Students are asked to "read about them in a weather book or on the Internet" if unfamiliar with tornadoes and then write three factual sentences about tornadoes (Activity 1). The Skills list includes "Locate information about a topic" and "Read expository materials for answers to specific questions," and Activity 3 directs students to "read about life on a farm and look at pictures of farm life in books or on the Internet." The Life Application asks students to visit a local farm and "write about his visit," and the Tornado Alley activity has students use a map and explanatory text to identify and color the region.

Activity 2 (Turtle Research) directs students to "locate information about turtles in books and on the Internet" and to fill in facts on a turtle-shaped worksheet (types, habitat, predators, diet, ways to protect turtles). The student activity page explicitly lists categories for students to research and record (e.g., "Describe a turtle's habitat," "List 3 types of turtles"). The journal entry also asks students to produce a chapter summary, which supports building knowledge about the topic.

Activity 3 directs students to read about Kansas and Maine in an encyclopedia or on the Internet and to locate information about life in the late 1800s, weather, geography, and natural resources. Students are asked to list six facts about each state on the provided worksheet and then write a five-senses poem to describe each state's environment. The Skills section explicitly includes "Read expository materials to answer questions and locate information" and "Use graphic sources of information such as maps," which supports conducting short research and building knowledge.

Students are asked in Activity 2 to create a Venn diagram comparing the coast of Maine and the Kansas prairie, recording three differences for each and two similarities. The directions tell students to "look for examples in the book where the author mentions the geography, plants, animals, and transportation in each place," prompting them to locate and extract relevant information from the text. The Skills list includes "Locate specific information within text," reinforcing that students will gather textual evidence to build understanding of the two environments.

Activity 3 explicitly asks students to record the names of wildflowers mentioned in the book and to "find pictures of and information about five different types of flowers mentioned in the book using an encyclopedia, nature field guide, or the Internet." Students are instructed to pick five flowers and create a guidebook, writing the name, places where the flower grows, and one other interesting fact on each page. The activity includes a student worksheet template with fields for "Name," "Where it grows," and "Interesting fact," which students complete as part of the project.

Students read Chapter 8 and answer comprehension questions, requiring them to recall information from a provided text. In the Character Line-Up activity students are explicitly directed to look at pictures (in books or online) of pioneer families to inform how they draw and describe characters, which asks them to gather information from print or digital sources.

The text directs an adult to "help her locate sources to read about activities and foods that pioneers enjoyed," and Step 3 explicitly asks the student to "Find a recipe that would have been made during the time period" and write ingredients and directions. Students are asked to write a paragraph explaining how they would decorate using farm materials (Step 2) and to plan activities and a game (Step 4), which require gathering information about the historical setting. The self-editing checklist and the requirement to produce a final card and invitation show students produce written products based on the information they gathered.

Students read chapters of a biography and answer chapter questions, with the option to record answers in a journal. Students are prompted to generate their own questions about Helen that might require additional sources of information. Students create a timeline by identifying and recording important events and dates as they read. Students are directed to go to the local library to locate the biography section and select a biography, and to look up unfamiliar words in a dictionary.

Students read Chapter 4 and a separate biography (Alexander Graham Bell by Barbara Kramer) and are asked to compare information between the two sources. Students write ten facts about Bell's life on the "A Bell Riddle" page and read those clues aloud to others, practicing extracting and reporting information. In the "Famous Inventors and Inventions" activity students write descriptive sentences about inventions and are directed to begin learning how to research this information using the library or online; the Life Application also directs students to find a biography in the library.

Students are asked to reread the pages about Braille (p.56-57), study a provided "Braille Alphabet" sheet, and use a linked Wikipedia page for more information. Students are instructed to locate a book written in Braille and to feel the letters on the pages. Students add events from the chapter to a timeline, which requires extracting information from the text.

Students read Chapter 6 aloud and answer focused comprehension questions about Helen Keller's experiences, and Activity 1 asks students to add one or two events from the chapter to a timeline of Helen Keller's life. Activity 3 has students review the events they recorded, discuss how Helen's life and environment changed, and create a personal timeline of their own life using a template. The lesson's stated skills include planning and making judgments about what to include in written and oral products and using media/technology to enhance presentation, which students can apply when creating and presenting timelines.

Students read Chapters 7 and 8 and are asked to add one event from each chapter to a timeline, which requires extracting factual information from text. Students use an atlas or map to label places Helen lived or visited and paste events next to the correct locations, and are prompted to locate those events in the chapters. Students compose a bio poem about Helen by gathering details about her life, feelings, and environment and then copy and illustrate the poem.

