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

“Stations to Support Research”

Animal Inquiry Unit- Kindergarten Sample Lesson #3
Phase of the Unit: Investigate

Stations to Support Research PURPOSES OF THE LESSON: 

  • To engage students in reading, viewing, writing, drawing, speaking, and listening to research their own animals;
  • Through the use of stations, to provide a variety of modalities for research and recording of new learning, questions, and inferences.


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 Initiating of the Investigation phase – choosing animals to study and making RAN charts about them View the Individual Animal RAN Charts. What do you think about the children’s beginning knowledge and wonderings and how they frame the study? Prior to the Lesson (1:55)











Connect/Engage (2:11) Teacher organizes students to go to their various stations How do you think the Immersion lessons with penguins will support the children in researching different animals? Connect/Engage (2:20)
Small Group Lesson (2:50) Teacher meets with the group that needs to create its RAN chart while the other students begin independent practice at stations How does the teacher conduct this small group lesson to help the children begin their research?  
Independent Practice 1 (4:24) Teacher confers at the Sketch to Stretch stations (chickens and horses) What are your thoughts about conferring about misconceptions? Independent Practice 1 (2:01)
Independent Practice 2 (5:09) We observe the students at the spiders Graffiti Board station while they work on their own and when the teacher confers with them Independent Practice 2 (3:51)
Independent Practice 3 (3:42) Teacher confers at the Fact Tree and I-PAD stations How does the children’s knowledge develop over the course of the research session? (See Individual Animal RAN Charts and Student Work Samples)  
Share (6:02) Children from each animal group share their new learning with the class  
Assessment Suggestions for collecting and organizing notes and artifacts of student work How might you organize your notes and artifacts in an inquiry unit? Assessment (3:37)
Lesson Reflection and Next Steps (Including Coalesce and Go Public phases of the inquiry) Teacher/colleague discussion about the lesson and remainder of the unit;
Examination of final phases of the unit and student culminating projects.
Lesson Reflection (2:33)