INVASIVE PLANTS

STORMWATER

ENGINEERS OCEAN ACIDIFICATION

RAIN GARDENS

CLIMATE CHANGE,

CARBON, AND TREES EARTH DAY

VEGETABLE GARDENS HEALTHY WATERS

STORMWATER

POLLUTION

WATER QUALITY

MONITORING

INTEGRATED PEST

MANAGEMENT FOREST BENEFITS

Performance Tasks

For A Sustainable Future

Performance Tasks For a Sustainable Future

DEVELOPED BY

Pacific Education Institute

Margaret Tudor, Ph.D.

Lynne Ferguson

Co-Executive Directors

AUTHORS

Nancy Skerritt

Kristin Edlund

Pat Otto

Pacific Education Institute Performance Tasks for a Sustainable Future TABLE OF CONTENTS

TABLE OF CONTENTS

INTRODUCTION .....................................................................................................1

PERFORMANCE TASK MATRIX ................................................................................3

DIRECTIONS FOR ADMINISTRATION .......................................................................4

SCORING RUBRICS .................................................................................................5

PERFORMANCE TASKS ......................................................................................... 13

O Vegetable Gardens

O Forest Benefits

O Stormwater Pollution

O Rain Gardens

O Stormwater Engineering

O Water Quality Monitoring

O Healthy Waters

O Invasive Plants

O Integrated Pest Management MS

O Integrated Pest Management HS

O Ocean Acidification

O Climate Change, Carbon, and Trees

O Earth Day

P e r f o r m a n c e T a s k s

For a Sustainable Future

Pacific Education Institute Performance Tasks for a Sustainable Future INTRODUCTION

INTRODUCTION

he purpose of this publication is to provide performance tasks that integrate the Common Core ELA standards with the content of sustainability issues. The tasks link to science or social studies content and span the grade levels of 3 through 11. Each task includes an overview page, grade appropriate research

materials, three research questions, and a prompt for either an essay or a speech. Teacher directions are included along with scoring rubrics for the writing and research prompts from Smarter Balanced Assessment Consortium. Links to the videos are provided. Digital copies of the performance tasks are also hosted on the Pacific Education Institute website.

INTEGRATING THE COMMON CORE ELA STANDARDS The Common Core ELA standards demand a level of rigor that will challenge many students. Unlike previous curriculum reforms that were content specific, the Common Core expectations involve the integration of skills across content areas including social studies, science and language arts. Students must apply reading, writing, research, and speaking and listening to content provided through articles, speeches and videos. The new performance tasks that are a key component of Smarter Balanced Assessment System require research skills, note-taking abilities, and the difficult challenge of synthesizing ideas into well-written essays or speeches that explain or advocate.

In order to engage students in these rigorous expectations, teachers must find rich content for the students to explore. Sustainability issues provide relevant topics and complex problems that invite analysis and research. Students can practice and apply the ELA expectations using topics related to our environment. Resources supporting environmental issues are readily available on line in the form of articles, videos, and speeches. In addition, students can gather relevant data through outdoor learning experiences, a unique benefit to this content area. Teachers can structure rich and relevant investigations that mirror the performance tasks on the new assessments, using the environment as a context for learning.

DESIGNING A PERFORMANCE TASK The new performance assessments are designed to measure proficiency in reading, writing, research, and speaking and listening. The students are given a scenario that is grounded in a real world context. Then they gather information about the topic or issue by reading and viewing pre-selected articles and videos. The students are expected to take notes on the information provided, keeping in mind the task that they are given in the scenario.

All performance tasks include research questions that require the students to draw information from the multiple sources in preparation for writing an essay or speech. These questions are measuring specific research skills. The research skills include the following:

The ability to locate information within and among sources

The ability to select the best information including distinguishing relevant from irrelevant information and facts from opinions

The ability to provide sufficient evidence to support opinions or explain ideas

T

Sustainability issues

provide relevant topics

and complex problems

that invite analysis and

research…Teachers can

structure rich and

relevant

investigations…using

the environment as a

context for learning.

P e r f o r m a n c e T a s k s

For a Sustainable Future

1

Pacific Education Institute Performance Tasks for a Sustainable Future INTRODUCTION

Students write their responses to the research questions using the notes that they have taken while reading the article or viewing the video. They submit their answers for scoring and on a second day, proceed to part two of the assessment.

Part two involves writing an essay or outlining and delivering a speech. The Common Core English Language Arts requires that students be skilled in their ability to write in three different modes: informative/explanatory, opinion/argumentative, and narrative. Students must also be able to outline and deliver a speech on a given topic.

To demonstrate the CC ELA writing standards, students must use information from the various sources, clearly summarizing their information with text based evidence. Background knowledge is not a factor when scoring these essays. Rather, close reading of text is paramount in the ELA CC standards. Students must cite text-based evidence to support their ideas, not prior knowledge from other sources. Essays are scored using a five-trait rubric. Copies of each rubric are included in the resource section of this publication.

