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

Compare and Contrast Information from Different Sources PURPOSES OF THE LESSON:

  • Compare and contrast information from different sources about the same topic;
  • Discover the importance of using multiple resources as a researcher;
  • Begin to synthesize information learned from research;
  • Extend expertise by sharing information orally with peers and addressing their questions.


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 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









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)

Lesson Artifacts: Current Lesson

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)