Students read Chapters 9 and 10 of a biography and answer specific factual questions about Helen Keller (e.g., college experience, first book, jobs). Students are asked to create and extend a timeline of Helen Keller's life by adding later important events. Students are also prompted to "find other books and read sections" that reflect an author's voice, and to use their timeline as a basis for a writing activity.

The scrapbook option tells students to use the book they finished reading and to "look up new information in an encyclopedia or on the Internet," and to record ideas on the provided "Scrapbook Ideas" pages. Students are directed to draft each page, revise their writing, and organize content into specific pages (birth, illness, family, school, letter, proudest moment), which sorts information into categories. The interview option asks students to develop five substantive questions, record answers in writing, draft and revise responses, and use an "Interview Grading Rubric" for assessment.

Students are asked to locate information about the Bahamas and the East Indies on maps and to look at pictures and reference materials (Activity 1 and Activity 2). Students are directed to read about the Bahamas online or in reference materials and then summarize the information by creating a short report using the provided outline (Activity 2). Students are asked to locate information about the Taino people, record facts in a journal, and write an acrostic poem from what they learn (Activity 4). Students are prompted to investigate artifact materials and uses, looking up information in books or on the Internet if unsure, and to write materials and uses for each artifact (Activity 5).

Students are directed to read the short book Encounter and to read the Student Activity Page "European Explorers and Native Americans," gathering examples from both sources. Students are asked to use those details to create a mini-fold book that categorizes effects as "Positive Changes," "Negative Changes," or "Mixed," which requires locating and sorting information. Students also write two before-and-after poems from different perspectives that synthesize information about how lives, environment, and communities changed.

Students are asked to record prior knowledge and questions on KWL-style pages ("What I already know," "What I want to learn," and "What I have learned") and to add information each day as they read. Students locate Egypt and England on a world map and place the time periods on a BCE/CE timeline, connecting sources to dates. Students gather information from the two unit books and are directed to find proper nouns in at least three different types of places (books, around the house, mall or grocery), and to record examples in a journal or organizer.

Students read expository pages (pp. 4-15) and answer specific comprehension questions that require recalling facts and details (Questions 4-9 address Nile, resources, homes, food, and effects of change). Students record new information on a 'Historical Time Periods: Ancient Egypt' sheet (Activity 1) and complete a 'Life in Egypt' activity that asks them to locate the Nile on a world map, list natural resources, and describe how needs for shelter, food, and drink were met. Students sort fact versus fantasy in their journal (Activity 2), which requires distinguishing factual information from fictional story elements.

Students read pages 16–27 of Hot on the Trail in Ancient Egypt and answer comprehension questions that require locating specific facts (for example, why pyramids were built, how towns were described, and how schools differed). Students add information to a "Historical Time Periods: Ancient Egypt" page, complete a Venn diagram comparing a king and a president, and write a journal paragraph explaining their preference. Students look up vocabulary words in a dictionary, write definitions on note cards, and use those words to create and read aloud a short story.

Students are asked to continue adding information to a "Historical Time Periods: Ancient Egypt" page, which directs them to collect and record facts about the topic. The text points students to the back of the book (pp. 48 and after) as an additional source of information and asks them to reread the description of how pyramids are built (pp. 28-29). Students are prompted to discuss burial rituals and religion, indicating engagement with content to build knowledge about ancient Egypt.

The lesson directs students to read the "What I have learned" section on the "Historical Time Periods: Ancient Egypt" page and to refer to the book Hot on the Trail in Ancient Egypt as needed, which asks students to gather factual information about ancient Egyptian life. Students are given a planning page to brainstorm and record a daily schedule of events (meals, work, entertainment) based on that information. Students must write a paragraph comparing ancient Egyptian life to their own, using a hamburger organizer to structure details drawn from the gathered information.

Students are asked to record new information about the Middle Ages on the "Historical Time Periods: Middle Ages" page (Activity 1). In Activity 4 students are instructed to reread pages in both the Middle Ages and Ancient Egypt books and to describe at least three similarities and three differences using the "Being Poor" page. In Activity 5 students must reread specified pages and create diagrams of social systems using information found in both books (Option 2 explicitly directs them to use information found in both books). The Skills list also includes "Locate information in text for specific purposes" and "Connect and compare information within and across selections."

