Julie Quackenbush

Multi-Week Unit Lesson Plan

Non-fiction Animal Research Project 3rd Grade

Introduction Planning/Information Gathering

A. Begin with a video introduction to animal research project overview and

samples including steps to the process.

B. Spend a day with the class in the library looking for an animal students would
like to research on and

a. Allow students/ encourage students to pick out 2-3 informational texts

on their animals

b. Allow students to research in teams or in groups. Set up classroom

resource center. Borrow books from library, allow internet research
with i-pads, allow

C. Provide a list of 40 (or so) animals ad have students sign up for the animal
they wish to research; this will allow students to not overlap animals (lion,
flamingo, cheetah, kangaroo, etc)

D. Show students an outline plan for the sections they need to research about
and write about with their animals (chapters: description, young, habitat,
food/diet, interesting facts; other book components: cover, about author,
dedication, outline, glossary of terms; )

Researching/ Writing Information

A. Provide a worksheet for gathering information on each section of the book:

habitat, young, description, diet, interesting facts, etc Plan on 6-8 sections
of researched information. (6 required, an additional 2 for challenge allow
differentiation)

a. What class does the animal belong to?

b. Describe animal. Weight? Length? Group? Names of young? How

born (egg, alive, life cycle)?

B. Review proper components for writing a paragraph topic sentence, 3-4

supporting detail sentences, and a conclusion sentence.

C. Daily show Pow Toon videos about writing steps for each section
(Introduction, hook, conclusion, etc)
 D. 1-2 days of research/planning/ information gathering and writing of each
chapter and illustrating. Approximately a 30-45 minute window of work time
per day.

E. Rough draft and final copy of each chapter. After chapter is complete
(introduction/topic sentence, at least 3 supporting details, and a conclusion)

F. After rough draft is complete teacher/paraprofessional and special ed

teacher assist student to edit chapter. Students then write a final copy based
on suggestions and illustrate it.

G. Once chapters are completed begin table of contents, about the author,
dedication, glossary (students must choose at least 10 terms from their book
and explain).

H. Students will fill out a self-assessment give yourself a grade

Conclusion/ Wrapping it up

A. Reports submitted for grading

B. Students (whom choose to) may stand up and share a chapter of their book
along with picture in front of classmates in an informal carpet circle on the
floor.

C. This Lesson should take at least three weeks to complete.

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