Students are directed to review an external author website (Britannica) and answer factual questions about Sharon Creech's birthplace and college study, demonstrating a short factual inquiry. Students use an atlas or online map (Google Maps) to locate and label the crew's route (Connecticut, Martha's Vineyard, Grand Manan, Block Island, England, Ireland), carrying out map-based research to answer where the crew docks. Students are asked to look online for pictures of large sailboats and compare them to their homes, which asks students to gather visual information from the web.

Students are explicitly asked to "Research some of the different types of whales and dolphins and then select one of the options below," which directs them to investigate marine species. The activity provides multiple external resources (Getty Images, NOAA, and two YouTube encounter videos) that students can consult while creating a nautical mobile or origami models. Students are instructed to draw the animals to scale and color them to reflect what they actually look like, which requires using researched information to inform a product.

Students are instructed to "Research either Ireland or England, focusing on what you might see and do if you visited the country," and to locate the countries on a map. The lesson supplies multiple web links (Discover Ireland, National Geographic Kids, Britannica) and asks parents to help the child locate additional websites, enabling use of several sources. Students must synthesize findings into a 4" x 6" postcard with an illustrated side and a written note describing their visit, demonstrating a short, product-focused research task.

Students choose a war or plague to research and are asked to gather information about causes, effects on communities, and how the war/plague ended. The project directs students to visit a variety of websites and consult library resources and to record information on a Research Organizer that includes a space for Sources. Students synthesize research into products (map, six-event timeline, and a newspaper report) and use rubrics that evaluate the research, map, and timeline.

Activity 3 asks students to research the planet Mars using provided web links (NASA and ESA) or library/online sources and to record facts about Mars in a journal. The activity directs students to read about the planet and look at images, then use what they learn to write an acrostic poem about Mars. The parent plan reiterates that students research Mars and record key facts to build background knowledge for a story.

Activity 4 (Pompeii Research) asks students to "Research the history of Pompeii using books or online sources" and to "record ten important facts" on a Volcano Research page. The activity provides multiple web links (National Geographic Kids and History.com) as sources and asks students to produce a RAFT product (poem or song) as a historian to share what they learned.

Students are asked to research information about the Catskill Mountains in an encyclopedia and then write ten trivia questions (Activity 1, Option 2). Students are also directed to locate the Catskill Mountains on a U.S. map and to find pictures and information about the mountains online, and the text and poem links provide additional sources to consult. Several activities require students to gather information from the story itself (recording Irving's descriptive words) and from external online or reference sources.

Students are asked in Activity 2 to "identify the main steps that a territory had to go through to become a state" and to "list the steps in your journal," using two web links as references. In Activity 5 students are instructed to "spend some time researching the Battle of Bull Run," to read secondary sources (specific websites are provided), and to record information on color-coded note cards by topic. In Activity 4 students examine two primary sources (a schoolgirl's diary and a prisoner-of-war journal) and are asked to read, compare perspectives, and identify facts and opinions.

Students are asked in Activity 1 to identify factual information about the Civil War from the picture book and record those facts in a journal. Activity 5 directs students to read multiple "Civil War Letters" pages, identify the letter writers and recipients, determine which side they are on, and note the opinions expressed. Option 2 of Activity 4 asks students to compare life during the Civil War to life today using a Venn diagram, which asks them to synthesize information about the period.

Activity 1 explicitly asks students to place character symbols on the states where the characters lived and states: "Some characters mention towns, so you will have to research to see which state contains that town." Students are directed to use their colored map and to cut/paste symbols as they read, using the book's cast list and towns as starting points for locating home states.

The lesson asks the question "How and why is propaganda used during times of conflict?" and prompts students to think about how characters in Bull Run would be influenced by posters. Activity 2 directs students to locate propaganda posters from other wars and provides three web links as sources for examples. The parent notes explicitly tell students to locate examples of propaganda posters and to explain the message and how the poster would influence a reader.

Students are instructed to "use information you learned from the books you read on the Civil War and information you know about the time period" to support their arguments, which asks them to draw on source material. The rubric's Ideas category explicitly asks about "Use of knowledgeable sources?", prompting students to consider source-based support. Prewriting directions ask students to brainstorm pros and cons and choose arguments, which encourages gathering relevant information before writing.

