You will learn
- Organise findings.
- Write sections with headings.
- Write an introduction and conclusion.
- List sources.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Organise notes.
- Draft sections.
- Add introduction and conclusion.
- List sources.
Words to know
a written account of what you found out
what your research shows
a part of a report under a heading
where information came from
1. Discover: Zainab’s report
Title: How Solar Energy Helps Rural Villages. Introduction: Many villages have no power lines. Section 1: How solar panels work – cells convert sunlight into electricity. Section 2: Benefits – light for study, charging phones, cold storage for medicine. Conclusion: Solar energy gives rural communities power without power lines. Sources: a science book, an interview with an electrician, a trusted website.
Her findings are organised into sections with a sources list.
Think: How is the report organised?
2. Understand: Writing up research
Idea 1: Parts
A research report has a title, introduction, sections with headings, a conclusion and a sources list.
Idea 2: Findings
Organise your findings from notes, one idea per section.
Idea 3: Check
Use your own words, check facts and add visuals such as a labelled diagram.
3. Worked examples
Example 1 (I show you): Title
What is the title?
- How.
Answer: How Solar Energy Helps Rural Villages
Example 2 (We do it together): Sections
Name a section.
- Headings.
Answer: How solar panels work or Benefits
Example 3 (You try): Sources
What sources are listed?
Show the steps and answer
- Three.
Answer: a science book, an interview and a website
Did you know?
Real research reports often include an abstract, a short summary at the start.
Why this matters
Writing up research shares what you learned with others.
4. Explore: Write it up
Write a mini report.
- Organise notes.
- Write two sections.
- Add an introduction and conclusion.
- List sources.
Think about it: what did you notice?
You can write a research report.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- This report explains ___.
- Section 1 shows ___.
- The findings show ___.
- Sources: ___.
Guided practice
Question 1. A written account of what you found out is a research ___.
report
Question 2. What your research shows is a ___.
finding
Question 3. A part of a report under a heading is a ___.
section
Independent practice
Level 1: Start
- A written account of what you found out is a research ___.
- What your research shows is a ___.
- A part of a report under a heading is a ___.
- Where information came from is the ___ list.
- Many villages have no power ___.
Level 2: Grow
- What do solar cells convert?
- What can power light for?
- What can cold storage hold?
Level 3: Stretch
- Does a report have headings?
- Does it need a conclusion?
- Should sources be listed?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write a one-page research report with two sections and a sources list.
Show a sample answer
a report
Another one. Tell a family member the structure of a short report you could write.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can organise findings.
- I can write sections with headings.
- I can write an introduction and conclusion.
- I can list sources.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Organise notes.
- Draft sections.
- Add introduction and conclusion.
- List sources.
11. Next lesson
Next lesson: Multimedia presentations. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a research report? [1 mark]
- Name four parts of a report. [4 marks]
- What is a finding? [1 mark]
- Why list sources? [1 mark]
- Explain how to write a research report. [3 marks]
Total: 10 marks.
Marking guide and model answers
- a written account of what you found out [1]
- title [1]; introduction [1]; sections [1]; conclusion or sources list [1]
- what your research shows [1]
- to credit them and show where information came from [1]
- organise notes into sections [1]; add introduction and conclusion [1]; list sources and check facts [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A written account of what you found out is a research ___.
- What your research shows is a ___.
- A part of a report under a heading is a ___.
- Where information came from is the ___ list.
- Many villages have no power ___.
- What do solar cells convert?
- What can power light for?
- What can cold storage hold?
- Does a report have headings?
- Does it need a conclusion?
Homework
Tell a family member the structure of a short report you could write.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A written account of what you found out is a research ___. | report | 1 |
| 2. What your research shows is a ___. | finding | 1 |
| 3. A part of a report under a heading is a ___. | section | 1 |
| 4. Where information came from is the ___ list. | sources | 1 |
| 5. Many villages have no power ___. | lines | 1 |
| 6. What do solar cells convert? | sunlight into electricity | 1 |
| 7. What can power light for? | study | 1 |
| 8. What can cold storage hold? | medicine | 1 |
| 9. Does a report have headings? | yes | 1 |
| 10. Does it need a conclusion? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 report; 2 finding; 3 section; 4 sources; 5 lines. Level 2: 1 sunlight into electricity; 2 study; 3 medicine. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Organise findings | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Write sections with headings | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Write an introduction and conclusion | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 List sources | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: organise findings; write sections with headings; write an introduction and conclusion; list sources.
Prerequisite knowledge. Avoiding plagiarism.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 5 » Writing; Grade 5 » Reading: Informational Text; Grade 5 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.5.7 and W.5.2 (conduct research and write informative texts); Cambridge Primary English Stage 5 (report writing). These sources informed the lesson.