animal research project questions

Writing Unit of Study: Animal Research Project

This free animal research project will provide you with a writing unit of study that will help you build excitement about writing informational text in your classroom.

You can download this free animal research project to help your writers develop their research and writing skills.

This project will be a great fit for your first, second or third grade writing workshop.

This is another free resource for teachers and homeschool families from The Curriculum Corner.

Why should I introduce my students to research through animal study?

Animal research can be a great topic for writing informational text because students tend to be curious about animals.

Nothing seems to spark interest in most kids like learning about animals in our world. Turn their enthusiasm into an engaging animal research writing project.

They can take the time to learn about different habitats and diets.

You can also encourage students to expand their vocabulary by having them create a glossary to accompany their writing.

About this animal research project

Within this post you will find over 30 pages of anchor charts, mini-lesson ideas, writing planners and graphic organizers.

The unit will help guide your students through the complete process. In the end, you will be helping to teach your students how to write their own pieces of informational text.

The intended end product for students is an animal booklet that they can staple together to share with others.

Students who are ready for more advanced work, can create a larger project with less direction.

A description of the mini-lessons

Lesson 1: introduction.

• Begin the unit by having the students brainstorm a list of animals that they might see everyday.
• Then, have them brainstorm a list of animals they see when they visit the zoo or walk in the forest. You can do this on the blank anchor chart provided or on cart paper.
• Another option is to place students in groups. They could work to create a list together.  
• You might assign each group a continent and have them find animals that live there.
• Pull the class together and have each group share what animals they found that live on their continent.

Lesson 2: Noticings

• Next you might want to get your students familiar with common characteristics about informational texts that teach about animals.
• Have them work in pairs or small groups to go through some books and record their “noticings” about the writing.
• Then come together in a community circle to discuss those noticings and create a class anchor chart.

Lesson 3: Opinion vs. Facts

• Before getting truly into this unit, you might need to conduct a lesson on opinions vs. facts.
• After a brief discussion you can use the giraffe paragraph provided in our resources to give your students some practice differentiating between the two. This paragraph contains both opinions and facts.
• With your class read through the paragraph and record facts and opinions on the T-chart.
• Discuss both sides and how they are different from each other.
• A black & white copy of this giraffe paragraph has also been provided.  You can have them work in pairs or groups to distinguish between the facts and opinions.
• If you need more resources for your students surrounding fact & opinion check out our   Fact & Opinion Sort .

Lesson 4: Choosing a Topic for the Animal Research Project

• We want to help students to narrow their topic choices by giving them some guidance.
• Gather students and begin a discussion about choosing an animal research topic.
• For this lesson we have provided two pages where students can individually brainstorm the animals they are interested in.
• You might have students work in groups or independently to make their choice. Conference with students as needed to help.
• Don’t shy away from letting more than one student research about the same animal.  This can be a great way to promote group work. It might also help out with some of your literacy center choices throughout this unit.

Lesson 5: Good Places to Find Information about an Animal

• At this age we want students to begin to understand that all they read online about animals isn’t always true. Sometimes writing might sound true without being filled with facts.
• Show students two possible places to find information online about their animal. One should be a trusted site with reliable and accurate information. Another should be a site that perhaps a child has created.  (There are many that you can find if you search.)
• Pose these questions: Is everything on the internet true? Why?  How can you tell? Why is it important for your research writing to contain accurate information?

Lesson 6: Taking Notes

• Sometimes giving students resources and a blank sheet of notebook paper can be too overwhelming for them. Some students will copy word for word. Others might feel overwhelmed.  We need to guide them to read and pull out facts & relevant information to use later in their writing.
• For this lesson we have provided four templates for note-taking that you might choose to use for your students.
• You might need to provide different organizers to students depending on their needs.
• You will want to model the organizers your students are use. Show them how to take notes as they read.
• After initial teaching, you may find that you need to pull small groups for extra practice. Others might benefit from a conference as you take a look at the notes they are taking.

Lesson 7: Word Choice in Research Writing

• To help students think about making their writing more interesting, have them brainstorm words about their animal.
• Together brainstorm words that would be appropriate for animals. They might add words about what they look like, their movement, their habitats, their life cycles, their diets, etc. You can create a class anchor chart on the page provided.  You might even think about using the real life picture of the wolf in the download. This can get the students to begin thinking of more interesting words for animals (fierce, mighty, strong, etc).
• Then, pass out the individual brainstorm pages. Students can use the anchor chart as a guide to begin their own word choice pages about their animal. This might be a good partner activity as well.

Lesson 8: Writing Sketch for the Animal Research Project

• Next, you can model the writing sketch planner for your class.
• One idea to help your students narrow down all of the information they have learned about their animals is to give them a specific number of animals facts that they can focus on.
• Each of these facts can serve as the actual text that they will put on each page of their animal research book. Or the facts could serve as a focus for each paragraph in their writing.
• You might find that this would be a good mini-lesson to do with smaller groups of children.

Lesson 9: Creating a Table of Contents

• Another idea that can be a writing planner AND a page in their animal research book is the table of contents. Pull out one of the Table of Contents pages from the resources provided and model how to fill in the blanks on each page.
• This page will then serve as their Table of Contents (with a focus discussion on what that is and the purpose it serves) and also their writing planner so they know what they will put in the pages of their booklet.

Lesson 10: Creating a Glossary

• There are two pages provided in the resources that might help your students to learn to pull out topic specific words to put into a glossary for the end of their animal research book.
• Be sure to model how you would like for your students to use these organizers (keeping in mind that you may need to copy more than one page if there are more words than the page provides for).
• If your students need a refresher on ABC order check out these links for some added practice/review: ABC Order Task Cards & Fry Word ABC Order Task Cards

Lesson 11: Writing Your Animal Research

• You will decide on the best method for your students to showcase their published animal research.
• You may want your students to use their own creativity in the texts that they write and share. If you’d like a first experience to provide a bit more guidance, we have provided two different sets of pages for booklets.
• One is more guided and the other has less structure and smaller lines for more writing.  15 pages are provided so that you or students can pick what fits their needs.
• This “lesson” may actually become a series of lessons if you choose to model how each page can be used.  (We have also included a page with simple writing lines in case students need less guidance than the booklet pages provided.)

Lesson 12: Labeling Pictures

• One final lesson idea that pairs well with writing informational text is to teach your students how to label pictures.
• Since most nonfiction writing has real photographs, students can find some pictures online to print out and label for their booklet.  Hand-drawn pictures are also great if you would rather encourage some or all of your students in that direction.
• Whatever you choose, show your class how to effectively label a picture so that it teaches the reader more.  You can use the picture of the polar bear provided to model how to add words or even short facts as labels.  (For example if the simple label “fur” wouldn’t add additional information to the book, you might teach them to label it with a short fact such as “dense fur protects the animal’s skin from the weather”.
• To make this idea more user friendly, you might want them to use the page of blank white boxes provided to write their labels for their pictures.  Then all they need to do is cut them out and glue them to a printed picture.

Lesson 13: Writing Celebration

As always, find a way to celebrate your students’ writing.  

Invite guests (younger students or special adults) to read the books with your young authors. You might simply want to pair or group them, or some students might choose to present their book to everyone.  

Provide some light snacks if possible to give it a party atmosphere and pass out the author certificates to each child for his/her hard work.

You can download this free writing unit of study here:

Writing Download

As with all of our resources, The Curriculum Corner creates these for free classroom use. Our products may not be sold. You may print and copy for your personal classroom use. These are also great for home school families!

You may not modify and resell in any form. Please let us know if you have any questions.

Christine E.

Saturday 8th of May 2021

Thank you so much for this resource and the many pages that I can use in my homeschooling. It is exactly what I've been looking for to help me get my kids to write about our animal units! You are doing a great job, keep up the amazing work you do. I appreciate the hard work you put into putting these together.

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Saturday 14th of July 2018

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Animal Research Project for Kids at the Elementary Level in 2024

Whether you are doing a simple animal study or a fully integrated science, reading, and writing unit, this animal research project for kids includes everything you need. From the graphic organizer worksheets and guided note templates to the writing stationary, printable activities, projects, and rubrics.

Thousands of teachers have used this 5-star resource to have students complete self-guided animal research projects to learn about any animal they choose. The best part is, the resource can be used over and over again all year long by just picking a new animal! Learn all about this animal research project for kids at the elementary level below!

What is the Animal Research Project?

The animal research project is a resource that is packed with printable and digital activities and projects to choose from. It is perfect for elementary teachers doing a simple animal study or a month-long, fully integrated unit. It’s open-ended nature allows it to be used over and over again throughout the school year. In addition, it includes tons of differentiated materials so you can continue to use it even if you change grade levels. Learn about what’s included in it below!

What is Included in the Animal Research Project

The following resources are included in the animal research project :

Teacher’s Guide

The teacher’s guide includes tips and instructions to support you with your lesson planning and delivery.

Parent Letter

The parent communication letter promotes family involvement.

Graphic Organizers

There are graphic organizers for brainstorming a topic, activating schema, taking notes, and drafting writing.

Research Report

There are research report publishing printables including a cover, writing templates, and resource pages.

There is a grading rubric so expectations are clear for students and grading is quick and easy for you.

Research Activities

The research activities include a KWL chart, can have are chart, compare and contrast venn diagram, habitat map, vocabulary pages, illustration page, and life cycle charts.

Animal Flip Book Project

There are animal flip book project printables to give an additional choice of how students can demonstrate their understanding.

Animal Flap Book Project

There is an animal flap book project printables that offers students yet another way to demonstrate their learning.

Animal Research Poster

The animal research poster serves as an additional way to demonstrate student understanding.

Poetry Activities

The resource includes poetry activities to offer students an alternative way to demonstrate their learning.

Digital Versions

There is a digital version of the resource so your students can access this resource in school or at home.

