This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key is investigating different aspects: for environmental topics, aspects might be problem scope, effects, causes, solutions. Several sources means at least 3-4, ideally of different types (article, documentary, website, news), because different sources provide different information. For example, a scientific article might provide data and research, a documentary shows visual impact, a government website offers official statistics, and news reports reveal current developments—together they build fuller knowledge than any one source alone. In this project, Keisha researched ocean plastic pollution over two weeks. She investigated four different aspects: the size of the problem (data and statistics), harm to animals (wildlife effects), where plastic comes from (sources and causes), and possible solutions (cleanup and prevention methods). She used 4 sources of different types: a scientific article (research data and analysis), a documentary video (visual evidence of impact), a NOAA website (government statistics and programs), and news reports (current events and initiatives). Each source added different information: the article provided research findings, the documentary showed actual wildlife impacts, NOAA gave official data, and news reports covered recent cleanup efforts. Choice B is correct because it accurately explains why several sources were needed—each one helped with a different aspect like the size of the problem, harm to animals, where plastic comes from, and possible solutions. For example, while the scientific article might provide data on plastic tonnage in oceans, the documentary visually shows sea turtles entangled in nets, NOAA explains sources like fishing gear and consumer waste, and news reports highlight new cleanup technologies. This demonstrates understanding that different sources contribute different types of information to build complete knowledge. Choice A represents the error of believing one source could provide everything. Students who choose this may not understand that even comprehensive sources have limitations—a scientific article might have excellent data but lack visual impact, or a documentary might show problems powerfully but lack statistical depth. This happens because students might overestimate what one source can provide, not recognizing that different source types have different strengths and perspectives that complement each other. To help students conduct effective short research projects: Teach aspects vs. details—Aspect = broad angle (problem scope, wildlife impact, pollution sources, solutions). Detail = specific fact within aspect (8 million tons is detail within problem scope aspect). Practice identifying aspects: 'If researching ocean plastic, aspects might be: how big the problem is, how it harms ocean life, where it comes from, what we can do—four different angles.' Require multiple aspects (3-4 minimum) so research is investigation, not just problem description. Teach source variety matters: Different source types provide different information. Scientific articles—data, research methods, findings. Documentaries—visual evidence, emotional impact, real examples. Government websites—official statistics, policies, programs. News reports—current events, new developments, public initiatives. One source can't provide everything. Require several sources (minimum 3-4, ideally 5-6) of different types. Model research process: (1) Choose focused topic, (2) Identify 3-4 aspects to investigate, (3) Gather sources (varied types), (4) Read/view each source, noting what aspect it addresses, (5) Organize findings by aspect, (6) Notice how sources complement—article gives data, documentary shows impact, website explains sources, news covers solutions, (7) Synthesize into product showing each aspect. Use graphic organizer showing how different sources contribute to different aspects. Emphasize: Research = investigating different aspects with multiple sources. One source, however good = incomplete picture. Different sources provide different kinds of essential information.

This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key is that several sources means at least 3-4, ideally of different types, because different sources provide different information—one source cannot comprehensively cover all aspects of a complex topic like ocean pollution. In this project, Keisha researched ocean plastic pollution over two weeks. She investigated multiple aspects including scope (how widespread the problem is), wildlife impact (effects on marine animals), pollution sources (where plastic comes from), and solutions (what people are doing about it). She needed several sources because one source could not fully cover all these different aspects in the same depth—a scientific article might explain scope with data, a wildlife organization's site might detail animal impacts, an environmental group might trace pollution sources, and a news source might cover current solutions. Choice A is correct because it accurately explains why several sources were needed—one source could not fully cover scope, wildlife impact, pollution sources, and solutions in the same way. For example, a scientific journal might provide data on pollution scope but lack accessible explanations of wildlife impact that a nature documentary could show visually, while a news article might cover solutions that aren't yet in academic sources. This demonstrates understanding that complex topics have multiple aspects requiring different types of information from varied sources. Choice B represents the error of misunderstanding what research means. Students who choose this may confuse research with plagiarism or think research means finding the longest source rather than investigating multiple aspects. This happens because students might not understand that research involves synthesizing information from multiple sources, not copying from one.

