Students are explicitly told to include a concluding paragraph in Part 3 (First Draft). The Prewriting Narrative Organizer requires students to write "What I learned or How I changed," which prompts a final reflective statement. The Narrative Editing and Revision checklist asks students to confirm they are "reflecting on what was learned or how views were changed," guiding revision of the ending.

Students are asked to "Describe a theme of the book. Use examples from the story to support your theme" (test question #12), which requires making a claim and citing evidence. Students must "explain why the quote is meaningful" in the Character Quote mini book and "explain why you selected the picture and why it represents the character" in the Character Artifact mini book, both of which ask for claims supported by explanation. Students also write sentences describing character changes (beginning, middle, end) and expand sentences with modifiers, all of which require organizing evidence and explanation about character and events.

Students are asked to compare two places using a pros-and-cons table in the "Comparing Two Environments" activity, which prompts them to list advantages and disadvantages for each place. Students are then asked to "explain ... which of the two places they would prefer to live in and why" and to "use information from 'Prisoners of Geography' to support their argument," which requires them to state a position and provide supporting reasons. The activities and graphic organizers (pros/cons, "Humans Interact with Their Environments") give students opportunities to gather evidence and construct an argument about a preferred place to live.

Students are asked to decide which system of government is more effective and to explain why (Option 1), which requires forming and defending an argument. The parent directions explicitly ask the child to "defend her reasoning" for why one system is more or less effective than Sparks, prompting students to present claims and supporting reasons. Discussion questions and the compare/contrast table ask students to record knowledge and choose "Which system of government? Why?", which leads students to state a position and provide reasons.

Students are asked to brainstorm at least three nonviolent solutions to the conflict and then write a 6-8 sentence speech to read at the town plaza explaining their solution and why both groups should work together peacefully. The parent guidance asks the student to read the petition aloud and discusses tone and effective delivery, which relates to composing and presenting an argument.

The scientific-method section explicitly instructs students to write a Conclusion that states what they found, determines whether results agreed with the hypothesis, and answers the problem/question. The Igneous Rock Demonstration's Results require students to describe changes, discuss melting and rock formation, and relate cooling methods to types of igneous rock, which asks students to synthesize observations into a concluding explanation.

Students formulate a hypothesis for the Cementation Experiment and are instructed to complete a Results and Conclusions section the next day. The Cementation Experiment explicitly prompts students to answer "Was your hypothesis correct? Which one of your 'rocks' is sturdier? Why?", requiring them to state a conclusion and support it with observed results. Activity 4 directs students to finish the Conclusions section based on the dried experiment and interpret which sample is sturdier and why.

Students make hypotheses and then write conclusions in the Ice Cold Weathering Experiment (sections: Hypotheses, Results, Conclusions) and Activity 3 asks students to state whether their hypotheses were correct and explain which briquette broke apart more easily and why. The Drip, Drip, Drip Demonstration includes an Observations section where students answer causal questions (e.g., Do you think water can have the same effect on actual rock structures? How long would that take?), prompting them to state conclusions based on their observations. Multiple activities require students to interpret results and explain causes (e.g., frost wedging, chemical weathering) in short written responses.

Students design experiments using a hypothesis, record materials, procedure, and results on the "Eroding Experiments" activity page and are given a specific "Conclusion" box to state whether the hypothesis was correct. The lesson also asks students to "Share your flip book or journal" and "talk about how erosion fits into the rock cycle," which requires students to state a summary or wrap-up of their ideas.

The Essay Rubric specifies a Conclusion (paragraph 5) in which students "review what your paper covered, including what your position was, the two main arguments for your position, and the opposition's argument." The Argumentative Outline student page for Paragraph 5 directs students to "Restate your position," "Mention the two pro arguments you used and why you chose them," "Mention the con argument you used and why it does not hold merit," and to "End with a sentence that helps the reader remember your essay." The prewriting and outline activities require students to fill in summary lines for the conclusion, explicitly scaffolding the concluding section of the essay.

Students state hypotheses (claims) for each experiment (e.g., Look Out Below, Make Your Own Parachute, Weightless Water) and then complete labeled "Conclusion" sections that ask them to explain results and say whether their hypotheses were correct. Several activity pages explicitly prompt students to "explain your results," "Was your hypothesis correct?" and to connect outcomes to concepts such as air resistance and surface area. The wrapping-up and parent discussion prompts also ask students to draw conclusions about terminal velocity and planetary weight based on observed or calculated evidence.

Students are guided to write hypotheses and to record Results and Conclusions in the Force Experiment activity, including an explicit Conclusion section that asks, "Was your hypothesis correct?" The scientific-method directions instruct students to "say what you found out" and to have the conclusion answer the problem/question. The student activity pages prompt students to draw or describe marble scenarios and to "draw or describe" situations demonstrating each law, which asks for written synthesis of observations.

Students are asked to write a hypothesis, record predictions and results, and complete a Conclusion section for the magnet strength experiment (Activity 1), including the prompt "Discuss your results. Was your hypothesis correct?" The student activity page also asks students to answer "What do these results tell you about the size of each magnet's magnetic field?" which requires drawing a conclusion that follows from experimental evidence. The activity structure (hypothesis, procedure, predictions, results, conclusions) explicitly prompts students to form a claim and state an outcome based on collected data.

Students are prompted to fill an optional "Takeaway" box on each station card where they can provide information about what visitors should have seen or how the demonstration relates to the topic; the sample "Weight in Space" station shows a filled-in Takeaway that summarizes conclusions about gravity. The instructions link the Takeaway to the "What Is Happening?" notes or the Conclusion sections from experiments, and students are asked to test stations to ensure procedures and necessary steps are clear. The unit's activity pages include Conclusion/Takeaway fields and short-answer questions that ask students to explain concepts (e.g., inertia, density), which requires summarizing results or ideas.

Students are asked to write a brief persuasive letter to President Roosevelt stating whether the United States should enter World War II and to provide at least two reasons for their position (Activity 1 and the Student Activity Page). The letter template includes conventional closing elements (the page shows "Dear Mr. President:" at the top and "Sincerely," at the bottom), and the parent guidance asks adults to read the child's letter to make sure she has presented a convincing argument. The directions also ask undecided students to present reasons for both sides and to wish the president strength and wisdom, which prompts an ending sentiment.

The Weapons of War activity (Option 2) asks students to choose two technologies, compare them, decide which was the bigger improvement, and explain why, requiring a claim with supporting reasons. The Weapons of War worksheet also asks students to answer "Do you think this weapon made a big difference in the fighting or the war? Why or why not?" and to describe historical examples and differences, prompting students to make and support judgments. These prompts ask for discipline-specific claims and supporting reasoning about technological impact in WWII.

Activity 4, Option 2 asks students to write a public service radio announcement about the Double V campaign that must include a greeting, a statement explaining the need, a statement telling people what they can do, and to close with a memorable slogan. Question #4 asks students to state which of President Roosevelt's achievements they believe is most important and why, requiring students to make and support a claim. The Radio Script Vocabulary page requires students to write a coherent radio script using selected vocabulary and at least two events, which asks students to organize persuasive or explanatory content for an audience.

Students analyze historical propaganda posters and write one-sentence summaries of each poster's message, identifying persuasive techniques. Students design and create their own propaganda poster, choosing a message, images, and text intended to influence public attitudes (a form of composing a persuasive argument). Students practice composing, revising, and editing written content through the poster activity and the proofreading/editing-symbol exercises.

The rubric and skills list explicitly require a concluding paragraph and assess 'Concluding paragraph effectiveness.' The rough-draft directions tell students to write a concluding paragraph that restates main ideas and leaves the reader with a lasting impression. A student activity page includes a graphic organizer labeled for constructing an argument and a 'QUOTE' box that instructs students to use a relevant quote that supports an argument.

The student activity page includes a dedicated "Conclusions" section where students are instructed to "write down the answer to your question" after conducting the yeast experiment. Students are guided to formulate an experimental question, record materials, procedures, and observations, and then state a conclusion that explains what happened (parent notes specify the expected conclusion that yeast consumes sugar and releases carbon dioxide). The wrapping up and parent plan prompt students to compare results and review the characteristics of nonmetals, reinforcing drawing conclusions from evidence.

Students formulate a hypothesis on the Student Activity Pages (e.g., "Metals / Nonmetals conduct electricity the best") and carry out experiments to record observations in tables for which materials conducted electricity or heat. Students are asked to "Determine which material conducted electricity best" and complete "Conclusions" sections and wrap-up questions asking "What did you discover...?," which prompt students to state results based on their data.

