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

Young scholars 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.

High schoolers 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.

Students identify and flesh out an area of particular interest to them in the field of N/R for the purpose of developing and submitting a more in-depth project on that area of interest.

Students continue to conduct Internet research to answer the remaining N/R questions. They are encouraged to contact and communicate with N/R professors or other experts, either singly or over e-mail discussion lists.

Students choose their beats and decide what areas of school and community news they cover.

Students write reports of their research findings to be shared with friends and families. They develop their reports into web pages for publication on the Internet.

Young scholars conduct secondary source research using the internet and library resources to research the backgrounds of their family's cultural and ethnic heritages.

Pupils conduct oral histories of family members to explore their cultural and ethnic heritage after developing a set of research questions.

Students receive and read electronic reviews of their essays.

Students identify areas of interest and conduct preliminary research using on-line and library resources to develop their thesis statements.

Students work in small groups to study the various aspects of global weather and discuss the possibility of a Greenhouse Effect.

Students visit a number of web sites on immigration created by other Students, evaluate types of research used, structure of sites, and what types of information were included.

Fourth graders identify and describe lines, shapes, and solids using formal geometric language. They use Inspiration to create a graphic organizer and outline of polygons.

First graders use organized data to construct real object graphs, picture graphs, and bar-type graphs.

Students create a 5 page My 5 Senses book. They type 1 sense on each page and select 4 corresponding pictures to go with the sense.

Students listen for the purpose of following directions and use the strategy of drawing to comprehend a story read aloud.

Students watch video segments on shapes and patterns. They create their own pattern within shapes.

Second graders conduct survey and sort data according to categories, construct bar graph with intervals of 1, and write a few sentences about their graphs.

Students visit the student-created John Schick's Virtual Ellis Island Museum website. They evaluate the sorts of research the students carried out to create their site, how they structured the site, and what sort of information and...

Students use the Internet resources provided and their own searches to select and investigate a holiday of interest to them. They present their findings to the rest of the class in a format of their choice.

Students practice reading maps as they plan a day trip. Using the internet, they select a destination of their choice and choose a place to stop along their journey. They write an explanation on why they want to visit the place to end...

Young scholars use the internet to research a holiday of interest to them. After researching the holiday, they research the country, culture and group who celebrates it and why. They create a presentation to share their information...