Cause and Effect
(a Learning Focused Unit)
3rd Grade
By: Kristy Anderson
and Leslie Johnson
Decision One:
Content Map of Unit
Topic: Cause and Effect
3rd
Unit Essential Question(s):
Key Learning(s):
A cause is why something happens or
what makes something happen. The
effect is what happens as a result of
the cause. Cause and effect are
usually together because one does not
happen without the other.
Optional
Instructional Tools:
How do you identify
cause and effect
relationships?
signal words
pictures
trade books reading basal
social studies/science basal
graphic organizers
Concept:
Concept:
Concept:
Signal words for cause and
effect
Identify cause and effect
Writing with cause and effect
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Question
What are the signal words
for cause and effect?
How do I identify cause and
effect relationships in a
story?
How do I write using cause
and effect relationships?
How can I use the
relationship, cause and
effect, to better understand
what I have read?
How do I identify cause and
effect in an informational
text?
Vocabulary:
cause
if…
effect
if…then
as a result
therefore
best reason
this led to
on account of
since
Because
Vocabulary:
so that
eventually
continent
sphere
converse
universe
homeward
Vocabulary:
State Standards
Georgia Performance Standards:
ELA3RS The student uses a variety of strategies to gain meaning from grade-level text.
The student
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text and content.
c. Generates questions to improve comprehension.
h. Interprets information from illustrations, diagrams, charts, graphs, and graphic
organizers.
i. Makes connections between texts and/or personal experiences.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and
poetry).
p. Recognizes the author’s purpose.
Unit Expectations
KNOW
How to identify cause-andeffect relationships.
UNDERSTAND
The cause is something that
makes something happen. The
effect is what happened as a
result of the cause.
DO
Students will be able to
identify cause-and-effect
relationships in a text. They
will also be able to write using
cause and effect
relationships.
Culminating Activity: Writing Using Cause & Effect
Essential Question of the Culminating Activity:
How do I write using cause and effect relationships?
Description of Culminating Activity:
For the writing culminating activity, the students will write a Cause & Effect
paragraph from by choosing a topic of interest from prompts provided by
teacher.
Suggested Topics:
Our class had a popcorn party
The fire truck raced down the street
I couldn’t play my video games
My parents were proud
We had pizza and ice cream for dinner last night
(Teachers you may choose your own topics.)
Resource-2005abcteach.com
Steps for Completing the Culminating Activity:
Writing Using Cause & Effect
 The teacher will gather different writing topics.
 Students will choose a topic of interest.
 Students will use the writing process to write their paper.
 A rubric will be used for scoring.
 Students will use what has been learned to write a cause & effect
paragraph.
Culminating Activity Rubric
Cause & Effect Rubric (simple 3x3)
Criteria
Outstanding
Good
Needs help
Content
Clearly
describes
Describes
Does not
describe
Organization
Beginning
Middle
End
Beginning
End
Does not
organize
Language
All sentences
are complete
Some sentences
are complete
No sentences
are complete
Launch Activity
1.
2.
3.
4.
5.
The students will watch as the teacher (or a student) shakes up a coke can.
Allow students to predict what they think will happen when the can is opened.
Open the can and allow the students to see what happens.
Introduce the terms “cause” and “effect.”
Discuss what the cause and effect was in this situation. (Cause- the teacher shook the
can; Effect- the coke spewed)
6. Fill in cause and effect word maps.
Cause Word Map
(Example)
What is it?
(Write the definition)
What is it like?
A cause is something that makes something
Reason
happen.
Source
Cause
Make happen
What are some examples?
Shaking up the
coke caused it to
spew.
The wind caused
the hat to blow
off the man’s
head.
The ice on the
step caused the
little boy to fall.
Effect Word Map
(Example)
What is it?
(Write the definition)
What is it like?
An effect is what happens.
Result
Outcome
Effect
Consequence
What are some examples?
Falling into a deep
sleep occurred
because Snow
White ate the
poisonous apple.
The effect of the
gusty wind was
that the hat blew
off the man’s
head.
The little boy fell
as a result of ice
being on the step.
Teacher Directed Lesson Planning Form: Acceleration Lesson
Title: Signal Words
Comprehension Strategy: Cause and Effect
Author’s Purpose: Inform
Genre: Various Signal Words
Essential Question (GPS):
What are the signal words for cause and effect?
ELA3RS The student uses a variety of strategies to gain meaning from grade-level
text. The student
h. Interprets information from illustrations, diagrams, charts, graphs,
and graphic organizers.
l. Identifies and infers cause-and-effect relationships and draws
conclusions.