The student activity pages (Cold Salt and Hot & Cold Salt) prompt students to write a hypothesis, record observations, and complete a Conclusion box that asks whether the hypothesis was correct. The activities include structured sections for Procedure, Observations, and Conclusion, and the Parent Plan lists the skill of drawing conclusions about physical properties. Students are explicitly asked to evaluate their hypothesis and state an outcome in the conclusion section.

Students are asked in Option 1 to write a short paragraph describing each family and then "decide which family you would rather be a part of and why," which requires taking a position and giving reasons. Multiple discussion prompts ask "Which family would you prefer to be part of? Why?" and "Do you consider the Tucks' eternal life a blessing or a curse? Why?" which prompt students to state and support an opinion. The juxtaposition activity asks students to record words and phrases from the text and use them to explain differences, providing textual support for a chosen stance.

Students are asked to create persuasive products (a two-page print ad or a 30-second commercial) that aim to convince an audience to buy the eternal-life water, and to write a script or design text and images for that purpose. The skills list also asks students to give an organized presentation with a specific point of view and to produce a multimedia presentation, which requires organizing persuasive content and presenting an argument to an audience.

The activity instructions explicitly tell students to include a concluding sentence: "You will also need a concluding sentence." The student directions for both the Effect and Cause organizers state that "The concluding sentence will restate the effect and causes in a simple and memorable way." The Student Activity Page includes a Sample Paragraph that models a concluding sentence following the body of the paragraph.

The lesson explicitly instructs students to prepare a closing statement of one or two sentences that restates their position and "leave[s] the audience with an impression of why your position is the correct one" (Part 3). The Facilitator Duties page includes timed sections for Side A and Side B Closing Statements, indicating students will deliver these conclusions in the debate. The activity sequence (prepare opening, answer questions, closing) requires students to produce a closing statement as part of the structured performance.

The speech activity directs students to write notes addressing "Why do you oppose segregated buses?," "Why should people join the boycott?," and "What words of encouragement would you offer," and includes a "Slogan or Main Idea" speech-bubble for students to fill in. The flyer activity asks students to choose powerful words and phrases, decide what information to include, and craft persuasive content to get people to attend a meeting. The Research Workshop and the parent guidance ask students to prepare and revise speech notes and to organize facts and questions that could support a researched argument or oral presentation.

Students are asked to create a persuasive magazine advertisement that "encourages people to vote and explains why voting is important" (Activity 2), drawing on words from an interview (Activity 1) and readings about Freedom Summer. The reading and question set requires students to identify reasons voting was important in the Civil Rights Movement (e.g., barriers to registration, activism of Fannie Lou Hamer), which provides content students can use to support a claim in their ad.

Students are asked to write a book review that must state whether they would recommend the book and explain why, which requires an evaluative claim and supporting reasons. Students must prepare written scripts for mock interviews and radio programs that ask them to provide historical background and to frame the interviewee's story. The rubric asks that text or spoken/recorded script be clear and well-written, implying attention to organization and coherent presentation.

Students are asked to write a 6–10 sentence persuasive letter to the head of the school board explaining what the county is doing wrong, why it is wrong, and what should be done to correct it, which requires making claims and supporting them. The activity includes a formal letter template that shows a body and a closing, and the Parent Plan Skills explicitly list "Write persuasive letters" and "Write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions."

Students are instructed that each paragraph should include a topic sentence, 3–5 body sentences, and a concluding sentence, so they will practice writing concluding statements for individual paragraphs. Students use an organizer that explicitly assigns Paragraph 5 to "convince the reader of the book's importance and why they should read it," which requires a concluding section that supports the persuasive aim. The rubric and task frame the report as a persuasive piece meant to entice readers, so students plan and write a final persuasive paragraph that follows from their argument about the book.

Students are instructed to create a four-slide presentation that sequences an argument: Slide 1 presents the problem, Slide 2 provides examples of discrimination, Slide 3 offers suggestions for change, and Slide 4 asks students to "Describe how the community will change and become a better place for all citizens." Students are given a PowerPoint Organizer to plan slide content and are directed to practice and deliver the presentation to an audience using note cards to remind them of details. The presentation rubric and practice tasks require students to maintain a clear, coherent message and emphasize salient points.

Students are asked to explain and justify claims in several places, for example: "Explain how the demonstration showed the original combination was a mixture, not a compound," and the wrapping-up prompt: "Explain to your parent how a mixture and a compound are different from each other." Students record observations and answer questions after experiments (metal sandbox, gumdrop models) that require stating whether a combination is a mixture or a compound and giving reasons. The student worksheets prompt written responses comparing substances and classifying models as elements or compounds.

Multiple student activity pages include a dedicated "Conclusions" section that asks students to state what happened and to justify their answers from observations (e.g., Color Shift asks why color changes indicate chemical change; It's a Gas asks how the experiment demonstrates gas production and whether the reaction was endothermic or exothermic; Prepare a Precipitate asks students to identify the chemical change and justify their reasoning). Clean Pennies and Rusty Shapes activities ask students to record results over time and explain causes of observed color and temperature changes, prompting explanation based on evidence. Activity 8 asks students to record molecule names, formulas, and types, which supports discipline-specific claims about molecular composition.

Students are prompted to state conclusions on multiple activity pages (Teeth Demo, Saliva Demo, Stomach Demo) where they decide whether observed changes are physical or chemical and explain their reasoning. Students collect observations, photos, and notes and then create a poster or slideshow in which they must "explain what you found out" and address why changes are chemical or physical. Rubrics for the final presentation and posters evaluate "Written Explanations" and require that students "Explain why changes are chemical or physical" and "Explain the digestive system as a series of chemical and mechanical changes."

Students are asked in the "Community Rules & Laws" activity to record positive and negative effects for each rule, provide reasoning, and mark Rule/No Rule and write a sentence to explain their decision. The Parent Plan directs caregivers to ask the child to defend his decision on whether each rule should exist, prompting students to state and support a position. The skills list includes "Explain whether facts included in an argument are used for or against an issue," which requires students to identify and use evidence in support of a claim.

Students are directed to write a short persuasive letter to Jonas' community that explains the concept of freedom and argues why its benefits outweigh potential pain. The Skills section explicitly lists "Write persuasive letters," and an example first paragraph of a persuasive letter is provided for students to model. Students are also instructed to share their letter or poems with family, implying production and presentation of an argumentative piece.

Students are asked to justify choices in the Musical Selection activity by naming five songs and explaining why each would be shared, which requires making claims and supporting reasons. Discussion prompts ask students to answer "Do you think Jonas and The Giver can change the life the people live in the community? Why or why not?", prompting students to provide reasons for a position. The Skills section lists "Write responses to literary or expository texts that demonstrate an understanding of a literary work," and reading questions require complete-sentence answers that summarize and explain textual events.

The lesson includes a writing-intensive Option 2 that asks students to compare and contrast a multiparty democracy with a one-party state and to answer whether they would prefer to live in one and why. The Student Activity Page prompt explicitly asks students to "Describe the differences... and what it would mean for citizens" and to state a preference and reasoning. The Parent Plan restates that Option 2 is "more challenging and writing-intensive," directing students to explain differences and implications for citizens.

The Things to Know section defines a concluding sentence that "reminds the reader of the problem and the benefit of the proposed solution" and says it should leave the reader thinking or feeling an emotion. The example problem-solution paragraph includes a labeled Concluding Sentence that restates the problem and explains the benefits of the solution. The student activity page and Activity 1 explicitly require students to write a concluding sentence as part of their problem-solution paragraph and provide space for that concluding sentence on the organizer.

Students are asked to make claims and provide reasons in prompts such as "Do you think a cell is a good example of a factory? Why or why not?" and "Do you think a cell is a good example of a system? Why or why not?", which require an argumentative stance and supporting explanation. Several activities include explicit "Conclusion" prompts (e.g., asking if students can tell what each tissue is designed to do based on cellular structure) and ask students to "write a sentence or two" explaining what a system (digestive or cardiovascular) does. Students also respond to guided questions after readings that require short answer explanations linking evidence to claims (for example, identifying specialized cells and explaining their function).