Why Teachers love the Animal Research Project

Teachers love this animal research project because of the following reasons:

• This resource guides students through the research and writing process, so they can confidently work their way through this project.
• It is a great value because it can be used over and over again throughout the school year because the pages can be used to learn about any animal.
• It offers several ways students can demonstrate their learning.
• It includes a ton of resources, so you can pick and choose which ones work best for you and your students.
• It is printable and digital so it can be used for in-class and at-home learning.

This animal research packet is great because it can be used over and over again using absolutely any animal at all. The printables in this packet are ideal to use with your entire class in school, as an at-home learning extension project or as a purposeful, open-ended, independent choice for your students who often finish early and need an enrichment activity that is so much more than “busy work.”

The Research Report Process

This animal research project packet was designed in a manner that allows you to use all of the components when studying any animal. Because the printables can be used over and over, I will often work through the entire researching and writing process with the whole class focusing on one animal together, This allows me to model the procedure and provide them with support as they “get their feet wet” as researchers. Afterwards I then have them work through the process with an animal of choice. You may find it helpful to have them select from a specific category (i.e. ocean animals, rainforest animals, etc) as this will help to streamline the resources you’ll need to obtain.

Step 1: Brainstorm a list of animals to research. Select one animal.

During this stage you may want to provide the students with a collection of books and magazines to explore and help them narrow down their choice.

Step 2: Set a purpose and activate schema.

Students share why they selected the animal and tell what they already know about it. Next, they generate a list of things they are wondering about the animal. This will help to guide their research.

Step 3: Send home the family letter.

To save you time, involve families, and communicate what is happening in the classroom, you may want to send home a copy of the family letter. It’s so helpful when they send in additional research materials for the students.

Step 4: Research and take notes.

The two-column notes template is a research-based tool that helps the kids organize their notes. I added bulleted prompts to guide the students in finding specific information within each category. This method has proven to be highly effective with all students, but is especially useful with writers who need extra support.

I have included two versions of the organizers (with and without lines). I print a copy of the organizer for each student. I also copy the lined paper back to back so it is available to students who need more space.

Step 5: Write a draft.

Using the information gathered through the research process, the students next compose drafts. The draft papers were designed to guide the students through their writing by providing prompts in the form of questions. Answering these questions in complete sentences will result in strong paragraphs. It may be helpful to give them only one page at a time instead of a packet as it make the task more manageable.

Step 6: Edit the draft.

Editing can be done in many ways, but it is most effective when a qualified editor sits 1:1 with a student to provides effective feedback to them while editing.

Step 7: Publish.

Print several copies of the publishing pages. I like to have all my students start with the page that has a large space for an illustration, but then let them pick the pages they want to use in the order they prefer after that. I have them complete all the writing first and then add the illustrations.

Finally, have the children design a cover for the report. Add that to the front and add the resources citation page to the back. Use the criteria for success scoring rubric to assign a grade. The rubric was designed using a 20 point total so you can simply multiply their score by 5 to obtain a percentage grade. The end result is a beautiful product that showcases their new learning as well as documents their reading and writing skills.

In closing, we hope you found this animal research project for kids helpful! If you did, then you may also be interested in these posts:

• How to Teach Research Skills to Elementary Students
• 15 Animals in Winter Picture Books for Elementary Teachers
• How to Teach Informative Writing at the Elementary Level

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The best topic for animal research for kids.

Conducting animal research with elementary students is one of the school year’s highlights. Typically, it occurs toward the end of the year making it the perfect wrap-up project. I’ve completed much animal research for kids over the years, but one of my favorites is an animal research project on Alligators versus Crocodiles!

Telling the difference between the two is always a fun conversation to have with kids because it can just be so tricky! You can use this animal research topic for an engaging animal study or a full science, reading, and writing unit.

For these research activities, I like to let the students lead the way all while incorporating other reading comprehension skills, including identifying facts versus opinions and true versus false. 

Now, I’d like to share a look into how this is structured in the classroom. I’ll be using our Rooted in Reading research unit to demonstrate and you’ll have access to a FREEBIE below.

Build Background Knowledge with Reptile Research

Using an anchor chart is literally to help anchor the lesson for the rest of the week. Before jumping into the research for alligators and crocodiles, start with a classroom discussion about reptiles and what students already know about alligators and crocodiles.

Find kid-friendly research links for students to browse and learn. You should begin by modeling for students how to use the research links to gather information about the animals they want to focus on.

At this point, you are showing students how to conduct research and begin to generate questions about what additional information they want to learn about the animals. You can jot down those questions on the anchor chart along with the details they already know.

You will continue to update the alligator versus crocodile research anchor chart throughout the lesson, circling back to add what students learned after they complete their animal research projects.

Now, it’s time to move on to gathering information.

Use Kid-Friendly Websites to Gather Facts

The next phase of the student’s animal research is to collect information and facts. Before you begin the lessons, take some time to gather kid-friendly research links for students to use to gather the details they need for their projects.

Here are a few websites I recommend for researching alligators and crocodiles .

• Nat Geo Kids
• San Diego Zoo Webpage for Alligators
• San Diego Zoo Webpage for Crocs

Students can choose whether to research alligators or crocodiles. They can use the corresponding recording sheets to collect their facts, such as:

• Interesting Facts

Have students jot down notes and details as they read. Later, they will be compiling all of their research into a research booklet ! More on that later.

Incorporate Complementary Comprehension Skills

As students are conducting their animal research they will begin to come across various facts, thoughts, and opinions. This is an important point within the research study to help students understand the differences between fact and opinion and true and false. 

True vs. False

When students are jotting down their notes, it’s important students understand that they should only be writing down true statements. In order to do this, a mini-lesson on true vs. false statements will help them be able to identify the differences.

One way we help students differentiate is by using a true vs. false statement matching activity. You can complete this as a stand-alone activity or during a whole group lesson.

What you will do is grab a collection of sentence cards with details about alligators or crocodiles and have students go through them. They will use a recording sheet to determine whether the sentence is true or false. 

Facts vs. Opinions

Similarly to the lesson on true vs. false, students will likely encounter some opinions as they are gathering information. So, differentiating facts from opinions is an important skill to review as students are researching. 

Separating facts and opinions can be tricky, so this comprehension skill may require a bit more practice.

First, you should begin by defining each. You can use digital posters to anchor the lesson and have them on display so students can have a reminder of the differences. As a class, help to model and discuss each.

Then, you will want to complete some complementary activities that focus on identifying facts and opinions.

One way to do this is by having students highlight facts and opinions in a passage on the animal research topic. Using a short passage on American alligators, students can highlight facts and opinions throughout using two highlighters in different colors for each category. They can do something similar for crocodiles.

An additional fact versus opinion activity is a Fact and Opinion sort. For this activity, students will be given sentences and a recording sheet with columns for facts and opinions. They will then sort each sentence into the correct columns. 

For additional practice, you can grab a FREE Fact vs. Opinion activity inside my post on May read-aloud suggestions !

Animal Research Booklet

Taking all of the information they gathered during their research, making sure they are true and facts, students will craft a fun research booklet to showcase all of the details they’ve learned. 

Students can create alligator or crocodile-shaped research booklets and inside the pages, they will write out the things they learned about those animals. Each page will have a fact about these ferocious reptiles!

If you’re conducting animal research with your students soon, consider this alligator versus crocodile research topic!

{ All of the activities mentioned in this post are part of the research unit included in our 1st Grade Rooted in Reading May resource, a full month of reading comprehension lesson plans and activities. }

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Animal Research Projects Step-by-Step

June 9, 2016

Inside: Discover the step-by-step process I use for animal research projects in kindergarten. 

Using a Roadmap for Your Animal Research Projects

Spring is an exciting time in kindergarten, because the children have now learned how to write and can create their own nonfiction informational books.  But in order to get the results we want, our animal research projects must begin several months before that, and include research and note taking steps, so children will already be animal experts before they begin write.

Here is the project path that we use to support us, as we move from animal researchers to nonfiction writers during the second half of the kindergarten year.

Animal Research Project Steps

Step 1: i wonder.

During this step, I plan an entry event, designed to spark curiosity and get children excited about the animal we’ll be studying.  This might be an animal webcam, live animal visit, or even an unexpected “visitor” that we discover in the classroom or on the playground.

As children observe the animal, I invite them to share, in words and/or writing, what they see, think, and wonder about the animal.

Step 2: I Plan

I then work together with children to create a list of resources that we might use to find the answers to our questions.  This includes books, videos, websites, webcams, mini field trips, and any ”experts” that we might interview.

We create a special research center in our classroom to store and display them all materials related to our animal research projects.

Step 3: I Investigate

I build “inquiry time” into your day to conduct whole class, shared research using the resources we’ve gathered.  I model note taking and let children take their own notes using a combination of pictures and words.

I also Incorporate what children are learning about the animal into their choice time discovery centers.  They might create models of the animal out of play dough or use animal figures and special props in the block center to create and build habitats.

Step 4: I Review

Once we’ve “digested” lots of information, I invite children to reflect and review our shared notes to see if we have collected enough information about our animal in each of these four areas: body features, habitat, diet, and life cycle.

We will us these 4 categories to help us organize our writing in the next step, so it’s important that we’ve focused our research on gathering information for each subtopic.

Step 5: I Create

Now it’s finally time to write! During this step, we will create a piece of informational writing to share what we’ve learned.  Depending on what form of writing we choose, the children’s age and their experience, they might work independently, with a partner, in a small group, or be guided by me, step-by-step.

When it’s our first animal research project, we usually do it together.  The children choose the facts they want to write, but I guide them page by page through each subtopic.

Once, we’ve done that one together, I then let children choose an animal and do the second one independently, in pairs, or with a small group.  This happens naturally, as some children will pick the same animal, and will need to share resources, so they end up working together, but each creating their own book.