Students are asked to read pages 16–31 in Adventures in the Middle Ages and answer specific comprehension questions, which requires locating and extracting information. Activity 1 directs students to record any new information on a "Historical Time Periods: Middle Ages" page, and Activity 2 has students complete a two-column chart comparing castle events to events in their community, organizing information into categories. Activity 3 asks students to read about pyramids in Adventures in Ancient Egypt and about castles in Adventures in the Middle Ages and to compare how the buildings are used, requiring students to gather information from two informational texts.

Activity 7 asks students to choose a time and place to visit, locate information about that time period using the Internet or other research sources, and record ideas in a journal; students are also asked to draw a title/cover for their imagined book. Activity 6 asks students to identify and label artifacts from the two books (ancient Egypt and the Middle Ages) and record their names on the Artifacts page, using the books as sources. Activity 1 asks students to record new information learned about the Middle Ages on a Historical Time Periods page, reinforcing the collection of factual information.

Students choose a time period and an element of culture (homes, clothing, food, etc.) and are prompted to record Time Period and Interesting Things on the Getting Started page. The materials tell students they will likely need to "read more about the element...in books or online," and instruct students to collect information about the time period before writing. Students are asked to write a factual paragraph that includes details and examples based on the information they collected.

In Activity 3 students are asked to name American heroes and record that list in their journal. They are instructed to crosscheck their list with the table of contents of the book 60 American Heroes Every Kid Should Meet and to read the pages "A Tribute" (p.7) and the Introduction (pp.8-9). Activity 2 asks students to draw a hero, list adjectives that describe the hero, and write sentences about how the hero changed the world, which requires extracting and recording information about a person.

Students read informational passages about Benjamin Franklin, Thomas Jefferson, and George Washington and answer directed comprehension questions that require locating facts and recalling main ideas. Students record factual information (years lived, descriptive adjectives, a sentence about how each hero changed the world) on Hero Cards and place names and birth/death years on a Heroes Timeline. Students are also prompted to look at pictures of historic places, take a virtual field trip online, and collect symbols for a Fourth of July collage.

Students read assigned chapters on Abraham Lincoln and Harriet Tubman and answer guided questions that probe facts and contributions. Students use a provided web link and a map to identify free and slave states and discuss routes to Canada. Students create hero cards and add names/dates to a timeline, and they plan and draw a route using information from the Underground Railroad page, including developing a key of secret signs.

Students read chapters on Walt Disney and Jesse Owens and answer specific comprehension questions that require locating facts (e.g., achievements, characteristics, and effects on the world). Students complete hero cards and record names and birth dates on a timeline, which has them extract and record biographical details. The Life Application asks students to find a local hero to meet and to prepare questions, prompting students to seek information beyond the book.

Students are asked to read about a natural product "in a book or on the Internet" and to record what they learned in the Scientific Discovery worksheet (questions ask for where it is found and three details). Students answer specific comprehension questions after reading chapters on Mary McLeod Bethune, Frederick Douglass, and George Washington Carver, and create hero cards and add birthdates to a timeline. The Scientific Discovery activity also asks students to propose a new use and explain how someone would use it, requiring them to apply information they gathered.

Students read expository chapters on Susan B. Anthony and Sandra Day O'Connor and answer specific comprehension questions about those texts (questions and answers are provided for both chapters). The lesson's Skills list explicitly includes "Read expository materials for answers to specific questions," and Activities ask students to create hero cards and record dates of birth on a timeline, which require extracting factual information from the readings. The "A Woman I Admire" activity has students write an acrostic describing a woman's accomplishments, using what they know about the person.

Students read expository chapters on Albert Einstein, Thomas Edison, and the Wright brothers and answer specific comprehension questions about those texts. Students create hero cards and record names and birth dates on a timeline, which requires them to locate and record factual information. The lesson's skills list explicitly includes "Read expository materials for answers to specific questions" and "Use text for a variety of functions, including informational."

Students are asked to locate and read additional information about a chosen hero by looking on the Internet or in library books and to find one or more short biographies of the person's life. Students are instructed to reread pages in the 60 American Heroes book and to list each individual's name and lifespan and note important historical events on the three-ring Venn diagram. Students assemble hero cards into a chronological Book of Heroes and create a table of contents, organizing information about each person.

Activity 2 directs students to gather factual information about the deer mouse and great horned owl using library books, encyclopedias, or the internet and provides two specific web links. Student activity pages ask students to fill in structured fields (habitat, food source, predators, shelter, size, other important information) and include space for a drawing. Skills listed include reading expository materials for answers to specific questions and using resources and references to build word meaning.

