example of 6th grade research paper

How to Do a 6th Grade Research Paper

While attending the sixth grade, students begin to learn in-depth writing skills, proper notation of sources and researching skills, and will often be assigned to write research papers. The research paper has a few basic elements all sixth-grade students must keep in mind while writing: topic selection, researching information, citation of sources, outlining and preparation work, rough drafts, revision and final draft.

Explore this article

• Pick a topic
• Find research materials
• Take notes about the topic
• Write an outline
• Write the paper
• Create a works cited page
• Edit the paper for clarity
• Write the final draft

1 Pick a topic

Pick a topic. While teachers will assign a general subject area to choose from, such as historical figures or events, the student must pick the final topic. Select three preferred and obtain teacher approval for the one you like best.

2 Find research materials

Find research materials. Usually, teachers will require at least one book source, but different teachers will have different specifics for preferred research methods. Online resources and books are among the most common research options. Magazines, journals and similar periodicals are also appropriate.

3 Take notes about the topic

Take notes about the topic. Put any citation information, such as book title, author, date published or website address on the first card or page of notes. If writing a quote or mentioning statistics, write the page number or location of the data on the card. Number cards in sources to keep track of information.

4 Write an outline

Write an outline. This is a basic guideline for organizing the information from the research. For example, if researching an event, write the information according to the times different parts of the event took place. Outlines contain main points and support for the points. Each paragraph should have one main point and some support of the point. If using a quote, numerical data or a paraphrase, put the page number and source information to the side.

5 Write the paper

Write the paper. Use the outline to form the paper. The introduction should give a brief description of the content within the paper and a strong statement about the topic. The body, which usually contains two or three paragraphs, should have one main point that supports the introductory point and supporting statements after the main point. The conclusion is similar to the introduction, but in a backwards order summarizing the information in the paper.

6 Create a works cited page

Create a works cited page. This is the page where the sources for the research paper are placed. The sources should be in alphabetical order and should contain all of the information about the sources, such as author name, publishing dates and titles.

7 Edit the paper for clarity

Edit the paper for clarity, grammar, spelling and style.

8 Write the final draft

Write the final draft. Use the corrections and rewrite the paper to fix the mistakes. Make a cover page, which includes the title of the paper, the student's name, teacher's name, the class and due date.

• 1 Wayzata Public Schools: Research Paper
• 2 Lees Summit School District: Writing

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If you are struggling with teaching the research report process, you are not alone. Seriously, we’ve all been there!

I spent several years avoiding research reports in my classroom or depending on the Library-Media Specialist to teach the research process.

One year, I decided to take the plunge and teach my students how to research a topic and write a research report.

The process was clunky at first, but I learned a lot about how students approach research and how to guide them from choosing a topic to completing their final copies.

Before we discuss the HOW , let’s talk about the WHY .

Why should you assign research reports to 5th and 6th grade students?

I have three main reasons for assigning research reports to my students.

First, the skill involved in finding reliable sources and citing sources is valuable.

Beginning in 5th grade, and possibly even before, students need to be able to discern the reliability of a source . They should be able to spot propaganda and distinguish between reputable sources and phony ones.

Teaching the procedure for citing sources is important because my 5th grade students need to grasp the reality of plagiarism and how to avoid it.

By providing information about the sources they used, students are consciously avoiding copying the work of authors and learning to give credit where credit is due.

Second, by taking notes and organizing their notes into an outline, students are exercising their ability to find main ideas and corresponding details.

Being able to organize ideas is crucial for young writers.

Third, when writing research reports, students are internalizing the writing process, including organizing, writing a rough draft, proofreading/editing, and writing a final draft.

When students write research reports about topics of interest, they are fine-tuning their reading and writing skills.

How to Teach Research Reports in Grades 5 & 6

As a veteran upper elementary teacher, I know exactly what is going to happen when I tell my students that we are going to start research reports.