The student activity pages require students to state a Hypothesis (claim), record Results across Day 1–3, answer "Which situation helped the most…", and respond to "Was your hypothesis correct?" and "Why do you think this happened?". There is a specific "Conclusions and follow up:" section on the experiment page for students to write final conclusions. Day 3 Activity 5 directs students to "Make some final evaluations… Record your findings" and to share and explain what they discovered.

The Camouflage (Option 2) activity asks students to write a hypothesis, record results, and complete a Conclusion section asking which color dots were picked up more and why, which requires students to state a conclusion that follows from experimental data. The Student Activity Page for the experiment explicitly prompts students to draw a conclusion and answer a follow-up question connecting results to animal camouflage.

Students are asked in Activity 3 to "write two paragraphs" summarizing the fall of the Aztec and Incan Empires and are explicitly told: "Don't forget to use a topic sentence for each paragraph, followed by supporting details, and a concluding sentence." The Parent Plan repeats that students will provide a topic sentence, supporting details, and a concluding sentence for each paragraph.

The graphic organizer includes a Conclusion section that directs students to restate the thesis in a different way and to describe what the narrator learned and how it changed him, and what conclusion was reached. Activity instructions and the Organizing Your Writing pages ask students to craft a thesis and then later to use the Conclusion box to summarize learning and the narrator's change. The rubric's Ideas category and the Conclusion prompt guide students to produce a closing section that ties back to the essay's main idea.

Students complete an "Analyzing Artifacts" activity that includes a dedicated "Conclusion Section" prompting: "Based on these three artifacts, what conclusions can you reach about the people who once owned or created them? Explain the reasoning behind your conclusions." The Dig Site Map and artifact analysis pages require students to record evidence (location, materials, age, use) for three artifacts before they write their conclusions. The "Things to Review" guidance explicitly expects students' analyses to include "reasonable conclusions" and that "her arguments should be logical and supported by the available evidence."

In Activity 3 (The Code of Hammurabi) students read specific ancient laws, compare each law to how the same issue is handled in their modern community, and are prompted in the right-hand column to answer "Which law seems preferable or more fair, and why?". The Hammurabi activity therefore asks students to make evaluative claims and provide reasons comparing ancient and modern legal responses.

Students are asked to explain how the properties of water help support life (Question #3), requiring them to use at least one example from the chapter or video. In Option 2 and other activities, students must explain their model and answer causal questions such as "Why do water molecules stick together?" and use evidence from investigations (Surface Tension Investigation, The Pepper Problem) to justify observations. The Life Application task asks students to explain consequences of a hypothetical change to water's polarity using evidence and to explain their ideas to a parent.

Students are asked to analyze data and 'use evidence from your measurements to explain your answer' in the Measuring Mass Question and to 'Explain your reasoning' when deciding if a chemical or physical change occurred. Activity 3 includes a 'Final Conclusion' section where students complete statements such as 'As salinity increases, mass increases' and 'As salinity increases, density increases.' The Wrapping Up section and multiple activity prompts require students to summarize observations and connect those summaries to their measured evidence about mass, volume, and density.

Students are prompted to construct and support claims with evidence (Skills: "Construct an argument supported by empirical evidence" and multiple MS-LS2 standards listed). After activities, students must "explain what happened in their estuary" and answer directed questions about resource changes and effects. Activity 4 explicitly asks students to "Make a claim about what happens in the ecosystem and support it with evidence (from your model)."

Students are prompted to state conclusions and summarize findings in multiple activities: the Water Filtration Challenge asks students to answer reflection questions such as "How did your filter remove particles?" and "Which filter worked best? Why?" The Water Quality Experiment explicitly asks, "What conclusions can you draw about the quality of your tap water compared to distilled water?" The Great Leak Investigation asks students to analyze results and answer questions like "How much water did your dripping faucet waste over time?" and "How does fixing leaks help conserve water?"

Students write a persuasive speech defending or prosecuting Kino and are instructed to use persuasive techniques and evidence from the story. Students prepare and conduct a mock trial for Kino, assigning roles and using evidence to argue the case. The skills list asks students to draw conclusions based on evidence and to identify and trace the development of an author's argument, indicating practice with argument construction and evidence use.

Students are asked to "Explain Your Thinking" after the Air Takes Up Space investigation and a sample response is provided that states a conclusion (air takes up space because it filled the cup and prevented water from entering). In Activity 2 and the Step Outside reflection students are prompted to record observations and explain how those observations support ideas about the atmosphere, which requires summarizing evidence. The Wrapping Up paragraph models a concise summary of findings that students could use as a concluding statement.

Students are asked in the Layer Sorting Challenge to sort phenomena into atmospheric layers and then "choose three of your placements and explain your reasoning using evidence from Chapter 2," which requires making claims and supporting them with textual evidence. In Activity 1 Part 5 and Part 6 students are prompted to "use your model to explain why each layer is different" and to answer "Why is it helpful to think of the atmosphere as a system," which requires written explanation connecting evidence to a claim. The reading questions also ask students to answer explanatory prompts (e.g., describe an important characteristic and imagine consequences without the ozone layer), which elicit argument-like responses supported by the chapter.

Students are asked to analyze multi-day weather data and "Support Your Prediction" (Part 5) using observed patterns in air pressure, temperature, and precipitation. Several prompts require students to "Explain What's Happening" (Part 2) and "Explain Your Model" (Part 4), asking them to use evidence from the data to justify explanations. The activities require students to make a prediction for Day 6 and provide evidence-based reasoning for that prediction.

Students are asked to write a conclusion in Activity 1 (Question 7: "Was your hypothesis correct? Explain why or why not using your data."). In Part 4 students complete a "Final Explanation: Explain how energy from the Sun drives processes on Earth. Use the words: absorption, reflection, energy, uneven heating, atmosphere." The Mapping activity asks students to analyze their model and answer synthesis questions (e.g., "Which location absorbs the most energy? Explain why using both surface type and location.") that require drawing a conclusion from evidence.

Students are asked to write explanations and short paragraphs (e.g., the optional "Your Weather at Home" activity asks students to "Write a short paragraph explaining how weather fronts influence local weather. Include your observations and predictions"). Multiple activities require students to "explain your thinking," "use evidence to explain how these storms form," and "compare and draw conclusions" (Severe Storms Case Study and Weather Front Investigation). The parent plan and skills list explicitly ask students to "construct scientific explanations" and "use evidence from case studies and data" to support explanations.

Students analyze graphs of CO2 and temperature and answer questions that require them to use evidence to explain relationships and causes (Climate Data Analysis Parts 1–3). Students evaluate real-world actions and design improvements, writing explanations of how their solution reduces emissions or lowers a carbon footprint (Designing Solutions Parts 2–3). Multiple reflection prompts ask students to explain how human actions impact air quality and how small actions can contribute to larger environmental change (Final Reflection and Activity reflection questions). The curriculum lists Engaging in Argument from Evidence as a practiced SEP skill.

The Vacation Planning activity has students list "Reasons to Take a Pacific Islands Vacation" and "Reasons to Go Elsewhere," then complete the prompt: "I've decided to book my flight to ___ because ___," which requires a concluding decision statement that follows from listed reasons. The Tourism & Village Life and Current Events Report pages ask students to weigh costs/benefits and state reactions, encouraging students to form and express a supported position.

Students are asked to write a detailed description of a rock-layer model or to create a physical model and then explain it to a parent or family member, including what parts are missing and what the remaining parts can tell a scientist. The Skills section asks students to "construct a scientific explanation based on evidence from rock strata," which requires forming an evidence-based explanation about geologic history.

Students complete comparison activities (Venn diagrams) and a "Difference Statement" box where they explain why one state's soil differs from another, and they fill a "Explanation for soil determination" section on the My Local Soil page. Students also record conclusions such as "My backyard/local soil is likely: __" and are asked to "explain what types of plants would grow well" or what changes are needed, which requires stating a judgment based on their measurements.

Students are asked to "construct essays/presentations that respond to a given problem by proposing a solution that includes relevant details," and to use the "Problem Solving" page to list solutions, pluses/minuses, and select the best solution. The directions require students to "explain the solution and why it is the best option" at the bottom of the page, and to present the problem-solving process they used for a real-life problem.

Students are guided to write a multi-paragraph literary response with a distinct Conclusion section: the Literary Response Outline includes a V. Conclusion that asks students to restate the three ideas discussed, write two closing remarks, and provide a final reflection. Students use the outline and templates to plan an introduction, three body paragraphs with arguments and support, and an explicit concluding paragraph space. Students are also directed to revise and produce a final copy, and the rubric assesses organization and clarity, reinforcing inclusion of a conclusion.

