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

“Find Wow Facts from Multiple Resources”

Weather Inquiry Unit- Grade 2 Sample Lesson #1
Phase of the Unit: Immerse

Find Wow Facts from Multiple Resources PURPOSE OF THE LESSON: To initiate an inquiry unit about severe weather integrating language arts, science, and social studies by:

  • Exploring a variety of texts to discover the types of severe weather in each region of the United States;
  • Building background knowledge and engagement in the unit by identifying “wow” facts about severe weather;
  • Selecting resources appropriate to answer questions about the topic;
  • Use text features to find appropriate information.


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 and goals of the unit What are your thoughts and/or questions about the integration of content areas in this inquiry? Prior to the Lesson (2:58)








Connect/Engage (3:14) Review nonfiction text features and characteristics of informational texts; being a researcher, and the meaning of “severe” weather How does the teacher set the students up to be successful in the lesson?
Model/Guide 1 (4:42) The teacher models how she would survey the resources in her basket; enlists the children in choosing resources to explore; models how to work with a video on an iPad and an e-book; and guides students to identify and record “wow” facts discovered. What behaviors or skills of researchers does the teacher demonstrate in this segment? Model/Guide 1 (4:12)
Model/Guide 2 (3:57) Why do you think the teacher chooses to weave a lot of student participation in her modeling?
Transition to Independent/Collaborative Practice (2:43) The teacher leads the children in reflecting on what they experienced in the modeling phase of the lesson Why is this reflection about the modeling important? Transition to Independent/Collaborative Practice (1:28)
Independent/Collaborative Practice 1 (4:23) Students work in their region groups to identify the types of severe weather and find wow facts Independent Practice 1 (2:42)
Independent Practice 2 (5:09) Independent Practice 2 (3:36)
Share (4:12) Students from different regions share types of severe weather and wow facts with the class; students turn and talk to share to end the lesson What is accomplished in this sharing session? Share (1:27)
Lesson Reflection and Next Steps Teacher/colleague discussion about the lesson Lesson Reflection (5:49)