Activating Strategies: (Learners Mentally Active)
The teacher will say, “give me five” and raise her hand in the air (signaling for
students to do the same and stop talking). The teacher will explain that this is a
signal that is used in the classroom. Talk about this, and other signals, and make a
connection to the signal words. Tell students that these special words give you
clues to help you identify causes and effects.
Cognitive Teaching Strategy:




Teacher will tell students signal words are words that will help you better
understand the cause and effect strategy.
Introduce/discuss cause-effect signal words (cause, effect, because, since, as
a result, best reason, reason, so that if…, therefore, this led to, if…then, on
account of).
Teacher will also explain how the signal words help students when taking a test.
Teacher will then share some questions containing signal words for
cause/effect. She will use think aloud to help students understand the
importance of the signal words.
Questions: (3 skill + 1 review + 1 inference)
1. What is a signal word?
2. How do signal words help us to better understand cause-and-effect
relationships?
3. Give an example of a signal word.
4. What is your favorite word and why?
5. Where have you seen signal words?
Graphic Organizer:
because
as a result
Cause-and-Effect Signal Words
if…then
therefore
Summarizing Strategies: Learners Summarize and Answer EQ
Turn to your partner and tell them a signal word for cause and effect.
Cause-and-Effect Signal Words
Cause
effect
because
since
As a result
best reason
reason
so that if…
Therefore
this led to
if…then
on account of
Signal Word Display
A cause is something that makes something happen.
An effect is what happens.
because
since
as a result
if…then
therefore
on account of
Cause-and
-Effect
this led to
reason
Teacher Directed Lesson Planning Form: Acquisition Lesson 1
Title: Goldilocks and the Three Bears
Author’s Purpose: Entertain
Comprehension Strategy: Cause-and-Effect
Genre: Fiction
Essential Question (GPS):
How do you identify cause and effect relationships in a story?
ELA3RS The student uses a variety of strategies to gain meaning from grade-level
text. The student
a. Reads a variety of texts for information and pleasure.
h. Interprets information from illustrations, diagrams, charts, graphs,
and graphic organizers.
i. Makes connections between texts and/or personal experiences.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws
conclusions.
n. Identifies the basic elements of a variety of genres (fiction, non
fiction, drama, and poetry).
p. Recognizes the author’s purpose.
Activating Strategies: (Learners Mentally Active)
Turn off the lights in the classroom, and ask “What happened? Why?” Have
students identify the cause and the effect in the situation.
Cognitive Teacher Strategy:
Pre-Reading: (picture walk, book introduction, prior knowledge, review)
 Show students a story they are familiar with, such as Goldilocks and the Three
Bears. Discuss the author’s purpose for writing the story.
 Teacher will tell students we are going to read the story and listen out for
cause-effect relationships.
During Reading: (shared, paired, or independent)
 Read the story Goldilocks and the Three Bears.
 Ask, “What caused goldilocks to eat the porridge from the little bowl? (It was

just right). “What caused Goldilocks to sit in the little chair?” Keep asking
cause and effect questions such as, “What caused the chair to be broken into
bits?” Point out key words that you use “caused” and key words that students
use in their response such as “because.”
Fill in graphic organizer using the cause-effect relationships in the story.
After Reading:
Questions: (3 skill + 1 review + 1 inference)
1. What is a cause?
2. What is an effect?
3. What are some signal words that help you identify cause-effect
relationships?
4. How did the author use pictures to help you identify cause and effect
relationships?
5. Have students share a cause-effect event they have observed or
experienced.
Graphic Organizer:
See attached copy on the next page
Summarizing Strategies: Learners Summarize and Answer EQ
Buddy Share: Partner A will tell Partner B a cause. Partner B will come up with a
reasonable effect.
Resources
Book- Goldilocks and the Three Bears
Acquisition Lesson 2
Teacher Directed Lesson Plan
Title: Alejandro’s Gift
Comprehension Strategy: Cause and Effect
Author’s Purpose: Inform
Genre: Realistic Fiction
Essential Question (GPS):
How do I identify the cause and the effect?
GPS:
ELA3RAS The student uses a variety of strategies to gain meaning from gradelevel text. The student
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text and content.
c. Generates questions to improve comprehension. Interprets information
from illustrations, diagrams, charts, graphs, and graphic organizers.
1. Interprets information from illustrations, diagrams, charts, graphs,
And graphic organizers.
i. Makes connections between texts and/or personal experiences.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships to draw
conclusions.
n. Identifies the basic elements of a variety of genres (fiction, nonfiction, drama, and poetry).
p. Recognizes the author’s purpose.
Activating Strategies: (Learners Mentally Active)
“What Caused It”
Create index cards to pass out to students and let them match the event
with the cause and the effect.