Along with an informational text, children can also create additional visuals to use in their presentation. These might include:

These are great options for children who have finished their writing before others and need an additional challenge. Or children might choose to work on this extra project during choice time.

Step 6: I Share

I work together with children to choose an authentic audience to share our learning and we schedule a time to present.  The presentation can be as simple as reading to a book buddy from another class or as involved as creating a “museum” and hosting tours for families.

Before children present, I spend some time reviewing and rehearsing presentation habits.  I model and we role play each behavior so children know what it looks and sounds like to be an effective presenter.

Resources for Your Own Animal Research Projects

Are you ready to begin an animal research project with your kiddos? Use the above roadmap as your guide along with these additional resources that will be helpful to you on your journey.

Using Webcams for Animal Research in Kindergarten

Keeping it Real: Animals in the Classroom

Our Eagle Research Project Path

Ready, Set, Research: Animal Informational Writing Units

For more science and inquiry ideas, visit the Growing with STEAM page found inside the Roots & Wings Resource Library. 

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A Virtual Animal Behavior Research Project for an Introductory Biology Course

In December 2019, I was preparing to teach the lab section for the second half of an introductory biology sequence, which includes evolution, form and function, and ecology. I’d taught this course many times in the past, though I hadn’t for a few years before 2019. I knew I wanted to move away from rote learning through memorization or canned laboratory activities, and to create an authentic experience that would allow me the overarching theme of developing students’ scientific skills, as well as their science identity. Therefore, I redesigned the course so that our scheduled lab time was used for knowledge and skill development. The course focused on the research skills in the Vision and Change Biology Core Concepts (AAAS 2011) and supporting literature outlining how to apply the core concepts (Branchaw et al. 2020) so that students developed the necessary skills to conduct the research project at the end of the course.

Unfortunately, my initial plans were sidelined by the ongoing global pandemic, which required a portion of our laboratory activities to be conducted virtually. I ended up developing a multiweek virtual model to develop basic scientific knowledge and skills using BioInteractive resources that culminated in an eight-week-long animal behavior research project.

In developing this course, I focused on skill development because it’s essential for building confidence. When students are more confident in their skills, this confidence generates a sense of belonging in science, contributing to their science identity. This is essential for retention of students identified historically as Persons Excluded because of their Ethnicity or Race (PEERs), who may be marginalized and less comfortable in the science environment (Asai 2020).

Ethogram and Time-Budget Study

In order to move students toward more open-ended experiments, I chose ethograms with a time-budget study as their final research project. Ethograms are used in the field of animal behavior to collect data during observations and require making a series of field observations that result in a catalog of behaviors and activities identified by the observer.

For this research project, students conducted independent ethological research observing the behavior of an animal species of their choice. I asked students to choose between focusing on a group of animals or an individual, since these require different observational techniques. In observing a group of animals via webcam, students needed to understand that they should focus on one individual of the group for set intervals. Students could also choose to focus on an individual animal for longer and more frequent observations, though that comes with its own limitations.

Initial observations of specific behaviors helped students construct their data-collection instruments, which are used to construct a basic ethogram. Students determined how they would collect data, which helped to develop observational skills and rudimentary experimental design. I provided students with some examples of ethogram templates. (Many zoos have a basic version posted for students, such as this one: Virtual Classroom | Animal Ethograms - Denver Zoo .)

Finally, students used the list of behaviors they collected for their ethogram to observe their animal(s) several more times. They were required to create a data-collection tool to record the number of times each behavior was observed during a specified period of time for at least three more observation periods. These data were used to create a time-budget study, which is a study that identifies the activities an animal is performing in order to determine how the animal uses its energy during a specific time period.

Overall, ethograms and time-budget studies ease students into research before they are introduced to experimental variables and more advanced research methodology. Plus, it’s fun because they choose their own study animal, so it allows for an authentic final assessment in which students demonstrate the skills they have learned and take ownership of their project.

Weekly Modules

For context, this course consisted of a three-credit lecture and a one-credit lab. The first six weeks of the 15-week laboratory portion were conducted in a synchronous virtual format, using BioInteractive materials to teach the basic skills necessary to start the ethogram project. (The first six weeks, as well as the culminating project description, are presented here.) Starting in Week 7, we also conducted in-person lab activities that enhanced students’ background knowledge on animal behavior and taxonomy. All work for the ethogram project was submitted through the course learning management system.

Week 1: Science Literacy Part 1 & Evaluating Science in the News

The first week of lab class introduced students to the process of science by having them evaluate scientific news articles to prepare them for the literature review of their animal behavior project. During our synchronous meeting time, I provided a minilecture on scientific literacy, pseudoscience, and understanding logical fallacies, followed by a short quiz using an online polling system. I then assigned students into breakout groups. Each team completed the short handout for the activity “Evaluating Science in the News,” which involves using the CRAP (Currency, Reliability, Authority, and Purpose) test to evaluate a science news source.

Each team evaluated a “science” article about SARS-CoV-2 that was filled with misinformation by filling out the handout. I assigned the extended version of the “ Scientist Role Models” activity as homework because I wanted them to begin creating their science identity so that they considered themselves as scientists.

Week 2: Scientific Literacy Part 2: Reading Scientific Articles

During Week 2, we continued exploring scientific literacy to scaffold skills they learned in Week 1. The synchronous virtual meeting began with a case study activity that provided students with information about experimental design and basic data analysis. This case study also showed an animal observation study in which there is no laboratory experiment, but data were still collected based on a hypothesis.

We discussed the case study as a class, with students responding in the chat or out loud. Once we completed the case study, I created teams for another article analysis activity. We used this activity to become familiar with the structure of a scientific paper and describe what kind of information is provided in each section (abstract, introduction, methods, results, and conclusion). The activity goals were:

• Identify hypotheses in scientific writing.
• Evaluate evidence in support of a claim in scientific and journalistic writing.
• Identify appropriate search terms.
• Effectively search library databases to find relevant peer-reviewed scientific literature.
• Gain experience reviewing peer-reviewed literature.

Here are guiding questions that I asked students to keep in mind when reading a scientific article. (I also provided an optional resource article: “How to (Seriously) Read a Scientific Paper.” )

• What basic research question are the authors trying to answer?
• What makes that research question significant? (That is, why try to answer that question? Why does it matter?)
• What data did the authors collect?
• What is the authors’ interpretation of their data?
• Do you think that the data they collected supports their conclusions? Why or why not?

This activity consisted of two parts:

Part 1: I reviewed how scientists formulate a hypothesis, test it, and share their information with their peers through publication. I briefly introduced a topic using a short video. While students watched the video, I asked them to focus on how an observation, no matter how trivial, could help form a testable scientific question and emphasized that observation is the beginning of all scientific investigations.

I used a video about penguin defecation to maintain the theme of research related to animal observation. It gave students a chuckle, but is related to actual research, which they review in Part 2 of the activity.

Part 2: Students were divided into groups to read an article about penguin defecation ( Meyer-Rochow and Gal 2003 ) related to the research depicted in the video. Students were asked to work as a team to identify various components of the article, including the scientist’s hypothesis, the evidence used to accept or reject the hypothesis, and whether the hypothesis was accepted or rejected. For the activity, students chose one person from their group to be the notetaker and one person to report back to the entire class when we reconvened.

When the groups finished, we reconvened and students shared out. I recommend doing this as a group activity after they watch the video, with a follow-up discussion, because both of my sections found this particularly difficult. The article was a bit complex for them to understand, but as we talked through it, they understood the importance of becoming familiar with primary literature. I also reminded students that they were not expected to fully understand the paper.

Homework for Week 2 consisted of a similar reading assignment that related to the work they would do in Week 4 (Lizard Evolution Lab). Students watched a BioInteractive video on reproductive isolation and speciation in lizards , then read “Rapid evolution of a native species following invasion by a congener” ( Stuart et al. 2014 ).

In the directions for the article analysis, I reminded students that they were working toward a course goal of being able to understand scientific journal articles. I also allayed students’ concerns about the complexity of the article by reassuring them that I would do my best to teach them the background information needed to understand each article before we read it. I also told them to focus their attention on what they wanted to glean from the article.

Week 3: Sampling Distribution Lab

During Week 3, students were introduced to graph analysis and the concept of sample distributions using the Sampling and Normal Distribution Click & Learn and its accompanying worksheet. I converted the worksheet to a Google Form that students could easily fill out and submit online, since they would be working asynchronously. During the synchronous meeting, we did a quick recap of the article that students read for their homework from Week 2. I also showed the annotated summary of the same article entitled “There's a new kid in town” posted on Science in the Classroom .

After the article discussion, I did a minilecture on sampling distribution and how to use the Click & Learn. I then allowed students to work individually or in teams during class time. I stayed online in the virtual classroom so that students could pop in if they had questions for me. This activity proved to be difficult for some students, so I set up individual virtual meetings to go over their questions. No homework was assigned this week as they were working on the activity asynchronously.

Week 4: Lizard Evolution Lab

Week 4 included one of the favorite activities for both of my groups. Like in Week 3, I spent the synchronous meeting time showing students how to use the Lizard Evolution Virtual Lab and its accompanying worksheet. I also showed the related video The Origin of Species: Lizards in an Evolutionary Tree , which helped students understand how the data for the virtual lab were collected. I reminded them that observational skills were key to this research and that this was the research from the article they read in Week 2.

As in Week 3, I converted the worksheet questions into a Google Form. Similarly, no homework was assigned as they worked on this virtual lab asynchronously.

Week 5: Animal Behavior & Communication Part 1

Students were now ready to apply their skills. For Week 5, I used the synchronous time to go over the following topics with students via videos, a minilecture, and exemplars of previous work:

• How to keep a field journal (discussion and examples posted)
• Overview on ethograms and how they are created (videos and examples posted)
• Various types of animal behaviors that can be observed and methods of sampling animal behavior (videos)

I found several good video examples on YouTube and various examples of ethograms, which I also posted in the learning management system.

