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.

Students 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.

Pupils 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.

Pupils 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 examine common trends in climate across the U.S. They identify the anomalies in hot-cold temperature differences in the U.S and locate them on the map using latitude and longitude coordinates.

Students collaborate with other schools to gather temperature data from a large number of locations. They determine how the average daily temperature of a location is affected by how close you are to the equator.

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

Young scholars 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 use the Internet and other resources to locate, read and summarize information relevant to the Heart.

Young scholars 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, young scholars enter all data into...

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.

High schoolers 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.

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

Students 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.

Young scholars develop final versions of their position papers and add them to the school's web pages for review and feedback.

Learners submit rough drafts of position papers and post them on computer networks for review.

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