Students examine an owl pellet, pull it apart, separate bones and fragments, and use a bone chart to identify bones of prey animals. Students are encouraged to research the animal bones they found to determine what owls eat and then draw food chains based on those discoveries. Students also are asked to write a short summary of chapters read, demonstrating a simple information-gathering and summarizing activity.

Activity 3 directs students to "look at pictures of porcupines in books or online" and to "read about what porcupines eat and which animals eat porcupines," prompting them to gather information from sources. The Skills section asks students to "ask and answer relevant questions" and to "represent text information in different ways," which supports collecting and organizing information. The activity also asks students to use that new information to explain how Poppy might break the cycle of power, linking the gathered information to a question to build knowledge.

The lesson tells students to "Read examples of epitaphs online," which asks students to locate and review external examples to inform their writing. It also notes that the author has other books that "can be checked out from the library or found at a bookstore," encouraging students to consult additional texts. The Skills section names "Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to expand knowledge," which implies using multiple texts to build understanding.

Students are given explicit "Questions to Explore" about cycles on a farm and how animals and people grow, which frames an investigable topic. Students read Charlotte's Web and additional picture books about friendship, compare characters and themes, and answer guided text-dependent questions in a journal. Students look up vocabulary words on note cards, record page numbers, identify base words, write definitions, and alphabetize the cards, which requires locating and recording information from the text.

Students are asked to "locate information about spiders in books or online" and to fill out a labeled "Spider Research" page with sections such as life cycle, reproduction, how spiders use silk, and how they protect themselves. Students are directed to reread Charlotte's descriptions and then use the collected information to write a poem from Wilbur's point of view, linking research to a written product. The activity prompts students to gather facts from print and digital sources and to record those facts in an organized, sectioned research worksheet.

Activity 2 (Pig Products) asks the student to "list six products that come from pigs" and explicitly states "you'll need to research" to answer the questions. The Pig Products activity page directs the student to research, list items, draw pictures, and circle products consumed by their family, which requires gathering information about a topic (pigs).

Activity 4 explicitly directs students to "Research the life cycle of spiders online or in an encyclopedia" and to illustrate or describe the stages on a spider life-cycle wheel. The activity provides two options that prompt students to gather information and then represent their findings visually or in writing. Activity 3 asks students to use a dictionary and to find and copy sentences from the book that show vocabulary words in context, which requires consulting print reference sources.

Students are asked to make a list of things people do at a fair based on experience and on the book, and the lesson explicitly suggests, "You can read about county fairs online," which asks students to consult an outside source. Students are asked to review different cycles found in the story and in nature and to design a fair booth that "relate[s] to cycles," which requires them to gather and apply information about cycles. The life-application activity asks students to visit a fair and "come home and write about the experience," prompting real-world information-gathering.

Students are asked to complete a 'Spiders Around the World' research project with explicit directions: "Research your spider. Include a drawing or photo. Make sure your project has a main idea and good information on the habitat etc." The activity provides guided research prompts on the spider graphic organizer (habitat, plants, animals, jobs, language, food, weather) and asks students to locate returned spiders on a map and "read about the place online." The project instructions also direct students to prepare an oral report and assemble pages into report folders.

Students are asked to locate Europe, find France and Paris on a map, and to look at pictures of Paris online or in books. Students are instructed to use their research to complete a structured "Setting: Paris, France" activity page with categories (Location, Weather, People, Historic Sites, Food, Other) and to write a paragraph about Paris using the information they gathered. The directions explicitly tell students to use research to complete the sheet and to record information they learn from sources.

Students are directed to read an online article ('Christmas in France') and view a video ('Christmas in Paris') as sources of information about holiday traditions. Students answer specific written questions about French Christmas foods, the date, and traditions and complete a Venn diagram comparing Christmas in France and Christmas in America. The activity asks students to use those sources to fill in answers and to list similarities and differences, requiring them to synthesize information from multiple sources.

Students are asked to "look at pictures of Paris fashions online" and to "look at pictures of the Eiffel Tower" before designing fashions or creating an Eiffel Tower pop-up, which requires them to gather visual information about a topic. The Life Application asks students to "look at pictures of Paris today" and "discuss the similarities and differences" between historical and modern Paris, prompting investigation to build knowledge. The lesson's listed skills include "Identify people, events, and places associated with various cultures," which asks students to collect and use information about a topic.