Students are asked to "research the life of Isaac Newton online or in an encyclopedia," take notes on note cards, and use provided web links to support that research (Activity 1). The parent guidance repeats that students should use an encyclopedia or online sources and record 6–10 facts on note cards. Students are also asked to generate three or four questions about Einstein and record them, then look for answers as they read the biography (Activity 2).

Students read Chapters 5 and 6 and answer comprehension questions and add events to a timeline, and they complete a Biography Web by locating and recording major events from the text. Students watch two videos while taking notes and later write a summary of one video, and discussion prompts ask students to compare the book and video accounts and distinguish facts from opinions. Students also engage in an experiment and a hands-on explanation of the theory of relativity using toys, providing multiple kinds of source material (text, video, demonstration) to learn about Einstein.

Students are asked to read a biography, watch video documentaries, and look up an encyclopedia entry on Albert Einstein (Activity 2). They complete a 'Forms of Media' activity that requires comparing the style and content of the three sources and answering guided questions about how each source contributed to their understanding. The parent plan asks students to orally explain the benefits and limitations of each source to a parent, indicating students draw on several sources to build understanding.

Students are asked to revisit four questions they recorded earlier and either record answers or "continue to research" unanswered questions (Activity 1). Students generate two abstract scientific questions, develop a plan that specifies where they will look for information and whether others have asked the question, and then select one question and attempt to find the answer (Activity 2 and Student Activity Page). The unit directs students to multiple sources (biography text, videos, encyclopedia, and an optional PBS teacher guide) that students can use while searching for answers.

Students are asked to consult their biography web and timeline, fill in a factual birth certificate, and locate at least three photographs from the Internet, which requires consulting multiple sources. The Parent Plan explicitly states students will "conduct research (with assistance) from a variety of sources" including print and non-print texts, artifacts, people, libraries, databases, and computer networks. Students must gather quotes, factual details, and memorabilia to create the scrapbook, which involves finding and using information from several sources.

Activity 1 directs students to "use the Internet or other resources to find information about the Jewish people and the Jewish religion," which requires students to seek information from external sources. Students are asked to record their findings on a menorah-shaped graphic organizer with categories such as Foods, Holidays, History, Tradition, Famous Jews, Leaders of Faith, and Tenets of Religion. The parent plan also suggests family members may contribute information, indicating students may draw on more than one kind of source.

The Life Application asks students to locate and interview a person who lived during World War II and to ask about the effects of the war, which requires students to gather information from a primary source. The "Ideas to Think About" question (Throughout history, how has conflict among nations required personal sacrifice?) frames an investigable question students could pursue. The wrapping-up prompts to "consider the sacrifices the characters..." reinforce asking and answering historical-impact questions through inquiry.

Students are directed to visit a PBS webpage about Barbara Rodbell, read her story, and retell it to a parent. Students are asked to answer a reflective journal question about how Barbara's message applies to WWII and today. The activity requires students to locate and read information from an external web source.

Students are asked to do additional research for their History Today article and are given two specific web links (National Museum of Denmark and BBC) and encouraged to use other trusted websites or library resources. Students are instructed to put information in their own words to avoid plagiarism, to look for a memorable quote and pictures to include, and to indicate the source by including web links or titles/authors. Students use the bubble map organizer to identify subtopics and details from their research and then incorporate findings into a rough draft, revise with editing symbols, and produce a final magazine-style article.

Several Think-Tac-Toe tasks explicitly require students to investigate topics (for example: "Researching Alexander Hamilton and writing an essay," "Research the Han Dynasty and developing a scrapbook," and visiting an "Online Holocaust Museum Center"). Students are directed to "gather the materials you will need" for their selected projects and to complete products such as a scrapbook, essay, skit, or book jacket. The plan asks students to present and share their products and to "explain what you learned," which implies producing findings from their work.

Students are asked in the Life Application to "Do some research to determine if the water in your community comes from a groundwater source." The Investigating Groundwater activity directs students to watch a linked groundwater video and to run a hands-on simulation that lets them observe groundwater movement. Parent-plan prompts ask students to explain what is happening beneath the surface when it rains and to discuss the spring in the story as a groundwater source.

