6th grade research paper

CommonLit 360 How to Teach a CommonLit 360 Research Unit

Olivia Franklin

Engage students with interesting research topics, teach them skills to become adept independent researchers, and help them craft their end-of-unit research papers.

CommonLit 360 is a comprehensive ELA curriculum for grades 6-12. Our standards-aligned units are highly engaging and develop core reading and writing skills.

Want to engage students in independent research? Looking to hook students with interesting research questions and informational texts? CommonLit has your back.

CommonLit’s 360 curriculum provides research units for grades 6-10 that will help students complete independent research and craft evidence-based research papers.

Get students excited about their research with Essential Questions designed around timely topics

Each research unit has an Essential Question that students analyze and discuss throughout the unit. The topics for each research unit are designed to be interesting, timely, and relevant to students’ lives.

Students will learn about the status of the world’s oceans, discuss if social media is beneficial or risky, argue if contact sports are worth the risk, research how branding influences purchasing behavior, and learn about the human costs of clothing.

Here are the research units and their Essential Questions:

Grade	Unit Title	Essential Question
6th	Our Changing Oceans	How are changes in the world’s oceans affecting people and animals? How can we be better stewards of our oceans and waterways?
7th	Social Media: Risks and Rewards	Is social media more beneficial or more risky for teens? How can we promote the benefits of social media over the drawbacks?
8th	Contact Sports: Worth the Risk?	Are contact sports worth the risks? How can we provide a clearer picture of the benefits and risks of contact sports to prospective players and their parents?
9th	The Science of Branding: Why We Buy	How do brands use different tactics to influence our purchasing behavior? How can we make branding tactics and messaging more visible to potential consumers?
10th	The Fashion Industry: Past to Present	What are the true human costs of the clothes we buy?

Get students excited about the research topic with introductory slide decks

Each unit comes with introductory slide decks that preview what students will be learning about over the course of the unit. The slide decks spark classroom discussion, hooking students from the very first lesson.

In Our Changing Oceans (6th grade), students discuss what it would be like to be an oceanographer, preview the texts they will be reading about issues facing our oceans, and hear about the key skills they will be learning throughout the unit.

Informational texts anchor each research unit

CommonLit’s research units are centered around informational texts that provide students with key background information and research to eventually support their end-of-unit essay.

Four core texts make up the Essential Reading Lessons for 6th grade. These texts teach students about the need to protect Antarctica and how plastic debris, sea level rise, and overfishing are affecting the world’s oceans. These texts teach students important facts they will need to cite in their end-of-unit research papers.

Supplemental texts allow students to dig deeply into independent research

Each unit comes with a large selection of supplemental texts to provide students with more facts and information to use in their research paper.

In middle school, students use the provided supplemental texts to further inform their research. In high school, students learn about finding reliable sources and can use both provided supplemental texts on CommonLit and texts from additional sources in their research.

For example, in Our Changing Oceans, 6th graders choose to research one of three topics related to ocean changes.

In high school, students are taught about the beginning of the research process, including developing a research question, finding reliable sources, and reading and taking notes. Students in 9th and 10th grade can use the supplemental texts as well as texts found in books or on other online learning platforms.

Students learn about the research process and how to craft research papers throughout the unit

Each unit includes lessons about conducting research so students can be prepared for the end-of-unit research paper. Scaffolded supports help students move through the research process. In lower grades, certain steps in the process, like developing a research question and finding reliable sources, are provided for students.

Students learn about writing research papers during writing lessons. In 8th Grade, students learn how to discuss and outline research papers. Then, they learn how to write a counterclaim, format a Works Cited page, and use in-text citations properly. Each of these research-paper focused writing lessons will prepare students to answer the end-of-unit essay.

Students also explore how to conduct independent research in research-specific lessons. In 8th Grade, teachers explain that they have provided the first two steps of the research process for students: developing a research question and finding reliable sources.