SCENARIO-BASED PROBLEMS Performance tasks require students to engage with a scenario-based problem, research information presented in various media, extract key ideas from the information, answer research questions, and compose an essay or speech that presents their original opinions and ideas supported by text based evidence. Task developers follow a specific template when creating performance assessments. The template includes identifying a plausible scenario, locating appropriate source material, designing research questions and structuring an essay or speech that synthesizes information from the research.

Selecting the content for these tasks is critical for the content must be relevant and problem based. Students practice and apply career and college ready skills including critical thinking and analysis. Topics connected to the environment provide real-world scenarios that can capture the interests of our students. Tasks included focus on issues like Invasive Plants, Ocean Acidification, Integrated Pest Management, and Stormwater Engineering.

FIELD EXPERIENCES AND PERFORMANCE TASKS Field experiences, an important component of environmental education, can be part of performance assessments, either embedded in the assessment itself or as a follow up activity. Students can enhance their knowledge acquired through text-based research with knowledge gained through direct experience in the out of doors. Scenarios may be developed that incorporate outdoor learning experiences where students reinforce their understanding of the topic provided through direct observation and data gathering. Example field experiences are identified for all of the performance tasks included in this publication.

Much has been written and created regarding sustainability issues. Teachers can select a topic appropriate to their grade level curriculum and locality, compose a scenario that is directly relevant to the student, and identify source material for student engagement. They can also incorporate field experiences that enhance understanding, promotes enthusiasm for the environment, and adds to the knowledge base. By designing performance tasks using the environment as the context for learning, students work with relevant information, learn about the challenges we face, and form opinions at a young age that will guide their future thinking and civic involvement.

We can make content choices for our curriculum that are meaningful today and into the future. Nothing is more relevant, engaging, and crucial than issues related to preserving and protecting our environment.

Nancy Skerritt, December 2014

Students can enhance

their knowledge

acquired through

text-based research

with knowledge direct

experience in the out

of doors.

INTRODUCTION, cont’d

2

Pacific Education Institute Performance Tasks for a Sustainable Future PERFORMANCE TASKS OVERVIEW

P e r f o r m a n c e T a s k s

OVERVIEW

TASK GRADE

LEVEL KEY QUESTION EXAMPLE FIELD EXPERIENCES

Vegetable Gardens 3 What does it take to start a vegetable garden?

Growing a Classroom Vegetables Garden

Forest Benefits 4/5 What are the benefits of a forest and why are forests worth keeping?

Forest Walk: Finding evidence of the four forest benefits: recreation, habitat protection, clean environment, and forest products

Stormwater Pollution

3/4/5 What is stormwater, how does stormwater become polluted and what actions can we take to keep the water clean?

Mapping the school campus: Where does the stormwater go?

Rain Gardens 5/6/7 What is a Rain Garden and how does it work?

School rain garden teaching site or visit to a local rain garden

Storm Water Engineering

5/6/7 What is stormwater runoff and how can engineers address the problem of stormwater pollution?

Mapping the school campus for grey and green stormwater solutions

Water Quality Monitoring

6/7/8 How is our water polluted and what tests can we use to monitor its quality?

Water quality testing at a local river, lake or stream

Healthy Waters 5/6/7 How do sewage treatment plants work to clean our water?

Field Experience: Visiting a local sewage treatment plant

Invasive Species 6/7 What are invasive species and how can we control them?

Data collection: Measuring the percentage of invasives and helping with their removal

Integrated Pest Management

7/8 version 9/10/11 version

What is IPM and how does it work for both the farmers and the environment? Why is IPM an approach that farmers and home gardeners should adopt?

School gardens: Practicing IPM

Ocean Acidification 8/9/10 What is ocean acidification, how is it impacting the oyster industry, and what are possible solutions?

Water testing and monitoring Community education and outreach

Climate Change, Carbon, and Trees

8/9/10 How do we know the climate is changing and what role do trees play in reducing carbon dioxide in our atmosphere?

Tree measuring and calculating the amount of carbon sequestration

Earth Day 8/9/10 What is the significance of Earth Day, past, present, and future?

Earth Day activities: tree planting, recycling, planting a community garden

3

TASK OVERVIEW

Teachers should read through the entire task, parts 1 and 2, prior to

administration. If possible, deliver the content on line with students using

head-sets to listen to the videos.

Pacific Education Institute Performance Tasks for a Sustainable Future TASK TEACHER DIRECTIONS

Teacher Directions

Teacher Note: Times provided are approximate. The assessment is untimed so teachers should plan for two or three testing sessions based on the skill level of the class. The Smarter Balanced Performance Tasks will be conducted over a two session time frame.

Day 1 PART 1 (60 to 90 minutes approximate)

Teacher Directions: Students are given the texts, research, and any additional information about the task.

Initiate the testing session.

Alert students when 45 minutes have elapsed.