This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key is investigating different aspects: for animal research, aspects might be habitat, diet, adaptations, threats; for historical events, aspects might be causes, key people, events, impact. Several sources means at least 3-4, ideally of different types (book, website, video, interview, primary source), because different sources provide different information. In this project, Maya researched Arctic fox adaptations over two weeks. She investigated three different aspects: physical adaptations (how body features help survival), behavioral adaptations (how actions help survival), and survival strategies (overall methods for thriving). She used 4 sources of different types: a library book (comprehensive overview), kids' website (accessible explanations), documentary (visual demonstrations), and expert email (specialized knowledge). Each source added different information that built comprehensive knowledge about Arctic foxes. Choice A is correct because it accurately identifies the three different aspects investigated—physical adaptations, behavioral adaptations, and survival strategies—not just general information about Arctic foxes. For example, physical adaptations might include fur color changes and compact body shape, behavioral adaptations might include hunting techniques and denning, while survival strategies might include food storage and seasonal migration patterns. This demonstrates understanding that research requires investigating multiple aspects using varied sources that work together to build knowledge. Choice B represents the error of single aspect claim and insufficient source variety. Students who choose this may think studying only fur color changes counts as investigating multiple aspects, or believe rereading one book multiple times equals using several sources. This happens because students might not distinguish between a specific detail (fur color) and a larger aspect of investigation (physical adaptations), or not recognize that 'several sources' means different sources, not the same source used repeatedly. To help students conduct effective short research projects: Teach aspects vs. details—Aspect = broad angle (adaptations, causes, impact, process). Detail = specific fact within aspect (white fur is detail within physical adaptations aspect). Practice identifying aspects: 'If researching Arctic foxes, aspects might be: physical adaptations, behavioral adaptations, habitat needs, threats—four different angles.' Require multiple aspects (3-4 minimum) so research is investigation, not just fact-gathering. Teach source variety matters: Different source types provide different information. Books—comprehensive overview, context. Websites—current information, specific data. Videos—visual processes, expert demonstrations. Interviews—personal experience, expert insight. One source can't provide everything. Require several sources (minimum 3-4, ideally 5-6) of different types. Model research process: (1) Choose focused topic, (2) Identify 3-4 aspects to investigate, (3) Gather sources (varied types), (4) Read/view each source, noting what aspect it addresses, (5) Organize findings by aspect, (6) Notice how sources complement—one might explain process, another show examples, another provide data, (7) Synthesize into product showing each aspect. Use graphic organizer with aspects across top, sources down side, noting contributions. Emphasize: Research = investigating different aspects with multiple sources. Reading one book = not research. Looking at several websites about general topic = not investigation of aspects.

This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key is that several sources means at least 3-4, ideally of different types (book, website, database, interview), because different sources provide different information—novels show the author's writing style, websites provide biographical information, databases offer factual data, and interviews reveal personal insights. In this project, Chen researched author Pam Muñoz Ryan over twelve days. He used 4 sources of different types: three novels (to understand her writing style and themes), an official author website (for biographical information and book summaries), a library database about awards (for recognition and achievements), and an interview transcript about her writing process (for insights into how she creates stories). Each source added different information: the novels showed her actual work, the website provided official information, the database documented her accomplishments, and the interview revealed her creative process. Choice B is correct because it accurately lists the varied sources used—three novels (primary texts showing the author's actual work), an official author website (authoritative biographical source), a library database (factual award information), and an interview transcript (personal insights about writing process). This demonstrates understanding that author studies require multiple source types: the author's actual works plus supporting materials that provide context and insight. Choice A represents the error of insufficient sources and missing source variety. Students who choose this may believe one website is enough for an author study, not realizing that reading the author's actual works is essential and that different source types provide different kinds of necessary information. This happens because students might not understand that studying an author requires both reading their works and learning about their life and process.

This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key is investigating different aspects: for cultural topics, aspects might be historical origins, symbols/meanings, regional variations, modern practices—broad angles that encompass many details. Several sources means at least 3-4, ideally of different types, because different sources provide different perspectives on cultural practices. In this project, Emma researched Day of the Dead over one week. She investigated four different aspects: historical origins (how the tradition began), symbols and meanings (what different elements represent), regional variations (how different areas celebrate), and modern practices (how it's celebrated today). She used 4 sources of different types: websites (current information), an encyclopedia (historical overview), travel photos (visual documentation), and an email interview (personal insights). Each source added different information: websites might explain current practices, the encyclopedia provided historical context, photos showed visual elements, and the interview offered personal experience. Choice B is correct because it accurately identifies the four different aspects investigated (historical origins, symbols and meanings, regional variations, and modern practices—four distinct angles of Day of the Dead) and lists the varied sources used (websites, encyclopedia, travel photos, email interview—four different types). This demonstrates understanding that cultural research requires investigating multiple aspects using several varied sources that provide different perspectives. Choice C represents the error of confusing detail with aspect. Students who choose this may think one detail (marigolds) is an aspect, not realizing that marigolds are just one symbol within the larger aspect of 'symbols and meanings.' This happens because students might not distinguish between a specific detail and a broader aspect of investigation.

