Students will work collaboratively to gather information about various groups of gelatinous zooplankton. They will be able to compare and contrast at least three different groups of zooplankton organisms and describe how gelatinous zooplankton fit into marine food webs. Groups will prepare a brief written report summarizing the information they have found and orally present to the rest of the class.

Students conduct Web searches on open-ended questions and draw on their experiences to develop guides to searching effectively and finding reliable information online.

This resource contains a series of resources and videos to guide students through the research process.

In this lesson, students participate in learning clubs, a grouping system used to organize active learning events based on student-selected areas of interest. Guided by the teacher, students select content area topics and draw on multiple texts—including websites, printed material, video, and music—to investigate their topics. Students then have the opportunity to share their learning using similar media, such as learning blogs.

In this lesson, students will continue working to research supporting questions, using the internet to conduct their research.

In this lesson, students will begin a four lesson performance task arc in which they will analyze an ad and develop a counter ad.

In this lesson, students will complete the second part of their mid unit 2 assessment, focusing on "Can You Unplug for 24 Hours?" and text comparison.

In this lesson, students will begin preparing for their position paper/essay and a fishbowl discussion. This lesson focuses on stakeholders and consequences.

In this lesson, students will compare the risks and benefits of entertainment screen time, as well as practice speaking and listening skills in preparation for their upcoming Fishbowl.

In this lesson, students will be introduced to the research process and the process of asking questions.

In 1899 and 1900, Secretary of State John Hay issued what became known as the Open Door Notes to foreign powers involved in China. Secretary Hay called on those powers to respect the rights of each other, to agree to an open market and equal trading opportunities for merchants of all nationalities, and to respect the territorial and administrative integrity of China.

In this lesson, students will begin their research project, focusing on building some background knowledge about gender roles in advertising by reading a short article titled "Truth in Advertising?" Students will focus on paraphrasing techniques.

In this lesson, students will read "Cover Girl Culture" and locate relevant information to answer their supporting research questions.

In this lesson, students complete the mid-unit assessment. Students will demonstrate their skills in searching for pertinent information and paraphrasing using a third source titled "Images of Men in Advertising."

In this lesson, students will select evidence from literary or informational texts in order to create their final performance task. Students will work with a partner on this activity.

In this lesson, students will begin working to research supporting questions, focusing on how to assess and read internet sources.

This project motivates students to learn about organic gardening by developing their own research questions, conducting research, and gardening at their school. Students will plants seeds in a class garden, observe and write about the plant's growth, document their research and observations on a sign to place by their growing plant, and present their findings to the class.

Students will learn about deep-sea tubeworms. Students will work collaboratively to create a poster or three-dimensional model of a tubeworm. Each group will then prepare a written report describing the anatomy of tubeworms, how a tubeworm obtains food and the symbiotic relationship between the tubeworm and chemosynthetic bacteria, and the role that tubeworms play in the larger cold-seep food web.

In this lesson, students research Old West figures using both electronic and print sources. They then use an online tool to compile and organize reading notes, research, and related ideas. The information that is gathered is then presented in a student-constructed driver’s license that includes who, what, when, where, and why they are important in United States history. This activity offers an alternative to the traditional research paper, as well as an opportunity for students to share their projects with their classmates.