For homework, students reviewed the materials, then conducted an initial observation of an animal species of their choice. I’ve written about a similar project here: “Teaching Ecology and Animal Behavior in an Online Setting.” These observations helped them decide on the animal species they would like to study.

I also asked them to find at least two peer-reviewed articles about their animal species. I will admit that I was surprised that, at this point, students struggled with understanding what this meant. Many started off with non-peer-reviewed resources, such as encyclopedias and popular websites. I provided feedback on their resources and did not award the points for the assignment until they submitted peer-reviewed articles. In some cases, this took a virtual meeting to discuss this with students.

Week 6: Animal Behavior & Communication Part 2

For Week 6, students were introduced to a more in-depth example of animal observations so they could apply their problem-solving skills, as well as the knowledge we had learned in class thus far. This example really created a deeper understanding of the process of science once students saw how it was done.

For the synchronous class time, we used the How Animals Use Sound to Communicate Click & Learn. Students were provided with a Google Doc version of the accompanying worksheet so they could fill it in as we worked through the Click & Learn. With the class, I clicked through and discussed the “Introduction” slides to provide students with the knowledge base for the activity.

On Slides 3 and 4, students watched a video of the various animal behaviors identified and defined by the researchers. On Slide 3, I played the video and asked students to try to identify which of the auditory signals they observed the animals using. After this, we moved to Slide 4, which has the same video but highlights the auditory signals that students should have observed. This really showed that observational work, especially when there are multiple animals, is difficult.

This example connected with what students should have done during their observations the previous week. The example also assisted them in that week’s homework, which was constructing their data-collection tool. In addition, we discussed how animals use sound to communicate as we continued to watch the videos. This was much more interesting than reading about animal behavior in their textbook!

At this point, students should also have been thinking about the types of behaviors they could have been observing in Week 5. Some opted to redo their initial observation because they realized they did not adequately observe their animal. I loved that this happened because it let them experience the actual process of science in action. In other words, they realized that their original observational skills were not honed and were better able to understand the types of behaviors they should be looking for in their chosen species.

Once we finished the introduction of the Click & Learn, as a class, we worked through the first case study about how elephants communicate across long distances. This case study begins with an introduction to various types of elephant sounds and describes the combination of low- and high-frequency vocalizations used in elephant communication. This is a great thinking exercise that shows students how observational research can be used to develop a quantitative research study.

As homework for this week, students were asked to revise/develop descriptions of the behaviors they had identified. Then, they developed a definition for each behavior and created their data-collection sheet for the time-budget study.

The time-budget study was created by each student based on the list of behaviors they had generated. Once they identified the timeframe (e.g., observing animals for two 15-minute intervals twice per week at a specific time of day) for their observations, they would count how many times the animal presented with each behavior within the time they observed the animal. This is where they would use the ethogram to create a checklist used during the time-budget study observations. They were provided with a detailed instruction sheet for the entire project.

Once students submitted their data-collection table and received feedback from me (either written or via a meeting), they could start collecting data. They were required to collect data on three separate dates.

After Week 6

After working through Weeks 5 and 6, which helped students design their projects, students collected data for the rest of the semester (Weeks 7–14), with at least three separate data-collection periods required for their time-budget study. The final assessment for the course included an oral presentation of their results, as well as a written paper. I created a slide template for them and a sample of a research paper (I used a former student’s paper with permission), as many were not familiar with how to present authentic research.

After Week 6, the students met for in-person lab exercises (we were masked and in full PPE) where we practiced skills they would need to successfully complete their project. For example, they practiced behavioral observation skills via a pill-bug experiment where they made their own hypotheses and tested them.

During these final weeks, I also scheduled time to meet with students in-person to discuss issues with their projects. I tried to highlight the importance of interacting with a mentor (in this case, me) and helped them practice the skills they would use in graduate school or at work.

All but one student out of 30 successfully completed the project. The final presentations were conducted virtually. Students proudly presented their authentic research and clearly showed how they had developed their research skills with this project. I was ecstatic that students were able to accomplish so much during a global pandemic. They were able to get a feel for what it is like to work with a research mentor and develop their own research projects. I really enjoy mentoring students, and this is a perfect way to interact with them and model for them what it is to be mentored and to engage them in the process of science. Through the creation of the student-mentor bond, I was able to help them begin to see themselves as scientists. The seed for the base of their science identity was planted.

American Association for the Advancement of Science. Vision and Change in Undergraduate Biology Education: A Call to Action . Washington, DC: American Association for the Advancement of Science, 2011.

Asai, D. J. “Race Matters.” Cell 181, 4 (2020): 754–757. https://doi.org/10.1016/j.cell.2020.03.044 .

Branchaw, J. L., P. A. Pape-Lindstrom, K. D. Tanner, S. A. Bissonnette, T. L. Cary, B. A. Couch, A. J. Crowe, et al. “Resources for Teaching and Assessing the Vision and Change Biology Core Concepts. CBE—Life Sciences Education 19, 2 (2020): es1. https://doi.org/10.1187/cbe.19-11-0243 .

Meyer-Rochow, V. B., and J. Gal. “Pressures produced when penguins pooh—calculations on avian defaecation.” Polar Biology 27, 1 (2003): 56–58. https://doi.org/10.1007/s00300-003-0563-3 .

Stuart, Y. E., T. S. Campbell, P. A. Hohenlohe, R. G. Reynolds, L. J. Revell, and J. B. Losos. “Rapid evolution of a native species following invasion by a congener.” Science 346, 6208 (2014): 463–466. https://doi.org/10.1126/science.1257008 .

Melissa Haswell is currently the Associate Dean of Science and Mathematics at Delta College in Michigan. Previously, she taught introductory biology and science ethics for a biology majors program, and anatomy and physiology, and pathophysiology for the nursing program at Davenport University, a private university in Michigan. When she’s not focused on working to improve higher education, she enjoys hiking and camping with her husband and Dalmatian, Chloe, as well as reading, cooking, and spending time with their two cats.

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Sheila Smith explains how she uses the "Creating Chains and Webs" BioInteractive activity to teach her students about the direction of energy flow in food chains and webs. She also uses the short film The Guide to introduce the topic.

Jim Clark describes how he uses the Steve Palumbi and Megan Morikawa Scientists at Work short film to demonstrate to his students that science is not always performed indoors at a lab bench.

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Glacier National Park

Essential Question

How do scientist study animals?

Students will be able to: • Discuss difference between cultures with relation to animals. • Use guiding questions to conduct effective research about animal species living in Glacier National Park. • Illustrate their animal research. • Communicate the results of their research with others.

This lesson is one part of Work House: A Glacier National Park Science and Indian Education Program. It can be completed as a stand alone lesson or as part of the greater Work House course.  The full  Work House Program  is available on Glacier National Park's website.  Background information as well as the full lesson plan can be found as a  PDF here . Assign student reading. Get books for student research. Mark specific reference pages in suggested books. Arrange internet access and download the “ Animal Field Guide, Flathead Reservation Riparian Species ” App if applicable. Review the websites referenced in the introduction for this unit. You may want to compile a list for students to use in their research or make it into more of a “webquest” with the websites provided. Have questions for research ready to handout/display and a completed example (or grading rubric if applicable) to show students of the expected report results from their research.

Preparation

• Prepare for two 50 minute class periods - one for reading/discussion, choosing animal and starting research. One to finish research and write report with animal illustration. More time needed for extension activities.
• Theme and art paper
• Pencils, colored pencils
• Internet access, encyclopedias, wildlife books, and particularly books about the animals of Glacier National Park, as well as People Before the Park by Sally Thompson, Kootenai Culture Committee & Pikunni Traditional Association
• Students should do the Student Reading for Unit 5 , pages 34-40, before starting this lesson. Use the “Checking for Understanding” questions to focus on the lesson objectives of exploring how people relate to animals, especially wild animals and the idea of sharing the Earth with other creatures. Included in the objectives is for students to realize that different people and cultures all relate differently to animals. In doing their animal research, they should be thinking of their relationship or beliefs/feelings toward wild animals and why they feel that way. How do the different ways people feel about animals influence national parks?
• Let students know that they are going to learn more about the wild animals in Glacier National Park by creating research reports of a favorite animal that they are certain lives in Glacier National Park (and if going on a field trip, one that they would like to see on their visit). Be sure that they have a second choice so that there are not duplicates. The instructor may wish to specify animals that would frequent beaver habitat, or that would live in a burned forest, or that appear in a traditional Blackfeet, Kootenai, Salish or Pend d’Oreille story (or that conform to some other precondition). There are numerous references to uses and importance of specific animals found in Glacier National Park by the Kootenai and Blackfeet in the book, People Before the Park. There are also a variety of books in the Blackfeet Reading Series and from the Salish and Kootenai Culture Committees of animal stories. The Fire on the Land Project from CSKT has a section on wildlife, and  Bull Trout’s Gift and Explore the River from CSKT has information on animals. If students have access to Apps, the CSKT Riparian Animals Field Guide is a result of CSKT putting all their animal research together in one place for people to use- could your students make an App for Glacier?
• Go over the “Questions for Animal Research” to make sure students understand what they should be trying to find out about their animal. (Perhaps having a sample to show or one from a previous year’s student will help). Show the students how to find resources in the library, and walk through the Montana Field Guide on-line to help them begin their research.
• Ask students to illustrate their writing on a separate piece of art paper. Some students may find research more to their liking if they are allowed to draw the picture first. (There are animal coloring book pages on the park website.)
• For advanced students, have them make a movie documentary of their animal research. Here is an example the park received from a student who did research on wolverines .