In Activity 2 students read two Norse myths, the novel passages, and a web link about the Fountain of Youth, then record in their journals three similarities and three differences between those stories and the novel. The directions explicitly ask students to use the journal to record ideas drawn from the provided myths, the Ponce de León account (web link), and the novel. The activity therefore requires students to consult several sources and produce a written comparison based on those sources.

Students are asked to record three quotes or actions from the book that describe how characters feel about living forever and to note pros and cons, showing they extract evidence from a text source. Students are instructed to record their own thoughts and to ask others' opinions and record those ideas, indicating they gather information beyond the primary text. Students prepare a two-minute opening argument, formulate three questions for an opponent, and prepare answers to opponent questions, which requires organizing gathered information to support a position.

Students are instructed in Activity 2 to "research the state of Mississippi" and to complete a short, bounded project by choosing Option 1 (fill a "Mississippi Facts" graphic organizer) or Option 2 (create a tri-fold brochure). The lesson supplies three web links (KidsKonnect, InfoPlease, Mississippi State Website) and mentions using an encyclopedia and Internet images as sources. Students must record specific facts (natural resources, climate, population, historical events, maps, statistics) and produce a concrete product based on their findings.

Students are directed to "learn more about the South's Jim Crow laws" by watching a linked video and discussing it with a parent, and the lesson provides two web links that students can view. The parent plan skill asks students to "connect and clarify main ideas by identifying their relationships to other sources and related topics," which prompts students to relate chapter content to additional sources.

Students are directed to read Chapter 9 and view a linked video titled "Sharecropping in the American South," which provides historical information they are to consider. Students are given an option to go online to locate a picture of a sharecropping family and create a caption or quote, requiring them to search for and use an internet source. The Editing & Revising activity explicitly invites students to "incorporate information from their reading or research" when improving their writing.

Students are asked to create a four-slide presentation that draws on what they learned from the story and from information about Jim Crow laws and related videos and texts presented in the unit. The instructions direct students to include examples of discrimination, propose solutions, and describe community change, which requires assembling factual and historical information. A web link to online presentation tools and PowerPoint Organizer graphic organizers are provided to support their work.

Students are asked to look for abbreviations and acronyms over several days, record them in a journal, guess meanings, and then look them up, which requires brief information-gathering. The Rules for Capitalization activity instructs students to pick four acronyms and, using a dictionary or the Internet, write out what each acronym stands for, directing them to consult reference sources. These tasks require students to locate factual information from external sources to answer specific prompts about acronyms.

The "Colors and Feelings" activity asks students to find an online art gallery, locate a painting in which one color is dominant, and find/print small images of paintings for each color. The activity provides three web links as possible sources and asks students to record the feeling they associate with each color and judge whether the painting produces that feeling. The student pages require students to match paintings to colors and write about the feelings each color evokes.

Students read an informational book (What Was the Great Depression pp. 1-81) and examine photographs and first‑hand accounts to answer guided questions about causes, effects, and Roosevelt's "three R's." Students create a Great Depression photo journal by choosing two firsthand accounts, locating and selecting images from the provided web links, pasting images with the accounts, and indicating where they got each picture. Students use an atlas or online maps to locate and label geographic places related to the novel and consult an interactive timeline link about the Mexican Revolution.

Option 2 explicitly asks students to use two web links to help fill in Venn diagrams comparing the social/class system and the political system of Mexico and the USA, which requires students to consult multiple sources. The activity directs students to read the linked pages and use information from them to identify similarities and differences, prompting information gathering and synthesis. The Parent Plan also instructs students (with parental support) to read the websites and discuss events, reasons, and outcomes, supporting the research task.

Activity 2 asks students to read pages 82–89 of What Was the Great Depression? and to use a map with a scale to estimate the distance from Oklahoma City to Los Angeles, giving a specific investigable task. The same activity directs students to view linked Dust Bowl photos and video clips, record interesting quotes in their journal, and then create a poster titled "The Dust Bowl," which requires gathering and compiling information from multiple sources. Students are instructed to pause/rewind videos as needed and to paste a printed or drawn picture on the poster, indicating collection and synthesis of source material.

