Students are asked to visit a specified Britannica author page and answer factual questions about Sharon Creech (birthplace, college study, kinds of writing), demonstrating use of a digital source to gather information. Students are instructed to use an atlas or Google Maps to locate and label Connecticut, Martha's Vineyard, Grand Manan Island, Block Island, England, and Ireland on a map, demonstrating use of multiple print and digital geographic sources. Student activity pages require reviewing diagrams and terminology and drawing connections between terms and boat components, showing practice in extracting information from provided print resources.

The activity asks students to "Research some of the different types of whales and dolphins" and provides multiple digital sources (Getty Images, NOAA fisheries site, and two YouTube videos) for reference. Students are instructed to refer to these internet sites when creating a nautical mobile and to draw animals "in a way that reflects what they actually look like," which requires consulting the provided sources. The student pages also include step-by-step origami diagrams and craft directions that rely on referenced visuals or diagrams.

Students cut out and match direct quotes from the novel to specific characters on the "Identifying Voice" activity, requiring them to identify and place quoted text. Students write quoted lines and paraphrased thoughts/actions for each character in a scenario, practicing putting others' words and ideas into context. The activities therefore require students to quote and paraphrase passages from the single text they are reading.

Students are asked to "Research either Ireland or England" and to "Locate these two countries on a map of Europe," which requires gathering information from print or digital geography resources. The lesson provides multiple web links (two for Ireland and two for England) and tells parents to help the child locate additional websites, so students will retrieve information from digital sources. Students must use the researched information to design and write a 4" x 6" postcard describing what they might do or see on a visit, demonstrating use of gathered information in a written product.

The Character Quote mini-book instructs students to record a character quote and the page number and to explain why the quote is meaningful, which requires locating and quoting text. The Character Tree and Important Events activities ask students to refer to their character timeline and details recorded as they read the book, which has students gather information from the primary print text. The lesson includes a Web Link to a YouTube folding video that students could consult as a digital source for assembly instructions.

Students are instructed to read and/or watch movie reviews online to better understand what to include in their movie review, and two external links (Scholastic News Review and Rotten Tomatoes) are provided as sources. Students watch The City of Ember and then write or perform a movie review in which they describe characters, setting, and plot, using online reviews as models. In the vocabulary activity, students use a dictionary to locate and record definitions, showing practice with consulting a print reference.

The lesson explicitly asks students to analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture (Skills). In Activity 1 students must choose one media outlet and write a paragraph describing which media they would select and why it would benefit the people of Sparks and Ember. The wrapping up and discussion prompts ask students to consider the role and advantages of media in cultural, political, and social contexts.

Students are instructed to "visit a variety of websites and/or consult resources from the library" and to "use web sites, books from your local library, or other research sources" when researching a war or plague. The lesson tells students to "make sure that the websites you use are from trusted sources like news organizations, museums, universities, and government organizations." Students are prompted to use a "Research Organizer" with labeled sections for sources, causes, effects, and how/why it ended, and the organizer includes a space titled "Sources" for listing sources.

Students are asked in Activity 3 to research the planet Mars using provided web links (NASA and ESA) and to record facts about Mars in their journals. The Parent Plan and Student instructions explicitly direct students to use library books or other online sources and to use the links to gather information. The Skills section notes that students will "discuss print and non-print expressive works," indicating use of multiple print and digital sources.

Activity 4 (Pompeii Research) directs students to "research the history of Pompeii using books or online sources" and provides web links (National Geographic Kids, HISTORY.com). Students are asked to "record ten important facts" on a Volcano Research page and to produce a RAFT product (poem or song) based on what they learn. The Parent Plan reiterates that the child will "gather information about Pompeii from the links provided or other online sources or books."