Most students should finish in 60 to 90 minutes. Adjust time as needed.

Students research from the sources and take notes. A note taking template is provided for each task. They then respond to three questions about the sources. Students may re-read or re-view the source material. If you must show the videos to the class at the same time, then be sure to show them at least twice and preferably three times for students to capture information. You may even provide a small group sharing opportunity after the first or second viewing for students to add more to their notes.

Day 2

PART 2 (60 to 90 minutes approximate)

Teacher Directions: Initiate the testing part 2

Allow students to access the sources and the notes they took during part 1.

Alert the students when 15 to 30 minutes remain in the testing session and suggest they begin revising their essays.

Alert the students when there are 5 minutes remaining in the session.

Adjust times as needed.

Students compose full-length essays or write a speech depending on the task. Pre-writing, drafting, and revising will be involved.

Scorable Products: Student responses to the constructed-response questions and the essay will be scored. The Smarter Balanced rubrics should be used for scoring. Copies of these rubrics are provided in this publication or on line at the SBAC website.

4

Smarter Balanced Assessment Consortium SCORING RUBRICS

SCORING RUBRICS

Research Questions

Essay Writing

Opinion 3 – 5

Argumentative 6 – 11

Informative Explanatory 3 – 5

Informative Explanatory 6 – 11

Narrative 3 – 8

Speech Rubric 3-11

Smarter Balanced

Assessment

Consortium

5

Research Rubrics Revised 11/10/2014

Sample Generic 2-point Research (Grades 3-5) Interpret & Integrate Information Rubric (Claim 4, Target 2)

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

Sample Generic 2-point research (Grades 6-11) Analyze/Integrate Information Rubric (Claim 4, Target 2)

2 The response gives sufficient evidence of the ability to gather analyze and integrate information within and among multiple sources of information.

1 The response gives limited evidence of the ability to gather, analyze and integrate information within and among multiple sources of information.

0 A response gets no credit if it provides no evidence of the ability to gather, analyze and integrate information within and among multiple sources of information.

Sample Generic 2-point Research (Grades 4-5) Evaluate Information/Sources Rubric (Claim 4, Target 3)

2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

Sample Generic 2-point Research (Grades 6-11) Evaluate Information/Sources Rubric (Claim 4, Target 3)

2 The response gives sufficient evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.

1 The response gives limited evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources

0 A response gets no credit if it provides no evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.

Sample Generic 2-point Research (Grades 3-5) Use Evidence Rubric (Claim 4, Target 4)

2 The response gives sufficient evidence of the ability to cite evidence to support opinions and ideas.

1 The response gives limited evidence of the ability to cite evidence to support opinions and ideas.

0 A response gets no credit if it provides no evidence of the ability to cite evidence to support opinions and ideas.

Sample Generic 2-point Research (Grades 6-11) Use Evidence Rubric (Claim 4, Target 4)

2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.

1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.

0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.

Smarter Balanced

Assessment Consortium

Smarter Balanced Research Rubrics

6

Opinion Writing Rubrics 3-5 Five Trait Revised 11/10/2014

Opinion Writing Rubric (Grades 3-5)

Score 4 3 2 1

Sta

tem

en

t o

f

Pu

rpo

se

/ F

ocu

s The response is fully sustained

and consistently and purposefully focused: opinion is introduced,

clearly communicated, and the focus is strongly maintained for the purpose, audience, and task

The response is adequately sustained and generally focused: opinion is clear and the

focus is mostly maintained for the purpose, audience, and task

The response is somewhat sustained and may have a minor drift in focus: opinion may be somewhat

unclear, or the focus may be insufficiently sustained for the purpose, audience, and task

The response may be related to the opinion but may provide little or no focus: opinion may be confusing

or ambiguous, response may be too brief or the focus may drift from the purpose, audience, or task

Org

an

iza

tio

n

The response has a clear and effective organizational structure creating a sense of unity and completeness: consistent use of a variety

of transitional strategies to clarify the relationships between and among ideas

effective introduction and conclusion

logical progression of ideas from beginning to end, strong connections between and among ideas with some syntactic variety

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional

strategies with some variety to clarify relationships between and among ideas

adequate introduction and conclusion

adequate progression of ideas from beginning to end, adequate connections between and among ideas

The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of

transitional strategies with little variety

introduction or conclusion, if present, may be weak

uneven progression of ideas from beginning to end; and/or formulaic; inconsistent or unclear connections between and among ideas

The response has little or no discernible organizational structure: few or no transitional

strategies are evident introduction and/or

conclusion may be missing

frequent extraneous ideas may be evident, ideas may be randomly ordered or have an unclear progression