In the lesson, students are taught how to use a graphic organizer to take notes on each text they read in preparation for their research paper. Students also engage in an Introduction to Independent Research lesson, where they learn about steps of the research process and begin reading and taking notes on supplemental texts. Later, students engage in a discussion lesson that will help them synthesize all the information they have learned throughout the unit by discussing the research question with classmates.

Related Media Explorations provide even more background information for students

Related Media Explorations are a unique cornerstone of our ELA curriculum. These interactive tasks bring our research units to life and provide background information for students to use in their research.

In 8th Grade,  students learn about the way football culture has changed over the past few decades as scientists learn more about the long-term effects of repeated concussions. Students watch three videos that explain the culture of football in the past and present, and analyze statistics about concussions before discussing the question: “Who is most responsible for shaping mindsets about tackling in football: players, coaches, parents, or fans?”

Discussion lessons help students synthesize information in preparation for their research paper

Discussion lessons in each research unit provide students with the opportunity to practice citing evidence from sources, explain their evidence to classmates, and practice synthesizing information. These conversations give students the chance to gain new perspectives, receive feedback on their ideas, and boost their confidence before delving into the research paper.

In 8th Grade, students synthesize their ideas about the research question through a class discussion. After the discussion, students have an opportunity to outline their research paper using both their discussion notes and the note-taking graphic organizer they have used throughout the unit.

Participate in an optional final project that fosters creative thinking and collaboration

Each research unit comes with an optional end-of-unit project to further engage students through project based learning. These optional projects help foster student creativity and collaboration. Students can work with a partner or group to complete the task.

In 8th grade, students must make a brochure providing prospective parents and student athletes with factual information about the benefits and risks about contact sports so families can make an informed decision about participating. Students must work with a peer with an opposing view on the topic so the brochure is factual and unbiased. This task encourages teamwork and collaboration between peers with differing views.

Grade	Unit Title	Optional Final Project
6th	Our Changing Oceans	Create 1-3 mock social media posts about ocean conservation
7th	Social Media: Risks and Rewards	Create 2-3 mock social media posts that promote positive usage of social media
8th	Contact Sports: Worth the Risk?	Create a brochure to provide prospective parents and student athletes with factual information about the benefits and risks of contact sports
9th	The Science of Branding: Why We Buy	Make a Brand Strategy and Messaging Video Blog to help prospective buyers of a brand make informed decisions about the company they are putting their money behind
10th	The Fashion Industry: Past to Present	Put together a presentation about the humaneness of a chosen clothing brand for an audience of potential consumers

Vocabulary and grammar lessons build student comprehension and writing skills

Each 360 unit comes with vocabulary and grammar lessons. Vocabulary activities help students internalize high-impact academic vocabulary words they will see in the texts they are reading. Grammar activities help students improve their writing skills, teaching students valuable skills to construct carefully crafted, grammatically correct paragraphs.

Want to learn more about research units and CommonLit 360? Register for a free, 30-minute webinar today!

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Finally, a guide for upper elementary teachers that will show you how to teach research reports in a step-by-step format!

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 for my 5th grade writers or simply 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 You Should Be Assigning Research Reports to Your 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 Step-By-Step 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: Help Students to Choose a Topic and Cite Sources for Research Reports

Students definitely get excited when they find out they are allowed to 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 Abigail Adams

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: Research Reports: 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 a Research Report 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 Research Report 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: Research Reports – Students Will Write Their Final Drafts! 

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

To keep this post for later, simply save this image to your teacher Pinterest board!

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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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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101 research paper topics.

