Students read pages iv-v and 1-5 of Weather and Climate, gaining information from a text about weather, climate, and meteorologists. In Activity 1 students are asked to watch the local forecast on television or online and to use web sources (AccuWeather, National Weather Service) to gather multimedia information. Students are prompted to note what the meteorologist mentions about conditions and to analyze the forecast's purpose for specific audiences, then rewrite or present a forecast tailored to an audience.

Students read pages 22–28 in the textbook and fill in vocabulary definitions from that text. They also watch multiple videos (Earth's Atmosphere, Solar Radiation, fronts, barometer), conduct hands-on experiments (Air on the Move bottle experiment; When Warm and Cold Air Meet simulation), build and use an anemometer, and record observations and measurements in a weather journal. Several activities ask students to answer questions about experimental results (the Air on the Move results and the Part 1/Part 2 questions about fronts) and to use charts (wind chill, Beaufort scale) to interpret data.

Students build and use a wet/dry bulb hygrometer to collect experimental humidity data and record temperatures and relative humidity in a weather journal. The materials instruct students to note that their hygrometer reading may differ from the relative humidity reported by a local weather forecaster and give possible reasons for differences. Students are asked to review their weather journal and watch the forecast, and to discuss how humidity affected the weather today.

Students read pages 62–68 in Weather and Climate and answer specific questions about causes of thunderstorms, lightning, tornadoes, and hurricanes. Students are instructed to watch the first 15 minutes and a subsequent 42-minute segment of the video How Does Weather Actually Work? and to complete a weather journal based on observations. Students are asked to research a type of wild weather using books, Internet, YouTube videos, and the Wild Weather Search worksheet that prompts them to record description, causes, results, and survival tips. Students also play the Disaster Master interactive game, which provides facts and survival scenarios in a simulation format.

Students watch multiple videos (e.g., "What Is the Jet Stream?" and several ocean currents videos) and then use written materials (the activity pages, climate descriptions, web text links such as the Air Masses and NOAA pages) to create a world climate map and complete the "My Weather and Climate" page. Students place jet streams, air masses, winds, and climate zone descriptions on their maps using information from both the multimedia links and the printed activity text. Students are asked to show and explain their map to a parent and to answer questions about how jet streams and ocean currents affect weather, which requires using information from the various sources they viewed and read.

Students watch a video ("How Do We Know the Climate Is Changing?"), read pages 75–80 in Weather and Climate and answer comprehension questions, perform a hands-on greenhouse effect experiment and record temperatures, and interact with NASA's Climate Time Machine simulation and record/draw changes in CO2, sea ice, sea level, and temperature. The Climate Time Machine activity explicitly asks students to "Record What You See," label maps, and "Compare and Predict the Future," and the experiment requires students to "Discuss your results with a parent."

Students are instructed to use an atlas or the provided Google Maps link to locate and label the stops the crew makes on their journey (Activity 1). Students review and label a detailed diagram of a sailboat and learn sailing terminology on the "Parts of a Sailboat" page and are told to refer to this diagram as they read the novel (Activity 2). The Life Application asks students to look online for pictures of large sailboats and compare those pictures to their own home, and the lesson includes an image of a sailboat cockpit and a web link to author information.

Students read Chapters 31–35 as the primary text source about the crew and their whale/dolphin sightings. Students are instructed to "research some of the different types of whales and dolphins" and are given web links including NOAA and Getty Images pages and two YouTube encounter videos. Students are asked to use those images/videos and research to create a nautical mobile or origami animals that reflect what the animals "actually look like."

Students are asked to read Chapters 51–60 and to monitor comprehension by restating and summarizing information (Skills section). Students are directed to research Ireland or England using several web links (National Geographic, Britannica, Discover Ireland) and to use those sources to create and write a postcard. The Parent Plan and skills note that students will explore informational materials that are read, heard, and/or viewed and to explore a variety of sources from which information may be attained.

Students watch two short videos ("Types of Maps" and "Map Legend") as part of Activities 1 and 2 and then complete labeling and explanation tasks that draw on what they saw in the videos. Students are also asked to read pages 27–28 in The Geography Book and to create their own map and key, connecting information from the reading to a student-produced product. In Activity 4 (optional) students complete a Photo vs. Map Venn diagram that asks them to list what is unique to a panoramic photo, what is unique to a map, and what is common to both.

Students perform a hands-on experiment (Activity 3) in which they draw continents on an orange, peel it, lay it flat, and are instructed to compare the flattened orange to the map shown on page 19 of The Geography Book. Parents are prompted to have students compare their "Orange You Glad You Have a Map!" page with a printed world map and discuss the process of making maps. The lesson also provides links to virtual globes (e.g., Google Earth) and a world map website that students may consult while creating their balloon globe model.

Students are asked in Activity 4 to complete the "Erosion" page "based on your reading, the demonstration with sand and water, and your own observations," which requires using information from both an experiment and text. In Activity 6 students are instructed to read The Geography Book and watch two videos, then "use the information from The Geography Book and the video to answer these questions," explicitly combining multimedia and text sources. Activity 1 directs students to watch videos about continental drift and then read corresponding pages before completing a map puzzle, giving another instance of comparing information from videos and text.

Students read specific pages in The Geography Book (pp. 31–32, 29–30, 54–55) and then carry out hands-on activities: estimating the height of a nearby object, creating contour/color-coded maps of a potato, and optionally making relief maps. Students are also prompted to look through maps online or in an atlas to notice how cartographers show elevation, and parents are given discussion questions about different kinds of maps.

Students are directed to view a United States resource map via a National Geographic image link and to search online for state resource maps, which requires them to gather information from multimedia (maps/images). Students read the "Things to Know" section and complete text-based activity pages (Natural Resources; Renewable and Non-Renewable Resources) that present written information about resource types. Students are asked to research where resources are found in their state and to represent those findings on a drawn map, combining information from online maps and written sources.

Students read assigned pages in The Geography Book about water sources and complete factual questions from that text. Students watch a short watershed video and use EPA and Nature Conservancy web pages as multimedia sources to identify their watershed and learn protection actions. Students use information from those websites to complete the "My Watershed" and "The Water at Home" activity pages.

Students read assigned pages of Prisoners of Geography (pp. 42-59 and 60-75) as the primary text source. For the Postcard activity, students are instructed to "look up images of the geographical feature or location, and try to find more information about it online," and several web links are provided as additional multimedia resources. Students also use the book as a reference while locating and labeling map features, so they gather information from both the text and online sources during activities.

Students are instructed to watch The City of Ember film and to pay attention to the environment and main characters. Students are asked to write or perform a movie review that describes characters, setting, and plot and discusses how the setting influences the story. Students are also directed to read the related novel (The People of Sparks) and complete vocabulary and comprehension activities tied to the text.

Students read chapters 11–13 about Ember and Sparks and are then directed in Activity 2 to illustrate the two cities and create a Venn diagram comparing them. The activity explicitly tells students to "use the log from Lesson 3 to help you remember some of the new discoveries" and to "also think back to the movie," prompting use of both the text and a multimedia source. The Venn diagram organizer and instructions require students to identify similarities and differences between the two cities, drawing on both reading and the movie.

Students are instructed to first watch the "Rock Cycle" video and then read pp. 90-91 of Dirtmeister before answering questions about the rock cycle and rock formation. Students handle a Rock Science Kit, explore and classify real rock samples, and are told they can use information from the video and the reading as a guide when placing rocks into igneous, metamorphic, or sedimentary categories. The activities also direct students to use the kit brochure and online resources to research a rock's environment and to reflect on what is known versus imagined about that environment.

Students are assigned to read pp. 58-65 of Dirtmeister's Nitty Gritty Planet Earth and answer specific comprehension questions about continental drift, the four layers of the Earth, the lithosphere/asthenosphere, and plate-boundary activity. Students conduct an Igneous Rock Demonstration where they heat and cool materials, record results, and are asked to relate cooling methods to types of igneous rock. Students create 3D models of the Earth showing all four layers and may add tectonic-plate graphics, connecting hands-on modeling to the content of the reading.

Students complete the Igneous Rock Demonstration results and are instructed to "Use the information in today's reading to help you answer the questions," which links their experiment observations to textbook explanations. Students are asked to watch two videos ("Igneous Rocks" and "Igneous Rock Textures") before completing the Igneous Rock Observations chart and may refer to those videos while classifying textures, colors, and cooling locations. Students use the USGS volcano pages (including pictures and sometimes videos) to identify a volcano, make a visual judgment about its type/eruption style, and then check descriptions on the site.

Students are assigned readings (pp. 62, 66–67, 84–89) that explain metamorphic and sedimentary processes and terms like lithification and cementation. Students carry out hands-on activities and an experiment (the bread demonstration and the Cementation Experiment) and record observations and conclusions about how pressure and cementation change sediments. Students are given web links and a slideshow (metamorphic/sedimentary rock pages and a National Geographic erosion/weathering gallery) to view multimedia examples and are prompted to think about those images. Several activity pages instruct students to use the Rock Types chart and today's reading to help identify and describe specimens as they observe them.

Students read specific text pages (pp. 70-71 and pp. 106-107) that define frost wedging, chemical weathering, and the composition of soil. Students perform hands-on investigations including the Drip, Drip, Drip demonstration (sugar-cube simulation of water weathering), the Ice Cold Weathering experiment (charcoal briquettes frozen/dry/wet), a soil-sorting demonstration, and a Weathering Walk to collect observational evidence. The activities require students to make hypotheses, record observations, answer content questions (e.g., What is frost wedging? What is chemical weathering?), and reflect with prompts such as whether water can have the same effect on actual rock structures and whether hypotheses were correct.

Students research the planet Mars using provided web links (NASA and ESA) in Activity 3 and record facts in their journals before reading the science fiction story "Follow the Water." Students also read two short stories (fantasy and science fiction) and collect descriptive phrases about the environments in Activity 4, then produce related creative work (acrostic poem, painting/sketch) based on their reading. These tasks show students gather information from multimedia/web sources and from reading texts on the same topic (Mars/environment).

Students read the short story "The Dog of Pompeii" (link provided) as a text source. Students simulate an erupting volcano and are prompted to turn the simulation into a hypothesis-driven experiment using the Volcano Experiment Sheet (Question, Hypothesis, Procedure, Results, Conclusion). Students are asked to research Pompeii using linked multimedia sources (National Geographic Kids, HISTORY.com) and a linked video about irony, providing opportunities to gather information from videos and web pages.

Students read the short story and are asked to read a poem excerpt of Rip Van Winkle and explicitly consider how the poem is different from the story, answering how they are similar and different. Students locate pictures and information about the Catskill Mountains online and record words and phrases the author uses to describe the setting, and an image of the Catskills is provided for observation. Students research encyclopedia information (Option 2) and write trivia questions, which requires gathering information from non-text sources.

Students are directed to examine the map at the beginning of A History of US and the accompanying left-hand page text to answer Question #1, explicitly using map graphics and the listed production ratio (e.g., Union had 10 times the factory production). The lesson explains how to interpret the map's ratios and asks students to use both the visual map and the written pages (162-163 and 9-22) to describe occupations and economic differences in Questions #2 and #3. In Activity 2 students use numeric population data and a U.S. map to place dots representing population, and in Activity 3 students revisit the map and text to create travel brochures that synthesize visual and written information about the North and South.

Students are asked to watch a specific video ("The Life of an Enslaved Person") and to read chapters from A History of US and WPA slave narratives while recording important information on activity pages and a KWL chart. Activity 2 explicitly instructs students to "consider how reading about the past from a primary source is different from reading about the past from a secondary source." The Wrapping Up section asks students to discuss how secondary source readings differed from the slave narratives.

Students plan and produce a documentary film (Option 2) that requires selecting still images or live-action video and writing narration, and students create a museum exhibit (Option 1) that combines visual/interactive elements with written exhibit cards. Students are asked to review written materials, timelines, and the unit's "Things to Know" sections and to use books and activity pages as sources of information. Students also take a written unit test and complete written exhibit cards that summarize information about Civil War topics.

Students read pages 21–40 of Bull Run, engaging with a text about the Civil War. Students are directed to locate and view propaganda posters via provided web links and to design their own Civil War propaganda poster, including consideration of how posters would influence characters from the book. Parent notes ask students to explain the message the poster conveys and how it would influence the reader's thinking, tying poster content to the book's characters and themes.

Students read Chapter 1 (pages 8-13) of Explore Forces and Motion to learn definitions and concepts about forces. Students carry out hands-on investigations: the "Book Buddies" friction experiment and the "Building Bridges" bridge-building activity, and they complete a Force Scavenger Hunt to find examples at home. Students are also directed to watch a video titled "What Would Happen if Friction Stopped Working?", providing a multimedia source about friction.

Students are instructed to read Chapter 2 (pages 19–25) and answer text-based questions about mass, weight, and the Moon's orbit. Students perform hands-on experiments (drop tests, parachute construction, bucket and weightless water experiments) and are prompted to watch specific videos ("Danger: Falling Objects!", slow-motion recordings, and other web clips) and then answer conclusion questions that refer to what they learned in the videos. Several activities explicitly ask students to use information from the book (e.g., "What Is Happening?" p.17 and p.31) to explain experimental results and to answer conclusion prompts after viewing video footage.

Students read Chapter 3 and answer comprehension questions about Newton's laws, and they watch a linked video as part of the reading-and-questions section. Students create a poster that may draw on the book, the video, and other resources, and the poster directions explicitly tell students to use the book, the video, and other resources for ideas. Students conduct hands-on experiments (Force Experiment Options 1 or 2) and play marble activities that require them to observe and record phenomena, graph results, and write conclusions about force and mass.

Students read Chapter 4 and specific web sections about measuring and comparing magnetism. Students perform a hands-on experiment (hypothesis, procedure, predictions, results, conclusions) testing neodymium vs. marble magnet strength. Students watch two videos about drawing magnetic field lines and then use a compass to map and draw field lines for their magnets.

Students read Chapter 6 and read web-page descriptions (and are offered an optional short video) before answering content questions, showing that they gather information from text and multimedia. Students perform hands-on experiments at stations for each simple machine (inclined plane, wedge, screw, lever, wheel and axle, pulley). One station explicitly asks students to "Use a screw to hold two objects together. Then use a nail to hold two objects together. Compare the results," which has students compare outcomes of experimental procedures.

Students are instructed to review both the "Reading and Questions" pages and the activity pages from demonstrations and experiments they completed, and to use the Unit Review Sheet to compile information from readings. Students perform demonstrations and experiments, plan and run five hands-on stations (gathering materials, writing procedures), and may consult provided web links for additional multimedia demonstrations. When creating station cards, students can write a "Takeaway" that explains what visitors should have seen and how the demonstration relates to the topic, linking the hands-on activity to conceptual explanations from the text.

Students read Chapters 5 and 6 about Einstein and complete comprehension tasks from the text. Students watch two specified videos (Activity 4), take notes, and write a video summary (Activity 5). Students conduct a hands-on light refraction demonstration (Activity 2) and answer observation questions. A discussion prompt explicitly asks students to compare how the book and the video cover Einstein's "miracle year."

Students are directed to look up an encyclopedia entry on Albert Einstein, read it, and compare its style and content to the biography they are reading and the videos they watched (Activity 2: Forms of Media). Students answer specific questions about how the video medium differs from the encyclopedia entry and the biography, which medium produced the greatest emotional response, and which medium they prefer. Students must explain to a parent how the three sources each contributed to their understanding and describe the benefits and limitations of each source.

Students read Chapters 11 and 12 and answer comprehension questions that require extracting factual information about Einstein, the war, and his reactions. Students watch a biography video and are instructed to record at least three statements that are facts and two that are opinions from the video. Students are directed to an online interactive quiz about E=mc² that engages them with a multimedia simulation of the concept.

Students read Where Poppies Grow (text) and are asked directly to compare photographs from the book to written descriptions: the "Life in the Trenches" activity asks, "Do the photographs give you a better sense of what the trenches were like than written descriptions do? Why?" The parent guidance explicitly prompts students to consider whether the photographs were primary or secondary sources and to discuss how visual images and written descriptions provide different kinds of information. The activities require students to analyze images and write explanations about what the photos reveal that text alone might not.

Students read chapters from a textbook and Roosevelt's December 8, 1941 speech (text sources). Students are given optional multimedia links to listen to a recorded excerpt of Roosevelt's speech at the National Archives and to hear Library of Congress 'Man on the Street' audio interviews, and they analyze World War II posters (visual multimedia) and create their own.

Students choose activities that involve multimedia sources (a referenced movie in the Anne Frank square and an "Online Holocaust Museum Center" square) and perform performative/visual tasks (act out a scene, construct a diorama based on a movie or book). Students also read the novel "Number the Stars" and complete a comprehension test on it, so students engage with both text-based and multimedia/visual activities about the same historical topics.

Students are directed to read pages 4–11 of the book and then watch a video, with explicit instruction to "read... and then watch the following video. Answer these questions." Students also perform an experiment (electrolysis of water) and hands-on modeling of compounds using clay and toothpicks, providing firsthand experimental and model-based information about elements and compounds.

Students are instructed to watch a video overview and then read specific textbook pages about metals and answer questions. Students perform hands-on investigations (Investigating Three Metals, Neodymium and Zirconium demonstrations) and record observations about color, luster, malleability, heaviness, and magnetism. Students use collected data to complete a Venn diagram and are told to use what they learned and the video to fill out the "Metals" column of a comparison chart. The activities require students to gather information from experiments, multimedia, and text and record that information.