There will be a resounding groan followed by students voicing their displeasure. (It goes something like this…. “Mrs Bazzit! That’s too haaaaaaard!” or “Ugh. That’s boring!” *Sigh*  I’ve heard it all, lol.)

This is when I put on my (somewhat fictional) excited teacher hat and help them to realize that the research report process will be fun and interesting.

Step 1: Choose a Topic and Cite Sources

Students definitely get excited when they find out they may choose their own research topic. Providing choice leads to higher engagement and interest.

It’s best practice to provide a list of possible research topics to students, but also allow them to choose a different topic.

Be sure to make your research topics narrow to help students focus on sources. If students choose broad topics, the sources they find will overwhelm them with information.

Too Broad: American Revolution

Just Right: The Battle of Yorktown

Too Broad: Ocean Life

Just Right: Great White Shark

Too Broad: Important Women in History

Just Right: The Life of Martha Washington

Be sure to discuss appropriate, reliable sources with students.

I suggest projecting several examples of internet sources on your technology board. Ask students to decide if the sources look reliable or unreliable.

While teaching students about citing sources, it’s a great time to discuss plagiarism and ways to avoid it.

Students should never copy the words of an author unless they are properly quoting the text.

In fact, I usually discourage students from quoting their sources in their research reports. In my experience, students will try to quote a great deal of text and will border on plagiarism.

I prefer to see students paraphrase from their sources because this skill helps them to refine their summarization skills.

Citing sources is not as hard as it sounds! I find that my students generally use books and internet sources, so those are the two types of citations that I focus on.

How to cite a book:

Author’s last name, First name. Title of Book. City of Publication: Publisher, Date.

How to cite an internet article:

Author’s last name, First name (if available). “Title of Article or Page.” Full http address, Date of access.

If you continue reading to the bottom of this post, I have created one free screencast for each of the five steps of the research process!

Step 2: Take Notes

During this step, students will use their sources to take notes.

I do provide instruction and examples during this step because from experience, I know that students will think every piece of information from each source is important and they will copy long passages from each source.

I teach students that taking notes is an exercise in main idea and details. They should read the source, write down the main idea, and list several details to support the main idea.

I encourage my students NOT to copy information from the source but instead to put the information in their own words. They will be less likely to plagiarize if their notes already contain their own words.

Additionally, during this step, I ask students to write a one-sentence thesis statement. I teach students that a thesis statement tells the main point of their research reports.

Their entire research report will support the thesis statement, so the thesis statement is actually a great way to help students maintain a laser focus on their research topic.

Step 3: Make an Outline

Making an outline can be intimidating for students, especially if they’ve never used this organization format.

However, this valuable step will teach students to organize their notes into the order that will be used to write the rough draft of their reports.

Because making an outline is usually a new concept for my 5th graders, we do 2-3 examples together before I allow students to make their outlines for their research reports.

I recommend copying an outline template for students to have at their fingertips while creating their first outline.

Be sure to look over students’ outlines for organization, order, and accuracy before allowing them to move on to the next step (writing rough drafts).

Step 4: Write a Draft

During this step, each student will write a rough draft of his/her research report.

If they completed their outlines correctly, this step will be fairly simple.

Students will write their research reports in paragraph form.

One problem that is common among my students is that instead of writing in paragraphs, they write their sentences in list format.

I find that it’s helpful to write a paragraph in front of and with students to remind them that when writing a paragraph, the next sentence begins immediately after the prior sentence.

Once students’ rough drafts are completed, it’s time to proofread/edit!

To begin, I ask my students to read their drafts aloud to listen for their own mistakes.

Next, I ask my students to have two individuals look over their draft and suggest changes.

Step 5: Final Draft

It’s finally time to write final drafts!

After students have completed their rough drafts and made edits, I ask them to write final drafts.

Students’ final drafts should be as close to perfect as possible.

I prefer a typed final draft because students will have access to a spellchecker and other features that will make it easier to create their final draft.