Ela

bo

rati

on

of

Evid

en

ce

The response provides thorough and convincing support/evidence for the opinion and supporting idea(s) that includes the effective use of sources, facts, and details: comprehensive evidence

from sources is integrated, references are relevant and specific

effective use of a variety of elaborative techniques

The response provides adequate support/evidence for the opinion and supporting ideas that includes the use of sources, facts, and details: adequate evidence from

sources is integrated, some references may be general

adequate use of some elaborative techniques

The response is somewhat sustained with some extraneous material or a minor drift in focus: may be clearly focused on

the opinion insufficiently sustained

opinion on the issue may be unclear and unfocused

The response provides uneven, cursory support/evidence for the writer’s opinion that includes partial or uneven uses of sources, facts, and details: evidence from sources is

weakly integrated, and citations, if present, are uneven

weak or uneven use of elaborative techniques

La

ng

ua

ge

The response clearly and effectively expresses ideas, using precise language: vocabulary is clearly

appropriate for the audience and purpose

effective, appropriate style enhances content

The response adequately expresses ideas, employing a mix of precise with more general language: vocabulary is generally

appropriate for the audience and purpose

generally appropriate style is evident

The response expresses ideas unevenly, using simplistic language:

vocabulary use is uneven or somewhat ineffective for the audience and purpose

Inconsistent or weak attempt to create appropriate style

The response’s expression of ideas is vague, lacks clarity or is confusing: vocabulary is limited or

ineffective for the audience and purpose

Little or no evidence of appropriate style

Score 2 1 0

Co

nve

nti

on

s The response demonstrates an adequate

command of conventions:

adequate use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

The response demonstrates a partial command of conventions:

limited use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

The response demonstrates little or no command of conventions:

infrequent use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

NS Unintelligible Insufficient (includes copied text) In a language other than English Off-topic Off-purpose (Off-purpose responses will still receive a score in Conventions)

FIVE TRAIT VERSION

7

 

Argumentative  Writing  Rubrics  6-­‐11  Five  Trait                              Revised  11/10/2014  

Argumentative Writing Rubric (Grades 6-11) Score 4 3 2 1

The  response  is  fully  sustained  and  consistently  and  purposely  focused:  • claim  is  introduced,  clearly  communicated,  and  the  focus  is  strongly  maintained  for  the  purpose,  audience,  and  task    

The  response  is  adequately  sustained  and  generally  focused:  • claim  is  clear,  and  the  focus  is  

mostly  maintained  for  the  purpose,  audience,  and  task    

The  response  is  somewhat  sustained  and  may  have  a  minor  drift  in  focus:  • claim  may  be  somewhat  unclear  or  the  focus  may  be  insufficiently  sustained  for  the  purpose,  audience,  and  task  

The  response  may  be  related  to  the  purpose  but  may  provide  little  or  no  focus:  • claim  may  be  confusing  or  ambiguous;    response  may  be  too  brief  or  the  focus  may  drift  from  the  purpose,  audience,  or    task  

Org

aniz

atio

n

The  response  has  a  clear  and  effective  organizational  structure,  creating  a  sense  of  unity  and  completeness:  • consistent  use  of  a  variety  of  transitional  strategies  to  clarify  the  relationships  between  and  among  ideas  

• effective  introduction  and  conclusion    

• logical  progression  of  ideas  from  beginning  to  end;  strong  connections  between  and  among  ideas  with  some  syntactic  variety  

• alternative  and  opposing  argument(s)  are  clearly  acknowledged  or  addressed  (begins  at  Gr  7)  

The  response  has  an  evident  organizational  structure  and  a  sense  of  completeness,  though  there  may  be  minor  flaws  and  some  ideas  may  be  loosely  connected:  • adequate  use  of  transitional  strategies  with  some  variety  to  clarify  the  relationships  between  and  among  ideas  

• adequate  introduction  and  conclusion    

• adequate  progression  of  ideas  from  beginning  to  end;  adequate  connections  between  and  among  ideas  

• alternative  and  opposing  argument(s)  are  adequately  acknowledged  or  addressed  

The  response  has  an  inconsistent  organizational  structure,  and  flaws  are  evident:  • inconsistent  use  of  transitional  strategies  and/or  little  variety    

• introduction  or  conclusion  if  present  may  be  weak  

• uneven  progression  of  ideas  from  beginning  to  end;  and/or  formulaic;  inconsistent  or  unclear  connections    among  ideas  

• alternative  and  opposing  argument(s)  may  be  confusing  or  not    acknowledged    

The  response  has  little  or  no  discernible  organizational  structure:  • few  or  no  transitional  strategies  are  evident  

• introduction  and/or  conclusion  may  be  missing  

• frequent  extraneous  ideas  may  be  evident;  ideas  may  be  randomly  ordered  or  have  an  unclear  progression  

• alternative  and  opposing  arguments  may  not  be  acknowledged  

Elab

orat

ion

of

Evid

ence

The  response  provides  thorough  and  convincing  support/evidence  for  the  argument(s)  and  claim  that  includes  the  effective  use  of  sources  (facts  and  details).    • comprehensive  evidence  from  sources  is  integrated;  references  are  relevant  and  specific  