Students perform a hands-on experiment with Silly Putty (Activity 1) where they record observations for room-temperature, frozen, and heated conditions. The activity directs students to read specific pages in the text (pages 41-49 and inset pages) and to read the "Curious Minds Want to Know" section on page 46 to explain the experiment results. Activity 2 asks students to fill in a "Metals, Metalloids, and Nonmetals" activity page using what they have learned and to refer to the "Metalloids" section of a linked video as needed.

Students are asked to watch a video and then read two passages ('Don't Be Dense' and 'A Density Riddle') and answer comprehension questions, providing explicit multimedia and text sources. Students conduct hands-on experiments (Density Demonstration and Will It Float?) and record observations and analyses, giving them experimental data to compare with written information. Students also create a physical presentation (Density Riddle) that connects conceptual explanations of density and weight with real objects, linking hands-on experience and explanatory text.

Students are instructed to read an article (plus pages in Fizz, Bubble, and Flash!) and answer specific reading questions about conductivity and elements. Students perform hands-on experiments in Activity 1 (It's Electric!) and Activity 2 (Feel the Heat), recording observations and drawing conclusions about which materials conduct electricity and heat. A video link about superconductors is provided in the Wrapping Up section as an additional multimedia source for students to watch.

Students read textbook sections about sodium and calcium (pages 17, 20, 26, 29) and answer comprehension questions tied to that text. Students design and carry out experiments (Cold Salt, Hot & Cold Salt, and a Hardening Water demonstration), record procedures, observations, and draw conclusions on provided activity pages. Students discuss and answer prompts about what they discovered about sodium and calcium compounds and review definitions of solubility and hard water.

Students perform hands-on experiments on four mystery elements, observing properties (state, color, luster, heaviness) and testing magnetism, malleability, heat conduction, and electrical conduction. Students are instructed to analyze findings by comparing test results and observations with information gathered throughout the unit and to use Activity 5 resources to assist. Students are given an interactive periodic table link (a multimedia source) to research element properties and are asked to use those resources to help identify elements. The rubric and activity require students to explain their reasoning behind classifications and identifications, prompting them to relate experimental data to textual and multimedia information.

The lesson has students read Chapters 6–8 that describe a spring in the story and provides an "Investigating Groundwater" hands-on simulation with materials and observation prompts about how groundwater moves. The lesson also links to a groundwater video and asks students to watch a musical explanation of groundwater and its importance. Parent/teacher prompts ask the adult to ask the child to explain what is happening beneath the surface when it rains and to discuss that the spring the Tucks drank is a source of groundwater. The wrapping-up prompts ask students to describe natural cycles (including the water cycle) and to discuss how the book's fantasy elements go against those cycles.

Students are asked to watch the Disney movie Tuck Everlasting and then "record three ways the movie differed from the book" and "three things you would have done differently if you had made the movie." The lesson also prompts students to consider "How similar do you think the movie will be to the book?" before viewing. The Parent Plan skills explicitly include explaining similarities and differences between a play and a film based on the same story line.

Students are instructed to read pp. 4-7 of Nobody Gonna Turn Me 'Round and then watch at least two minutes of a video showing images of racial segregation, and then answer guided questions. Question #1 asks students to interpret a painting from the book, and Question #3 expects students to cite places mentioned in both the reading and the video (the answer notes that the video shows water fountains, waiting rooms, swimming pools, and movie theaters). The Reading and Questions sequence thus requires students to use information from a text and from a multimedia source to respond to prompts.

Students are assigned to read Nobody Gonna Turn Me 'Round (pages 24-31 and 34-35), which provides textual descriptions of sit-ins and Freedom Rides. Students also participate in a simulation-style activity (Activity 2) where they practice remaining still and resisting reactions while a partner tries to make them laugh, which gives experiential insight into protesters' self-control. Reflection prompts ask students to imagine what it might have been like for protesters to remain calm when jeered at, linking the experience to the historical accounts they read.

Students read a designated text (Nobody Gonna Turn Me 'Round, pages 44–55) about Freedom Summer and answer comprehension questions. Students conduct an interview with an adult about voting, either recording audio (a multimedia source) or taking notes, and then listen to or review that interview when completing Activity 2. Activity 2 asks students to draw on both the interviewee's words and what they learned from the reading to create a magazine advertisement encouraging people to vote.

Students are directed to identify and record multiple source types (books, internet sites, sound recordings, video, photographs) on the "Research Sources" pages. In Option 1, students conduct and listen to an oral history interview and then complete a "Post-Interview Field Notes" page that asks them to summarize important topics and reflect on the interview. The Research Notes activity asks students to read sources to answer research questions and to record which source provided each piece of information (e.g., "Source #5, pages 26-27").

The reflection journal prompt explicitly asks students to compare oral history interviews to books and other sources, including what interviews reveal that books do not and which they find more enjoyable. The podcast and listening-station options require students to use interview audio alongside their unit readings, asking them to incorporate material from readings into a multimedia product.

Students watch a multimedia video about the Civil Rights Movement (Activity 2) and are instructed to record a three- or four-sentence journal response describing what they learned and how the video made them feel, guided by specific questions. Students read chapters 1–4 of Roll of Thunder, Hear My Cry and complete a "Recognizing Discrimination" graphic organizer that asks them to record who was involved, what happened, and how each event is an example of discrimination. The parent notes explicitly link the video to understanding what the family in the novel experienced, indicating students engage with both the text and a multimedia source on the same topic.

Students are asked to read Chapter 5 (text) about Cassie's experience with discrimination and are also instructed to watch linked videos about Jim Crow laws and discuss them with a parent. The Parent Plan lists a skill to "Connect and clarify main ideas by identifying their relationships to other sources and related topics," which encourages relating the reading to other materials. Activity 2 explicitly directs students to "watch this video with a parent and discuss this horrible time in American history," providing a multimedia source on the same topic as the text.

The lesson provides a multimedia source—a linked video titled "Sharecropping in the American South"—and instructs students to watch it and attend to images and body language. The lesson also supplies substantial written text about sharecropping (definitions, historical context, and consequences) and asks students to create a diagram or find an image and write a quote explaining the sharecropping system. The wrap-up asks students to explain the system of sharecropping to a sibling or parent using their diagram or picture and quote, which can draw on both video and written information.

Slide 2 explicitly asks students to "Provide examples of discrimination that currently exist in the community" and notes these examples "can be based on what you learned from the story as well as what you learned about the Jim Crow laws and other related video and text presented in the unit." The parent plan and skills list ask students to "Support opinions with detailed evidence and with visual or media displays that use appropriate technology," indicating students will use multimedia and texts to gather content for their presentations. The presentation rubric and organizer require students to integrate visuals and media that "support the ideas presented in the speech," which encourages use of information from multiple source types.

Students read specified pages in Kitchen Chemistry and watch the "Atoms: Protons, Neutrons, Electrons" video. They are instructed to "review the two types of atom models you learned about (the one shown in the video and the 'cloud' model)" and then create and explain an atomic model. The Parent Plan explicitly prompts discussion: "What are some pros and cons of the two atom models you learned about?" which directs students to compare the models shown in multimedia with those described in the text.

Students read pages 22–28 of Kitchen Chemistry and answer conceptual questions about mixtures and compounds. Students build gumdrop-and-toothpick models and are prompted to place their salt and water models side-by-side and consult p. 23 of the book to decide whether the combination is a mixture or a compound. Students perform hands-on experiments (Metal Sandbox and Metal-Free Sandbox), record observations (magnetism, dissolving, separability), and answer questions explaining how the demonstration shows the original combination was a mixture rather than a compound.

Students read specific chapters in Kitchen Chemistry and use that text to complete tables and activity pages about states of matter and phase changes (Activities 1 and 3). Students perform and/or observe hands-on investigations: they tear and burn paper to distinguish physical vs chemical changes (Activity 2) and carry out the "Crush a Can" experiment (Activity 4). An optional extension provides links to multimedia/video of the Pitch Drop Experiment for students to view.

Students are assigned specific textbook reading (pages 35–37 and 40–41) and comprehension questions about acids, bases, pH, and products of reactions. Students collect 6–10 household items, predict their pH based on prior knowledge or the chart, test each item with pH strips or litmus paper, record actual pH, and are asked to "try to explain the pH results and whether they were surprising." Students use the Valence card game as a hands-on simulation to rearrange atoms and model acid/base reactions (e.g., baking soda + vinegar -> water + carbon dioxide + sodium acetate).

Students read specific pages in Prisoners of Geography for the United States and Canada (pp. 24–31 and pp. 32–33) and answer text-based comprehension questions. Students are also directed to "Watch this video about Mexico" and answer questions about the video's content. In Activity 4 students are asked to look up images and information online about a geographical feature for a postcard, bringing in multimedia/web sources in addition to the book.

Students read Prisoners of Geography (pp. 64–69) and answer comprehension questions about South America's isolation, coastal cities, and European exploration. Students also watch assigned videos about Central America and the Caribbean and answer specific questions about island chains, explorers, and historical crops. These separate reading and video activities give students content from both text and multimedia on the same regional topics.

Students read the nonfiction book What Was the Great Depression (pp. 1–81) and are instructed to look through the pictures at the back of the book. Students are given web links to primary-source photo collections (Library of Congress, PBS) and directed to choose images that correspond to first-hand accounts for a Great Depression photo journal. Students must paste images next to two selected firsthand accounts, credit the sources, and create a journal that pairs text-based accounts with photographic evidence. A guided discussion question explicitly asks how the photos (primary sources) and the book (a secondary source) were both useful in understanding the time period.

Activity 2 directs students to read pages 82–89 of What Was the Great Depression? and to view linked Dust Bowl photos and video clips. Students are instructed to record interesting quotes from the videos in their journals and then make a poster titled "The Dust Bowl" that includes a printed or drawn photo and the recorded quotes. The lesson thus has students gather information from both a written text and multimedia sources about the Dust Bowl.

Students are directed to listen to two recorded interviews (multimedia) about life in FSA camps via provided web links and descriptions. Students are then asked to examine listed reasons workers might strike and to record information from the book that could support those reasons, summarizing examples and providing page numbers. The activity asks students to use the "On Strike!" graphic organizer to record examples from the text that describe reasons for striking.

Students create and listen to movie trailers and are asked to focus on the words in the trailer, providing an opportunity to gather information from a multimedia source. Students write and perform readers' theatre and are prompted to explain differences between a novel and a play and how dramatic interpretations are similar to and different from the text. The parent prompts and skill list explicitly direct students to analyze similarities and differences between the original text and its dramatic adaptation.

Students read specified pages in The Basics of Cell Life and answer comprehension questions about cell discovery and prokaryotic cells. Students perform an experiment using a microscope to observe plant slides at three magnification levels, complete the "Ready for Close Ups!" activity page by drawing/labeling what they see with the naked eye and at two magnifications, and share explanations about whether slides were clear at different magnifications.

Students read pages 8–13 of a text about cells and answer content questions; they make and observe cheek cell slides and examine paramecium slides under a microscope. Students are directed to watch a video of live paramecia and to use a web diagram and the printed cell diagram as references. The Be Cheeky! conclusions question asks students to compare which organelles from the animal cell diagram are clearly visible in their cheek cells, and the Cheek Cell and Paramecium organizer plus the presentation/report options require students to list facts, similarities, and differences based on their observations and other resources.

Students read pages 14-15 of The Basics of Cell Life and answer specific questions that compare plant and animal cells (Questions 1–3). Students use web-based diagrams and image links (Plant Cell Diagram, 3D Plant Cell Diagram, Example Materials) when labeling or drawing a plant cell. Students build a 3D model and are asked in the wrap-up to explain how their 3D model and the two-dimensional diagram are similar and different.

Students read informational text about grasslands and planktonic/benthic habitats and watch a short video on biotic and abiotic factors, then answer text-based questions. Students design and carry out an experiment manipulating abiotic factors for brine shrimp, record daily results, draw conclusions, and share findings with a parent. Students also use readings and habitat images as references when labeling ecosystem diagrams and identifying biotic/abiotic components.

Students are asked to reread p. 6 of a text and then explore an interactive bacteria model before answering the question, "What are some important similarities and differences between prokaryotic and eukaryotic cells?" which requires synthesizing information from a text and a simulation. Students are instructed to watch a classification video and read a webpage and then answer questions after using both multimedia and text sources. Students create a 3D prokaryotic cell using materials from a prior 3D plant cell activity and are asked to explain how it is different from the earlier model, which has them compare information gained from modeling (a hands-on/multimedia activity) with prior text-based learning.

Students use a microscope to examine fungi cells and are instructed to "make a sketch of the fungi cells and write notes about anything you notice that is similar to or different from the more familiar plant kingdom cells," which requires comparing an experimental observation to prior knowledge. Students are directed to gather sketches from earlier lessons (animal, plant, protist) and "create a poster modeled on a Venn diagram, showing how the four kingdoms are similar to and different from one another on a cellular level," which asks them to synthesize observational and recorded (text/lesson) information. The materials also ask students to review "Things to Know" and "Reading and Questions" sections and to consult the book or Internet if unsure, providing text-based sources to compare with their observations.

Students read poems about reptiles and amphibians including "The Chameleon" and identify camouflage and related imagery in text. Students may choose Option 2 of the Camouflage activity to design and carry out an experiment (punching and picking up black and white dots), write a hypothesis, record results, and answer a conclusion prompt. The experiment page explicitly asks a follow-up question: "What does this experiment reinforce about animal camouflage?", prompting students to connect experimental results to the concept.

Students are assigned to read DKfindout! Maya, Incas and Aztecs pp. 4-11 and answer comprehension questions based on that text. Students are also instructed to watch a linked video titled "Maya, Aztec, and Incan Societies" for a more in-depth overview. An optional interactive PBS map link is provided as an additional multimedia source students can explore.

Students are assigned specific pages to read (pp. 38-43 and 46-47 of DKfindout! Maya, Incas, and Aztecs) and are instructed to "watch this video about Mesoamerican codices" (a linked YouTube video). Students are told to study images from both the book and the video (compare codex images on page 5 and 13 with the video) and then create their own codex using those sources and to explain the story it tells to a parent or friend. The activity directions explicitly connect a multimedia source (video) and a text source and ask students to use both when producing their codex.

Students are assigned reading (pp. 36-37 and pp. 52-53) and answer comprehension questions about archaeologists and the conquest of the Aztec and Inca. Students watch two videos about the Spanish colonization (Activity 2) and are instructed to take notes and then write two paragraphs summarizing the fall of the Aztec and Incan Empires (Activity 3). Students also research an Incan artifact using books or online sources (Activity 5), engaging with both text- and multimedia-based resources.

The lesson directs students to read Secret of the Andes beginning the next day and provides a linked video titled "Environmental and Cultural Influence of the Andes" with instructions to "Watch this video to learn more about the environment and the people of the Andes Mountains." The "Ideas to Think About" prompt asks how location, landform, and climate have influenced Andes cultures, establishing a common topic that both the text and the video address. The map activity asks students to draw and label the Andes and shade affected countries, giving students geographic information that could be compared with content in the reading and video.

Students read pages 8–9 of Ancient Civilizations to learn about artifacts and archaeological methods. Students can complete a simulated online dig (Option 2) using interactive websites and document three artifacts on the Analyzing Artifacts pages. The lesson also recommends watching documentary videos about archaeology and provides links, and students complete a hands-on dig option that functions like an experiment/simulation with mapping and artifact recording.

Students perform a hands-on simulation of cuneiform writing (Activity 4) by copying examples from the book onto clay or making their own symbols, and students complete multiple reading-based tasks (pre-reading, reading summaries, map/timeline activities) that provide textual information about Mesopotamia. The unit also lists and recommends multimedia resources and videos (e.g., a National Geographic video link in Activity 8 and video links for learning cuneiform) that students may consult while researching or creating their poster.

Students are asked to look at images of ancient Egyptian paintings (Activity 4) and to notice stylistic differences, with a web slideshow linked for additional visual examples. The Life Application directs students to visit an art museum and to compare ancient Egyptian representations of the human form with portraits and paintings from other times and places while bringing their copy of the textbook for reference. The Geography activity and linked online map ask students to consult a multimedia map alongside the text to locate cities and regions mentioned in the reading.

Students read a text selection (pages 14-17 of Ancient Civilizations) about Egyptian religion and myths. Students are directed to view online resources including a YouTube "Egyptian Creation Myth" video and multiple web pages with images and descriptions of gods (BBC gallery, Mythopedia, Rick Riordan site). Students are instructed to read at least two myths from online sources and then choose one to focus on for retelling or creating a picture book.

Students are directed to re-read pages 14-15 of the textbook and to use multiple web links (PBS "A Day in the Life", ancient.eu Nile page, hieroglyphic typewriter, British Museum archivess) as sources for activities. In Activity 3 students are instructed to refer to the textbook, the web links, and other resources as they fill in tables comparing work, tools, natural resources, and status for different groups. Activity 1 and Activity 2 explicitly ask students to consult a web page or interactive tool in addition to the reading when recording information or creating hieroglyphics.

Students are asked to explore websites, educational videos, and other online resources for the web-based tour option and to record notes on the provided "Web-based Review Pages." The web-tour activity instructs students to identify three websites for Mesopotamia and three for Egypt, write short descriptions of what visitors will learn, and choose sites that include interactive features such as games or simulations. The Life Application asks students, with a parent, to compare what they learned about archaeology and ancient peoples to a fictional movie depiction, prompting a comparison between multimedia (film) and their unit learning.

