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INFOhio Blizzard Bags - Grades 9-12: Teacher Guide

Students follow the six dimensions of inquiry as they read, investigate, and complete the activities. Ohio's learning standards are integrated into the activities.

INFOhio Blizzard Bag - Grades 9-12 Teacher Guide

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Anchor Standards

  • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
  • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
  • Draw evidence from informational texts to support analysis, reflection, and research. 

Ohio's Science Standards

Science Inquiry and Applications

  • Use technology and mathematics to improve investigation and communications
  • Formulate and revise explanations and models using logic and evidence (critical thinking)

Other Standards

Reading/History/Social Studies

Key Ideas and Details

  • Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features of the date and origin of the information.
  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text.

Craft and Structure

  • Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Informational Text - Integration of Knowledge and Ideas

  • Analyze various accounts of a subject told in different mediums (e.g. a person/'s life story in both print and multimedia, determining  which details are emphasized in each account.

Informational Text - Range of Reading Level of Text Complexity

  • By the end of grade 9, read and comprehend literary nonfiction in the grades 9/10 text complexity band proficiently with scaffolding as needed at the high end of the range.  By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9/10 text complexity band independently and proficiently.

Writing

Text Types and Purposes

  • Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content

Craft and Structure

  •   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
  • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards
  • Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build Present Knowledge

  • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Math Standards

Statistics and Probability

Interpreting Categorical and Quantitative Data

  • Summarize, represent and interpret data on a single count or measurement variable
  • Summarize represent and interpret data on two categorical and quantitative variables

Making Inferences and Justifying Conclusions

  • Make inferences and justify conclusions from sampe surveys, experiments, and observational studies.

Mathematical Practices

1. Make sense of problems and persevere in solving them

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision

Social Science Standards

Contemporary World/Civic Participation and Skills

  • Individuals can evaluate media messages that are constructed using particular tools, characteristics and conventions for unique purposes.  Different  communication methods affect how people define and act on issuses.
  • Effective civic participation involves identifying problems or dilemmas,proposing appropriate solutions, formulating action plans and assess the the positive and negative results of actions taken.

American Government/Civic Participation and Skills

  • Issues can be analyzed through the critical use of information from public records,surveys, research data and policy positions of advocacy groups

Modern World History/Historical Thinking

  • The use of primary and secondary sources of information includes an examination of the credibility of each source

Menu

  • Questioning: Standards, Approximate Time to Complete, Low Tech Options
  • Locating Information: Standards, Approximate Time to Complete, Low Tech Options, Additional Resources for Teaching
  • Evaluating Information: Standards, Approximate Time to Complete, Low Tech Options
  • Applying Information: Standards, Approximate Time to Complete, Low Tech Options, Additional Resources for Teaching
  • Sharing Information: Standards, Approximate Time to Complete, Low Tech Options
  • Reflecting: Standards, Approximate Time to Complete, Low Tech Options

Questioning

  • Standards:
    • Anchor Standard 
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Approximate time to complete:
    • Fill in first two columns of KWL&Q Chart: 20 minutes
  • Low Tech Options:
    • Copy and paste content as needed and print for students.
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
    • Make sure to print the KWL&Q chart document below. 

Please note, it is recommended that students do both of the Locating Information activities in order to successfully apply and share what is learned.

  • Standards:
    • Anchor Standards
      • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
      • Draw evidence from informational texts to support analysis, reflection, and research. 
  • Approximate Time To Complete:
    • Using Point of View Reference Center: 60-90 minutes
    • Using ISearch: 60-90 minutes
  • Low Tech Options:
    • Use the resources and locate articles in advance for your students and print copies for each one. 
    • Copy and paste the directions and then modify them taking into account the elimination of accessing resources online.
    • Provide a log or journal for students
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
  • Additional Resources for Teaching:
    • ​​For Points of View Reference Center Help Resources, see the links on the Points of View Reference Center information page: http://www.infohio.org/students/er/item/points-of-view
    • Ask students to read the articles they find closely. Use the Educator Tools (link is locate on the right) Close Reading to find more information.