Students are asked to read the print text of "Rip Van Winkle" and to use the provided Wikisource link to access the story digitally, showing use of print and digital sources. Students are directed to locate pictures and information about the Catskill Mountains online and to research information in an encyclopedia to write ten trivia questions, which requires gathering information from external sources. Students are asked to read a poem excerpt via a web link and compare it to the story, which involves using multiple formats (prose and verse) as sources for comparison.

Students read and work with at least two texts: A White Heron (available via a provided web link) and The Widow Carey's Chickens (in the Classic Short Stories Collection). Students compare the two stories (Venn diagram) and write a short critique that must include specific references to the story and supporting citations. The Skills list explicitly states students will "Make reasonable assertions about a text through accurate, supporting citations" and "Clarify understanding of text by creating reports."

Students are directed to use multiple print and digital sources: Activity 2 provides two web links for researching the statehood process and Activity 5 directs students to read about the Battle of Bull Run online or in reference books and gives two specific websites. Students read and analyze primary sources in Activity 4 (diaries and journals) and are asked to identify facts and opinions and discuss differing perspectives. Activity 2 explicitly instructs students to "put the information in your own words," and Activity 5 asks students to record research on color-coded note cards and in a journal.

Students read the picture book Pink and Say and are asked to record factual information about the Civil War in a journal (Activity 1). Students read and analyze multiple primary-source Civil War letters, identifying the writer, recipient, which side they represent, and the opinions expressed (Activity 5 and Student Activity Pages). Students also practice rewriting a chosen passage from a different point of view (Activity 2), which involves restating text from another perspective.

Students read multiple texts (sections of the novel Bull Run, a reproduced "Constitution Ratification" speech, and several propaganda images) and are directed to record factual and opinion statements from the speech. Activity 1 asks students to research towns to determine which state a character lived in, which requires consulting external sources to place characters on a map. The Parent Plan and activities explicitly ask students to explore bias, hidden messages, and propaganda techniques and to draw conclusions based on evidence.

Students are asked to read pages 21–40 in the print book Bull Run and answer comprehension questions, providing use of a print source. Students are instructed to locate propaganda posters from other wars and are given three web links to online poster collections, directing them to gather examples from digital sources. Students are asked to think about how those posters would influence characters from the book and to design their own Civil War propaganda poster, which requires synthesizing information from the print text and online examples.

Students are assigned to read pages 61–80, showing they gather information from a print source. Students are instructed, "If you don't play an instrument, try to find the songs played online. Listen to them and then teach them to your family," which directs them to locate and use digital sources. One activity page notes a historical photograph is "provided by the Library of Congress," showing an example of source attribution in the materials.

Students are asked to finish reading the novel and answer text-based questions, requiring them to extract information from the book. In Activity 1, students are instructed to "cite evidence from the book to support your ideas," which asks them to locate and use textual evidence. Activity 2 directs students to reread specific character accounts (by page number) and present those accounts aloud, which requires returning to the source text for quoted passages or close paraphrase. The Life Application section suggests visiting museums or historical landmarks that contain information about the Civil War, implying additional informational sources outside the novel.

The lesson instructs students to "use information you learned from the books you read on the Civil War and information you know about the time period" when supporting arguments. The rubric's Ideas category explicitly asks about "Use of knowledgeable sources?", and prewriting directions require students to brainstorm pros and cons and choose supporting evidence from prior readings. The outline and draft steps require students to organize and support arguments with relevant details drawn from those sources.

Students are asked to research Isaac Newton online or in an encyclopedia and to take notes on note cards, which explicitly requires gathering information from print and digital sources. The lesson provides two specific web links for Newton biographies, giving students multiple digital sources to consult. Students are directed to use their note cards to develop a bio-poem, showing they will collect and organize information from those sources.

The Skills section instructs students to "summarize or paraphrase what the reading was about, maintaining meaning and logical order," and students are asked to read Chapters 3 and 4 and answer comprehension questions in complete sentences. Students are directed to add two to four important events from the chapters to Einstein's timeline and to locate and transfer childhood/young adult events onto a Biography Web (cut-and-paste or fill-in). The lesson also directs students to use an online resource for the Beyond Roots quizzes, showing use of a digital source for at least the vocabulary component.