Students are asked to read Chapter 1 and watch a linked video and then answer questions that draw on those sources (e.g., Question #3 asks for an example from the chapter or the video). Students carry out hands-on investigations (Surface Tension Investigation and The Pepper Problem), collect data across trials, and compare experimental results (PART 3 asks students to compare drops with and without soap). Students build and use molecular models (drawn or physical) to explain observations from experiments and multimedia.

Students are assigned to read Chapter 3 in Water: The Story of the Hydrosphere and answer content questions, and they watch a demonstration video in Activity 1 and carry out a hands-on food-coloring experiment in Activity 2. In Activity 3 and the Wrapping Up discussion, students are prompted to connect what they observed in the cup experiment to large-scale ocean behavior (e.g., "How is what you observed in the cup experiment similar to what happens in the ocean?"). The activities ask students to develop models and answer questions that link observations from video/experiment to the textual explanations about thermohaline circulation, upwelling, and temperature/density effects.

Students read Chapter 4 of Water: The Story of the Hydrosphere and answer text-based questions about groundwater, aquifers, and protecting resources. Students build and observe a physical water-table model (an experiment/simulation) and use observations to label parts (water table, zone of saturation, permeable/impermeable layers) and answer questions about gravity and the Sun's role. In Activity 2, students watch a video about water sources, pause to answer video questions, then read an article and analyze a chart about freshwater withdrawals and crop water use. Students complete written activity pages that require using both model observations and multimedia (video/chart/article) to respond to prompts.

Students are assigned to read Chapter 5 in Water: The Story of the Hydrosphere and answer text-based questions. Students are provided multimedia/video links (YouTube links about Asian Carp, Zebra Mussels, and oil spills) for research and are asked to use those resources. Students participate in a simulation game ("A Day in the Life of an Estuary") and build models (food chains/food webs) and then are prompted to make claims and construct explanations based on their models and game outcomes.

Students read Chapter 6 of Water: The Story of the Hydrosphere and answer text-based comprehension questions about evaporation, infiltration, and the roles of the Sun and gravity. Students watch a water-cycle video and complete a video activity page that asks them to explain evaporation, condensation, precipitation, and how the Sun and gravity drive the cycle. Students build a Ziplock-bag model, observe evaporation/condensation/precipitation, manipulate a condition (more sun, warmer water, tilt) to speed the cycle, and answer questions including "How is your bag similar to the real water cycle on Earth?"

Students read Chapter 8 and answer text-based comprehension questions about hypoxia, runoff, and how pollution moves through water systems. Students watch a video about modern farming and answer guided questions, and they analyze graphs relating temperature, pollutants, and dissolved oxygen. Students conduct an experiment modeling agricultural runoff (three cups) and record observations, then use evidence from graphs, the investigation, and the video to explain impacts on water quality.

Students read Chapter 9 and answer content questions about chlorination, wastewater treatment, and how engineers and citizens protect freshwater. Students carry out hands‑on investigations (Water Filtration Challenge, Water Quality Experiment, The Great Leak Investigation) in which they observe, record, and analyze experimental results such as sedimentation, filter effectiveness, and differences between tap and distilled water. Activity pages prompt students to reflect on observations and draw conclusions about water treatment and quality, and the skills list includes constructing explanations based on evidence from investigations.

Students collect and observe a water sample and record observations (an experiment/field observation). Students also use online resources (Google Image Search, the provided Review Page link) and written unit materials to research organisms and background information. Students create models (ecosystem drawing, food web) and present findings, which requires integrating observational data with researched information.

Students are assigned to read pages 238-245 in Geography of the World and answer specific comprehension questions, providing a text-based foundation about central east Africa. Students are directed to consult additional multimedia resources (for example, a National Geographic for Kids video about mountain gorillas and several web links including a YouTube video on anti-malaria bed nets) during research for the poster/brochure activities. Students gather information from both the assigned reading and online videos/sites as they create brochures, posters, and a 2-minute public service announcement that incorporate facts about landscapes, wildlife, and regional issues.

Students are given an option to create a news broadcast (radio or television) and are prompted to use audio/video recording equipment and visual images, requiring them to gather information from multimedia sources. Students are instructed to research each country using the Internet and Geography of the World and to create citations for those sources, so they will gather information from written texts as well. The lesson explicitly tells students to "think about how broadcast news stories sound and notice how they present information differently than a printed story," prompting students to attend to differences in presentation between multimedia and print.

Students read Chapter 1 of Air: The Story of the Atmosphere and answer comprehension questions that state claims from the text (e.g., air has mass and takes up space; the atmosphere interacts with other Earth systems). Students carry out the hands-on 'Air Takes Up Space' investigation, record observations (bubbles, water displacement), and complete explanations linking those observations to the idea that air is matter. Activity 2 explicitly asks students to 'use what you learned in Activity 1 and in your reading' when creating diagrams and answering questions about how the atmosphere works as a system.

Students read Chapter 2 of Air: The Story of the Atmosphere and complete activities that require them to extract facts (e.g., layer names, altitudes, temperature patterns, and where phenomena occur). The lesson includes an optional multimedia resource—a linked video ("What are weather balloons?") and suggestions to find launch videos or attend launches—so students can obtain information from video sources as well as from the text. Activities ask students to use evidence from Chapter 2 to justify placements in the Layer Sorting Challenge and to record features and temperature patterns on their models.

Students are instructed to "Read about air pressure in Chapter 3... Then watch the following video" and to "Use the reading and video to answer the following questions," which directs them to gather information from both text and multimedia. Question #3 explicitly asks students to answer "According to the video...," requiring extraction of video-specific information. Students also perform a hands-on collapsing-can experiment and record observations and explanations that connect experimental results to atmospheric concepts.

Students are assigned to read Chapter 4 of Air: The Story of the Atmosphere as a text source. Students conduct a hands-on Surface Heating & Albedo Investigation, measuring temperature changes on black paper, white paper, and aluminum foil and answering analysis and conclusion questions using absorption/reflection vocabulary. Students use online multimedia maps (NASA, National Geographic, geology.com) to identify surface types, build a colored world map, choose six locations, and determine energy levels based on surface type and latitude.

Students are asked to read Chapter 5 and answer content questions, and separately to watch a video and answer video-specific questions (e.g., the video question set asking for examples of conduction, convection, and radiation). In Activity 3 students complete an experiment with bottles and balloons and are explicitly prompted to "Reread the section in the book" and explain how the book's explanation accounts for their experimental observations. The Convection and Sea Breeze activities ask students to connect observations or a video model to concepts from the text (e.g., Part 4: "Explain how energy from the Sun leads to air movement…Use the words radiation, conduction, and convection").

Students read Chapter 6 in Air: The Story of the Atmosphere and answer specific comprehension questions about wind formation, uneven heating, and the jet stream. Students build and use hands-on models in Activity 1 (Tracking the Winds of the World) and Activity 2 (The Coriolis Effect) to draw wind paths, create a rotating-paper demonstration, and observe how motion changes on a rotating surface. The activities include "Think About" and "Questions to Ponder" prompts that ask students to use what they learned from the activities to explain wind curvature and connections to weather.

Students watch a video about weather fronts (Activity 1) and then use that multimedia information to complete the Weather Front Investigation map activity. Students perform a hands-on experiment (Snowstorm in a Jar, Activity 4) and are asked to explain how the experiment models a real snowstorm and to describe similarities. Students also use an interactive website to analyze historic snowfall data (Activity 3) and read Chapter 7 and case studies (Activity 2) about tornadoes and hurricanes, providing multiple sources of information (text, video, experiment, interactive data).

Students read Chapter 8 of the text about atmospheric change and greenhouse gases and they carry out an experiment collecting particulate matter on agar dishes. Students also analyze climate graphs (CO2 and temperature) and respond to prompts that ask them to connect data to human activities and to use evidence to explain atmospheric changes. The lesson provides web links and asks students to evaluate real-world actions (multimedia sources) when designing solutions.

Students read the first four chapters and take on the role of a Cultural Commentator, recording what they learn about customs, homes, clothing, beliefs, food, and other cultural elements in a journal. After completing the journal, students are instructed to peruse two web links about Mozambique for about ten minutes to "learn even more." Students are then asked to use information from the novel and possibly the links to complete projects (a Mozambique Quilt or Mozambique Trivia) that require gathering cultural and geographic details.

Students are asked to read Chapters 5–7 and then "take on the role of Investigator" to dig up background information related to the book, and to record the information in a journal. The Investigator prompt explicitly lists pictures, objects, or materials that illustrate elements of the book as allowable sources of information. Students are directed to gather four or five bits of information from these background sources and may use that information to support other class tasks (trivia or a quilt).

Students complete a "Written and Non-Written Sources" activity where they brainstorm written sources versus non-written sources (artifacts, buildings, oral tradition) and answer questions about what each reveals. Students gather information from multimedia news sources (newspapers, radio, television, Internet) in Activity 3 and fill out a Current Events Report that asks them to summarize and reflect on what they learned. The lesson provides specific web links (e.g., CNN, NPR, BBC) that include multimedia (video and audio) for students to use as information sources.

Students are required to read specific pages in Geography of the World (pages 258-261) about Australia and Papua New Guinea and to use online resources (e.g., embassy PDF, Parliamentary Education Office links, government websites) for research. Students are instructed to gather information from those online sources for activities such as the Government of Australia Venn diagram, the Reporter's Notebook on Aboriginal Rights (Option 2), and creating a radio advertisement or poster about the Australian economy, which may involve multimedia materials.

Students are assigned to read pages 264–265 in Geography of the World about life in the Pacific Islands. Students are directed to conduct research on a Galápagos animal using online resources (Galapagos Conservancy, San Diego Zoo, National Geographic Kids) and a Khan Academy link about Darwin and evolution. Students are also asked to find and summarize a current news item about Oceania using newspapers, websites, or other news sources.

Students read specific textbook pages (Geography of the World, pp. 266-269) about the Arctic and Antarctica. Students are directed to optional multimedia resources (a YouTube video, interactive games on Discovering Antarctica, the British Antarctic Survey site, and other web links) and encouraged to use "other research sources" for Activity 1. The Current Events Journal requires students to find a news item about Antarctica and write a brief summary and reaction, which involves gathering information from a multimedia/news source in addition to the textbook.

Students read Chapter 1 Parts I and II about isostasy, continental drift, and sea-floor spreading and then carry out hands-on activities: an isostasy demonstration where they draw and describe how a block rises as ice melts, and a sea-floor spreading model (paper or shoebox) where they assemble and observe spreading patterns. The student activity pages ask students to record observations, describe how much of the block is underwater before and after melting, and answer guided questions linking model parts (e.g., Slit B = mid-ocean ridge) to concepts from the reading. The Parent Plan prompts require students to explain how the demonstration/model relates to the textual ideas (for example, how crust responds during and after an ice age or why rocks nearer the ridge are younger).

Students read Chapter 1 - Part III about plate interactions and answer comprehension questions based on that text. Students use multimedia resources (a USGS plate map and the "Mountain Maker, Earth Shaker" interactive) and are instructed to follow the interactive to learn how each boundary behaves. Students perform hands-on experiments (clay models and the "Make a Mountain" activity) and are asked to explain how their model shows mountain formation and to use the interactive or the chapter descriptions to check or evaluate their work.

Students read Chapter 2 (Parts I and II) about rocks and minerals and answer text-based comprehension questions. Students view a rock-cycle image online and label transformations (heat/pressure, weathering/erosion, melting/cooling) on a diagram. Students perform hands-on investigations (a neighborhood rock walk, collecting 3–7 samples) and use online identification keys and guided activity pages to test properties (hardness, streak, luster) and record observations.

The lesson directs students to read Chapter 3 in Earth: The Story of the Lithosphere and to watch a NOVA video on seismographs, plus an IRIS animation, and tells students to use those resources to answer questions about focus/epicenter and P- and S-waves. Activities ask students to research hazards using web links and to design a seismograph using ideas from online models and the reading/video. The wrapping up and parent discussion prompts encourage students to share findings and explain or demonstrate how their model works after consulting multiple sources.

Students read Chapter 5 in Earth: The Story of the Lithosphere and review definitions and web resources about geologic time and rock layers. Students carry out a hands-on or described simulation by creating a rock-layer model (Activity 1) and are asked to share and explain the model to a parent. The lesson provides web links (Geologic Time Scale, Rock Layers, Geological Time Periods) that could serve as multimedia or visual sources for the topic.

Students perform hands-on soil experiments (jar sedimentation and pH/nutrient testing) and record measurements on the "My Local Soil" page, then consult a texture triangle graphic and USDA resources (reading) to determine soil type. Option 2 directs students to use a USDA flowchart (a text/graphic) to interpret tactile soil tests and to write an explanation for the soil determination. Students also watch a soil video and answer explicit questions about erosion and prevention, providing information from a multimedia source.

Students read multiple textbook sections (pages 22–25 and 26–32) about ancient Indian art, literature, and cultural legacies. Students may explore a multimedia source by choosing Option 1 to review the Treasures of National Museum, India website and complete a Website Review form that asks them to rate accuracy, what they learned, and to write a short review. Students also complete reflective prompts and discussion questions that ask what ancient legacies they use today, which can be informed by both the reading and the website exploration.

Students are instructed to read specific pages in Exploring Ecology that state the ~10% energy transfer between trophic levels and to keep that figure in mind while doing the activities. In Activity 2 students run a hands-on water-transfer simulation, measure the percentage of water transferred between trophic-level bowls, and are explicitly asked, "Was it close to the 10% figure representing the amount of energy passed from one trophic level to another?" The lesson also offers a linked interactive (Food Chain Challenge) and a Photosynthesis Infographic as multimedia sources students can explore alongside the reading and experiment.

Students are instructed to read pages 20–22 (or 22–24 online) in Exploring Ecology and to watch a video about ecological succession, with an optional animation link provided. The Skills section asks students to "analyze evidence to explain observations, make inferences and predictions, and develop the relationship between evidence and explanation." Activities direct students to consult online sources and to rewatch the video as they gather images and information for a slideshow or portfolio.

Students are asked to read pages in Exploring Ecology (p.14–15/16) about the carbon cycle and also to watch the "Carbon Cycle Song" video to further understand the process. Students are instructed to use information from both the textbook and the video when creating a short story, poem, or comic strip that represents the carbon atom's journey. The comic-strip activity and student pages explicitly guide students to depict items (photosynthesis, respiration, decomposition, etc.) that appear in the reading and multimedia.

Students are assigned specific textbook readings (Exploring Ecology and Changing Ecosystems, pp. 2-7, 12-17) and are prompted to gather additional information from the Internet. An optional video about tardigrades is provided and students are asked in Discussion to consider whether tardigrades are extremophiles, which invites comparison between the video's claim and the lesson's definition of extremophiles. The activities require students to compare characteristics of two ecosystems using gathered information and to predict results of changing abiotic factors, which involves integrating multiple information sources.

Students are instructed to review the lesson introduction and a specific page in Changing Ecosystems, then watch a related video and answer content questions, showing they engage with both text and multimedia. Students perform a hands-on toxicant experiment (Option 1 or 2), record daily measurements of height and color, and compare experimental results with their predictions. The Student Activity Page prompts students to reflect on what the toxicant represents, the significance to producers, and how introduction of a toxicant could harm the ecosystem.

Students carry out a hands-on experiment (Activity 1) making slime, measuring masses before and after mixing, and are asked to record results and speculate about weight differences. Students are instructed to review specific pages in the Exploring Ecology and Changing Ecosystems texts and answer questions about the carbon cycle and energy flow. The lesson also points students to an optional short video and an external web resource and asks them to create a food web diagram, which involves using images and drawing separate arrows for energy and matter.

Students are directed to complete Day 2 observations for a toxicant experiment, providing explicit involvement in experimental data collection. Students are instructed to use Internet, library books, and other resources to gather images and information (multimedia and texts) about extinct organisms and their ecosystems. Students are asked to recall and consider information from the Changing Ecosystems booklet alongside findings from their investigations when thinking about causes of extinction.

Students are instructed to "Watch the video called 'The Threat of Invasive Species'" and to "review pages 16-17 in Changing Ecosystems by Alicia Hemphill," giving them both multimedia and text sources to consult. The discussion prompt notes that answers may draw on "specific examples from the reading or video," and students are asked to gather information from web links about invasive species. The lesson also asks students to do Day 3 observations for the toxicant experiment from Lesson 11, indicating that experimental observations are part of their work.

Students are asked to locate pictures of Korea online and to read several web sites about ancient and modern Korea (Activity 3). Students record information from those online sources on the "Elements of Korean Culture" chart and are instructed to continue adding information from the novel to the same chart. The Parent Plan lists the skill "Evaluate information from different sources about the same topic," which directs students to use multiple sources.

Students are asked to explore an aspect of Korean culture presented in the book and then either prepare a traditional dish (making kimchi) or perform an investigation of local soil to test for clay suitable for pottery, which gives them hands-on experimental experience. Students are instructed to add any new information they learn to their "Elements of Korean Culture" page and parents are prompted to ask the child to explain what happened in yesterday's reading, linking the activity to the text. Wrapping-up prompts ask students to think about how art and food reflected natural resources, encouraging reflection on both the reading and the hands-on activity.