• Why do we sleep ?
• How do GPS systems work?
• Who was the first person to reach the North Pole ?
• Did anybody ever escape Alcatraz ?
• What was life like for a gladiator ?
• What are the effects of prolonged steroid use on the human body?
• What happened during the Salem witch trials ?
• Are there any effective means of repelling insects ?
• How did trains and railroads change life in America?
• What may have occurred during the Roswell  UFO incident of 1947?
• How is bulletproof clothing made?
• What Olympic events were practiced in ancient Greece?
• What are the major theories explaining the disappearance of the dinosaurs ?
• How was the skateboard invented and how has it changed over the years?
• How did the long bow contribute to English military dominance?
• What caused the stock market crash of 2008?
• How did Cleopatra come to power in Egypt what did she do during her reign?
• How has airport security intensified since September 11 th , 2001?
• What is life like inside of a beehive ?
• Where did hip hop originate and who were its founders?
• What makes the platypus a unique and interesting mammal?
• How does tobacco use affect the human body?
• How do computer viruses spread and in what ways do they affect computers?
• What is daily life like for a Buddhist monk ?
• What are the origins of the conflict in Darfur ?
• How did gunpowder change warfare?
• In what ways do Wal-Mart stores affect local economies?
• How were cats and dogs domesticated and for what purposes?
• What do historians know about ninjas ?
• How has the music industry been affected by the internet and digital downloading?
• What were the circumstances surrounding the death of Osama Bin Laden ?
• What was the women’s suffrage movement and how did it change America?
• What efforts are being taken to protect endangered wildlife ?
• How much does the war on drugs cost Americans each year?
• How is text messaging affecting teen literacy?
• Are humans still evolving ?
• What technologies are available to home owners to help them conserve energy ?
• How have oil spills affected the planet and what steps are being taken to prevent them?
• What was the Magna Carta and how did it change England?
• What is the curse of the pharaohs?
• Why was Socrates executed?
• What nonlethal weapons are used by police to subdue rioters?
• How does the prison population in America compare to other nations?
• How did ancient sailors navigate the globe?
• Can gamblers ever acquire a statistical advantage over the house in casino games?
• What is alchemy and how has it been attempted?
• How are black holes formed?
• How was the assassination of Abraham Lincoln plotted and executed?
• Do the benefits of vaccination outweigh the risks?
• How do submarines work?
• Do lie detector tests accurately determine truthful statements?
• How did Cold War tension affect the US and the world?
• What happened to the lost settlers at Roanoke ?
• How does a hybrid car save energy?
• What ingredients can be found inside of a hotdog ?
• How did Julius Caesar affect Rome?
• What are some common sleep disorders and how are they treated?
• How did the Freedom Riders change society?
• How is internet censorship used in China and around the world?
• What was the code of the Bushido and how did it affect samurai warriors ?
• What are the risks of artificial tanning or prolonged exposure to the sun?
• What programs are available to help war veterans get back into society?
• What steps are involved in creating a movie or television show?
• How have the film and music industries dealt with piracy ?
• How did Joan of Arc change history?
• What responsibilities do secret service agents have?
• How does a shark hunt?
• What dangers and hardships did Lewis and Clark face when exploring the Midwest?
• Has the Patriot Act prevented or stopped terrorist acts in America?
• Do states that allow citizens to carry guns have higher or lower crime rates?
• How are the Great Depression and the Great Recession similar and different?
• What are the dangers of scuba diving and underwater exploration?
• How does the human brain store and retrieve memories ?
• What was the Manhattan Project and what impact did it have on the world?
• How does stealth technology shield aircraft from radar?
• What causes tornadoes ?
• Why did Martin Luther protest against the Catholic Church?
• How does a search engine work?
• What are the current capabilities and future goals of genetic engineers ?
• How did the Roman Empire fall?
• What obstacles faced scientists in breaking the sound barrier ?
• How did the black plague affect Europe?
• What happened to Amelia Earhart ?
• What are the dangers and hazards of using nuclear power ?
• How did Genghis Khan conquer Persia?
• What architectural marvels were found in Tenochtitlan, capital of the Aztec Empire ?
• From where does spam email come and can we stop it?
• How does night vision work?
• How did journalists influence US war efforts in Vietnam ?
• What are the benefits and hazards of medical marijuana ?
• What causes desert mirages and how do they affect wanderers?
• What was the cultural significance of the first moon landing ?
• What are sinkholes and how are they formed?
• Have any psychics ever solved crimes or prevented them from occurring?
• Who is Vlad the Impaler and what is his connection to Count Dracula ?
• What are the risks of climate change and global warming ?
• What treatments are available to people infected with HIV and are they effective?
• Who was a greater inventor, Leonardo di Vinci or Thomas Edison ?
• How are the Chinese and American economies similar and different?
• Why was communism unsuccessful in so many countries?
• In what ways do video games affect children and teenagers?

