Reflection: Discourse and Questioning What Makes a Mammal a Mammal? - Section 3: Activity


One of the really tough things for me as a teacher is providing wait time during lessons especially in the middle of a long morning of academics and right before lunch! I often try to catch students off guard and I do not always ask the student I think knows the answer or the one who raised their hand. I want students to understand that during whole group time, everyone is engaged and thinking. This can often stall the questioning process because I have to wait for them to think and respond...but, I want to keep the momentum of the lesson moving as well. So, I ask a question, get a response from 2-3 students, then return to the first one and check back in with them. This is one way I engage students in lessons and provide that time for them to really think about the answer.


In this video, I ask Zander a question and he is not quite ready to answer. He often gets shy when I ask him questions and so he answers in a soft voice. Then, if I ask him to repeat his answer, he gets embarrassed. Watch as I ask him a question and then return to him later in the conversation to make sure he is still engaged.

  Discourse and Questioning: Asking tough questions...and waiting for answers
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What Makes a Mammal a Mammal?

Unit 3: Living Organisms - Animals
Lesson 2 of 11

Objective: SWBAT describe basic needs and features of mammals.

Big Idea: Students learn about two mammals and collect information to compare.

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5 teachers like this lesson
Science, Science Skills, First Grade, 1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food, and shelter , 1.L.2.2
  45 minutes
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