Students read Chapters 5 and 6 and add events to a timeline and a biography web, which requires them to extract information from the printed book. Students watch two videos and are instructed to take notes on important ideas and to distinguish facts from the narrator's opinions while viewing, which asks them to use digital sources and apply basic critical thinking. Students write a summary of one video using their notes, which requires them to paraphrase major topics and ideas from a digital source. Students also perform activities (timeline, biography web, explanations with toys) that require synthesizing information from the book and videos.

Students are instructed to read a biography, watch video documentaries, and look up an encyclopedia entry on Albert Einstein, then answer guided questions comparing the style and content of these three media (Activity 2: Forms of Media). The Forms of Media activity and its student page ask students to explain how each source contributed to their understanding, describe benefits and limitations, and identify situations in which each source might be used. The parent plan directs students to orally communicate how the three sources contributed to their understanding and to compare their advantages and limitations.

Students are asked to continue researching unanswered questions (Activity 1) and to choose two abstract scientific questions, develop a plan for finding answers, and select one to attempt to answer, with prompts such as "Where will you look for information?" (Activity 2). The lesson references multiple media—students have "watched some videos," "read about him in the encyclopedia," and are given web links (PBS, Beyond Roots) to use. Activities direct students to look for existing discoveries and to use online quizzes and resources, indicating use of multiple print and digital sources.

The Parent Plan lists skills that require students to "conduct research (with assistance) from a variety of sources" and to "integrate main idea and supporting details from multiple sources," indicating students will gather and synthesize information. The project asks students to use their biography web and timeline to find information and to "locate at least three photographs" that can be printed from the Internet, which requires students to use digital and print sources. The rubric and checklist require inclusion of specific factual items (e.g., birth certificate details) so students must extract factual data from sources.

Students are asked to "use the Internet or other resources" and possibly family members to find information about the Jewish people and religion and record that information on a menorah graphic organizer (Activity 1). Students are instructed to discuss the information with a parent, which requires them to retrieve and communicate information from those sources. The directions explicitly require students to find information from digital (Internet) and non-digital (family, other resources) sources.

Students are asked to read Chapters 7 and 8 and to "describe where the characters have moved to and from" and to "give the page locations where each scene is described," which requires locating and recording information from the printed text. The Life Application asks students to "locate a person to interview who lived during World War II" and to ask that person to describe effects of the war, which requires gathering information from an external (primary) source and recording responses.

Students read print chapters of the book and choose two or three passages to read aloud and explain their reasons for selecting them, which involves quoting parts of a print source. Students follow a web link to a PBS page about Barbara Rodbell, read her story, and retell it to a parent, which requires gathering information from a digital source and paraphrasing it. The Parent Plan skills explicitly ask students to paraphrase major ideas and provide evidence from texts in presentations and responses.

Students read Chapters 14–17 and two different print versions of "Little Red Riding Hood," requiring them to consult multiple texts. Students record connections in a journal and use a graphic organizer to show similarities and differences between Annemarie's story and the fairy tales. Students list two of Annemarie's traits and provide examples from the text, requiring them to extract and note textual evidence.

Activity 2 directs students to do research using the two provided websites and other trusted print/digital sources (e.g., universities, museums, news organizations). The activity instructs students to put information in their own words to avoid plagiarism, to copy quotations exactly and enclose them in quotation marks, and to indicate the source for quotations and images by including the web link or the source's title and author.

Students are asked to complete research-based tasks such as using the "Online Holocaust Museum Center," researching historical topics (e.g., Alexander Hamilton, the Han Dynasty), and investigating the Danish Resistance, which requires gathering information from print and digital sources. The skills list explicitly asks students to "Paraphrase major ideas and supporting evidence" and to "Analyze various media venues," and several activities require students to present findings in a specified format. Students also complete a test and written products (e.g., book jacket, scrapbook, article, skit) that require collecting and using information from sources.