Students create a booklet responding to the Tao Te Ching in which they must write a short summary on the inside front cover and "on the back cover, write in your own words what you think the Tao Te Ching is trying to tell people about wealth," with an optional sentence stating whether they agree and why. Students complete dynasty reflection boxes that ask "Would you have liked to live in China during this period? Why or why not?" requiring students to state a position and give reasons. Several short-answer reading questions (e.g., describing life for a peasant farmer) ask students to provide explanatory responses that could serve as support for their positions.

Students are asked to write descriptive captions that explain stages of succession and to provide descriptions of why changes have occurred between post-disaster and contemporary pictures. Students must write a paragraph predicting what the ecosystem will look like in 20–30 years and provide explanations for that prediction. The skills section notes that students will "use oral and written language to communicate findings and defend conclusions," which implies students will state and support conclusions about succession.

Students are asked to gather information, analyze evidence, and "draw conclusions regarding the importance of abiotic factors" (Option 1) and to "record your thoughts at the bottom" after considering multiple factor changes (Option 2). The Skills section explicitly lists that students will "Analyze evidence to explain observations, make inferences and predictions, and develop the relationship between evidence and explanation." The activity worksheets require students to state a "Result" for changes they predict, prompting students to summarize outcomes based on their analysis.

Students are instructed to assemble evidence (images, maps, food sources, reasons for extinction) using the Notes page and to create a presentation with a specific required paragraph: "A paragraph that represents an idea of how the extinction could have been prevented, including recommendations... and examples of adaptations." The portfolio Option 2 explicitly reserves Page 5 for "Extinction Prevention" where students must type or write the paragraph about how the extinction could have been prevented. The Wrapping Up and Parent Plan sections prompt students to consider causes and to defend conclusions about prevention and effects on ecosystems.

Students are instructed to write a concluding paragraph that "emphasizes what you want the reader to remember and learn from the essay" in the Organizing Your Writing section. The Option 1 and Option 2 essay organizers include a dedicated Conclusion Paragraph with lines for students to summarize their paper and to "think about what the reader should remember and learn." The brainstorming and organizer activities require students to plan ideas for each paragraph, including a concluding statement, and Activity 8 directs students to produce a typed final draft that includes that conclusion.

Students are asked to create a poster or a 30-second radio/TV advertisement that must explain what is happening in the environment, why it is a problem, and what people should do about the problem. The radio/TV script instructions explicitly require answers to the questions: What is happening in the environment? Why is this environmental issue a problem? What should people do about the problem? The poster directions likewise tell students to show what is happening, why it is a problem, and actions the audience could take.

Students are prompted to "Write a brief paragraph explaining your answer" in the Observing Decomposition activity and to record "Predictions" and "Results," requiring them to state and support conclusions about their observations. The hypothetical scenario asks students to "explain what you would do and why," which asks for a reasoned response about risks of an organism, and a sample answer in the parent notes presents a concluding remark that summarizes the concern. Activity 2 asks students to answer guided questions about how soil and ground cover influence decomposers, requiring students to draw connections and provide written explanations.

Students are asked to research two or more sustainable farming techniques and to "briefly explain why you chose each one," which requires providing reasons that support their farm plan. Students must include labels that explain the sustainable farming techniques they are using (the lesson even gives an example label tying crop rotation and no-till to soil health). Students create diagrams of the water, carbon, and nitrogen cycles and write explanations of how their farm incorporates each cycle, connecting evidence to their design choices.

The outline's Conclusion section directs students to "re-visit your position," "briefly sum up the main arguments," and "leave the reader with a final thought," giving explicit steps for crafting a conclusion. Multiple Student Activity Pages include a Conclusion section and provide space for students to restate their position and summarize supporting reasons, including an example conclusion that restates the position about balancing drilling and alternative energy. The curriculum requires students to prepare an outline, draft, revise, and produce a final copy, which includes completing the Conclusion section in the outline and final essay.

In Activity 4, Option 2 students list advantages and disadvantages of Athenian direct democracy and representative democracy and then answer whether the Athenian system would be a good idea for the United States, requiring them to make a claim and give supporting reasons. In Activity 4, Option 1 students write two diary entries (one as an Athenian citizen and one as a U.S. citizen) explaining how they would influence a proposed law, which asks them to state a position and justify actions. The optional extension activities (creating an advertisement or Marathon poster) ask students to produce persuasive writing that includes claims and supporting details.

The Julius Caesar activities ask students to produce an argument: Option 2 requires a 3–5 minute persuasive speech that includes background, specific reasons, and a memorable conclusion. Option 1 asks students to generate pros and cons and then answer "Based on your list, what would you have advised Brutus to do? Why?", prompting a supported recommendation. Parent guidance explicitly tells students to choose a good beginning and ending for the speech, reinforcing the expectation of a conclusion.

In Activity 2 Option 2, students read about at least three emperors, complete side-by-side boxes for accomplishments, challenges, and leadership qualities, and then answer which leader was the more effective and why, requiring them to choose a position and give supporting reasons. In Activity 2 Option 1, students write a brief diary entry from Augustus's point of view that asks them to reflect on how he came to power, lessons learned, and what qualities Rome needs in a leader, which requires asserting and supporting perspective. The Comparing Emperors page explicitly asks students to justify their choice with reasons, prompting students to construct an argument with supporting evidence.

Students are asked to give a 5-minute speech as a Greek or Roman leader explaining a government problem and solution, which requires stating and supporting a position. Students may write a short essay researching how ancient governments influenced the 21st century or a news article reporting governmental changes, and they are instructed to brainstorm, draft, and polish their Main Course writing. The rubric evaluates organization and writing quality for the Main Course, indicating that students practice structured written work.

Students are asked to analyze their data and answer explanatory questions such as "Did your object move at a constant velocity or an irregular velocity? How do you know?" and to create displacement-time and velocity-time graphs and perform calculations that support those answers. The Wrapping Up section asks students to describe what they found and what factors may have made their velocity and acceleration inconsistent, prompting students to state conclusions tied to their observations and analyses.

Students complete Predict/Observe/Explain sections in the accelerometer activity where they record predictions, observations, and written explanations connecting results to Newton's laws. Students answer scenario prompts for the bucket swing in which they describe forces from two frames of reference and justify whether the rock is in equilibrium, writing reasons that link observations to physical laws. Students fill labeled "Explanation" spaces (Law #1, Law #2) that require them to state causes and effects based on experimental results.

Students are prompted to explain and interpret their data in multiple places, for example by answering 'What do these results mean?' after calculating work in Activity 1 and by explaining whether a ramp provided a mechanical advantage in Activity 3. In Activity 4 students must compare two pulley systems and answer justificatory questions such as 'If both pulley systems used the same amount of weight to lift the same distance, why might the second system be preferable to the first?' and 'Why might you still want to use the first system...?' The student directions also ask students to 'explain the work for each kind of force utilizations in your science notebook,' which requires making claims supported by measured data.

Students are asked to answer the question "Why do you think the Magna Carta is considered one of the most important documents in world political history?" in Option 1, which asks them to explain the significance of the document and its effects on limits to royal power. In Option 2, students create word clouds of the Magna Carta and other documents and then answer synthesis questions (e.g., similarities, differences, and what the large words suggest) that require summarizing and interpreting the text. The parent/Wrap Up discussion prompts also ask students to explain how the Magna Carta changed English government, prompting a brief explanatory conclusion.

The "Naming Our Own Era" activity asks students to list important events, identify the most significant ones, and then name the current era and explain their choice, requiring students to make a claim and give supporting reasons. The student activity pages provide lines for students to write responses to questions that prompt them to justify their choices (e.g., explaining why certain events are most significant and why a given era name fits). The "Wrapping Up" question asking how medieval social hierarchies compare to today prompts students to state a position and reason about similarities and differences.

The Option 1 "A Sailor's Journal" prompt requires students to write at least three paragraphs that list reasons they joined the voyage, list reasons for crew discontent, and then "make a decision" and "explain your decision," which asks for a stated conclusion supported by earlier reasons. The skit option and debate questions ask students to take and justify positions about whether to continue the voyage or turn back, requiring students to present arguments and a resolved stance.