Think of a creative way to display the finished product, because they will be SO proud of their research reports after all the hard work that went into creating them!

When grading the reports, use a rubric similar to the one shown in the image at the beginning of this section.

A detailed rubric will help students to clearly see their successes and areas of needed improvement.

Once students have completed their first research projects, I find that they have a much easier time with the other research topics assigned throughout the remainder of the school year.

If you are interested in a no-prep, step-by-step research report instructional unit, please click here to visit my Research Report Instructional Unit for 5th Grade and 6th Grade. 

This instructional unit will guide students step-by-step through the research process, including locating reliable sources, taking notes, creating an outline, writing a report, and making a “works cited” page.

I’d like to share a very special free resource with you. I created five screencast videos, one for each step of the research report process. These screencasts pair perfectly with my Research Report Instructional Unit for 5th Grade and 6th Grade! 

Research Report Step 1 Screencast

Research Report Step 2 Screencast

Research Report Step 3 Screencast

Research Report Step 4 Screencast

Research Report Step 5 Screencast

Hi, If i purchase your complete package on grade 5/6 writing does it come with your wonderful recordings on how to teach them? Thanks

Hi Gail! The recordings on this blog post can be used by anyone and I will leave them up 🙂 The writing bundle doesn’t come with any recordings but I did include step-by-step instructions for teachers. I hope this helps!

Thank you for sharing your information with everyone. I know how to write (I think, haha), but I wanted to really set my students up for success with their research and writing. Your directions and guides are just what I needed to jar my memory and help my students become original writers. Be blessed.

You are very welcome, Andrea! Thank you for this comment 🙂

Hi Andrea, I am a veteran teacher who has taught nothing but primary for 25 years. However, this is my first year in 5th. I’m so excited to have found your post. Can you direct me to how I can purchase your entire bundle for writing a 5-paragraph essay. Thanks, Sue

Sure, Susan, I can help with that! Here is the link for the 5th Grade Writing Bundle: https://www.teacherspayteachers.com/Product/5th-Grade-Writing-Bundle-3611643

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Writing Research Papers

This research writing unit of study is designed to guide your students through the research writing process. 

This is a free writing unit of study from the curriculum corner..

This research writing collection includes mini lessons, anchor charts and more.

Mention the words “research writing” in an intermediate classroom and you might be met with moans & groans or perhaps even see fear in the eyes of some students. 

In all seriousness though, writing can be intimidating for many children in our classrooms.

Guided and focused your mini-lessons can be helpful for students. Also, the more examples you can get students to interact with, the more they will understand the expectations. Finally, the more modeling that you do for them, the more they can view writing as less overwhelming.

Download the free resources to accompany this unit of study at the bottom of this post.

Lesson Ideas for Writing Research Papers:

Lesson 1: Noticings

• Begin by getting your students familiar with what research writing looks like.
• Have them work in pairs or small groups to read pieces of research writing. They will record their “noticings” about the writing.
• Then, come together in a community circle to discuss and create a class anchor chart.
• You will find a blank anchor chart and one with noticings already recorded.
• Here is a link we found that contains some student-created examples of research writing: Student Writing Models .  Simply scroll through the grade levels for different samples.

Lesson 2: Opinion vs. Facts

• Begin with a brief review of opinions vs. facts.
• Use the six paragraphs we share in our resources to give your students some practice differentiating between the two.
• Each of the paragraphs contains both opinions and facts.
• Students will read the paragraphs and record the facts and opinions from their paragraph onto the recording page.