Students are instructed to listen to two interviews (provided URLs) and to examine reasons workers might strike, using those recordings as first-hand accounts. Students are asked to record information from the book that could support each listed reason, to use the "On Strike!" graphic organizer to capture examples, and to summarize the examples with page numbers. The activities require students to draw evidence from the novel and from the interviews to support explanations about why workers strike.

Students are asked to "find an encyclopedia and read about Charles Darwin and how his discoveries and ideas changed the face of science," and then record three questions they would ask him and two things they would show or tell him based on what they learned. The Activity 3 task requires students to locate and read a reference source and to produce written responses on the provided activity page. Parent prompts also ask students to share what they learned about Darwin and to read their questions aloud.

Students are asked to research their chosen prehistoric animal so they know details about its habitat and how it lived for Activity 2 (Obituary for a _____). Students are directed to read examples of obituaries in the local newspaper or online to prepare their writing. The lesson provides external sources (two video links and suggested websites) that students can watch or consult as background information.

Students are asked in Activity 3 Option 2 to carry out a short experiment with a stated Question, Hypothesis, Procedure, Results, and Conclusion to test whether white or black dots are easier to pick up. The experiment includes a follow-up prompt asking students to explain what the experiment reinforces about animal camouflage. The Found Poem activity asks students to locate a piece of writing from a book, magazine, newspaper, or other source and to use that external text in creating a poem.

Students are asked to "select a different endangered or extinct species to learn more about" and "after researching the animal, write a poem," showing they must carry out a short research task about an organism. Students are also instructed to "select one of the following poets" and "you can find information online, but it would be even better to go to the library," and a parent note suggests helping the child locate "websites or other sources of information," indicating students seek information from outside sources. Activity 6 asks students to locate 10–15 poems by the researched poet and pick two favorites, which implies consulting multiple materials.

Students are prompted with the question "How have location, landform, and climate influenced the past and present cultures of the Andes Mountains?" which frames an investigable topic. Students are directed to watch a linked video titled "Environmental and Cultural Influence of the Andes" and will begin reading Secret of the Andes, providing at least two content sources to consult. Students also complete a map activity drawing and labeling the Andes, which engages them with geographic evidence related to the question.

Students are directed to "Explore the Incan culture at the following websites" (multiple web links) and to add what they find to an "Elements of Incan Culture" chart, focusing on the most important information. The Parent Plan lists the skill: "Locate and explore the full range of relevant sources addressing a research question and systematically record the gathered information." The "Ideas to Think About" section offers guiding questions about belief systems, cultural identity, and change that could guide inquiry.

The lesson asks students to "research some of the wildflowers in your state" and to "create a guidebook" and to "find a time to go on a hike and use your guidebook to identify wildflowers you discover," which requires gathering information and field identification. The lesson also asks students to "locate pictures of the Andes mountains and the country of Peru" and to "consider the different elements of culture that you researched in Lesson 2," and notes that students may print pictures from the Internet or use websites/books for the collage.

Students are instructed to create a "Guide to Incan Landmarks" book and to "use the websites provided as sources of information," writing descriptions of each site and its historical significance. The Parent Plan lists skills that include locating and exploring relevant sources and synthesizing research into a written or oral presentation. The activity provides multiple web links and lined pages for students to record descriptions, implying students will gather and record information from external sources.

Students are directed to "learn more about the Spanish discovery and conquest of the Incan Empire" and are given multiple web links (YouTube, WorldHistory.org, Wikipedia, Discover-Peru, PBS, National Geographic) to consult. Option 2 explicitly tells students to "use the websites provided below to review different poem types and to learn more about the Spanish conquest of the Incas," and Option 1 asks students to brainstorm and explain why cultural aspects should be preserved. The activities require students to gather information from those sources to produce a poem or a reflective journal entry.

Students are instructed to "Read about llamas in a reference book or on one of the following websites" and three specific web links are provided (Britannica Kids, Discovery, Llama Legends). After researching, students may choose the Llama Slideshow option and are asked to create a five‑slide presentation with 2–3 sentences or bullet points per slide on topics such as "How llamas have been used throughout history" and "Interesting facts about llamas." The activity requires students to gather information and produce a brief informational product aimed at teaching young children.