Students are asked to conduct a "Culture Commentary" activity in which they look back at Chapters 1–5 and document examples of French culture, drawing an outline map of France and labeling Paris. Students fill structured sections for information about the time period and city, people (clothing, personalities, jobs), French words or phrases, and traditions or ceremonies, using provided page references or locating the information themselves. Students record their findings on the Student Activity Page, organizing notes and examples that build knowledge about the topic of French culture.

Students are asked to search the Internet for examples of Reader's Theater scripts, select and read a couple, and discuss script format and punctuation. Students reread specified pages from the novel to gather the events of a scene and then write a script based on those events, using published pieces as models. The rubric and activities require at least twenty lines, stage directions, and use of props, which guides students to collect details from the book to create their script.

Students are asked to locate Venezuela on a world map and to read about Venezuela online and view pictures of its people and environment (Activity 1). The Getting Started section directs students to go online to look at pictures of tropical and temperate rain forests. The lesson skills list explicitly includes 'Read expository materials for answers to specific questions' and 'Use text for a variety of functions,' which involve gathering information from texts.

Students are asked to complete a Rain Forest Animals Chart across chapters by classifying animals (Reptiles, Amphibians, Insects, Birds, Mammals, Fish) and describing relationships among them, and they are explicitly encouraged to "look up information about the animal online" if unsure. Activity 2 directs students to locate vocabulary in context, then "record the definition of each word by looking them up in a dictionary" and use each word in a sentence. The chart spans multiple chapters so students accumulate information about rain forest organisms over the course of reading.

Activity 2 directs students to look for a picture of an unfamiliar animal and read about the animal in a book or online to determine where to place it in the tree. The extension asks students to observe a local tree for signs of life and explain how that tree differs from Tepui's favorite tree, which asks students to gather information from direct observation.

Students match scientists' names to the types of animals they study and write the name of an animal that fits each category, using the book as a reference. Students write a paragraph describing which type of animal scientist they would like to be, listing habitats and animals they would study. Students are prompted to prepare four or five interview questions and, if possible, meet with a scientist to learn more about the scientist's job.

Students extract information from Chapter 6 to add animals and relationships to a Rain Forest Animals Chart and record events on a Daily Activities sheet, showing use of text-based information. Students are directed to look up vocabulary words in the book for context clues and to use a dictionary if needed, demonstrating use of source materials to build word knowledge. Students reread a passage and illustrate or describe three examples of "The Law of the Jungle" (from the story or from animals they know) and then compose a short free-verse poem, which requires gathering and using topical examples.

The lesson directs students to "read about leaf cutter ants in a library book or online" as an extension (Activity 3) and provides two web links about leafcutter ants. The Rain Forest Animals Chart activity asks students to add any new animals they learn about, which could prompt gathering information from sources. The Ants on a Log activity has students follow a recipe and then suggests researching the ants' roles and relationship with the fungus to extend the activity.

Students are instructed to select a focus (type of animal scientist) and choose multiple animals to research (six for a field guide, four for a documentary). Organizer pages and prompts require students to record name, habitat layer, food, predators, interesting facts, and relationships with other living things, and directions tell students to look up information in books or online. The skills list explicitly includes using multiple sources (print, technology, experts) to locate answers and producing a final product (field guide or documentary) that demonstrates their gathered knowledge.

The lesson explicitly asks students to "locate several sources of information about a given period or event" and provides two website links for learning about castles. It tells students to read about the Middle Ages in an encyclopedia, library books, or websites and to "use this chart to write what you learn about" categories such as transportation, clothing, homes, government, education, and entertainment. It directs students to refer to factual information they learned as they create a historically accurate comic strip, using illustrations and notes gathered from sources.

Students are asked to view examples of crests "online or in books" and then create crests for Prince Brat and Jemmy using a provided list of colors and symbols and their meanings. The activity directs students to match idioms from the book with their translations and to use each idiom in a new sentence, which requires using the text as an information source. The student activity pages provide explicit materials (lists of colors, symbols, meanings, and idioms) that students use to build knowledge about characters and figurative language.

Activity 4 explicitly asks students to locate Tokyo on a world map and talk about its distance from the United States. The lesson's Skills section includes 'Identify the absolute and relative location of communities (SS),' which directs students to work with location information. The Reactions Chart and other activities require students to recall and connect information from the text, demonstrating some information-gathering practice.