Lesson 3: Choosing a Topic

• We know that providing choice will allow for greater engagement and success.  We want to help students to narrow their choices by giving them some guidance.
• Gather students and begin a discussion about choosing a research topic.
• Ask them to think of topics they already know a little about, have interest in or is important/relevant to their lives.
• You might pose the question “Why is that important in research writing?” and discuss their thoughts.
• For this lesson we have provided a page where students can individually brainstorm topics. You can circulate the room during this process to help students to narrow their topic.
• If you feel your class may need help to narrow their choices, think about giving them a broad topic, such as animals, and then have them choose a sub-topics from the bigger umbrella topic.
• If you feel like your students need an added level of support you might think about creating an anchor chart from a class brainstorming session about possible appropriate topics and then display this in your room.

Lesson 4: Where to Find Accurate Information about a Topic

• Help students to begin to understand where they might find accurate information about their topics.
• Where are the places you can begin to look for information about your topic?  
• Why would the copyright date on a book be important in doing research?  
• Is everything on the internet true?
• Why is it important for your research to contain accurate information?  
• Where do you begin to look for information that will accurate
• One way to help students think through appropriate sites on the internet is to pass out the ten cards provided in our resources.
• Have students read the cards and discuss what kind of a website it is.
• Talk about whether they know or have heard of the sites. Would they consider the sites “trusted” enough to gain knowledge about their topics.  Then have them talk about why or why not these sites would be trusted.

Lesson 5: Double Check Your Facts

• We want our students to get into the habit of double checking their facts. This will help ensure what they are learning is correct.
• To do this, you might want them to practice this skill.  In this lesson use the page provided to have each student find and record a fact about a topic of their choice on the internet.
• The page then has students write where they found the fact, and also has them list a corresponding fact from a different source.
• Finally they determine if the facts are the same or different. You may have to further the lesson by discussing approximations.  For example one site might say that an animal can weigh up to 1,500 pounds, while another might state that the animal weighs between 1,200 and 1,500 pounds.
• You will need to talk about how those facts might both be accurate even though they are stated differently. If they seem to check out, then help students generalize the information for a research paper.

Lesson 6: Taking Notes

• Sometimes giving students resources and a blank sheet of notebook paper can be too overwhelming. You have students who simply copy everything from the text or you have others who have no idea where to start.
• We need to guide them to read to pull out facts & relevant information.
• For this lesson we have provided various templates for note-taking. Whatever method or template you choose for helping your students learn to take notes, model it several times in front of the class Demonstrating for them how to write the notes as they read about a topic will be helpful.
• After initial teaching, you may find that you need to pull small groups for extra practice. Some might need a one-on-one conference.

Lesson 7: Paraphrasing vs. Plagiarism

• Students will need to learn how to paraphrase their research. This will help them avoid plagiarizing words from their resources.
• Discuss why plagiarizing is something that they shouldn’t do in their writing because it is “stealing” another’s words.
•  Tell the students that there is a way to use another author’s ideas in an appropriate way without copying their words. First, they need to paraphrase and then they need to cite the source where they found the information.
• Display the anchor chart “What is Paraphrasing” and discuss the definition.
• Next, pass out copies of “My Own Words” to pairs of students. Explain that their task will be to find a paragraph or passage in a nonfiction book. They will paraphrase the author’s words, keeping the same ideas.
• Finally, gather students together to share their paraphrasing efforts. Each pair of students can read the paragraph/passage from the book and then the paraphrasing that they wrote.  Discuss the words and decisions the students made in their paraphrasing.

Lesson 8: Word Choice in Research Writing

• To help students think about making their writing more interesting, have them brainstorm words that could add voice to their writing.
• After working independently on the word choice page provided, have them meet with partners. They can talk about nouns, verbs and adjectives that relate to their topic.

Lesson 9: Writing Sketch

• This graphic organizer can be used for students to plan their writing.
• If your writers are more advanced you might choose to skip this step, It could be a big help for students who have taken notes and have too many facts.  
• Be sure to model how to write the facts & ideas from your notes onto your planner. Students will see first hand how to make sure to only add what is relevant and important to their writing.
• Some questions you can pose: What will be the focus of each paragraph in your research writing?  What do you want to include from your notes?  Why is it important to the research?  What facts don’t quite fit into the paragraphs you’ve decided upon? Should you change some of the paragraphs so that they better support the research and what you want your readers to learn?
• Once the planner is finished, they can use it as a guide to help their writing stay focused.