• effective  use  of  a  variety  of  elaborative  techniques  (may  include  personal  experiences)  

The  response  provides  adequate  support/evidence  for  the  argument(s)  and  claim  that  includes  the  use  of  sources  (facts  and  details).      • adequate  evidence  from  sources  is  integrated;  some  references  may  be  general  

• adequate  use  of  some  elaborative  techniques  

 

The  response  provides  uneven,  cursory  support/evidence  for  the  argument(s)  and  claim  that  includes  partial  or  uneven  use  of  sources  (facts  and  details).    • some  evidence  from  sources  may  be  weakly  integrated,  imprecise,  or  repetitive;  references  may  be  vague  

• weak  or  uneven  use  of  elaborative  techniques;  development  may  consist  primarily  of  source  summary  or  may  rely  on  emotional  appeal    

The  response  provides  minimal  support/evidence  for  the  argument(s)  and  claim  that  includes  little  or  no  use  of  sources  (facts  and  details):  • evidence  from  the  source  material  is  minimal  or  irrelevant;  references  may  be  absent  or  incorrectly  used  

• minimal,  if  any  use  of  elaborative  techniques;  emotional  appeal  may  dominate  

Lan

guag

e

The  response  clearly  and  effectively  expresses  ideas,  using  precise  language:  • vocabulary  is  clearly  appropriate  for  the  audience  and  purpose  

• effective,  appropriate  style  enhances  content  

The  response  adequately  expresses  ideas,  employing  a  mix  of  precise  with  more  general  language:  • vocabulary  is  generally  appropriate  for  the  audience  and  purpose  

• generally  appropriate  style  is  evident  

The  response  expresses  ideas  unevenly,  using  simplistic  language:  • vocabulary  use  is  uneven  or  somewhat  ineffective  for  the  audience  and  purpose  

• consistent  or  weak  attempt  to  create  appropriate  style  

The  response’s  expression  of  ideas  is  vague,  lacks  clarity,  or  is  confusing:  • vocabulary  is  limited  or  ineffective  for  the  audience  and  purpose  

• little  or  no  evidence  of  appropriate  style  

Score 2 1 0

The  response  demonstrates  an  adequate  command  of  conventions:  • adequate  use  of  correct  sentence  formation,  punctuation,  capitalization,  grammar  usage,  and  spelling  

The  response  demonstrates  a  partial  command  of  conventions:    • limited  use  of  correct  sentence  formation,  punctuation,  capitalization,  grammar  usage,  and  spelling  

The  response  demonstrates  little  or  no  command  of  conventions:    • infrequent  use  of  correct  sentence  formation,  punctuation,  capitalization,  grammar  usage,  and  spelling  

NS �  Unintelligible  �    Insufficient  (includes  copied  text)  �    In  a  language  other  than  English  �    Off-­‐topic    �    Off-­‐purpose      

FIVE  TRAIT  VERSION  C

on

ven

tio

ns  

Sta

tem

en

t o

f P

urp

ose

/ F

ocu

s  

8

 

Informative  Explanatory  Writing  Rubrics  3-­‐5  Five  Trait                                                                                                                                                                                                                                                                                                                                  Revised  11/10/2014  

Informative / Explanatory Writing Rubric (Grades 3-5) Score 4 3 2 1

Sta

tem

ent

of

Pu

rpos

e /

Focu

s The  response  is  fully  sustained  and  consistently  and  purposefully  focused:      � controlling  or  main  idea  of  

a  topic  is  clearly  communicated  and  the  focus  is  strongly  maintained  for  the  purpose,  audience,  and  task  

The  response  is  adequately  sustained  and  generally  focused:  � controlling  or  main  idea  of  a  

topic  is  clear,  and  the  focus  is  mostly  maintained  for  the  purpose,  audience,  and  task    

The  response  is  somewhat  sustained  and  may  have  a  minor  drift  in  focus:  � controlling  or  main  idea  of  a  

topic  may  be  somewhat  unclear,  or  the  focus  may  be    insufficiently  sustained  for  the  purpose,  audience,  and  task  

The  response  may  be  related  to  the  topic  but  may  provide  little  or  no  focus:  � controlling  or  main  idea  

may  be  confusing  or  ambiguous;  response  may  be  too  brief  or  the  focus  may  drift  from  the  purpose,  audience,  or  task  

Org

aniz

atio

n

The  response  has  a  clear  and  effective  organizational  structure  creating  a  sense  of  unity  and  completeness:  � consistent  use  of  a  variety  

of  transitional  strategies  to  clarify  the  relationships  between  and  among  ideas  

� effective  introduction  and  conclusion  

� logical  progression  of  ideas  from  beginning  to  end;  strong  connections  between  and  among  ideas  with  some  syntactic  variety  

