |
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What are your overall thoughts or questions about the lesson?
What insights did this lesson provide into the overall process of inquiry and development of an inquiry unit? |
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