Lesson 10: Writing Introductions to Research

• Teach students how to think about their introduction as a way to grab their readers’ attention.
• Our anchor chart has some ideas to get writers started. You might also extend the anchor chart to include ideas from your students. (We have included some blank anchor charts at the very bottom of the download.)
• Discuss the parts that need to be included in the introductory paragraph first. Then, move on to some of the ways that might engage readers. As always be sure to model how you would go about writing an introductory paragraph using your Writing Sketch.

Lesson 11: Developing Your Paragraphs

• Next, help students stay focused and develop complete paragraphs.The next graphic organizer will get them to think through the specifics of each paragraph.
• Again, this may not be needed for all of the students in your classroom, but it might be something to think about using with all of them for at least their very first attempts at writing research papers.
•  Model how to use the Writing Sketch planner to develop their paragraphs more fully on this organizer.

Lesson 12: Writing a Conclusion to Research 

Providing a solid concluding paragraph is also something that needs modeled for your students.

Use the anchor chart with ideas to get you started with the modeling of this as well.

***If you would like for your students to write their first drafts on something that continues to support organization for them, you will find guided lined paper.

Lesson 13: Research Rendezvous Celebration

We love ending a unit of study with a celebration.

For this particular celebration, you might invite students to bring in a visual to help illustrate their topic.  

Invite parents and other special adults from your building to the celebration and think about providing a snack.  

You can also print out our “Congrats Author!” certificates to give to each student during the celebration.

All the research writing resources described above can be found in one download here:

Writing a Research Paper Resources

As with all of our resources, The Curriculum Corner creates these for free classroom use. Our products may not be sold. You may print and copy for your personal classroom use. These are also great for home school families!

You may not modify and resell in any form. Please let us know if you have any questions.

Dulce Hernandez

Thursday 8th of April 2021

Thank you so much. I tutor non-English speakers from K-9th grade. These resources are a God send!!

Monday 25th of May 2020

I cant download it, where do you download it?

Jill & Cathy

Wednesday 2nd of September 2020

Here is the link: https://www.thecurriculumcorner.com/thecurriculumcorner456/wp-content/pdf/writing/research/researchwriting.pdf

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[…] The middle school years can also be a good time to introduce writing a short research paper if your student is ready.  Introduce how to do research, how to make an outline, and how to write a short research paper, including how to cite sources. Here’s a website that has a free introduction to writing research papers: https://www.thecurriculumcorner.com/thecurriculumcorner456/writing-research-papers/. […]

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iRubric: 6th grade Research project Rubric

Extended Research Project - 6th and 7th Grades: The Basics

• Primary v. Secondary Sources
• WSA Databases
• WebPath Express
• Washington State & Pacific NW
• American History
• Biographies

The ERP in the 6th and 7th Grades

What is the extended research project.

The Extended Research Project (ERP) for students in the sixth and seventh grades is a project in History class beginning in November in Fall Semester and culminating in a presentation in late March.  Through their work on the ERP, students are able to build their research, writing, citing and presentation skills.

The ERP in 6th Grade

Overall goals are to:

• Choose an historical topic from a prescribed list that is relevant, with available sources, meets the assignment requirements and is of interest to the student
• Research the topic thoroughly
• Learn and use primary and secondary sources
• Learn how to write about a topic with authentic voice and proper citations
• Introduce students to the library databases and resources available to them at WSA
• Learn how to use NoodleTools in order to keep track of works cited
• Learn how to determine if a source is credible and to extract information from that source
• Learn how to find and use sources that are appropriate for the age
• Learn how to present information in an engaging and contemporary method
• Discuss their research with unfamiliar yet supportive audiences

Scope and Timeline:

It is the expectation that the majority of the work on the sixth grade ERP will be done in history class rather than at home.

