Students are directed to read pages 52-56 in Weather and Climate and to fill definitions in the "Weather Words" booklet, showing they use the text to extract information. Students are asked to use information from specific websites and from pages 52-55 of the book to research each cloud type and take notes in a Cloud Chart (description, altitude, type of weather, clues). Students answer comprehension questions (e.g., what clouds are made of; what messages clouds carry) that require using the reading and video content to respond.

Students are directed to read an online United Nations article about population and answer specific questions (e.g., how the world's population is changing and why people migrate). Students are instructed to browse specific pages in Prisoners of Geography and use those sections to complete the "Humans Interact with Their Environments" graphic organizers. In the "Comparing Two Environments" activity, students are asked to explain which place they would prefer to live and are explicitly encouraged to "use information from 'Prisoners of Geography' to support their argument."

Students are directed to read specified pages of Prisoners of Geography (beginning to p.23; pp.16-22; pp.34-41) and then answer comprehension questions about how geography shaped nations, resources, and defenses. Students locate and label countries, rivers, and features on a world map using information found on the assigned pages. Students are instructed to consult the book's maps when choosing a geographical feature for the postcard and to look up additional online information for that feature.

Students are asked to read Chapters 8–10 and answer specific comprehension questions that require referring to the text (e.g., defining a roamer, explaining why jewelry is traded). The Debate activity directs students to compose three arguments and explicitly instructs them to "support each argument with evidence" and to use the Student Activity Page to organize arguments and supporting details. The activity also asks students to identify which statements in their arguments are facts and which are opinions, prompting attention to evidence versus opinion.

Students are directed to read specific pages (pp. 50-53 and pp. 46-47, 54-55) and then answer precise content questions (e.g., what determines crystal size, where basalt is found). Activities instruct students to "use the information in today's reading" to complete the Igneous Rock Demonstration results and to "use information from a resource page" to fill in the Igneous Rock Observations chart. Several activities require students to consult external scientific texts/websites (USGS, geology.com) and then identify, classify, or describe volcanic features based on those texts.

Students are assigned specific pages to read (pp. 66–67, re-read p. 62, later pp. 84–89) and are asked directed questions that refer to those pages. Question #1 explicitly tells students to compare marble and quartzite to their parent rocks and to "View the pictures on pp. 67, 29, and 88 for details," which requires using text/images as support. Several short-answer questions ask students to explain processes (e.g., lithification, formation of metamorphic rocks) based on the assigned readings.

Students are directed to read specific pages of Dirtmeister's Nitty Gritty Planet Earth (pp. 72-75 and pp. 114-115) and then answer comprehension questions (Questions #1-#3) that ask for information found in those pages. The questions require students to identify causes and examples (e.g., ways gravity causes erosion, conditions under which wind causes erosion, and the definition of ventifacts), which depends on using the text. Activities ask students to draw on readings when designing experiments and to draw conclusions in the Results/Conclusion sections of the Student Activity Page.

Students are asked in Activity 2 to provide three examples from the story that are evidence that the setting is a rational world and three examples that are irrational, which requires locating specific passages. Activity 4 directs students to "record some phrases and sentences from the story" that the author uses to describe an environment, prompting students to extract and note textual descriptions. Activity 3 has students use NASA and ESA resources to record facts about Mars in their journal, which engages them with science-related texts and information.

Students are asked to read the map and pages 162-163 and then answer questions that require justification (for example, Question 1 asks which region had more factories and follows with "How do you know?"). The provided sample answers point students to specific map graphics and the left-hand page data (e.g., the Union listed as having 10 times the factory production), and Questions 2 and 3 direct students to use the same pages to describe work, who did it, and the role of machines. Activity 3 requires students to revisit the map to pull descriptive words and economic details and to use that information in travel brochures, prompting students to base their descriptions on the text and map evidence.

Students are assigned to read A History of US: War, Terrible War 1855-1865 and answer comprehension questions that refer directly to the text. One model answer explicitly cites the book and page number: "As the text explains on page 66...", showing students an example of citing a specific page. Student activities direct students to use the book's glossary and specified chapters to find information for timeline entries and leader cards.

Students are instructed to read Chapter 1 (pages 8-13) of Explore Forces and Motion and then answer specific questions about that text. The comprehension questions require students to identify content from the text (e.g., Q1 asks which forces do not have to touch an object; Q2 asks students to name 4+ forces at work in a scenario; Q3 asks students to list three things learned in the chapter). Activity 1 (Force Scavenger Hunt) directs students to find examples of forces "you read about on pages 9, 11, and 12," linking student observations back to specific pages.

Students read Chapters 5 and 6 about Einstein and answer comprehension questions in complete sentences. Students take notes while watching videos about Einstein's discoveries and write a video summary using those notes. Students compare the book and video accounts (discussing similarities and differences) and are prompted to listen for factual statements versus opinions.

Students are asked to read Chapters 7 and 8 and answer specific comprehension questions in complete sentences, which requires using the text to respond. Question 3 directs students to page 85 to explain how Einstein describes gravity, and Question 4 directs students to page 86 to illustrate the trampoline demonstration, both pointing students to particular textual descriptions. Question 1 asks how the science world responded to Einstein's four papers, requiring students to locate and report information from the text.

Students are prompted to "provide one or two examples from the book that demonstrate how the author fulfilled each element" (Option 2), which requires locating specific passages that illustrate biography elements. The Skills section explicitly states students will "analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support understanding." A comprehension question asks "What does the author believe drove Einstein his entire life? How is this evidenced in his life?" which asks students to point to evidence in the text to support their answer.

Students are asked to read specific chapters and answer factual questions (Questions 1–4) that require drawing on the text. Activity 2 asks students to take notes using information from the day's reading and internet sources and to record objective facts (who, what, when, where, why). The Parent Plan for Activity 1 instructs a parent to ask the student what details from the readings led him to his conclusions, prompting students to point to textual details when explaining their thinking.

Students are asked to read Chapters 7 and 8 and "be sure to give the page locations where each scene is described," which requires locating specific passages. Students must "describe where the characters have moved to and from and describe each setting in detail either in words or in map form," and then "explain what role the setting plays in the conflict of the story," linking cited locations to analysis. The activities require students to record these ideas in a journal and share them, reinforcing the practice of supporting analysis with textual references.

Students are asked to read pages 4–11 of a science book and then answer comprehension questions, including one that directs them to look at the periodic table on page 10 and explain why a particular element is similar to nickel and platinum. Students are instructed to locate the 12 most common elements on a periodic table and to use pie charts and text descriptions of the atmosphere, ocean, crust, and body to identify elemental distributions. Students also record observations from an electrolysis demonstration and refer to specific pages (e.g., "Curious Minds Want to Know" on page 15) for follow-up reading.

Students are asked to read specific science text pages (pages 107, 109, and the "Bird Brains" section on page 110) and then answer directed questions about magnetism, which requires extracting information from the text. In Part 1 students copy and label diagrams from page 109, directly using figures from the science text. In Part 3 students examine a periodic table labeled "Classifying Elements by Magnetism" and use it to fill in magnetism properties for metals, metalloids, and nonmetals, drawing on the provided technical chart.

Students are instructed to analyze findings by comparing test results and observations with information gathered throughout the unit and to use the provided periodic table link for further research. The Matter Challenge and chart direct students to determine whether each mystery element is a metal, metalloid, or nonmetal and to write guesses and explanations for their identifications. The rubric and activity pages require students to make notes, explain reasoning behind classifications, and use resources to assist their analysis.

Students are asked in the Juxtaposition activity (Option 1) to "use the author's descriptions" and to put quotation marks around any words or phrases that come directly from the text. In Option 2 students are instructed to "record a few words and phrases from the text" and to place quotation marks around those author's words. These tasks require students to locate and mark specific textual language as evidence for their comparisons.

Students are asked to record three quotes or actions from the book that describe how characters feel about living forever and to note which character made each statement. The Student Activity Page directs students to categorize those quotes under "Pros" or "Cons" and to summarize their thinking in a "Your Own Words" section. The activities require students to use textual quotes to support their analysis of the theme and to prepare arguments based on those citations.

Students are instructed to record bibliographic details on the "Research Sources" pages (author, title, publisher, publication date, URL, date accessed). In the "Research Notes" directions, students are told to write information they find and to "write down the source of the information," with an explicit example: "(Source #5, pages 26-27)" after the information. The student activity pages also prompt students to label interview recordings and fill in post-interview field notes summarizing important topics.

Students are assigned to read pages 22–28 of Kitchen Chemistry and to answer specific questions about ocean water, mixtures, and compounds. One question explicitly tells students to "Look on p. 23 of your book if you aren't sure," which directs students to consult the text to support their answers. Several questions require explanations (e.g., how mixtures and compounds differ, and how the metal sandbox demonstration shows a mixture), linking student responses to information in the reading and activities.

Students are instructed to read specific pages of Kitchen Chemistry (Chapters 4–6 and pages 83–92) and to use information from that text to complete Activity 1 (a table about solids, liquids, and gases) and Activity 3 (define phase-change terms and draw arrows). The Parent Plan explicitly states that the child will practice finding information in a text and taking notes, and the answer key includes page references for correct responses. Several student pages prompt students to use the book or glossary/dictionary as resources to supply definitions and illustrations (e.g., hints to see page 71, definitions tied to pages 59, 71–72, and 78).

Students are directed to read pp. 64-69 of Prisoners of Geography and then answer specific questions about how geography affects culture and city locations, which requires using information from a nonfiction text. Students also complete research tasks (Pick a Country and Island Data Disk) that require finding and recording textual information about geographic features, industry, and environment. Multiple question prompts ask for explanations based on the readings and videos, prompting students to use source content to respond.

Students read informational pages (pages 82-89) from What Was the Great Depression? about the Dust Bowl and are directed to record interesting quotes from linked videos and photos. Students are asked to use a U.S. map with a scale to estimate migration distances from Oklahoma City to Los Angeles, and to record page locations for scenes when tracing action in the text. Students collect direct quotes and page references to put onto a poster or in their journal.

