research paper for 3rd grade

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• Nebraska Department of Education

Education Standards

Oregon english language arts and literacy.

Learning Domain: Reading Informational Text

Standard: With prompting and support, ask and answer questions about key details in a text.

Standard: With prompting and support, identify the main topic and retell key details of a text.

Standard: With prompting and support, identify the reasons an author gives to support points in a text.

Standard: Ask and answer questions about key details in a text.

Standard: Identify the main topic and retell key details of a text.

Standard: Know and use various text features to locate key facts or information in a text.

Standard: Identify the reasons an author gives to support points in a text.

Standard: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Standard: Know and use various text features to locate key facts or information in a text efficiently.

Standard: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Standard: Describe how reasons support specific points the author makes in a text.

Standard: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Standard: Use text features and search tools to locate information relevant to a given topic efficiently.

Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Standard: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Standard: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Standard: Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

Standard: Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

Standard: Explain how an author uses reasons and evidence to support particular points in a text.

Standard: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Standard: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Standard: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Standard: Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Standard: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Learning Domain: Writing

Standard: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Standard: With guidance and support, participate in shared research and writing projects.

Standard: With guidance and support, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Standard: With guidance and support, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Standard: With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

Standard: With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Standard: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Standard: With guidance and support, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Standard: Write multi-paragraph informative/explanatory texts to examine a topic and convey ideas and information clearly.

Standard: Introduce a topic and group related information together; include illustrations when useful in aiding comprehension.

Standard: Develop the topic with facts, definitions, and details.

Standard: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Standard: With guidance and support, focus on a topic and strengthen writing as needed by revising and editing.

Standard: With guidance and support, use technology to produce and publish writing as well as to interact and collaborate with others.

Standard: Participate in shared research and writing projects.

Standard: Recall information from experiences or gather information from provided sources to answer a question.

Standard: 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.

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

Standard: Introduce a topic clearly and group related information in paragraphs and sections; include formatting, illustrations, and multimedia when useful in aiding comprehension.

Standard: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Standard: Link ideas within categories of information using words and phrases.

Standard: Use precise language and domain-specific vocabulary to inform about or explain the topic.

Standard: Provide a concluding statement or section related to the information or explanation presented.

Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Standard: With guidance and support from peers, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)

Standard: With guidance and support, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.

Standard: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Standard: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, illustrations, and multimedia when useful in aiding comprehension.

Standard: Link ideas within and across categories of information using words, phrases, and clauses.

Standard: With guidance and support, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)

Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Learning Domain: Speaking and Listening

Standard: With guidance and support, followagreed-upon rules for discussions.

Standard: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Standard: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Standard: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Standard: Add drawings or other visual displays to descriptions as desired to provide additional detail.

Standard: Speak audibly and express thoughts, feelings, and ideas clearly.

Standard: Follow agreed-upon rules for discussions.

Standard: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Standard: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Standard: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Standard: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Standard: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Standard: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

Standard: Ask for clarification and further explanation as needed about the topics and texts under discussion.

Standard: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Standard: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.)

Standard: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Standard: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Standard: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Standard: Explain their own ideas and understanding in light of the discussion.

Standard: 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.

Standard: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Standard: With guidance and support, 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.

Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

Standard: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

Standard: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Standard: Follow agreed-upon rules for discussions and carry out assigned roles.

Standard: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Standard: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Standard: Identify the reasons and evidence a speaker provides to support particular points.

Standard: Differentiate between contexts that call for formal English and situations where informal discourse is appropriate ; use formal English when appropriate to task and situation. (See grade 4 Language standards 1 and 3 for specific expectations.)

Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Standard: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Standard: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Standard: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Standard: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Standard: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.

Nebraska's College and Career Ready Standards for English Language Arts

Learning Domain: Reading

Standard: Determine main ideas and supporting details from informational text and/or media.

Standard: Use prewriting activities and inquiry tools to generate ideas and organize information.

Standard: Gather and use relevant information and evidence from one or more authoritative print and/or digital sources to support claims or theses.

Standard: Compose paragraphs with grammatically correct sentences of varying length, complexity, and type.

