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Investigating Animals: Using Nonfiction for Inquiry-Based Research

Classroom Resource Information

Title:

Investigating Animals: Using Nonfiction for Inquiry-Based Research

URL:

http://readwritethink.org/classroom-resources/lesson-plans/investigating-animals-using-nonfiction-187.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

Young children are fascinated with the world around them, showing intense interest and curiosity about animals and their lives. Through the use of nonfiction, students can be encouraged and challenged to learn more about their favorite animals and to document their findings with graphic organizers. Students begin their inquiry by comparing fiction and nonfiction books about animals, using a Venn diagram. They list things they want to know about animals on a chart. As a class, students vote on an animal to research. They revise their question list and then research the animal using prompts from an online graphic organizer. After several sessions of research, students revisit their original questions and evaluate the information they have gathered. Finally, students revise and edit their work and prepare to present their findings to an authentic audience.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: K	R3. Expand background knowledge and build vocabulary through discussion, reading, and writing. Unpacked Content Teacher Vocabulary: R3. Background knowledge Vocabulary Discussion Knowledge: R3. Students know: Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary. Skills: R3. Students are able to: Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing. Construct the meaning of words through discussions, reading, and writing. Understanding: R3. Students understand that: Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing. Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts ELA2021 (2021) Grade: K	2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn. Unpacked Content Teacher Vocabulary: 2. Actively engage Teacher-led reading experiences Collaborative discussions Background knowledge Peers Knowledge: 2. Students know: How to engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge. Skills: 2. Students are able to: Build background knowledge by actively engaging in teacher-led reading experiences and collaborative discussions with peers. Understanding: 2. Students understand that: They need to build background knowledge to be successful as they learn to read and read to learn. They need to actively engage in teacher-led reading experiences and discussions with peers to build their background knowledge.
English Language Arts ELA2021 (2021) Grade: K	22. Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing. Unpacked Content Teacher Vocabulary: 22. Content knowledge Read-alouds Informational text Participating Content-specific discussions Peers Drawing Writing Knowledge: 22. Students know: Content knowledge gained from read-alouds of informational texts. Skills: 22. Students are able to: Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing. Understanding: 22. Students understand that: Their understanding of and appreciation for informational text grows through discussions and active collaboration with others.
English Language Arts ELA2021 (2021) Grade: K	32. With prompting and support, compare and contrast two texts. a. Distinguish between literary texts and informational texts. b. Compare and contrast the experiences of characters in a literary text. c. Compare and contrast two informational texts on the same topic. Unpacked Content Teacher Vocabulary: 32. Compare Contrast Text Prompting Support 32a. Distinguish Literary text Informational text 32b. Compare Contrast Experiences Characters Literary text 32c. Compare Contrast Informational text Topic Knowledge: 32. Students know: Techniques to compare (identify similarities) and contrast (identify differences) two texts. 32a. Characteristics of literary and informational texts. 32b. Literary text tells about the experiences of characters. 32c. Characteristics of informational texts. Skills: 32. Students are able to: With prompting and support, Identify similarities between two texts. Identify differences between two texts. 32a. Identify characteristics of literary texts. Identify characteristics of informational texts. Identify the differences between literary texts and informational texts. 32b. Identify characters in a literary text. Identify similarities (compare) of the experiences of characters. Identify differences (contrast) of the experiences of characters. 32c. Identify similarities between two informational texts on the same topic. Identify differences between two informational texts on the same topic. Understanding: 32. Students understand that: Good readers make meaning of text by identifying similarities and differences between two texts. 32a. Literary text is a story about people, animals, or events that is made up by an author. Informational (nonfiction) text gives information or facts about real people, things, or events. 32b. Comparing and contrasting experiences of characters helps readers to understand their role in the literary text which can lead to better reading comprehension. 32c. Good readers can improve their understanding of informational text by identifying similarities and differences between two texts on the same topic.