The Reading And Questions 'Line Locator' task asks students to find three to five lines or short passages, copy the lines or record page and paragraph numbers, and explain why they are important, which requires citing specific passages. The Cesar Chavez activity instructs students to choose a quote, write it down, explain its meaning in their own words, and relate it to Esperanza's story, which has students quote and interpret textual evidence.

Students are asked to read specific pages from a science text (pages 4–7 and the first four bullet points on p. 28) and then answer targeted questions about that reading. The Reading And Questions section requires students to identify factual information from the text (e.g., who discovered cells and what single-celled organisms are called). The lesson also directs students to explain observations and discuss differences, which involves referring back to content learned about cells and magnification.

Students are asked to record specific lines from the poems (Question #2 asks for an example of alliteration from "The Spider" and Question #3 asks students to record a line that creates a vivid image and describe the words the author uses). Activity 1 directs students to find and record the haiku from the poems and count syllables in their journals, which requires locating and copying specific text. The Student Activity Page and Part II answer key prompt students to examine punctuation in the poems and discuss how parentheses affect meaning, which involves referring back to exact lines in the texts.

Students are asked in Part I of the Student Activity Page to compare a provided paragraph about polar bears to the original paragraph on page 136 and to insert ellipses where needed, which requires close reading of a science-related paragraph. The answer key for Part I supplies specific lines about polar bear fur and Arctic cold, showing that students work with factual text excerpts. Part II asks students to explain why poets or sources used ellipses in selected excerpts, which requires students to point to specific punctuation choices and surrounding words in the texts.

Students read specified pages (pp. 32-33 and 50-51 of DKfindout! Maya, Incas, and Aztecs) and answer targeted comprehension questions (e.g., how battles began; what natural materials were used for weapons). Students complete Option 2 activities that ask them to describe what gold meant to the Incas, list objects made of gold, and explain how the Spanish used Incan gold, and they are asked to explain their ordering of warfare items to a parent. These tasks require students to locate and use information from the assigned text to respond to questions and to justify choices.

Students are asked to read pages 8–9 of Ancient Civilizations and answer guided questions such as "Based on what you read, how would you describe the work of archaeologists?", which requires using the reading to form responses. The online dig option directs students to explore maps, pictures, field notes, and journal entries and to record information about artifacts, providing access to technical field reports students can use. The "Things to Review" section asks that students' arguments be "supported by the available evidence," linking their answers and artifact analyses to source material.

Students read and work directly with primary-text excerpts from Hammurabi's Code, copying specific laws into a table and writing comparisons to modern practices (Activity 3). Students also read and follow procedural/technical texts such as the salt-dough and flatbread recipes and the cuneiform-writing instructions (Activities 4 and 5). Students summarize specific pages of the textbook (Activity 6), which requires them to identify key information from the text.

Students are asked to read Chapter 1 and watch a video and then answer QUESTION #3, which explicitly requires using at least one example from the chapter or the video. The Life Application prompt asks students to explain effects "using evidence from what you have learned about the properties of water." The Skills and several activities (e.g., Surface Tension Investigation, Pepper Problem, and model explanations) require students to analyze evidence, record observations, and explain their thinking using specific parts of texts, media, or models.

Students are asked to read Chapter 4 of Water: The Story of the Hydrosphere and then answer specific content questions (e.g., What is groundwater? How does an aquifer form?). Activity 2 asks students to use an article and a chart to answer questions such as "According to the article, what is a drought-tolerant crop…" and to identify patterns in water-use data. The Parent Plan skills explicitly list constructing explanations and analyzing evidence (e.g., "Construct an explanation based on evidence…" and "Analyze and interpret data to identify patterns in freshwater use and resource distribution").

Students are asked to read Chapter 7 in Water: The Story of the Hydrosphere and answer comprehension questions about erosion, weathering, and deposition. In the river investigation, students analyze a river diagram/map and are prompted to "use evidence to figure out where erosion and deposition are happening and why," color-code outside/inside bends, and answer Part 3 questions that require locating erosion and deposition based on map features. Activity pages repeatedly ask students to "Explain your answer using evidence from your observations" and to "Analyze the evidence" when interpreting models and maps.

Students are instructed to read Chapter 8 of a science book and then answer content questions about hypoxia, agricultural runoff, and how pollution travels, which requires use of the chapter as a source. In Activity 1 students are explicitly told to "answer the questions on the activity page using evidence from the graph" and to "use evidence to explain what is happening in the water." In the investigation and modeling activities students observe, record, and then answer questions that ask them to use their observations as evidence to explain how farming and pollutants affect water quality.

Students are asked to read Geography of the World pages 204–207 and answer specific questions tied to those pages (e.g., explain what the authors mean by calling Africa "a land of contrasts," and name the three great deserts). Question prompts require students to describe problems people in Africa face using information from the reading. The map activity refers students to page 205 as an answer key for labeling geographic features, linking student responses to the text.

Students are assigned to read pages 220–231 of Geography of the World and then answer specific questions about landscape, musical storytelling, and historical connections, requiring use of the text. Students are instructed to use Geography of the World to fill in a two-column chart comparing climate, landscape, natural resources, crops, and human-environment interactions for named countries. In Option 2 students must write a letter describing climate, terrain, natural resources, adaptations, and how the economy is connected to the environment, using the reading to inform their descriptions.

Students are asked to read Chapter 1 and answer guided questions, including QUESTION #2 which explicitly asks them to "Give two pieces of evidence from the chapter to support your answer" about why air is matter. Activity pages direct students to "label each arrow with an example from the reading" and to use examples from the reading when creating diagrams of system interactions. The parent/answer keys and activity prompts require students to record observations and explain their reasoning using evidence from the text and investigation.

Students are asked to read Chapter 2 and answer guided questions based on that text. In the Layer Sorting Challenge, students must sort phenomena into atmospheric layers and "choose three of your placements and explain your reasoning using evidence from Chapter 2." The activity pages instruct students to "support your answers with facts you learned about each layer's characteristics and functions" and to "collect information about the different atmospheric layers as you read."

Students are asked to "Read about air pressure in Chapter 3 of Air: The Story of the Atmosphere. Then watch the following video. Use the reading and video to answer the following questions," which directs them to use the text/video to support answers. Question #2 explicitly asks students to respond "Based on the chapter, what kind of weather is most likely to develop? Explain your answer." Activity 2 asks students to analyze a multi-day data table and to "Use evidence from the data" to explain how changing air pressure affects the weather and to "Support Your Prediction" with observed patterns.

Students are asked to read Chapter 4 of Air: The Story of the Atmosphere and then answer three direct reading questions (e.g., identify the Sun as the primary energy source and explain why asphalt heats more than a sidewalk). The lesson includes short-answer prompts and an answer key that reflect content from the chapter, so students must use information from the text to respond. Several analysis tasks ask students to "use evidence" when explaining models and data (e.g., "Answer the questions below using evidence from your model").

Students are directed to read Chapter 5 in Air: The Story of the Atmosphere and then answer specific questions about heat transfer and wind. Several prompts ask students to "reread the section in the book" (e.g., questions about how heated air explains balloon results and how the Sun heating Earth's surface leads to movement of air). The activity pages require students to use "what you learned in Chapter 3" and to explain phenomena (challenge question asks students to explain how a type of heat transfer could affect the atmosphere).

Students are repeatedly prompted to use evidence in their responses (e.g., "use evidence from the map," "use evidence from the case study," and "What evidence supports your answer?"). Activity prompts require students to analyze Chapter 7 and answer questions about how fronts and storms form, and the Severe Storms Case Study explicitly asks students to "use evidence to explain how these storms form, how they are predicted, how they compare, and how people prepare." The Parent Plan and NGSS-aligned skills also state that students will "analyze and interpret data" and "use evidence from case studies and data to explain" how technology helps predict storms.

Students read Chapter 8 and complete the Climate Data Analysis activity, which asks them to examine graphs of atmospheric CO2 and global temperature and to identify patterns and "What evidence from the graphs suggests that human activities are increasing emissions..." Activity 3 (What's in the Air? Part 2) asks students to record observations from agar dishes and use those observations as evidence to explain how human activities influence air quality. The Parent Plan and SEP notes emphasize using evidence to support explanations and engaging in argument from evidence, and several student pages prompt students to connect data to causes and write answers based on that evidence.

Students are asked to research baboons (Option 1) and write an 8–10 sentence exhibit plaque describing social dynamics, which requires gathering factual information about animal behavior. Students can create a guidebook (Option 2) by selecting five animals, writing 1–2 sentences about each, and pasting printed pictures, which involves locating and summarizing informational content. The Parent Plan Skills explicitly state that students should "support those findings with textual evidence," indicating an expectation that students use evidence from texts to back up their summaries or conclusions.

Students are asked to read specific pages (254–257) in Geography of the World and answer factual questions (e.g., which island groups make up Oceania; activities affecting the Great Barrier Reef), requiring them to locate specific information in the text. In Activity 1, Activity 2, and both options of Activity 4 students use Geography of the World to fill maps, timeline cards, government/economy summaries, and tables of area/population, which requires extracting and using textual data. The Current Events Report asks students to record the news source and write a brief summary, prompting students to find and report information from informational texts.

Students read pages 12–55 of Stories from the Billabong, including the factual information about Australia, its plants, wildlife, and the scientific explanation of Uluru. Students answer a direct question comparing scientists' explanations with Aboriginal explanations (Question #3) and record findings for the Amazing Australian Animals research activity using factual information from the book and linked web resources. The Current Events Report asks students to record the news source (including a URL or publication name) when summarizing a news item about Aboriginal Australians.

Students are directed to read pages 262–263 of Geography of the World and then answer four specific questions that require pulling facts from that text (e.g., differences between the North and South Islands, when the Maori arrived, sheep-to-person ratio, and source of electricity). Question 1 asks students to compare climate and terrain, which requires using textual details to support the comparison. Activity 3 asks students to record natural features that make outdoor activities possible in New Zealand and to compare those features with their own environment, requiring reference to information about New Zealand's environment.