Students are instructed in Activity 3 to write a short (2-sentence) opening statement and a short (3-4 sentence) closing statement that "summarizes your main arguments and would persuade an audience of your position." Activity 2 and the parent notes require students to prepare three arguments for each side and to provide facts, then to choose a side and write opening and closing arguments (2-3 sentences each). The debate format explicitly includes a final closing argument for each side, requiring students to present a concluding section after presenting and rebutting arguments.

Students are asked to choose one voyage and one scientific idea or invention for a final project and to "present them to family and friends and explain why these voyages and discoveries were so earth-shaking," which asks them to make a claim and support it. Several short-response prompts (for example, Question #3 asking which of Newton's achievements they'd like to learn more about and why, and the invention activity prompts asking why an invention is important) require students to state a position and give supporting reasons. Students also complete activity pages that ask them to answer explanatory questions about the significance of instruments like the telescope, microscope, barometer, and thermometer.

The Option 2 essay exam requires students to write a well-organized five- to six-paragraph essay and the tips explicitly instruct: "Be sure to write an introduction and a conclusion" and to "summarize your main points at the end." The parent guidance for evaluating essays lists a strong introductory paragraph and the need for specific examples and clear organization, reinforcing that students must produce complete argumentative essays with concluding material that ties up their argument.

Activity 1, Option 1 asks students to create a vacation poster "explaining why people should visit that moon," including information about hazards and how the imaginary vacation spot has overcome these hazards, which requires students to give reasons and persuasive claims. The parent prompts ask caregivers to have the child explain the different advertisements, colors, and images used, encouraging students to articulate and justify their persuasive choices.

Students are asked to choose a persuasion technique and create a 30-second persuasive message from the flower to the little prince (Activity 2). Students write or ad-lib the message, perform it, and report which persuasion technique(s) they attempted to use. The lesson refers to prior work on "Persuasion Techniques" and requires students to produce and deliver a concise persuasive argument.

Students are asked to write persuasive letters to a planet inhabitant using guided templates (Children Say and Two Views) that prompt them to state a proposed solution and to explain how it will work (e.g., prompts like "I'd like to solve your problem by __________" and "This will solve your problem by __________"). Students are asked to produce two perspectives (child and adult) in Option 2, which requires students to give reasons tailored to different audiences. Students are also asked to share and explain how their solution would solve the problem, reinforcing the connection between claim and support.

Students are asked to produce a persuasive piece to the fox (a poem or drawing plus an artist's description) that explains the little prince's departure and reassures the fox, requiring them to make a claim and support it. The Student Activity Page explicitly asks students to "List two ways the narrator says he knows the little prince made it home," prompting supporting evidence for the claim. The Wrapping Up prompt asks students to "Explain why you agree with the narrator that the little prince made it home or why you do not," which requires a conclusion that follows from their argument. The Parent Plan provides a modeled concluding explanation (e.g., "I know that he made it back because... I also know because...") that students can emulate.

Activity 3 explicitly instructs students to "Summarize in your conclusion why their love was the strongest," requiring a concluding section that supports the argument. The "Play Cupid" and "Strongest of All" student pages include a dedicated "Conclusion:" field for students to draft their concluding statement. The rubric's Organization and Structure section prompts assessment of structure and clarity, which students can use to evaluate their concluding section.

Students are asked in Option 1 to write a short epitaph that includes a "Summary of the qualities that she brought to her leadership," which asks for a concise evaluative statement about Elizabeth's leadership. In Option 2 students must choose adjectives describing Elizabeth and identify concrete examples for each, and they are told to be prepared to "defend" their choices when explaining how each example illustrates the quality. The review directions ask students to be able to explain and defend selections, which requires drawing conclusions from evidence.

Students are directed to choose two technologies and answer focused questions including "Briefly explain why the technological design is a necessity or a luxury," which asks them to state and support a claim. Student activity pages require students to evaluate whether a design solved a societal problem and to explain why the design became important, prompting use of evidence (e.g., effects on survival, mortality, time saved). The Parent Plan explicitly instructs to "Be sure your child backs up her claim with evidence," and the Wrapping Up section asks students to consider and articulate the role of technology in society.

Students are asked to make value judgments about da Vinci's inventions (benefit vs. risk) and to use the provided "Standards" rubric to assign ratings and write evidence supporting each rating. Students complete activity pages with columns labeled "Rating" and "Evidence" for Scientific Principles, Risks, Benefits, Constraints/Limitations, and Testing Protocols, requiring them to state claims and back them with reasons. Students build at least one design and are asked to review their evaluations and "briefly explain why you changed any of your ratings," which requires defending and justifying their assessments.

Students are asked to 'Make an engineering presentation' that includes a discussion of how their solutions best meet the needs of the initial problem and to 'Communicate the solutions' (Phase 4 and the engineering process steps). The rubric includes an 'Evaluation Report' criterion that asks students to use data to generate redesign criteria and to present test results. The unit wrap-up directs students to reflect on what they learned and how they would improve the design, prompting a closing discussion of their findings.

The Technical Writing Rubric explicitly requires the "inclusion of clear introduction and conclusion paragraphs" in the Mechanics section. The Organization and Structure rubric gives a top score for papers that "follow a clear structure with related items addressed in conclusion." The Outlining activity asks students to create a thesis and identify three areas to support it, and the Write/Edit activities require drafting and revising the essay while consulting the rubric.

Students are asked to write a formal letter or email to a business, organization, or government office that includes a clear statement of purpose, details, and a proposal or resolution asking the recipient to consider renewable/nonrenewable sources and actions. The Business Email Template explicitly structures three body paragraphs, the third described as "what you want the reader to do," which functions as a call to action following the argument. The Parent Plan lists components for the letter body including a transition to the problem and a proposal or resolution that asks the leader to consider importance, cost, and efficiency.

Students are asked to create a persuasive poster recruiting indentured servants to come to Virginia, which requires constructing reasons to persuade an audience. Students complete a "Tobacco vs. Silk or Flax" chart and answer which crop they would choose and why, requiring them to select a position and support it with pros and cons. Students use a "Should You Go to Virginia?" pros-and-cons activity for two named individuals, which asks them to weigh evidence for and against a decision.

In Activity 1, Option 1 (Movie Review), students are instructed to write a brief 4-5 sentence review that includes a short summary, description of strengths and criticisms, and to conclude with a recommendation on whether to watch the episode and why. The Movie Review student page explicitly asks students to "Conclude with a recommendation on whether to watch the episode and why, including comments on its suitability for different audiences," which requires a closing statement that supports their evaluative claim. Parent-facing notes reiterate that the child will write the review using the provided activity page.

The lesson explicitly defines a "concluding observation" as a paragraph part in the Things to Know section and describes its role in summarizing or connecting ideas. In the Paragraph Analysis activities, students identify the function of each sentence (including which sentence is the concluding thought) and, in Option 2 Part II, are asked to write replacement sentences that fit the paragraph's flow. The answer keys model identifying a concluding sentence (e.g., labeling sentence 4 as a concluding thought) for students to emulate.

The Boston Massacre activity (Option 1) explicitly instructs students to "write a well-formed paragraph..." and to "be sure that your paragraph ends with a concluding idea that summarizes your main point and/or moves it forward in some way." The Parent Plan reiterates that the paragraph should be well-organized and end with a concluding idea. The activity requires students to state an argument and support it with 2–3 specific examples, then produce a closing sentence or section that follows from that argument.

Students analyze a selected 4–6 sentence paragraph from a news article and determine the role of each sentence using prompts such as "States the main point," "Supplies background information," "Provides transition to (next line/next paragraph)," and "Summarizes." Students complete a Paragraph Analysis page that directs them to record sentence functions and connections between sentences. The lesson's guiding questions and paragraph-analysis prompts explicitly ask students to identify summary/transition roles that correspond to concluding or wrap-up sentences.

Students are asked to prepare a 30-second Anti-Federalist speech that summarizes an argument against ratification and to include a specific example of how the Constitution might cause problems (Activity 4). Students analyze Federalist and Anti-Federalist arguments in readings and answers (reading questions and Activity 2) and brainstorm policy positions and opposing harms in Activity 3, which requires them to state claims and supporting reasoning about factions.

Students are asked to write a justification or refutation that accepts or rejects their initial claim based on collected evidence (Activity 1 answer key items 13–15 labeled Justification). The Student Activity Page for Activity 2 includes a "Justifying Your Claim" section with space to write a concluding statement and offers suggested justifications tied directly to observed evidence. The Wrapping Up and Things to Review sections repeatedly instruct students to form a claim, support or refute it with evidence, and justify the claim, reinforcing that students must produce a concluding statement that follows from the evidence.