Students are asked to record and quote sentences or phrases from Tuck Everlasting (Questions #2 and #4 ask for recorded phrases/sentences). In Option 1 students must underline three or four sentences from the book and place a quoted phrase or sentence at the top of their illustration, explicitly requiring use of quoted material from the text. Activities also direct students to reread specific pages to design a map, which requires extracting information from the printed text.

Students are asked to "Do some research to determine if the water in your community comes from a groundwater source," and they are provided a digital Groundwater Video link to watch. Students conduct an "Investigating Groundwater" hands-on simulation and make observations, which gives them opportunities to collect information and data about groundwater. These tasks require students to gather information from at least one digital source and from their own experimental observations.

Students read Chapters 9–11 and are directed in Option 1 to put quotation marks around any words or phrases that come directly from the text when writing paragraphs comparing the Fosters' and the Tucks' homes. In Option 2 students are instructed to record words and phrases from the text on folded paper and to remember to put quotation marks around those words and phrases. Students locate and copy author language to use as textual evidence for the juxtaposition activity.

Students are directed to read the novel chapters, two Norse myths on the provided activity page, and an online article linked (Wikipedia) about the Fountain of Youth. Students are asked to write three similarities and three differences between those myths (including the Ponce de León story on the weblink) and the novel, recording ideas in their journals. The parent/skills sections also note reading a variety of texts, indicating students work with multiple print and digital sources.

Students are instructed to record three quotes or actions from the book that describe characters' feelings about living forever and to record the name of the character who made each statement (Part 1). The activity asks students to ask others' opinions and record their ideas, which has students gather information from people beyond the text. The Student Activity Page includes a "Your Own Words" section where students summarize considerations, indicating practice with paraphrasing.

Students are instructed to read the novel (print) and to watch a linked video and examine a historical image (digital/visual), and then to record a three- or four-sentence journal response, showing gathering information from multiple sources. The Parent Plan "Skills" explicitly tells students to "explore a variety of sources" and to "use critical thinking skills to evaluate print and non-print materials," and students complete "Recognizing Discrimination" worksheets that require documenting examples from the text. Activity prompts ask students to compare how communities are depicted and to note observations, which engages students in using information from both the book and multimedia primary sources.

Students are directed to "research the state of Mississippi" and choose between two research options. The lesson provides three specific web links (KidsKonnect, InfoPlease, Mississippi State Website) and mentions using an encyclopedia, which students use to fill out the "Mississippi Facts" graphic organizer. Option 2 requires students to find and paste a picture from the Internet into a brochure, demonstrating use of digital sources.

Students read Chapter 4 of the novel (a print source) and are asked to use a provided web link to a mortgage calculator (a digital source) while completing the Interest & Mortgage activity. The Parent Plan lists a skill in which students are to "Critique the credibility of characterization and the degree to which a plot is contrived or realistic," which has students evaluating credibility of literary elements. Students also practice rewriting and combining sentences, which involves rephrasing text.

Students read Chapter 5 and the provided 'Things to Know' paragraph on Jim Crow laws and are directed to watch linked videos (web URLs) to learn more, giving them both print and digital sources to consult. The Parent Plan lists a skill to "connect and clarify main ideas by identifying their relationships to other sources and related topics," and activities ask students to watch the video with a parent and discuss it, which prompts gathering information from multiple materials.

Students read Chapter 8 of the book and answer guided comprehension questions about events and character actions. Students read and mark up the printed "Integrated Bus Suggestions" flyer (underlining three key suggestions) and are directed to watch a linked video about the Montgomery Bus Boycott. Students are asked to explain to a parent what they learned and to discuss the boycott described in the story, which requires pulling information from both print and digital materials.