Students are directed to read pages 264–265 in Geography of the World and answer specific comprehension questions (e.g., origin of Pacific settlers; how Darwin's observations led to conclusions about evolution; climate; property ownership) that require using information from that text. Students complete research-based tasks about Galápagos animals (field guide or diagram) using provided science resources and are asked to record source information (title, author, page number, or URL) if they paste images or use websites. Students also complete a Current Events Report that requires noting the news source and summarizing a science/geography-related article.

Students are assigned to read pages 266–269 of Geography of the World about the Arctic and Antarctica and then answer specific reading questions (e.g., describing traditional lifestyles, travel methods, the Antarctic Treaty, and recorded temperatures). Students complete written activities that ask them to describe the Arctic climate, challenges to meeting basic needs, and natural resources, drawing on the assigned reading and optional research. The mapping activity directs students to use the maps on pages 267 and 269 to label features and confirm the accuracy of their maps.

Students are asked to review source texts (for example, Geography of the World and Stories from the Billabong) while preparing for the unit test and final project. The unit test includes written-response prompts that require students to describe the earliest human settlement of Australia and to summarize an Aboriginal story and explain how it shows the relationship between the natural world and culture. Project tasks (museum brochure, history presentation) require students to pull specific historical and environmental details into their presentations and written planning pages.

Students are directed to read the University of Idaho page on the 12 soil orders and answer targeted questions (e.g., identify gelisols and explain why), which requires using text information to support answers. Students must research state soil PDFs and complete Venn diagrams comparing soils, using details from those technical webpages. The Parent Plan lists a skill to "construct a scientific explanation based on evidence," implying students will use information from readings and tests to support explanations.

Students are asked to read specified pages (e.g., pages 18-23 and 24-31) and answer comprehension questions, which requires locating information in the text. One question answer explicitly cites the text and a page number: the Confucius question cites a passage on page 22. The parent notes direct students to use page 13 to list goods for the Silk Road activity, requiring students to find and use specific lines from the reading.

Students are directed to read pages 1–17 of Life in Ancient Japan and to use information on pages 10–17 to answer questions about the uji, emperors, noble families, and shoguns. Activities ask students to list natural resources "you will find them listed in the reading," to label trade goods based on the reading, and to draw information from the text when creating a flow chart or graphic organizer. Several tasks require students to locate and record specific information from the assigned pages to complete answers and diagrams.

Students are instructed to read specified pages in a science text (pages 20-22 or 22-24) and watch a video, then answer guided questions about succession, which requires grounding answers in the reading. The Skills section explicitly states students should "Analyze evidence to explain observations, make inferences and predictions, and develop the relationship between evidence and explanation." Activities ask students to consult online sources and use information from readings and videos to create captions and descriptions for images representing stages of succession.

Students are asked to read specific pages in Exploring Ecology and Changing Ecosystems and to "pay attention to how the removal or addition of organisms… influences the ecosystem," which directs them to use the text for analysis. The Parent Plan lists a skill: "Analyze evidence to explain observations, make inferences and predictions, and develop the relationship between evidence and explanation," and activities require students to gather information from Exploring Ecology or the Internet and record findings on the Ecosystem Characteristics sheets. Several questions and the two activity options require students to make conclusions or predictions based on information they collect from the assigned readings.

Students are asked to review the lesson introduction and a specific page in the book Changing Ecosystems and to watch a related video before answering directed questions, which requires using information from science/technical sources. Students answer content questions (e.g., about human manipulation of food chains and biomagnification) that draw on the provided text and video. The Parent Plan lists skills in which students 'Analyze evidence to explain observations' and directs students to record observations and compare results with predictions, indicating engagement with evidence from readings and experiments.

Students are instructed to read Chapters 4–6 and "use the information the artist has shared" to list and sequence the steps of the pottery-making process (Option 2). The activities require students to produce a fact-based question "whose answer can be taken straight from the book" and to provide answers or possible answers to their questions. The sequencing task (Option 1) asks students to cut out steps described in the text and place them in the correct order, demonstrating use of textual details from a technical description.

Students are prompted in the Essay Organizer (Option 1) to "provide support from the text for each similarity and difference described," and the Brainstorming activity directs students to list details about Tree-ear's relationships drawn from the book. The Comparison and Contrast Essay Rubric awards full points when the paper provides specific examples to support comparisons and contrasts. The end-of-unit test asks students to describe the pottery-making process and list opportunities from the novel, which requires recall of specific textual details.

Students are assigned to read pages 132-143 of Geography of the World and to answer specific questions (Q1-Q3) about where early cities were established, the significance of the Ural Mountains, and industries that use the taiga. Activity instructions tell students to "use the information found in today's reading" to complete the Natural Resources and the Siberian Economy activity page and to fill the Daily Life in Eastern Siberia chart. Parent notes explicitly state that Option 1 "requires a close reading of the text" to identify appropriate economic information.

Students are directed to read specific pages (pages 144-145 of Geography of the World) and to record facts from the text into a chart that lists form of government, major industries/exports, adult literacy, and life expectancy. Students complete data pages, create bar graphs and plotted comparisons (literacy rate vs. life expectancy), and answer explicit questions about which countries have the highest/lowest literacy and life expectancy based on those data. The activities require students to locate and transfer specific factual information from the textbook into their charts and graphs.

Students are assigned to read pages 174-187 of Geography of the World and to use those pages to verify answers (for example, verifying differences between North and South Korea on pages 182-183). The rice production activity asks students to "explain the process as it is described in Geography of the World" or to use additional sources to create a flow chart or poem. The compare/contrast activity directs students to use Geography of the World and other resources to record at least one detail for government, economy, and culture in ancient and modern China (and Japan).

Students are instructed to read pages 202-203 of Geography of the World and to use that text to answer specific questions about coral island formation and regional threats. Question 1's answer explicitly points students to page 202 as the source of the explanation of atoll formation. The Environmental Threats activity asks students to "use Geography of the World and the 'Environmental Threats in the Indian Ocean' activity page to record the threats," requiring students to extract information from the text for their poster.

Students are directed to review specific pages (pp. 8-11 of Exploring Ecology) and watch a video, then answer analytical questions (Q1–Q5) about energy and matter transfer that require using information from those texts. The Parent Plan lists a skill to "Analyze evidence to explain observations, make inferences and predictions," and activities require students to take facts from readings/videos and organize them into diagrams or labeled sequences (Option 1 and Option 2). Students must trace components (water, CO2, energy) through plant life stages using information from the assigned science text and media.

Students read two contemporary news articles and are directed to "Record your findings on the 'Detecting Bias' handout," identifying how Sam Hughes is portrayed in each piece. Students are prompted to "write down the type of bias and write down an example of it from the article," and to answer questions about propaganda techniques "based on this article" in their journal. In Activity 3 students watch advertisements and identify propaganda techniques, listing intended audience, promoted idea, and examples on the provided handout.

Students are taught specific note-taking systems (gathering grid and note cards) that require recording where information is found, and the note card guidance explicitly emphasizes citing sources and avoiding plagiarism. Students complete a Works Cited activity where they write MLA-formatted entries for a book, a newspaper article, an interview, and an online article, and they are given a sample Works Cited page. Activities require students to find at least three supporting details from different stakeholders on the offshore drilling question and to record the sources for those details. Students are also guided to evaluate websites for purpose, authority, currency, and objectivity to choose reliable science/technical resources.

Students are instructed to support each body paragraph with "facts, statistics, research, expert opinions, examples, quotes, text details" and to use transitional phrases to introduce each piece of evidence. The Parent Plan lists skills requiring students to "Support the main idea or ideas of a paper with facts, details, examples, and explanations from multiple authoritative sources" and to "use quotations to support ideas and an appropriate form of documentation (e.g., bibliography, works cited)." The example outline contains technical/data-driven content (e.g., U.S. oil consumption of 20.8 million barrels per day; "Only 2% of the world's oil reserves are in the U.S.") that students would use as evidence.

The Parent Plan skills state that students will "write research reports that pose relevant questions... and support the main idea (or ideas) with facts, details, examples, and explanations from multiple authoritative sources" and will "synthesize research into a written or an oral presentation... and uses evidence to support conclusions, presents the findings in a consistent format, and uses quotations to support ideas and an appropriate form of documentation." Student activities require planning, creating, and presenting a researched position with persuasive evidence and quotations noted in the skills list.

Students read assigned informational webpages (the Khan Academy video page and sections titled "External Causes," "Internal Causes," and "Conclusion") and answer analytical questions about causes of Rome's decline. Students cut out factor cards and sort them into Internal vs External categories, using text-based information to justify placements. In Option 2, students read three New Testament passages about persecution and analyze the authors' messages and the prevalence of persecution, discussing textual meaning.

Students are asked to use provided data tables and graphs to calculate velocities (e.g., "Calculate the object's velocity using the data set and slope of the line") and to justify conclusions (e.g., "Determine if the object's velocity is constant or irregular and provide reasoning" and "How do you know?" for force/acceleration questions). The answer keys explicitly direct students to use the data set and graph as the basis for answers (e.g., "Your child can see this from both the data set and the graph" and listed interval velocity calculations). Several tasks require matching graph points to described events using the plotted data.

The lesson's Skills section explicitly states students will "synthesize and make logical connections between ideas within a text and across two or three texts ... and support those findings with textual evidence," which requires locating evidence in the reading. The Reading and Questions section asks students to read pages 114–122 and answer specific questions about events (e.g., why Acrisius locked his daughter, what the king asked Perseus to do), requiring students to refer to the text for answers.

Students read specific pages (15–23) of a chapter about medieval monarchs and answer comprehension questions that require using the text. In Option 1, students compare the limits on the king's power before and after the Magna Carta using information from page 19 and complete a two-column activity that draws directly on the text. In Option 2, students copy the full text of the Magna Carta into a word-cloud generator and answer analytic questions about which words and groups the document focuses on, and they compare that document to other political texts.