English Language Arts ELA2021 (2021) Grade: K	37. Actively participate in shared and independent writing experiences, for varied purposes and audiences, across different genres. a. Actively participate in shared writing experiences to create messages, lists, and labels for a drawing or illustration. b. Actively participate in shared writing experiences to create narratives with the events in chronological order and share feelings about the story, using drawing, dictating, and/or writing. c. Actively participate in shared writing experiences to create opinion pieces about a topic or text, state the opinion, supply a reason for the opinion, and provide a sense of closure, using drawing, dictating, and/or writing. d. Actively participate in shared writing experiences to create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing. e. With prompting and support, compose writing for varied purposes and audiences, across different genres. Unpacked Content Teacher Vocabulary: 37. Actively participate Shared writing experiences Independent writing experiences Varied purposes Varied audiences Difference genres 37a. Actively participate Shared writing experiences Create Messages Lists Labels Drawing Illustration 37b. Actively participate Shared writing experiences Create Narratives Events Chronological order Feelings Story Drawing Dictating Writing 37c. Actively participate Shared writing experiences Create Opinion pieces Topic Text State Opinion Supply Reason Sense of closure Drawing Dictating Writing 37d. Actively participate Shared writing experiences Create Explanatory text Factual information Topic Drawing Dictating Writing 37e. Compose Writing Varied purposes Varied audiences Different genres Prompting Support Knowledge: 37. Students know: Different genres of writing. The purpose and audience for writing can change. 37a. Writing, such as messages, lists, and labels, can be added to a drawing or illustration to convey meaning. 37b. Narrative writing tells a story with events in chronological order. Readers should be able to share their feelings after reading a narrative story. 37c. To express an opinion in writing, an author should state the opinion, supply a reason for the opinion, and include a closing statement. 37d. Explanatory texts provide factual information. 37e. The format of writing will change, depending on its purpose, audience, and genre. Skills: 37. Students are able to: Write for various purposes and audiences across different genres, with teacher assistance and independently. 37a. Create messages, lists, and labels for a drawing or illustration. 37b. Create a narrative with the events in chronological order and share their feelings about the narrative, using drawing, dictating, and/or writing. 37c. Create an opinion piece with reason and closure using drawing, dictating, and/or writing. 37d. Create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing. 37e. With prompting and support, Compose writing for varied purposes and audiences, across different genres. Understanding: 37. Students understand that: Writing conveys a message, and the format of writing will change, depending on its purpose, audience, and intended meaning. 37a. Creating a message, list, or label for a drawing or illustration can help provide readers with important information. 37b. Narratives should be written in chronological order and express the author's feelings. They can share their feelings about a story using drawing, dictating, or writing. 37c. Opinions may be expressed through writings based on reasoning. 37d. When writing an explanatory text, they must provide factual information. 37e. Writing communicates ideas, and the format of writing must change in order to convey its message to its intended audience.
English Language Arts ELA2021 (2021) Grade: K	39. Participate in shared research and writing projects to answer a question or describe a topic. a. Include information recalled from personal experiences in research and writing projects. b. Gather information from provided sources for research and writing projects. Unpacked Content Teacher Vocabulary: 39. Participate Shared research Shared writing projects Answer a question Describe a topic 39a. Include Information Recalled Personal experiences Research projects Writing projects 39b. Gather Information Provided sources Research projects Writing projects Knowledge: 39. Students know: Research and writing can answer questions or describe a topic. 39a. Information recalled from personal experiences can be added to research and writing projects. 39b. Information gathered from different sources can be added to research and writing projects. Skills: 39. Students are able to: Work collaboratively with peers and adults in research and writing projects. Use research and writing to answer questions about a topic. Use research and writing to describe a topic. 39a. Recall information from personal experiences. Include information from personal experiences in research and writing projects. 39b. Use strategies to gather information from provided sources to research and write about a topic. Understanding: 39. Students understand that: Shared research and writing projects can help answer questions or describe a topic. 39a. Information gathered from personal experiences can help to understand and write about a topic. 39b. Gathering information from a variety of sources can help increase their understanding of a topic and improve their research and writing projects.
English Language Arts ELA2021 (2021) Grade: 1	R3. Expand background knowledge and build vocabulary through discussion, reading, and writing. Unpacked Content Teacher Vocabulary: R3. Background knowledge Vocabulary Discussion Knowledge: R3. Students know: Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary. Skills: R3. Students are able to: Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing. Construct the meaning of words through discussions, reading, and writing. Understanding: R3. Students understand that: Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing. Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts ELA2021 (2021) Grade: 1	2. Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound. Examples: read-alouds, oral dramatic activities Unpacked Content Teacher Vocabulary: 2. Participate Shared reading Background knowledge Oral reading Knowledge: 2. Students know: The process of shared reading experiences and collaborative discussions. Shared reading and collaborative discussions can increase their background knowledge. How fluent oral reading sounds. Skills: 2. Students are able to: Participate in shared reading and discussions to build background knowledge and learn new information. Describe how oral reading should sound. Understanding: 2. Students understand that: Actively participating in shared reading experiences and collaborative discussions can build their background knowledge. Listening to others read aloud can help improve their oral reading skills.