Students are directed to read multiple biographical texts (the author's website and interview transcripts) and to watch video interviews, taking notes from both multimedia and written sources. After reviewing both kinds of sources, students answer specific questions on the "Linda Sue Park" page that draw on information from those sources. Students then write a short paragraph that asks them to include information about how the author's experiences and relationships influenced her writing, which requires synthesizing information gathered from the readings and videos.

Students are directed in Activity 2 to visit multiple museum and informational websites (Metropolitan Museum of Art, Asia Society, Wikipedia, Korean-arts) that provide pictures and explanatory text about celadon pottery. The lesson text and parent plan also provide written background about celadon and prompts to consider how artwork reflects Korean culture and geography. Students gather visual and written information and then apply what they observed by designing and coloring a kimchi pot inspired by those sources.

Students read assigned textbook pages (pages 166–173 and other pages referenced) about the monsoons and their impacts. Students carry out a hands-on 'Monsoons' experiment measuring water absorption in different soil types, record quantities and times, and answer reflection questions about which soils hold water and which could lead to flooding. The Parent Plan directs students to synthesize what they have learned from the readings and to discuss monsoon impacts with a parent before completing the hands-on activities.

Students are assigned to read pages 174–187 of Geography of the World and are given a web link (Children's Discovery Museum -- Rice) with pictures and information about rice production to use alongside the book. The rice activity directs students to use the online resource and the book to learn more about rice production and then create either an illustrated flow chart or a poem describing the production process. The flow chart option explicitly allows students to "compare and contrast the production of rice using different methods" if they consulted the online slideshow or additional resources.

Students are assigned to read pages 196–201 of Geography of the World and are also given web links (an interactive Indonesia map, BBC country profiles, and Mama Lisa multimedia pages) that provide information about the same region. The "Measuring Indonesia" activity asks students to use an atlas, an online mapping site, or an odometer to determine distances and to confirm scale accuracy using known distances. The culture activity asks students to record information about Indonesia and the Philippines using the textbook as a reference and includes online resources for further exploration.

Students read pages 202-203 of Geography of the World to learn about the Indian Ocean islands and record threats to ecosystems from the provided Student Activity Page. Students create a poster (using the provided poster example image and an external "Poster Creation Sites" link) which involves engaging with multimedia and digital creation tools. An optional hands-on "Make Your Own Atoll" salt-dough model asks students to follow steps that simulate coral atoll formation and to refer back to the textbook description on page 202.

Students watch a video about the Sun and answer specific comprehension questions (e.g., source of the Sun's energy, forms released, future of the Sun). Students carry out a hands-on experiment (cookie mass measurements) recording mass, number of pieces, change in mass, and explanations that relate to matter and energy. Students read multiple text sections (Getting Started, Things to Know, Wrapping Up) that define matter, energy, and the Sun's electromagnetic energy.

Students carry out three hands-on/thought activities (touching the bulb, holding a hand above the bulb, and a distant/vacuum thought experiment) and record how long it takes to feel heat. The Student Activity Page asks students to explain how heat is transferred in each part and to name the type of heat transfer, while the Things to Know and Parent Plan sections provide explicit definitions of conduction, convection, and radiation and explain how the Sun transfers heat to Earth. The Parent Plan and Wrapping Up prompts ask students to consider limitations of the experimental model and to explain why radiation is necessary for Sun–Earth interactions, connecting observations to textual explanations.

Students are instructed to "review pp. 8-11 in Exploring Ecology" and then to "watch the following video," with an explicit prompt to pay attention to how energy flows among living things. The lesson includes a set of questions (Q1–Q5) that students answer after reviewing the text and watching the video, and students must use information from these sources to create a diagram tracing plant growth and the flow of matter and energy.

Students read specified pages in Exploring Ecology (pp. 8-10 and pp. 14-15) to learn about producers and carbohydrates, and they conduct an experiment (Potassium Iodide Test) to detect starch in selected substances. Students record predictions, test results, and explanations on the Student Activity Page and are prompted to "take the evidence and make an explanation based on it" and to "go back and consider the role of carbon dioxide, water, and sunlight."

Students are instructed to review specific pages in Exploring Ecology and then make predictions in the "Prediction" column of the Observing Decomposition activity based on that reading. Students set up and run a decomposition experiment (two containers, daily observations recorded in a table labeled with differences and Container 1/2) and later record their observations in the "Results" column. In Activity 2, students review the text (p. 9) and then survey their local area, recording decomposer observations and considering how soil and ground cover influence findings, linking field data back to the reading.

Students are assigned to read pp. 12-13 in Exploring Ecology about the water cycle and then carry out a hands-on solar still experiment to observe evaporation and condensation. The student questions ask them to explain what processes are occurring in the still, how the still is a model of the water cycle, and what the plastic sheet represents, prompting students to relate experimental observations to conceptual descriptions. Parent guidance also points out specific differences between the still and the natural water cycle (e.g., a "false temperature threshold"), which can prompt students to notice discrepancies between experiment results and the text.

Students are assigned to read the "Nitrogen Cycle" section in Exploring Ecology and to click through an interactive web link titled "The Nitrogen Cycle" to follow the journey of a nitrogen atom. Students are also prompted to check and record observations for the "Observing Decomposition" experiment from a prior lesson and to use multiple web articles about fertilizers and N-P-K to complete activities. Student activity pages require filling in cycle stages and labeling molecules after using the interactive and reading materials.

Students read texts about bias and propaganda (e.g., the "How to Detect Bias in the News" article and the "U.S. Steps Up Leaflets to Sway Afghans" article) and complete comprehension/journal questions about the techniques used. Students also view multimedia (two advertisement videos: "Mac versus PC" and "Pepsi Generation") and are instructed to identify propaganda techniques, intended audience, and effectiveness on a provided handout. In Activity 1 students compare how the same event is reported in two different articles, and in Activity 3 they apply reading-derived propaganda techniques to analyze videos.

The lesson instructs students to gather information from a variety of sources, explicitly listing print, Internet, interview, and video (Special Notes and Activity 2). The Skills section asks students to "clarify research questions and evaluate and synthesize collected information," and to "include evidence compiled through the formal research process" from multiple resource types. The KWM chart and other student pages ask students to record what they know and what they want to know and to find information from varied sources.

Students are asked to use at least four different types of resources (reference books, websites, audio/video, and periodicals) and to record findings from each source type (Activity 2). The gathering grid and note-card activities require students to list specific resources in separate columns and fill in answers to identical research questions for each resource, and the Works Cited activity has students document different source types (books, articles, interviews, online). The Evaluating Websites rubric asks students to assess audio/video and web sources on purpose, authority, currency, and objectivity, prompting analysis of multiple media.

Students read specific textbook pages about Ancient Greece and the Persian Empire (pages 42-43 and 38-39) and are asked to use online videos and web articles (e.g., TED-Ed videos, YouTube links, History.com, Britannica) as supplemental sources. In Activity 2 students are instructed to use the reading and the listed online resources to complete a Venn diagram comparing Athens and Sparta. In Activity 3 Option 2 students watch videos about triremes and then use cut-out trireme models to simulate naval tactics described on the Naval Strategy page.

Students are directed to read pages 46-47 in Ancient Civilizations about Alexander the Great and to view images of Greek architecture on pages 6-7, 42, 47, and 63. In Activity 2, students are instructed to "Watch the following short video to learn what the 3 most common Greek column styles look like" and to sketch each one for use in the follow-up coloring/drawing activity. Students use both printed textbook material and an online video as sources for the Greek architecture task.

Students reread the Romulus and Remus text on page 50 and then watch the short video "Who Founded Rome?" and are directed to "compare and contrast the ways that these two versions of the story of Rome's founding explain Rome's earliest days." Students complete a chart titled "The Founding of Rome" with columns (Romulus and Remus, People from Troy, Archaeology) answering who founded Rome, how it got its name, and how likely each theory is. In Activity 2 students also watch a video about Caesar and Brutus and use information from the video and readings to create pros/cons lists or a persuasive speech, which requires using multimedia and text sources about the same topic.

Students are asked to read page 53 of the textbook and print and read a web article called "Education in Ancient Rome." Activity 1 directs students to "review today's reading and use the web links provided and optionally your own research," and the lesson includes multimedia links (two YouTube videos and other web pages). Activity 2 asks students to read a web link about Roman gods and complete a chart based on that material, and Activity 3 directs students to use online encyclopedia articles for research.

The lesson directs students to read an article at the first web link and sections of a second web link about the fall of Rome, giving them textual sources to study. The Parent Plan also identifies a specific multimedia resource (a Khan Academy page described as a video titled "Fall of the Roman Empire") and invites sharing that video for more details, so students have access to both text and a video on the same topic. Several activities (reading questions, diary entry, and activity pages) require students to engage with the provided texts and web resources.

Students are assigned to read pages 5–11 of Why Things Move that discuss Newton's three laws and then complete hands-on experiments such as the Coin Challenge, Rubber Ball Ramp, and Balloon Rocket. In the Coin Challenge and Balloon Rocket activities students are asked to make predictions, observe outcomes, and then explain those outcomes using Newton's first and third laws from the reading. The Rubber Ball Ramp activity has students collect data, graph results, and relate changes in mass and acceleration to force, linking experimental measurements to the law statements in the reading.

Students read pages 16–19 of Why Things Move and take a quiz, providing a text-based source about motion. Students design and conduct their own investigation, collect distance and time data, calculate average velocity and acceleration, and create displacement-time and velocity-time graphs. Students also view sample calculations and sample graphs (images) that illustrate results from experiments and representations of the data.

Students are asked to read pages 20–24 and then watch two short videos (skydivers and Apollo 15) before answering conceptual questions, linking multimedia and text. In the Accelerometer activity students make predictions, observe experimental results, and are instructed to "Read about how accelerometers work and relate it to Newton's first two laws," requiring them to connect what they saw in the experiment with the written explanation. The Bucket Swing activity asks students to describe forces from two perspectives and to use Newton's laws to explain observations, which prompts students to reconcile hands-on experience with explanatory text.

Students read specified pages in Why Things Move (pages 25-33) and answer comprehension questions about kinetic/potential energy and joules, providing a text-based source. Students perform hands-on experiments (Activity 1: dynamometer measurements; Activity 3: ramp trials; Activity 4: pulley systems) in which they measure forces, calculate work, and complete analysis questions comparing outcomes of different experimental setups. The Parent Plan includes a linked video about simple machines, and several activity prompts ask students to recall reading concepts when interpreting experimental results (e.g., "Do you remember from your reading earlier in this unit that weight is considered a force?").

Students carry out Activity 1, rolling a marble and ball bearing, recording exit locations, graphing results, and answering analysis questions that link the experiment to planetary motion. Activity 2 instructs students to explore a Kepler web page and video and then "apply his three laws, as well as what you discovered in Activity 1, to answer the questions" on the Kepler's Laws sheet. The Kepler's Laws questions explicitly ask students to compare the simulated/physical activities (bucket activity and ramp experiment) to actual planetary motion and to consider how experimental variables (ramp height/velocity) relate to orbital behavior.

Students read myth texts about Greek gods and goddesses and encounter multiple multimedia sources (images of pottery, a Greek pottery slideshow, and illustrated flashcards). Students are asked to examine artifacts on the provided web links and then design a pot that reflects the gods' stories and the symbols seen in those artifacts. The Go Greek card activity and flashcards require students to use descriptive text and images to learn attributes of each deity.

Students are instructed to reread the Daedalus and Icarus myth and then watch a filmed version, pausing to take notes. The activity asks students to consider how the film differs from their reading and to analyze features or techniques unique to film (sound, music, images, added dialogue, acting, narration) and how those affect the story. Students are directed to note how the film expands or improves scenes and how it communicates specific details from the myth, then discuss their findings with a parent. The Parent Plan skills list explicitly includes comparing a written story to its filmed or multimedia version and analyzing effects of techniques unique to each medium.

The lesson asks students (Option 2) to use an online word-cloud generator to create a visual (multimedia) representation of the Magna Carta from the text and then to print and compare that cloud with word clouds from other political documents, answering questions about similarities and differences. Students are directed to read pages 15–23 of the textbook and to use online texts of the Magna Carta and other documents (web links to the National Archives and other constitutional texts) as sources for the activity. Option 1 also directs students to an online National Archives page and has students complete a two-column comparison of kingly power before and after the Magna Carta, drawing on the reading and web resource.

Students read specified textbook chapters (pages 24–48 of Great Medieval Projects You Can Build Yourself) that describe knights, weapons, sieges, and defenses. Students also engage in a simulation-like Castle Defense Game (cut‑out die, ATTACK and DEFENSE cards) and an active Planning a Siege task that asks them to choose siege weapons and describe attack and defensive responses. The activities require students to apply details from the reading (e.g., pages 28–30 on weapons and 42–45 on siege weapons) when making game or siege decisions.

Students are assigned a focused reading (pages 49–64 of Great Medieval Projects You Can Build Yourself) that provides textual information about castle life and feasts. The lesson also directs students to external web resources (NOVA's "Life in a Castle," Metropolitan Museum tapestry slideshow, Bayeux Tapestry site and other castle architecture pages) that provide additional multimedia or web-based information. Students are asked to review their reading responses and to use the descriptions in the reading as a guide when designing a floor plan or tapestry, implying use of both text and web resources.

Students read assigned text (pages 65–90) about medieval village and city life and the bubonic plague. Students complete a simulation in Activity 2 (rolling a die to model plague deaths) and analyze the impact on a castle community. Students perform a physical experiment in Activity 3 (building a thatched-roof cottage and testing it with a watering can). The lesson also provides multimedia/web resources (BBC articles and an interactive plague map) that students may consult.

Students are assigned a multi-page reading (pages 91-104) about the Church, saints, pilgrimages, the Crusades, and the Reconquista. Students are also directed to external multimedia/web sources: an NCpedia article about the Reconquista and the National Gallery of Art page for Rogier van der Weyden's Saint George and the Dragon. Students complete activities that require using those sources (rolling the Reconquista cube after reading the NCpedia article; reading the painting overview before creating art or poetry).

Students read the "Light" section and pages from Light and the Eye, providing textual information about light and reflection. Students build and use a ray-making tool in Activity 1 to perform a hands-on reflected rays demonstration and answer analysis questions about angles of incidence and reflection. The Parent Plan explicitly asks students to "discuss the demonstration" and asks, "What did you learn about angle of reflection, both from the demonstration and today's reading?", prompting consideration of both experimental and textual sources.

Students read specified text sections ("Opaque, Transparent, and Translucent Objects" and "Shadows") and answer comprehension questions about transparency, umbra/penumbra, and shadow formation. Students carry out hands-on experiments: they test 10–15 household items for transparency, categorize them, and observe shadows of three opaque objects at multiple times of day (with both sunlight and a flashlight in Option 2). Students also read an online sundial resource and answer questions about the gnomon and how the Sun's position affects shadow length.

Students read sections of Light and the Eye and answer specific comprehension questions (e.g., definitions of refraction, differences between convex and concave lenses). Students perform hands-on experiments (Lens Bend Demonstration, camera obscura construction, Reappearing/Disappearing Penny) and record observations, answer guided questions about what happens, and create written or diagrammatic explanations (e.g., the "Shhh! Here's How It's Done" sheet). Students are asked to demonstrate devices and explain to family members how and why the observed effects occur.

Students are directed to read an article about animal eyesight and answer comprehension questions. Students are also prompted to learn from a video (the text notes "As you learned in the video, binocular vision...") and to carry out two hands-on experiments in the Binocular Vision activity, recording counts and observations. Discussion prompts ask students to describe which method was most successful and to explain the role of binocular vision for predators, and parents are instructed to discuss students' experimental results with them.

Students watch the "Why Is the Sky Blue?" video (Day 3) and answer specific comprehension questions about scattering and wavelengths. Students perform multiple hands-on experiments (Rainbow Tray, Spectrum Peek, Cliff Hanger, milk-in-water scattering, and ink blot chromatography) and record observations and draw spectra. The Spectrum Peek activity explicitly asks students to compare this activity to "other ways you have seen rainbows or color patterns," and the Cliff Hanger follow-up asks students to compare rainbows produced with different amounts of water.

Students read Chapters 12 and 13, which include information about medieval food, social status, and how people ate. Students are given multiple web links to medieval recipes and instructed to select and prepare one or more dishes for their family. Students are asked to consider how the recipes and available ingredients reflect medieval food practices and how those recipes are similar to and different from their family's usual meals.

The lesson provides a multimedia resource (a linked video on point of view) and instructs students to watch the slide show and a referenced YouTube clip. Students are also directed to read monologues and multiple passages from first- and third-person novels and to identify points of view and perspective. Students are asked to share findings with a parent and to review point-of-view concepts after watching the slide show.

Students are assigned a text (pages 14-19 of The World Made New) that describes Cahokia and the American empires. Option 2 directs students to watch a short film about Cahokia and to take structured notes on topics such as agriculture, trade, mounds, and beliefs while viewing. The Parent Plan and wrapping-up sections prompt discussion and review of students' notes and readings after the activities.

Students read Chapters 5-7 of Newton at the Center, including directed reading questions about Galileo's findings. Students carry out Galileo's experiment in Activity 2 by dropping balls of different weights to observe whether they hit the ground at the same time. The lesson offers an optional multimedia source (a PBS documentary) and primary-source documents related to Galileo's trial for further reading and observation.