Questions for Animal Research

• Give the common name and scientific name of the animal you have chosen to research (and if you wish, the Blackfeet, Kootenai, Salish-Pend d’Oreille name). Give a physical description of the animal.
• How does this animal reproduce? Are the young born alive? Are they hatched from eggs?
• How does this animal care for its young? Do parents supply food directly? Do they nurse them? Are the young taught to find food or are they left on their own?
• What does this animal eat? Does it eat plants and animals (omnivorous)? Does it eat only plants (herbivorous)? Does it eat only animals (carnivorous)? The Glacier National Park Teacher’s guide has a chart of “Who eats Whom” other activities to learn about Glacier’s wildlife.
• How does this animal move about? Does it fly, walk, crawl, etc.?
• In what kind of environment does this animal live? Does it live on the ground, in the air, in water, or in a combination environment? Does this animal prefer special terrain such as alpine tundra, marsh, open meadow, forest, stream, etc. ?
• What other interesting observations can you make about this animal?
• Draw the animal in an appropriate environment on a separate sheet of art paper.

Writing Extension

When writings have been edited and drawings are completed, have the students present their reports and pictures to each other in order to share knowledge of all the animals. Choose a title and help students assemble their reports and art in a book - maybe even a field guide for a trip to Glacier!

Field Trip Extension 

• Play traditional American Indian games. Contact the International Traditional Games Society to obtain lesson plans and game kits. How did these games help children learn the skills needed to improve their observation skills of animals? 
• Family Forestry Expo  and  River Honoring  - organized annually, target specific grades and include information about wildlife.
• Invite someone from the local community or tribal government to discuss wildlife management in your area. Compare local management objectives with the National Park Service objectives.
• Invite an elder to your class to talk about wildlife experiences he/she may have had in the past.
• Contact the wildlife division for one of the Reservations and ask it it’s possible to arrange a speaker or a field trip.
• Ranger-Led Field Trips  and  Service Learning Projects  in Glacier National Park. The park’s native plant restoration program has service learning field trips for middle and high school students; the  Forest Processes  and  Fire Ecology  field trips can be modified for 3rd - 8th grade.
• Self-Guided Field Trips  as well as Guided Tours - various concession operated - in Glacier National Park.
• Glacier Institute  - geology and other education programs.
• Guided Tours in Glacier National Park - various concession operated.
• Flathead Community of Resource Educators (CORE) -  outdoor education guide for field trips  in the Flathead Region.

Carnivorous, environment, herbivorous, omnivorous, reproduction.

Assessment Materials

Play the Animal Story Guessing Game. After students have presented their stories, have them take turns telling animal stories that give vital information, except name and physical description, about some animal that lives in the park. The other students ask for clues and guess which animal is being described. Play an animal pantomime game. Have students take turns doing a silent imitation of animal behavior until the other students successfully guess which animal they are imitating. Both of these activities are fun for students and provide a good review.

Additional Resources

• Research the ten thousand acre Grizzly Bear Conservation Area in the Mission Mountains Tribal Wilderness by contacting CSKT’s Division of Fish, Wildlife, Recreation, & Conservation.
• Fire on the Land DVD - contains information about wildlife and fire.
• Glacier Education Trunks available to borrow that have wildlife connections: Songbird Trunk, Fire Works Trunk, Mammals Kit, Bear Trunk, Wolf Trunk.
• Glacier NP Student Resource Guide - has copyright free images of Glacier wildlife, fact sheets about the plants and animals, podcasts about bear research and Citizen Science, resource bulletins about various animals, coloring books, alphabet books, and much more.
• Browning Public Schools has a Blackfeet English Language Animal Coloring Book.
• Look at a copy of Glacier National Park’s Bear Management Plan and Bear Management Guidelines and discuss them.
• Montana State Park’s Indian Education for All Lesson plans associated with state parks in Montana.
• Flathead Community of Resource Educators (CORE) - list of education trunks available from various organizations across the state. Also links to various education resource providers in the Flathead Region.

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Last updated: September 15, 2023

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April 18, 2015 · Leave a Comment

Free Animal Research Packet

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Springtime is a great time for an animal unit. If you are studying animals, this free animal research packet is for you!

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Animals That Adapt - Research Project & Report

Updated:  04 Jan 2024

Strengthen your students' understanding of conducting research with an Animal Adaptations research project.

Non-Editable:  PDF

Pages:  5 Pages

• Curriculum Curriculum:  AUS V8, NSW, VIC, AUS V9

Years:  5 - 6

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Wrap Up Your Animal Adaptations Unit With a Research Project!

Are you looking for a fun (and challenging) way to have your students demonstrate their learning near the end of your unit on cool animal adaptations? If so, you’ve found the perfect tool for doing that… the research project and presentation! This student inquiry task puts your students in the drivers to do all of the heavy lifting and research it takes to teach a topic to a classmate through the presentation of their learning via informational report. This inquiry task takes students step by step through the research project, setting them up for an end-of-unit presentation.

Setting Up Your Animal Adaptations Projects

This resource includes:

• a detailed description of the task
• a graphic organiser for recording information
• a planning sheet for the information report.

Students will participate in the following scenario to kick off their research and then use a variety of tools to research and record their learning about the adaptations held by a chosen animal.

Imagine you are a reporter for National Geographic magazine. You have been asked to write a detailed information report to feature in a special edition of the magazine dedicated to animals and their environments.

A series of graphic organisers and research tasks will guide the students through the stages needed to produce a complete information report.

Download, Print, and Research Animals with Cool Adaptations!

Get your students started on showing what they know about animals with cool adaptations. Click the download button to download the quick-print PDF resource file.

Even More Animal Adaptations Activities

teaching resource

How living things survive – teaching presentation.

Use this 13-slide teaching presentation to teach your students about the basic needs and physical characteristics of animals and plants.

Plant and Animal Adaptations - Reading Comprehension Passage

Boost reading comprehension skills with a comprehension passage, with questions, about structural, behavioural and physiological adaptations.

Plant and Animal Adaptations - Vocabulary Worksheets

Review key vocabulary associated with plant and animal adaptations with a pair of vocabulary worksheets.

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162 Best Animal Research Topics To Nail Your Paper In 2023

The world is filled with living things. There are some animals that we know about, some that we will discover, and there are many that we might never know about. All our knowledge about animals is mostly dependant on researchers.

Well, we are rooting for you to be the next great researcher. Be it zoology, veterinary, or live wild stock, your study needs a research topic. If you’re looking for the best animal research topics to nail this year, we’re here with your help.

Table of Contents

Best Animal Research Topics

We have 162 Animal Research Topics that will help you get the best grades this year.

Physiology of Animals Research Topics

• Description of the knowledge required to work in animal physiology
• Study of animal species with different specialties in the sciences of nature and life
• Life sciences and socioeconomic impacts
• Neurulation appendages birds
• Exercises on gastrulation and neurulation
• Gastrulation amphibians birds
• Fertilization segmentation in the sea species
• Gametogenesis: A Detailed Introduction
• Study of Delimitation: bird appendages
• Particularities of the developmental biology of certain species
• Technical-commercial animal physiology
• Terrestrial and marine ecosystems
• Animal biology and forensic science: Is there a connection?
• Animal Biology Biotechnology and molecules of interest regarding food and industry
• The interest in biology in the diagnosis of animal and plant diseases
• Toxicology and environmental health concerns in animal physiology
• Animal and plant production
• Fundamentals of animal physiology research and analysis
• Behavior and evolution Genetics of behavior in animals
• Adaptation and evolution of behavior
• Comparative studies of general ecology, zoology, and animal physiology
• Study of animals about the conditions prevailing in their immediate environment
• Endocrine and neuroendocrine systems in animals
• Studying the nervous systems in birds
• Genitals and reproductive physiology of birds
• Understanding of the anatomical and functional particularities of invertebrates
• Biology and physiology of invertebrates
• Reconstruction of phylogenetic trees
• Morpho-anatomical arguments and the importance of fossils
• Argued classification of animals
• Study of the evolution of living organisms by making updates on recent advances in Animalia
• Phylogeny and Animal Evolution
• Principles of echolocation in the bats
• Possible evolution of the increase in complexity of the primitive nervous system
• The nervous system of the insect
• Circulation in animal physiology
• Animals without a differentiated circulatory system
• Water and mineral balance in animals
• Thermoregulation in animals
• Musculoskeletal system in animals
• Study of animal blood
• Biological rhythms of animals
• Skin and teguments of mammals
• Animal nutrition and metabolism
• Hormones and endocrine system of animals
• Emerging organic pollutants
• Mechanisms of toxicity in animals
• Animal physiology in animals from temperate regions
• Genetic correlations between animal species
• Animal communities, forest ecology, and forest birds
• Wildlife-habitat modeling

Looking for research topics in general? Read 402  General Research Paper Topics

Animal Research Topics For Student

• Impact of the agricultural raw materials crisis on the marketing of livestock feed
• Analysis of the competitiveness of poultry produced in the USA
• Animal cruelty in USA and European countries
• Seroprevalence of neosporosis in cattle herds
• The peri-urban dairy sector
• Effect of the liberalization of the veterinary profession on the vaccination coverage of livestock
• Why do people kill animals? The psyche behind animal cruelty
• Evaluation of the growth performance of three sheep breeds
• Study on the protection of terrestrial ecosystems
• Ecology of African dung beetles
• Effects of road infrastructure on wildlife in developing countries
• Analysis of the consequences of climate change related to pastoral livestock
• Strategies for management in the animal feed sector
• The feeding behavior of mosquitoes
• Bee learning and memory
• Immediate response to the animal cruelty
• Study of mass migration of land birds over the ocean
• A study of crocodile evolution
• The cockroach escape system
• The resistance of cockroaches against radiation: Myth or fact?
• Temperature regulation in the honey bee swarm
• Irresponsible dog breeding can often lead to an excess of stray dogs and animal cruelty
• Reliable communication signals in birds

Also see:  How to Write an 8 Page Research Paper ?

