Learners use software to write a menu, including suggestions based on their own experiences cooking them, cultural and social context for their recipes and pictures or graphics. They shop for and cook the dinner for their families.

Students use the Web and other resources provided to select several recipes to combine into a menu they can cook for their families at home. They develop a sense of how food is prepared and kinds of preparation necessary to cook their...

Learners research eating habits in different places and in different cultures.

Students investigate the US military involvement in Kosovo and answer teacher generated questions.

Seventh graders explain how things moving relate to energy.

Fifth graders use text or other references to locate different types of information about the Mayflower and pilgrims. They create a presentation for lower elementary classes about the Pilgrims.

Students are given a category to research (clothes, life before the New World, the voyage, etc.) about Pilgrim life. s Students, in groups, create presentations using software program such as PowerPoint.

Fifth graders identify and define in their own words the first ten amendments to the Constitution. They are assigned a CDV or amendment from the Bill of Rights and create and present a one-minute skit demonstrating it.

Fifth graders use a "fact book" comparing periods in American history then students create a picture to illustrate their assigned periods. # # students use their pictures and concept maps to write expository paragraphs about their...

Fourth graders complete an atlas worksheet to become familiar with the types of information found in an atlas.

Students draw on their knowledge of Impressionist and Asian landscapes to reflect on the differences found in the two genres of landscape painting.

Students search for images of and information about the exchange country's environments and housing, using a variety of sources, and evaluate primary sources of information in terms of accuracy and usefulness.

Students discuss relationship between environments, natural resources and housing, establish connection with students in classroom or school there, and paint pictures of what they think homes look like based on basic data about environment.

Students create drawings of their own homes and those that they imagine might be found in a foreign country, conduct research on that particular foreign country using exchange artwork and questions with another group of students in that...

Middle schoolers utilize atlases, maps, and Internet resources to select destinations and places to stop along the way on a day trip. They examine and write about the reasons they want to visit the particular places they chose.

Learners locate their local or state legislator's address. They write and send letters to their local and state legislators critiquing their voting record on environmental issues and sharing their own views on these issues.

Students collect and record data on the environmental voting record of their local and state legislators using the Internet. They identify examples of environmental problems or endangered species in their state.

Students examine local community agencies and their contributions to the community. They create Web pages that profile the community agencies and their interviews with the volunteers.

Students collaborate with another classroom via the Internet to share data, questions, results, and check the validity of their testing procedures.

Students form groups to conduct an experiment. They plant seedlings to test the effects of sunlight, water and soil, on the growth of seedlings.

Students predict the effects of water, light, and soil on the development of a plant and then design an experiment to test their predictions.

Students apply and generalize data, and prepare and present an oral presentation with a visual aid.

Students determine the type of data needed to test their inferences. As homework, they check and record heart rates of fellow students, teachers and family members. During their next class period, students enter all data into the database.

Students request feedback on their projects from Neoclassicist/Romanticist experts they have contacted via e-mail or other means. They work in pairs to critique each other's work.