Lessons & Units :: Classify and Categorize 3rd Grade Unit

Lesson 3: Organizing Research

Lesson Plan

Endangered Animals | 620L

Endangered Animals
Learning Goal
Classify and categorize information to answer a research question.
Classify and categorize information into an outline form.
Approximately 50 minutes
Necessary Materials
Provided: Direct Teaching Example Chart, Guided Practice Example Outline, Independent Practice Worksheet
Not Provided: Endangered Animals by Rhonda Lucas Donald, chart paper, markers
  • Teacher Modeling

    will model how to create my own research question about a topic in which I am interested. I will think aloud, developing the question, “How do animals become endangered?” I will begin reading Endangered Animals by Rhonda Lucas Donald. While I read, I will model identifying information that answers my research question and use the information to take notes, stopping at page 22. (Direct Teaching Example Chart is provided below in Teacher and Student Materials.)

  • Think Check

    Ask: How did I categorize information to answer a research question? Students should respond that you identified a question you had on a topic and read the text. Then, you categorized information that answered your question into an outline.

  • Guided Practice

    will classify and categorize the notes on the chart by creating an outline. (Guided Practice Example Chart is provided below.) We will explain how the information is classified and categorized based on topics and details.

  • Independent Practice

    will create your own research question about a topic in which you are interested. You will choose a book from the library that will answer your research question. You will take notes on the information from the book. You will then classify and categorize the information you found into an outline. (Student Independent Practice is provided below.) Note: If your school does not have a library, you will need to provide a wide range of nonfiction books that vary in topic and reading level. Another option is to take the students on a field trip to your local library.

Build Student Vocabulary thriving

Tier 2 Word: thriving
Contextualize the word as it is used in the story Since grey wolves were moved from Canada to Yellowstone National Park, they are thriving in their new home.
Explain the meaning student-friendly definition) Thriving means growing and doing well. The wolves are now thriving means that they are healthy and growing.
Students repeat the word Say the word thriving with me: thriving.
Teacher gives examples of the word in other contexts When I moved my plant closer to the window, it started thriving. It grew many new leaves and looked healthy. My son loves his preschool. He is thriving there. He is learning and growing a lot.
Students provide examples Can you think of something that is thriving? Tell me about it by saying, “__________ is thriving because ______________.”
Students repeat the word again. What word are we talking about? thriving
Additional Vocabulary Words vanished, scarce

Build Student Background Knowledge

Pause while reading page 31. Explain to your class that the Endangered Species Act is a federal law, which means that it was signed by The President of the United States of America. There are also city and state laws that affect only a particular state or city, but a federal law affects the entire country. The Endangered Species Act was signed into law by President Nixon and protects animals that are endangered in the U.S., in addition to their surrounding ecosystems.

Texts & Materials

Standards Alignment

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