| Introduction to Inquiry | Kindergarten Animal Unit | Grade 1 Water Pollution Unit | Grade 2 Weather Unit |
|---|---|---|---|
“Compare and Contrast Information from Different Sources”
Weather Inquiry Unit- Grade 2 Sample Lesson #2
Phase of the Unit: Coalesce
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PURPOSES OF THE LESSON:
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| Prior to the Lesson | Students completed Immersion and Investigation phases of the inquiry | Why do you think it was important for the children to spend several days investigating a type of weather of their choice? | Unit Outline Artifacts: Previous Lessons |
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| Connect/Engage (2:53) | Review information collected from two resources in previous lessons | How does the teacher set the students up to be successful in the lesson? | ||
| Model/Guide (6:45) | The teacher models and guides students to notice information that is the same and different between the two resources in the class example (tsunami) | How does the teacher support students in learning how to compare and contrast information from research? | Model/Guide 1 (1:37) | |
| Collaborative Practice (5:50) | Students work in their weather groups to compare and contrast information from their two resources | What authentic purposes for comparing and contrasting information do the students begin to discover in this lesson? | Collaborative Practice (2:04) | |
| Share (5:35) | Students from each expert group share similarities and differences in their research, and respond to questions from their peers | In what ways do you think the children’s understanding of being a researcher is growing in this coalesce phase of the inquiry? | Share (4:23) | |
| Lesson Reflection and Next Steps | Teacher/colleague discussion about the lesson | Lesson Reflection (2:07) |