Standard: Revise to improve and clarify writing through self-monitoring strategies and feedback from others.

Standard: Publish a legible document in manuscript, cursive, or digital format, and apply formatting techniques (e.g., indenting paragraphs, title).

Learning Domain: Speaking/Listening

Standard: Communicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice, grammar, and sentence structure.

Animal Research Graphic Organizer

3rd grade animal research.

The attached lesson plan is designed for 3rd grade English Language Arts students. Students will analyze informational text to determine the main ideas for a report, apply the concepts of the writing process, and communicate their research through an oral presentation to their classroom peers. This lesson plan addresses the following NDE Standards: NE LA 3.1.6.e, NE LA 3.2.1.a,c,d,e,j, NE LA 3.3.1.a

It is expected that this lesson plan will take five one-hour sessions to complete.

Standards and Objectives

• LA 3.1.6.e Determine main ideas and supporting details from informational text and/or media.

LA 3.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.

LA 3.3.1.a Communicate ideas and information in a clear and concise manner suited to the purpose, setting, and audience (formal voice or informal voice), using appropriate word choice, grammar, and sentence structure.

Objectives:

•   Students will analyze informational text to determine the main ideas for a report.

  Students will apply the concepts to the writing process to complete an informational report. 

Materials Needed

San Diego Zoo Live Cam:  https://zoo.sandiegozoo.org/live-cams

Research Sites to be used throughout the lesson (others can be used with teacher permission):

• https://zoo.sandiegozoo.org/
• https://kids.nationalgeographic.com/animals/
• https://animalfactguide.com/animal-facts/

Internet Connection

PowerPoint app for students

Anticipatory Set

The teacher will introduce the students to the San Diego Zoo live feed website and then give the students 10 minutes (or more if you have time) to explore the different animals they have on camera.

Students will pick an animal they would like to learn more about. (the animal does not have to be one of the ones on the live stream)

Instructional Input and Modeling

The teacher will explain to the students that they will be practicing their research and writing skills by selecting an animal and finding out all sorts of facts about the animal.

The teacher will show what websites the students can use for their research (in materials list) and hand out the Animal Research Graphic Organizer.

The teacher will go through each of the sections of the graphic organizer so the students know what they should be looking for in their research.

Guided Practice

The teacher will allow the students to work on their graphic organizer.

Checklist for animal research:

Y.      N.  Did the learner use multiple sources and cite them at a 3rd-grade level?

Y.      N.  Did the learner have a large number of facts they can use for their paper?

Y.      N.  Did the learner effectively use a note-taking strategy.

Y.      N.  Are the facts the learner found accurate?

Once students have finished (should take about 20+ minutes), the teacher will then prepare students to begin their outline and rough draft of their research paper.

The paper should be approximately 1-page in length and should include the information from their graphic organizer. 

**If you are choosing to include science standards in the lesson, you can have the students focus on animal traits, comparing and contrasting regions, and variations in characteristics that may provide advantages.**

Checklist for the writing process:

Y.      N.    The learner has a well designed outline.

Y.      N.    The learner has gone through the 4 steps of the writing process.

Y.      N.    The learner compares and contrasts their animal with other animals in the writing process.

Independent Practice

The students will revise and edit their drafts and write their final draft of their research paper.

Once the final drafts are finished, the teacher will allow the students to begin their oral presentation. The oral presentation should include all of the information that is in their research paper (they can use the paper as a speech).

Research Paper Rubric:

The students will create a visual aid PowerPoint that helps the audience understand more about their animal.

Oral Presentation Rubric:

Version History

Research Writing (Grades 3-4)

Our Research Writing lesson plan for grades 3-4 teaches students how to write a thoroughly researched and factually accurate five paragraph essay. Students practice researching a topic, summarizing and citing their information, and consolidating it into paragraphs.

Description

Additional information.

Our Research Writing Lesson Plan for grades 3-4 teaches students about the importance of researching and reporting findings accurately and effectively. Being able to clearly and accurately inform and communicate findings through writing is a valuable skill that students will need in many areas of their lives. Gathering and summarizing key information will also be a powerful tool for academic reading and writing throughout upper grades and higher education. In this lesson, students are asked to use the information they have learned to research and write a research paper from start to finish, including brainstorming and outlining.