923 Comments

I like using this website when I assist kids with learning as a lot of these topics are quickly covered in the school systems. Thankyou

Mackenah Nicole Molina

Wow! I always have trouble deiciding what to do a research project on but this list has totally solved that. Now my only problem is choosing what idea on this list I should do first!

Most of these my teacher rejected because apparently ‘these aren’t grade level topics, and I doubt they interest you”

I’m sorry to hear that. Sounds like you will have a potentially valuable character-building experience in the short-term.

Edwin Augusto Galindo Cuba

THIS SITE IS AWESOME, THERE ARE LOTS OF TOPICS TO LEARN AND MASTER OUR SKILLS!

research kid

I need one about animals, please. I have been challenged to a animal research project, Due Friday. I have no clue what to research! somebody help, thanks for reading!

You can do one on bats

For international studies you can do Defense and Security.

This was very helpful.

Research on Ben Franklin? I think THAT will get a real charge out of everyone (hehehehegetit)

Mandy Maher

“Is it possible to colonize Mars?”

maddy burney

these are silly topics

thx for making this real.

more gaming questions!!!!!!

Is it still considered stealing if you don’t get caught?

Yes, yes it is still considered stealing.

I need topics on memes

Mary Nnamani

Please I need project topics on Language Literature

Marcella Vallarino

I would appreciate a list of survey questions for middle school grades 6-8

I need a research topics about public sector management

I NEED FIVE EXAMPLES EACH ON QUALITATIVE AND QUANTITATIVE RESEARCH (EDUCATION, HEALTH, TECHNOLOGY, ECONOMY AND ENGINEERING)

publish research that are interesting please……

hey can you do one on the burmiueda triangle

Anybody know video games effect kids,and,teens. There Fun!!

they’re

I need a topic about woman history if any of u can find 1 please that would be great!

You could research about the history of the astronauts, and of human past (WWI, WWII, etc.)

so about women? Manitoba Women Win the Right to Vote in Municipal Elections, The First Women, January 23, 1849: Elizabeth Blackwell becomes the first woman to graduate from medical school and become a doctor in the United States, Rosa Parks Civil Rights Equal Pay. I have way more. so if you need more just ask.

communism is good

what are you a communist?!?!

Did FDR know about the upcoming attack on Pearl Harbor on 07 DEC 1941.

do you know how babies are born

Christine Singu

kindly assist with a research topic in the field of accounting or auditing

need more about US army

Please can yiu give me a topic in education

I think one should be how can music/Video games can affect the life for people

or How Do Video Games Affect Teenagers?

zimbabwe leader

I think a good topic is supporting the confederate flag!

Need a research topic within the context of students union government and dues payments

do more weird ones plz

joyce alcantara

Hi pls po can you give me a topic relate for humanities pls thank u.

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Graphic Organizer for Research Papers

Our multi-paragraph organizers and single-paragraph organizers for writing research papers can be helpful in many classrooms.

These are another free resource for teachers from the curriculum corner..

We have expanded our collection of multi-paragraph organizers for writing research papers.

Included in our collection are a range of options for you to choose from.

Our new set includes options for single-paragraph essays along with choices for multiple-paragraph essays. 

A few years ago, my oldest son came home from school with a 10-paragraph research paper assignment.  

After choosing The Holocaust as his topic, he set out to gather knowledge and facts.  

His teacher gave the students an organizational tool which involved index cards.  Basically, he was to brainstorm 10 broad topics related to The Holocaust. He then would write them on 10 different index cards.  