Students are asked in Activity 2 to research substances and "Explain why you have decided each substance is either a good or a bad value and write this down," requiring them to write reasoned explanations that support a judgment. The student table and explanation prompts require students to state risks, benefits, and value judgments for each substance. The "Wrapping Up" section provides a summarizing paragraph that models a concluding statement tying together the lesson's main points about natural and synthetic substances.

Students are instructed to make a presentation that includes Slide 5 (executive decision) and explicitly to complete Slide 6: The Claim, Slide 7: The Evidence, and Slide 8: The Justification. Part 3 directs students to "make an argument for or against marketing the substance" using steps of scientific argumentation and to present a brief presentation that represents their findings and decision. The Parent Plan provides a sample "Justification" paragraph that models a concluding recommendation that follows from and supports the presented evidence.

Students are asked to write and format business letters, including an example business letter that advocates for legislation supporting farmers' rights (a discipline-specific persuasive purpose). Students also complete an analytical writing activity comparing Manor Farm and Animal Farm, where they must cite specific examples from the text to support their points, which requires making and supporting claims.

The Option 2 speech task requires students to write a short (2 minute) speech that explains the individual's role in the battle, highlights admirable characteristics reflected by that character's actions, explains what award or honor would be bestowed, and "provide the audience with a lesson that they can draw from the example." These prompts ask students to present claims (role and qualities) and then offer a lesson for the audience, functioning as a concluding statement that follows from the presented argument.

Students are asked to decide what theme Orwell was conveying and write the main theme in 1-2 sentences below their plot diagram (Activity 1). Students identify at least two specific incidents from the text that illustrate provided or chosen themes and are instructed to explain how each example connects to the theme (Activity 2, Option 1 and Option 2). Students are prompted to consider how the incidents collectively suggest what Orwell was trying to convey about the theme and to "show" and "tell" their audience with specific evidence.

STEP FOUR directs students to outline their letter with "a conclusion that summarizes your points," explicitly requiring a concluding section. The Sample Outline includes a Conclusion that summarizes complaints and tells Napoleon what the animals expect him to do, modeling a closing that supports the argument. Activity 4's revision checklist asks students, "Does the final, concluding paragraph summarize my main points and make a suggestion or final observation?" and the rubric evaluates the quality of conclusions in the Organization category.

Students are asked to write briefly about Jefferson's inaugural address at the conclusion of Activity 3, and Option 1/2 require summarizing paragraphs and answering analytic questions about unity and meaning. In Activity 4 students must compare two speeches and answer which speaker seems more persuasive or impressive and explain why. In Activity 5 students create persuasive slogans for historical parties, requiring them to take a position and craft persuasive language.

The Option 1 prompt asks students to write a letter from a gold miner that includes "your assessment of whether or not coming to California had been, ultimately, a good idea," which asks for a final evaluative statement. The acrostic and poem prompts also ask students to consider "Did the miner think it was a good idea or not?" and to reflect on whether reality matched expectations. The wrapping-up questions explicitly ask students to assess success (e.g., "Were most gold miners successful?"), encouraging a final judgment about the experience.

Students are asked to create storyboard panels that include "at least one panel showing what might happen to the character in the long term after moving west," and the planning pages require panels comparing expectations and realities and showing arrival and outcomes. The storyboard rubric evaluates inclusion of government actions, cultural differences, and the clarity and historical plausibility of the story outline. In the art-gallery option, students must write 1-2 sentence gallery cards describing each image's significance and orally guide visitors through the gallery, explaining and connecting images.

Students are asked to make a scientific argument based on a model in Activity 1 and Activity 2. In Activity 2 students must "repeat your initial prediction (hypothesis) and then state whether it was or was not correct" and "Justify ... based on the evidence you collected," with a required short (3–5 sentence) justification. The materials include an example justification showing students how to state a claim and support it with documented temperature changes.

Students gather evidence and analyze data across multiple parts (Project Sunroof results, solar calculator outputs, pros/cons research, and cost/savings calculations) and are then asked in Part 5 to "Summarize your final recommendations on the activity page" and "Be sure to explain your reasoning." Students are also instructed to "share your findings and final recommendations with a parent," which requires them to present a concluding recommendation that follows from their prior analysis.

Students are asked to make a presentation that explicitly includes a "Conclusion" section with prompts: "Why is my area adequate/inadequate for a small wind system?" and "How did I come to this conclusion?" The Presentation Guidelines instruct students to "explain the following" including "Your Conclusion" and to "communicate whether you think building a turbine would be a good idea." The wrapping up prompts ask students to reflect on their decision and to use facts and evidence to make arguments, reinforcing that the conclusion should follow from their findings.

Students are instructed explicitly to write a conclusion that "restate[s] your thesis statement in a different way than in the introduction" and may "add some final thoughts or ideas." The Part III: Organizing student page includes a D. Conclusion box that prompts students to "write a sentence that restates the thesis differently from the introduction, with an option to add closing thoughts." The sample planning and organization examples show model conclusions that summarize the points and restate the thesis.

Students are instructed that their conclusion should "restate what you compared/contrasted, the points of comparison, and the conclusion/verdict you came to as a result of the comparison/contrast." The planning/organizing page (Part III, D) asks students to craft a concluding sentence that restates the two things, the two points of comparison, and any verdicts. The sample contrast paragraph includes a clear concluding statement that links the verdict to specific comparison points: "Although the SwiftSloth car has a nicer appearance... the SpeedySnail car would be a more practical choice because..."

The assignment requires students to write "A sentence or two that explains the chosen solution and evaluates why it is better than the other proposed solution," directly asking for a concluding statement that supports their choice. The lesson's list of problem/solution characteristics instructs writers to "state which solution is best ... and briefly explain why that solution is or was better than the other possible solutions." The Student Activity Page explicitly includes a "Chosen Solution & Evaluation" section for students to complete, and the sample writing demonstrates a concluding section that affirms the selected solution and explains why it is accepted.

Students are required to write a research paper that "will have an introduction, 3 body paragraphs, and a conclusion," and Activity 1 directs students to examine how the student model "handled the conclusion." The Research Rubric explicitly requires a conclusion that "restates the thesis differently" and includes a "Final observation or recommendation." The Parent Plan Skills list includes "Provide a concluding statement or section that follows from and supports the information or explanation presented," so students must include a concluding section as part of the assignment and evaluation.

In Activity 3 students must create an advertisement recruiting workers for the Erie Canal that "make[s] a strong case for the value of the canal project" and explain why the canal is important, what work they will do, and the risks and benefits to workers and families, which requires presenting claims with supporting reasons. In Option 1 (the letter) students are asked to decide whether city life was, on the whole, more positive or negative and to tell their young reader that judgment, which asks for an overall evaluative conclusion. The diary option for mill girls also asks students to state whether they would join a strike and explain why or why not, prompting students to take a position and give supporting reasons.

Students are asked in Activity 5 to prepare a 2–3 minute speech responding to pro-slavery arguments (choose two points to refute) and to state at least three reasons why slavery is intolerable, which requires assembling claims and supporting reasons. In Activity 2 students must graph population data and explicitly answer "What conclusions can you draw from looking at your graph?", prompting them to state conclusions based on evidence. Several activities (cotton gin analysis, slave narratives, plantation artifacts) require students to collect evidence and explain impacts, which supports building an argument with reasons.

Students are asked in Activity 2 and on the Student Activity Page to summarize arguments "for allowing slavery" and "for prohibiting slavery" in separate columns and to identify who might have held each position, which requires organizing claims and supporting reasons. Students are then asked to create a sign or flyer with an eye-catching slogan that "summarizes at least one main argument for the position you choose and that urges people to get to Kansas quickly," which has a persuasive focus. Reading questions also ask students to explain positions (e.g., the Republican Party's opposition, popular sovereignty, the Dred Scott decision), requiring students to articulate arguments and reasons in writing.

The lesson explicitly teaches scientific argumentation using the Claim–Evidence–Justification structure and provides an example where the Justification is a concluding statement that follows from the evidence. Students are directed to fill in Claim, Evidence, and Justification rows on the Osmosis in Action student pages and to complete the Evidence and Justification sections after performing the experiment. The example justification models a conclusion that follows from and supports the argument (e.g., "Based on the evidence collected, the statement ... is confirmed").