At the end of the lesson, students will be able to successfully write a five paragraph research paper which clearly provides factual information and/or explanations about an expository topic.

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Third grade is a year of growth for students—especially when it comes to writing skills. Students who began the year working on the basics of writing a sentence will be ready to write research reports by the third quarter of the year. 

The key to this journey is for third graders to learn research skills, note-taking, and purposeful expository writing in a step-by-step manner, says Genia Connell, a third-grade teacher in Michigan. “That makes it easy and manageable for young writers,” she says. 

Take a look at the eight steps Connell uses to have her third grade students develop research reports. This same process can be adapted to any topic (think: dinosaurs, U.S. presidents, and so on). 

Want more great content? Subscribe to our Teacher Newsletter below and get teaching ideas delivered right to your inbox.

Step 1: Choose a High-Interest Topic and Build Background

Be sure to select a high-interest topic—such as endangered animals or habitats—to start. “I’ve discovered the topic that engages my students like no other is disasters,” Connell says. 

Kick-start the project by reading a book on the topic together as a class. For instance, you might opt for I Survived the Destruction of Pompeii, 79 A.D. You can also watch short videos together, Connell suggests. 

“During this period of background building, I also make a tub of my disaster-themed books available for independent reading,” Connell says. Include books that are relevant to your high-interest topic in your book bin. 

Step 2: Share Note-Taking Strategies

Have your students take notes while watching video clips and reading the books from the disaster tub. Connell suggests reviewing the following note-taking tips beforehand: 

Write down key words and phrases (complete sentences aren’t needed)

Use bullets or numbers

Include headings to create categories 

Incorporate images about key ideas. 

Tip: Note Taking Made Easy! is a great resource when you’re beginning to teach this skill. 

Step 3: Let Students Choose a Topic 

This will make students more engaged in the project, Connell says. She asks everyone in class to write down three disasters they’re interested in—in ranked order—on a slip of paper and turn it in. 

Step 4: Create Teams 

Use student preferences to create teams: Aim to give students their first choice if possible. Take advantage of the second choice to avoid groups made up of students who don’t work together well. “Teacher confession: The third choice I have them write down is just to make them feel good that they got their first or second choice,” Connell says. 

Working in groups allows students to support each other as they research, write, edit, and publish the report. Give each disaster team a “headquarters” to meet with teammates to work together. 

Step 5: Gather Resources and Take Notes

The next step is for students to take notes, using books from the classroom and school library, as well as online resources. This phase of the research process takes two to three days.  

“The key teaching point here is to stress the importance of putting information they find in their own words,” Connell says. This helps prevent plagiarism. 

Visit groups and share guidance to set students up for success, Connell says. 

Tip: Print and pass out this note-taking graphic organizer . It’s designed with sections aligned to the main idea of every paragraph—this helps students transform their notes into topic and detail sentences. 

Step 6: Write and Revise the Report

After the research is complete, students are ready to write. Share a fresh copy of the graphic organizer , Connell suggests—it will help students follow a simple, five-sentence paragraph pattern that includes a topic sentence, three detail sentences, and a closing sentence. 

“Using this formula approach helps students understand the basic format of a paragraph and how the paragraphs blend together to form a report,” Connell says. 

After the first paragraph is written, students can work in groups at their headquarters. Visit students daily as they write independently—expect the writing process to take three to four class sessions, Connell says. 

Step 7: Publish!

Once the writing is complete, students will type it up. Connell has students incorporate text features—such as photographs, headings, and charts—that are frequently found in nonfiction. 

Step 8: Share the Finished Product!

After approximately three weeks from start to finish, your third-grade students will have a finished report they can proudly share with classmates and parents.

Shop resources to help students master writing research reports below! You can find all books and activities at The Teachers Store .

