Activity 2 directs students to "Read about the life of Robert Frost" and provides three explicit web links (poets.org, Kids Britannica, and Wikipedia). Students are instructed to "record ten clues about the man and his life" on a "Who is Robert Frost?" page, with prompt items that ask about when and where he lived, family, schooling, subjects he wrote about, reasons for popularity, and techniques used. The activity also suggests using the "Timeline of American History" to record Frost's birth date, indicating multiple source types for the investigation.

Students are asked to visit the library or use poetry books at home and look through a variety of poetry collections, explicitly using multiple books as sources. They are directed to compare those books to the book R is for Rhyme and to record poem titles, words from poems, figurative language phrases, and information about poetry types and tools on the "Book of Poetry" pages. Students are then prompted to read through and reflect on the ideas, poems, and poetry tools they discovered, demonstrating investigation of different aspects of poetry (forms, figurative language, rhyme patterns, etc.).

Students are asked in Activity 3 to write a zoo exhibit plaque about loggerhead sea turtles and to "Use an encyclopedia or the following link" (National Geographic) to find information. The Student Activity Page already lists common and scientific names and instructs students to include 4–6 important details about the sea turtle. The task directs students to gather factual information and produce a short informational product (the plaque).

Students are instructed to "find information on websites or in books" and the Parent Plan explicitly lists the skill "Use multiple sources to locate relevant information," directing students to gather information from more than one source. Students complete structured research prompts asking about multiple aspects of turtles (habitat, food source, predators, defenses, relationship with humans, life cycle, parents/young), which guides investigation of different aspects of a topic. Students are guided to organize findings into an outline, write a rough draft, revise using a rubric, and produce a final report, demonstrating a short research project workflow.

Students are directed to read a variety of folktales (tall tales, trickster tales, legends, myths) and to write titles under each genre on the "Types of Stories" page, showing use of multiple texts. Students are asked to "find a folktale in your home library" and record in a journal five things they learn about the culture where the folktale originated, which asks them to investigate cultural aspects from a text. Students color regional maps and cut/glue story titles into regions using the book Cut from the Same Cloth and American Tall Tales, indicating use of named source books to organize information across multiple stories.

Students are instructed to "Research the life of John Chapman" and are given three web links (Wikipedia, Biography.com, Kids Britannica) to use before writing a bio-poem, which requires gathering factual details. After research, students create a Venn diagram comparing the legend (Johnny Appleseed) to the real man (John Chapman), which asks them to synthesize and contrast information. Option 2 asks students to "research the conditions needed to plant an apple tree," including life cycle and regional suitability, which directs investigation of different aspects of a topic.

Students are asked to read multiple texts about trickster tales, including two Brer Rabbit stories (with provided web links) and Anansi tales from two online sources. Students are prompted to read 'Annie Christmas' and 'Susanna and Simon' in the anthology and to compare tales from different cultures (skill listed in the Parent Plan). The instruction "or using other versions you find online" invites students to locate additional versions of stories.

Students are asked in Activity 6 (Same Story, Different Version) to "read another version of the story of John Henry online or in books at the library" and to record five differences and three similarities between two versions. The lesson provides two external web links as possible sources for students to consult in addition to the classroom text. This instructs students to consult at least one additional source and to compare information across sources.

Students read multiple folktales ("Pale-Faced Lightning," "Sister Fox and Brother Coyote," and "Pecos Bill") and answer guided questions about plot, character, and setting. In Activity 1 students compare two stories (Brer Rabbit and Sister Fox) using a graphic organizer, which requires using at least two texts to examine similarities and differences. In Activity 4 students list ten things the author writes about the geography of the Southwest from the Pecos Bill text, gathering details about an aspect of the topic.

Students are asked to research Curaçao using books or Internet resources and are given two specific web links, then produce a travel-brochure paragraph or a Venn-diagram comparison (Activity 2, Options 1 and 2). Students are directed to find material about World War II from online or reference-book sources (two links provided) and answer targeted journal questions (Activity 4). Additional activities ask students to use online galleries to study Caribbean art (Activity 3), look up reasons both sides fought in WWII (Activity 5), and use the Internet as needed to identify types of boats (Activity 6), each requiring students to gather information and produce written or graphic responses.

