This six-week unit introduces first grade students to basic research skills through studying animal books. Each student will choose an animal book and take notes to become experts. In the final lesson, students will present their research in an "Animal Museum." The unit aims to teach students to use guides like contents pages, indexes, and pictures to find information. By the end, students will be able to use these guides and demonstrate enthusiasm for reading non-fiction.

1. ANIMAL MUSEUM UNIT PLAN
Created by: Miriam Larson Cooperating teacher-librarian: Pat Mathews
Date: Created March 2012 School & City: Dr. Howard Elementary, Champaign
Lesson Title: Animal Museum
Grade level: First Length of lesson: 15-20 minutes, 6 sessions
Unit Plan
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
UNIT PLAN
Purpose: (“why” of the lesson; where and how does it fit in the curriculum?)
To introduce first graders to basic steps in the research process by asking questions, looking for
information in books, and creating a presentation of their findings.
Description:
This six-week unit for first grade students is designed to introduce basic research skills through
the study of animal books. Students will learn to use guides like the contents, index, pictures and
headings to find information in non-fiction books. Each student will choose an animal book and
become experts about their animals by taken simple notes and presenting on their animal during
the final lesson. The final session will be an "Animal Museum"; each student will present their
research and share a picture or create a physical statue of their animal.
Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)
Students will…
Use guides like the contents, index and pictures to find information in non-fiction books
Demonstrate enthusiasm and initiative to read non-fiction books
Standards (which standards is your lesson planned to meet?)
Common Core Standards for Math and English:
Standards for Informational Texts:
Key Ideas and Details
RI.1.1. Ask and answer questions about key details in a text.
Craft and Structure
RI.1.2. Identify the main topic and retell key details of a text.
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2. RI.1.5. Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
Integration of Knowledge and Ideas
RI.1.7. Use the illustrations and details in a text to describe its key ideas.
RI.1.10. With prompting and support, read informational texts appropriately complex
for grade 1.
Illinois Learning Standard(s) Addressed:
Standard 1: Access information efficiently and effectively to inquire, think critically, and
gain knowledge
Standard 3: Use information accurately, creatively, and ethically to share knowledge and to
participate collaboratively and productively as a member of a democratic society
Standard 4: Appreciate literature and other creative expressions of thoughts and ideas and
pursue knowledge related to personal interests and aesthetic growth
Standards for 21st Century Learner Addressed:
1. Inquire, think critically and gain knowledge
Skills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular
subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new
understanding.
Dispositions in Action – 1.2.1 Display initiative and engagement by posing questions
and investigating the answers beyond the collection of superficial facts.
Responsibilities – 1.3.4 Contribute to the exchange of ideas within the learning
community.
Self-Assessment Strategies - 1.4.1 Monitor own information-seeking processes for
effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process.
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LESSON 1
Length of lesson: 15-20 minutes
Purpose: (“why” of the lesson; where and how does it fit in the curriculum?)
To help students to reflect on what they are curious about and ask manageable research questions.
Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)
Students will…
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3. • Make a distinction between what they know and don’t know in order to identify questions
• Ask questions about what they don’t know by expanding on what they know
Standards (which standards is your lesson planned to meet?)
Common Core Standards for Math and English:
Illinois Learning Standard(s) Addressed:
Standard 4: Appreciate literature and other creative expressions of thoughts and ideas and
pursue knowledge related to personal interests and aesthetic growth
Standards for 21st Century Learner Addressed:
1. Inquire, think critically and gain knowledge
Skills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular
subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
Dispositions in Action – 1.2.1 Display initiative and engagement by posing questions
and investigating the answers beyond the collection of superficial facts.
Responsibilities – 1.3.4 Contribute to the exchange of ideas within the learning
community.
Materials:
Needed by you: Needed by students:
Me . . . Jane by Patrick McDonnell
Big paper or white board where notes can be kept for a week
Instructional procedures:
Focusing event: (how will you get the students’ attention?)
Can any of you imagine what it would be like to live with chimpanzees?
• Would they be welcoming and invite you to eat ants with them?
• You might have to build trust, getting closer little by little until one day you could shake
hands with one of them (demonstrate by slowly approaching a student, then reaching out to
shake their hand)
• Today we are going to learn about someone who did.
• In order to do something like this you would need to be curious, observant, and patient.
Input from you: (what are you teaching & how are you delivering the content?)
Read Me . . . Jane about the originator of the Alligator Society.
• Point out the ways that Jane finds information (ex. Writing, drawing, observing)
• After the point at which Jane listens to the sap flowing through the tree, have students
listen to their heartbeats.
