By conducting interviews, sharing and assessing data, and writing papers based on their authentic research, students reach their own conclusions on the meaning of the American Dream.

For this lesson, students will learn how to cite in-text in MLA. They will watch a video, be directed to an easy to understand web page with citation examples, and even be able to complete a worksheet on citing in-text in MLA. Once students are done with this lesson, they will be ready to cite in-text in their own research paper.

This is a short unit for grades 3-5 about how to take notes and cite sources properly for a research project.

Create a Superhero is a five-part lesson plan asking students to research a current global issue which impacts them, their family or their community. Based on their research they create a superhero to help solve the issue. The project follows an adapted inquiry model and uses the online tools of G Suite for Education.

For this lesson students will learn how to create a Works Cited page in MLA. They will watch a video, play games, and read a handbook to learn the many steps and processes required in a Works Cited page.

Students will learn why it is important to cite when writing. They will watch a video and look through a Prezi to learn how to cite their sources in APA. After they know the correct way to format their citations, they will work through a worksheets to identify sources that are formatted correctly. They will end the lesson by writing their own reference page for their research paper.

Students conduct Internet research to investigate the purpose and current functioning status of some of the largest dams throughout the world. They investigate the success or failure of eight dams and complete a worksheet. While researching the dams, they also gain an understanding of the scale of these structures by recording and comparing their reservoir capacities. Students come to understand that dams, like all engineered structures, have a finite lifespan and require ongoing maintenance and evaluation for their usefulness.

Through Internet research, patent research, standards and codes research, user interviews (if possible) and other techniques (idea web, reverse engineering), students further develop the context for their design challenge. In subsequent activities, the design teams use this body of knowledge about the problem to generate product design ideas. (Note: Conduct this activity in the context of a design project that students are working on, which could be a challenge determined by the teacher, brainstormed with the class, or the example project challenge provided [to design a prosthetic arm that can perform a mechanical function]. This activity is Step 2 in a series of six that guide students through the engineering design loop.)

he classroom teacher has already led the students in the project kickoff and will have assistance in leading the technology portion of the project. Students have created some sort of presentation piece, possibly a slideshow or a poster, we will add narration to a video of the presentation.

This video segment adapted from A Science Odyssey tells the story of researcher Sir Alexander Fleming, whose luck and scientific reasoning led to the groundbreaking discovery of penicillin.

In this science-based unit, students explore the world of energy. In the first half of the unit students learn what energy is, the different ways that energy is transferred from place to place, and the ways energy can be converted from one type to another. In the second half of the unit students explore the pros and cons of different types of renewable and nonrenewable energy. After learning about the different types of energy, students will grapple with what the world’s energy future will look like if more renewable solutions aren’t found, particularly in their communities. Through a combination of reading and research, it is our hope that students begin to build a deeper understanding of energy and its influence on our lives.

This unit builds on to the informational reading skills and strategies developed in previous units. At this point in the year we assume that students are able to actively read and annotate informational texts in order to build understanding of a topic. Therefore, the focus of this unit is on refining students’ ability to use different strategies to comprehend denser scientific texts. In particular, students will continue working on determining the main idea, summarizing key details, explaining cause and effect, using text features to improve understanding, and explaining how an author uses text features to elaborate on key concepts and ideas.

Students are introduced to polymer science and take on the role of chemical engineers to create and test a plastic made from starch. After testing their potato-based plastic, students design a product that takes advantage of the polymer’s unique properties. At the end of the engineering design process, students present their product in a development “pitch” that communicates their idea to potential investors.

In this lesson, students read pages 4-22, "Las Uvas," in Esperanza Rising and as a whole group identify how the structure of the chapter contributes to the overall story (RL.5.1, RL.5.5).
In triads, students then research one of three topics to build background knowledge about the historical setting of Esperanza Rising. Working in expert groups allows small groups to engage in an effective, time-efficient comprehension of a broader topic because students become an expert in one topic and hear oral summaries of the others to gain an understanding of the broader topic.
This lesson is the first in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues. Conversation Cues are questions teachers can ask students to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 1 Conversation Cues encourage all students to talk and be understood. As the modules progress, Goal 2, 3, and 4 Conversation Cues are gradually introduced. See the Tools page for the complete set of cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 1 Conversation Cues you will see in the next two units are (with expected responses):
After any question that requires thoughtful consideration:
"I'll give you time to think and write or sketch."