Animal Research Topics For University

• Color patterns of moths and moths
• Mimicry in the sexual signals of fireflies
• Ecophysiology of the garter snake
• Memory, dreams regarding cat neurology
• Spatiotemporal variation in the composition of animal communities
• Detection of prey in the sand scorpion
• Internal rhythms in bird migration
• Genealogy: Giant Panda
• Animal dissection: Severe type of animal cruelty and a huge blow to animal rights
• Cuckoo coevolution and patterns
• Use of plant extracts from Amazonian plants for the design of integrated pest management
• Research on flying field bug
• The usefulness of mosquitoes in biological control serves to isolate viruses
• Habitat use by the Mediterranean Ant
• Genetic structure of the  African golden wolf  based on its habitat
• Birds body odor on their interaction with mosquitoes and parasites
• The role of ecology in the evolution of coloration in owls
• The invasion of the red swamp crayfish
• Molecular taxonomy and biogeography of caprellids
• Bats of Mexico and the United States
• What can animal rights NGOs do in case of animal cruelty during animal testing initiatives?

Or you can try 297 High School Research Paper Topics to Top The Class

Controversial Animal Research Topics

• Is it okay to adopt an animal for experimentation?
• The authorization procedures on animals for scientific experiments
• The objective of total elimination of animal testing
• Are there concrete examples of successful scientific advances resulting from animal experimentation?
• Animal rights for exotic animals: Protection of forests and wildlife
• How can animal rights help endangered animals
• Animal experimentation are a type of animal cruelty: A detailed analysis
• Animal testing: encouraging the use of alternative methods
• Use of animals for the evaluation of chemical substances
• Holding seminars on the protection of animals
• Measures to take against animal cruelty
• Scientific research on marine life
• Scientific experiments on animals for medical research
• Experimentation on great apes
• Toxicological tests and other safety studies on chemical substances
• Why isn’t research done directly on humans rather than animals?
• Are animals necessary to approve new drugs and new medical technologies?
• Are the results of animal experiments transferable to humans?
• Humans are not animals, which is why animal research is not effective
• What medical advances have been made possible by animal testing?
• Animals never leave laboratories alive
• Scientific interest does not motivate the use of animal research
• Animal research is torture 
• How can a layperson work against animal testing?

Every crime is a controversy too, right? Here are some juicy  Criminal Justice Research Paper Topics  as well.

Animal Research Topics: Animal Rights

• Growing awareness of the animal suffering generated by these experiments
• What are the alternatives to animal testing?
• Who takes care of animal welfare?
• Major global organizations working for animal rights
• Animal rights in developing countries
• International animal rights standards to work against animal cruelty
• Animal cruelty in developing countries
• What can a layperson do when seeing animal cruelty
• Role of society in the prevention of animal cruelty
• Animal welfare and animal rights: measures taken against animal cruelty in developing countries
• Animal cruelty in the name of science
• How can we raise a better, empathetic and warm-hearted children to put a stop to animal cruelty
• Ethical animal testing methods with safety
• Are efforts being made to reduce the number of animals used?
• The welfare of donkeys and their socioeconomic roles in the subcontinent
• Animal cruelty and superstitious conceptions of dogs, cats, and donkeys in subcontinent
• Efforts made by international organizations against the tragedy of animal cruelty
• International organizations working for animal welfare
• Animal abuse: What are the immediate measures to take when we see animal cruelty
• Efforts to stop animal abuse in South Asian Countries
• Animal abuse in the name of biomedical research

Talking about social causes, let’s have a look at social work topics too: 206  Social Work Research Topics

Interesting Animal Research Topics

• The urbanization process and its effect on the dispersal of birds:
• Patterns of diversification in Neotropical amphibians
• Interactions between non-native parrot species
• Impact of landscape anthropization dynamics and wild birds’ health
• Habitat-driven diversification in small mammals
• Seasonal fluctuations and life cycles of amphipods
• Animal cruelty in African countries
• Evolution of the environmental niche of amphibians
• Biological studies on Louisiana crawfish
• Biological studies on Pink bollworm
• Biological studies on snails
• Biological Studies on Bush Crickets
• Biological Studies on Mountain Gorillas
• Biological studies on piranha
• Consequences of mosquito feeding
• Birds as bioindicators of environmental health
• Biological studies on victoria crowned pigeon
• Biological studies on black rhinoceros
• Biological studies on European spider
• Biological studies on dumbo octopus
• Biological studies on Markhor
• Study of genetic and demographic variation in amphibian populations
• Ecology and population dynamics of the blackberry turtle
• Small-scale population differentiation in ecological and evolutionary mechanisms
• Challenges in vulture conservation

Also interesting: 232  Chemistry Research Topics  To Make Your Neurochemicals Dance

Submarine Animals Research Topics

• The physiology behind the luminous fish
• A study of Fish population dynamics
• Study of insects on the surface of the water
• Structure and function of schools of fish
• Physiological ecology of whales and dolphins
• Form and function in fish locomotion
• Why do whales and dolphins jump?
• Impact of Noise on Early Development and Hearing in Zebrafish
• Animal cruelty against marine life on the hand of fishermen

Read More:  Accounting Research Topics

Animal Biology Research Topics

• Systematic and zoogeographical study of the ocellated lizards
• Morphological study of neurohistogenesis in the diencephalon of the chick embryo
• Anatomical study of three species of Nudibranch
• The adaptive strategy of two species of lagomorphs
• The Black vulture: population, general biology, and interactions with other birds
• Ocellated lizards: their phylogeny and taxonomy
• Studies on the behavior of ocellated lizards in captivity
• Comparative studies of the egg-laying and egg-hatching methods of ocellated lizards
• Studies on the ecology and behavior of ocellated lizards
• The taxonomic and phylogenetic implications of ocellated lizards
• Research on the egg-laying and egg-hatching methods of ocellated lizards
• Studies on the ecology and behavior of ocellated lizards in their natural environment
• Comparative studies of the egg-laying and egg-hatching methods of ocellated lizards in different countries
• Studies on the ecology and behavior of ocellated lizards in their natural environment in the light of evolutionary and ecological insights

Animal research topics are not hard to find for you anymore. As you have already read a load of them. You can use any of them and ace your research paper, and you don’t even need to ask permission. If you are looking for a  paper writing service , be it animal research, medical research, or any sort of research, you can contact us 24/7.

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Frequently Asked Questions

Why use animals in research?

Animal research is essential for three basic purposes:

• To explore basic biology
• To develop treatments for diseases and disabilities
• To promote health and safety for animals, people and the environment

Why can’t you replace animals with a computer?

Humans, like all animals, are extremely complicated. Drug development, for example, shows the difficulty of finding an accurate alternative. Many drugs are discovered because a chemical compound does something useful in a laboratory dish, but that discovery is followed by a long process of trial and error: first with simple animals, then with more advanced ones. Even the drugs that do reach human trial often either fail to work or have unacceptable side effects, often discovered first through testing on animals.

It’s true that some drugs and diseases “work” one way in mice and another in people; but if animal research can be misleading, computer-based research is likely to be even more difficult. When so much is unknown, how could we possibly program a computer to test drugs and procedures? To put it another way: we will not be able to do all our health and biology research in computers until we have nothing left to learn about health and biology.

Do your researchers look at alternatives to using live animals?

Yes. Following the federal Animal Welfare Act, the UW–Madison Researcher’s Guide to Animal Care and Use specifies that investigators consider alternatives to animal use, as part of its commitment to humane research:

• Replacement; using non-animal alternatives, such as cell culture, or choosing a species lower on the phylogenetic tree (mice instead of monkeys)
• Reduction; using the smallest number of animals necessary for valid scientific results
• Refinement; choosing procedures that minimize pain and distress.

Can you reduce your use of animals by doing something else?

Yes, and we are. For example, two types of stem cells (embryonic and induced pluripotent) are producing human cells that are already being used to test candidate drugs for toxicity. These stem cells are routinely used to produce human heart muscle cells, and because heart toxicity can be lethal, this process will save the lives of both animals and people. Other projects are looking into computer simulations of various sorts that can help reduce the need for research animals.

The federal government is looking into alternatives to animal research .

Who regulates animal research on campus?

Both federal and university bodies regulate research using vertebrate animals:

• U.S. Department of Agriculture .
• Office of Laboratory Animal Welfare, National Institutes of Health .
• Food and Drug Administration .
• Animal research at UW–Madison is overseen by five animal care and use committees, with assistance from the Research Animal Resources Center .

How is an animal research proposal approved?

Animal research is described and governed by a “protocol,” a description of the project that constitutes a contract between the principal investigator and the UW–Madison Animal Care and Use Committee (ACUC).

The review and approval for an animal care and use protocol follows these steps:

• Protocol application is prepared by the investigator and submitted to the Research Animal Resource Center (RARC), which assigns the protocol to the appropriate Animal Care and Use Committee for review.
• The ACUC can approve the protocol as is, approve it pending answers to certain questions, or require substantial revision.
• RARC staff communicates the ACUC’s approval or request for further information/revision to the Investigator.
• Research can begin after the protocol is approved.

Prior to making any significant change to the protocol, investigators must get approval of the relevant ACUC.

Who uses animals in research on campus?

A wide variety of UW–Madison researchers, including veterinarians, medical doctors, scientists and students at all levels of the university, are involved in animal research. Everybody involved in animal research must be trained in animal regulations and care, and have the necessary skills and training. Also, the research must be carried out in licensed premises meeting strict standards and subject to regular inspection.

Is it ethical for humans to experiment on animals?

The wide range of students, faculty and scientists at UW–Madison who use animals in research believe that the use of animals in medical research is ethical when performed under strict regulation, in situations where practical alternatives do not exist. The ethical decision amounts to a trade-off between the harm that may be done to the animals and the benefits to suffering patients, today and in the future. The vast majority of biomedical scientists believe that the abolition of animal research is an unrealistic position.