Students are asked to write a report in Activity 2 (Mystery Ailment) that identifies the cause of the illness and explains methods for identifying patterns, which requires presenting a claim and supporting it with evidence. In Option 2 of Activity 1 students must summarize the immune response in a list or flow chart, which has them organize information into a coherent concluding sequence. The report prompts and summary tasks require students to state conclusions about biological events based on provided data and observations.

Students are instructed in Part 10 to create a presentation that includes a comparison of a healthy diet and their diet and to "conclude the project" by noting differences and creating a recommendation sheet of dietary changes. Part 9 requires students to research the importance, acceptable consumption rates, signs of overconsumption, and to include those findings in their report, which provides evidence that students must draw conclusions from their data. The rubric and parent guidance emphasize that the final product should include an explanation of diet impact and recommendations, which function as a concluding section supporting their argument.

Students are asked to write a response paragraph that includes a clear topic sentence (a hook that reveals the main idea) and to support ideas with evidence from the text. The Student Activity Page and instructions require organizing similarities and differences and then writing a paragraph that summarizes those points. The Parent Plan includes an example paragraph that ends by summarizing the comparison (stating that both seek freedom), which models a concluding sentence.

Students read a model persuasive essay and answer guided questions that explicitly ask, "In the conclusion, does the writer remind the reader of the thesis statement?" (Option 1 and Option 2 Part I). The answer key confirms the model's conclusion does remind the reader of the thesis, so students analyze how a concluding section relates back to the argument. The Parent Plan Skills list explicitly names "Provide a concluding statement or section that follows from and supports the argument presented," signaling the intended focus.

Students are asked to develop a persuasive paragraph about whether the word "slave" should be substituted in the book and to copy a sentence or two from that persuasive paragraph onto their cultural biography poster. The curriculum also includes activities and assessment items that identify and practice types of writing (narrative, persuasive, expository) and asks students to review a PowerPoint on types of writing. The story-blocks project and unit test require students to recognize and produce persuasive text in the context of the novel.

The Option 1 assignment asks students to research one historical figure and "write a short letter" taking a position for or against him, and it explicitly instructs: "A concluding sentence in which you either praise or criticize the man for his role and explain what you hope he will do in the future." The Parent Plan reiterates that the letter should "summarize the position" and include a concluding sentence, and parents are asked to evaluate the logic of the student's arguments and conclusion.

Students are asked in Activity 4 to list reasons for both "Slavery" and "States' Rights," evaluate those lists, and decide which cause of the Civil War seems more convincing. The Parent Plan instructs that whatever side the student chooses to defend, the student's argument should be logical and supported with facts and reasonable assertions. Discussion prompts ask students to state what they think was the main cause of the Civil War, which requires forming and stating a position.

Students are asked in the "Comparing Two Presidents" activity to choose which president would appeal to given scenarios and to "write a brief explanation" for each choice, requiring them to make a claim and give reasons. Students summarize paragraphs of Davis's and Lincoln's inaugural addresses in their own words, which practices synthesizing ideas that could serve as support for an argument. The Wrapping Up discussion asks students to state which speech was more compelling and why, prompting students to articulate judgments with supporting reasons.

Option 1 asks students to deliver a short verbal argument for or against a young person joining the Union Army, specifying that they must mention at least two positive and two negative aspects and retell a vivid event. The parent plan for Option 1 restates that students should present a short verbal argument and ultimately either encourage or discourage another young person from making the same choice. The activity allows students to jot down note cards to organize what they will say, implying planning of claim, reasons, and an ending position.

In the Culturing Bacteria activity, students are asked to create a hypothesis, run an experiment, record daily observations, and complete a 'Draw Conclusions' section that prompts them to restate the hypothesis, summarize observations, and say, 'Based on the evidence the hypothesis is...'. In Activity 1 students write a paragraph describing similarities and differences between prokaryotic and eukaryotic cells, which requires them to synthesize information into a written claim about cell types.

In Activity 2 students are asked to decide whether viruses are living or nonliving and to "give your reasoning," which requires them to construct an argument. The Student Activity Page includes a prompt: "My conclusion is that viruses are living / nonliving (circle one). Here are my reasons:", explicitly asking students to state a conclusion and supply supporting reasons. The Parent Plan section instructs that the child should "support her conclusion with evidence and logic," reinforcing the expectation that the conclusion be backed by the argument.

The Antimicrobial Properties Student Activity Page directs students to draw conclusions about which substances hinder, do not influence, or increase bacterial growth and to cite evidence for their conclusions. The Patient Diagnosis activity asks students to decide what illness the patient has, recommend treatment, identify the carrier, and explain which evidence ruled out alternatives (flu or allergies). These tasks require students to state conclusions that follow from data and to support those conclusions with specific observations and reasoning.

Students are asked to "complete the Conclusion section of the 'Antimicrobial Properties' activity page" and to "give a rationale for your answer using the evidence you have collected," which requires them to state a conclusion that follows from experimental data. The Student Activity Page titled "Results" directs students to record observations for five agar samples, providing the evidence they must use when composing their conclusion. Activity prompts and the wrapping-up questions also ask students to reflect on historical evidence and outcomes, reinforcing drawing conclusions from evidence.

Activity 4 asks students to "write a 6-8 sentence speech that encourages this freed person to choose to reside there," which requires students to make and support a persuasive claim about Buxton. The Parent Plan Section for Activity 4 lists specific reasons students might include (land, houses, school, stability), providing content students can use as supporting evidence. Students are also asked to record and read the speech aloud, giving practice in presenting an argument.

Students are asked to create a Carnival Advertisement (Option 2) in which they must use the six figures of speech "to try to attract visitors to the carnival," which requires them to craft persuasive language and make a case to an audience. The parent-plan notes explicitly state that the student should create an advertisement "using each of the six figures of speech... to try to persuade people to come to the carnival," indicating a task with an argumentative/persuasive purpose. Students also practice choosing precise words and sensory details in the Colorful Description activity, which supports persuasive word choice.

The lesson includes a 'Conclude and Summarize' category in the Transitions List that lists concluding transition words and phrases (for example: accordingly, thus, in short, in conclusion, to conclude, as a result). Students complete exercises that ask them to choose and insert appropriate transition words into sentences, and the answer key indicates selections for conclusion-type transitions. The lesson also explains that some transitions "help provide conclusion ("finally," "in closing")" and asks students to use transitions regularly to connect ideas.

Students research a state leader and complete note-taking pages that ask for the leader's career path, notable achievements, and the person's impact on the state. Students are instructed to write and deliver a short dedication speech that welcomes visitors, gives information about the person, and discusses qualities that make the leader appropriate for the named public space; the speech is specified to be 6–10 sentences. Students list sources and answer/predict questions about the leader, which supports using evidence to make claims in the speech.

The video option explicitly requires a conclusion: the video checklist includes "A conclusion that invites visitors to explore your state," and the project instructions list "A conclusion that invites visitors to explore your state and all that it has to offer." The video rubric criterion 9 and the video instructions therefore prompt students to write a concluding statement for their persuasive/informative welcome video. The mural option rubric and instructions include organization and ideas for places to go but do not require a concluding statement.

The lesson includes a Wrapping Up section that states: "In this lesson, you studied variations in different organisms and then considered adaptations that aid organisms' survival. As you consider today's activities, keep in mind that the traits an organism has is due to its genetic make-up, but traits may also be influenced by its environment." The Things to Review section lists concise summary points (e.g., natural selection, genetic variation, adaptation) that restate the lesson's central claims and support the argument. The Parent Plan prompts and review questions also direct students to reflect on why certain variations lead to survival and reproduction, reinforcing the conclusion.

Students are asked in Activity 3 to make a list of pros and cons about animal cloning, discuss their thoughts with a parent, and come to a conclusion about whether cloning should be legal. The brochure task (Activity 2) requires students to produce persuasive content that explains benefits to customers and appeals to emotions, which asks them to construct and support an argument. The Wrapping Up prompt asks students to state whether they would clone a pet and to explain why or why not, prompting a final position tied to their reasoning.

Students are instructed that "The conclusion paragraph of the persuasive essay begins with a restatement of the thesis statement and then concludes the essay" in the Things to Know section. Activity 6 directs students to make the first sentence of paragraph 5 a restatement of the thesis and then "conclude with some final thoughts" and warns "Do not bring up new arguments in the conclusion." The Persuasive Essay Rubric expects the thesis to be "restated at the beginning of the fifth paragraph," showing the conclusion is part of the assessed writing product.