Cause and Effect Cards:
Cause
Event
Effect
My knee is bleeding.
I fell.
My mom put a band-aid on it.
I was hungry.
I did not eat breakfast.
I will eat a big lunch.
I will have a party.
Today is my birthday.
I will get some presents.
Cognitive Teacher Strategy:
Pre-Reading: (picture walk, book introduction, prior knowledge, review)
 Have students do a picture walk through the story. Ask students
what they think the story is about.
 Introduce Vocabulary, TE 324L
shunned
growth
windmill
cherished
ample
furrows
*See Promethean Board Active Files for Vocabulary slides.
During Reading: (shared, paired, or independent)
 Read the passage shared (think aloud), paired, or independently.
 Keep in mind the “What Caused It” activity when reading the story.
After Reading:
Questions: (3 skill + 1 review + 1 inference)
1. Where does Alejandro live?
2. Why does Alejandro plant a garden?
3. What causes the ground squirrel to visit Alejandro’s garden?
4. Why does Alejandro go through the tiring work of digging a water hole?
5. Why do animals come to the second water hole?
Graphic Organizer: Cause/ Effect
Cause
Effect
Life in the desert was lonely.
Alejandro loved visits.
A squirrel comes for a drink of
water.
Alejandro’s loneliness is
forgotten.
The new watering hole remained
too quiet.
Alejandro decides to dig a second
watering hole.
The new watering hole’s location
makes the larger animals visit it.
Alejandro feels that he has given
the animals a gift and they have
given one to him.
Cause
Effect
Life in the desert was lonely.
Alejandro’s loneliness is
forgotten.
The new watering hole remained
too quiet.
Alejandro feels that he has given
the animals a gift and they have
given one to him.
Summarizing Strategies: Learners Summarize and Answer EQ
Buddy Share one example of cause and effect from the story.
Acquisition Lesson 3
Teacher Directed Lesson Planning Form
Title: Alexander’s Horrible, No Good, Very Bad Day
Author’s Purpose: Inform
Comprehension Strategy: Cause and Effect
Genre: Realistic Fiction
Essential Question (GPS):
How do I identify the cause and the effect?
GPS:
ELA3RAS The student uses a variety of strategies to gain meaning from gradelevel text. The student
a. Reads a variety of texts for information and pleasure.
c. Generates questions to improve comprehension.
h. Interprets information from illustrations, diagrams, charts, graphs,
And graphic organizers.
i. Makes connections between texts and/or personal experiences.
l. Identifies and infers cause-and-effect relationships to draw
conclusions.
Activating Strategies: (Learners Mentally Active)
Begin with a discussion of cause and effect, citing examples from stories
that the class has recently read. Ask children to contribute instances of
outcomes that result from a character’s actions.
Cognitive Teacher Strategy:
1. Read aloud Alexander and the Terrible, Horrible, No Good, Very Bad
Day to introduce the concept of cause and effect.
2. Discuss cause and effect events within the story.
3. Complete “Most Likely”
Summarizing Strategies: Learners Summarize and Answer EQ
Buddy Share – Define the terms “cause” and “effect”.
Resources:
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
(See Media Center)
Most Likely
Read the beginning of each sentence.
Circle the ending you think is most likely to happen.
1. The temperature is 100. You will be
cold
warm
hot
freezing
silly
lucky
2. Your team loses a game. You feel
disappointed
happy
3. When you pack your knapsack, you will be ready for
bed
dinner
a party
school
4. When you draw a picture, you will want others to
lose it
rip it up
copy it
admire it
5. When a friend asks you to a party, you are
sad
excited
worried
sorry
improve
forget how to play
6. When you practice the piano, you will
stay the same
get worse
7. When you buy new shoes, they will be
a bigger size
an old style
the same size a smaller size
8. When you finish your dinner, you will be
hungry
ill
full
warm
Try This!
Review:
Look at the answers you did not circle. With your class, talk about when
they might be possible.
Teacher Directed Lesson Planning Form: Acquisition Lesson 4
Title: The Armadillo from Amarillo Author’s Purpose: Entertain
Comprehension Strategy: Cause/Effect
Genre: Informational Narrative
Essential Question (GPS):
EQ: How can I use the relationship, cause and effect, to better understand
what I have read?
GPS:
ELA3R1: ELA3RS The student uses a variety of strategies to gain meaning
from grade-level text. The student
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text and content.
c. Generates questions to improve comprehension.
h. Interprets information from illustrations, diagrams, charts,
graphs, and graphic organizers.
i. Makes connections between texts and/or personal experiences.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws
conclusions.
n. Identifies the basic elements of a variety of genres (fiction,
non-fiction, drama, and
poetry).
p. Recognizes the author’s purpose.