While we respect the viewpoint of those who oppose research on animals, we feel that the potential benefits to human welfare, animal welfare and basic knowledge about life are too important to not do the research. An argument can be made that refraining from this research would actually be unethical.

Do research animals ever get adopted?

The University of Wisconsin–Madison has a long-standing policy on research animal adoption. It allows UW–Madison to put animals up for adoption with the approval of the university’s veterinarians and after consideration of a number of factors. These are addressed in the institution’s full policy, which can be found here: https://www.rarc.wisc.edu/iacuc/acapac/2012-049-v_laboratory_and_teaching_animal_adoption.html

To be eligible for adoption, animals must no longer be needed by the university for research or teaching. Animals must also be healthy and must have a suitable temperament and long-term health status to be a pet, as determined by university research animal veterinary staff.

UW–Madison policy does not permit adoption of nonhuman primates. With few exceptions, this is primarily because the animals continue to be needed for research. The national primate centers funded by the National Institutes of Health maintain stable animal colonies that are studied across the lifespan. Health research at these centers includes studies of aging and diseases associated with age, such as Alzheimer’s disease and cognitive decline. Thus, older animals contribute to scientific studies.

The centers also maintain valuable tissues and cells from animals that are humanely euthanized. Those tissues are critical to a wide range of scientific studies and are shared with scientists around the world. This helps answer important scientific questions about human and animal health, but also likely reduces — through collaboration and sharing — the overall number of non-human primates in research.

UW–Madison may consider retirement of non-human primates only in the event they are no longer needed for research, only if the facilities receiving them can assure high-quality care, and only to facilities with a demonstrated ability to protect the animal’s wellbeing and health by providing stable care over the course of its lifetime. Any such facilities would necessarily be subject to regulation and monitoring by the United States Department of Agriculture on a permanent basis.

How to Explode Student Engagement with this Habitat Research Project

One HUGE 2nd grade standard is researching and learning about animals and their adaptations. Students LOVE this unit, but teachers can be intimidated by the overwhelming pressure involved in guiding student research at such a young age. I love doing this 2nd grade animal research project with my students every March! This project has been reworked for a digital platform as well .

I love to start by playing a Brain Pop Jr, Flocabulary or YouTube video for my kids on all of the different habitats that exist. Typically, we have previously researched habitats during our social studies unit before starting this writing project, so they already have the background knowledge.

Then, I let students pick the habitat they are most interested in studying. From there, they pick 3-4 animals that live in the habitat that they would like to research more about. We use National Geographic Kids , Epic! Books and library books [all free resources] to learn about our animals.

2. RESEARCH/PLANNING

The next day, I model my own notes for students. Then, I give students lots of time to research their animals and take notes. It is really important that you are walking around the room and guiding students during this time.

If you have a struggling group of writers, I like to work with them at the back table during this time. We all research the same animals and take notes together. This helps them build confidence and feel sure about their writing in future days.

3. DRAFTING

I break drafting days up into 2 days so that students can really focus on the craft of what they are writing. I also always model before releasing students to write on their own.

Depending on what we have covered so far in the year, I encourage students to be sure to add:

• embedded definitions
• transition words
• conjunctions
• adjectives, adverbs and prepositions where appropriate
• 3-4 details per fact

4. PUBLISHING/GRADING

On the last day for each animal (typically Friday), I give students time to publish. While they publish, I model then ask them to add a map and diagram to their writing. I also show them how to grade themselves on the rubric, so they can double check that they are not missing anything.

After they finish, I give them free time to explore other animals in their habitat while I grade their writing. I find grading at the end of each animal rather than at the end of the entire project saves me a TON of time.

We repeat steps 2-4 for either 3 or 4 animals. Some students may work faster, while some may take a bit more time on each step. I try to adjust the project to be appropriate for the majority of the class.

When the project is done, I try to find a special way for us to share our work. This can include sharing to younger buddies, parents or doing an author’s chair.

Since they work so hard on this project, we make a BIG DEAL out of the finished project, and I typically send it home with parents during conferences. It makes a great writing portfolio and talking piece with parents.

Teaching digitally or wanting to add a digital component to your writing block? This project can also be completed in a digital format . Students will go through the same process, completing all of their work on Google Slides rather than writing using paper and pencil.

Grab the resources pictured above here:

Do you teach about a 2nd grade animal research project each year? Drop your ideas in the comments below!

Some other posts you might find helpful are:

• Teaching Animal Habitats During Science Ideas
• Animal Adaptations Writing Project
• Life Science Unit: Animal Adaptation

Emily - The Mountain Teacher

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Lesson Plan

Animal research, view aligned standards.

Animals are fun to research aren’t they? Students get to think about what an animal looks like, what an animal eats, where an animal lives, and other fun facts in this open-ended activity. After conducting research on the animal of their choice, kids will take on a creative project to help them present what they learned. In the lesson plan Animal Research, first graders take a look at the writing process and supporting ideas with evidence in writing.

Learning Objectives

• Students will be able to conduct research to answer questions.
• Students will be able to write informational books where they name a topic, supply some facts about it, and provide a sense of closure.

Introduction

• Show students a book about an animal. Just focus on the cover -- don’t show them the inside of the book.
• Tell students that the book is about the animal. Ask them what types of information they think might be included in the book. List their ideas on the board.

Related Guided Lesson

Investigating Animals: Using Nonfiction for Inquiry-based Research

• Resources & Preparation
• Instructional Plan
• Related Resources

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 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.

Featured Resources

Animal Inquiry Interactive: Students can use this online to tool to help them focus and organize their research about animals.

From Theory to Practice

This lesson focuses on teaching primary students doing research with nonfiction, informational material how to document their discoveries. In her Planning for Inquiry: It's Not an Oxymoron! , Diane Parker poses a series of questions that make inquiry-based learning seem essential for elementary grade students: "Do we want them simply to memorize facts and procedures in order to pass a test? Or do we want them to want to know, to seek to know, and ultimately, to understand themselves and their world more deeply as a result of their knowing?" (5). Certainly our youngest students deserve the kinds of richly engaging learning experiences that well-designed inquiry instruction can bring them. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Access to the Internet
• LCD Projector for full-class use of online Interactives
• Quality nonfiction, informational picture books and videos
• Chart tablets, journals, markers, and other writing materials

Preparation

• Bookmark the Websites about animals from the Resources section as well as any other sites of your choosing.
• Assemble supplies listed above. Ask your school librarian for help gathering books and videos. The Nature Series videos such as “A First Look” distributed by Diamond Entertainment Corporation and the National Geographic Kids videos series are good options.
• Prepare a chart with the heading: “What We Wonder about Animals.” Students will later add headings and supporting questions to define the scope of their research.
• Choose an audience so that the students have a clear idea of exactly who they will be sharing their findings with. Examples might include visitors to a science fair, family members at an open house, and another class of grade-level students. Good writing comes when children research and write on a topic they care about for an authentic and interested audience with whom they want to share their findings.
• Arrange for adult volunteers to serve as scribes or keyboardists as needed.
• Because the Animal Inquiry student interactive will not allow students to save work, for the research phase of the project, print out blank forms from the interactive. Click the Print tab on the opening page and choose the pages you want to print. You can also record these headings and supporting questions on your “What We Wonder about Animals” chart. This will be the basis for the graphic organizers students will create using the interactive to document the findings of their research.
• For a few days before beginning the inquiry lesson, give students an opportunity to experience a variety of informational texts through a genre study of nonfiction by exploring nonfiction, informational texts about animals during read alouds, shared reading, guided reading, and independent reading during reading workshop.
• Test the Animal Inquiry student interactive on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• identify the characteristics of nonfiction texts.
• pose questions.
• participate in research.
• document and record discoveries.
• share their findings.

Session 1: Introducing the Genre and Beginnings of Inquiry

• Share a fiction book about animals, such as The Three Bears or The Three Little Pigs , with the class .
• Ask students to compare and contrast this type of fictional book about animals with the nonfiction books from recent reading workshop sessions. Have some nonfiction books on hand for prompting or verifying student responses with concrete examples.
• True versus make-believe
• Facts versus fiction (stories)
• Photographs and sketches versus drawings, collage, and paintings
• Working as a whole group, decide on the questions students want to explore to learn more about real animals. At this point, the questions need to be general, not specific to any one animal.
• Record students’ questions on the chart, under the “What We Wonder about Animals” heading. Usually questions will include questions about what an animal looks like, how it moves and acts, what it eats, where it lives, what its babies are like, etc.

Session 2: Defining the Scope of the Investigation

• Workings as a whole-class, choose an animal to study. Encourage the students to think of animals that they would really like to know more about and have them discuss various animals they might choose.
• Record the list as students brainstorm animals which they have a sincere interest in investigating.
• Give students small pieces of paper and have them sketch or write about the animal they would choose to investigate.
• Make a graph of the votes, and select the animal with the most votes as that which the class will investigate together.
• Review the “What We Wonder about Animals” questions generated during the previous session.
• Ask students if there are any questions they want to add now that they have selected a specific animal, or any questions that they want to eliminate or change. Revise the list according to their responses.
• On an Internet-connected computer with an LCD projector, lead students through a demonstration of the Animal Inquiry student interactive .
• Use the prompts built into the interactive to organize and refine the questions from the “What We Wonder about Animals” chart.
• Be sure students understand how the interactive works since they will be using it during a future session.