Good Topics for Research Papers for Third-Graders

Research papers are an excellent method for third-grade students to work on writing and researching skills. It gives them the opportunity to learn how to find information on topics and evaluate the credibility of sources. It also teaches them how to organize information and manage their time as most research papers are long range assignments. However, the topic of the research paper is a key to capturing a student's attention with the assignment.

Explore this article

• Science Topics
• Social Studies
• Current Events or Controveries

1 Science Topics

Science provides a wide variety of possibilities for research papers, from the larger content areas of plants, animals, weather, astronomy, human body and ecology/conservation. Specific topics could include types of carnivorous plants, solar system, the five senses, hurricanes, endangered species, ways to save the rain forest, and how to conserve water. Other topics include how to save energy at home, bats, butterflies, human nervous system, and health topics such as how to prevent obesity, exercise programs for children, and nutrition.

2 Social Studies

Many topics can be found under the category of social studies for third-grade research papers such as studying past cultures such as the Roman Empire, the legend of Atlantis, the Mayans, or the Iroquois. Historical time periods and events such as the Renaissance, Dark Ages, Gold Rush, Great Depression or Dust Bowl all make for interesting possibilities. Wars or military events are also good potential paper topics. Understand human migrations or genocides make for compelling subjects as well.

The arts encompasses a large area of potential research paper topics for third-graders. Papers could be written on individual artists such as Matisse, Picasso, Monet, or Da Vinci. Other possible subjects include composers or musicians such as Beethoven, Mozart, or more modern musicians such as Duke Ellington, Muddy Waters, or Bob Marley. Famous dance troupes, artistic periods, or types of literature or specific books, plays or films are other topics for papers.

4 Current Events or Controveries

Third-graders could also try to tackle subjects such as recent wars, deforestation, laws regarding texting in cars, animal research or food safety. Homeschooling, violent video games, improving education, ending childhood obesity, whether soda or junk food should be banned from schools, kids and smoking, and dangers of drugs are also topics. While some of these may seem a bit beyond the scope of an 8- or 9-year-old child chances are they already have some knowledge and some opinions on the subjects. Allowing them to read on the topics at their grade level will likely engage them further in learning about the issues.

• 1 Reading Rockets: Guiding Independence: Developing a Research Tool

About the Author

Katlyn Joy has been a freelance writer since 1982. She graduated from Southern Illinois University-Edwardsville with a master's degree in writing. While in school she served as graduate assistant editor of "Drumvoices Revue" magazine.

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3rd Grade Writing Research Papers Activities

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3rd grade writing samples

by: Jessica Kelmon | Updated: November 27, 2022

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In 3rd grade writing, there’s an emphasis on students’ nonfiction writing being both well-researched and well-organized. Your child’s teacher may introduce various methods to help kids organize their thoughts — from outlining to using Post-it notes and everything in between. These 3rd grade writing samples come from a class where the teacher has the kids use colored paper: pink paper for introductions, yellow paper for supporting reasons (backed by evidence ), and green paper for conclusions. There are a couple of key differences you may notice this year in terms of fundamental 3rd grade skills . For example, while second graders simply write straightforward introductory statements in their reports, third grade writing is supposed to have, “grabby,” or intriguing introductions to pique the reader’s interest. Read more about your third grader’s writing under the Common Core .

Third grade writing sample #1

Saving Water by Bella

In her report, Bella does a great job of writing a “grabby” introduction and making sure that her conclusion relates to her introduction.

Third grade writing sample #2

Saving Water by Cade

Notice how Cade includes details in his introduction. He also includes many supporting reasons, also called evidence from the text, in his report. Using evidence is an essential skill that continues to be a focus every year.

Third grade writing sample #3

Saving Water by Laura

Third graders are taught to emphasize the content and organization of their writing. Making edits to spelling and grammar are considered a final step — and aren’t quite as important as getting their ideas on paper. As you read Laura’s report, you may notice the spelling corrections (like the dark “c” in “faucet”) that she makes at the end, after concentrating on her introduction, supporting reasons, and conclusion.

See more examples of real kids’ writing in different grades: Kindergarten , first grade , second grade , fourth grade , fifth grade .

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Amazing Animals: Research Project for 3rd - 5th Grade

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