The  response  has  an  evident  organizational  structure  and  a  sense  of  completeness,  though  there  may  be  minor  flaws  and  some  ideas  may  be  loosely  connected:  � adequate  use  of  transitional  

strategies  with  some  variety  to  clarify  relationships  between  and  among  ideas  

� adequate  introduction  and  conclusion  

� adequate  progression  of  ideas  from  beginning  to  end;  adequate  connections  between  and  among  ideas  

The  response  has  an  inconsistent  organizational  structure,  and  flaws  are  evident:  � inconsistent  use  of  

transitional  strategies  and/or  little  variety  

� introduction  or  conclusion,  if  present,  may  be  weak  

� uneven  progression  of  ideas  from  beginning  to  end;  and/or  formulaic;  inconsistent  or  unclear  connections  between  and  among  ideas  

The  response  has  little  or  no  discernible  organizational  structure:  � few  or  no  transitional  

strategies  are  evident  � introduction  and/or  

conclusion  may  be  missing  

� frequent  extraneous  ideas  may  be  evident;  ideas  may  be  randomly  ordered  or  have  an  unclear  progression    

Elab

orat

ion

of

Evid

ence

The  response  provides  thorough  and  convincing  support/evidence  for  the  controlling  idea  and  supporting  ideas  that  includes  the  effective  use  of  sources,  facts,  and  details:  � comprehensive  evidence  

from  sources  is  integrated;  references  are  relevant  and  specific  

� effective  use  of  a  variety  of  elaborative  techniques  (may  include  personal  experiences)  

The  response  provides  adequate  support/evidence  for  the  controlling  idea  and  supporting  ideas  that  includes  the  effective  use  of  sources,  facts,  and  details:  � adequate  evidence  from  

sources  is  integrated;  some  references  may  be  general  

� adequate  use  of  some  elaborative  techniques    (may  include  personal  experiences)  

The  response  provides  uneven,  cursory  support/  evidence  for  the  controlling  idea  and  supporting  ideas  that  includes  uneven  or  limited  use  of  sources,  facts,  and  details:  � some  evidence  from  sources  

may  be  weakly  integrated,  imprecise,  or  repetitive;  references  may  be  vague  

� weak  or  uneven  use  of  elaborative  techniques;  development  may  consist  primarily  of  source  summary    

The  response  provides  minimal  support/  evidence  for  the  controlling  idea  and  supporting  ideas  that  includes  little  or  no  use  of  sources,  facts,  and  details:  • evidence  from  source  material  is  minimal  or  irrelevant;  references  may  be  absent  or  incorrectly  used  

• minimal,  if  any  use  of  elaborative  techniques    

Lan

guag

e

The  response  clearly  and  effectively  elaborates  ideas,  using  precise  language  � vocabulary  is  generally  

appropriate  for  the  audience  and  purpose  

� effective,  appropriate  style  enhances  content  

The  response  adequately  expresses  ideas,  employing  a  mix  of  precise  with  more  general  language:  � use  of  domain-­‐specific  

vocabulary  is  generally  appropriate  for  the  audience  and  purpose  

� generally  appropriate  style  is  evident  

The  response  elaborates  ideas  unevenly,  using  simplistic  language:  � vocabulary  use  is  uneven  or  

somewhat  ineffective  for  the  audience  and  purpose  

� inconsistent  or  weak  attempt  to  create  appropriate  style  

The  response  is  vague,  lacks  clarity,  or  is  confusing:  � vocabulary  is  limited  or  

ineffective  for  audience  and  purpose  

� little  or  no  evidence  of  appropriate  of  style  

Score 2 1 0

Con

ven

tion

s   The  response  demonstrates  an  adequate  command  of  conventions:  • adequate  use  of  correct  sentence  formation,  punctuation,  capitalization,  grammar  usage,  and  spelling  

The  response  demonstrates  a  partial  command  of  conventions:  • limited  use  of  correct  sentence  formation,  punctuation,  capitalization,  grammar  usage,  and  spelling  

The  response  demonstrates  little  or  no  command  of  conventions:  infrequent  use  of  correct  sentence  formation,  punctuation,  capitalization,  grammar  usage,  and  spelling  

NS �  Unintelligible  �    Insufficient  (includes  copied  text)  �    In  a  language  other  than  English  �    Off-­‐topic    �    Off-­‐purpose    

FIVE  TRAIT  VERSION  

9

Informative Explanatory Writing Rubrics 6-11 Five Trait Revised 11/10/2014

Informative/Explanatory Writing Rubric (Grades 6-11)

Score 4 3 2 1

Sta

tem

en

t o

f

Pu

rpo

se

/ F

ocu

s The response is fully sustained

and consistently and purposely focused:

controlling or main idea of topic is clearly communicated, and the focus is strongly maintained for the purpose, audience, and task

The response is adequately sustained and generally focused:

controlling or main idea of a topic is clear, and the focus is mostly maintained for the purpose, audience, and task