Students are asked to watch a linked video ("Sharecropping in the American South") and to consider its images, which requires gathering information from a digital source. Option 2 explicitly directs students to go online, locate a picture of a sharecropping family, print it, and write a short quote, which requires finding and using digital/print materials. The editing and revising activity tells students to "incorporate information from their reading or research," encouraging use of the chapter text plus external sources.

Students are specifically directed on Slide 2 to "Provide examples of discrimination... based on what you learned from the story as well as what you learned about the Jim Crow laws and other related video and text presented in the unit," which requires using multiple texts and videos. Students are told to review vocabulary and the "Things to Know" sections from all lessons and to use a provided web link to online slideshow tools, indicating use of both print and digital resources. Students are given a PowerPoint Organizer to plan slides, which prompts them to collect and organize information from those sources.

The Skills section explicitly directs students to "Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words," and the Vocabulary Web activities require students to use a dictionary to locate each word and write definitions and example sentences. Student pages scaffold looking up words in print or electronic reference sources and recording parts of speech and syllables, showing practice using reference tools to gather lexical information.

Students are directed to "look up [acronyms'] meaning" using a dictionary or the Internet and to "write out the meaning of 4 of the acronyms listed," which requires gathering information from print or digital sources. Students are also asked to keep a journal of abbreviations and acronyms they find and to try to guess meanings and then verify them online, demonstrating use of multiple sources (their own guesses plus reference sources).

Students are instructed in Activity 2 to "Find an online art gallery and locate a painting" and to "Find and print small images of paintings for each color," with explicit step-by-step guidance on copying and pasting images into a Word document. The activity lists multiple web links (Gallery Today, a Medium article, Garden of Praise) as places to locate images, requiring students to consult multiple digital sources. The directions require students to retrieve and collect digital materials (images) and to select paintings where a given color is dominant.

Students are asked to create a collage using words and pictures cut from magazines or printed from the Internet and to select five pieces of music by listening to music in their own collections or online. The Musical Selection page directs students to write the titles of songs and explain why they selected each one, which requires using digital or print media to find examples. These tasks require students to bring in material from external print and digital sources to support their responses.

Students read a nonfiction book (What Was the Great Depression) and several firsthand accounts and diary entries, and they are directed to use online photo collections (LOC, PBS, archives) to find images for a photo journal. The Parent Plan lists the skill of integrating main ideas and supporting details from multiple sources, and the lesson asks students to compare primary source photos with a secondary source book in a discussion question. The photo-journal activity requires students to 'indicate where you got the picture to give credit to the source.'

Students read multiple texts including two book chapters, a poem by Hans Christian Andersen, and an online article about the phoenix, so they encounter both print and digital sources. Students practice distinguishing exact quotations from summaries by inserting quotation marks in provided sentences and explaining their choices. Students also write two original sentences that use quotation marks for different purposes, reinforcing how to quote exact words versus paraphrase or summarize.

Students are directed to use two specific web links in Option 2 to research the Mexican Revolution and fill in Venn diagrams comparing social/class and political systems, which requires gathering information from digital sources. Students also read chapters from the book (print text) and are asked to reread sections for descriptive details, indicating use of multiple print and digital sources to extract relevant information. The activities ask students to identify similarities and differences based on the information they find, demonstrating information-gathering for a comparative task.

Students are instructed to read pages 82–89 of a print book and to view multiple web links (Dust Bowl photos and documentary clips), recording interesting quotes from the videos in their journal. Students are asked to use a map with scale to estimate migration distance and to create a poster titled "The Dust Bowl," printing a picture from the Internet (or drawing one) and pasting journal quotes onto the poster. The lesson explicitly directs students to quote memorable lines from the videos and to record page locations for scenes in the chapter.

Students are directed to listen to two linked oral-history interviews (digital sources) and to draw on the book Esperanza Rising (print) when considering reasons workers went on strike. Students are asked to examine each listed reason and "record information from the book that could support the reasons," using the On Strike! graphic organizer to collect examples. Students are instructed to "summarize the examples found in the text and provide page numbers," which requires extracting and paraphrasing evidence from the print text.

