Students create a mini-research poster on a topic of their choice. They apply their knowledge by including three facts and a correctly formatted, alphabetized bibliography with at least three sources. The lesson includes a gallery walk for peer feedback.

In this culminating activity, students solve a series of puzzles where the clues are delivered via audio recordings. Success depends on synthesizing sequence markers, spatial details, and specific vocabulary.

Students learn how to organize individual citations into a list, emphasizing alphabetical order. They practice formatting a simple bibliography page using citations generated in previous lessons. This prepares them for the final structural requirement of research papers.

Students engage in a timed simulation that combines pacing, skipping, and anxiety management strategies. Afterwards, they debrief on which strategies helped them feel calm and finish on time.

Students are given intentionally vague or rapid instructions and must use specific question structures to ask for repetition or clarification. The class analyzes which questions yield the best information.

Students learn how to find citation information on websites, which is often harder to locate. They practice finding the URL, site name, and access date. Students compare the differences between book and website citations.

Using a grid map, students follow oral directions to navigate from a starting point to a destination. The lesson introduces compass directions and landmarks as key listening anchors.

Students handle physical books to locate the title page, author, publisher, and copyright date. They learn a simplified citation format and practice finding bibliographic data.

This lesson introduces quick, desk-friendly physical and mental reset techniques (deep breathing, stretching, positive visualization) to use when feeling overwhelmed during a long exam.

In the final lesson, students apply their skimming and scanning skills to a sample standardized test passage and reflect on their growth in reading speed and comprehension efficiency.

Students listen to descriptions of a room or scene and draw what they hear, focusing on prepositions of place. They compare their drawings to the original image to identify listening gaps.

Students participate in a 'Race for Information' where they must decide between skimming or scanning based on the question type, building metacognitive awareness and strategy selection.

Students explore the moral basis of citation by discussing ownership of creative work. Through relatable scenarios, they learn what intellectual property is and why giving credit matters.

Students take notes from two different short texts and combine them into one cohesive paragraph, demonstrating their ability to integrate information.

Students learn to condense longer sections of text into concise summary statements by identifying the 'who, what, and so what'.

Students learn what plagiarism is and how to avoid it by rewriting sentences in their own voice using the 'read, hide, write' technique.

A culminating scavenger hunt where students apply all previous skills to solve complex research questions using only credible sources.

Introduces structured methods for recording facts, such as concept maps or T-charts, to keep research organized. Students practice extracting bullet points rather than writing full sentences.

Students learn to use headings, bold words, and captions to locate information quickly within a text. They practice scanning for specific answers and skimming to get the gist of an article.

Students learn the 'Rule of Three' and practice lateral reading to verify information across multiple independent sources.

Students use a simple checklist to evaluate website authority, date, and purpose. They analyze a 'hoax' website to practice critical evaluation skills.

Learners practice generating specific keywords and understanding search engine logic. They participate in a 'search race' to compare broad vs. specific terms.

Students learn to differentiate between factual statements and opinions through sorting activities and analyzing signal words. This foundational lesson establishes the need for objective evidence in research.

Students practice the discipline of skipping difficult questions and returning to them later. The lesson emphasizes marking the skipped question clearly to avoid bubbling errors on answer sheets.

Students combine information from multiple short sources on a single topic to answer an inquiry question.