Students are explicitly asked to "help him research online or in reference books to answer his questions," which directs them to use the Internet with adult support. Students are asked to compose a draft and write three short paragraphs using graphic organizers, showing practice in producing written work.

Students are asked to read about bees online using provided web links (Activity 3 directs students to a National Geographic page and a YouTube video). Activity 4 also directs students to an online version of "The Shepherd Boy and the Wolf." Students are prompted to write a paragraph (Option 2) and to write a creative story in their journal and illustrate it.

Students are asked to "write or type the final copy of his letter," which gives them a direct opportunity to use a computer to produce a written piece. The lesson instructs students to search for early episodes of the show "using a streaming service or online video platform," which explicitly involves using the Internet to locate and view content. The rubric and organizer require drafting, editing, and producing a final copy, and typing is presented as an option for the final product.

The lesson asks the adult to "help your child do research on natural remedies online or in other resource books," and asks students to describe natural remedies for listed conditions, which implies using the Internet to gather information. Students are instructed to write five sentences about the story and complete activity pages (Prepositions and Natural Remedies), which requires composing text as part of the activities.

The Beaver Research activity explicitly instructs students to "use the internet or books to research information about beavers" and to "record the information on the page as you find it." The lesson also provides two web links to video adaptations of Robinson Crusoe, which students could use as online resources for comparison or background.

Students are encouraged to read about the natural occurrence online or in an encyclopedia to learn more, which uses the Internet for research. Students are instructed to type their final copy and are reminded to take their time to avoid careless mistakes. A note in the lesson emphasizes the importance of keyboarding skills and provides a link to online typing/keyboard resources. The rough draft rubric specifies having at least three paragraphs with five to eight sentences each, supporting a substantive final product to be typed.

Students are directed to locate information about Benjamin Franklin using provided web links (Time for Kids, History for Kids) and a virtual tour, and to record findings on activity pages and an Age 8-10 timeline. The lesson suggests that students can print pictures from online sites to create a collage or use images in their journal, indicating use of the Internet to gather resources. Students are asked to write a poem about Philadelphia and to list ideas in a journal, showing they compose written work as part of activities.

Students are asked to "read more on the Internet" to gather information about Ben Franklin and to look back at information gathered in a prior lesson, showing use of the Internet for research. Students are also encouraged to type their final draft on the computer if they are able, which indicates use of technology to produce their writing. The lesson includes a writing conference where an adult provides guidance during editing, supporting guided use of tools for producing writing.

Students are directed to use an online dictionary (Activity 2) to look up vocabulary words and record definitions. Students are directed to visit websites about C.S. Lewis (Activity 3) to gather biographical information for a "Meet the Author" page or to brainstorm and write a short newspaper article. The lesson also offers the option for students to answer reading questions "in his journal or online" (Activity 4), showing some use of the Internet for responses.

The lesson repeatedly instructs an adult to guide the child through writing, indicating adult support for the tasks. Activity 2 tells students they can type the rough draft and names software like Microsoft Word or Google Docs. Activity 4 asks students to type the final copy, run spell check, save the file, and print the work, which shows use of technology to produce and publish writing.

Activity 4 directs students to "select a ruler to read about online or in other reference sources" and to "add the information to the activity page," which requires students to use the Internet to gather information. The Skills section explicitly lists "Conduct research for assigned projects," indicating student research is an intended activity. Students are asked to record "10 Facts about" the chosen leader on the provided activity page after researching.

Students are asked to "read about the different branches of the U.S. armed forces online or in books," and the Skills section explicitly states students should "Use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions." Students take notes on information gathered during Activity 2, showing use of technology for research.

Students are instructed that their final copy can be typed on the computer for the "A Dream in a Jar" option and that they should type the final newspaper article on the computer as a reporter would do. The lesson provides a web link to Microsoft Word newspaper templates as an Internet resource for formatting. The wrapping up step asks students to make copies to give out to friends and family, which implies producing and distributing their work.

Students are directed to find and read the African Wildlife Foundation website (Activity 4), which requires use of the Internet for research. Students are asked to read online material and then choose an option that includes writing a short story or creating a poster and writing descriptive sentences. The lesson also directs students to write in a journal in multiple activities, showing some production of written work.

The lesson explicitly encourages students to "use a program like PowerPoint or an online tool like emaze or Prezi to type her haiku and insert nature images" and provides a web link to online presentation and slideshow tools. The Student Activity Page directs students to write haikus and includes a suggestion to type the haiku as an extension activity. The activity asks the student to read the poem aloud after typing it, reinforcing the production of a typed piece.

The Skills section explicitly tells students to "compile notes into outlines, reports, summaries, or other written efforts using available technology," and the activities direct students to use online resources (multiple web links) to research Texas and desert biomes. Option 2 requires students to write a paragraph describing a desert and to record animals/plants and adaptations, which can be produced with technology. The lesson prompts research, note-taking, and composing written responses that could be completed using the Internet and digital tools.

Students are prompted in Activity 2 (Rattlesnake Research) to find answers using books and/or the Internet and to record their findings on the provided page. The activity explicitly directs students to write three research questions and then look up information online, showing use of the Internet for information-gathering.

The activity offers an Option 2 where students can type their business letter on the computer, instructing them to follow the parts of a letter. The Student Activity Page (Option 1) provides a structured organizer that students can transfer into a typed document. Activity 2 directs students to use online video services (Amazon, iTunes, Google Play) to view the movie, showing use of Internet resources.

The lesson explicitly offers a technology option: students may display their story as a slideshow instead of on paper and are instructed to find images online to enhance their writing. The instructions require that, for a slideshow, students will type the text with each page as its own slide and create an introductory slide with title/author/related images. The skills list and editing steps include working "with guidance and support from peers and adults" on drafting and revising.

Activity 3 instructs the student that after revising, he "can write or type his final copy of the essay," which indicates students may use a computer to produce a final written product. The rubric and organizer guide students through drafting, revising, and preparing a final copy, implying that students will create a polished version of their reflective essay.

Students are instructed to use available technology and references to build word meanings (the Skills section names "available technology" as a resource). Students are directed to find pictures of comets and meteors online and are given a specific NASA web link to view images and information.

The lesson explicitly tells students they can "look for pictures and descriptions online" and that it "might be helpful to let your child research information about owls." Students are asked to gather examples of owls' homes and use those sources to design a new home, which indicates use of the Internet for research.

Students are instructed that if they are not familiar with a tool or machine, they can find information about it online or in an encyclopedia. Students are asked to "research conductors and circuits," which directs them to seek information from external (potentially digital) resources. Students write responses in a journal, complete a Plot Flowchart, and compose a paragraph supporting an opinion, demonstrating writing activity that could be transferred to digital formats.