Evaluating Information

  • Standards:
    • Anchor Standards
      • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
      • Draw evidence from informational texts to support analysis, reflection, and research.
    • Social Studies
      • Contemporary World/Civic Participation and Skills
        • Individuals can evaluate media messages that are constructed using particular tools, characteristics and conventions for unique purposes.  Different  communication methods affect how people define and act on issuses.
      • Modern World History/Historical Thinking
        • The use of primary and secondary sources of information includes an examination of the credibility of each source
    • Science Standards
      • Science Inquiry and Applications
        • Use technology and mathematics to improve investigation and communications
    • Reading/ELA/History/Social Studies
      • Key Ideas and Details
        • Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features of the date and origin of the information.
        • Cite strong and throrough textual evidence to support analysis of what the text says explicitly as well as inferencesdrawn from text.
      • Craft and Structure
        • Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
      • Informational Text - Range of Reading Level of Text Complexity
        • By the end of grade 9, read and comprehend literary nonfiction in the grades 9/10 text complexity band proficiently with scaffolding as needed at the high end of the range.  By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9/10 text complexity band independently and proficiently.
  • Approximate Time to Complete:
    • ​Video - Talking to Teens about Social Media: 15 minutes
    • Activity - Evaluating Information: 45 minutes
    • Activity - Understanding Bias: 60 minutes
  • Low Tech Options:
    • Print out articles and provide them for students.  
    • Copy and paste the text and modify it as needed for your students.  
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
    • Provide the directions as a handout.

Applying Information

  • Standards:
    • Math Standards
      • Statistics and Probability
        • Interpreting Categorical and Quantitative Data
          • Summarize, represent and interpret data on a single count or measurement variable
          • Summarize represent and interpret data on two categorical and quantitative variables
        • Making Inferences and Justifying Conclusions
          • Make inferences and justify conclusions from sampe surveys, experiments, and observational studies.
      • Mathematical Practices
        • 1. Make sense of problems and persevere in solving them
        • 4. Model with mathematics.
        • 5. Use appropriate tools strategically
    • History/Social Studies
      • Contemporary World/Civic Participation and Skills
        • Individuals can evaluate media messages that are constructed using particular tools, characteristics and conventions for unique purposes.  Different  communication methods affect how people define and act on issuses.
    • Science Standards
      • Science Inquiry and Applications
        • Use technology and mathematics to improve investigation and communications
        • Formulate and revise explanations and models using logic and evidence (critical thinking)
  • Approximate time to complete:
    • Activity 1 - Graph: 60 minutes
    • Activity 2 - Timeline: 60 minutes
    • Activity 3 - Primary Source Analysis: 45 minutes
  • Low Tech Options:
    • Copy and paste the text onto a document.  
    • Modify it so that only the low tech activities are an option for students.  
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
    • Print out any of the guides or resources that students may need for the activity.
  • Additonal Resources for Teaching: Be sure to visit the information page for Worldbook Timelines if assigning activity #2.  Click on the blue "i" located next to the resource in the list or visit http://www.infohio.org/students/er/item/world-book-timelines. You may want to briefly introduce the resource if it is new for the students. You can print the Getting Started Guide for students or direct them to the screencast online.

Sharing Information

  • Standards​:
    • Anchor Standards
      • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
    • ​Writing
      • Text Types and Purposes
        • Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
      • Research to Build and Present Knowledge
        • 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
        • 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
        • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Math Standards
      • Statistics and Probability
        • Interpreting Categorical and Quantitative Data
          • Summarize, represent and interpret data on a single count or measurement variable
          • Summarize represent and interpret data on two categorical and quantitative variables
        • Making Inferences and Justifying Conclusions
          • Make inferences and justify conclusions from sampe surveys, experiments, and observational studies.
      • Mathematical Practices
        • 1. Make sense of problems and persevere in solving them
        • 4. Model with mathematics.
        • 5. Use appropriate tools strategically 
    • Science Standards
      • Science Inquiry and Applications
        • Use technology and mathematics to improve investigation and communications
        • Formulate and revise explanations and models using logic and evidence (critical thinking)
  • Approximate Time to Complete:
    • Activity 1 - 10 Posts: 60 minutes
    • Activity 2 - Annotated Bibliography: 60-90 minutes
    • Activity 3 - Infographic: 90 minutes
    • Activity 4 - Expository Essay: 90 minutes
  • Low Tech Options:
    • Copy and paste the text onto a document and modify it so that it includes only the activities that can be done without technology.  
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
    • Print any handouts that students will need to help them complete the activity.