Activating Strategies: (Learners Mentally Active)
Matching Game
Give students cards with one of the following on each card: Cause, Event, and
Effect. The cards should be mixed up so the students must match the cause with
both the event and the effect.
Example 1:
The Yellow Jackets did not practice.
They did not play well together
The Yellow Jackets lost the game.
Example 2:
Jeff was speeding.
Jeff got a ticket.
Jeff goes slowly now.
Cognitive Teaching Strategy:
Pre-Reading: (picture walk, book introduction, prior knowledge, review)
 Have students picture walk through the story, “The Armadillo From
Amarillo” (pages 372-390). Ask students what they think the story is
about. Tell students that this is a story about an armadillo that takes a trip
in order to find out where in the world his home is located.
 Introduce vocabulary words. (See TE 370 L/ Promethean Board). Also see
student text, pages 370-371.
Vocabulary: (pg. 378) eventually, (pg.380) continent,
(pg.380) sphere, (pg. 383) converse, (pg. 383) universe, (pg. 383) homeward
During Reading: (shared, paired, or independent)
 Read the passage shared (think aloud), paired, or independently.
 Keep in mind the “Matching Game” while discussing cause/effect.
After Reading:
Questions: (3 skill + 1 review + 1 inference)
1. What is the story mostly about?
2. (pg. 376) What is the effect of Armadillo’s climbing up to higher ground?
3. (pg. 380) Who has a better idea of where he or she is in the worldArmadillo or Eagle? What makes you think so?
4. (pg. 382) What causes Armadillo to hold tightly to Eagle’s neck?
5. (pg 384) Why does Eagle suggest that she and Armadillo ride on the rocket
ship?
Graphic Organizer:
Cause
Cause/Effect
Effect
Armadillo wants to find
out where in the world he
is.
He leaves his home to explore a
nearby area.
He travels throughout
Texas.
He notices the landscape
changes.
Eagle decides they should
fly on a rocket ship.
The space shuttle takes them
high enough to see the entire
earth.
Eagle decides that they
should fly on a rocket
ship.
The space shuttle takes
them high enough to see the
entire earth.
Aboard the rocket,
Armadillo is homesick.
The trip helps Armadillo find
out where he is in the
universe.
Summarizing Strategies: Learners Summarize and Answer EQ
Have students design a postcard identifying one cause and one effect from the
story.
Resources
Harcourt Trophies, On Your Mark Theme 3
Matching Game
Cause
Event
Effect
Matching
Game
Cards
The Yellow They did The Yellow
Jackets
not play
Jackets
did not
well
lost the
practice. together.
game.
Jeff was Jeff got a Jeff goes
speeding.
ticket.
slowly
now.
Teacher Directed Lesson Planning Form: Acquisition Lesson 5
Title: Corresponds with current unit of study in Science and Social Studies
Author’s Purpose: Inform
Comprehension Strategy: Cause and Effect Genre: Nonfiction
Essential Question (GPS):
How do I identify cause and effect in an informational text?
GPS: ELA3RS The student uses a variety of strategies to gain meaning from
grade-level text. The student
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text and content.
c. Generates questions to improve comprehension.
h. Interprets information from illustrations, diagrams, charts,
graphs, and graphic organizers.
i. Makes connections between texts and/or personal experiences.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws
conclusions.
n. Identifies the basic elements of a variety of genres (fiction,
non-fiction, drama, and poetry).
p. Recognizes the author’s purpose.
Activating Strategies: (Learners Mentally Active)
Read any book that correlates with your present unit of study in science or social
studies (i.e., Rocks, Animals, Communities, etc.). Be sure to think aloud cause and
effect.
Cognitive Teacher Strategy:
Pre-Reading: (picture walk, book introduction, prior knowledge, review)
Refer to Science/Social Studies Book.
During Reading: (shared, paired, or independent)
Refer to science and social studies.
After Reading:
Questions: (3 skill + 1 review + 1 inference)
Refer to science and social studies.
Graphic Organizer: (Refer to science and social studies)
EXAMPLE: Cause Effect
Cause
Effect
Days get shorter
and cooler.
Body temperature
falls. Heart rate
and breathing are
slow.
Temperatures get
cooler.
More body heat is
lost.
The plants withered up and
died.
Large amounts of energy are
saved.
More body heat is lost.
An animal must eat more to
stay warm.
Summarizing Strategies: Learners Summarize and Answer EQ
Have students share with their partners one example of cause and effect taken
from the passage.
