Bonneville
The Problem of Plastic Trash Islands
Trash collection can be a hassle, especially out in the ocean. The second of four parts in the Adrift in a Sea of Plastic unit has pupils research plastic trash islands in marine ecosystems. They investigate why they occur and potential...
California Department of Education
My Dream Career
After completing an interest assessment, scholars discover a list of careers that appeal to their interests. They choose one to research and present their findings to their peers.
EngageNY
Conducting Research: Analyzing Text from the Qikiqtani Inuit Association (QIA)
Scholars read excerpts from the Qikiqtani Inuit Association website as they begin researching their case studies on the Mary River Project. They read an article to build background knowledge and analyze key vocabulary words using the...
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Research Skills, Part 2: Natural Resource Development and How It Modifies the Physical Environment
Name your source. Scholars receive research folders with articles of information about natural resources. They use the sources to conduct research to answer questions about how Canada's environment meets the needs of the people and how...
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Mid-Unit Assessment: On-Demand Note-Taking, Analysis, and Reflection: “Should We Drill?”
Pupils take a mid-unit assessment, completing a point of view graphic organizer based on an informational article about offshore drilling. Next, learners answer text-dependent and short-answer questions about the text.
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Close Reading and Viewing: Nunavut Iron Ore Mine Approval
Using the thought-provoking resource, scholars continue researching opposing points of view about the Mary River Project proposal. They read an informational text, watch a video, and record the gist of the text and video in their journals.
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Conducting Research: Analyzing Expert Texts about the Mary River Project
Pupils read informational texts about the Mary River Project, searching for the gist. As they read the expert texts, they complete a graphic organizer to identify and analyze point of view.
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Research Skills, Part 1: Natural Resource Development and How it Modifies the Physical Environment
Put it in your own words. Scholars complete a mini instructional activity about paraphrasing then complete a note catcher using the text A Limited Supply. They continue studying Canada's natural resources by analyzing the graph...
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End-of-Unit Assessment: Writing a Draft Letter to A Publisher about an Athlete’s Legacy
Serving as the end-of-unit assessment, scholars draft letters to a publisher about an athlete's legacy. They then reflect on their progress by completing a self-assessment.
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Whole Class Model Letter Writing (Concluding Statement) and Preparing for End of Unit Assessment
Pupils work in small groups to collaboratively write a concluding paragraph for their opinion letters about Jackie Robinson's legacy. Then, scholars share their opinion, reasons, and evidence with a classmate.
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Whole Class Model Letter Writing: Organizing Reasons and Evidence and Using Transition Words
Where's the evidence? Scholars practice ordering the evidence and reasons for their class opinion papers by physically sorting them. Next, they work collaboratively to write a body paragraph, using linking words to connect their ideas...
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Whole Class Model Letter Writing, Introduction: Opinion, Reasons, and Evidence about Jackie Robinson’s Legacy
Sharing is caring! Using the collaborative lesson, scholars engage in a shared writing process with the teacher. Working together, they compose opinion letters about Jackie Robinson's legacy.
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Mid-Unit Assessment: Notes and Graphic Organizer for a Letter to a Publisher
It's the halfway point! Scholars complete a mid-unit assessment to showcase their knowledge and skills so far. They create a graphic organizer, write an opinion about how their athlete created a legacy, and then record the best reasons...
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Organizing an Opinion, Reasons, and Evidence: Expert Group Text 3
Let's race to the finish line. Scholars read an informational text about a chosen athlete. While reading, they add evidence and reasons to a graphic organizer to support their opinions about how their athlete broke barriers.
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Research: Close Read of Text 1 for Each Expert Group
Take a closer look to determine the legacy. Learners participate in a close reading of an informational text about either Roberto Clemente or Althea Gibson. Next, they determine how their athlete broke barriers and created a legacy,...
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Research: Close Read of Text 3 for Each Expert Group
How do athletes break barriers? Pupils consider the question as they continue looking for evidence to support their opinions about how their chosen athlete created a legacy. In small groups, they read an informative article about either...
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Organizing an Opinion, Reasons, and Evidence: Text 2 for Each Expert Group
The proof is in the reading. Using the informative resource, scholars read a second article about either Althea Gibson or Roberto Clemente. As they read, they continue adding reasons and evidence to their graphic organizers to show how...
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Research: Close Read of Text 2 for Each Expert Group
Pass the chalk! Pupils participate in a Chalk Talk activity to synthesize information from multiple texts about Roberto Clemente and Althea Gibson. Scholars also read an informational article about one of the athletes, searching for...
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Organizing an Opinion, Reasons, and Evidence: Text 1 for Each Expert Group
Working in small groups, scholars continue reading an informational text about either Roberto Clemente or Althea Gibson. As they read, pupils create graphic organizers in their journals to help map their ideas logically.
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Introducing New Athletes to Research: Althea Gibson and Roberto Clemente
Let's take a walk! Scholars participate in a gallery walk to view images and text about athletes Althea Gibson and Roberto Clemente. After summarizing the information they've learned, pupils choose which athlete they are interested in...
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Mid-Unit Assessment: On-Demand Note-taking and Text-Dependent Questions
Flex those brain muscles! Scholars take a mid-unit assessment, conducting research to take notes about how a particular invention helped meet society's needs. To complete the test, they work on draft sketches for their graphic novelettes.
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Expert Research Groups: How the Traffic Signal and Airplane Met Society’s Needs, Part 3
Pupils work in expert research groups, reading an informational article about an invention and completing a note-catcher worksheet. Afterward, scholars work in triads to answer questions based on the text.
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Expert Research Groups: How the Traffic Signal and Airplane Met Society’s Needs, Part 2
Ready, set, act! Using the fun resource, pupils patriciate in a vocabulary charades activity to practice key terms from the unit. Next, scholars work in expert research groups to read an article about the invention of the traffic signal...
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Expert Research Groups: How the Traffic Signal and Airplane Met Society’s Needs, Part 1
Where would society be without the TV? Working together, scholars complete an anchor chart about the invention of the television. Additionally, pupils complete vocabulary cards for key terms from the unit and organize them on a metal ring.