Fall Semester:  Sixth grade students will learn proper word processing, keyboarding, presentation and web platform skills within the curriculum of their Intro to Technology course.  At the same time, the ERP work will be concentrated in history class with specific writing and grammatical lessons supporting the project taught in English class.

By December:   S tudents will have chosen their topic, done the bulk of their research, documented the research on NoodleTools, practiced scaffolded writing assignments in support of the project and developed a thesis statement.

During January, February and March: Students will be concentrating on writing about their topics in anticipation of starting to develop a website as the final product.  They will use an online webtool such as Weebly to develop a website with the following components included within the framework of their site:

• Background Information of the Event
• Narrative Depiction of Events
• Historical Significance of the Event
• Specific Case Study or Narrative Story Relevant
• Bibliography

March 27, 2020:  Parents and other students will be invited to an evening event where sixth and seventh grade students will share their projects with attendees. Sixth graders will be expected to sit at a designated computer station with their website available for guests to view and ask questions of the student. Specific teachers, including the classroom teacher will be assigned as “Committee Reviewers” who will assess the students work at that time. 

The ERP in 7th Grade

Overall goals  are to:

• Choose a person of note in which to research
• Research the person thoroughly
• Learn how to write a five paragraph (or more) essay with authentic voice and proper citations
• Remind students of the library databases and resources available to them at WSA
• Utilize NoodleTools in order to keep track of works cited
• Practice how to determine if a source is credible and to extract information from that source
• Practice finding and using sources that are appropriate for the age
• Utilize research to prepare an original monologue written from the perspective of that person or someone close to that person
• Present the memorized 3-minute monologue to an audience of parents and peers (and the sixth graders) in costume

It is the expectation that the majority of the work on the seventh grade ERP will be done in their History and English classes rather than at home.

Fall Semester:   Seventh grade students will re-orient themselves to proper word processing skills and protocols as well as the library databases and the use of NoodleTools.  At the same time, the ERP work will be concentrated in History class with specific writing lessons supporting the project taught in English class.  In addition, the second semester speech class will support public speaking techniques in preparation.

By December:   Students will have chosen their person, done the bulk of their research, documented the research on NoodleTools, and completed a minimum five paragraph essay about the author. 

During January, February and March:  Students will finalize their monologues and costumes and spend significant time rehearsing for their monologue.

March 27, 2020:   Parents and other students will be invited to an evening event where sixth and seventh grade students will share their projects with attendees. Seventh graders will be expected to perform the monologue in front of the audience of attendees. Specific teachers, including the classroom teacher will be assigned as “Committee Reviewer’s” who will assess the students work at that time and ask questions after the student’s performance. 

Research FAQs (Frequently Asked Questions)

How many sources do I need?

You will learn how to get information from both primary and secondary sources and will need to list those in your bibliography under separate headings for each type.  The guide line is:

• Three Primary Sources of various types including one text, one image and one additional type of your choice
• Five Secondary Sources with at least two books, one periodical (journal or magazine), and three web sites
• Three Photo or Image Sources

Wikipedia is a good place to begin research on topics and to get ideas but Wikipedia will not be an acceptable source in your bibliography.

How will I manage my bibliographic information?

You will use an online platform called NoodleTools to manage your bibliography which also will automatically format the final hard copy version for you. You will have a log in and password that you can use to access NoodleTools from any computer with Internet access. Your log in and password are managed by Susan Trower if you forget them.  Need help knowing how to use NoodleTools?  See the NoodleTools Guide!

How do I sort primary sources and secondary sources in NoodleTools?