The response is somewhat sustained and may have a minor drift in focus:

controlling or main idea of a topic may be somewhat unclear or the focus may be insufficiently sustained for the purpose, audience, and task

The response may be related to the topic but may provide little or no focus:

controlling or main idea may be confusing or ambiguous; response may be too brief or the focus may drift from the purpose, audience, or task

Org

an

iza

tio

n

The response has a clear and effective organizational structure, creating a sense of unity and completeness:

consistent use of a variety of transitional strategies to clarify the relationships between and among ideas

effective introduction and conclusion

logical progression of ideas from beginning to end; strong connections between and among ideas with some syntactic variety

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:

adequate use of transitional strategies with some variety to clarify the relationships between and among ideas

adequate introduction and conclusion

adequate progression of ideas from beginning to end; adequate connections between and among ideas

The response has an inconsistent organizational structure, and flaws are evident:

inconsistent use of transitional strategies and/or little variety

introduction or conclusion if present may be weak

uneven progression of ideas from beginning to end; and/or formulaic; inconsistent or unclear connections among ideas

The response has little or no discernible organizational structure:

few or no transitional strategies are evident

introduction and/or conclusion may be missing

frequent extraneous ideas may be evident; ideas may be randomly ordered or have an unclear progression

Ela

bo

rati

on

of

Evid

en

ce

The response provides thorough and convincing support/evidence for the controlling idea and supporting idea(s) that includes the effective use of sources (facts, and details).

comprehensive evidence from sources is integrated; references are relevant and specific

effective use of a variety of elaborative techniques (may include personal experiences)

The response provides adequate support/evidence for the controlling idea and supporting idea(s) and claim that includes the use of sources (facts, and details).

adequate evidence from sources is integrated; some references may be general

adequate use of some elaborative techniques (may include personal experiences)

The response provides uneven, cursory support/evidence for the controlling idea and supporting idea(s) that includes uneven or limited use of sources (facts, and details).

some evidence from sources may be weakly integrated, imprecise, or repetitive; references may be vague

weak or uneven use of elaborative techniques

development may consist primarily of source summary

The response provides minimal support/evidence for the controlling idea and supporting idea(s) and claim that includes little or no use of sources (facts, and details):

evidence from the source material is minimal or irrelevant; references may be absent or incorrectly used

minimal, if any use of elaborative techniques

La

ng

ua

ge

The response clearly and effectively elaborates ideas, using precise language: vocabulary is clearly

appropriate for the audience and purpose

effective, appropriate style enhances content

The response adequately elaborates ideas, employing a mix of precise with more general language:

vocabulary is generally appropriate for the audience and purpose

generally appropriate style is evident

The response elaborates ideas unevenly, using simplistic language: vocabulary use is uneven or

somewhat ineffective for the audience and purpose

inconsistent or weak attempt to create appropriate style

The response’s vague, lacks clarity, or is confusing:

vocabulary is limited or ineffective for the audience and purpose

little or no evidence of appropriate style

Score 2 1 0

Co

nve

nti

on

s The response demonstrates an adequate

command of conventions:

adequate use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

The response demonstrates a partial command of conventions:

limited use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

The response demonstrates little or no command of conventions:

infrequent use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

NS Unintelligible Insufficient (includes copied text) In a language other than English Off-topic Off-purpose

FIVE TRAIT VERSION

10

Narrative Writing Rubric 3-8 Three Trait Revised 11/10/2014

Narrative Writing Rubric (Grades 3-8)

Score 4 3 2 1

Pu

rpo

se

/O

rga

niz

ati

on

The organization of the narrative, real or imagined, is fully sustained and the focus is clear and maintained throughout: an effective plot helps to

create a sense of unity and completeness

effectively establishes and maintains setting, develops narrator/characters, and maintains point of view (POV beginning at grade 7)

consistent use of a variety of transitional strategies to clarify the relationships between and among ideas; strong connection between and among ideas

natural, logical sequence of events from beginning to end

effective opening and closure for audience and purpose

The organization of the narrative, real or imagined, is adequately sustained, and the focus is adequate and generally maintained: an evident plot helps to

create a sense of unity and completeness, though there may be minor flaws and some ideas may be loosely connected

adequately maintains a setting, develops narrator/characters, and/or maintains point of view (POV beginning at grade 7)

adequate use of a variety of transitional strategies to clarify the relationships between and among ideas

adequate sequence of events from beginning to end

adequate opening and closure for audience and purpose

The organization of the narrative, real or imagined, is somewhat sustained and may have an uneven focus: there may be an

inconsistent plot, and/or flaws may be evident

unevenly or minimally maintains a setting, develops narrator and/or characters, and/or point of view (POV beginning at grade 7)

uneven use of appropriate transitional strategies and/or little variety

weak or uneven sequence of events

opening and closure, if present, are weak

The organization of the narrative, real or imagined, may be maintained but may provide little or no focus: there is little or no

