For this lesson students will learn how to create a Works Cited page in MLA. They will watch a video, play games, and read a handbook to learn the many steps and processes required in a Works Cited page.

Students will learn why it is important to cite when writing. They will watch a video and look through a Prezi to learn how to cite their sources in APA. After they know the correct way to format their citations, they will work through a worksheets to identify sources that are formatted correctly. They will end the lesson by writing their own reference page for their research paper.

In 5th grade, students can begin researching and interviewing others on topics for a weekly or monthly newsletter for the school. The students will learn interviewing techniques as well as become better writers.

Students conduct Internet research to investigate the purpose and current functioning status of some of the largest dams throughout the world. They investigate the success or failure of eight dams and complete a worksheet. While researching the dams, they also gain an understanding of the scale of these structures by recording and comparing their reservoir capacities. Students come to understand that dams, like all engineered structures, have a finite lifespan and require ongoing maintenance and evaluation for their usefulness.

he classroom teacher has already led the students in the project kickoff and will have assistance in leading the technology portion of the project. Students have created some sort of presentation piece, possibly a slideshow or a poster, we will add narration to a video of the presentation.

In this lesson, students participate in the Infer the Topic protocol to preview the texts for this unit and as a way to build schema on the topic of the rainforest (RI.5.1, SL.5.1b).
At the end of Opening A, students co-create the Rainforest Experiences anchor chart. The purpose of this anchor chart is to promote diversity and inclusion and celebrate all backgrounds in the classroom. It is a way to get to know students on a thoughtful, more meaningful level in relation to rainforest countries, where some students' families may have lived or currently live. The chart can also be used to track how students' perception of their experience changes as the module progresses. It will be added to throughout the module as a way for students to activate background knowledge about what they already know about the rainforest, and as students reflect on what they have learned.
In Work Time A, students consider the performance task prompt to help focus their work (SL.5.1b). Refer to the full performance task in the Performance Task Overview for more information.
In Work Time B, students explore the module anchor text, The Most Beautiful Roof in the World, and find the gist of an excerpt of this text. Students will use this text throughout the module to build their understanding of the rainforest and of narrative nonfiction texts (RL.5.4, L.5.4).
The pages of The Most Beautiful Roof in the World are not numbered; for instructional purposes, the page that begins with "Meg Lowman climbs trees" should be considered page 2 and all pages thereafter numbered accordingly.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads "The Dreaming Tree" in Work Times A and B and "A Walk in the Rainforest" in Work Time B.
Throughout Module 1, students were introduced to Goals 1 and 2 Conversation Cues to promote productive and equitable conversation. Continue using Goals 1 and 2 Conversation Cues in this way, considering suggestions within lessons. Refer to the Tools page for additional information on Conversation Cues.
The research reading students complete for homework helps to build both their vocabulary and knowledge pertaining to the rainforest. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
Each unit in this module is accompanied by a Recommended Texts list with a variety of reading levels. Students should use the classroom, school, or local library to obtain book(s) about the topics under study at their independent reading level. These books can be used in a variety of ways--as independent and partner reading in the classroom whenever time allows, as read-alouds by the teacher to entice students into new books, and as an ongoing homework expectation. In this lesson, students browse and select one of these texts for reading throughout the unit.

This course examines the growing importance of medicine in culture, economics and politics. It uses an historical approach to examine the changing patterns of disease, the causes of morbidity and mortality, the evolution of medical theory and practice, the development of hospitals and the medical profession, the rise of the biomedical research industry, and the ethics of health care in America.

In this lesson, students research in small groups to learn more about one of the schools they have learned about in Lessons 1-3. Students will use photographs and videos of the school to collect new information and will pull from the public notes to collect existing information. Students will then use information to help them write their "The Most Important Thing about Schools" book for the performance task in Lessons 6-9.
This is the first lesson in which students are introduced to shared or independent research.

This lesson begins with a letter from a kindergarten teacher, reminding students that kindergarteners are excited to come visit their classroom and see what they have learned about schools. This gives students a purpose for writing their "The Most Important Thing about Schools" books (W.2.2). In Work Time A, students complete their Unit 3 assessment by participating in the Collaborative Conversations protocol.

In this lesson, students use their notes from their Comparing and Contrasting Research note-catcher as they begin to write the first part of their very own "The Most Important Thing about Schools" book: the focus statement and information about differences between two schools. (W.2.2)
In this lesson, students have various opportunities to work with their writing partners to write parts of "The Most Important Thing about Schools" book: They practice turning their notes into complete sentences orally before writing them in their books. They also have a chance to revise and edit sections of the book with their writing partners. (SL.2.1, W.2.2)

In this lesson, students use their notes from their Comparing and Contrasting Research note-catcher as they write the next part of their "The Most Important Thing about Schools" book: information about similarities between two schools. (W.2.2)
Similar to Lesson 6, during the Closing students give kind, specific, and helpful feedback to their classmates based on the writing they have done during this lesson. (W.2.5)

Early Warning Intervention and Monitoring System (EWIMS) is an evidence-based, data-driven, decision-making process that is often leveraged as part of a district’s Multi-tiered System of Supports framework. Within the process schools use a continuum of tiered supports for students (Tier 1, Tier 2, Tier 3), each with demonstrated evidence of effectiveness. At Tier 1, schools implement evidence-based practices to support attendance, positive social emotional and behavioral well-being and high course performance for all learners. EWIMS also helps educators systematically identify students who are showing signs that they are at risk of dropping out of school. EWIMS examines the underlying causes of risk, matches student needs to interventions, and monitors student progress and the success of the interventions. Fundamentally EWIMS is an ongoing cycle of examining data and making decisions about supports and interventions to help students get back on track for graduation.