Students are assigned specific science/technical texts to read (the "Light" section and pages from Light and the Eye) and are required to answer direct content questions (e.g., What is light? How does reflection occur? How fast does light travel?). Students are asked to analyze observations in the hands-on activity by answering analysis questions about how incidence angle relates to reflection. The lesson includes review prompts and discussion questions that ask students to explain definitions and findings from the readings and demonstration.

Students are directed to read specific sections of a science text ("Opaque, Transparent, and Translucent Objects" and "Shadows") and to answer targeted comprehension questions (e.g., differences between transparent and translucent materials; difference between umbra and penumbra). On Day 2 students read an archived sundial page and answer factual questions (e.g., name of the gnomon; what affects shadow length). The reading-and-questions activities require students to locate and use information from science and technical texts to respond to prompts.

Students are asked to locate specific sentences in the novel (with page numbers) and explain why the author used passive voice (Option 1 and Part I of Option 2). Students rewrite sentences into active or passive voice and compare versions, recording page numbers and explanations. The activity asks students to record conversations and quotes in their journals and to read them aloud, requiring them to point to exact text when discussing wording and voice.

Students read pages 36-51 of The World Made New and answer specific comprehension questions that require pulling facts (e.g., foods brought to Europe, links between animals and epidemics, population estimate disagreements, economic effects of gold/silver). In Activity 1 students draw arrows and label items that moved across the Atlantic, explicitly using examples from the reading. In Activity 2 students are instructed to list arguments with supporting facts for both sides of a debate, requiring them to use textual facts as evidence for claims.

Students are assigned to read specific pages and chapters of Newton at the Center (a science/history text) and then answer directed questions about Francis Bacon and Copernicus that draw on that reading. Students are told to use the lesson's reading as the source of information when planning a first-person introduction as Copernicus and when creating a scrapbook, which requires locating relevant textual details. Activity 4 directs students to use descriptions on specific pages of the reading to draw diagrams comparing medieval and Copernican models, reinforcing use of the text to inform their work.

Students are instructed to read Chapters 5–7 of Newton at the Center (science/technical content about Galileo) and answer specific comprehension questions about Galileo's findings (e.g., inertia, falling objects, parabolic trajectories). In Option 2, students read primary-source documents related to Galileo's trial (letters, scriptural references, recantation) and answer targeted questions asking them to identify Kepler's argument, Galileo's view of faith and science, differences with the Church, and which scriptural references were relevant. In Option 1, students research a modern scientific controversy and then write a 200-word letter to the editor providing at least two strong arguments based on their research and interviews.

Students are assigned specific chapters of Newton at the Center and directed to read labeled pages (e.g., Chapters 13-14, 17, 22 and pages 174-175) to answer comprehension questions. Questions #1 and #2 expect students to identify ideas from particular pages (answers include parenthetical page references such as p. 149 and p. 156). Several activity options (telescope, microscope, barometer, thermometer) require students to read brief passages in the text and then respond to questions that connect reading to observations or explanations.

Students are asked to take an open-book essay exam (Option 2) and are explicitly encouraged to "write down relevant page numbers or bookmark pages" to consult while writing. Parent guidance for scoring essays expects "Specific examples included as evidence to support main points." The final project rubric includes a criterion for "Evidence of careful planning and research," and students must explain the historical significance of scientific discoveries and perform a scientific demonstration, which requires using source information.

Students read specified pages (pp. 14–15) and answer direct factual questions about the Sun's composition and temperature, requiring them to extract information from the text. Students plot a provided table of average sunspot counts (1950–2023), label maxima/minima, compute intervals between maxima, and use the graph and calculations to explain whether sunspots follow a regular cycle. The activity asks students to use the graph and their calculations to support answers about cycle length and patterns, directing them to specific data points (maximum years, averages) as the basis for analysis.

Students are instructed to read specific science and technical texts (e.g., "What Is a Satellite?" on NASA's The Space Place and pages on optical telescopes) and then answer directed comprehension questions about satellites, orbits, and telescope types. Students also use information from a Mars Orbiter Laser Altimeter example to interpret a topographic map and answer what the map colors represent. Students create a topographic map and are asked to explain how satellites make it possible to create topographic maps, and to consider spectral analysis when matching colors to elements.

Students read specified pages (32–37 and 40–43) of 13 Planets and answer targeted content questions about Jupiter, Saturn, Uranus, and Neptune. Students are instructed to "include information from the book" when creating a vacation poster or writing a short story and to fill the "Planetary Passport" table and planet question cards using information from the book. Students complete comparison and data-recording tasks (diameter, distance, temperatures, rings, etc.), which require locating factual information in the text.

Students are directed to read specific science/technical webpages and answer factual and explanatory questions (e.g., What happened on July 20, 1969?; Name 3 medical technologies that came from space exploration). Students complete activity pages that require recording specific details from sources (e.g., year inducted, innovators, technologies used, four main parts of a cochlear implant). Students are asked to research a chosen technology and write a short report answering guided questions drawn from the source materials.

Students are assigned specific pages to read (Introduction and Chapter 1, focus on pages 1-2 and 8-13) and answer guided questions about the Reformation and Henry VIII, requiring use of the reading to respond. Activity 2 asks students to compare and contrast the views of the Catholic Church and Martin Luther, noting that pages 10-11 may be especially helpful for completing the written responses. Activity 4 directs students to consult the assigned reading and other sources to gather information for a biographical poem about Martin Luther.

Students read Chapter 8 of a nonfiction history text about the Spanish Armada and answer specific comprehension questions (e.g., how people were alerted to the Armada, how the English defeated the Armada). Students are asked to reread Queen Elizabeth's speech (pages 106–107) and to identify the most powerful line, and they are asked to perform or memorize parts of that speech. The parent plan points to primary-source documents and accompanying questions as optional extension work.

Students are asked to research 20th- and 21st-century technologies using specific online sources and guided search phrases to learn how an invention worked and why it was created. Students must choose two items and answer questions about whether the technological design solved a societal problem and why it became important, which requires them to support their explanations. The parent plan explicitly tells students to "back up her claim with evidence" and suggests considering concrete questions (e.g., did it improve life expectancy?) to justify whether a technology is a necessity or a luxury.

Students are assigned to read pages 77-91 of a technical book about da Vinci's inventions and then evaluate each design using information from that text. The activities instruct students that "evidence used to support your evaluation is important" and explicitly tell them to "use the information given to you in the text." Each student activity page includes a clearly labeled "Evidence" column for Scientific Principles, Risks, Benefits, Constraints/Limitations, and Testing Protocols where students must record supporting text-based evidence.

Students are directed to consult specified websites and complete evaluation worksheets (Activity 1) that include a dedicated "Evidence" column for Scientific Principles, Risks, Benefits, Constraints/Limitations, and Testing Protocols. Activity 1 asks students to evaluate designs using information from the suggested web links and to 'complete the evaluation on the activity page,' implying students must support ratings with information. Activity 2 Step 2 explicitly instructs students to research the problem using the Internet, library, or interviews and to 'examine current solutions...jot these down on the activity sheet.'

Students are asked to view a science video ("The Earthquake Machine") and consider specific analytic questions (e.g., "Why does the instructor use a model…", "How does the model help you understand the scientific concept?"). Students are directed to "look at different resources to understand more about earthquakes," to test the model, and to "publish the results" by completing activity pages and discussing findings with a parent. The activities require students to use information from the video and materials to explain model behavior and to justify design changes.

Students are directed to read specified technical resources (PBS, Britannica, bridge notes) and to "use the information from these sites to fill out the evaluation chart," which requires them to record Evidence for criteria such as Scientific Principles, Risks, Benefits, Constraints/Limitations, and Testing Protocols. Focus 4 asks students to read pages 52–55 of a technical book about da Vinci's camera obscura and complete a table with columns for Rating and Evidence. The engineering presentation and project directions require students to document websites visited and provide a rationale for chosen designs, using activity sheets that include spaces labeled for Evidence.

Students read specified pages of a science-related non-fiction book (pages ix–xii) and answer comprehension questions that require extracting specific factual details about Newton and Francis Bacon. Students use highlighters to mark main ideas and the names of non-fiction features, then write definitions, which requires locating and using text features (table of contents, index, headings, captions). Students are asked to focus on and interpret graphic elements and informational components, practicing how to find information in a science/technical text.

Students are instructed to read specified pages and to "take notes including page numbers" on important information and unfamiliar words, explicitly tying their notes to locations in the text. Students answer text-dependent comprehension questions in complete sentences about the reading (e.g., questions about Kepler's laws, Newton's inverse-square law, and the annus mirabilis). Students use their notes to give a focused oral summary of page 163 that must include the main idea and what the graph shows, and they are allowed to show the graph for reference while summarizing.

Students are assigned to read specific pages (164–171) and are asked to "highlight in the book or take notes including page numbers" on important information and unfamiliar words, which instructs them to mark source locations. The skills list includes "Monitor comprehension for understanding of what is read" and the question set asks students to answer comprehension questions in complete sentences based on the reading. The activity and parent prompts encourage using the reading as inspiration for sentences and to refer back to chapter content during discussion.

Students are directed to read pages 172–183 and are asked to highlight or take notes including page numbers on information they find important or unfamiliar. Students answer specific comprehension questions in complete sentences about who convinced Newton to publish and what jobs he held, which requires retrieving information from the text. Students describe an event "as described in the book" and take notes on two people's perspectives, asking them to summarize and compare information drawn from the text.

Students are directed to read chapter 18 and the sidebar and are told to highlight or take notes including page numbers on information they think may be important. The Parent Plan lists skills that include summarizing and determining the importance of information and monitoring comprehension, which require locating relevant text. The instructions to take notes with page numbers provide an explicit student action that practices identifying where information appears in a science/technical text.

Students are asked to read Chapter 21 and to highlight or take notes including page numbers on information they think may be important, which shows they will locate and record textual locations. Students re-read a specific article ('Why Do Planes Stay in the Sky?') and read a NASA webpage, then use diagrams, captions, and text to create a numbered list of instructions for demonstrations. The Student Activity Page and the wrap-up require students to write conclusions/inferences and to summarize how an airplane wing works using the materials and the 'Demonstrating Lift' page, which directs students to base explanations on provided science texts and visuals.