This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key is investigating different aspects: for historical events, aspects might be causes, key people, events, impact, legacy. Several sources means at least 3-4, ideally of different types (encyclopedia, primary source, website, textbook), because different sources provide different information. For example, an encyclopedia might provide overview, a diary shows personal experience, photos reveal visual evidence, and a textbook explains historical context—together they build fuller knowledge than any one source alone. In this project, Carlos researched the California Gold Rush over ten days. He investigated four different aspects: participants (who went and why), journeys (how people traveled), mining life (daily experiences), and impacts (effects on California). He used 4 sources of different types: an encyclopedia (general overview), a forty-niner diary (firsthand account), a museum photo website (visual evidence), and a textbook chapter (historical analysis). Each source added different information: the encyclopedia provided facts, the diary showed personal experience, photos revealed actual conditions, and the textbook analyzed causes and effects. Choice B is correct because it accurately lists the varied sources used—encyclopedia, diary, museum website, textbook—and identifies the different aspects investigated—participants, journeys, mining life, and impacts. For example, the forty-niner diary provides firsthand accounts that no encyclopedia could capture, while the museum photos show actual mining camps and tools that words alone can't convey. This demonstrates understanding that several varied sources are needed to investigate multiple aspects of a historical topic. Choice C represents the error of insufficient sources and missing the concept of research. Students who choose this may believe reading one source thoroughly equals conducting research, or think that if a textbook is comprehensive, no other sources are needed. This happens because students might not realize that even good textbooks can't provide everything—they lack personal accounts, visual evidence, or specialized details that other source types offer. To help students conduct effective short research projects: Teach aspects vs. details—Aspect = broad angle (participants, journeys, daily life, impacts). Detail = specific fact within aspect (price of shovel is detail within mining life aspect). Practice identifying aspects: 'If researching Gold Rush, aspects might be: who participated and why, how they traveled, what mining life was like, how California changed—four different angles.' Require multiple aspects (3-4 minimum) so research is investigation, not just fact-gathering. Teach source variety matters: Different source types provide different information. Encyclopedias—factual overview, dates, statistics. Primary sources—firsthand accounts, personal perspective. Museum websites—artifacts, photos, visual evidence. Textbooks—analysis, context, connections. One source can't provide everything. Require several sources (minimum 3-4, ideally 5-6) of different types. Model research process: (1) Choose focused topic, (2) Identify 3-4 aspects to investigate, (3) Gather sources (varied types), (4) Read each source, noting what aspect it addresses, (5) Organize findings by aspect, (6) Notice how sources complement—diary shows experience, photos show conditions, textbook explains causes, (7) Synthesize into product showing each aspect. Use graphic organizer: Participants | Journeys | Mining Life | Impacts across top, list sources down side, note what each contributes. Emphasize: Research = investigating different aspects with multiple sources. Reading one textbook = not research. Using only one type of source = missing important information.

This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key is investigating different aspects: for cultural topics, aspects might be origins, symbols, regional variations, modern practices. Several sources means at least 3-4, ideally of different types (website, encyclopedia, articles, interview), because different sources provide different information. For example, a history site might explain origins, encyclopedias detail traditional symbols, travel articles show regional differences, and interviews reveal personal practices—together they build fuller knowledge than any one source alone. In this project, Emma researched Day of the Dead over one week. She investigated four different aspects: origins (historical development), symbols (meanings of skulls, marigolds, altars), regional variations (how different areas celebrate), and modern family practices (how families celebrate today). She used 4 sources of different types: a history site (historical background), an encyclopedia (traditional elements), travel articles with photos (visual evidence of variations), and an email interview (personal contemporary practices). Each source added different information: the history site explained pre-Columbian and Catholic influences, the encyclopedia detailed symbolic meanings, travel articles showed how Oaxaca differs from Mexico City celebrations, and the interview described one family's modern altar traditions. Choice A is correct because it accurately explains how source types differed—each focused on a different aspect like origins, symbols, regional variations, and modern family practices, helping her compare information. For example, while the history site might explain ancient Aztec origins, the encyclopedia details what sugar skulls symbolize, travel articles show how celebrations vary between Michoacán and Veracruz, and the email interview reveals how a modern family adapts traditions. This demonstrates understanding that different source types provide different kinds of information that work together. Choice D represents the error of overvaluing one source type and misunderstanding source variety. Students who choose this may think interviews are superior to all other sources, or believe one source type can replace all others. This happens because students might not recognize that each source type has unique strengths—interviews provide personal perspective but may lack historical accuracy or comprehensive coverage that books and websites provide. To help students conduct effective short research projects: Teach aspects vs. details—Aspect = broad angle (origins, symbolism, regional differences, contemporary practices). Detail = specific fact within aspect (marigolds guide spirits is detail within symbolism aspect). Practice identifying aspects: 'If researching Day of the Dead, aspects might be: historical origins, symbolic meanings, how regions celebrate differently, how families practice today—four different angles.' Require multiple aspects (3-4 minimum) so research explores culture comprehensively. Teach source variety matters: Different source types provide different information. History websites—origins, development over time. Encyclopedias—comprehensive symbol explanations. Travel articles—regional variations, visual evidence. Interviews—personal experience, modern adaptations. One source can't provide everything. Require several sources (minimum 3-4, ideally 5-6) of different types. Model research process: (1) Choose cultural topic, (2) Identify 3-4 aspects to investigate, (3) Gather sources (varied types), (4) Read each source, noting what aspect it addresses, (5) Organize findings by aspect, (6) Notice how sources complement—history site explains past, encyclopedia details traditions, articles show variations, interview adds personal perspective, (7) Synthesize into product showing each aspect. Use graphic organizer mapping which source contributes to which aspect. Emphasize: Cultural research = investigating different aspects with varied sources. No single source type is 'best'—each contributes unique information. Personal accounts complement but don't replace historical and reference sources.

