In order to begin the lesson today, I refer the students back to yesterday's lesson starter: "What would you do in order to prepare to teach information to someone you don't know?"
The question is just the start - now it is the students' turn to refresh their thinking, and share what they remember. This question is the foundation of our lessons on gathering information and confirming facts as scientists.
As I did yesterday, I model what it looks like to pull together information on a topic I am going to teach. I gather the students at our community area and project a page from a math TE. You could use anything. I chose not to use science material in order to just focus the children on note taking and locating important facts.
As I read through the TE aloud, I take notes and "think out loud" about why I am choosing the facts on my paper. I want the students to realize that they are reading for a purpose and should work carefully to pull information they feel is important to "teach" another person.
I also show students that there are times that I am not sure what something means and I can't just copy it down because if another person asks me a question, I would not be able to respond with knowledge.
Now I explain to the students that they will also add to their bank of knowledge by using printed text. I show them the FOSS Structures of Life book and the article specifically about seeds and their parts.
While I circulate, I am listening and watching for misconceptions about seed parts. I encourage students to pluck facts that they deem important to teach, but I also work to focus them on seed parts, specifically.
This student needed a short lesson on re-stating in order to comprehend. Remember, when working with literature in science, inject some of your informational reading strategies. Aside from the mini reading lesson, I was also able to help him make the meaning of the paragraph his own. This will help him create his presentation tomorrow.
As we did yesterday, we will join together and share our research. I also have the students share with another group their beginning thinking on their presentation.
I let the students know that tomorrow we will prepare their presentations and practice "teaching" before we visit the first graders.