Reflecting

  • Standards:
    • Writing
      • Research to Build Present Knowledge
        • Draw evidence from literary or informational texts to support analysis, 
          reflection, and research.
      • Range of Writing
        • Write routinely over extended time frames (time for research, reflection, and 
          revision) and shorter time frames (a single sitting or a day or two) for a range of 
          tasks, purposes, and audiences
  • Approximate Time:
    • Answer questions in journal: 20 minutes
    • Fill in L column of KWL chart: 15 minutes
  • Low Tech Options:
    • Copy and paste the text and print the directions for the students.
    • See the Student Assignment Template and the Sample for Low Tech for ideas.

Ohio's Learning Standards: English/Language Arts K-12

College and Career Anchor Standards for Reading

  • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Read, comprehend, and respond to complex literary and informational texts independently and proficiently. 

College and Career Anchor Standards for Writing

  • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism.
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Reading Informational Texts

  •  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
  •  Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Writing

  • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 
  • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Ohio's Learning Standards: Social Studies

Contemporary World/Civic Participation and Skills

  • Individuals can evaluate media messages that are constructed using particular tools, characteristics and conventions for unique purposes.  Different  communication methods affect how people define and act on issuses.
  • Effective civic participation involves identifying problems or dilemmas,proposing appropriate solutions, formulating action plans and assess the the positive and negative results of actions taken.

American Government/Civic Participation and Skills

  • Issues can be analyzed through the critical use of information from public records,surveys, research data and policy positions of advocacy groups

Modern World History/Historical Thinking

  • The use of primary and secondary sources of information includes an examination of the credibility of each source

Ohio's Learning Standards: Math

Statistics and Probability

Interpreting Categorical and Quantitative Data

  • Summarize, represent and interpret data on a single count or measurement variable
  • Summarize represent and interpret data on two categorical and quantitative variables

Making Inferences and Justifying Conclusions

  • Make inferences and justify conclusions from sampe surveys, experiments, and observational studies.

Mathematical Practices

1. Make sense of problems and persevere in solving them

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision

 

 

 

 

 

 

 

Menu

  • Questioning: Standards, Approximate Time to Complete, Low Tech Options
  • Locating Information: Standards, Approximate Time to Complete, Low Tech Options, Additional Resources for Teaching
  • Evaluating Information: Standards, Approximate Time to Complete, Low Tech Options
  • Applying Information: Standards, Approximate Time to Complete, Low Tech Options, Additional Resources for Teaching
  • Sharing Information: Standards, Approximate Time to Complete, Low Tech Options
  • Reflecting: Standards, Approximate Time to Complete, Low Tech Options

Questioning

  • Standards:
    • Anchor Standard 
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
      • Draw evidence from informational texts to support analysis, reflection, and research.
  • Approximate time to complete:
    • Fill in first two columns of KWL&Q Chart: 20 minutes
    • Module 1 of R4S: 30 minutes with accompanying handouts
  • Low Tech Options:
    • Copy and paste content as needed and print for students.
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
    • Make sure to print the KWL&Q Chart document below. 

Please note, it is recommended that students do both of the Locating Information activities in order to successfully apply and share what is learned.