Students plan and perform a scientific demonstration to illustrate a scholar's idea from the Scientific Revolution and must explain that demonstration and its significance (Activity 4; Final Project Planning). Students research and prepare biographies and read unit materials to support their presentations and to study for the unit test, including open-book essay preparation that uses books and activity pages (Activities 1, 2, Option 2). The project rubric evaluates demonstration clarity, planning, and explanation of historical significance, and the presentation requires reporting information from written sources and the demonstration.

Students read specified textbook pages (pages 14–15 of 13 Planets) about the Sun's makeup, surface features, and role in the solar system. Students are directed to web links that include multimedia content and a visualization ("What Is the Solar Cycle?" and an optional "Sunspots and Solar Flares" link) to learn more about sunspots and the solar cycle. Students plot and analyze sunspot data on a graph and use that graph and linked resources to answer questions about cycles and patterns.

Students read Act 4, Scene 2 through the end of A Midsummer Night's Dream in a modern translation. Students watch a 25–30 minute animated version of the play (BBC/Shakespeare the Animated Tales). Students are prompted to discuss whether the animated version included key scenes, which scenes were omitted, and whether the animation does a good job of telling Shakespeare's story.

Activity 4 provides students with web links to multimedia sources (YouTube/PBS clip and full PBS program links, History.com, and Wikipedia) and instructs students to consult their reading and other sources to research Martin Luther. The parent plan repeatedly suggests an optional PBS documentary and the lesson asks students to use their reading plus other sources when writing a biographical poem. These elements show students will gather information from both text readings and multimedia/online sources.

Students read Chapter 2 of a print text about Elizabeth's education and the Renaissance (pages 15-16 and 18-20). Students also engage with multiple multimedia sources: they listen to three pieces of Elizabethan music (audio and YouTube links), view museum websites and high-resolution/zoom-in videos of Renaissance paintings, and complete a digital art field trip using online galleries. The map activity includes a web link to a Marco Polo Britannica page, combining text-based timeline work with online maps and multimedia resources.

Students read Chapter 8 of a text about the Spanish Armada and then play a detailed simulation game ("England Invaded") that models the battle with tokens, cards, and dice. Students are prompted to count remaining ships, reflect on how tactics (flaming ships) and weather changed the odds, and answer discussion questions about whether the game helped them understand shifting odds. Parent-plan prompts ask students to review reading answers and to talk about their experience playing the game or delivering the speech.

Students are directed to read and write a paragraph about an object's inventor and history (Part 1), which requires extracting information from text. Students are asked to include three pictures/illustrations including a modern image and an image collage is provided as an example, giving them exposure to multimedia sources. Students are given an option to investigate and build a simple device or to write about the tests and trials associated with developing the device, which creates the opportunity for hands-on experimentation or analysis of experimental history.

Students are instructed to read specific pages of Amazing Leonardo da Vinci Inventions You Can Build Yourself (pages 12-22, 92-96, 27-31) and to familiarize themselves with the innovations and how they solved problems. Students are asked to build and use devices or materials (e.g., making paint in Option 1, constructing a perspective technique in Option 2, and building and testing an anemometer in Option 3) and to collect evidence from those activities. Students are also allowed to investigate websites used earlier in the unit, providing access to multimedia or online resources as supplemental information.

Students are instructed in Activity 2 to choose a design, build it, and then "go back and review your evaluation of the invention" and "be prepared to briefly explain why you changed any of your ratings," which requires comparing hands-on results with prior text-based evaluations. The Student Activity Pages and the "Standards" rubric require students to record "Rating" and "Evidence" for Scientific Principles, Risks, Benefits, Constraints, and Testing Protocols using information from the book. The lesson directs students to use the book for evidence (and optionally other resources) when evaluating designs, linking the reading explicitly to the students' experimental work.

Students are asked to consult suggested websites and use Internet sources to research contemporary designs (e.g., "consult the suggested website" for vacuum, television, computer) and to "google 'egg drop experiments'" to examine current solutions. Students complete activity pages that prompt evaluation of scientific principles, testing protocols, risks, benefits, and constraints, and are asked to consider similarities and differences in technological design between da Vinci's time and current times. The engineering activity asks students to develop a protocol for testing ideas and to research other options, which encourages gathering information from online/multimedia sources and from written descriptions.

Students are asked to reread specified pages of Amazing Leonardo da Vinci Inventions You Can Build Yourself, engaging with text about historical engineering challenges. Students build scale models, construct prototypes, and run drop tests (recording trial results and modification recommendations on the Student Activity Page). Students are prompted to reflect on what they read about da Vinci in relation to their design attempts and to discuss outcomes with parents, connecting reading and hands-on work.

Students watch a video demonstration (The Earthquake Machine) and are prompted with reflective questions such as why the instructor uses a model rather than pictures and words and how the model helps understanding. Students build and test a hands-on earthquake model (pulling a string to move a brick on sandpaper), record outcomes, and are asked to publish or discuss results with a parent. The activities therefore engage students with multimedia (video) and hands-on experimentation and require them to document and explain their findings.

Students are directed to research bridge options using specified websites (PBS Building Big, Design & Tech PDF, Britannica) as part of Phase 1 Step 2. Students build and test physical prototypes (Phase 2 and Phase 3) by placing models across two chairs and loading a bucket to evaluate performance. Students read text (Focus 4: pages 52-55 on da Vinci's camera obscura) and complete evaluation charts that ask them to rate Scientific Principles, Risks, Benefits, Constraints/Limitations, and Testing Protocols. Students prepare an engineering presentation that must include notes and a history of websites visited and a rationale for design choices.

Students are asked to summarize the book's procedural directions for drawing an ellipse and then have a parent attempt the task using only their written or oral directions (Activity 1, Making/Explaining Ellipses). The student prompt "How would the diagram help?" and the parent-use step require students to reflect on the usefulness of a diagram versus verbal/written instructions. In Activity 4 students use notes and the page 163 graph to give an oral summary and are instructed to show the graph for reference while summarizing the math it conveys.

Students are asked to read pages 164–171 in The Story of Science: Newton at the Center and answer comprehension questions about Newton's experiments, Kepler, Hooke, and spectroscopy. The lesson includes a Life Application that instructs students to go outside when there is a rainbow or use a prism to create a spectrum on the wall, which has students make observations from an experiment/demonstration. The listed skills include monitoring comprehension for what is read, heard, and/or viewed, and discussion prompts ask students to compare Newton and Hooke's approaches to science.

Students are instructed to re-read a textbook section ('Why Do Planes Stay in the Sky?') and to read a NASA web page on aerodynamics. They are asked to choose and either perform a demonstration (cookie sheet or floating ball) or watch demonstration videos, and to use the 'Demonstrating Lift' page to take notes, create a numbered procedure, and draw conclusions. Students must summarize for a parent how an airplane wing works and complete the Conclusions/Inferences section asking how the demonstration explains airplane flight.

Students are instructed to read pages 78-81 of Geography of the World and to use that book for the European Union scavenger-hunt activity, so they gather information from a text. Students are also given an online option (Option 2) where they read a downloadable EU booklet and play an interactive quiz/game on the European Union website, providing multimedia input. The parent plan asks caregivers to review the student's scavenger hunt page or talk with the student about the game they played and to ask what they learned and which questions were hardest.

Students are assigned to read pages 106–108 of a geography text (a print text) about Switzerland, Liechtenstein, and Austria. The lesson provides web links to the ICRC, United Nations, and WHO and asks students (optionally) to visit those sites and use international news sources to discover current projects. Option 2 requires students to record one example based on research from those websites and one imagined or additional researched example for each organization.

Students read assigned textbook pages (pages 109–113) and fill out 'Quick Guide to Europe' pages, demonstrating learning from a print text. Students locate and summarize current news articles using online sources (Google News, BBC, NPR, CNN) and optionally view multimedia resources linked (Britannica, BrainPop), gathering information from web-based/multimedia sources. Students use web links and research activities (Activity 6) to collect government information from online portals and compare governments in written worksheets or a Venn diagram. The Skills list directs students to 'use data gathered from a variety of information resources to compare different forms of government,' indicating practice with multiple source types.

Students are assigned to read pages 114–119 of Geography of the World, which provide an overview of the geographies and cultures of Poland, the Czech Republic, Slovakia, and Hungary. In Activity 2, Option 2 students are directed to listen to Central European folk music via multimedia sources (Smithsonian Folkways, Putumayo) and to choose three different songs to analyze on the "Central European Folk Music" activity page. The music activity page asks students to record song titles, instruments heard, mood/emotion, adjectives conveyed, and observations, and to answer a question about the song's context.

Students are assigned to read Chapter 1 of a text and then watch one or more short videos, with prompts to "pay close attention" to differences between potential and kinetic energy and to notice how energy is transferred. Students perform hands-on experiments (Newton's cradle and a candle-powered pinwheel) and are asked to note moments when potential energy converts to kinetic energy and how energy is transferred or transformed. Day 2 directs students to rewatch the video and to watch another video about conservation of mass, and to answer content questions based on both readings and videos.

Students are asked to read Chapter 2 (pages 17-25) and answer content questions about electricity, static vs. current electricity, and AC vs. DC. Students perform experiments (build a lemon battery, create an electromagnet, model electromagnetic induction) and are directed to watch instructional videos about electromagnets and electromagnetic induction. An optional online simulation of electromagnetic induction is provided for students to explore how variables change electrical flow.

Students read Chapter 10 of the assigned book and then watch a linked video, providing both a text and multimedia source on radiant energy. Students are directed to explore an interactive simulation of the electromagnetic spectrum and to build a model from activity pages, providing a simulation/multimedia experience. Students perform a hands-on experiment (solar-powered motor) in which they test hypotheses about light sources and observe results directly.

Students are asked to read specific textbook sections on wind, hydropower, and geothermal energy. Students watch a linked video (Iceland's Secret Power) and view a diagram after the reading. Students build and test a pinwheel and construct a water wheel, then demonstrate and explain how they work to a parent.

Students read targeted text excerpts about petroleum, natural gas, coal, and biomass and answer comprehension questions about their formation and uses. Students are given web links to interactive/multimedia resources (Smithsonian interactive page, DOE fossil pages, EIA biomass page, National Geographic slideshow) to learn more. In Option 1 students carry out a hands-on demonstration for their chosen fuel source and are asked to "explain how it illustrates or helps you better understand the fuel source you chose."

Students are asked to re-read specific chapters ("Harnessing Wind" and Chapter 13) and then to watch a linked video (Energy 101: Electricity Generation) and explore a power-grid simulation. Activity 2 directs students to research energy sources online, create a pie chart from state data, and "compare and contrast five different energy sources," using pages in the book for advantages and disadvantages. The parent notes explicitly tell students to compare their answers about advantages and disadvantages with the relevant pages in the book.

The lesson directs students to review written materials (the Unit Review Sheet and reading sections) and to use online interactive tools such as the Energy Use Calculator and the Online Home Energy Assessment. Students are asked to gather data from utility bills and from the online tools and then to include the information they collected from the Energy Use Calculator, the home energy audit, and utility bills in a final presentation to their family. The lesson therefore requires students to work with both text-based resources and multimedia/interactive web tools.

Students read Chapter 1 of Great Colonial Projects You Can Build Yourself! and answer specific comprehension questions about colonial motivations and trade. Students watch Episode 1 of America: The Story of Us, are instructed to take notes about new information, and to discuss what they found interesting with a parent. Parent guidance encourages pausing the video to consult books or ask questions and to summarize or predict segments aloud.

Students are invited in the Life Application to watch the Disney film Pocahontas and "think about how the cartoon portrayal of the life of Pocahontas is similar to or different from the reality of her life," which directs them to compare a multimedia portrayal with historical information. The lesson also provides web links (Jamestown and NPS articles) and asks students to use those sources alongside the book readings when completing comparison activities (e.g., Tobacco vs. Silk or Flax and the Coming to America Venn diagram).

Students are asked in Option 1 to create a word cloud from the Mayflower Compact (a digital visual representation) and to answer questions including whether the word cloud helped them analyze the document and what the visual representation helped them see or understand. The activity prompts students to observe which words stand out and to interpret which ideas were most important to the signers based on both their reading and the word-cloud output. The lesson also offers optional multimedia resources (e.g., a Salem Witch Museum virtual tour and links to online primary-source sites) that students may view alongside the reading.

Students read multiple texts about Revolutionary War soldiers (Sybil Ludington, Joseph Plumb Martin, Deborah Sampson, Joseph Forten) and answer comprehension questions about those readings. Students take virtual tours of battlefields using National Park Service and other web pages and complete a brochure with questions about Minute Man, Saratoga, Valley Forge, and Yorktown. Students also engage in a hands-on simulation by creating a paper cipher or secret mask and sending/deciphering coded messages.

Activity 2 explicitly directs students to "Use what you learned from your unit readings and the America: Story of Us miniseries" to consider groups' hopes for a new nation, which asks students to draw information from both a text-based unit and a multimedia source. The student activity page then requires students to synthesize that information by writing slogans summarizing each group's perspectives. Activity 1 asks students to research historical figures using the Internet, reference books, or a library and to record facts on index cards, which involves using multiple source types for gathering information.

Students are assigned to read pages 16 and 18 of Eyewitness Chemistry, answering content questions about atomic theory and elements. Students carry out Activity 1: they heat water, seal it in a jug, record sketches and masses at timed intervals, and are prompted to observe changes and explain them. A schematic image (Liquid and Gas Particles) and vocabulary activities link visual/multimedia representations to the hands-on observations. Students are told to discuss their results with a parent and to consider what evidence their observations provide about invisible particles and conservation of mass.

Students are instructed to watch a linked video ("Atoms: Protons, Neutrons, Electrons") and then answer specific comprehension questions, showing they gather information from a multimedia source. Students also read the written lesson text and activity pages that describe atomic structure and vocabulary, showing they obtain information from text. Students perform hands-on work by creating atomic models (fluorine and sodium) and then list similarities and differences between their two models, showing engagement with experimental or simulation-like activities and comparison of models.

Students are assigned to read pages 22–26 of Eyewitness Chemistry and answer comprehension questions, providing a text-based source about element properties. Students are directed to watch a linked video that demonstrates malleability and ductility and to use that information when evaluating aluminum and copper. Students perform hands-on experiments with play dough, aluminum foil, and copper wire, making predictions, recording "Before" and "After" temperatures for conductivity, and noting similarities and differences in the activity sheets.

Students read specific pages in Eyewitness Chemistry and answer text-based comprehension questions, showing engagement with a written informational source. Students carry out the hands-on 'Sweet and Salty' experiments, record tastes and observations across three conditions, and answer the question about whether the compound changed after heating. Students examine multimedia elements (the "Sample Compounds" table image and the chemical equation image) and use those to complete activity tables and answer follow-up questions.

Students read Chapters 5 and 6 of Abigail Adams: Witness to a Revolution, providing a substantive text source about the Boston Massacre and Boston Tea Party. In Activity 2 students are directed to explore primary sources "of various kinds," including a Library of Congress engraving (a multimedia image) and a linked diary entry from John Adams, and then to write a paragraph based on what they observe or read. The activities require students to use the image and/or diary together with the Abigail Adams reading when composing their interpretive or first-person accounts.

Students read Chapters 21–22 of Abigail Adams: Witness to a Revolution to gather textual descriptions of Peacefield and the President's House. Students are directed to view multimedia sources (NPS photo gallery and White House virtual tours) to see images of the same homes. Students are then asked to use details from both the readings and the websites to create artwork or complete a Venn diagram comparing Peacefield and the President's House.

Students are instructed to read the online article "A More Perfect Union: The Creation of the U.S. Constitution" and to read essays from the Library of Congress/LOC collection about defects in the Articles of Confederation. Students are also asked to watch a Library of Congress video on The Federalist Papers and to use Federalist No. 10 (either read or via video) as the basis for Activity 3. Several activities require students to use information from these sources to complete worksheets, brainstorm factions, and answer comprehension questions about the Articles and the Federalists/Anti-Federalists.

Students read the Constitution and take notes section-by-section in Activity 1, recording at least two key points per section. Activity 2 offers multimedia options: Option 2 directs students to an interactive Library of Congress presentation where they take notes on the origins of the Bill of Rights, and Option 3 asks students to play an iCivics simulation game and print a detailed report of their results. The parent/review guidance tells parents to review the student's notes from Activity 1 and the student's response or report from Activity 2, indicating students will engage with both text and multimedia/simulation sources.

Students are asked to conduct online research or library research to complete a state government booklet, including a provided web link to state government websites. The lesson encourages optional field trips to the state capitol, tours of agencies, or observing legislative proceedings, and asks students to collect images and factual details about executive, legislative, and judicial branches. The Life Application asks students to look up and compare homeschooling laws in their state with laws in other states.

Students are directed to gather information from multiple source types such as local government websites, local government offices, the public library, and phone-book listings when completing the brochure and contact‑finding activities. The lesson asks students to take field trips or tours of local government sites and to use online research for the "Change in Your Community" and "Whom Would You Call" activities. Students record contact information, descriptions of services, and historical/current accounts from these different sources on activity pages.

Students are instructed to read specified pages of Eyewitness Chemistry (or skim if previously completed) that present atomic theory. Students carry out hands-on experiments (the closed-system balloon reactions and the match ignition activity), record observations (temperature, volume, mass), and use an observation guide and data table to track results. Discussion prompts ask students to explain evidence of chemical reactions, relate observed changes (e.g., gas production, temperature change) to conservation of mass, and consider why a reaction should occur the same way every time, explicitly linking observations to atomic theory.