The lesson includes Activity 2 where students revise and edit their persuasive essay and are told to "pay special attention to the structure of your argument" and to "be sure you have used the correct format for a persuasive essay." The Parent Plan Skills list explicitly names "Provide a concluding statement or section that follows from and supports the argument presented." Students are instructed to check paragraph structure and supporting details during revision, which relates to overall argument organization.

The lesson requires students to produce a final draft of a persuasive essay (Activity 2: Final Draft) and to type and format that essay for submission. The Skills section explicitly lists "Provide a concluding statement or section that follows from and supports the argument presented." The Skills list also includes related persuasive-writing tasks (introducing claims, supporting claims with evidence, and organizing reasons) that frame the expectation for a complete argumentative structure.

Students are asked to review a PowerPoint presentation that "covers the structure of a persuasive essay and recommended persuasive techniques," and to study logical and rhetorical fallacies. The lesson directs students to prepare for a unit test on persuasive essay structure and related vocabulary, indicating exposure to argument components.

Students are asked to describe the structure of a five-paragraph persuasive essay, including that "the thesis should be restated in the first sentence of the closing paragraph, and the closing paragraph summarizes and emphasizes the thesis." The Evaluating My Essay activity asks students to reconsider their cloning essay and to reflect whether they would approach the essay differently, prompting analysis of their argument components. The unit test and student pages include prompts about persuasive techniques, counterarguments, and the composition of introductory and closing paragraphs.

Students are asked in Activity 2 to brainstorm at least three positive and three negative impacts of Andrew Carnegie and then decide which view (captain of industry or robber baron) is the stronger position. The student activity page explicitly asks, "Do you think it is fair to call Carnegie a 'robber baron'? Why or why not?" Activity 3 asks students to weigh pros and cons of sweatshop work and to present that advice in a role-play, which requires them to state and support a position.

Students are asked to write one- or two-paragraph responses in Activity 2 in which they take a position as an immigrant worker, union organizer, or business owner and present reasons for their decision or argument. In Activity 3 students must create a persuasive poster that explains why an issue is a problem, what a reformer proposes to do, and what they want voters to do to support the cause, which functions as a call to action supporting their position. The poster prompt explicitly asks students to state what they want voters to do, linking the argument to a recommended action.

Students evaluate and rank reasons for U.S. entry into World War I and are asked to "explain the reasoning" behind their order, which requires making claims and supporting them. Students create persuasive products in the propaganda activities by writing slogans or designing posters intended to convince audiences. Students write summaries and hypothetical reactions to historical newspaper articles, taking and explaining a perspective (American or German).

Students are prompted to draw conclusions in several activity pages and questions: the Reaction Time sheet asks "What conclusion can you draw from this?" and asks students to explain age/gender effects and real-world implications. The Plant Geotropism page asks students to explain whether the experiment demonstrates geotropism and to justify their answer. Activity questions (e.g., comparing light vs. gravity responses, and the Wrap-Up prompts) require students to state how responses help survival.

Students complete a chart titled "The Atomic Bomb" that asks them to record "Facts and Advice/Estimates Available," decide "Do these facts support dropping atomic bombs on Japan?", and explain "Why or why not?", requiring evaluation of evidence and a stated position. Students are prompted to "consider and justify a decision between a prolonged invasion of Japan and the use of nuclear weapons" and given space to write their response, which asks for a defended choice. Discussion questions ask students to answer "Do you think it was the right decision to drop the atomic bomb in Japan? Why or why not?", prompting an argumentative response supported by reasons and evidence.

Students are asked to explain how paleontologists use the progression of fossils to support the theory of evolution (Activity 1, question 3) and to answer questions that require summarizing the fossil record (e.g., "How do the fossils change as the layers go from older to younger?" and "How do paleontologists use this progression to support the theory of evolution?"). The Parent Plan and Wrapping Up sections ask students to explain that the fossil record shows progression over time and to state lines of evidence that support evolution, which requires students to draw a conclusion from evidence they have collected or observed.

Students are instructed in Step 4 (Making a Decision) to make a decision about what they believe regarding the issues studied and to note why they agree or disagree. The Evolution and Religion Student Activity Page includes a dedicated "Conclusion" section for students to write a concluding statement about their findings. The Evolution and Religion rubric explicitly states that "The student's conclusions need to be well-thought-out and follow from the research presented," and Step 5 directs students to include those conclusions in a 5–10 minute presentation.

The bottom-middle mini-project directs students to take a side on whether modern-day wartime journalism should be censored, write reasons that support their opinion, provide examples to back up two reasons, and identify and refute a specific opponent argument. The student task labeled "Censorship in Journalism Debate" asks students to analyze a journalist's speech and then write an essay considering different viewpoints, which requires forming an argument and supporting it with reasons and evidence.

Students are asked to list 3–4 reasons for participating in Freedom Summer and to fill a chart of objections and counter-arguments, which requires them to construct supporting claims and rebuttals. Activity 2 asks students to prepare a brief statement of why they want to participate and to role-play a conversation in which they present main arguments and respond to parental concerns. The student activity pages guide students to organize reasons and counters in writing before the oral presentation.

Students are asked in Option 2 to "write a short 2-3 minute speech" in support of a boycott, which requires persuasive argumentation. The instructions require students to include "at least two good reasons why people should support the boycott" and "a strong message of what you would want your audience members to do after hearing your speech," which functions as a concluding call to action. The activity also asks students to include quotations and information about worker treatment to support their claims.

Students are asked in Activity 2 Option 1 to "imagine that you are planning a way for your community or nation to remember the Korean War" and to use the "A Proposal to Remember" page to answer questions about the war, its goals, and veterans' experiences. The Student Activity Page prompts students to propose a central message and to "provide specific details" and to suggest ways (statues, poems, films) to help people remember the war. Students are instructed to save this proposal for use in a final unit project, implying a purpose-driven, persuasive product.

Students are asked in Activity 3 (Parts 3 and 4) to record experimental results and answer synthesis questions such as "Did this experiment demonstrate that the air you breathe out is different from the air you breathe in? Why or why not?" which requires stating a conclusion supported by experimental data. The Parent Plan skills list includes "Use argument supported by evidence for how the body is a system of interacting subsystems," indicating students are expected to marshal evidence to support a claim. Several activities (flowchart, calculations, and wrapping up) require students to summarize processes and interpret results, which involves drawing conclusions from presented evidence.

Students are asked to produce a 3–5 page illustrated essay with an introduction, three body paragraphs, and a conclusion (instructions tell students to place the introduction at the top and the conclusion at the bottom of a poster layout). The materials tell students to review the "Illustrated Essay Rubric" and the rubric explicitly assesses the conclusion along with introduction and body paragraphs. Students are guided to draft the three body paragraphs in specific lessons and to keep materials for a final essay that includes a concluding section.

Students are asked to take a position and create a persuasive artifact in Activity 4 (choose an environmental issue, pick a side, and develop a button/bumper-sticker/t-shirt with a slogan). Students are asked to explain which of two presidential speeches they agree with and which is most persuasive (Activity 1) and to state which president seemed a stronger leader and why (Activity 2). In the Landmark Court Cases activity, students must identify who might benefit from or oppose a ruling and explain their reasons, which requires giving reasons in support of a viewpoint.

Students are asked in Activity 1 (Emerging Technologies) to rank technologies and on the back "write why your top-rated technology is most critical, including real-life examples," which requires them to make and justify a claim. In Activity 4 (Illustrated Essay) students must draft Paragraph 2 with elements that include an overview, how the technology improved over earlier options, and "How that technology changed America and why it was important," which asks them to state claims and support them. The moon-landing option asks students to write a 2-3 paragraph reaction considering importance and implications, providing additional practice in organized written response.

The Option 1 instructions tell students to "write a short conclusion paragraph that sums up the changes in technology that you have discussed and that helps the reader understand why this type of technological change was important." The Parent Plan reiterates that students should "write a short introduction and conclusion to their essay (Option 1)" and add these paragraphs to the finished draft. Students are also instructed to read over and revise the finished draft to make it error-free, engaging, and well-written, which includes the conclusion.

Students are asked to research one of five chronic diseases and make a public awareness poster listing at least four things people can do to decrease risk, and to create a PSA (script, poster, or skit) for a teen health issue. Those tasks require students to take a position and present persuasive information aimed at changing behavior. Students also produce a public awareness sign and may write or script messages when creating a PSA.