  • Standards:
    • Anchor Standards
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
      • Draw evidence from informational texts to support analysis, reflection, and research. 
  • Approximate Time To Complete:
    • Using Point of View Reference Center: 60-90 minutes
    • Using ISearch: 60-90 minutes
  • Low Tech Options:
    • Use the resources and locate articles in advance for your students and print copies for each one. 
    • Copy and paste the directions and then modify them taking into account the elimination of accessing resources online.
    • Provide a log or journal for students
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
  • Additional Resources for Teaching:
    • ​​For Points of View Reference Center Help Resources, see the links on the Points of View Reference Center information page: http://www.infohio.org/students/er/item/points-of-view
    • Ask students to read the articles they find closely. Use the Educator Tools (link is locate on the right) Close Reading to find more information.

Evaluating Information

  • Standards:
    • Anchor Standards
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
      • Draw evidence from informational texts to support analysis, reflection, and research.
  • Approximate Time to Complete:
    • ​Video - Talking to Teens about Social Media: 15 minutes
    • Activity - Evaluating Information: 45 minutes
    • Activity - Understanding Bias: 60 minutes
  • Low Tech Options:
    • Print out articles and provide them for students.  
    • Copy and paste the text and modify it as needed for your students.  
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
    • Provide the directions as a handout.

Applying Information

  • Standards:
    • Anchor Standards
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
      • Draw evidence from informational texts to support analysis, reflection, and research.
  • Approximate time to complete:
    • Activity 1 - Annotated Bibliography: 120 minutes
    • Activity 2 - Graph: 60 minutes
  • Low Tech Options:
    • Copy and paste the text onto a document.  
    • Modify it so that only the low tech activities are an option for students.  
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
    • Print out any of the guides or resources that students may need for the activity.

Sharing Information

  • Standards​:
    • Anchor Standards
      • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
    • ​Writing
      • Text Types and Purposes
        • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        • Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      • Production and Distribution of Writing
        • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others
  • Approximate Time to Complete:
    • Activity 1 - Argumentative Essay: 120-180 minutes
    • Activity 2 - Social Media Guidelines for Graduates: 120 minutes
  • Low Tech Options:
    • Copy and paste the text onto a document and modify it so that it includes only the activities that can be done without technology.  
    • See the  Student Assignment Template and the Sample for Low Tech for ideas.
    • Print any handouts that students will need to help them complete the activity.

Reflecting

  • Standards:
    • Anchor Standards
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
      • Draw evidence from informational texts to support analysis, reflection, and research.
  • Approximate Time:
    • Answer questions in journal: 20 minutes
    • Fill in L column of KWL&Q Chart: 15 minutes
    • Evaluate current social media accounts: 30 minutes
  • Low Tech Options:
    • Copy and paste the text and print the directions for the students.
    • See the Student Assignment Template and the Sample for Low Tech for ideas.

Teachers can use many techniques to differentiate instruction to meet the individual needs of students. They can tailor content, process, products or even the learning environment to provide students with other ways to learn and to be assessed. INFOhio resources offer some methods for differentiating instruction for students including:

Read Aloud for Text

  • EBSCO databases 
    • Points of View Reference Center
    • ISearch results found in Basic and Advanced Tabs

Lexiles

  • EBSCO databases
    • Points of View Reference Center
    • ISearch basic tabs - lower lexiles; ISearch Advanced tabs - higher lexiles
  • World Book Encyclopedias

Translation

  • EBSCO databases
    • Points of View Reference Center
    • ISearch results
  • World Book Encyclopedias

Visual Organizers

  • Home tab 
    • KWL&Q chart
    • Research Journal Template
  • Questioning tab 
    • KWL & Q Chart
  • Locating 11-12 Part 2
    • Search Tracking Form
    • Defining/Limiting Topic
  • Evaluating 11-12
    • C.R.A.P. Website Evaluation Form

Reduced Work Load/Alternative Assigments

  • Student Assignment Template found in the Teachers' Guide allows teachers to create custom assignments for a whole class or individuals as needed.

 

Below are links to assessments to use with this unit plan.

Engage students in problem solving using the Euler Line, Eularian Path, Eularian Circuit, the Seven Bridges of Konigsberg, the Chinese Postman Problem, or the Traveling Salesman Problem.

Resources