This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key distinction is between aspects (broad angles of investigation) and details (specific facts within those aspects). For ocean pollution research, aspects might include: scope of problem, wildlife impact, pollution sources, and solutions being tried—each a major angle encompassing many specific facts. In Keisha's ocean plastic pollution research, she investigated multiple aspects of the problem. Choice C, 'Solutions people are trying, like cleanup projects and bans on single-use plastics,' represents a full aspect—it's a broad angle of investigation that would include many specific examples and approaches. In contrast, the other choices are specific details: 'Sea turtles sometimes mistake plastic bags for jellyfish' is one specific example within the wildlife impact aspect; 'Five major garbage patches exist' is one fact within the scope aspect; '8 million tons of plastic enter oceans yearly' is one statistic within the scope or sources aspect. Choice C is correct because it identifies a complete aspect of investigation—solutions people are trying—which is a broad angle that would encompass many specific solutions like cleanup projects, plastic bans, recycling programs, and alternative materials. This demonstrates understanding that aspects are major angles of investigation, not individual facts. For example, investigating 'solutions' would involve researching multiple cleanup efforts, various policy approaches, different technological innovations, and community actions. Choice A represents the error of confusing detail with aspect. Students who choose this may think a specific example (sea turtles and plastic bags) is an aspect, not recognizing it's just one detail within the larger aspect of 'wildlife impact.' This happens because students might not distinguish between a specific fact and the broader category it belongs to, not understanding that aspects are comprehensive angles that include many related details.

This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key is investigating different aspects: for animal research, aspects might be physical adaptations, behaviors, habitat, survival strategies. Several sources means at least 3-4, ideally of different types, because different sources provide different information. For example, books provide overview, websites offer specific data, documentaries show behaviors in action, and expert interviews add specialized knowledge not found in general sources. In this project, Maya researched Arctic fox adaptations over two weeks. She investigated multiple aspects including physical adaptations, behavioral adaptations, and survival strategies. She used 4 sources of different types: a library book (comprehensive overview), kids' website (accessible explanations), documentary (visual demonstrations of behaviors), and an email interview with Dr. Chen (expert knowledge). The email interview added specialized information about survival in extreme cold that her other sources didn't fully explain—perhaps discussing recent research on metabolic adaptations or specific hunting strategies in blizzard conditions that general sources wouldn't cover. Choice A is correct because it accurately explains the email interview's purpose—to get expert explanation about survival in extreme cold, adding information that her book, website, and documentary did not fully explain. For example, while the book might mention Arctic foxes survive -70°F temperatures, Dr. Chen could explain the specific physiological mechanisms like countercurrent heat exchange in their paws or how they maintain core temperature during extended blizzards. This demonstrates understanding that expert sources provide specialized knowledge that complements general sources. Choice C represents the error of using sources to repeat information rather than build knowledge. Students who choose this may think research means finding the same facts in multiple places, rather than understanding that each source should contribute new information or perspectives. This happens because students might focus on confirming facts rather than expanding understanding, missing that expert interviews offer insights beyond what published sources provide. To help students conduct effective short research projects: Teach aspects vs. details—Aspect = broad angle (survival strategies, cold adaptations). Detail = specific fact within aspect (white fur is detail within physical adaptations). Practice identifying what each source contributes: 'The book gives overview, website has kid-friendly facts, documentary shows foxes hunting, but expert can explain HOW they survive extreme cold.' Require multiple aspects (3-4 minimum) and show how sources complement. Teach source variety matters: Different source types provide different information. Books—comprehensive overview, established facts. Websites—current data, specific information. Documentaries—behaviors in action, visual evidence. Expert interviews—specialized knowledge, recent research, insider perspective. One source can't provide everything. Require several sources (minimum 3-4, ideally 5-6) of different types. Model research process: (1) Choose focused topic, (2) Identify 3-4 aspects to investigate, (3) Gather sources (varied types), (4) Read/view general sources first, (5) Identify gaps or questions, (6) Use expert interview to fill gaps with specialized knowledge, (7) Organize findings showing how each source contributed. Use graphic organizer showing unique contribution of each source. Teach value of expert sources: Experts provide information not in published sources—current research, specific mechanisms, professional insights. Prepare interview questions based on what other sources didn't fully explain. Emphasize: Expert interviews ADD to other sources, not repeat. Each source should contribute something unique to build complete understanding.

