In this lesson, students investigate climate change and search for and evaluate evidence of change. Students will then write a scientific argument using evidence and reasoning to support claims. Students will also be able to reflect on the weaknesses in their own arguments in order to improve their argument and then respond to other arguments.

In this lesson, students read about how climate changes in the American Southwest affected the lives of the Anasazi people and impacted their civilization. A set of discussion questions is provided. In an associated activity, students research other ancient civilizations and compare them to the Anasazi.

Students will be able to: identify specific regions and countries where there was a significant struggle to incorporate Communism and apply their knowledge of the spread of Communism to better understand the current political spread. Students will be awakened to the greater global dimensions of the Cold war, and how it has shaped our world today.When people think of the Cold War they tend to think of Russia and the United states. Yet, some of the greatest effects and areas of fighting was among the Third world nations.

Students will create a travel brochure for either their home town or a city they would love to visit or move to as soon as possible. This activity will help them learn to research and document information in appropriate spaces.

This series of lessons focuses on two biological ocean communities - hydrothermal vents and seamounts. Students will learn about the organisms within these communities, the ecological relationships among them, and the impact of physical factors on distribution and abundance. In Lesson Plan 22, "Who Promised You a Rose Garden," students will conduct research to discover what types of organisms live near hydrothermal vents. In Lesson Plan 23, "Biological Communities of Alaska Seamounts," students will infer why biological communities on seamounts are likely to contain unique or endemic species and will use species occurrence data to calculate and index of similarity between two biological seamount communities. In Lesson Plan 24, "Would You Like a Sample?" students will test the advantages and limitations of several sampling techniques to study biological communities.

Students will first imagine they are executives at major American clothing retailers who are researching and negotiating what policy changes, if any, their company should take in light of the recent disasters in Bangladeshi garment factories. Then, students will write their own persuasive letters to their favorite clothing brand advocating a course of action to improve safety standards for workers around the world.

Students explore how DNA can tell us about ourselves and other organisms and species. They will also learn about the systematic study of the human genome and write an article summarizing what they have learned throughout the lesson.

In this lesson, teachers scaffold student reading of websites that highlight science, technology, engineering, and mathematics careers. Before choosing a text for close reading, the teacher models how to "read" the variety of texts and features of different websites, including images and interactives. Then the teacher models a close reading with students, setting a purpose and asking text-dependent questions to help students find evidence, use inferencing skills, and peer edit.

In this lesson, students will discuss the pro's and con's of prenatal genetic testing. Then students will research a particular genetic disorder and create a pamphlet about the disorder from the point of view of a genetic counselor.

This lesson asks students to explore the motivation behind characters' actions in To Kill a Mockingbird. Students first engage in a freewrite activity. They then do research and creative thinking to design a poster and plan a presentation representing a psychological profile for a selected character, while determining what specific factors (such as family, career, environment, and so forth) have the greatest influence on the characters' decision making throughout the novel. The groups present their findings to the class by assuming the persona of their character and explaining the psychological factors influencing their behavior in the novel

This lesson and resource engages students in a metacognition exercise about critical thinking and also practice research and informational writing skills using a collection of critical thinking quotes.

The past is often neatly partitioned in time periods and eras with generalized names meant to characterize what life was like during that time. In this multi-day lesson, students question the validity of using ?Dark Ages? to describe Europe from the fall of the Roman Empire to the Renaissance. In the process, students examine a variety of primary and secondary sources highlighting different social, political, economic, cultural, and environmental facets of life in Europe during this period.

Students will play the role of White House advisers, exploring policy options and recommending the best strategy for preventing war in East Asia.

In this lesson, students will select key sources, read them closely, work on creating a series of evidence based claims, and use their notes and annotations to expand their EBCs.

In this lesson, students research and discuss real-world chemical issues. Students will either participate in a debate or write and essay in which they compare and contrast several points of view.

In this lesson, students will work collaboratively to create a presentation featuring an electrostatics demonstration. The demonstration should deal with some aspect of the three basic principles of electrostatics. Each group will also submit a written descripton of their demonstration.

In this lesson, students will begin writing an outline for their paper, organizing their claims and supporting evidence for each claim. Students will complete an outline tool.

In this lesson, students will use their research and analysis to communicate an evidence based perspective, using their research portfolios to guide them.

In this lesson, students learn about the draft lottery during the Vietnam War, and how it affected the lives of young men during that time. Students are introduced to the Selective Service’s lottery system through a bell-ringer that asks them to locate their “number” and then segregates the class into the drafted and undrafted. They then read a short description of the Selective Service’s lottery system. The key points from the reading are summarized through a teacher-directed discussion. Finally, students view the oral histories of veterans who discuss the ways the draft impacted their perspectives on the Vietnam War.

This lesson draws a connection between the threat of smallpox during the Revolutionary War and the influenza pandemic during World War I. In this lesson, students will utilize educational technology to consult primary, secondary, and tertiary sources in the completion of a webquest. Writing across the curriculum is a large focus of this lesson.