Students are asked to read specific pages and chapters and to "take notes including page numbers" on information they think important, which requires locating and recording textual sources. Option 2 directs students to record the original sentence (or the page number and paragraph number) from Chapter 23 before rewriting it in a different tense. The diagramming activity asks students to choose a sentence from Chapter 29 and note the page number and sentence for diagramming. Reading questions require students to answer in complete sentences about facts drawn directly from the assigned science text.

Students are instructed to review and use their highlighted passages and margin notes to summarize key points from each chapter and to compare those summaries to the "Things to Know" and "Readings and Questions" sections. Students are asked to look back at highlighted passages and notes when answering specific content questions (e.g., What laws did Newton write that relate to vehicles?), encouraging retrieval of text-based facts. The Outlining Newton activity tells students to gather observations, examples, and quotations as supporting details for each area of their paper.

Students are assigned to read pages 78-81 of Geography of the World and to use the book's index and country fact boxes to complete a "Scavenger Hunt about the European Union" worksheet. The scavenger hunt requires students to locate and write specific facts from the text (e.g., countries that use the euro, location of the EU administrative center, number of member countries). Map activities ask students to label countries and capitals using the maps on pages 78-79 as a guide.

Students are assigned to read pages 91–99 of a nonfiction geography text and to fill out "Quick Guide" pages for the Netherlands, Germany, and France, prompting them to record population, government, geography, and to answer questions such as how geography and natural resources influence the economy. In Option 2 (European Environmental News), students must locate three news articles, provide a source (publication/date or URL) for each, and write a 2–3 sentence summary of each article. Several student activity prompts ask students to explain causes and effects (for example, how human-induced changes in one place cause changes in another), which requires using information from the assigned readings or news sources.

Students are assigned to read pages 106-108 of a geography text and to fill out "Quick Guide" pages for Switzerland and Austria, requiring them to extract facts about population, languages, government, geography, and resources. Students write short answers on activity pages asking how geography and natural resources influence the economy, material and non-material culture, and cultural change, which requires using information from the reading. Students also match scenarios to international organizations and, in Option 2, are asked to research and record real projects, which asks them to use text/web sources to support their choices.

Students are assigned to read pages 114–119 of a nonfiction geography text and to complete "Quick Guide" pages for Poland, the Czech Republic, and Hungary, filling in factual fields such as population, official language(s), form of government, and geography. Students are asked to answer analytical prompts that draw on the reading, such as "How do geography and available natural resources influence the economy?" and to explain a cultural change as diffusion or internal innovation. The activity pages require students to identify examples of material and nonmaterial culture and list cultural groups, which requires extracting information from the assigned text.

Students are assigned to read pp. 120-123 of a geography text and to fill out country "Quick Guide" and activity pages based on that reading. The activities ask students to describe climates, natural resources, geographical features, and to show connections between those features and economic activities. The worksheet prompts require students to record population, languages, government, geography and climate, and to explain how geography and resources influence the economy.

Students are asked to read pages 1–3 of a science book and watch a video and then answer questions, which requires them to use information from science/technical texts. In Activity 1 and Activity 2 students use the book and specified web pages to match vocabulary and to sort items into energy sources versus forms, requiring them to locate definitions and distinctions in text. The student activity pages and answer keys provide text-based definitions that students must use to complete matching and categorization tasks.

Students are directed to read specific pages in a science book (pages from chapters on Wind Power, Hydropower, and Geothermal Energy) and then answer targeted questions about best wind farm locations, how a dam creates electricity, and where geothermal heat comes from. Students also examine a diagram and watch a short video before answering those questions, linking their answers to science and technical sources.

Students are asked to analyze utility bills and online assessment results (Home Energy Audit, Energy Use Calculator) and to use those data to identify the top ways their family uses gas and electricity. Students are instructed to include a link to a study or article in the example letter and to present the utility bills, calculator results, and audit findings during their conservation presentation. The unit test and short-answer prompts require students to explain concepts (e.g., pros/cons of energy sources) and to write a paragraph using specific terms, which could draw on information from technical readings.

Students read Chapters 5 and 6 and answer factual reading questions (e.g., how colonists used milk, food preservation methods, and reasons for pictorial signs), which requires extracting specific information from the text. In Option 1, students review sections on growing tobacco and indigo and produce a detailed list of soil preparation, labor needs, planting/harvesting/processing steps, and potential problems, which asks them to draw on textual details. In Option 2 and the Student Activity Pages, students identify and describe the functions of colonial occupations and give reasons for rankings, relying on information provided in the reading.

Students are instructed to "Read the 'Periodic Table' webpage (link provided). Also review the periodic table image... Then answer these questions," and they answer specific text-based questions (e.g., identify periods, groups, locations of metals/nonmetals). Students complete Activity 1 and Activity 2 by extracting atomic numbers, masses, and electron configurations from provided texts/images and fill in tables and atomic cards. Day 2 prompts ask students to use the tables they completed to identify inert gases and to explain patterns (e.g., "How do you know?" regarding full outer shells), requiring students to use textual/data information to support answers.

Students are directed to read specific pages in Eyewitness Chemistry and then answer content questions (e.g., difference between a mixture and a compound, ways to separate mixtures, meaning of unreactive elements), which requires using the text to produce answers. Students use the "Sample Compounds" table and the chemical formulas presented to complete the "What Is a Compound?" activity, drawing information directly from provided text and tables. The activities ask students to record observations and answer follow-up questions that refer back to the readings and tables.

Students are asked to use external science/technical resources when completing Part 4 ("Getting Specific with an Element"), including a provided periodic table web link, to find what elements make up an item and to record melting point, atomic mass, natural source, and other technical data. In Part 3 (Survey Details) students research the specific type of material (e.g., stainless steel) and record properties and the reason for that material's use, using encyclopedias or reliable Internet sites as suggested. The study guide and survey tasks require students to consult notes, activity pages, and readings to support their analyses of materials and their properties.

Students are asked to use the reference notes to determine the source for quotations (Question #1) and to identify what bibliographic information is provided for correspondence (Question #2). The parent-plan skills and activities instruct students to record bibliographic information, differentiate paraphrasing and plagiarism, and to focus on the importance of citations. Discussion prompts ask students to explain how citations help researchers and readers verify sources.

Students are asked to read primary-source letters (Abigail and John Adams) and Chapters 9–10 of a biography and to summarize main topics and interesting points from the letters. Option 2 explicitly tells students to "look for specific places in the letter that will provide the evidence you need" when answering analysis questions. The Student Activity Page asks students to compare their notes on a letter with how the biographer used it and to answer directed questions that require reference to the letter's content.

Students are directed to "Read pp. 42-45 in Eyewitness Chemistry and then answer these questions," and they answer factual questions (e.g., acids release hydrogen ions; what the pH scale is; what a universal indicator is) that require information taken from the assigned text. The activity instructions ask students to use the answer key and to compare observed indicator colors with documented pH ranges, which requires students to refer to textual/posted data when recording pH ranges and classifications.

Students are directed to read pages 46–47 in Eyewitness Chemistry and then answer specific comprehension questions (e.g., who produced the first battery; what is electrolysis; why pure water does not conduct electricity). Several question-and-answer prompts require students to locate factual information in the assigned text and to use the provided electrical conductivity excerpt to explain how ions enable a circuit. The activities also include short answer items (e.g., "Is conductivity a chemical or physical property?") that ask students to use text-based definitions from the lesson to justify their responses.

Students are instructed to "Re-read 'Making a Precipitate' on p. 35 and read pp. 44-45 in Eyewitness Chemistry" and then answer content questions, which requires consulting a technical text. The Questions to Consider ask students to identify evidence that a chemical reaction occurred (e.g., gas production, precipitate), and Activity 1 directs students to use the provided pH table and periodic table to determine whether reactions produced salts. The parent/answer key text explicitly ties answers to specific pages and pH ranges, so students must locate information in the given texts to respond.

Students are asked to categorize a list of statements as claim, evidence, or justification in Activity 1, requiring them to identify which sentences function as evidence. In Activity 2 students record observations and "Observations and Evidence" and then write a "Justifying Your Claim" statement that uses those observations to support or refute their claim. The parent guidance and answer key explicitly direct students to use experimental data (e.g., gas production, temperature change, measured CO2 concentrations) as evidence to justify claims.

Students are instructed to read pages 52-54 (and optionally 55-57) in a science text and answer specific comprehension questions (e.g., What is vulcanization? What is Bakelite?). Students are asked to investigate chemical substances using provided web links (Mayo Clinic, Drugs.com, Wikipedia, etc.) and then complete tables and written explanations classifying substances and explaining risks and benefits. Students must write value explanations for each substance, drawing on information gathered from the readings and links to justify their judgments.

Students are asked to investigate a chemical substance, gather information about chemical name, formula, benefits, risks, mechanisms, and natural occurrence, and to "collect evidence" to support an executive decision (Part 2 and Part 3). Students are instructed to use the steps of scientific argumentation and to create slides labeled Claim, Evidence, and Justification for a presentation (Part 3 and Part 6). The unit also requires students to analyze data tables and answer text-based test questions about reactions and properties, which involves reading and using technical information.

Students are instructed to read Chapter 5 and answer comprehension questions about events and character actions, which requires referencing the text to explain what happened. The Student Activity Pages for Russian Revolution figures explicitly ask students to provide "Specific evidence that leads you to make that connection," and the answer key repeatedly reminds students to support their connections with specific evidence from the text or research.

Students are asked to read Chapter 9 and answer specific text-based questions (e.g., rules singling out pigs, the Spontaneous Demonstration, election details, Boxer's fate) that require locating details in the text. Students are directed to identify particular parts of the story where themes are evident and to provide specific incidents as evidence (Activity 2, Developing a Theme requires listing at least two incidents per theme). The Parent Plan repeatedly states students should "cite the textual evidence that most strongly supports an analysis" and to point to specific examples from the reading when defending a theme.

