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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| In Case of Emergency | Fifth grade students will investigate local natural disasters, specifically focusing on the preparedness for natural disasters, and produce a news broadcast based on their research for school's morning announcements. The students will use various resources to locate necessary information in order to answer the essential question: How should you be prepared in the event of natural disaster? | 5 | |
| Places in History: Researching historic locations associated with the Civil Rights Movement. | Students will have to conduct their research about locations prominent in the Civil Rights Movement thoroughly enough that they can produce a final product illustrating the significance of their location. Students will learn about different search engines and domains. While they are conducting their research, they will evaluate the sources they find to determine if the information found is accurate, valid, appropriate, important, and relates to the social and cultural context we are studying. | 8 | |
| Community Helpers | In a theme unit on community helpers, Kindergarten students will name a range of community helpers and be able to describe how they perform their major roles. The essential questions for this unit include: Who are community helpers? How do they help us? | K | |
| 5 Types of Literary Conflict | Students will identify the five different types of conflict shown in literature through an examination of books. Books will be grouped according to their specific type of conflict, but unlabeled so students will have to use their previous knowledge and previewing skills to identify the type of each group. Essential Question: What are the five basic internal/external conflicts that are found within literature? | 8 | |
| Asking research questions | What makes a good research question? We will be exploring the difference between fact-based questions or "closed" questions and questions that require making inferences and synthesizing information or "open" questions. We will discuss why open questions make better research questions. | 5, 6 | |
| Mathematical Magnitude: Research Using Print Sources | This lesson is designed to teach students to use a print source to locate and use information about his/her career choice in order to answer the essential question: How are mathematics used in real life? | 9 | |
| Introduction to Research | Essential Question: What sources will help me complete my research paper? What are my strengths and weaknesses when doing research? Students will see many sources are available to them in different formats. They will explore these during the unit. How do you find books using the Dewey Decimal System? The main source for this lesson is non-fiction books. | 9 | |
| Learning Life Lessons through Fables | This lesson will address the following essential questions: How are fables different from other kinds of stories? What can we learn from fables? Why should we read fables? Students will come to realize that fables can become a part of their reading life, and that they are available in several sections of the library. | 2 | |
| Research Essay Using Poetry | Sophomores in American Literature will research a poet to write a three-paragraph research report. They will choose a poem to analyze as part of the writing process. The students will reflect on the poem and what they have learned about the time period in which it was written. The poem will be found in the library collection or in Poetry for Students collection. | 10 | |
| Evaluating Animal Nonfiction Book(s) | Concept: Evaluating the usefulness of a nonfiction book. Students will use a nonfiction book's spine, front cover, table of contents, and index with the help of their research word bank to determine the usefulness of their resource. Essential question: How will you know that your nonfiction book will answer your questions about your animal? | K, 1 |