Then as he set out to gather his research, he was to have at least 5 index cards for each broad topic. Those cards were for containing information and/or facts to go with each of the topic cards.  

These would eventually help him to develop his 10 paragraphs for the research paper.

My first thought said it was a great organizational tool and a very concrete way to help the students stay on topic. I quickly realized that this method was probably not the easiest for all kids.  

While he did fine, I would see him occasionally shuffling through cards and getting them mixed up.  

It got me thinking about those students we all have in our classes who have true struggles with organization. Those students might lose research because they misplace or mix up their cards.

As a result, I set out to create an organizer for those students.

Graphic Organizers for Research Writing

One of our graphic organizers follows the same organizational pattern as the index cards.

Instead of separate cards, students write all facts for each paragraph on one sheet of paper.

So for my son’s research paper assignment, he would have had 10 pages to keep in a folder, as opposed to several index cards.  

Obviously, students would have one organizer for each paragraph of their paper, no matter the length of the research paper that was assigned.  

While my son’s work inspired me to create the first organizer, the collection has grown to include a range of planners. You can browse through the set and choose which fit your classroom best.

One of the great aspects of these organizers is that they provide scaffolding for your writers. Students can choose the tool that works and makes sense to them.

Sometimes we find that students benefit from being able to choose their own.

This is a great way to provide choice and help students be successful.

You can download this set of organizers here:

Multi-Paragraph Graphic Organizer

You might also like our unit of study for writing research papers: How to Write a Research Paper

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.

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Quantitative Assessment of Preanalytic Variables on Clinical Evaluation of PI3/AKT/mTOR Signaling Activity in Diffuse Glioma.

Author(s): Beccari S, Mohamed E, Voong V, Hilz S, Lafontaine M, Shai A, Lim Y, Martinez J, Switzman B, Yu RL, Lupo JM, Chang EF, Hervey-Jumper SL, Berger MS, Costello JF, Phillips JJ

Publication: Mod Pathol , 2024, Vol. 37 , Page 100488

PubMed ID: 38588881 PubMed Review Paper? No

Purpose of Paper

This paper evaluated how cold ischemia time (20 min, 1 h, 6 h) affects the levels of phosphatidylinositol 3 (PI3)-kinase/AKT/mTOR (PI3K/AKT/mTOR) biomarkers in formalin-fixed, paraffin-embedded (FFPE) human high-grade diffuse glioma specimens and compared biomarker levels between FFPE glioma specimens and case-matched specimens that were snap-frozen in liquid nitrogen then thawed in cold 10% neutral buffered formalin.  Orthotopic xenograft specimens (cells from the U87 human glioblastoma cell line transplanted in a murine model) were used to investigate potential changes in PI3K/AKT/mTOR biomarker levels with cold ischemia time (0, 20 min, 1 h, 2 h, 6 h at room temperature) and with storage of slide-mounted FFPE sections for 3 or 5 months at room temperature, -20°C, and -80°C. Up to 9 tumor regions were sampled from IDH-mutant diffuse glioma tumors from eight patients during surgical resection to assess intratumoral heterogeneity; cold ischemia time of these samples was limited to ≤2 h.

Conclusion of Paper

As cold ischemia time increased, levels of p-eukaryotic initiation factor 4E-binding protein (p-4EBP1) decreased significantly in human glioblastoma (GBM) specimens, declining from expression in 100% of tumor cells after 20 min of cold ischemia on wet ice (the control) to approximately 40% and 50% of tumor cells after 1 h and 6 h at room temperature, respectively (p<0.05); the percentage of cells expressing p-ribosomal protein S6 (p-RPS6)(S240/244) was not significantly affected by the cold ischemia times investigated. Cellular expression levels of p-4EBP1 or pRPS6 (240-244) did not differ between snap-frozen specimens that were thawed in cold (4°C) 10% neutral buffered formalin and FFPE specimens that were routinely processed within 20 min of collection. The degree of intratumoral heterogeneity varied between patients, with the percentage of p-RPS6 (S240/244)-positive cells ranging between 1.62% and 55.75%.  For a given patient, the difference in p-RPS6 (S240-244) expression between samples was a poor predictor of the distance between sampling locations (R2=0.001). The number of samples collected per patient was strongly correlated with the magnitude of the difference in pRPS6 (S240/244) expression between samples (R2=0.917), indicating the extent of tumor sampling is important.  Although samples were limited to those with a cold ischemia time of ≤2 h, the percentage of cells expressing p-RPS6 was very weakly correlated to cold ischemia time (R2=0.104; p=0.029). 