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4. • Point out that Jane starts the Alligator Society.
Guided practice: (application of knowledge by students)
Announce the beginning of the Dr. Howard Alligator Society.
First task of the Alligator Society is to research chimpanzees, like Jane.
Use a KWL Chart (What I know, What I want to know, What I learned) to begin discussing the
inquiry process.
• Take notes on students ideas about:
o What do you know already about Chimpanzees?
o What do you want to know about Chimpanzees?
Closure (how will you end the lesson?)
Please don’t forget, Alligator Society Meeting next week, Tuesday morning. We will be continuing
our chimpanzee research so don’t be late!
Check for understanding (what questions will you ask and when to determine students’
understanding?)
Ask questions throughout the Me . . . Jane book.
• What are you curious about?
• How do you find out more about it?
• How do you record what you find out?
What’s next? (another related lesson, review, end of unit?)
Next unit will continue with chimpanzee example. We’ll look at a chimpanzee book and learn how to
use the contents, headings, and pictures to find information.
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LESSON 2
Length of lesson: 15-20 minutes
Purpose: (“why” of the lesson; where and how does it fit in the curriculum?)
To model searching for information in non-fiction books using the contents, index, headings,
pictures, and captions.
Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)
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5. Students will…
• Identify contents, caption, index, headings.
• Use pictures to find visual information and identify captions.
Standards (which standards is your lesson planned to meet?)
Common Core Standards for Math and English:
Standards for Informational Texts:
Craft and Structure
RI.1.5. Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
Integration of Knowledge and Ideas
RI.1.7. Use the illustrations and details in a text to describe its key ideas.
Illinois Learning Standard(s) Addressed:
Standard 1: Access information efficiently and effectively to inquire, think critically, and
gain knowledge
Standards for 21st Century Learner Addressed:
1. Inquire, think critically and gain knowledge
Skills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular
subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
Dispositions in Action – 1.2.1 Display initiative and engagement by posing questions
and investigating the answers beyond the collection of superficial facts.
Materials:
Needed by you: Needed by students:
Me . . . Jane by Patrick McDonnell
Big paper or white board where notes can be kept for a week
A Troop of Chimpanzees by Richard and Louise Spilsbury
Instructional procedures:
Focusing event: (how will you get the students’ attention?)
Introduce Alligator Society Chant:
WE ARE SCIENTISTS OF GREAT NOTORIETY
WE ARE THE ALIGATOR SOCIETY
Explain Terms:
Notoriety – Like “famous”: Who are famous people you know? What did they do to “gain
notoriety”
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6. Society – A group of people that work together: What other groups are you a part of?
Input from you: (what are you teaching & how are you delivering the content?)
1. Review last week’s activites
• Who is Jane Goodall?
• We saw her look for information by drawing, observing, reading. We wrote about what we
already know, what we want to know about Chimps.
2. Identify a question from last week
3. Introduce ways to find information in A Troop of Chimpanzees
• point out headings
• point out picture information
• point out caption
• point out contents
4. Model information search in A Troop of Chimpanzees
Guided practice: (application of knowledge by students)
Identify a different question and use the book to find the answer through the contents
Read aloud contents headings.
• Have students raise their hands if they see a chapter that looks like it might have the
answer.
• Read aloud the page the class decides on and have them raise their hands when they hear
the answer.
Discuss
• What can you do if your question isn’t addressed in the content?
• How can pictures help you skim through the book to find information?
Closure (how will you end the lesson?)
At the next Alligator Society Meeting we will begin our scientific study of different animals. Then
we will each choose an animal and, provided the library has some books on that animal, we’ll start
doing research. So you can think about an animal that you are curious about.
Please don’t forget, Alligator Society Meeting next week, Tuesday morning.
Check for understanding (what questions will you ask and when to determine students’
understanding?)
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7. Turn to different pages and point to parts of a non-fiction book (contents, heading, captions,
index): What is this called?
What’s next? (another related lesson, review, end of unit?)
During the next lesson we will choose animals!
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LESSON 3
Length of lesson: 15-20 minutes
Purpose: (“why” of the lesson; where and how does it fit in the curriculum?)
To practice search for information in non-fiction books using the contents, index, headings,
pictures, and captions.
Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)
Students will…
Identify contents, index, and headings. Use pictures to find visual information and identify
captions.
Standards (which standards is your lesson planned to meet?)
Common Core Standards for Math and English:
Standards for Informational Texts:
Key Ideas and Details
RI.1.1. Ask and answer questions about key details in a text.
Craft and Structure
RI.1.2. Identify the main topic and retell key details of a text.