Activity 3 explicitly asks students to "find an encyclopedia and read about Charles Darwin," and then record three questions and two things they would show or tell him based on what they learned. Students also are asked to read and use information from the poetry anthology (print) when answering comparison and structure questions about poems.

Students are directed to watch specific online videos (links to ScienceKids and National Geographic) and to view clips from the BBC's Walking with Dinosaurs, which requires gathering information from digital sources. Students are told to "read examples of obituaries in your local newspaper or online" and to "research your animal so that you know details about its habitat and how it lived," which requires using print and online sources. The Student Activity Page and the fossil excavation activity further prompt students to collect factual details about prehistoric animals from outside resources.

Students are asked to find a piece of writing from a favorite book, magazine, newspaper, or any other source to create a found poem, which requires locating and using external print materials. Several student activity pages include fields labeled "Prose and page #" where students can record the source and page number of the text they used. The parent prompts ask students to explain how they decided on the text and what changes they made, indicating practice in selecting and using source material.

Students are asked to research a selected poet using online sources or the library (Activity 5) and are told it is a good opportunity to learn how to search nonfiction in the library. Special Notes instruct students to type a poet's name into the computer card catalog and look in the 800s nonfiction section to find poetry. Students are also asked to "research the animal" for the endangered/extinct species poem (Activity 2) and to locate poems by their chosen poet and copy them (Activity 6).

Activity 1 directs students to explore multiple websites (Britannica Kids and Ducksters are provided) and to add information they find to an "Elements of Incan Culture" chart. The Parent Plan skills list explicitly states students should "Locate and explore the full range of relevant sources addressing a research question and systematically record the gathered information." Students are instructed to focus on the most important information and to record words and pictures on the chart.

Students are asked to "research some of the wildflowers in your state" and to "locate pictures of the Andes mountains and the country of Peru" and to "print pictures from the Internet" for a photo collage, which requires gathering information and images from print and digital sources. The parent notes also direct students to use a guidebook or websites/books and to include different cultural elements researched in an earlier lesson, indicating use of external sources for their projects.

Students are asked to "Locate and explore the full range of relevant sources addressing a research question and systematically record the gathered information" (skills list). In Activity 2 students are directed to use the provided websites as sources, visit multiple web links (Machu Picchu, Temple of the Sun, Maras Salt Mines, etc.), and create a booklet synthesizing information for tourists. The student pages provide writing spaces where students must write descriptions and the historical significance of each site, demonstrating gathering and recording information from multiple digital sources.

Students are directed to a digital source (an embedded YouTube link titled "Inca Creation Myth") and to printed passages (the Incan myth text and the Aztec Creation Myth activity). Students are asked to watch the video and then retell the myth to their family using two visual aids, and to read and mark time/sequence transition words in the Aztec myth passage. These tasks require students to engage with both print and digital materials to learn content.

Students are directed to "learn more about the Spanish conquest of the Incan empire" using multiple web links (YouTube, WorldHistory.org, Wikipedia, Discover-Peru.org, PBS, National Geographic) and to use those websites when completing either the poem or community-preservation brainstorming activity. Students are asked to gather information from those sources to include accurate historical details in their poem or to inform their journal brainstorming about cultural preservation.

Students are asked to "read about llamas in a reference book or on one of the following websites" (Britannica Kids, Discovery, Llama Legends) and then use that information to complete an activity, which requires gathering information from print or digital sources. Students who choose the slideshow option must organize information from their reading into five slides with 2–3 sentences or bullet points per slide, which requires selecting and synthesizing relevant facts. In the About the Author activity students are told they "may also reword some information, as long as the details stay the same," which permits students to paraphrase given facts about Ann Nolan Clark when composing an informative paragraph.