Young scholars 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.

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

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 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.

Third graders enter the results of their survey on a spreadsheet. They construct a bar graph showing the results.

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...

Students use Internet resources to examine the influence of technological terminology on English and other languages.

Students use Internet and library resources to find the meanings of their first and/or last names and discuss the evolution of the concept of naming individuals.

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...

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

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 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.