"I'll give you time to discuss this with a partner."

To help students share, expand, and clarify thoughts:
"Can you say more about that?"

"Sure. I think that _____."

"Can you give an example?"

"OK. One example is _____."

"So, do you mean _____?"

"You've got it./No, sorry, that's not what I mean. I mean _____."

Note that Goal 1 Conversation Cues (and expected student responses) were built into the Discussion Norms anchor chart in Lesson 1. Conversation Cues and discussion norms are similar in that they seek to foster productive and collaborative conversation. Furthermore, Conversation Cues aim to ensure equitable conversation by gradually building student capacity to become productive, collaborative participants. Goal 1 Conversation Cues focus on the fundamentals of encouraging students to talk and be understood. Goals 2-4 take students to deeper levels of conversation, from listening to others, to deepening their thinking, to thinking with others.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads pages 4-22 of Esperanza Rising aloud during Opening A.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect, as volunteers share out personal reflections on what happened in Esperanza Rising.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Students will complete research about an animal of their choice using the San Diego Zoo Kids Zoo website. The students will create a SlideShow Presentation to share with the class teaching about their animal. The class will use given “clues” based on research to guess the student's animal.

Students continue the research begun in the associated lesson as if they were biomedical engineers working for a pharmaceutical company. Groups each perform a simple chemical reaction (to precipitate solid calcium out of solution) to observe what may occur when Osteopontin levels drop in the body. With this additional research, students determine potential health complications that might arise from a new drug that could reduce inflammatory pain in many patients, improving their quality of life. The goal of this activity is to illustrate biomedical engineering as medical problem solving, as well as emphasize the importance of maintaining normal body chemistry.

Students will learn how to use the Internet to find facts about their topic. Students will be searching safe sites that are credible, teaching students that finding accurate information is very important when being an investigator.

Students research particular types of lasers and find examples of how they are used in technology today. Teams present their findings by means of PowerPoint presentations, videos or brochures. The class takes notes on the presentations using a provided handout. This activity prepares students for the "go public" phase of the legacy cycle in which they solve the grand challenge by designing and producing a laser-based security system.

WEEK 10, DAYS 1-5
Natural Disasters Research Project
We just finished reading about one type of natural disaster, earthquakes, and today we will discuss other types of natural disasters.
You will choose the one that interests you the most and conduct research to learn more information. To help you learn a little bit about the different types of natural disasters we are going to view a video. You will use a graphic organizer to jot notes about each natural disaster to help you decide which one you want to research and learn more about.
Today you are going to choose one natural disaster to begin researching.
Now that you have chosen your natural disaster you are going to start researching. We are going to use the same graphic organizer we always do, but we are going to use it to help make a plan and organize our notes. Students will work on researching their natural disaster.
Students will work on either finishing up gathering information OR choosing which information to share.
Students will work around the room on either their graphic organizer or their draft. completed their graphic organizer and add new details, facts, and definitions to their graphic organizer.

This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Guided by Oregon's statewide college writing outcomes, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand.

Through this lesson and its associated activity, students explore the role of biomedical engineers working for pharmaceutical companies. First, students gain background knowledge about what biomedical engineers do, how to become a biomedical engineer, and the steps of the engineering design process. The goal is to introduce biomedical engineering as medical problem solving as well as highlight the importance of maintaining normal body chemistry. Students participate in the research phase of the design process as it relates to improving the design of a new prescription medication. During the research phase, engineers learn about topics by reading scholarly articles written by others, and students experience this process. Students draw on their research findings to participate in discussion and draw conclusions about the impact of medications on the human body.