Students are asked in Activity 3 to "Based on the novel and your research on the Caribbean, draw pictures..." which directs them to use the book plus external research to identify imports and exports. The Curacao Imports and Exports student page explicitly instructs students to "research and draw pictures of items that are imported to and exported from Curacao." The Parent Plan reiterates that students should illustrate imports and exports and gives example answers such as fuel products, bananas, rum, sugar, and minerals.

Students select one shark to study and are asked to find information "in books or on websites," listing three important facts and two related ideas on a Shark Research web. Students organize information into a central topic with branches (three main points and related details) and create a drawing of the shark in its habitat. Students also match shark types to descriptions beforehand, which provides initial background to inform their chosen research topic.

Students are asked to "refer to books or websites about coral reefs" if unsure about an organism and Option 2 explicitly says "You may have to research this information to help you decide on the groups for your chart." Students are directed to "Look through the book Coral Reef Food Chains" to identify classes of organisms. Students are required to label, classify, and organize coral reef animals into vertebrate and invertebrate groups and to design a chart showing scientific classification.

Activity 1 directs students to locate Germany on a map and to "find information about Germany online or in books or other resources," with three specific web links provided. The Student Activity Page asks students to gather and record facts in five different categories (Geography, Traditions, People, History, Relationship with America), requiring investigation of different aspects of the topic. The Parent Plan explicitly tells students to use the library, online resources, and interviews to learn about immigration and gather information, and Activity 3 has students interview family members about ancestry.

Students are instructed to look up each vocabulary definition in a dictionary and create a picture map, which requires consulting an external reference. Students are given two web links and told to use them to label the Rhine River, Breisach, Freiburg, and Hamburg on a blank map of Germany. Students read chapters of the novel A House of Tailors and answer comprehension questions, providing a text source for information about immigrants and historical context.

Students are asked to "record details you learn about the time period and about the lives of the immigrants" as they read, and to add a couple of sentences to chapter-labeled pages each day. Activity 3 provides a graphic organizer divided by chapter ranges (e.g., Chapters 4-6, 7-9, etc.) for students to collect information about New York City and its people in 1870. The lesson also explains that authors of historical fiction research time periods, which frames the note-taking task as learning about historical aspects.

Activity 1 directs students to "Read about smallpox online or in a book or other resource" and to fill in information on a Smallpox page, explicitly asking for symptoms, how it is spread, who discovered the vaccine, when it was discovered, and how it was discovered. The activity also asks students to add the vaccine discovery date to a Timeline of American History, which asks them to locate and record factual information. The set of questions requires investigation of multiple aspects of the topic (symptoms, transmission, vaccine history and discovery).

Students are instructed to "Locate information in books and online about New York city today and in the late 1800s" and to "reread some of the author's descriptions and find information in other books or online," directing them to use multiple sources. The Parent Plan and Skills list explicitly list using "various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing." The project prompts students to take notes, gather fact-based information about buildings, daily life, neighborhoods, and diverse groups, and to use those notes to produce poems and presentations, with a rubric that checks for "adequate notes taken based on research" and "inclusion of fact-based information."

Students are directed to research Jean Craighead George using the provided author website and to fill in an "About the Author" activity page that asks for personality traits, family, and work. For the Catskill Mountains, students are told to "find information... at the following websites" (four separate web links are provided) and to look for pictures and seasonal information. Students must use that information to complete graphic organizers or draw/describe seasonal plants, animals, tourist activities, and to select and justify a preferred season.

Students read pages 1–20 of My Side of the Mountain and answer comprehension questions, showing engagement with a text. Students read the "Building a Campfire" information (noted as from smokeybear.com) and are asked to summarize the major points and create a poster that highlights fire-safety rules. Students also review vocabulary and related activity pages, which provides additional text-based practice but not explicit research directions.

Students are asked to "research information about falcons and discover how they interact with other organisms in their environment" and to prepare a short presentation (speech with poster, models, or PowerPoint) to share with their family. Students take on the role of an ornithologist and are directed to focus on relationships between falcons and other organisms, explicitly including plants, animals, and people.