Students read multiple primary and secondary documents (Jackson's Second Annual Message, General Winfield Scott's ultimatum, Chief John Ross's letter, Emerson's letter, and a PBS article) and answer focused reading questions that require text-based answers (e.g., what happened when tribes refused, why the Treaty of New Echota was seen as illegitimate, what the Trail of Tears was like). Students are instructed to record at least four arguments in support of Indian Removal and at least four objections on the "Support and Opposition for Indian Removal" activity page, writing these reasons in their own words based on the documents they read. Students read personal narratives and then summarize an event and explain what the account helped them understand, connecting specific narrative details to broader conclusions about the Trail of Tears.

The Enrique Esparza activity asks students to read a firsthand Alamo account and to include "One direct quote from Esparza's account" on the plaque activity page. The activity also requires an explanatory sentence in which students must explain what Esparza's memories convey about the Alamo, linking the chosen quote to an interpretation. Reading questions ask students to describe how John C. Frémont characterized California and what "manifest destiny" meant, which requires students to refer to the assigned chapters for answers.

Students are asked to read Sections 1 and 2 of What Is Energy? and then answer specific questions about energy types and efficiency, which requires using information from the text. Activity 1 asks students to watch videos and discuss limitations and phenomena, prompting them to use information from technical sources to support answers. Activity 2 requires students to write a short justification (3–5 sentences) that includes the evidence collected from their experiment to support or refute their hypothesis.

Students read technical webpages (e.g., a Forbes pros-and-cons article and Project Sunroof) and extract information to complete a pros/cons chart and to evaluate solar power for a home. Students record quantitative data from Project Sunroof (usable sunlight hours, roof square footage) and from a solar calculator (kW and kWp) to support calculations in Parts 2–4. Students must summarize their findings, explain whether they would recommend solar panels, and share and discuss their recommendations with a parent.

Students are directed to read multiple science/technical webpages (about turbines, wind energy, and power plants) and to summarize what they read in their own words or with diagrams. Students are asked to research pros and cons and to explain whether wind energy is practical in their area, including costs and advantages/disadvantages, and to present findings to their family. The wrap-up asks students to use facts to make arguments based on evidence and to explain how they came to their conclusion.

Students are asked to examine specific parts of the science book (cover, front matter, table of contents, book jacket, index, and sidebars) and to underline or circle phrases on the cover and jacket that indicate narrative or expository writing. Students complete index tasks that require choosing search terms, conducting searches in given pages, and explaining which terms worked best and why. Students answer questions about whether the table of contents would be useful and must justify that answer by referring to the book's structure (number and length of chapters) and skim pages to decide whether the text appears narrative or expository.

Students read specified pages from a science/history book (The Story of Science) and answer direct text-based questions (Questions #1–#6) that require locating information in the text. In Activity 1 students are asked to underline or copy words and phrases from an italic paragraph about J. J. Thomson and explain what makes them effective, identifying specific textual language. The parent-check instruction for Activity 2 asks an adult to read the student's paragraph before looking at the picture to see if the paragraph gave an accurate impression, which involves comparing student descriptions to the source image/text.

Students are asked to read specific chapters and answer comprehension questions about details (e.g., Questions 1–4 asking why Marie went to college, which elements were discovered, why isolation was difficult, and what Rutherford and Curie discovered). In the note-taking activity students are instructed to put information in their own words, annotate or highlight text, and include page numbers for complex or detailed information. The highlighting/annotation option has students mark key phrases and add comments in the margins, and the parent guide directs checking a child's answers against definitions on the referenced pages.

Students are asked to read Chapters 16, 17, 19, and 20 and answer specific content questions (e.g., what is quantum mechanics; how Einstein and Bohr's ideas differed). Option 2 explicitly asks students to summarize a sequence of events from the book and tells them they will likely need to refer to the book to confirm names and dates. The reading-and-questions section and the summary activity require students to extract factual information from science/technical text for use in answers and summaries.

Students read Chapters 22–24 and are asked to take notes on important concepts (for example, what E=mc² means and how discoveries changed conservation laws), which requires locating specific information in a scientific text. Students complete Activity 1 by recording one or two scientific events from each year on a Chapter 23 timeline, which requires extracting and recording specific details from the chapter. In Activity 2 students inspect web articles and answer questions about clues to author credibility and accuracy, which asks them to point to specific parts of texts or web pages as evidence for their judgments.

Students are instructed to include page numbers in parentheses for specific information taken from the book and to use quotation marks plus a page number when copying text exactly. The sample planning and organization pages and the example one-paragraph/mini-paragraph both show in-text page references (e.g., "pp. 87-88," "p. 22"). The parent plan asks adults to confirm that students included page numbers and used examples from the book to support their points.

Students are asked to use specific information from the book and to "include page numbers" when they use that information (Option 2 and multiple Parent Plan notes). The assignment instructions and sample question answers explicitly reference pages (e.g., "See pp. 297-299."), showing students practice locating textual passages. The directions also tell students to put quotation marks around copied phrases and include page numbers for quoted material.

Students are asked to read specified pages (e.g., p. 331, chapters 36, 38–39) and answer content questions that refer directly to the text. Activities require students to classify statements as Common Knowledge, Give Credit, or Give Credit and Quote, and to explain their classifications using page references and quoted phrases when appropriate. The Paraphrasing and Summarizing activity asks students to rewrite passages in their own words, to include short quoted phrases with page numbers, and to write a chapter summary that may incorporate brief quotations with citation information.

Students are assigned specific pages from a science text (p. 346–348, p. 355, Chapter 41, Chapter 46 of The Story of Science) and answer content questions (e.g., causes of a supernova, event horizon) that require pulling information from that reading. The writing tasks allow students to use examples from the book in their problem/solution pieces and the sample paragraph includes a parenthetical page reference '(p. 90)'. The Student Activity planning sheet guides students to list pros and cons drawn from a chosen problem situation, which can involve information from the assigned science chapters.

Students read chapters from The Story of Science: Einstein Adds a Dimension and answer content questions about bits, qubits, Boolean searches, and examples from the chapters, showing engagement with a science/technical text. Activity 1 explicitly teaches MLA parenthetical citations and provides examples using science texts (e.g., "..." (Hakim 303) and an online article example), and the Student Activity Page has exercises where students identify correct/incorrect parenthetical citations and create Works Cited entries.

Students are required to use The Story of Science: Einstein Adds a Dimension as a source and to record page numbers and direct quotations (Activities 4 and 5). The lesson gives explicit guidance on using quotations and paraphrases to support points and shows how to integrate quotes into analysis with parenthetical citation examples (Activity 9). The research scaffolds (note‑card and Research Notes pages), the requirement to use at least three sources, the citation builder suggestion, the Works Cited requirement (Activity 10), and the rubric's emphasis on appropriate credit and citation all require students to collect and cite textual evidence. The unit test and its answer key include questions about correct parenthetical citation and distinguishing quoting vs. paraphrasing, reinforcing citation practice.

Students are directed to read specific informational sources and use them to support answers: Option 1 asks students to read a PBS piece and explain how the cotton gin changed life for various groups, and Option 2 directs students to read "The Story of Cotton" PDF to describe stages of cotton production. Activity 2 requires students to use tabulated population data to create a graph and draw conclusions from that quantitative information. Activity 3 asks students to extract three details from two slave narratives and compare them, requiring students to locate and use textual details from primary-source accounts.

Students are assigned to read specific chapters (Chapters 33-35 and 38 of Joy Hakim's A History of US) and answer focused comprehension questions that require explanation (e.g., explain the Republican Party's opposition to expansion of slavery and what the Dred Scott decision did). Students complete an activity page that asks them to write main arguments 'for' and 'against' allowing slavery in new territories and identify who might have held each position. Students also summarize arguments and create a rally sign or flyer that condenses at least one main argument from the readings.

Students are instructed to "add distinct characteristics about carbon mentioned in the excerpt," requiring them to pull information directly from the provided text. In Part 2 they are told to use information "from your search and provided excerpt" to record characteristics of graphite and diamond, explicitly directing use of text sources. Activity 4 asks students to read about the carbon cycle and "describe what is happening at each step," which requires using the reading to create and explain a multi-step flow chart.

Students are directed to read Nutrition Facts labels and ingredient lists and to "compare the number of grams of fat, carbohydrate, and protein" to determine which biomolecule is most prevalent, and to "look at the amount of sodium" and percentage values for vitamins and minerals. In Activity 1 students must "conduct research" on chosen inorganic substances using provided web links and record the chemical symbol, functions in the human body, and how the body obtains the substance on the activity page.

Students read a linked science/health article and answer specific comprehension questions (e.g., identifying the obesity statistic), which requires locating textual information. In Activity 2, students use CDC and other web sources to record types of agents, doses for toxicity, and sources in a research chart, gathering specific details from technical texts. In Activity 3, students study case files and explicitly use information from those texts (symptoms, exposure details) to narrow options and make diagnoses, applying text-based evidence to support conclusions.

Students are asked to "use information from the video and vocabulary from the lesson to answer the following questions," which prompts them to draw on source material when answering Activity 1 items. In Activity 2 (Mystery Ailment) students read interviews and mark Y/N boxes and are guided to deduce the cause of the illness using details from those texts; the Parent Plan explicitly states students will "use evidence to determine the source of the illness." The Mystery Ailment page also includes a Report Section that asks students to write about the cause of the illness and methods for identifying patterns, encouraging use of textual details in analysis.

Students are asked to use "information from today's reading as well as online research" to fill in the Nutrient Amounts table, requiring them to extract factual details (acceptable intake amounts, natural sources, effects). In the Alcohol Research activity students are instructed to "read over the CDC and PBS fact sheets (as well as other information you may have found online) and then answer" specific questions about immediate and long-term health risks and factors affecting blood alcohol levels. In the Alcohol and Advertising activity students must record observations from advertisements and note themes and trends that are grounded in the materials they examine.