English Language Arts ELA2021 (2021) Grade: 1	17. Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing. Unpacked Content Teacher Vocabulary: 17. Content knowledge Read-alouds Informational text Literary text Participating Content-specific discussions Peers Drawing Writing Knowledge: 17. Students know: Content knowledge can be learned from read-alouds of informational and literary texts. Content knowledge can be shared with others through discussions, drawing, or writing. Skills: 17. Students are able to: Gain new content knowledge by engaging in read-alouds of informational and literary texts. Participate in discussions with their peers demonstrating their knowledge of content-specific topics. Produce drawings or writing that displays content knowledge learned through read-alouds. Understanding: 17. Students understand that: They can learn new information by engaging in read-alouds of informational and literary texts. They can demonstrate their understanding of content-specific knowledge through discussions, drawing, or writing.
English Language Arts ELA2021 (2021) Grade: 1	29. Compare and contrast texts. a. Compare and contrast characters, settings, and major events in literary texts. b. Describe the connections between individuals, events, ideas, or pieces of information in an informational text. c. Point out similarities and differences between two texts on the same topic. Unpacked Content Teacher Vocabulary: 29. Compare Contrast Texts 29a. Compare Contrast Characters Settings Major events Literary texts 29b. Describe Connections Individuals Events Ideas Pieces of information Informational text 29c. Similarities Differences Topic Knowledge: 29. Students know: Techniques to compare (similarities) and contrast (differences) two texts. 29a. Characters. Settings. Major events. Literary texts. Techniques to compare and contrast story elements in literary texts. 29b. There are often connections between individuals, events, ideas, or information in an informational text. 29c. Techniques to compare and contrast features of two texts. Skills: 29. Students are able to: Identify the similarities and differences in the text. 29a. Identify characters, settings, and major events in a literary text. Compare (similarities) and contrast (differences) characters, settings, and major events in a literary text. 29b. Identify and describe connections between individuals, events, ideas, or pieces of information in an informational text. 29c. Identify the similarities and differences between two texts on the same topic. Understanding: 29. Students understand that: They can improve their comprehension of texts by identifying similarities and differences between two texts. 29a. Comparing and contrasting characters, settings, and major events in a text helps them to better understand the meaning of the literary text. 29b. Connections can be made between individuals, events, ideas, or pieces of information in informational text. Connections describe how individuals, events, ideas, or information in informational text are similar or different. 29c. They can improve their comprehension of a topic by comparing and contrasting two texts on the topic.
English Language Arts ELA2021 (2021) Grade: 1	35. With prompting and support, write an informative or explanatory text about a topic, using facts from a source and providing a sense of closure. Unpacked Content Teacher Vocabulary: 35. Informative Explanatory Topic Facts Source Sense of closure Prompting Support Knowledge: 35. Students know: Informative or explanatory texts provide facts about a topic that were gathered from a research source. Informative or explanatory writing should end with a sense of closure. Skills: 35. Students are able to: With prompting and support, Write an informative or explanatory text about a topic. Use sources to find facts. End the text by providing a sense of closure. Understanding: 35. Students understand that: Informative or explanatory texts require research, provide facts or details about a topic, and end with a sense of closure.
English Language Arts ELA2021 (2021) Grade: 1	42. Participate in shared research and writing projects to answer a question or describe a topic. a. Recall information from experiences to contribute to shared research and writing projects. b. Gather information from provided sources. Unpacked Content Teacher Vocabulary: 42. Participate Shared research projects Shared writing projects Question Describe Topic 42a. Recall information Experiences Contribute Shared research projects Shared writing projects 42b. Information Sources Knowledge: 42. Students know: Research and writing projects can answer a question or describe a topic. 42a. Information recalled from personal experiences can be used in research and writing projects. 42b. Information can be gathered from a variety of sources. Skills: 42. Students are able to: Participate in shared research and writing projects. Answer questions about a topic in writing. Describe a topic in writing. 42a. Recall information from previous experiences. Contribute this information to shared research and writing projects. 42b. Use strategies to gather information from provided sources to write about a topic. Understanding: 42. Students understand that: Shared research and writing projects can help answer questions or describe a topic. 42a. Information gathered from personal experiences can be contributed to research and writing projects. 42b. Information gathered from other sources can be contributed to research and writing projects.