Log in to NoodleTools. Click on your NHD project. Enter in the source. After entering it should return you to an overall list of all the sources in the bibliography for this project. At the bottom of the list there is a field that says “Select an attribute”. Click on the source you want to classify and then select “primary” or “secondary” for that source.  Do this for all your sources. Once done with that return to the top of the list of bibliography list. In the upper right corner there is a “Sort” field. As a default, keep the sources sorted “Alphabetic”.  When you are ready to print, sort your sources “primary/secondary” in the Sort field.  Any source not classified as primary/secondary will not show up on the list when it is sorted by “primary/secondary.”  

Where can I get more help with knowing how to use NoodleTools?

Thesis Statement

A thesis statement is the central idea of your paper and states an arguable opinion. It informs the reader of your focus and gives a general overview of the order of analysis it will follow. It appears in the first paragraph of a paper; on the main page of a web site; clearly articulated in a monologue performance.  It is essential to do preliminary research on your topic before you try to write your thesis or else you will end up with a weak statement.

Your thesis statement must be clearly present with no question whatsoever of its existence. The worst thing you can have is for someone who has seen your website or watched your monologue and left thinking, “It was a nice website (or performance) but what was the thesis statement?”  

The ease with which the Internet makes information available makes sometimes tempts students to borrow information without properly documenting its source. Poor planning and organization can make it easy to lose track of what you read and where you read it. When you present material that contains any ideas that are not yours alone without properly citing or crediting the original author; that is plagiarism.

It is important to carefully keep track of your information and sources in your paper management system as well as build your bibliography “as you go”.

Plagiarism is taken very seriously. Plagiarism can be detected with careful reading, simple Internet searches and plagiarism software. If a student submits work in first draft form that contains plagiarized material, the student’s teachers will make every effort to ensure the student’s understanding of what it is and how to avoid it. If any work is submitted in final draft form containing plagiarized material, the student’s grade will be severely affected.

ERP Scope of Study at West Sound Academy, Grades 6 - 12

Students at West Sound Academy will follow the progression of ERP subject areas below:

Grade 6:                 History

Grade 7:                    History or English

Grade 8:                  Science

Grade 9:                  History

Grade 10:                English

Grade 11:                Extended Essay (EE) or Senior Project (SP) in the subject of student’s choice

Grade 12:               Finalization of EE or SP

Middle School Humanities Teacher

Georgia Chehade

R1 and R2 Ryan Hall

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6th Grade Writing Research Papers Graphic Organizers

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6th grade research paper

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Research Project 6th Grade - 12th Grade - Research Paper and Graphic Organizers

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Research a City- A Fun and Engaging 6th , 7th, 8th Grade Research Project

Country Research Projects Study Report Countries Around the World Research

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6th Grade : No-Prep, Ancient Egyptian Pharaoh Research Project (includes Rubric)

Research Project 6th Grade - 12th Grade : Fun Research Paper & Graphic Organizers

State Study Research Project & Presentation, 4th- 6th Grades

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Cinco De Mayo Short Research Project - Digital- 6th , 7th, 8th Grade

Christmas Around the World Digital Research Project - 6th , 7th, 8th Grade

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6th Grade Research Paper Rubric

Famous Black Americans Biography Research Project for 6th , 7th, 8th Grades

FREE The Planets of the Solar System 4th 5th 6th Grade Science Research Project

Animals Research Project Templates | Animal Research Report by| 3rd - 6th Grade

Social Studies Country Research Project 6th -8th Grade

6th Grade Research Project : Countries

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6th Grade Ancient China Invention Research Project

6th Grade Animal Research Project

Memorial Day Short Research Project - Digital- 6th , 7th, 8th Grade

6th Grade Ancient Egypt "Gift of the Nile" Research Project

Frightful's Mountain DDT 6th Grade English NYS Module 4 Research Paper

Wax Museum Biography Research Report for 3rd - 6th Grade Social Studies Project

Career Exploration and Research WebQuest Project - Distance Learning

Infectious Disease Research Project & Wanted Poster Activity for Microorganisms

The Refugee Experience: Mini Research Project for Grades 6-10

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