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

Lesson 1: Answering a Research Question

Lesson Plan

Animals of the Sea and Shore | 970L

Animals of the Sea and Shore
Learning Goal
Categorize information to answer a research question.
Duration
approximately 50 minutes
Necessary Materials
Provided: Direct Teaching/Guided Practice Example Chart, Independent Practice Worksheet
Not Provided: Animals of the Sea and Shore by Ann O. Squire, chart paper, markers

  • Teacher Modeling

    will explain that sometimes to find more information about a topic, we need to do research. I will also explain that good researchers start with a question and then read nonfiction texts to find information that helps them answer their question. I will present a research question, “How do sea animals find food?” I will begin reading Animals of the Sea and Shore by Ann O. Squire, stopping at page 20. While I read, I will model identifying information that answers our research question, as well as taking notes. I will record the information on a chart. (Direct Teaching and Guided Practice Example Chart is provided below in Teacher and Student Materials.)

  • Think Check

    Ask: How did I classify and categorize information from the book? Students should respond that you identified a question about a topic and then read the text. While you were reading, you identified what information answered your question.

  • Guided Practice

    will continue reading Animals of the Sea and Shore, stopping at page 25. We will also continue to identify information from the text that answers our research question. We will add this information to our chart. We will begin to classify and categorize this information. (Direct Teaching and Guided Practice Example Chart is provided below.)

  • Independent Practice

    will finish reading Animals of the Sea and Shore. As you read, you will continue take notes and to classify and categorize the information to answer the research question. (Student Independent Practice worksheet is provided below.) Notes: Save the notes that you take during the Direct Teaching for use with Lesson 2. You will need to provide students with page 26 to the end of the book to use for Independent Practice.

Build Student Vocabulary crevices

Tier 2 Word: crevices
Contextualize the word as it is used in the story The octopus is so flexible that it can squeeze its body into underwater crevices.
Explain the meaning student-friendly definition) A crevice is a small crack or opening. When the octopus squeezes into underwater crevices, it is squeezing into a crack or opening in the seafloor.
Students repeat the word Say the word crevices with me: crevices.
Teacher gives examples of the word in other contexts When I was walking in the park, I saw a small tree growing out of crevice in a rock. On rainy days, you can see worms coming out of the crevices in the sidewalk.
Students provide examples Think of a time when you noticed a crevice. What was in it? What could fit inside? Start by saying, “I once saw a crevice ____________.”
Students repeat the word again. What word are we talking about? crevice
Additional Vocabulary Words coiled, pry

Build Student Background Knowledge

Pause while reading page 39 and explain to students that tide pools are small pools of water formed on rocky shores. Draw a picture of how a tide pool forms. As the tide comes in, it fills small holes on the shore with water, plants, and animals. As it pulls out, the tide leaves the pool of life behind. By looking at tide pools, you can see what is living in the ocean—barnacles, sea urchins, starfish, crabs, and small fish. Scientists like to look at tide pools to learn about the ocean's animals and the health of the sea life. Note: If students are reading the last section of the book on their own, share this information after the lesson.

Texts & Materials

Standards Alignment

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User Comments

ok, this is very helpful

Submitted by jurnee.jennings on 10/12/16