RI.1.5. Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
Integration of Knowledge and Ideas
RI.1.7. Use the illustrations and details in a text to describe its key ideas.
RI.1.10. With prompting and support, read informational texts appropriately complex
for grade 1.
Illinois Learning Standard(s) Addressed:
Standard 1: Access information efficiently and effectively to inquire, think critically, and
gain knowledge
Standard 3: Use information accurately, creatively, and ethically to share knowledge and to
participate collaboratively and productively as a member of a democratic society
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8. Standard 4: Appreciate literature and other creative expressions of thoughts and ideas and
pursue knowledge related to personal interests and aesthetic growth
Standards for 21st Century Learner Addressed:
1. Inquire, think critically and gain knowledge
Skills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular
subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new
understanding.
Dispositions in Action – 1.2.1 Display initiative and engagement by posing questions
and investigating the answers beyond the collection of superficial facts.
Responsibilities – 1.3.4 Contribute to the exchange of ideas within the learning
community.
Self-Assessment Strategies - 1.4.1 Monitor own information-seeking processes for
effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process.
Materials:
Needed by you: Needed by students:
First-grade level animal books (no pets or bugs)
Instructional procedures:
Focusing event: (how will you get the students’ attention?)
Rehearse Alligator Society Chant
WE ARE SCIENTISTS OF GREAT NOTORIETY
WE ARE THE ALIGATOR SOCIETY
Reminder about terms:
• Who are people you know that gained “notoriety” for something? (Does anyone remember
the name of the woman gained notoriety for studying chimpanzees?)
• Society means a group of people working together. We are the Alligator Society and we will
be starting our work together today!
Input from you: (what are you teaching & how are you delivering the content?)
This week each member of the Alligator Society will choose an animal to research.
• Everyone will choose a different book
• Every person’s contribution is important (Remember, society means a group of people
working together)
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9. Here’s what to keep in mind when choosing books:
• Be curious; choose something you don’t know much about.
o “I know a ton about chimpanzees. Oh! Here’s a book about chimpanzees. Awesome, I
won’t even have to read it. Oh, and it’s really easy for me to read. I could finish this
in two seconds!”
• Find a book that fits your reading level.
• Be respectful of other people’s choices.
Demonstrate:
• Scenario: Two people grab the same book, demonstrate a tug of war with the help of a
student in the front row.
• Ask: Is this okay? No.
• Instead suggest phrases like: “Can I have that book if you decide not to take it?” “Will you
tell me about that animal if you decide to choose that book? I really like _____ (hedgehogs,
lions, etc).”
Guided practice: (application of knowledge by students)
Invite students to browse the animal book fair and choose a book. Invite them to take an initial
look through their book. Next week we will take notes.
Check for understanding (what questions will you ask and when to determine students’
understanding?)
• How many of you have contents pages?
• How many have pictures with captions?
• How many have an index?
Closure:
**Once students are seated, put post it notes with student names in each book.
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LESSON 4
Length of lesson: 15-20 minutes
Purpose: (“why” of the lesson; where and how does it fit in the curriculum?)
To read for information, take simple notes . . . and to love words.
Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)
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10. Students will…
Identify contents, index, pictures, and headings to find specific information about an animal.
Standards (which standards is your lesson planned to meet?)
Common Core Standards for Math and English:
Standards for Informational Texts:
Key Ideas and Details
RI.1.1. Ask and answer questions about key details in a text.
Craft and Structure
RI.1.2. Identify the main topic and retell key details of a text.
RI.1.5. Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
Integration of Knowledge and Ideas
RI.1.7. Use the illustrations and details in a text to describe its key ideas.
RI.1.10. With prompting and support, read informational texts appropriately complex
for grade 1.
Illinois Learning Standard(s) Addressed:
Standard 1: Access information efficiently and effectively to inquire, think critically, and
gain knowledge
Standard 3: Use information accurately, creatively, and ethically to share knowledge and to
participate collaboratively and productively as a member of a democratic society
Standard 4: Appreciate literature and other creative expressions of thoughts and ideas and
pursue knowledge related to personal interests and aesthetic growth
Standards for 21st Century Learner Addressed:
1. Inquire, think critically and gain knowledge
Skills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular
subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new
understanding.
Dispositions in Action – 1.2.1 Display initiative and engagement by posing questions
and investigating the answers beyond the collection of superficial facts.
Responsibilities – 1.3.4 Contribute to the exchange of ideas within the learning
community.
Self-Assessment Strategies - 1.4.1 Monitor own information-seeking processes for
effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process.