This question tests the ability to conduct short research projects using several sources to build knowledge through investigation of different aspects of a topic (CCSS.W.5.7). Students must investigate multiple aspects (different angles or components) of a topic using varied sources (books, websites, videos, interviews) that each contribute different information. Short research projects take days to 2-3 weeks and focus on a specific topic with manageable scope—not semester-long exhaustive research but focused investigation. The key is investigating different aspects: for scientific topics, aspects might be the process, contributing factors, variations, applications. Several sources means at least 3-4, ideally of different types (textbook, article, field guide, website), because different sources provide different information. For example, a textbook might explain the scientific process, a university article adds current research, a field guide shows species differences, and a map website displays geographic patterns—together they build fuller knowledge than any one source alone. In this project, Sofia researched why leaves change color over one week. She investigated four different aspects: the science process (how chlorophyll breaks down), environmental factors (temperature and sunlight effects), tree species differences (why some turn red, others yellow), and when colors peak in different places (geographic and timing variations). She used 4 sources of different types: a textbook (basic science explanation), a university article (detailed research), a tree field guide (species-specific information), and a map website (geographic patterns). Each source added different information: the textbook explained chlorophyll breakdown, the article detailed environmental triggers, the guide showed species variations, and the map revealed regional timing differences. Choice B is correct because it accurately explains how sources built knowledge together—each source added a different aspect like the science process, environmental factors, tree species differences, and when colors peak in different places. For example, while the textbook might explain that chlorophyll breaks down to reveal other pigments, the university article adds how temperature and daylight changes trigger this process, the field guide shows why maples turn red while birches turn yellow, and the map reveals that northern regions peak earlier. This demonstrates understanding that sources work together to build comprehensive knowledge. Choice D represents the error of confusing detail with aspect and misunderstanding research scope. Students who choose this may think one scientific fact like 'chlorophyll is green' constitutes an entire aspect of investigation, rather than recognizing it as just one detail within the larger aspect of the scientific process. This happens because students might not distinguish between a specific fact and a broader angle of investigation, thinking that knowing one fact means they've researched the topic. To help students conduct effective short research projects: Teach aspects vs. details—Aspect = broad angle (scientific process, environmental factors, species variations, geographic patterns). Detail = specific fact within aspect ('chlorophyll is green' is detail within scientific process aspect). Practice identifying aspects: 'If researching leaf color change, aspects might be: the chemical process, what triggers it, how different trees respond, where and when it happens—four different angles.' Require multiple aspects (3-4 minimum) so research is investigation, not just fact-gathering. Teach source variety matters: Different source types provide different information. Textbooks—foundational science concepts. University articles—current research, detailed explanations. Field guides—species-specific information, identification. Map websites—geographic data, regional patterns. One source can't provide everything. Require several sources (minimum 3-4, ideally 5-6) of different types. Model research process: (1) Choose focused topic, (2) Identify 3-4 aspects to investigate, (3) Gather sources (varied types), (4) Read each source, noting what aspect it addresses, (5) Organize findings by aspect, (6) Notice how sources complement—textbook explains process, article adds triggers, guide shows variations, map reveals patterns, (7) Synthesize into product showing each aspect. Use graphic organizer with aspects across top, sources down side, showing how each source contributes to each aspect. Emphasize: Research = investigating different aspects with multiple sources. Knowing one fact = not research. Sources must work together to build complete understanding.