Group 1 decided to focus on the seasons for their inquiry lesson. Before beginning, they reviewed what the students learned from their direct instruction lesson. They also implemented some classroom rules. Throughout their powerpoint, each slide would contain an emoji. One emoji mean that the students should be working independently, and the other meant that they should be working with their groups. A timer was also on certain slides, and once the timer went off, the students knew they should stop working and look to the front of the classroom. Another rule they put in place was giving a cup to each group. The teachers had different colored popsicle sticks, and depending on how the group was working, they would put a certain color in the groups cup. By implementing these rules, they got a better grasp on keeping the students paying attention.
Once they reviewed and the rules were say, they began the lesson. To do this, a voki was used and acted as weather woman Brittany Summer. She told the students that the seasons in their city got mixed up, so she needed their help to put them back in order. This got the students engaged and excited to help her! They were given a Meteorologist Report Card where they wrote down all the data they found. They were instructed to first work independently, and then they collaborated with their groups. After getting through all their clues, they were given an envelope with their correct season in it. I wish the students were able to share these results!
To end this lesson, the students wrote letters to weather woman Brittany Summer and shared the information they found about the seasons.
This lesson was both engaging and a great learning experience for the students. It also showed the rest of the groups how to teach an inquiry lesson. Overall, group 1 did a fantastic job in both of their lessons!
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