Materials:
Needed by you: Needed by students: Notecards, pencils
First-grade level animal books (no pets or bugs)
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11. 3-5 animal group books (birds, fish, reptiles, etc) – see “experts” explanation below
Large paper or whiteboard
Marker for paper or whiteboard
Beauty of the Beast edited by Jack Prelutsky
Preparation:
Group students at tables by different animal groups: reptiles & amphibians, birds, mammals
(large/small), fish/ocean dwellers
Choose books for “experts” that give broad information about animal groups (reptiles/amphibians,
mammals, fish, birds) – see explanation below
Write a guide that explains what each students’ notecard will include:
o Name
o Animal
o Where do they live?
o What do they eat?
o Do they talk? What sound do they make?
o Extra facts
o Drawing
Instructional procedures:
Focusing event: (how will you get the students’ attention?)
Read aloud a poem with lots of descriptive words from Prelutsky’s edited volume, Beauty of the
Beast.
Input from you: (what are you teaching & how are you delivering the content?)
I read this poem in part because poetry is fun.
I also hope that it gets you excited about WORDS, which is part of an important job I have for
the Alligator Society.
Build up to the task that will be assigned to the Alligator Society:
• We have accomplished many things so far
• Great enthusiasm
• Potential for a successful society of notorious scientists to do great things
• Repeat Alligator Chant if there is time
Tasks for each member of the Alligator Society:
• Researching and write descriptions about your animals
• Present in three weeks as part of an Animal Museum
Facts you must look for . . .
• Where they live
• What they eat
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12. • How they talk (sound they make)
Optional additions if you have time:
• Extra facts
• A drawing of your animal
• Animal group experts
Explain “animal group experts”: Some students will finish taking notes and drawing pictures very
quickly. These students may choose to become animal group “experts.” They will get an extra
notecard and be assigned to taking notes about the animal group. They should take notes on:
• What makes the animal group different from other groups?
• Make a list of animals that are included in that group.
• Additional facts about that group.
Reminders:
• Find information in the book - either in a picture or text:
o use contents, headings, captions, index, pictures
o skim for information
• Best handwriting
• Ask if you don’t know
Go to tables: Books are at new tables where you will be assigned to sit while taking notes.
Guided practice: (application of knowledge by students)
As students begin to look for information, circulate to answer questions, challenge students, and
offer encouragement.
Closure (how will you end the lesson?)
“At the next Alligator Society Meeting we will be continuing our note-taking. Please don’t forget,
Alligator Society Meeting next week, Tuesday morning.“
Check for understanding (what questions will you ask and when to determine students’
understanding?)
Ask students individually:
• Have you found your contents page?
• How did you find this information?
• If you don’t have a contents page, who else can you look for the information you need?
What’s next? (another related lesson, review, end of unit?)
Next lesson we will continue note-taking.
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13. Back to top
LESSON 5
Length of lesson: 15-20 minutes
Purpose: (“why” of the lesson; where and how does it fit in the curriculum?)
To read for information, take simple notes and to love words.
Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)
Students will…
Identify contents, index, captions, and headings. Use pictures to find visual information and
identify captions.
Standards (which standards is your lesson planned to meet?)
Common Core Standards for Math and English:
Standards for Informational Texts:
Key Ideas and Details
RI.1.1. Ask and answer questions about key details in a text.
Craft and Structure
RI.1.2. Identify the main topic and retell key details of a text.
RI.1.5. Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
Integration of Knowledge and Ideas
RI.1.7. Use the illustrations and details in a text to describe its key ideas.
RI.1.10. With prompting and support, read informational texts appropriately complex
for grade 1.
Illinois Learning Standard(s) Addressed:
Standard 1: Access information efficiently and effectively to inquire, think critically, and
gain knowledge
Standard 3: Use information accurately, creatively, and ethically to share knowledge and to
participate collaboratively and productively as a member of a democratic society
Standard 4: Appreciate literature and other creative expressions of thoughts and ideas and
pursue knowledge related to personal interests and aesthetic growth
Standards for 21st Century Learner Addressed:
1. Inquire, think critically and gain knowledge
Skills - 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular
subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
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14. 1.1.3 Develop and refine a range of questions to frame the search for new
understanding.
Dispositions in Action – 1.2.1 Display initiative and engagement by posing questions
and investigating the answers beyond the collection of superficial facts.
Responsibilities – 1.3.4 Contribute to the exchange of ideas within the learning
community.
Self-Assessment Strategies - 1.4.1 Monitor own information-seeking processes for
effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process.