Students choose and complete three mini-projects from a Think-Tac-Toe board, which requires them to develop a food web, identify and classify plants and animals, and describe interdependence in the natural world. Students also document how they would survive in the wilderness and analyze relationships/setting, which involve investigating different aspects of the topic (ecology, classification, survival).

Students are instructed to find Barbados in an atlas or world map and to read about Barbados at two provided web links. Students take notes in a journal about important things they learn from these sources. Students produce a watercolor painting of a Barbados beach that uses information they gathered.

Students are directed to "Read about the geography of Connecticut and the lives of its colonists" and to "take notes in your journal about important things you learn," with four web links provided as resources. Activity 3 asks students to compare Barbados and Connecticut and includes an option that requires students to "come up with her own descriptions based on her research." The skills list includes "Verify the accuracy of the author's writing by referencing resources" and "Use technology as a tool to gather information."

Students read Chapters 5 and 6 about the Puritan community and answer comprehension questions. In Activity 1 students color a map of the Connecticut Colony, think about how geography and climate would affect colonists' daily lives, record three ideas in a journal, and compare the map of the Connecticut Colony to a current map of the state of Connecticut. These tasks require students to use at least two different sources (the colonial map and the current map) to consider aspects of life in the colony.

Students read a provided passage about the Quaker faith and then complete a Venn diagram comparing Quaker and Puritan beliefs (Activity 2). Students read Chapters 10 and 11 and record discoveries about the community, the Woods family, and themselves (Activity 1), which requires investigating different aspects of the text. The Parent Plan prompts parents to have the child "do research on the beliefs of the Quakers," reinforcing investigation of a topic.

Students are asked in Activity 1 to "spend some time learning about Paris online or in books," and the Parent Plan reiterates locating information online or in books. In Option 2 students must "pretend that you are planning a trip" and list three places for each of three days, describing what they will find there and why each place is important. Activity 2 asks students to "select something in Paris you would want to see based on your research of the city" and create a drawing, linking research to product.

Students are asked to read the original Hans Christian Andersen text (with a provided Gutenberg link) and to compare it to a different version or a movie, which requires them to locate and use at least two sources. Activity 3 gives students a graphic organizer titled "Two Versions" that directs them to analyze specific aspects (Characters, Setting, Events, Message/Moral, Mood/Tone) across the original and revised versions. Parent notes explicitly instruct finding the original text online and a picture book or video/movie to use for comparison.

Students are asked to "read about his life online or using other reference material" and to take notes on note cards, producing around 20 cards with facts and dates. The Parent Plan lists as skills that students should "use multiple sources, including electronic texts, experts, and print resources, to locate information" and that they should "organize knowledge about a topic in a variety of ways." Students are directed to put their note cards in chronological order and to compare the information they found with the information in the story.

Students are instructed in the Research section to "collect cards for individuals involved in early cinema, detailing their roles using books and the internet," and to "create an informative card about an actor's early career" or "investigate and explain how automatons operate," which require investigation of different aspects of early cinema. Day 2 Part 4 tells students to locate books and websites for research and to record important information on note cards, writing the name of the book or website at the top of each card. The Parent Plan and Skills list explicitly direct students to use technology to gather, organize, and present information and to quote or paraphrase sources and use various reference materials.

Students are asked to "locate information about the Gold Rush" using encyclopedias or online resources and to answer directed questions on the "What's the Rush in California?" page. The activity gives two specific web links (History.com and PBS) as sources and prompts students to create their own question and try to find the answer. The lesson's skills list tells students to conduct research, raise new questions, take notes from relevant sources, frame questions to direct research, and use reference aids.

In Activity 2 students are instructed to calculate the distance from Boston to Coloma using a map with highways and a scale or an online tool such as Google Maps. Students are asked to record what Lucy and her family would have seen along the journey on a provided U.S. map and to mark geographic features or wildlife that could have threatened pioneers. The activity directs students to use geographic tools and to write observations related to the trip.

Students are asked to "look at pictures of raccoons online or in books" to select materials and design a raccoon craft, which directs them to consult external sources. Students are instructed to construct the raccoon and then "record materials used and directions" on the activity page, using observations from those sources. Students also use the novel text to gather information about Butte when choosing to write a song or poem, and they locate idiom meanings by "locating clues in the text."

