ALEX Classroom Resources

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 1 :

1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

[SC2015] (2) 4 :

4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

Experiments are cool with a curious baby polar bear and his who, what, when, where, and why questions about the three states of matter. In this interactive lesson, students get hands-on with ice and record their observations through drawing and writing.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the varying habitats of living things, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 6 :

6 ) Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity will introduce students to ways animals can pollinate plants. This could be used as a precursor before students design and create their own models.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 8 :

8 ) Make observations from media to obtain information about Earth's events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).

[SC2015] (2) 9 :

9 ) Create models to identify physical features of Earth (e.g., mountains, valleys, plains, deserts, lakes, rivers, oceans).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide information regarding geologic events that happen over a long period of time, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This activity could provide background information to students before they create models to identify physical features of Earth, such as mountain ranges. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the varying habitats of living things, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 1 :

1 ) Conduct an investigation to describe and classify various substances according to physical properties (e.g., milk being a liquid, not clear in color, assuming shape of its container, mixing with water; mineral oil being a liquid, clear in color, taking shape of its container, floating in water; a brick being a solid, not clear in color, rough in texture, not taking the shape of its container, sinking in water).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the phases of matter, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity will provide important background information before students create their own investigations. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[ELA2015] (2) 11 :

11 ) Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. [RI.2.2]

[SC2015] (2) 4 :

4 ) Provide evidence that some changes in matter caused by heating or cooling can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the changes caused by heating or cooling water, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This article will provide evidence to students that the physical changes caused by heating and cooling water can be reversed. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the varying habitats of living things, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This resource also provides an eBook of the article with corresponding illustrations. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 2 :

2 ) Collect and evaluate data to determine appropriate uses of materials based on their properties (e.g., strength, flexibility, hardness, texture, absorbency).*

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the physical properties of different materials, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity will provide important background information before students collecting and evaluating their own data regarding physical properties of matter. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 8 :

8 ) Make observations from media to obtain information about Earth's events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide information regarding geologic events that happen over a short period of time, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity includes a StepRead: StepReads are less complex versions of the original article. StepRead1 (SR1) is less complex than the original article, and StepRead2 (SR2) is less complex than SR1. This will allow the teacher to use this learning activity with students of varying ability levels. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 8 :

8 ) Make observations from media to obtain information about Earth's events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide information regarding geologic events that happen over a long period of time, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity includes a StepRead: StepReads are less complex versions of the original article. StepRead1 (SR1) is less complex than the original article, and StepRead2 (SR2) is less complex than SR1. This will allow the teacher to use this learning activity with students of varying ability levels. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the varying habitats of living things, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This resource also provides an eBook of the article with corresponding illustrations. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the varying habitats of living things, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 5 :

5 ) Plan and carry out an investigation, using one variable at a time (e.g., water, light, soil, air), to determine the growth needs of plants.

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the growth needs of plants, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity will provide important background information before students plan and carry out their own investigation of growing plants. This resource also provides an eBook of the article with corresponding illustrations. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 6 :

6 ) Design and construct models to simulate how animals disperse seeds or pollinate plants (e.g., animals brushing fur against seed pods and seeds falling off in other areas, birds and bees extracting nectar from flowers and transferring pollen from one plant to another).*

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity will introduce students to how animals can disperse seeds or pollinate plants. This could be used as a precursor before students design and create their own models. This learning activity includes a StepRead: StepReads are less complex versions of the original article. StepRead1 (SR1) is less complex than the original article, and StepRead2 (SR2) is less complex than SR1. This will allow the teacher to use this learning activity with students of varying ability levels. 

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 8 :

8 ) Make observations from media to obtain information about Earth's events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide information regarding geologic events that happen over a short period of time, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity includes a StepRead: StepReads are less complex versions of the original article. StepRead1 (SR1) is less complex than the original article, and StepRead2 (SR2) is less complex than SR1. This will allow the teacher to use this learning activity with students of varying ability levels.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the varying habitats of living things, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to introduce students to the varying habitats of living things, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 7 :

7 ) Obtain information from literature and other media to illustrate that there are many different kinds of living things and that they exist in different places on land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide information regarding the varying habitats of animals, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity includes a StepRead: StepReads are less complex versions of the original article. StepRead1 (SR1) is less complex than the original article, and StepRead2 (SR2) is less complex than SR1. This will allow the teacher to use this learning activity with students of varying ability levels.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 8 :