Sessions 3–5: Participating in Research

• With students, begin to sort through the books, Websites, and other materials you have collected, and choose those that contain information about your chosen animal.
• If desired, take a trip to the library to collect more information about the animal, introducing students to the process of collecting quality sources. Consult ReadWriteThink Lesson Research Building Blocks: Hints about Print for support in working with students on issues such as these.
• From the very beginning of the research process, emphasize the importance of audience so students have a clear picture of who their audience will be. If several classes are doing animal investigations, it is fun to share the results and be one another’s audiences.
• Help your students understand the needs and interests of their audience, thinking of ways they can choose to present their findings effectively. See ReadWriteThink lesson Teaching Audience Through Interactive Writing for support in teaching students about audience.
• Different groups of readers can explore various texts in guided reading or during paired or individual reading time.
• Help students record information that they find in the appropriate boxes on previously printed-out blank sheets from the Animal Inquiry student interactive. An adult volunteer can help with this process as well.
• As you share the nonfiction, informational texts you have collected, have students record their discoveries. Record from these readings and from students’ other research on their sheets.
• Explore appropriate videos and Websites and record this information as well.
• During the fourth session, have students look at what they have recorded and assess their progress so far.
• What information still needs to be collected?
• Are any boxes still empty?
• Is this information you want to keep hunting for or is this something you are no longer interested in or want to include on your chart?
• What information is interesting, but doesn’t really fit in any boxes?
• Did you find any information that contradicted information you had already recorded?
• How could you find out which is correct?
• The focus of an investigation can change during the course of research. You may find out things that you didn’t even know about and decide to add new questions that you want to explore.
• You can eliminate questions that aren’t interesting or challenging.
• Sometimes you can’t find the information you are looking for with the sources that you have. You might leave those questions for a later time or you might have to find other sources.
• Sources are not equally reliable. Some may give less than accurate information. You need to see what several good sources say and record details that most sources agree upon as the answer to a question.
• Using their observations to shape the direction of their research, have students decide what still needs to be done, and allow time and support to complete their interactives.
• Use adult volunteers to help students type in their findings using the Animal Inquiry student interactive.
• Encourage students to discuss their findings and report what they have learned through their research.

Session 6: Sharing the Findings

• Ask students how they want their information to look in its final form. Since students will be sharing what they learned with their chosen audience, they need to decide how to revise and edit so that the information can be shared effectively with their audience.
• Display large sheets of chart paper with labeled headings and captions reflecting the graphic organizers filled in with the results of the research. Individual students can use their smaller copies from the interactive for their personal journals and then can illustrate and write about a favorite fact that they learned about their animal. Other options might include art created by the students about the animal that would also be displayed. Adult volunteers can help students copy their writing to the larger charts.
• Have students divide up the information to present orally to their audience, present in small groups, or come up with other ways to share the results of their research.
• Once students have experienced a whole-group investigation of a favorite animal, match each student to a fourth or fifth grade buddy and let each pair research an animal of their choice using the same process. Ensure that the older buddies understand the process your class has used in the whole-group investigation. Provide each pair with the graphic organizers complete with headings and captions that your kindergarten students developed, so everyone understands what is to be researched and how the information will be recorded. Make sure that the pairs have a clear sense of the audience with whom they will be sharing their findings. Older students will be able to identify the steps of the writing process being used and may compare this with their own research writing. Book Buddy Biographies is a similar lesson, pairing students to investigate each other’s backgrounds.
• Three other examples of writing reports can be found in the ReadWriteThink lesson Writing Reports in Kindergarten? Yes!
• Older students can extend the animal study to mathematics with the ReadWriteThink lesson plan Bridging Literature and Mathematics by Visualizing Mathematical Concepts , which uses picture books to talk about size and ratio.

Student Assessment / Reflections

• Encourage students to assess their the processes and evaluate their work on an ongoing basis. Urge them to decide what is going well and what needs further attention.
• At the end of each day, encourage students to reflect on what they learned and accomplished, and to share those thoughts either orally or in their reflection journals.
• Use mini-conferences as you move around the room during independent reading to talk with individuals or pairs as they explore nonfiction texts. Encourage them to share what they found exciting or interesting.
• posing questions
• participating in research
• documenting and recording discoveries
• sharing their findings
• the animal inquiry graphic organizer
• the journals
• the writing
• identifying nonfiction by its characteristics
• using nonfiction to learn about a topic
• using graphic organizers to record and share their findings
• effectively sharing their findings with an audience

This reflection can easily be done as a celebration as students and teacher share what they noticed, felt, discovered, and learned during this lesson, reflecting on what they accomplished and shared. This is a time to CELEBRATE the learning!

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This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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Tim Walz Signed Law Protecting Pedophiles from Discrimination?

The claim was shared by the republican national committee's official research account on x., published aug. 8, 2024.

About this rating

The bill in question was an amendment to the state's civil rights law that edited the definition of "sexual orientation" to remove the inclusion of identities "not traditionally associated with one’s biological male or female traits." Several legal scholars noted that the law did not protect pedophiles from discrimination.

On Aug. 6, 2024, RNC Research , an account operated by the Republican National Committee, posted a claim to X alleging that Minnesota Gov. Tim Walz, Vice President Kamala Harris' vice-presidential running mate, signed a bill into law that specifically protected pedophiles from discrimination. The claim quickly spread , and it was picked up by conservative news outlets like the Daily Wire .

The claim was not new. The piece of legislation in question, H.F. 1655 , was an amendment to a larger bill called the Take Pride Act , which enshrined the rights of LGBTQ+ individuals in Minnesota's human rights law. It was passed in May 2023 and was criticized then on the same grounds.

However, when Snopes researched the amendment by using publicly available documentation from the Minnesota state legislature, we discovered that the claim was false. The bill was real, and Walz did sign it into law, but it did not protect pedophiles from discrimination. When the claim was shared on X, the context that would have made this clear was omitted.

What the Bill Actually Did

The Take Pride Act included provisions that outlawed discriminating against people based on "gender identity" and "sexual orientation." In order for the law to be enforceable, the bill's authors included definitions of those two terms. For the purposes of this claim, only the definition of "sexual orientation" is relevant. This is how that definition read when Walz signed the Take Pride Act into law in May 2023:

Subd. 44.   Sexual orientation. "Sexual orientation" means to whom someone is, or is perceived of as being, emotionally, physically, or sexually attracted to based on sex or gender identity. A person may be attracted to men, women, both, neither, or to people who are genderqueer, androgynous, or have other gender identities.

However, it took the state legislature time to create this definition, and the exact wording of the definition was edited significantly from its original text. Take, for instance, this previous version (emphasis ours):

Subd. 44. Sexual orientation. "Sexual orientation" means having or being perceived as having an emotional, physical, or sexual attachment to another person without regard to the sex of that person or having or being perceived as having an orientation for such attachment , or having or being perceived as having a self-image or identity not traditionally associated with one's biological maleness or femaleness. "Sexual orientation" does not include a physical or sexual attachment to children by an adult .

The bill that the RNCResearch X account and other conservative commentators referred to was written by Rep. Leigh Finke , the first transgender person elected to the Minnesota Legislature. Finke's amendment changed the definition of sexual orientation to the following:

Subd. 44. Sexual orientation. "Sexual orientation" means having or being perceived as having an emotional, physical, or sexual attachment to another person without regard to the sex of that person or having or being perceived as having an orientation for such attachment.

Finke's amendment removed the last half of the definition, which included the line referring to "a physical or sexual attachment to children by an adult."

Sexual orientation is defined based on people's attachment to people dependent on the sex of that person, not the age of that person. As such, the line about "a physical or sexual attachment to children by an adult" was irrelevant to the definition. 

The Minnesota House Research Department created a summary of the amendment that concisely explained this point. That summary said the amendment "removes language from the existing definition of 'sexual orientation' that included having or being perceived as having an identity not traditionally associated with one's biological male or female traits."

No Protection for Pedophiles

In a previous fact-check on the same topic from PolitiFact , published in May 2023 when Walz signed the Take Pride Act, legal experts confirmed that the law would not protect pedophiles from discrimination in any way. 

"No court in the country has or would ever say that a law protecting people from discrimination based on their sexual orientation extends to protecting pedophilia," Brian Soucek, a law professor at the University of California, Davis, told PolitiFact.

Essentially, while the amendment in question removed a reference to "a physical or sexual attachment to children by an adult," it did so in order to remove unnecessary text. Walz did sign the Take Pride Act into law, but had nothing to do with protecting pedophiles.

"About." LEIGH for 66a, https://www.leighformn.com/about. Accessed 8 Aug. 2024.

Davis, Mary. Minnesota Human Rights Act; Sexual Orientation Discrimination. Bill Summary, H.F. 1655, Minnesota House Research Department, 8 Mar. 2023, https://www.house.mn.gov/hrd/bs/93/HF1655.pdf.

HF 1655 as Introduced - 93rd Legislature (2023 - 2024). https://www.revisor.mn.gov/bills/text.php?number=HF1655&version=0&session=ls93&session_year=2023&session_number=0. Accessed 8 Aug. 2024.

Sec. 363A.03 MN Statutes. https://www.revisor.mn.gov/statutes/cite/363A.03. Accessed 8 Aug. 2024.

"The Judiciary and Public Safety Bill Advances Civil Rights." MN Department of Human Rights, https://mn.gov/mdhr/news-community/newsroom/civilrightsupdates.jsp?id=1061-579395.

Tim Walz Signed Bill Stripping Anti-Pedophile Language From Minnesota's Human Rights Act. 7 Aug. 2024, https://www.dailywire.com/news/tim-walz-signed-bill-stripping-anti-pedophile-language-from-minnesotas-human-rights-act.

Tuquero, Loreben. "Minnesota Bill Won't Shield Child Sex Offenders." @politifact, https://www.politifact.com/factchecks/2023/may/03/tweets/minnesota-bill-does-not-create-a-protected-class-f/. Accessed 8 Aug. 2024.

By Jack Izzo

Jack Izzo is a Chicago-based journalist and two-time "Jeopardy!" alumnus.

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