The Parent Plan lists the skill "Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text." Students are instructed to record and analyze quotes in a journal (e.g., record the Hemingway quote, find one quote that demonstrates Widow Douglas's view) and to locate specific examples/quotes from the novel to answer guided questions. Students also read informational websites (e.g., ushistory.org) and are asked to summarize and list rules from those texts.

Students are directed to read specific pages (pp. 14-17) and answer comprehension questions that require extracting information from the text. In Activity 1 students are instructed to take notes on Jefferson Davis's inaugural address and to add notations about the page number or paragraph when recording information. In Activity 2 students read Lincoln's inaugural address excerpts and write brief explanations justifying which president would appeal to different people, which asks students to base judgments on the speeches.

Students are instructed to read specific pages (pages 4-5 and 18-21) of What Is Cell Theory and then answer comprehension questions that require responses grounded in the text (e.g., where new cells come from). Activity 2 asks students to mark objects as cellular or non-cellular and to explain their answer in a "Supporting Evidence" column, prompting students to give evidence for their classifications. Activity 1 directs students to refer to What Is Cell Theory (page 19) to check their labeled diagram, which requires students to use the text to verify their work.

Students are assigned to read pages 22-25 of a science text ("What Is Cell Theory?") and then answer four specific content questions about differences between plant and animal cells, vacuole roles, and organelle energy functions. The worksheet questions require students to locate and report information that corresponds to statements in the reading (for example, identifying chloroplasts, cell walls, and vacuole function). The lesson also includes follow-up discussion prompts that ask students to compare structures and functions, which can be supported by the assigned text.

Students are directed to read three specific science articles via provided web links and to "use the information from all three articles to answer the following questions," which requires consulting technical texts. The Reading and Questions section presents explicit comprehension questions (Q1–Q5) that students must answer using information from those articles. Activity 2 asks students to compare diagrams and complete a chart using pages from a Microbiology and Cell Theory resource, requiring students to extract information from technical text and diagrams.

Students are directed to read specified sections of multiple web resources and watch videos, then "use the information found in them to answer the following questions" in the Reading and Questions section. In Activity 2, students must perform Internet research from qualified sources, compare viruses to criteria for life, and "give the reasoning behind your choice" about whether viruses are living. The Parent Plan explicitly instructs that students should "support her conclusion with evidence and logic," linking their conclusions to sources.

Students are prompted in the Activity 1 Conclusion section to "cite evidence for their conclusions" after conducting an antimicrobial experiment. Activity 3 (Patient Diagnosis) asks students to analyze provided clinical data and answer questions such as "Based on your analysis of the evidence, what do you think the patient has?" and "What evidence helped you realize that the patient did not have the flu or issues with allergies?" The Patient Diagnosis activity page supplies a science/technical table (illness, symptoms, cause, treatment) that students must use to support their diagnosis and treatment recommendations.

Students are asked to "be prepared to explain, using evidence, why a virus is or is not considered a living thing" (Study Guide - Viruses) and to "research these respiratory infections" using Internet sources to complete diagnosis tables (Activity 2). The parent guidance explicitly tells students to "cite information from the articles he read in Lesson 6 to support a theory" when answering whether viruses are living. Activity 5 directs students to investigate WHO, Mayo Clinic, and Cleveland Clinic pages and to explain, based on that research, how to limit spread.

Students are directed to read specific science/technical webpages (e.g., the NPS physiographic province pages, National Geographic on biomes) and to use those readings to complete activity pages. One prompt asks students to respond "Based on the introduction (first paragraph or two) of the Geologic Province web page, what are some interesting features and facts...," and other activities ask students to identify the biome(s) that cover their state and list features. Students must refer to the texts to determine geologic provinces, list features, and complete map and journal entries.

Students are directed to use field guides, library research, or online sources to find information about plants and animals and to "jot down the sources" they use. The activity requires students to record scientific names, brief descriptions, locations, and reasons (e.g., why a plant is invasive or why an animal is endangered), and it explicitly tells students to print the URL beneath any image they found online. Several prompts ask for explanations (e.g., "Why is it a problem?", "Why is this animal endangered or threatened?"), which require students to consult informational sources.

Students are directed to locate and use specific data tables from technical sources (U.S. Census QuickFacts, historical population tables, and the NASBO Fiscal Survey) to complete activity pages, plot population points, and answer questions. Students must use the tables to calculate percentages, compare state and national figures, and extract county population figures for mapping. Students are asked to write a paragraph comparing state budget information with two other states, which requires using numerical data from a technical report to support observations.

Students are directed to read specific pages of a science text (pages 2-4, 32-36, and 44-50) and then answer content questions about DNA's structure, bases, chromosomes, alleles, and gene regulation. Several prompts ask students to identify and use evidence (for example, "What evidence, other than the DNA from the extraction, do you have that DNA is present in the cells of the strawberries?" and to "Pay attention to specific terms … Then answer the following questions"). The strawberry extraction activity asks students to refer back to procedural steps and observations to explain why DNA became visible, linking experimental observations with textual explanations.

Students are asked to read a science webpage ('Ten Human Genetic Traits') and use that information to fill in an 'Investigating Genealogy Chart,' describing each trait and whether it is dominant or recessive. Students then record observations from family interviews on a 'Family Survey' page and answer analytic questions such as "How do you know that traits are passed from one generation to the next?" and "Briefly explain why an allele is dominant or recessive." The activities require students to use information from the provided science text and from their collected data to support their answers.

The activity pages instruct students to "use definitions to support their choices" when sorting descriptions as adaptation or variation, and the "Things to Know" section provides explicit definitions (e.g., adaptation, genetic variation, natural selection) that students can reference. The Parent Plan asks caregivers to review classifications and "ask your child to explain how she knew to classify each description," prompting students to point to definitions or statements in the text. Several discussion prompts (e.g., "Why would the best variation be most likely to survive and reproduce?") require students to refer back to provided scientific explanations about genetic make-up and competition.

Students are asked to "Read pages 88-93 of Genetics: Breaking the Code of Your DNA" and to "use the information in this chapter to answer the following questions," which requires pulling information from a science text to respond to specific prompts. In Activity 1 and Day 2 Activity 3, students use provided web links and source material to complete charts describing disease descriptions, symptoms, and possible causes. In Activity 2 students take notes from a simulated patient history, physical exam, and lab reports and use that information to determine a diagnosis.

Students are asked to "Use the Pedigree on the previous page to answer questions 9-14," requiring them to examine a technical pedigree diagram to justify relationships and inheritance patterns. Students complete Punnett squares (Questions 15-26) and then use those results and trait tables to decide which offspring survive in a new environment. In Part 6 and Part 7 students are instructed to fill tables recording "Home Environment (Beneficial Trait), Your Creature (Current Traits), New Environment (Beneficial Trait)" and to "write out the crosses" and use the Punnett Squares to support survival decisions.

Students read multiple science/technical webpages about cloning (Learn.Genetics, Genome.gov, Britannica, etc.) and are asked to take focused notes on specific scientific questions (e.g., "What is cloning?"; "What are the two different ways to clone?"). They are instructed to record exact quotations in quotation marks or paraphrase in their own words and to label each note card with a source number. The materials give explicit instruction on creating MLA source cards, parenthetical citations (with worked examples using author or article title), and a Works Cited page to credit electronic sources.

Students are instructed to read the essay "Human Cloning" (a text about a scientific/technical topic) and to "look for evidence of rhetorical and logical fallacies." Students must underline specific phrases in the essay using color codes for each fallacy type, which requires identifying exact textual phrases as evidence. The parent key lists exact quotations from the essay that students are expected to locate and mark (for example, "the most serious threat known to mankind" as a loaded term and "Cloning cannot possibly be regulated" as an incorrect premise).

Students read two persuasive essays about human cloning (a science/technical topic) and use the 'Arguing the Issue' activity page to record each author's main arguments and identify logical and rhetorical fallacies. The Parent Plan skill statement asks students to compare and contrast persuasive texts and to explain how authors reached conclusions by analyzing the evidence each presents. Directions for Activity 1 explicitly prompt students to "record each author's main arguments" and "record any logical or rhetorical fallacies you find," which requires examination of the texts' supporting material.

The Parent Plan skills list explicitly names "Cite the textual evidence that most strongly supports an analysis..." as a targeted skill. The Student Activity Page directs students to fill a two-column table with "Characteristics of Science Fiction" and corresponding "Evidence From The House of the Scorpion," requiring students to locate examples in the text. The Reading and Questions section asks students to answer specific comprehension questions (e.g., Matt's impression of Aztlán, where he is brought) that require referring to details from the chapters.

Students read a data table titled "Growth of American Cities" and are instructed to create a graph from that technical data and answer analytical questions about trends and percentages. Students read primary-source letters from migrants (Library of Congress links) and answer guided questions about Charles Denby and migration reasons, which requires using the text to explain motivations and outcomes. Students are asked to compare educational opportunities and to write a two-paragraph letter from the point of view of a migrant that draws on details from the readings.

Students are asked to read primary-source letters from Polish immigrants and to 'write down the evidence of push and pull factors that you find' on the activity page, including the name of the letter writer and recipient and specific evidence. In Option 2, students must 'record 8-10 facts and statistics' from a video about Ellis Island, which requires extracting and noting specific information from a text/video. The push-and-pull activity and the student activity page explicitly require students to identify and document textual evidence to support interpretations about why immigrants left and came to America.

Students read specific science texts (pages 4–5 and 32–33 of Behavior in Living Things) and watch a video and read two articles, then answer directed questions. Several questions require using the sources (for example, "According to the video, what two things..." and the Stability and Change questions that ask for specific problems and adaptations). Students also analyze their own feeding behavior using the questions on page 5, requiring reference to the reading.

In Activity 2 students are instructed to read a short selection about life in the rainforest and identify three abiotic and three biotic factors that may impact a macaranga tree. Students are asked to describe the impact of each factor, make predictions about which factors have the most or least influence, and fill in a two-column chart labeled Biotic Factors and Abiotic Factors. The Student Activity Page includes prompts and questions that require students to use information from the reading to complete the chart and answer follow-up questions.

