Introduction to Inquiry Kindergarten Animal Unit Grade 1 Water Pollution Unit Grade 2 Weather Unit

“Draw to Learn from Pictures”

Animal Inquiry Unit- Kindergarten Sample Lesson #1
Phase of the Unit: Immerse

Draw to Learn from Pictures PURPOSE OF THE LESSON: To prepare students for doing research on animals of their choice by:

  • Conducting a shared inquiry about one animal chosen by the class (penguins);
  • Introducing the use of a Reading and Analyzing Nonfiction (RAN) chart as a method of organizing the inquiry;
  • Teaching children how they can research a topic by learning from pictures in nonfiction texts and thinking about, recording, and remembering their new learning through drawing (graffiti boards);
  • Establishing how the familiar structure of stations can be applied to ongoing research.

 

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 has the teacher prepared the students for success in the unit as a whole? Prior to the Lesson (3:02)

 

 

 

 

 

 

 

 
Connect/Engage (7:09) Review turning and talking and characteristics of nonfiction texts, including text features Why is turning and talking important to an inquiry unit?
What do you notice about the children’s prior knowledge about informational text?
Model (2:30) The teacher thinks aloud as she views the pictures in the text What does the teacher accomplish by her modeling? What language does she use to achieve her purposes? Model (2:03)
Guided Practice 1 (6:02) Students turn and talk and share their thinking as the teacher shows pictures from the text How does the teacher gradually release responsibility to the students?
What support does she provide?
Guided Practice 2 (5:34) What does the teacher accomplish with her conferring as the children turn and talk? Guided Practice 2 (1:33)
Transition to Independent Practice (3:17) Review RAN chart before moving to stations Why does the teacher review the RAN chart before students go to stations?
Independent Practice 1 (6:06) Confer with each table as the children work on their graffiti boards Independent Practice 1 (1:57)
Independent Practice 2 (4:50)
Independent Practice 3 (4:00)
Share (5:36) Share new learning and post it on the RAN chart What is accomplished in this sharing session? Share (1:22)
Closure (4:20) Move sticky notes on the RAN chart based on student work What else do you notice about how the RAN chart supports student learning? Closure (1:34)
Lesson Reflection Teacher/colleague discussion about the lesson 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?		 Lesson Reflection (2:33)