Grade Levels: 3rd to 5th Overview: The students will learn the physical geography of the United States by making an edible map. They will use different edible objects to display the various geographical landmarks.

This is a multi-day research project for Introductory Physics or Physical science students that allows them to research about Electromagnetic Waves and the electromagnetic spectrum. This intends for students to 'dive deep' into one wave type and then present their research to their class through a Ted Talk style presentation.

In this science-based unit, students explore the world of energy. In the first half of the unit students learn what energy is, the different ways that energy is transferred from place to place, and the ways energy can be converted from one type to another. In the second half of the unit students explore the pros and cons of different types of renewable and nonrenewable energy. After learning about the different types of energy, students will grapple with what the world’s energy future will look like if more renewable solutions aren’t found, particularly in their communities. Through a combination of reading and research, it is our hope that students begin to build a deeper understanding of energy and its influence on our lives.

This unit builds on to the informational reading skills and strategies developed in previous units. At this point in the year we assume that students are able to actively read and annotate informational texts in order to build understanding of a topic. Therefore, the focus of this unit is on refining students’ ability to use different strategies to comprehend denser scientific texts. In particular, students will continue working on determining the main idea, summarizing key details, explaining cause and effect, using text features to improve understanding, and explaining how an author uses text features to elaborate on key concepts and ideas.

In this lesson, students read pages 4-22, "Las Uvas," in Esperanza Rising and as a whole group identify how the structure of the chapter contributes to the overall story (RL.5.1, RL.5.5).
In triads, students then research one of three topics to build background knowledge about the historical setting of Esperanza Rising. Working in expert groups allows small groups to engage in an effective, time-efficient comprehension of a broader topic because students become an expert in one topic and hear oral summaries of the others to gain an understanding of the broader topic.
This lesson is the first in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues. Conversation Cues are questions teachers can ask students to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 1 Conversation Cues encourage all students to talk and be understood. As the modules progress, Goal 2, 3, and 4 Conversation Cues are gradually introduced. See the Tools page for the complete set of cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 1 Conversation Cues you will see in the next two units are (with expected responses):
After any question that requires thoughtful consideration:
"I'll give you time to think and write or sketch."

"I'll give you time to discuss this with a partner."

To help students share, expand, and clarify thoughts:
"Can you say more about that?"

"Sure. I think that _____."

"Can you give an example?"

"OK. One example is _____."

"So, do you mean _____?"

"You've got it./No, sorry, that's not what I mean. I mean _____."

Note that Goal 1 Conversation Cues (and expected student responses) were built into the Discussion Norms anchor chart in Lesson 1. Conversation Cues and discussion norms are similar in that they seek to foster productive and collaborative conversation. Furthermore, Conversation Cues aim to ensure equitable conversation by gradually building student capacity to become productive, collaborative participants. Goal 1 Conversation Cues focus on the fundamentals of encouraging students to talk and be understood. Goals 2-4 take students to deeper levels of conversation, from listening to others, to deepening their thinking, to thinking with others.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads pages 4-22 of Esperanza Rising aloud during Opening A.
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect, as volunteers share out personal reflections on what happened in Esperanza Rising.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

The lesson begins with students reflecting on the guiding questions. This is not mandatory--students share their reflections only if they want to do so. It is important to be sensitive to students and families' feelings and experiences of human rights and to acknowledge that these feelings and experiences may differ greatly, from very positive to somewhat neutral to very negative.
In this lesson, students begin reading Esperanza Rising by Pam Munoz Ryan. They consider what happens in pages 1-3 of the novel and how those pages contribute to the overall structure of the story (RL.5.1, RL.5.5).
Beginning in this lesson and throughout the module, students are invited to translate the Spanish in Esperanza Rising into English. Consider inviting students to also share the translations in other home languages. These practices can encourage language development and help establish academic mindsets and equity.
In this lesson, students choose independent research reading books (RL.5.10, RI.5.10). See the Independent Reading: Sample Plans (see the Tools page) for ideas on how to launch independent reading in your classroom. If you have your own routines for launching independent reading, in this lesson students will choose a research reading book.
This is the second in a series of two lessons that include built-out instruction for strategic use of the Think-Pair-Share protocol to promote productive and equitable conversation.
Total participation techniques are used for quick response questions. Some common total participation techniques include cold calling, selecting volunteers, and using equity sticks (a stick or card for each student in the class).
In this unit, the habit of character focus is on working to become ethical people. Throughout the rest of the unit, students will "collect" characteristics of ethical people on a Working to Become Ethical People anchor chart. The characteristic that students collect in this lesson is respect, because of the potentially diverse views of students in response to the guiding questions.
Throughout the module as students collect characteristics of each habit of character, examples of what each might look like and sound like are provided in the supporting materials; use these as a guide. Note that they are suggestions, and it is not necessary to include all of the examples on the anchor chart.
Beginning in this lesson and throughout much of Unit 1, students are asked to follow along silently as you read the text aloud or to read chorally as a class or with partners. This builds students' fluent reading skills. In this lesson, students follow along, reading silently in their heads as the teacher reads pages 1-3 of Esperanza Rising aloud during Work Time A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Urban governance comprises the various forces, institutions, and movements that guide economic and physical development, the distribution of resources, social interactions, and other aspects of daily life in urban areas. This course examines governance from legal, political, social, and economic perspectives. In addition, we will discuss how these structures constrain collective decision making about particular urban issues (immigration, education‰Ű_). Assignments will be nightly readings and a short paper relating an urban issue to the frameworks outlined in the class.

Students learn about frogs as they read, write play and create. Meet unique frogs and their special survival tactics and learn about the frog life cycle.

Students will complete research about an animal of their choice using the San Diego Zoo Kids Zoo website. The students will create a SlideShow Presentation to share with the class teaching about their animal. The class will use given “clues” based on research to guess the student's animal.