Students are directed to read pages 12–15 of Life Processes and then answer specific content questions (e.g., How do fish intake oxygen? How do plants intake oxygen?), which requires locating information in a science text. The student activity pages include written chemical equations and prompts (e.g., explain what happened, what caused the balloon to inflate) that require students to use textual/diagrammatic information and experimental observations to support their answers. The photosynthesis vs. respiration activity asks students to arrange and label items and organelles based on provided text/images, which involves referencing specific informational elements.

Students are assigned to "Read pages 16-19 in Life Processes by Anna Claybourne." QUESTION #3 explicitly asks students to give two examples, including "one from the book," which requires students to identify information taken from the assigned text. The Parent Plan skills list includes "Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic," which prompts students to use the reading when analyzing experimental results.

Students are directed to read specified pages of a science book (pp. 6-11, 14-15 and pp. 20-25) and answer guided questions that ask for explanations (e.g., explain whether migration is instinctive or learned). Part II explicitly instructs students to reference page 12 when distinguishing imitation and mimicry. Option 1 for the communication activity tells students that if they quote an article they must put the sentence in quotation marks and note the source.

Students are instructed in Activity 1 to read the Galapagos Journal (a science/technical text) and either print and color-code the two pages, underlining each example of relationships and circling the organism(s) that benefit, or to create a chart with columns labeled "Relationship," "Example," and "Who Benefits?". The answer key and parent notes show students identify specific instances of parasitism, mutualism, commensalism, competition, and predation from the text. The vocabulary and matching activities require students to connect terms to definitions and illustrative examples from unit texts.

Students are instructed to examine each animal description and make a list of traits for each animal, then use those traits to group organisms and draw cladograms. Activity 2 asks students to complete a table indicating which traits each organism possesses and then create a cladogram from that table. The lesson skills include integrating technical information expressed in words with a visual representation (e.g., diagram or model), and students are asked to explain the reasons for their groupings.

The lesson includes a Skills statement that explicitly directs students to "Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text." Activity 1 directs students to read a scientific/technical web article about the European Rabbit and complete a "Rabbit Research" graphic organizer using information from that article. The research activity therefore requires students to read a science/technical text and extract information from it.

Activity 2 asks students to research a chosen animal and to consult at least three sources, recording notes on an "Animal Research" page. The Parent Plan repeatedly instructs students to record their sources and to conduct short research projects drawing on several sources. The Skills section explicitly includes: "Cite the textual evidence that most strongly supports an analysis..."

Students are assigned specific pages from a nonfiction book and asked to answer four content questions (e.g., Allied goal in the Pacific, outcome of Okinawa, concerns about invading Japan, Truman's hopes). Students complete an activity chart titled "The Atomic Bomb" that requires them to list "Facts and Advice/Estimates Available" and judge whether those facts support using the bomb. The activity prompt asks students to weigh available facts and justify a decision between invasion and atomic strikes, which requires using information from the assigned readings.

Students are asked to read pages 180-185 of a science text and answer specific content questions (e.g., QUESTION #3 asks "When did life first appear on Earth? What was it like? How do we know?") that require referring to factual evidence in the text (answers reference fossilized bacteria in greenstone belts and oxygen produced by cyanobacteria). The Timeline Cards activity requires students to place dated events (3.5 BYA, 2.4 BYA, etc.) on a timeline based on the provided descriptions, which depends on extracting and using information from the reading.

Students are assigned to read pages 7-11 of a science book and then answer specific content questions (e.g., who revealed evolution, why fossils of extinct animals were shocking, what scientists found in deeper rock layers). The student activity pages ask students to describe how fossils change from older to younger layers and to explain how paleontologists use that progression to support the theory of evolution. In Activity 2 students uncover beads in their homemade geologic column and must note which beads were placed first and explain how they know, requiring them to refer to the principle of superposition.

Students are asked to document and compare evidence in the Evolution and Religion activity pages, with separate columns for "Religious" and "Scientific" evidence and spaces to record interview responses. Step 3 directs students to note what scientific tests are used, what evidence each side uses, and to document these side-by-side for comparison. The Fast Forward rubric and unit test require students to provide at least two lines of evidence for evolution and to explain relative and radiometric dating methods.

Students read labeled excerpts titled "Laws Passed by the Nazis" (including the Law for the Protection of German Blood and German Honor, the Reich Citizenship Law, additions, and the Hitler Youth law) and are directed to "read over the laws and then answer the questions." The student activity includes specific questions that require applying those legal excerpts to scenarios (eligibility for citizenship, rights denied to non-citizens, and what rights Jews retained). The Parent Plan and answer key reference using the law text to determine answers (e.g., classification as Mischling, political rights reserved for citizens).

Students review numeric data (pre-war population, war-related deaths, and GDP for 1938 and 1945) and are asked to calculate deaths as a percentage of pre-war population and to graph GDP changes, requiring them to use those data points to support answers. Students are directed to read photo captions and describe specific photographs, answering questions about what an image helped them understand. In Activity 2, students analyze historical and modern advertisements by identifying images, words/phrases, target audiences, and similarities/differences, using those features as basis for their responses.

Students are asked to read pp. 14-17 of The Concise Human Body Book and take notes on what each system does and which systems interact, which requires extracting information from a science text. In Activity 1 students match system descriptions to system names and draw arrows between systems, writing how one system benefits another based on the reading. In Activity 2 students look up decisions on the KidsHealth website and describe how those decisions affect body systems, using information from a technical/health text to support their answers.

Students are directed to read specific pages in The Concise Human Body Book (pp. 24-29 and 36-37) and then answer targeted reading questions (e.g., about organ tissue types and cell membrane function), which requires locating information in a science text. The Parent Plan lists a skill: "Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells," indicating an expectation that students will support claims with evidence. In Option 2 students view a labeled earthworm dissection PDF and check answers on the final page, which involves comparing their responses against a technical diagram and accompanying text.

Students are instructed to read pages 240-247 in The Concise Human Body Book and then answer specific, text-based questions about how blood enters and exits the kidneys, which hormones regulate urine production, the name of microfiltering units, and how much blood the kidneys process. The question-and-answer activity requires students to locate and report factual information directly from the assigned text (for example, naming the renal artery/vein, ADH and aldosterone, and nephrons). The Parent Plan skills list explicitly includes 'Use argument supported by evidence for how the body is a system of interacting subsystems,' which signals an expectation for evidence-based explanations.

Students are directed to read pages 130–137 of The Concise Human Body Book and then answer targeted comprehension questions, requiring them to use the text to respond. Activity 1 explicitly tells students to "Use the information on pp. 132-135 of the book as well as the chart on the following website" to match hormones with their functions and producing glands. The Parent Plan skills include tasks to "gather and synthesize information" and to "construct a scientific explanation based on evidence," which ask students to use evidence from texts.

Students are asked to "Read pages 190-205 in The Concise Human Body Book and then answer these questions," and several comprehension questions (e.g., role of the immune system, role of lymph nodes, definition of phagocytosis) require using the text to provide answers. The activities instruct students to use diagrams on specific pages (pp. 192–194) as guides when labeling and modeling lymph nodes and immune system parts. The Parent Plan section includes a learning target: "Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells," which references supporting claims with evidence.

Students are assigned to read pages 280–285 in The Concise Human Body Book and answer specific questions about puberty and lifespan, which requires consulting a science text. The Skills list tells students to "Construct a scientific explanation based on evidence" and to "Develop a model" linking cellular processes to growth, indicating use of evidence. Activity 2 directs students to read an external environmental-health web page and to use Internet research to explain how environmental factors affect body systems, which asks students to base answers on source material.

Students are asked to "include at least one quotation from the section and explain the meaning and importance of the quotation" when they complete a literature response after reading chapters 8–9. The Character Line-Up organizer explicitly prompts students to record "Quotes of or about the character" and "Quotes or dialogue about or by the character" as they read. Activity directions also instruct students to fill in memorable quotes and descriptive text from the chapters on the chart.

Students are asked to produce and identify quotations, paraphrases, and summaries in Activity 1, including a Part II task to record a direct quotation with a page number and to write a paraphrase. The Answer Key expects students to label passages as quotation, summary, or paraphrase and to provide a quotation (with page number), a paraphrase, and a summary of character relationships. The Parent Plan instructs students to refer to specific examples from the text to support their literary responses and to use those examples in a 6–8 sentence response.

Students are asked to conduct research for a multi-paragraph illustrated essay or a National History Day plan and are told that both options will involve "using primary sources, doing some writing and editing, and citing your research sources properly." Students view and answer detailed questions about technology topics (space shuttle, early computers, the Internet) from the documentary and record answers on activity pages. The National History Day rubric and project pages require identification and inclusion of primary and secondary sources and a list of websites for research.

Students are instructed to go to the store or online and write down five products and any claims printed on the packaging or in commercials, and to underline feasible claims and highlight outlandish ones. The Student Activity Page asks students to record 'Product Name,' 'Claims,' and 'Other Similar Products That Cost Less,' requiring students to extract text from ads/packaging and compare it to alternatives. The lesson directs students to read specific pages about tattoos and piercings, which asks them to gather information from a non-fiction source.

Students read assigned textbook pages and multiple science/technical web articles and watch videos (e.g., NIDA, CDC, kidshealth) and then answer directed comprehension questions (Questions #1-#4) about reasons, risks, and surprising facts. Students complete a structured note-taking chart (the Student Activity Page) that asks them to record 'What is it?' and 'Effects of Abusing it' for specific drugs using information from the linked resources. Several activities ask students to summarize short-term and long-term effects, make lists of reasons to avoid substances, and create a PSA or poster based on the readings and videos.

Students read and extract numeric information from nutrition facts panels in Activity 4 to answer specific questions (e.g., calories in two servings, total fat grams, % Daily Value). Students calculate BMI using the given formula and compare results to CDC BMI-for-age charts in Activity 5, using chart percentiles to determine weight status. Students compare their recorded intake to MyPlate recommendations and the food pyramid in Activities 1, 2, and 7 to evaluate diet against technical guidelines.