English Language Arts ELA2021 (2021) Grade: 2	R3. Expand background knowledge and build vocabulary through discussion, reading, and writing. Unpacked Content Teacher Vocabulary: R3. Background knowledge Vocabulary Discussion Knowledge: R3. Students know: Relating experiences through discussions, writing, and reading will help build background knowledge and improve vocabulary. Skills: R3. Students are able to: Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing. Construct the meaning of words through discussions, reading, and writing. Understanding: R3. Students understand that: Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing. Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts ELA2021 (2021) Grade: 2	22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing. Unpacked Content Teacher Vocabulary: 22. Content knowledge Read-alouds Independent reading Informational text Literary Text Content-specific discussions Writing Knowledge: 22. Students know: Content knowledge is information learned about a specific subject. Content knowledge can be learned by listening to read-alouds or independently reading. Informational text is nonfiction text, and literary text is fictional. Skills: 22. Students are able to: Build content knowledge from listening to text read aloud and from independently reading. Use content knowledge learned from read-alouds and independent reading in content-specific discussions with peers. Use content knowledge learned from read-alouds and independent reading in writing. Understanding: 22. Students understand that: Content-specific discussions with peers can demonstrate the content knowledge they learned through read-alouds or independent reading. They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts ELA2021 (2021) Grade: 2	34. Differentiate between fact and opinion in a text. a. Use prior knowledge and information gathered from research to evaluate opinions in texts. b. Use textual evidence and gathered research from reliable sources to prove facts. Unpacked Content Teacher Vocabulary: 34. Differentiate Fact Opinion 34a. Prior knowledge Information Research Evaluate Opinions 34b. Textual evidence Gathered research Reliable sources Facts Knowledge: 34. Students know: A fact is a statement that can be proven with evidence. An opinion is a personal belief that cannot be proven true in every case. 34a. Research happens when you look up information about a topic. Opinions are what someone thinks or feels and cannot be proven true or false, but they can be evaluated based on evidence. 34b. A fact is something that can be proven true or false through research. A reliable source is a source that provides accurate information. Skills: 34. Students are able to: Differentiate between a fact and an opinion in a text. 34a. Use prior knowledge and information learned through research to make judgments on opinions within texts. 34b. Use text evidence from reliable sources to prove facts. Gather research from reliable sources to prove facts. Identify reliable sources of information. Understanding: 34. Students understand that: A fact is a thing that is known or proved to be true, and an opinion is a personal view or judgment about something. 34a. They can evaluate opinions in text by using their background knowledge and newly gained information from research. 34b. Students understand that: Some texts are not reliable sources of information. A reliable text is a source of information that can be used for research and providing text evidence.
English Language Arts ELA2021 (2021) Grade: 2	41. Write informative or explanatory texts, introducing the topic, providing facts and relevant details to develop points, and providing a conclusion. Unpacked Content Teacher Vocabulary: 41. Informative text Explanatory text Topic Facts Relevant details Develop Points Conclusion Knowledge: 41. Students know: Informative or explanatory text is a piece of writing that provides factual information. Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion. Skills: 41. Students are able to: Write an informative or explanatory text. Write an informative or explanatory text that begins with introducing the topic, provides facts and details about the topic, and ends with a conclusion. Understanding: 41. Students understand that: Informative or explanatory writing follows a predictable text structure that includes introducing the topic, providing facts or additional details about the topic, and ends with a conclusion. Informative or explanatory writing can be used to tell facts about a topic.
English Language Arts ELA2021 (2021) Grade: 2	46. Gather and use research to answer questions to complete a research product. a. Create topics of interest for a research project. b. Create questions to gather information for a research project. c. Find information from a variety of sources. Examples: books, magazines, newspapers, digital media d. Define plagiarism and explain the importance of using their own words. Unpacked Content Teacher Vocabulary: 46. Gather Research Questions 46a. Create Topics Research project 46b. Questions 46c. Variety of sources 46d. Plagiarism Knowledge: 46. Students know: Information must be gathered from a variety of sources, and the information can be used to answer questions. 46a. A topic of interest must be selected before beginning a research project. 46b. Generating questions and finding information to answer those questions is an important component of a research project. 46c. A variety of sources can be used to find information and answer research questions. 46d. Plagiarism is presenting someone else's words or ideas as their own without crediting the source. Skills: 46. Students are able to: Gather and use the research to answer questions and create a research product. 46a. Generate a list of interesting topics for a research project. 46b. Create questions and gather information to answer those questions to complete a research project. 46c. Find information to answer research questions using a variety of sources, such as books, magazines, newspapers, or digital media. 46d. Define plagiarism. Explain the importance of using their own words in their writing. Understanding: 46. Students understand that: A research product requires gathering information from a variety of sources and using the research to answer questions. 46a. Creating topics of interest prepares them for the writing process. By creating topics of interest for a research project, they are completing the brainstorming part of a research project. 46b. Asking questions helps get information for their research projects. Creating questions helps guide their research and that questions may be changed or added based on answers to previous questions. 46c. Information can come from a variety of sources. They should use different sources to gather information for a research project. 46d. It is important to use their own words and ideas in writing and/or presentations.

Tags:

Animal Inquiry, animals, graphic organizer, nonfiction, present, research, Venn Diagram

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Author:

Cassie Raulston

ALEX Classroom Resource

Investigating Animals: Using Nonfiction for Inquiry-Based Research