This book was written to teach the process of research to first through third graders using Animals as the topic of learning. The book includes…

       • teacher lesson plans;
       • steps to completing a research project;
       • note-card and organizational-skills template;
       • directions on how to cite a resource;
       • graphic organizers;
       • outline form;
       • Bloom’s taxonomy lessons;
       • product proposal;
       • product evaluation;
       • product ideas;
       • personal-journal template;
       • tips on how to do an oral presentation;
       • research questions about several animals;
       • background information on several animals;
       • questions dealing with several animals;
       • extension activities; and;
       • a bibliography of resources.

Download the Table of Contents page here.

Grades 1–3.

The lessons and activities in this book align with the following Common Core State Standards*:
CCSS.ELA-Literacy.W.1.2, 1.5, 1.7, 1.8; RI.1.1;SL.1.1, 1.1, 1.2, 1.3, 1.4, 1.6
CCSS.ELA-Literacy.W.2.2, 2.5, 2.7, 2.8; RI.2.1;SL.2.1, 2.1, 2.2, 2.3, 2.4, 2.6
CCSS.ELA-Literacy.W.3.2, 3.4, 3.7, 3.8, 3.10; RI.3.1;SL.3.1, 3.1, 3.2, 3.3, 3.4, 3.6

Ask and answer questions about key details in a text.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Produce clear & coherent writing in which the development & organization are appropriate to task, purpose, and audience.
With guidance & support from peers and adults, develop & strengthen writing as needed by planning, revising and editing.

Conduct short research projects that build knowledge about a topic.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Engage effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly.
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

*Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers
Title: Common Core State Standards English Language Arts
Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D.C.
Copyright Date: 2010