8 ) Make observations from media to obtain information about Earth's events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide information regarding geologic events that happen over a short period of time, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson. This learning activity includes a StepRead: StepReads are less complex versions of the original article. StepRead1 (SR1) is less complex than the original article, and StepRead2 (SR2) is less complex than SR1. This will allow the teacher to use this learning activity with students of varying ability levels.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 10 :

10 ) Collect and evaluate data to identify water found on Earth and determine whether it is a solid or a liquid (e.g., glaciers as solid forms of water; oceans, lakes, rivers, streams as liquid forms of water).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide students with information about liquid water on Earth, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[SC2015] (2) 8 :

8 ) Make observations from media to obtain information about Earth's events that happen over a short period of time (e.g., tornados, volcanic explosions, earthquakes) or over a time period longer than one can observe (e.g., erosion of rocks, melting of glaciers).

The teacher will present an informational text from the website, ReadWorks. The students and teacher can interact with this non-fiction text by annotating the text digitally. The students will answer the questions associated with the article as an assessment. This learning activity can be used to provide information regarding geologic events that happen over a short period of time, serve as reinforcement after students have already learned this concept, or be used as an assessment at the conclusion of a lesson.

   View Standards     Standard(s): [ELA2015] (0) 10 :

10 ) With prompting and support, ask and answer questions about key details in a text. [RI.K.1]

[ELA2015] (0) 19 :

19 ) Actively engage in group reading activities with purpose and understanding. [RI.K.10]

[ELA2015] (0) 31 :

31 ) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). [SL.K.1a]

b. Continue a conversation through multiple exchanges. [SL.K.1b]

[ELA2015] (1) 41 :

41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]

[ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[ELA2015] (2) 14 :

14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 28 :

28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]

[SC2015] (0) 5 :

5 ) Construct a model of a natural habitat (e.g., terrarium, ant farm, diorama) conducive to meeting the needs of plants and animals native to Alabama.

Foregrounding scientific vocabulary, these integrated lesson plans invite students to research worms in order to create a classroom habitat. Students are first introduced to inquiry notebooks and then use them to record what they already know about worms. Next, students observe the cover of a fiction book about worms and make a hypothesis on whether the book is fact or fiction, and then check their hypotheses after the book is read aloud. Next, after an introduction to related scientific words such as hypothesis, habitat, attribute, predator, and prey, students conduct and record research and findings in their inquiry notebooks. Once they have gathered the necessary information, students plan and build a worm habitat, which becomes the springboard for further scientific exploration, observation, and experimentation.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[ELA2015] (2) 14 :

14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]

[ELA2015] (2) 19 :

19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.2.10]

[ELA2015] (2) 21 :

21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]

[ELA2015] (2) 23 :

23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

[ELA2015] (2) 27 :

27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]

[ELA2015] (2) 28 :

28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]

[ELA2015] (2) 29 :

29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

The reading community recognizes nonfiction as vital to early learners. This concept is relatively new, and most primary teachers have little experience with how to introduce nonfiction to their students and use it as part of the reading curriculum. This lesson supports second-grade teachers in introducing nonfiction to their students and using it for informational purposes. Students develop an understanding of nonfiction through peer interaction and hands-on experiences with books. They use graphic organizers to record their thinking and new learning.

   View Standards     Standard(s): [ELA2015] (2) 10 :

10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

[ELA2015] (2) 12 :

12 ) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. [RI.2.3]

[ELA2015] (2) 19 :

19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.2.10]

[ELA2015] (2) 21 :

21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]

[ELA2015] (2) 23 :

23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

[ELA2015] (2) 25 :

25 ) With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. [W.2.5]

[ELA2015] (2) 27 :

27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]

[ELA2015] (2) 28 :

28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]

[ELA2015] (2) 30 :

30 ) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]

If you have ever had your class interrupted by a thunderstorm or by a bug crawling across the carpet, you know that students naturally question the world around them. This lesson encourages second-grade students to ask questions about a specific topic, choose a particular question to explore in detail, and research the question using a variety of resources. Students organize their information on a "What we think we know," "What we have confirmed we know," and "New facts we have learned through research" (TCF) chart. They then collaborate to write a class scientific explanation.