Students read explanatory text about chemical reactions, balancing equations, and the law of conservation of matter and view multiple diagrams and images that illustrate synthesis, decomposition, displacement, and electrolysis. Students perform hands-on electrolysis (Activity 2 and 3), observe bubbling, and are asked to draw visual models and write the chemical equation representing what they observed. Students are also given sample images and an answer key to compare their drawings and equations with provided multimedia representations.

Students are assigned to read specific pages in Eyewitness Chemistry (pp. 30–31 and 40–41) and then answer content questions about combustion, phlogiston, and oxidation. Students carry out hands-on experiments (candle observations, vinegar + baking soda generating CO2, and mesh-screen tests) and record temperatures and the height where the flame extinguishes. The Student Activity Page asks students to analyze observations (temperature change, endothermic vs exothermic) and to match parts of the fire triangle to inside/outside the container, linking experimental observations to conceptual ideas from the text.

Students read pp. 42-45 in Eyewitness Chemistry and answer questions about pH, acids releasing H+ and bases releasing OH-. Students make red cabbage indicator, test household substances, record observed colors, and estimate pH ranges using a provided pH color chart and activity sheet. Students also test the same substances with litmus paper and record whether each is acidic, basic, or neutral, and an answer key is provided for comparison.

Students perform hands-on experiments (Activity 4: Steel Wool and Chemical Reactivity) and record temperature changes, bubbling, and color change and are asked, "What is some evidence that a chemical reaction has occurred?" Students watch a video demonstration (Activity 5: Cotton Balls and Chemical Reactivity) and are prompted to note signs of a chemical reaction. Students also complete Activity 1 and refer to the Things to Know section that defines signs of chemical reactions, then are asked to look back at those identified chemical changes and state which signs they would expect to see.

Students read pp. 46–47 in Eyewitness Chemistry and answer directed questions about electrolysis and conductivity. Students read an "Electrical Conductivity" excerpt and view diagrams that explain ion movement, then build a simple battery, record voltages in a # of cells table, and run a saltwater circuit to observe conductivity. Students make predictions and record results in the solubility activity and are prompted to "keep in mind" the excerpt when reviewing what happened in the experiments.

Students are asked to re-read "Making a Precipitate" and read pp. 44–45 in Eyewitness Chemistry, producing explicit text-based information and answers to reading questions. Students perform a hands-on experiment (Activity 2) mixing hydrogen peroxide and bleach to produce salt crystals and record observations on the "Questions to Consider" page. In Activity 1 students use the periodic table and provided pH information to analyze reactants and products across several reactions, linking textual/reference data to chemical outcomes.

Students are assigned to read pages 52-54 (and optionally 55-57) from Eyewitness Chemistry, providing a text-based source about natural and synthetic substances. Students are also directed in Activity 2 to investigate specific substances using multiple web links (Mayo Clinic, Wikipedia, Drugs.com, WebMD, etc.), which requires gathering information from multimedia/online sources. Students use information from these web sources to complete tables and make value judgments about the same topical substances (medicines, preservatives, fertilizers).

Students read Chapter 5 of Animal Farm and answer targeted questions about events and leadership, giving them a text-based account of the topic. Students are instructed to conduct historical research in an encyclopedia, at the library, or online and to complete activity pages for figures (Nicholas II, Marx, Stalin, Trotsky, Lenin) that require listing roles, making connections to Animal Farm, and providing specific evidence. The lesson provides web links (BBC) as suggested sources for that research and asks students to create a short timeline linking historical information to the novel.

Students read the Preface from A History of Us: Liberty for All? 1820-1860 and answer comprehension questions about antebellum topics. Students watch Episode 3 of America: The Story of Us, "Westward," and are asked to discuss the episode with a parent during and after viewing. Students create and save a map of America in 1800 to be used for comparison in later activities.

Students are directed to read multiple web texts (a Kiddle background page, a History.com summary, and other articles) and to watch a short video ("Northwest Ordinance of 1787"). The instructions tell students to "Visit the web resources provided above and then answer the following questions," requiring them to gather information from both text and video sources. Student tasks include answering factual reading questions that reference information found in those multimedia and text resources.

Students read Chapter 1 of Joy Hakim and introductory web text, and they also explore interactive multimedia resources such as the PBS interactive timeline and the National Geographic interactive journey log. Students are asked to use information from these sources to complete products (a map, a timeline or a top-10 list) and to add entries to a larger U.S. history timeline. The lesson explicitly directs students to "explore the interactive activity" and then to create a timeline or top-10 list "based on what she read," indicating use of both text and multimedia sources.

Students watch a PBS documentary about the War of 1812 (Activity 1) and then read Chapter 3 of Joy Hakim and four short essays presenting American, British, Canadian, and Native Nations perspectives (Day 2 and Activity 2). After viewing and reading, students are given Option 1 to write a movie review "from a ______ perspective" with prompts such as "How well did the film represent the chosen perspective?" and "Was the film biased towards any perspective?", which asks them to use the written perspectives to evaluate the film. The parent guidance also indicates students should have read the essays and viewed the film before completing the review, linking the multimedia source and texts for student use.

Students read multiple texts about the Indian Removal Act and the Trail of Tears (a PBS article, Jackson's message, General Scott's ultimatum, Chief John Ross's letter, and personal narratives) and answer specific reading questions that extract factual information. Students record and organize at least four arguments in support of removal and at least four objections on a two-column activity page, showing practice comparing perspectives in written form. The lesson also provides a linked video (National Park Service/ Cherokee Nation) and personal narrative web resources that students can access as multimedia sources.

Students read Chapters 8-11 of a textbook and a firsthand account by Enrique Esparza, and they complete a writing activity that requires a summary sentence and a direct quote from the Alamo account. Students view two paintings that illustrate Manifest Destiny (textbook images and a linked Capitol mural page) and answer directed analysis questions about adjectives the art evokes, what the artist was trying to say, and how a critic might depict the idea. The activities include an optional Alamo website with interactive maps, biographies, and timelines for additional multimedia exploration.

Students read chapters of A History of Us (textual source) and answer comprehension questions about westward life. Students participate in a Pony Express simulation (a physical simulation) and reflect on its outcome and usefulness. Students examine and analyze historical photographs (multimedia) using guided image-analysis pages and are asked discussion questions such as "How do historical photographs help us understand a time period better? What can a picture tell you that words can't?"

Students are instructed to locate and print images from online museum and archive websites for the art gallery option and to record the URL source for each image. Students must write 1-2 sentence gallery cards describing each image and its historical significance and practice guiding visitors through the gallery, explaining each work. Students also study unit texts, timelines, and activity pages and take a unit test that draws on the written materials covered in the unit.

Students read Sections 1 and 2 of What Is Energy? (text) and then complete a marshmallow fusion simulation (simulation) and watch two videos about fusion; they are asked explicitly to identify limitations of the marshmallow simulation and suggest improvements based on the videos. Students perform a hands-on bottle experiment (experiment) to collect temperature data and are instructed to watch a video on the greenhouse effect to help answer post-experiment questions. The activity worksheets require students to justify their hypothesis with evidence from their experiment, and discussion prompts ask students to use video information when explaining experimental results.

Students read Sections 3 and 4 of What Is Energy? to learn definitions (conduction, convection, conservation) and answer text-based questions. Students conduct Activity 1 (conduction) and Activity 2 (convection), make predictions, record observations, and answer follow-up questions about how heat moves in the experiments. The activities prompt students to refer back to definitions (e.g., "Remember the definition of conduction as you proceed" and "Look back at the earlier questions in this activity and see if you can answer them") and to discuss findings with a parent.

Students read specified pages (pages 6–8) about energy and the role of matter and then perform a hands-on experiment (steel wool and a 9-volt battery) that produces sparks and observable heat/light. Students complete a Modeling the Transfer of Energy activity in which they use a series of labeled images and blank spaces to represent atomic- and molecular-level explanations of what they observed, linking the experiment to visual diagrams. Parent discussion prompts ask students to explain how observed heat and light are evidence of chemical energy and to relate molecular motion (images six through eight) to conduction and image ten to radiation.

Students are asked to reread specific pages in the text and answer comprehension questions about kinetic and potential energy (questions 1–4). Students perform hands-on experiments: they build a rubber-band-powered car, vary the number of winds, measure distances, and record data, and they carry out the Diet Coke–Mentos demonstration where they make a prediction, observe, draw what they saw, and then read an explanation to determine whether their prediction was correct. The lesson also provides an interactive multimedia link (roller coaster animation) that students can watch to see how kinetic and potential energy transfer during motion.

Students are directed to view a PBS multimedia resource about simple machines (Activity 1) and to re-read specific pages in What Is Energy? before conducting the household efficiency survey (Activity 3). Students carry out hands-on experiments with a lever, record observations and calculate mechanical advantage (Activity 2). These activities therefore have students obtain information from multimedia, from reading, and from experiments.

Students perform a hands-on pendulum experiment (Activity 1) where they make predictions, observe motion, and answer questions about why the swing comes up short and what pieces form the system. Students use an online Pendulum Simulation (Activity 2), record observations from the energy graph, manipulate friction and gravity settings, and answer questions linking KE, PE, thermal energy, and total energy. Students are asked to identify the source of potential energy "in both of today's activities," prompting them to connect observations from the physical experiment and the simulation to a common explanation.

Students read informational web articles (for example the Forbes "Solar Energy: Pros and Cons" and the Household Appliances power table) and complete an advantages/disadvantages chart. Students use multimedia/simulation tools (Project Sunroof and the Solar Power Calculator) to gather numeric data about sunlight, roof area, recommended kW, and to visualize panel placement. Students record and analyze data from these tools (hours of sunlight, roof square footage, kW recommendations) and use those results to calculate potential savings and make a recommendation about installing solar panels.

Students read explanatory texts and web pages about turbines, coal plants, and hydroelectric power and summarize what they read in their own words or diagrams (Part 2). Students construct and test a physical wind turbine model to lift objects and experiment with variables like blade openings and fan position (Part 4). Students research wind energy using multiple websites and multimedia links and prepare a presentation in which they may use their model or draw diagrams to explain how wind turbines work (Part 6).

The lesson explicitly tells students to "search for different media" and to "explore both print and digital options," and it notes that "online, try searching for websites that present multimedia such as videos in addition to text." The "Questions to Discuss" ask students whether they prefer books, online text, or videos and to identify advantages and disadvantages of each medium. The Internet Research activity directs students to evaluate web pages for credibility, accuracy, and understandability, which includes considering different formats of online information.

Students are asked to cover the graphic on p. 23, read the adjacent text, then uncover the graphic and explain how the graphic improves their understanding of the text (identifying what the graphic shows about waves and visible light). Activity 2 also requires students to create an accompanying graphic (photograph, drawing, chart, diagram) for a previous writing assignment and to include a caption when appropriate, which has students translate textual or quantitative information into a visual form.

Students read assigned textbook pages and primary-source texts (the Hakim chapter, the Miller Center essay, and Jackson's veto from the Avalon Project). In Option 1, students copy Jackson's veto into an online word-cloud generator, produce a visual (multimedia) representation, print it, and answer questions about which words stand out and what big issues are indicated. In Option 2, students sort statements from the essay into supporters and opponents, reinforcing understanding from the reading.

Students are asked to read Chapter 18 and firsthand accounts (e.g., Gene Schermerhorn, mill voices) and to refer back to a video from Lesson 1 about Erie Canal workers (the lesson includes a PBS web link: "Construction of the Erie Canal"). Students perform a hands-on simulation (the Assembly Line Bead Bracelets) that models factory work and answer guided discussion questions about that experience. Students also create products (an advertisement recruiting canal workers or a diary entry) that draw on information from both multimedia (video/web) and texts.

Students read Chapters 29-31 of A History of US about Transcendentalists and John James Audubon, providing a substantive text-based source. Students are given web links to poems (Emerson, Thoreau, Fuller) and to John J. Audubon's Birds of America, allowing them to access online multimedia images of artwork. Students may also conduct firsthand observations in Activity 2 Option 2, where they observe a wild creature, draw it, and write 2–3 sentences describing their observations.

Students are assigned reading from A History of US (Chapters 32, 36-37 and other chapters) and other printed texts (e.g., The Story of Cotton PDF, statistical tables) and also directed to online multimedia sources such as the PBS "Africans in America" page (Option 1), a TED talk link, Library of Congress slave narratives, and museum artifact web pages. Students complete activities that use those sources: they fill in an activity page based on the PBS website, cut-and-glue a stages-of-production table using the cotton PDF and readings, graph numerical data from tables, compare two slave narratives found online, and collect images/descriptions of artifacts from museum websites.

Students are instructed to "conduct an internet search for 'graphite' and 'diamond'" and to use information from that search together with the provided excerpt to record at least three characteristics unique to each substance, explicitly combining a multimedia/web source with the reading. Students complete an activity that asks them to write a common characteristic between the two, requiring them to synthesize information from both sources. Students also examine labeled images (diamond, graphite, methane) and answer comparative questions about similarities and differences among those images and descriptions.

Students read detailed text descriptions of the four biomolecules (carbohydrates, lipids, nucleic acids, proteins) including functions and where they are found. Students carry out hands-on experiments testing for lipids (brown paper bag test) and starch (iodine test), record observations in provided tables, and answer follow-up questions about their results. The activity pages and answer key link expected experimental outcomes (e.g., potato turns blue/black with iodine; oils make paper translucent) to the textual descriptions of which foods contain lipids or starches.

Students match vocabulary terms to illustrations in Activity 1, linking textual definitions (e.g., "pulmonary," "vesicant") to pictures (lungs, blistered arm, person with watery eyes). Activity 2 directs students to use Internet sources (CDC links and other web pages) to gather data about chemical agents, their types, and doses and record that information in a table. Activity 3 asks students to use case file text descriptions and online information to diagnose types of agents and determine treatments, which requires synthesizing information from text and web-based sources.

The lesson asks students to read texts about alcohol and nutrients (reading sections, CDC and PBS fact sheet links in Option 1) and to analyze multimedia alcohol advertisements (Option 2 includes YouTube links and a chart for ad analysis). Students complete text-based research tasks (Nutrient Amounts table, Alcohol Research questions) and fill in observation charts describing video ads (Alcohol and Advertising activity). The Parent Plan and wrap-up prompt discussion points that connect health information and advertising portrayals.

Students collect and analyze primary data from their food journal (Parts 2, 4, 6, and 7) by categorizing foods, totaling servings and calories per biomolecule, and creating graphs. Students research recommended intakes using provided web links and the Mayo Clinic/ChooseMyPlate guidance (Part 7 and Part 9). Students are asked to create a comparison between a healthy diet and their own diet for a single day and to note differences and recommendations (Part 10).

Students are asked to view the video 'Linguistic Profiling' (Option 1) and answer journal questions that explicitly link the video's claims about dialect-based judgments to Mark Twain's use of dialect in Adventures of Huckleberry Finn (e.g., asking whether Twain is promoting stereotypes and whether dialect preserves authenticity). In Option 2 students read the PBS 'Sounds of the South' article and answer questions about perceptions and grammatical features of Southern dialect, then relate those findings to the novel. The skills list also requires students to 'analyze the purpose of information presented in diverse media and formats' and to evaluate motives behind presentation, which frames tasks comparing multimedia sources with the text.

Students view three videos that define and give examples of the three types of irony and record those examples on an "Irony Chart." Students read Chapters 29–32 of Adventures of Huckleberry Finn and complete activities that ask them to identify and categorize examples of verbal, situational, and dramatic irony from the novel. Option 2 asks students to find one example of each type of irony from Adventures of Huckleberry Finn and to include an example of each type from books or movies.

Students are directed to listen to two video slave narratives (links to YouTube videos) and to choose one narrative to take notes on. They are asked to draw conclusions about the life of the slave and explicitly compare and contrast those conclusions to the character of Jim in the novel. Students are also asked to make notes about the dialect used in the video(s) and to compare/contrast that dialect to the dialects used in the novel, and to note any figurative language heard in the multimedia source.

Students are instructed to "compare and contrast the novel to the film version and decide if the directors and actors made good choices," directing them to evaluate choices made by directors and actors. Students are told to "take notes as you watch the film, observing any changes the director or actors have made regarding the character, plot, language, setting, or dialect of the novel," which explicitly links information from the video to the text. Wrapping up and parent discussion prompts ask students to think about "how the movie and the novel are similar and how they are different" and to explain whether changes impacted the movie positively or negatively.

Students are assigned print readings (pages 44-53 of McPherson and excerpts in We Were There, Too!) that present information about the Emancipation Proclamation and the 54th Massachusetts. Students are also directed to online multimedia resources (a Massachusetts Historical Society page of 54th Regiment photographs and a recruitment poster) and instructed to use both the readings and the online resources to consider reasons men joined the regiment and to write a letter from a recruit. The instruction to base responses "on the readings from today and the online resources" requires students to gather information from both text and online media.

Students are instructed to watch the "Civil War" episode and to "remain an active viewer, thinking about what you are seeing on the screen and how it relates to what you have read and learned about throughout the unit." The Parent Plan directs parents to pause the video to ask questions and to choose 4–5 discussion questions after viewing that overlap with topics from the reading (e.g., Minie balls, railroads, telegraph, medicine). The Wrapping Up and Things to Review sections ask students to discuss the film and review their answers to the reading questions, battle cards, and timeline for accuracy.