When the stability of six phosphoprotein biomarkers was evaluated following cold ischemia times of 0, 20 min, 1 h, 2 h, and 6 h using the GBM orthotopic xenograft model system, significant declines in the percentage of cells expressing p-RPS6 (S240-244) and p-4EBP1 occurred after 2 h, and p-AKT after 6 h (p<0.05 for all). When the phosphoprotein intensity per cell was quantified, all six biomarkers displayed an initial increase after only 20 minutes relative to immediately processed controls (P<0.05), with p-RPS6 (240/245), p-RPS6 (235/236), and p-mechanistic target of rapamycin (p-mTOR) exhibiting subsequent declines when cold ischemia was ≥2 h. 

Changes in antigenicity were phosphoprotein-specific when slide-mounted FFPE sections of GBM orthotopic xenografts were stored for ≤3 days to 5 months at room temperature, -20°C, or -80°C. Of the three phosphoproteins analyzed (p-4EBP1, p-AKT, and p-RPS6 (240/244)), the antigenicity of p-4EBP1 and p-AKT was stable in FFPE slides stored for up 3 months regardless of temperature, but slides stored for 5 months only displayed stable immunostaining at -80°C.  Conversely, RPS6 (S240/244) immunostaining displayed reductions in the percentage of positively stained cells after 3 months of storage at -80°C.   

Study Purpose

This study evaluated how cold ischemia time (20 min, 1 h, 6 h at room temperature), defined as the time between surgical excision and preservation, affects the levels of PI3K/AKT/mTOR biomarkers in FFPE human high-grade diffuse glioma specimens and compared biomarker levels between FFPE glioma specimens and case-matched specimens that were snap-frozen in liquid nitrogen then thawed in cold 10% neutral buffered formalin. Surgically resected high-grade diffuse glioma specimens from six patients (4 were an isocitrate dehydrogenase-wildtype glioblastoma (IDH-wildtype GBM), 1 was an IDG mutant astrocytoma, and 1 was an H3K27-altered diffuse midline glioma) were divided into four pieces (25-40 mg each) on gauze moistened with saline on petri dish on wet ice.  The four specimen pieces were snap frozen in liquid nitrogen immediately or held for 20 min, 1 h, or 6 h at room temperature before being fixed in 10% neutral buffered formalin for 2 h at room temperature followed by 24 h at 4°C. Formalin-fixed specimens were transferred to cold (4°C) 70% ethanol until dehydration, clearing, and paraffin embedding. Up to 9 tumor regions were sampled from IDH-mutant diffuse glioma tumors from eight patients during surgical resection to assess intratumoral heterogeneity; cold ischemia time of these samples was limited to ≤2 h. Levels of the PI3K/AKT/mTOR biomarkers phosphor- 4E binding protein 1 (4EBP1) and p-RPS6(S24/244) were determined by immunohistochemically staining 5 µm-thick FFPE sections using an autostainer and a confocal microscope.  Results were reported as the percentage of immunopositive tumor cells and phosphoprotein intensity per cell. 