Materials:
Needed by you: Needed by students: Notecards, pencils
First-grade level animal books (no pets or bugs)
3-5 animal group books (birds, fish, reptiles, etc) – see “experts” explanation below
Large paper or whiteboard
Marker for paper or whiteboard
A Troop of Chimpanzees by Richard and Louise Spilsbury
Spotlight
Instructional procedures:
Focusing event: (how will you get the students’ attention?)
When students are quite, tell them: “I am going to give you a sneak preview of the Animal Museum”
• You must be on your best behavior and focused, ready to respect classmate presentations.
• Turn lights off and turn on spotlight.
Model museum for next week:
• Bring your note-card and your book to the front
• Say the name of your animal and share a fact
• Show a picture or . . . create a statue
• Model a chimpanzee statue with monkey sounds.
Turn lights back on
Input from you: (what are you teaching & how are you delivering the content?)
Next week we will be presenting our Animal Museum so I need you to focus and find all of the facts
you need to find.
Reflect on information search:
• What did you use to find information?
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15. • What information was difficult to find?
• If you have found all of your information, what can you work on?
o Extra facts, drawing, then animal group experts
Guided practice: (application of knowledge by students)
As students begin to look for information, circulate to answer questions, challenge students, and
offer encouragement.
Closure (how will you end the lesson?)
If there is time, gather and repeat Alligator Society chant.
Check for understanding (what questions will you ask and when to determine students’
understanding?)
Ask students individually:
• Have you found your contents page?
• How did you find this information?
• If you don’t have a contents page, who else can you look for the information you need?
What’s next? (another related lesson, review, end of unit?)
Next lesson we will present the Animal Museum.
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LESSON 6
Length of lesson: 15-20 minutes
Purpose: (“why” of the lesson; where and how does it fit in the curriculum?)
To confidently present information to an audience.
Learning Outcome(s): (what will students be able to do/know by the end of the lesson?)
Students will…
Use notes as a means of sharing information.
Use visual illustrations to enhance information sharing.
Standards (which standards is your lesson planned to meet?)
Common Core Standards for Math and English:
Standards for Informational Texts:
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16. Integration of Knowledge and Ideas
RI.1.7. Use the illustrations and details in a text to describe its key ideas.
Illinois Learning Standard(s) Addressed:
Standard 3: Use information accurately, creatively, and ethically to share knowledge and to
participate collaboratively and productively as a member of a democratic society
Standards for 21st Century Learner Addressed:
1. Inquire, think critically and gain knowledge
Responsibilities – 1.3.4 Contribute to the exchange of ideas within the learning
community.
Materials:
Needed by you: Needed by students: Notecards
First-grade level animal books (no pets or bugs)
Spotlight
CD and CD player
A Troop of Chimpanzees by Richard and Louise Spilsbury
Spotlight
Optional: Camera
Instructional procedures:
Focusing event: (how will you get the students’ attention?)
Direct students to their seats and announce:
TODAY IS THE DAY THE ALLIGATOR SOCIETY WILL PRESENT: THE ANIMAL MUSEUM!
Input from you: (what are you teaching & how are you delivering the content?)
Final jobs for every Alligator Society member:
• Review your notes.
• Choose one fact to share with the class.
• Find a picture that you will use to share.
• Decide if you want to do a statue.
Model statue:
• Use A Troop of Chimpanzees to model the making of a statue.
• Follow visual cues to make a human statue of your animal. Use your hands to make antlers,
claws, etc. Be observant.
• Ask: How many students want to do a statue?
Guided practice: (application of knowledge by students)
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17. Invite students back to the carpet. Remind them to bring their books and their notecards and sit
with their animal groups.
Reminders about respectful listening:
• No talking while classmates are presenting
• Be respectful of statues, enjoy them but do not make fun
• Practice a short round of applause.
Turn off the lights and start the music.
Animal Museum procedure:
• Each animal group comes to the front and stands in a row.
• If there is an animal group expert, invite them to share something about the animal group.
• Tap each student and have them say the name of their animal and share a fact from their
notecard
• Then have students share a picture.
• Invite those who choose to present their animal statue.
• Applause.
Closure (how will you end the lesson?)
Announce the completion of the Animal Museum. Thank the students for their enthusiasm about
animals and acknowledge that this is the first step towards protecting the animals in the world -
protecting the forests and oceans that they live in and knowing that, just like us, they are unique
and valuable.
Reminders: Students may take their notecards home.
Check for understanding (what questions will you ask and when to determine students’
understanding?)
If there is time, ask reflective questions:
• What did you like most about this unit?
• What other animals do you want to learn more about?
• What questions were easiest to find? Most challenging? How did you find your answers?
What’s next? (another related lesson, review, end of unit?)
End of unit.
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