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Lesson 2
Lesson 2
Set up:
Write “How do invasive species impact the biodiversity
<0 of an ecosystem?” on the board, the content objectives
min and language objectives, and write up the homework
assignment (create an inquiry chart about the two
articles that they didn’t read in class)
LESSON BODY
15- After an array of questions have been generated, have Students choose four
20 the class choose four on which they want to focus on questions they want to
mins and investigate. focus on and investigates
Brainstorm any background/preexisting knowledge
about what the students already know about invasive Students contribute any
species/lionfish. Ask students to offer what they know background knowledge
or have heard about lionfish and have them indicate about invasive species.
which question on the chart their response might
answer. Students write in “Other
Prior knowledge that do not answer the questions can important information”
be placed in the column labeled “Other Important their prior knowledge
Information.” that do not answer the
selected questions
Divide students into three large groups and assign one Students read given
text to them. Each group should be heterogeneous, with articles
students of various reading levels so that students may
help one another. Have students work in collaborative
groups, with each group consulting a different source.
20-
38 Instruct students to cite the sources that they are
mins talking about.
Students cite the source
Walk around to ensure that students are working and they used to answer the
discussing their answers with one another. inquiry questions.
LESSON CLOSURE
Time Teacher Does Student Does
48- Remind students of the homework assignment: read the Students will show
50 other two articles and complete an inquiry chart for completed handout on
mins them. the way out.