Orthotopic xenograft specimens were developed using cultured cells from the U87 human glioblastoma cell line that were transplanted in a murine model and were used to investigate potential changes in PI3K/AKT/mTOR biomarker levels with cold ischemia time (0, 20 min, 2 h, 6 h at room temperature) and with storage of slide-mounted FFPE sections for 3 or 5 months at room temperature, -20°C, and -80°C relative to controls that were sectioned ≤3 days of analysis. Xenografts of three mice per timepoint and temperature were used for analysis. Levels of PI3K/AKT/mTOR biomarkers were determined using the same workflow described above for human specimens.  

Summary of Findings:

As cold ischemia time increased, the percentage of cells expressing p-4EBP1 decreased significantly in human GBM specimens, declining from expression in 100% of tumor cells after 20 min of cold ischemia on wet ice to approximately 40% and 50% after 1 h and 6 h at room temperature, respectively (p<0.05). The percentage of cells expressing p-RPS6 (S240/244) was not significantly affected by the cold ischemia times investigated (1 h and 6 h versus 20 min controls) in human GBM specimens. The authors noted an increase in the intensity of immunostaining at the periphery of the specimen (creating an “edge effect”) with progressive cold ischemia.  When case-matched specimens that were snap-frozen in liquid nitrogen and thawed in cold (4°C) 10% neutral buffered formalin were compared to FFPE specimens that we routinely processed within 20 min of collection, no significant differences in extent or the intensity of p-4EBP1 or pRPS6 (240-244) immunostaining were observed.  

Intratumoral heterogeneity in p-RPS6 (S240/244) immunopositivity varied between patients, with differences in the percentage of immunopositive tumor cells ranging between 1.62% and 55.75%.  For a given patient, differences in the percentage of p-RPS6 (S240-244) immunopositive cells were a poor predictor of the distance between samples (R2=0.001).  The number of samples collected per patient was strongly correlated with the magnitude of the difference in pRPS6 (S240/244) staining between samples (R2=0.917), indicating that the extent of tumor sampling is important.  Although samples were limited to those with a cold ischemia time of ≤2 h, the percentage of cells that were immunopositive for p-RPS6 was very weakly correlated to cold ischemia time (R2=0.104; p=0.029). 

When the stability of six phosphoprotein biomarkers was evaluated following cold ischemia times of 0, 20 min, 1 h, 2 h, and 6 h using the GBM orthotopic xenograft model system, significant declines in the percentage of cells expressing p-RPS6 (S240-244) and p-4EBP1 occurred after 2 h, and p-AKT after 6 h. However, when the phosphoprotein intensity per cell was quantified, all six biomarkers displayed an increase after only 20 minutes relative to immediately processed controls (P<0.05), with p-RPS6 (240/245), p-RPS6 (235/236), and p-mTOR exhibiting subsequent declines in specimens with ischemia ≥2 h. All six biomarkers also displayed more intense immunostaining at the periphery of the tumor (but not normal adjacent tissue) after a cold ischemia time of 2 h, which contributed to an increase in variability within a section. 

When slide-mounted FFPE sections of GBM orthotopic xenografts were stored for ≤3 days to 5 months at room temperature, -20°C, or -80°C, changes in antigenicity were phosphoprotein-specific. Of the three phosphoproteins analyzed (p-4EBP1, p-AKT, and p-RPS6 (240/244)), the antigenicity of p-4EBP1 and p-AKT were stable in FFPE slides stored for up 3 months regardless of temperature, but slides stored for 5 months only displayed stable immunostaining for the two antigens when storage was at -80°C.  Conversely, RPS6 (S240/244) immunostaining displayed reductions in the percentage of positively stained cells after 3 months of storage at -80°C.   

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Biospecimens

• Tissue - Brain

Preservative Types

• Neoplastic - Mixed type

Analyte	Technology Platform
Protein	Immunofluorescence assay
Protein	Immunohistochemistry

Pre-analytical Factors:

Classification	Pre-analytical Factor	Value(s)
		20 min (on wet ice) 1 h (at room temperature) 6 h (at room temperature)
		Intratumoral sampling (exact positions not specified)
		Formalin (buffered) Snap frozen
		≤3 d 3 months 5 months
		Room temperature -20°C -80°C

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