Resources
Corresponds with current unit of study in Science and Social Studies
Extending Thinking Activity
Extend & Refine Lesson Plan
Acquisition Lesson Strategy: Cause & Effect
Extend/Refine Strategy: Cause/Effect
Essential Question: How do I identify Cause & Effect relationships?
Opening: Discuss with your students & the list holidays on the board. Share with
students you favorite holiday and give three reasons why.
Activity: Extending/Refining Activities-Cause/Effect
Have students pick their favorite holiday and tell why. List the causes using the
graphic organizer. Then students may write a paragraph telling why they like the
season using the organizer as their guide. Students should use vocabulary or word
walls in the writing assignment.
Samples:
Causes
Effect
I get to wear a costume!
I get to go Trick-or-Treating!
Halloween
is my favorite
holiday!
I get to make candied apples.
Closing: Students will share graphic organizer with a partner.
Resource: Learning Focused Strategies That Work (Cause & Effect p. 14)
Cause & Effect Question Stem Test
Name ________________________________________________________
Date ___________________
Milk and Broccoli
"I can't believe she did it again," I thought. I was sitting at the
dinner table looking at my sister, Jenny, as she stared down into her
glass of milk. She had dropped her broccoli into her drink to hide it.
What a mess! My sister doesn't like broccoli. In fact, she doesn't like
much of anything!
Just the other day, Mom tried to tell her that eating her vegetables
would make her smart, but Jenny just looked at her. Of course, Jenny also
didn't get up from the table until she ate her carrots - a slow process.
Mom stood by her, making sure the food ended up in Jenny's mouth rather
than in her milk.
If Jenny were big like me, she'd know that eating her vegetables
makes you healthy and trim. I'm living proof. Every day, I eat my
vegetables because I want to be the strongest man on the planet. Of
course, sometimes I have to trick myself into liking them. I'll cover them
with cheese sauce or honey, or mix them with my mashed potatoes. It may
seem a little weird, but I'm not shy about eating them that way-it works.
It's starting to pay off, especially in how I play sports. In basketball,
I can jump high and tip the ball into the basket a lot. I play tug-of-war
with my big dog and hold my own, and I lifted a log off a toad once (I
thought he was getting squished.) So I say, put the veggies in, and
muscles come out. I just wish that would work with chocolate chip cookies.
Circle the correct answers to the following questions.
1. What caused Jenny to hide broccoli in her milk?
a. She was trying to hide it.
b. She likes it to taste milky.
c. She was making a milkshake.
d. Her mom told her to.
2. What reason did Jenny have to finish her vegetables while Mom
watched?
a. Her Mom liked to watch her eat.
b. Her Mom was making sure she ate the vegetables.
c. Mom had never seen her eat her vegetables.
d. Because Jenny had a loose tooth.
3. What caused Jenny's brother to cover the vegetables with cheese
sauce or honey?
a. So, he would not dip them in milk.
b. So, he would not dip them in chocolate.
c. So, he could make his vegetables taste better
d. So, he could swallow them whole.
4. What was the effect when Jenny's brother lifted a log?
a. He got the log off a toad
b. He lifted it for exercise.
c. He built a log cabin.
d. He showed off his muscles.
5. What is the reason Jenny’s brother ate his vegetables?
a. Because he likes them.
b. Because he will eat anything.
c. Because he was hungry.
d. Because he wanted to be the strongest man on the planet.
6. What caused Jenny’s brother to say, “Put the veggies in and the
muscles come out!”?
a. Because eating the vegetables could help make you strong
b. Because you might lose your muscles if you eat vegetables.
c. Because vegetables taste great!
d. Because if you muscles come out all you would have left is a
skeleton body.
7. What was the reason Jenny’s brother said, “I just wish that would
work with chocolate chip cookies.”?
a. Because cookies are gross.
b. Because the cookies would give him cavities
c. Because he hoped if he ate cookies, they would give him more
muscles.
d. Because he meant that the cookies would disappear.
8. What caused the author wrote this story?
a. to let the reader know vegetables are good for you
b. to let the reader know vegetables taste bad
c. to let the reader know cookies are good
d. to let the reader know how to hide vegetables
9. What kind of story is this?
a. fiction
b. nonfiction
c.
a poem
d. folktale
10.
Use the story to complete the graphic organizer.
Cause
Effect
?
Jenny hid her broccoli in her
milk.
Jenny might hide her food.
I say, “Put the veggies in.”
Mom watched Jenny eat.
?
Answers:
1. A
2. B
3. C
4. A
5. D
6. A
7. C
8. A
9. A
10. Cause #1-Jenny does not like broccoli.
Effect #2- The muscles come out.