Students read pages 22-25 of What Is Cell Theory? and answer comprehension questions about differences between plant and animal cells. Students carry out a hands-on chromatography experiment, mark which pigment colors they observe, and answer follow-up questions about pigment function. Students complete a cut-and-paste/coloring activity to identify and place organelles in plant and animal cell diagrams, reinforcing observational comparison of structures.

Students carry out a hands-on activity (Activity 1) where they measure paper perimeter and roll marbles to model absorption and diffusion, producing experimental observations about surface-area-to-volume effects. Students read multiple web articles about protists and answer directed text-based questions that extract facts about protozoa, algae, and fungus-like protists. Students also compare diagrams of Amoeba, Euglena, Paramecium, and Volvox in Activity 2 and record which structures each organism has, practicing comparison across visual/textual representations.

Students are instructed to watch the "Prokaryotic vs. Eukaryotic Cells" video and to read multiple texts (What is Cell Theory? pages, MedicalNewsToday article, and archaea resources). Students conduct an experiment in Activity 2 (culturing bacteria), including forming a hypothesis, making observations, and drawing conclusions. Students also complete comparison tasks (coloring and writing a paragraph) that require comparing prokaryotic and eukaryotic cell information from visual and textual sources.

Students are instructed to read the "Viral Attack" article and to watch the "Flu Attack!" video simulation (and other multimedia such as "Inside Viruses" illustrations), then to "use the information found in them to answer the following questions," which requires extracting information from both text and multimedia. In Activity 2, students are directed to use multiple web resources to research characteristics of life and to form and support a conclusion about whether viruses are living, which has students gather and synthesize information from different source types.

Students read assigned textbook pages (pages 20–25 and 38–45 of What Is Cell Theory?) to learn about specialized cells. Students perform Internet research using the Human Cell Atlas link and record findings on the "Specialized Cell" activity page, which exposes them to online/multimedia sources. Students build and observe a physical model (cardboard tube, brads, rubber bands) and study diagrams showing relaxed and contracted muscle cells and biceps/triceps action, providing a hands-on simulation/experimental experience.

Students are instructed to "Watch 'Mitosis: The Amazing Cell Process that Uses Division to Multiply'" and to read pages 30-31 of What Is Cell Theory?, so they receive information from both a video and a text source. Students are directed to create clay models and optionally to make a video, PowerPoint, or stop-action animation using those models, which engages them with multimedia production. The Parent Plan also suggests that students can make microscope slides to observe mitosis, providing an experimental/observational source.

Students set up and incubate an antimicrobial experiment (Activity 1), record hypotheses, and are directed to evaluate which hypotheses are true/false and cite evidence in the conclusion. Students complete a hands-on diagnostic task (Activity 3) that requires reading a text-based table of illnesses, causes, symptoms, and treatments and using that information to make a diagnosis. The Student Activity Pages require students to collect experimental results (to be recorded in Lesson 10) and to use textual information to draw conclusions about illness.

Students are asked in Activity 2 to use the Internet to research listed respiratory infections and fill in a table with symptoms and visibility under a microscope. In Activity 3 students view electron-microscope images (Image 1 and Image 2) and are told to "compare them to Image 1 and Image 2 to determine which disease is affecting your patients." The unit also provides web links (WHO, Mayo Clinic, Cleveland Clinic) and study guide text that students use as textual sources for diagnosis.

Students complete an online interactive/virtual journey about the Underground Railroad (noted in Activity 1 and Parent Plan) and read related webpages such as the PBS summary and sections of the Pathways to Freedom site. Students also read written texts (chapters of Elijah of Buxton and the author's note) and watch videos (a video interview of the author and the Buxton School House Tour) as part of Activities 3 and 4. Students answer comprehension and creative-response tasks (journal entry, poem/song, speech) based on information from these multimedia and written sources.

Students are asked to view a YouTube video about tone and mood and then complete the "Tone and Mood in Elijah of Buxton" activity, applying what they learned from the video to the novel. In Activity 2, students read chapter excerpts and quotes about slavery from Elijah of Buxton and also view multiple web-based multimedia sources (photograph, engraving, sketch, and excerpts from slave narratives) and are asked to write words or brief phrases explaining what they learned from each source. The "Things to Review" and parent prompts explicitly ask students what they have learned about the life of a slave from the novel and the pictures, prompting consideration of both text and images together.

Students are directed to read web pages about geologic provinces and biomes (e.g., NPS physiographic provinces, National Geographic biomes) and to use those online resources to record facts on activity pages and to label their state map. Students also collect first‑hand data by spending at least 20 minutes observing a local ecosystem and recording field notes or creating a visual journal (Option 1 or 2). Some linked pages include images and videos (e.g., The Land Biomes link) so students gather information from multimedia as well as from text.

Students are directed to conduct research online or in library books, to save or print images and bookmark website links, and to include an image or a website link (or both) for each topic on their digital poster or timeline. The digital poster option explicitly allows embedded web links and points students to online resources and museum websites. The Questions to Discuss prompt asks students which research sources were most useful, inviting reflection on sources used.

Students are asked to read specific pages (pages 2-4, 32-36, 44-50) about DNA, genes, and chromosomes and answer directed comprehension questions about DNA structure, bases, and chromosomes. The lesson provides optional videos (e.g., "What Exactly Is a Gene?", "The Human Genome Project 3D Animation", and a strawberry DNA extraction video) and instructs students to watch the extraction video and then perform the strawberry DNA extraction experiment. Several questions and the Wrapping Up prompts ask students to identify evidence that DNA is present (mentioning both the extraction and shared traits) and to reflect on observations from the experiment and video.

Students are assigned a reading (pages 6–11 of Genetics: Breaking the Code of Your DNA) and are given two optional videos about Mendel and pea-plant genetics to view. Students carry out a hands-on simulation (coin-flip allele activity) to generate experimental data and complete Parent and Sibling charts to compare traits and form hypotheses about dominance or recessiveness. The activities ask students to compare their sibling/parent observations to an answer key and to calculate and represent percentages from their simulated trials.

Students make predictions and then perform coin-flip experiments (Tally Sheets 1–3), recording the number and percentage of outcomes after 100 trials. Students complete Punnett square activities and read explanatory text and sample results that state expected genotype and phenotype percentages (for example, 75% dominant, 25% recessive for Bb x Bb). Students analyze pedigree diagrams using the diagram key and answer questions that connect diagrammed inheritance to written explanations.

Students read a provided website ("Ten Human Genetic Traits") and use that information to complete an "Investigating Genealogy Chart," identifying trait descriptions and whether they are dominant or recessive. Students then conduct a family survey (or use sample family data) to record the presence or absence of those same traits across generations and answer guided questions such as "How do you know that traits are passed from one generation to the next?". These activities require students to apply what they read to real observational data from people.

Students read a designated text (pages 88–93 of Genetics: Breaking the Code of Your DNA) that explains genetic mutations and single-gene versus multifactor disorders. Students also visit multiple web links (e.g., KidsHealth, Mayo Clinic, NHLBI, Cancer.org, Cleveland Clinic) to gather information for Activity 1 (Investigating Disease) and Activity 3 (The Influence of Environment) and fill in charts about symptoms, causes, and environmental factors. In Activity 2 students use information they collected to ask questions, take notes, and make a medical diagnosis based on a patient history and lab/physical exam prompts.

Students are assigned to read pages 98-107 of Genetics: Breaking the Code of Your DNA and are given multiple web links and optional videos (e.g., "The Story of Dolly the Sheep," "How Does Gene Therapy Work?", and National Geographic/University of Utah cloning pages) to explore cloning in multimedia formats. Activity 1 directs students to read web pages to learn about benefits and drawbacks and to "view" material to understand how animal cloning works. Activity 2 requires students to refer to the reading and "interactive exploration from Activity 1" when writing explanatory text for a brochure, which has students draw on both text and online/multimedia sources.

Students read the first-person account "Charles Denby: Bound North" and answer comprehension questions about reasons for migration and comparisons of Northern vs Southern education. Students visit multimedia web resources: historical maps of Chicago, a population map, data tables for graphing city growth, and a Library of Congress web exhibit with scanned migrant letters. In Option 2 students explore Jacob Lawrence's online gallery (multimedia visual art) and write commentary or create artwork that interprets the paintings.

Students watch the "Heartland" episode and are instructed to pause regularly and take organized notes on sections of the film. Students read assigned texts (excerpts from We Were There, Too! and articles about Indian boarding schools and Wounded Knee) and answer comprehension questions. Activity 2 requires students to design an informational sign about Wounded Knee using information from the video and from web links, and a discussion prompt asks what students learned from the museum website that they did not know before.

Students are instructed to read web biographies (for example, the Edison biography and the Wright Brothers Britannica entry) and a short textbook reading (Jackie Cooper). Students are also instructed to watch at least five early Edison motion pictures and to use an interactive Artifact Gallery from the Air and Space Museum website to complete activity pages. Students complete student activity pages that draw on both the reading and multimedia (for example, creating an advertisement for films after watching them and describing artifacts found in the online gallery).

Students watch the episode "Cities" and are instructed to take brief notes on the video (Activity 1). Students read first‑person texts about sweatshop workers (Rose Cohen and Joseph Miliauskas) and answer comprehension questions on those readings (Reading and Questions). The Wrapping Up and Questions to Discuss prompt students to reflect on "what did you learn from the reading and film" and to review responses to both the film and the reading.

Students read multiple texts (selections from We Were There, Too! and an online biography of Samuel Gompers) and view multimedia sources (sets of historical photographs by Jacob Riis and Lewis Hine). Students complete structured photo-analysis activity pages that direct them to describe details, settings, people, and the photographer's intentions. Students also conduct internet research and create a poster, which involves synthesizing information from different sources.

Students are instructed to 'First watch this video' (a YouTube link) and then to read the assigned text "Margaret Davidson: War on the Homefront" and other web texts about the Lusitania and U.S. entry into World War I. Students summarize a chosen newspaper article, respond to it from American and German perspectives, and complete activity pages analyzing primary sources and propaganda posters, showing they gather information from both multimedia (video, poster slideshows) and written texts.

Students are instructed in Activity 2 to watch a video ("How Do Trees Survive Winter?") and to read two articles (Plant Adaptations -- Tropical Savannah and Mangrove Adaptations) and then answer questions about plant adaptations. Several questions require information explicitly from the multimedia source (e.g., "According to the video, what two things does the tree do to avoid frozen leaves in the winter?") and other questions ask about details found in the articles (e.g., how mangroves reproduce, how grasses survive fires). Students also use web resources in Activity 1 to research tree anatomy and functions, combining online multimedia with text-based resources to complete worksheets.

Students are assigned to read pages 24–27 in Life Processes and are also directed to watch the video "The Story of Photosynthesis," pausing to fill out the Photosynthesis activity page. Students use the lesson description to label parts of a chloroplast diagram (text-to-diagram task) and answer specific questions while watching the video (video-to-worksheet task). In the digestion activity, students are told to consult more than one source when researching an animal's digestive system.

Students are assigned to read pages 12–15 in Life Processes, which present explanations of cellular respiration. Students perform an experiment activating yeast, make timed sketches and quantitative measurements (balloon circumference), and answer questions explaining the observed CO2 production. Students also watch assigned videos about cellular respiration and complete activities that require arranging images or creating diagrams that represent photosynthesis and respiration.

Students are directed to read specific pages in a textbook (Read pages 16-19 in Life Processes). Students are also asked to watch a video about tropisms and take a quiz (Activity 3) and to carry out hands-on experiments (earthworm phototaxis and geotaxis, plus plant germination observations). The Gravity Response activity explicitly asks students to compare results from Activity 2 with Activity 1 ("Did worms move farther in response to light or gravity? Compare with Activity 1 results."). The Parent Plan Skills list explicitly names the ability to "Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic."

Students read specific pages in a text (pp. 6-11 and 14-15 of Behavior in Living Things) that explain types of animal learning and communication. Students are directed to investigate animal communication using web resources (including a PBS page on honeybees, a prairie dog site that "includes some videos," and a wolves page) and to record notes on an "Animal Communication Notes" page. Students are then asked to synthesize their findings by writing a 1-2 paragraph summary or creating a poster that presents information gathered from those sources.

Students read Chapters 1–8 of Watership Down and complete character-analysis worksheets that require citing textual evidence. Students conduct online research about the European Rabbit using a provided Animal Diversity web link and record facts on a rabbit-shaped graphic organizer. Students may also view a provided film clip (The Wizard of Oz) to identify instances of foreshadowing as an optional activity.

Students are assigned the reading role 'Connection Commander' and are prompted to find connections between the book and other works of literature or media, including 'other types of media, such as plays, songs, or movies.' After reading, students must 'write several sentences explaining the connections' they made between this reading and other works or media. Students complete a Venn-diagram 'Strange Rabbits' activity in which they compare and contrast Hazel's group and Cowslip's group using information from the text.

Students read chapters of Watership Down and complete text-based analysis tasks identifying dramatic irony in specific passages. The lesson offers web links to video read-alouds of children's books (Where the Wild Things Are, Amelia Bedelia, Are You My Mother?, The Emperor's New Clothes) as alternative multimedia sources for Option 1. Students also complete activities (postcard or drawing) based on examples of dramatic irony drawn from text or a chosen story.

Students are asked to create and perform a dramatic version of scenes from the novel and to consider whether to add or omit material and to include music, lighting, or other effects, which requires comparing the production choices with the original text. The Parent Plan explicitly lists the skill to "analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors." The lesson's "Things to Know" and introductory notes state that dramatic presentations contain similarities to and differences from original works, directing students to evaluate those similarities and differences.

Students are directed to read explanatory text about the Harlem Renaissance (the "Things to Know" section and the Activity 1 description) and to explore a Kennedy Center interactive multimedia site ("Drop Me Off in Harlem") for about 10 minutes. Students research individual biographies on the interactive site, explore associated media (images, text, music, video), and create a network chart linking five people based on connections found in the multimedia resources. The Parent Plan prompts students to show multimedia items and discuss what they discovered with an adult.

Students watch the episode "Bust" of America: The Story of Us and take structured notes using provided activity pages (Activity 1). On Day 2, students read specified text passages from World War II for Kids and We Were There, Too! and answer comprehension questions about the Great Depression. In Activity 2 students analyze and write descriptions of Library of Congress photographs, comparing rural and urban images as part of creating a photo exhibit.

Students read specified sections from World War II for Kids about early WWII events (Trouble Abroad, A World at War, Blitzkrieg, The Blitz, Pearl Harbor). Students complete a hands-on simulation option to extinguish an incendiary device or create a recruiting poster, and are directed to an online World War II Poster Collection (a multimedia/web source). Students are asked to discuss their reading answers and to review and talk about their Activity 1 work with a parent.

Students read multiple text selections about World War II (Chapter 2 of World War II for Kids and a short piece about Calvin Graham) and answer comprehension questions about battles and goals. Students then carry out hands-on activities that function like experiments or simulations: they create and decode ciphers (Option 1) and camouflage a bicycle and take/print or email photos for others to search (Option 2). Discussion prompts ask students to talk about what they learned from their code-making or camouflage activity and why codes or camouflage are useful in war.

Students read multiple text selections about the home front and rationing (World War II for Kids; We Were There, Too!). Students perform a rationing simulation using family grocery receipts (Activity 3) that models how shopping and diets would change under wartime rationing. Students can also create and record a radio adventure program (Option 2), which is a multimedia activity related to wartime entertainment.

Students are directed to watch the "World War II" episode of America: The Story of Us and to take structured notes using a provided note-taking page, pausing the video as needed. Students are also assigned specific readings from Chapter 5 of World War II for Kids and answer comprehension questions about D-Day, the Battle of the Bulge, and the German surrender. Parent/teacher guidance asks caregivers to discuss the video with the student and to review the student's answers to the reading questions, implying both sources will be considered.

Students read Chapter 6 of a World War II book and use guided note-taking pages to record key details about the Holocaust, including ghettos, concentration camps, and rescue efforts. Students then complete a multimedia activity by taking a virtual tour of the U.S. Holocaust Memorial Museum or by selecting and analyzing three artworks about the Holocaust, filling out pages that ask what each artwork shows and what they found powerful. The Field Trip activity asks students to reflect on what they learned from the museum website and how a museum visit could enhance understanding.

Students are asked to use readings from the unit and provided web links as sources for their museum exhibits and to include multimedia features such as audio recordings, video clips (for example, America: The Story of Us), and virtual tours as interactive elements. The project directions require students to mix written content (summaries, paragraphs, primary sources) with images and multimedia when building Before/During/After sections, and students must consult earlier readings and websites to create exhibit content.

Students are assigned to read Chapter 2 of The Field Guide to Geology and to use that information when creating timeline entries (Reading). Students perform a hands-on simulation by cutting, folding, and pulling a paper "Transform Fault" model to demonstrate transform boundaries (Simulation). Students watch a 50-minute National Geographic video "Colliding Continents" and are directed to add at least five events from the video to their timelines (Video), and the lesson text explicitly points out discrepancies between video dates and textbook dates and explains reasons for those differences. Students are also asked to present their timelines to another student or group and "take turns comparing what each of you did."