Students are told they will use what they learned from the novel and "your research on the California Gold Rush and that time in history," and are prompted that they "might need to read more about what life was like in California in the late 1800s." The lesson includes topical prompts (e.g., "What threatened the survival of the pioneers?", "What did the pioneers discover in California?") that ask students to investigate different aspects of the historical topic. Students are asked to use "evidence and examples" from their pre-writing organizer to support reasons in the body paragraphs, implying use of information gathered from research.

In Activity 2, students are instructed to "read about the parts of the brain online or in another reference source" and then label two brain diagrams using a provided word list. Students must include a few words describing what each labeled part does, linking reference information to diagram labels. The activity requires students to locate information and apply it to explain brain-part functions.

Students create a KWL chart to record what they know, what they want to know, and what they learn about Abraham Lincoln as they read the photobiography. Students locate vocabulary in the text and are directed to look up definitions using dictionaries and other reference aids; the Parent Plan explicitly lists using a thesaurus, synonym finder, dictionary, and software. Students assemble a timeline by recording events and computing dates from information found in the book.

Students are directed to read A Picture Book of Frederick Douglass and to read the information about Frederick Douglass in Lincoln: A Photobiography, and to use note cards to record important events (Activity 4). Students are instructed to use the information gathered from those two texts to complete a Frederick Douglass biopoem (Activity 5). Students are asked to synthesize and compare information by creating a Venn diagram comparing Lincoln and Douglass (Activity 6).

Students read Chapter 6 and answer comprehension questions, providing a foundation of written source information. Students listen to a political speech (Activity 4) and identify facts, opinions, and persuasive techniques, giving an oral/aural source to analyze. Students plan, conduct, and summarize an interview with a community Civil War expert (Activities 5–7), and Activity 1 invites use of ideas from the text and "other books," while the Skills section explicitly states using oral, written, and visual information to research.

Students gather and assemble multiple products they created about Abraham Lincoln (speech, assassination newspaper article, interview Q&A, letter from a slave, Frederick Douglass biopoem, flyer, train timeline), which represent different aspects of Lincoln's life and presidency. Students are directed to print pictures from the Internet to include with some pieces, indicating use of external sources for visuals. The Parent Plan lists skills such as producing research projects and paraphrasing/summarizing text, implying students have created items that present researched information.

Students are instructed to select a topic, develop questions related to that topic, find sources of information to answer those questions, and take notes on discoveries (Steps to Independent Study list and Activity 1). The rubric explicitly checks for "using a variety of sources" and for creating a bibliography, and the special notes direct students to spend time at the library locating sources. Students are required to record findings, write a five-paragraph report, and develop a product to share what they learned, which connects gathering information from sources to building and presenting knowledge.

Students are asked to brainstorm at least five possible research topics and to pick their top three options, practicing topic selection and narrowing. The Student Activity Pages prompt students to list sources by answering "I may be able to find more information about my topic by:" with numbered lines and to consider which topics will allow locating multiple sources. The KWL chart directs students to record what they want to find out and later to record what they learned, supporting planning for research and reflection after investigation.

Students practice developing broad, thought-provoking "big questions" by evaluating example questions and distinguishing those that require deeper investigation. Students write three big questions for a chosen topic and list three supporting details or subtopics under each question using the "3 Big Questions and Details" organizer. Students prepare research-chart organizers that include a bibliography column and spaces to record details under each big question, indicating where source information will be recorded.

Students are instructed to locate at least four sources (at least two print, one website, and one non-print) and to circle and discuss possible sources on the "Where Do I Look?" activity page. Students practice taking notes from multiple sources (a short lemur article and an encyclopedia) and record information on topic-specific charts that include subtopics/questions (e.g., geographical location, diet, habitat). Students are directed to list sources and authors in a bibliography column and to create a formal bibliography using provided citation formats.

The Parent Plan lists the skill to "draw from more than one source of information when writing a report (e.g., speakers, books, newspapers, other media sources)," explicitly telling students to use multiple sources. Activities direct students to use information from their "Research Chart" pages when composing body paragraphs and to fill in the "L" column of the KWL Chart to record new information learned. Students are also guided through outlining, drafting, revising, and producing a final report that incorporates information summarized in a thesis and supporting paragraphs.