Students read pages 180-185 of The Field Guide to Geology and answer targeted comprehension questions about the Hadean, Archean, and Proterozoic eons and the rise of oxygen. Students watch several time-lapse videos (dandelion, ferns, sky, glaciers, continental motion) in Activity 3 and are asked to write a journal paragraph describing the video they enjoyed and what surprised them. Students create and place timeline cards that visually represent events from 3.5 BYA to 600 MYA, linking visual artifacts to the textual chronology.

Students read assigned textbook sections (pages 186–201 and 202–215) about Phanerozoic history and answer content questions. Students carry out a hands-on simulation (Activity 3: compressing ice cream sandwiches) that models coal formation and thus represents an experiment/simulation. The lesson also lists optional multimedia/video sources (BBC series "Walking with Monsters/Dinosaurs/Beasts") that students may view to see visual representations of the same time periods.

Students are assigned a reading (pages 7-11 of Evolution: How We and All Living Things Came to Be) with comprehension questions about fossil evidence. Students perform hands-on investigations: they uncover beads in their homemade geologic column (Activity 2) and make a fossil (Activity 3), recording which layers/fossils were placed first and answering how they know. The lesson also offers an optional short video biography of Charles Darwin as a multimedia resource that students may watch.

Students read pages 18-25 of a text about evolution and answer comprehension questions about DNA, mutation, and speciation. Students carry out a hands-on simulation (the Evolution of Colored Dots), record generational counts in tables, and answer analysis questions about how selective pressures and genetic variation changed. Students watch multimedia: a five-minute video about sickle-cell anemia and 45 minutes of the documentary What Darwin Never Knew, linking mutation examples to the concepts they observed.

Students are assigned to read pages 26–35 of Evolution: How We and All Living Things Came to Be and to answer related comprehension questions, providing a focused text-based source about convergent evolution. Students are also asked to watch the final 30 minutes of the PBS documentary What Darwin Never Knew, giving them a multimedia (video) source on evolution. Additionally, Activity 2 and the poster option allow students to gather or include images from the Internet, which supplies further multimedia material.

Students are instructed to research using books, the Internet, and in-depth interviews and to document religious and scientific evidence side-by-side on the 'Evolution and Religion' activity pages. The directions ask students to note the scientific tests used by scientists and the assumptions those tests make so they can "document these side-by-side so that you can compare them later." Students may create a slideshow or video to present their findings and are prompted to interview at least two people and record differing viewpoints.

Students use web-based sources (Encyclopaedia Britannica and CNN) to research World War II and fill out the World War II Detective activity. Students watch an author interview video and read online author biographies to gather information about Markus Zusak and then read the Prologue and Part One of The Book Thief, so they obtain information from both multimedia/web sources and the printed novel text.

Students are directed to analyze multimedia propaganda in Activity 2 Part A by choosing three Nazi posters from an online archive and noting the target group, goal, and what makes each poster effective. Students are also asked in Activity 2 Part B and the Parent Plan to record examples of propaganda they find in the book (textual examples like the Molching Express article, the speech before the book burning, and the parade/bonfire). In the Historical References activity, students use linked web resources and an infographic labeled "Understanding Nazi Ideology" to research historical information referenced in the text.

The Parent Plan Skills list instructs students to "analyze the purpose of information presented in diverse media and formats" and to "interpret and evaluate the various ways in which visual image makers…communicate information," which directs students to examine multimedia. The Optional Extension provides web links (United States Holocaust Memorial Museum and PBS) that include pictures and video interviews about Kristallnacht for students to consult. Students are also directed to record examples of propaganda from the reading, and the Parent Plan explicitly suggests the optional Kristallnacht links for further learning.

Students view two multimedia examples (a print ad at Link A and a 30-second television ad at Link B) and identify logical fallacies used in each. Students also read and analyze written propaganda excerpts (The German National Catechism and other Nazi texts) and identify fallacies and emotional appeals in those texts. Activity 2 asks students to apply the fallacy-identification skills learned from the multimedia examples to analyze written propaganda.

Students are instructed to watch two video clips of Hitler speaking and at a rally and to take notes on what might have been compelling about his speaking and what aspects of the rally were designed to appeal to the crowd. The reading text and Things to Know explicitly state that elaborate rallies and speeches were an important part of Nazi propaganda, and the Parent Plan discussion questions prompt students to consider specific features of the speeches and rallies (pace, repetition, gestures, music, marching, flags).

Students read selected paragraphs about wartime communication, view a 1943 newsreel video, and read an Ernie Pyle column before answering guided questions. The War Journalism activity asks students to identify how newsreel footage was informational and what aspects could be considered propaganda, directly prompting comparison between video and textual sources. Additional questions ask students to explain how correspondents conveyed vivid descriptions and how Pyle's column differs from regular news articles, requiring contrast of media forms and content.

Students are instructed to watch either the movie or the trailer (Activity 4) and to "think about how the movie differs from the book." The plan asks students to discuss specific comparison questions with a parent (e.g., ways the trailer/movie is consistent with or different from the book; whether characters look as imagined; whether the movie has the same impact; what was omitted or condensed). The Parent Plan and Wrapping Up sections explicitly prompt students to identify omissions/condensations and to explain differences in depiction and impact.

Students view a 45-photo multimedia exhibit on The Atlantic, read the introductory paragraph and captions, and answer questions about what specific images helped them understand about the end of World War II. Students examine numerical text/data (pre-war population, war-related deaths, GDP for 1938 and 1945), fill a chart, calculate deaths as a percentage of population, and create bar graphs to represent GDP changes. Students select historical advertisements from an online archive and a modern ad, then complete side-by-side analysis questions comparing images, wording, target audience, style, and effectiveness.

Students watch the episode "Superpower" from America: The Story of Us and take notes using provided note-taking pages (Activity 1). Students read short historical articles from the U.S. State Department about the Truman Doctrine and the Marshall Plan and answer comprehension questions (Day 2 Reading and Questions). Activities and options ask students to create a political cartoon or poster after reading and viewing related primary and secondary materials, so students gather information from both multimedia and written texts on the same Cold War topics.

Students are directed to read the transcript of JFK's October 22, 1962 speech and are also given the option to listen to an audio file or view a video of the same speech (Option 2). Students are asked to use web resources such as the JFK Library "13 Days" site and a YouTube video link, and to complete analysis questions about the speech's facts, rhetoric, and steps. The activities require students to read historical texts about the Bay of Pigs and the Cuban Missile Crisis and to engage with online interactive material and multimedia related to the same events.

Students read the full text of Dr. King's "I Have a Dream" speech and then listen to an audio recording of the same speech while following along with the text. The activity directs students to highlight or underline phrases or ideas as they listen, and Option 2 asks students to complete a graphic organizer comparing two speeches (textual comparisons).

Students read Part 4 of a historical text about voting rights and answer factual reading questions about tactics to prevent African Americans from voting and the effects of the Voting Rights Act. Students also examine documentary photographs in Activity 1, describe selected images, identify where and when they were taken, and analyze what the photos reveal about reactions to the Civil Rights Movement. The lesson text explicitly discusses the media's role in raising awareness and documenting violence, linking the reading content to photographic/multimedia sources.

Students read multiple texts from the U.S. Department of State (The Gulf of Tonkin, The Tet Offensive, Ending the Vietnam War) and answer specific reading questions about those texts. Students also view audio/video interviews and memoirs from the Library of Congress (Experiencing War) and are asked to review 2–3 veteran stories and discuss what they learned from those multimedia sources. Parent guidance includes discussion prompts that ask students to describe veterans' experiences from the film and to discuss the film with a parent after viewing.

Students view primary-source protest leaflets in Activity 1 (links to campus fliers are provided) and create a flier based on those texts. In Activity 2 students watch a 1960s television episode and complete a worksheet asking "What can you learn about the 1960s from this program?" or listen to at least two protest songs and answer questions about each song's message, lyrics, and musical characteristics. The activities therefore require students to gather information from both written primary sources and multimedia (video/audio) sources.

Students read pp. 14–17 of The Concise Human Body Book and take notes on what each system does and which systems interact (Activity 1). In Activity 2, students brainstorm effects of decisions based on their reading and then use the KidsHealth website (a multimedia/online source) to research and describe another body system affected by the same decision. The Parent Plan and materials also reference an optional dissection (Lesson 2) and a short reading about imaging tools (Activity 3), which introduce hands-on and multimedia ways to view the body.

Students read specified textbook pages (pp. 144, 146-155) about the cardiovascular system and its parts. Students construct a simple pump (an experiment/demonstration) and are asked to show a parent and explain how the valve in the pump corresponds to valves in the heart. Students are instructed to use both the book diagram and a linked website diagram to color and label the circulatory system and the parent notes explicitly point out a discrepancy (book shows vessels on one side; website shows both sides).

Students are assigned to read pp. 160-170 of The Concise Human Body Book to learn the respiratory system's functions. Students carry out a hands-on experiment (Parts 1–4) making and using a red cabbage indicator to test inhaled versus exhaled air and record observations, including a question asking whether the experiment showed a difference. Students also use a web link (kidshealth.org) to build a respiration flowchart and are instructed to use images from the textbook (pp. 162–163) as a guide when assembling a respiratory diagram.

Students are assigned to read pages 210–231 of The Concise Human Body Book, providing a text-based source about the digestive system. Students are directed to create a comic strip about a food particle using either hand-drawn panels or multimedia software (Comic Life or online comic tools), and they may use images found online to build that comic. Students also create and label a cut-and-paste digestive system diagram using textbook pages as a guide, and a sample multimedia comic about a red blood cell is provided as a model.

Students are assigned to read pp. 260-265 of a textbook and to use linked web pages that include interactive presentations about male and female reproductive systems. Students are instructed to research organ functions using those sources and to write a paragraph or prepare a two-minute oral presentation in their own words. The pregnancy activity provides illustrated cards and text about fetal development that supplement the reading.

Students are directed to read pages 190-205 in The Concise Human Body Book to learn about the immune system. An optional Activity 3 directs students to use an interactive website that includes explorations, videos, and transcripts about the immune response. The lesson asks students to discuss comprehension questions with a parent after using the multimedia resource.

Students are assigned textbook readings (pages indicated in The Concise Human Body Book) and multiple multimedia experiences: a video on the StudyJams page and the interactive 'Build a Neuron' site. Students also are directed to watch a nerve-impulse video and use online neuron and brain interactives for labeling and practice. Several hands-on experiments (taste/smell) and online activities (optical illusions, short-term memory test) ask students to collect observations in addition to reading the text.

Students are directed to read pages 21-23 of The Concise Human Body Book and to use linked web resources (a Homeostasis article, a page on the hypothalamus, and a YouTube video) to complete the Homeostasis matching activity. Students perform a hands-on experiment measuring pulse at rest and after exercise, record data across three trials, convert counts to beats per minute, and create a line graph of results. The activities therefore require students to gather information from a written text, from multimedia/web sources, and from their own experimental data.

Students are instructed to read pages 280–285 in The Concise Human Body Book and answer related questions, and later they are directed to read a web page (UC Davis environmental health) and consult WHO web pages while completing the "Environmental Effects" activity. Students are asked to use Internet research to identify environmental factors, label boxes with those factors, and explain possible negative consequences for specific body parts, which requires integrating information from the textbook and online sources.

Students are asked to watch a video titled "Alabama in the 1930s" and create a mind map capturing information and images from that multimedia source. Students then read the first two chapters of To Kill a Mockingbird and answer comprehension questions that focus on historical details from the text. Students are prompted in the wrapping-up discussion to identify evidence of the historical period observed in the chapters, linking the reading to historical context.

Students are directed to read chapters 3–4 of To Kill a Mockingbird and to "About the Author" via a provided web link, asking them to learn how Harper Lee's life connects to the novel. Students are asked to think about and record events from their own lives that could inspire a novel and to explain how personal experience could bring to light issues or lessons, connecting biographical information to the text.

Students view a multimedia slideshow titled "Segregation in America" and are asked to notice images that remind them of scenes from the book and to observe differences (for example, people with power vs. ordinary people). Students select one image, glue it to paper, create a caption, and write two to three sentences describing how the image relates to the story or characters of To Kill a Mockingbird. Discussion prompts ask students to compare their impressions of the images with events and social conditions described in the chapters they read.

Students read the final chapters of To Kill a Mockingbird and then watch the 1964 film adaptation directed by Robert Mulligan. As they watch, students use a two-column student activity page to keep a running list of similarities and differences between the novel and the movie. Activity 2 provides guided comparison questions (setting, character portrayal, special effects, biggest changes and reasons) and asks students to record their thoughts and choose a follow-up product (poster or deleted-scene script).

Students plan and deliver an oral presentation that combines reading-based analysis of To Kill a Mockingbird with a computer slide show (multimedia) that highlights themes, plot, characters, and historical context. The rubric and parent plan explicitly require students to "Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence," and to "support judgments through references to the text, other works, other authors, or personal knowledge." The materials include a sample graphic organizer titled "Book Vs. Movie" that models comparing a book and its movie adaptation, noting omitted scenes and differences in portrayal.

Students watch the final episode of the documentary America: The Story of Us in Activity 1 and pause to record answers on multiple activity pages. The Brainstorming and Choosing a Topic pages require students to write "What I learned from the video" and to list websites and further research sources, linking multimedia viewing to later text/web research. Both final project options require students to do research using primary and secondary sources and to cite those sources, so students gather information from texts after viewing the video.

Students listen to or read the NPR piece on the 1965 Immigration Law (a multimedia source) and complete the Immigration Act of 1965 activity reflecting on stakeholder reactions. Students read the CFR web article on modern immigration and take notes on differing viewpoints, then write a short letter to the editor arguing a position. Students also read a personal narrative (Arn Chorn) and work with census data in graphing and mapping activities, so they engage with both text-based and multimedia/web sources about immigration and demographic change.

In Activity 2 students are instructed to read brief overviews of the Watergate and Iran-Contra scandals and then watch videos of each president responding; they complete the "Leadership in Crisis" activity page that asks what the president was accused of, how the president addressed the accusations, and to compare the two presidents. In Activity 1 students are asked to choose two presidential speeches to "skim or watch and compare" using a provided analysis table that prompts them to note major topics, powerful sentences/ideas, and which speech they found more persuasive.

Students read a text titled "Bill Gates: Another Revolution" (pages 234-236) and answer questions about it. Students are directed to watch multimedia sources such as the Apollo 11 landing videos (NASA links) and NASA Spinoff Videos, and to use videos from the America: The Story of Us series as allowable research sources. Students then write responses or research-based paragraphs (a diary/letter reaction to the moon landing or a paragraph for an illustrated essay) using information gathered from those videos and from readings.

Students are directed to read the History Channel "9/11 Attacks" webpage and answer specific reading comprehension questions. Students are given Option 2 to view artifact records on Smithsonian, 9/11 Memorial, and National Geographic websites and to create a poster explaining how each artifact helped them understand September 11, 2001 more fully. Students are given Option 1 to interview an adult about their memories and write a 5–10 sentence reaction describing how the interview helped them understand the attacks in a more personal way.

Students read a specific text ("Judi Warren and the Warsaw Tigers") and answer comprehension questions about Title IX and girls' athletics. Students listen to multiple songs via provided multimedia links and complete an activity page analyzing theme, style, mood, technological features, and changes over time. Students are allowed to use videos (America: The Story of Us) along with readings and other sources when researching and drafting their illustrated essay paragraphs.

In Activity 1, students are directed to find commercials online for health and beauty products and to write down product claims from packaging and advertising; they are asked to underline claims that seem legitimate and highlight outlandish or questionable claims. The Student Activity Page instructs students to select a product from an advertisement and evaluate its claims by comparing those claims with other similar, lower-cost products. These tasks require students to read written claims (on packaging) and to examine multimedia advertising (online commercials) about the same product.

Students are directed to read articles at web links and answer comprehension questions in the "Reading And Questions" sections. Activity 3 asks students to read two web articles about sun and hearing protection and to watch a short YouTube message about sun safety. Activity 4 asks students to watch public service announcement videos and then create their own PSA, which involves interacting with multimedia sources as well as information from readings in the unit.

Students are instructed in Activity 1 to watch videos and read an online booklet about different drugs and to take notes from both kinds of sources on the Student Activity Page chart (columns for "What is it?", "Effects of Abusing it", and "Other"). Students are asked in several places (e.g., Activity 1 and Activity 2) to view specific videos and to read web articles or book excerpts on the same topic of drug effects and addiction. Students are directed to record information from both multimedia (videos) and text (online booklet/articles) as part of their note-taking and assignment completion.

Students read Chapter 2 of the teen health guides and complete activities that require consulting online multimedia tools: they use the MyPlate Plan website to generate recommended portion sizes and follow a BMI calculator/CDC BMI-for-age charts to determine weight status. Activity 2 explicitly directs students to compare their typical portions (from their food journal) to the portions recommended on the MyPlate site. Activity 5 has students calculate BMI using an online calculator and plot percentiles using CDC charts, giving students structured experience with web-based tools alongside printed text and charts.

Students are directed to view Cubist artwork via the provided Guggenheim web link and then reread Gertrude Stein's poem "Susie Asado," explicitly prompted to "think about how the poem is like a Cubist painting." The parent/discussion prompts ask students to compare the poem to the Cubist images (e.g., how the poem presents parts of a scene out of normal order, similar to Cubist art). Option activities require students to either represent a poem artistically or write a poem about a piece of artwork, making students draw connections between visual multimedia and textual meaning.