discernable plot or there may just be a series of events

may be brief or there is no attempt to establish a setting, narrator and/or characters, and/or point of view ( POV beginning at grade 7)

few or no transitional strategies may be evident

little or no organization of an event sequence; frequent extraneous ideas and/or a major drift may be evident

opening and/or closure may be missing

De

ve

lop

me

nt/

Ela

bo

rati

on

The narrative, real or imagined, provides thorough, effective elaboration using relevant details, dialogue, and description: experiences, characters,

setting and events are clearly developed

connections to source materials may enhance the narrative

effective use of a variety of narrative techniques that advance the story or illustrate the experience

effective use of sensory, concrete, and figurative language clearly advance the purpose

effective, appropriate style enhances the narration

The narrative, real or imagined, provided adequate elaboration using details, dialogue, and description: experiences, characters,

setting and events are adequately developed

connections to source materials may contribute to the narrative

adequate use of a variety of narrative techniques that generally advance the story or illustrate the experience

adequate use of sensory, concrete, and figurative language generally advance the purpose

generally appropriate style is evident

The narrative, real or imagined, provides uneven, cursory elaboration using partial and uneven details, dialogue and description: experiences, characters,

setting and events are unevenly developed

connections to source materials may be ineffective, awkward or vague but do not interfere with the narration

narrative techniques are uneven and inconsistent

partial or weak use of sensory, concrete, and figurative language that may not advance the purpose

inconsistent or weak attempt to create appropriate style

The narrative, real or imagined, provides minimal elaboration using few or no details, dialogue, and/or description: experiences, characters,

setting and events may be vague, lack clarity or confusing

connections to source materials, if evident, may detract from the narrative

use of narrative techniques may be minimal, absent, incorrect, or irrelevant

may have little or no use of sensory, concrete, and figurative language; language does not advance and may interfere with the purpose

little or no evidence of appropriate style

Score 2 1 0

Co

nve

nti

on

s The response demonstrates an adequate

command of conventions:

adequate use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

The response demonstrates a partial command of conventions:

limited use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

The response demonstrates little or no command of conventions:

infrequent use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling

NS Unintelligible, in a language other than English, off-topic, copied text or off-purpose

THREE TRAIT VERSION

11

Speech Rubric Revised 11/10/2014

4 – Point Speech Rubric (Grades 3-11)

Score 4 3 2 1

Fo

cu

s

The speech is consistently and purposefully focused: controlling idea, opinion, or

claim is clearly stated and strongly maintained

controlling idea, opinion or claim is introduced and communicated clearly within the context

The speech is adequately and generally focused: controlling idea, opinion, or

claim is clear and for the most part maintained though some loosely related material may be present

some context for the controlling idea, opinion, or claim

The speech is somewhat unclear and unfocused: controlling idea, opinion,

or claim is for the most part maintained though there may be a minor drift

controlling idea, opinion, or claim may be lacking an appropriate context

The speech is unclear and unfocused: controlling idea, opinion,

or claim may have a major drift

controlling idea, opinion, or claim may be confusing or ambiguous

Org

an

iza

tio

n

The speech has a clear and effective organizational structure helping create unity and completeness: employs a strong opening

and logical progression of ideas

effective introduction and conclusion for audience and purpose

The speech has an evident organizational structure and a sense of completeness, though some ideas may be loosely connected: adequate use of transitional

strategies with some variety ideas progress from beginning to

end introduction and conclusion are

adequate adequate, if slightly inconsistent,

connection among ideas

The speech has an inconsistent organizational structure: inconsistent use of

transitional strategies with little variety

ideas progress unevenly from beginning to end

introduction and conclusion, if present, any be weak

weak connection among ideas

The speech has little or no discernible organizational structure: few or no transitional

strategies are evident frequent extraneous

ideas may intrude

Ela

bo

rati

on

of

Evid

en

ce

The speech provided thorough and convincing support/evidence for the writer’s controlling idea, opinion, or claim that includes the effective use of sources, facts, and details:

use of evidence from sources is smoothly integrated

The speech provides adequate support/evidence for the writer’s controlling idea, opinion, or claim that includes the use of sources, facts, and details: some evidence from sources is

smoothly integrated though may be general or imprecise

The response provides uneven, cursory support/evidence for the writer’s controlling idea, opinion, or claim that includes partial or superficial use of sources, facts, and details: evidence from sources is

weakly integrated

The speech provides minimal support/evidence for the writer’s controlling idea, opinion, or claim that includes little or no use of sources, facts, or details,:

use of evidence from the source material is minimal, absent, in error, or irrelevant

La

ng

ua

ge

an

d

Vo

ca

bu

lary

The speech clearly and effectively expresses ideas: use of precise language

(including academic and domain-specific language)

consistent use of syntax and discourse appropriate to the audience and purpose

The speech adequately expresses ideas employing a mix of precise with more general language: use of use of academic and

domain-specific language is adequate

use of syntax and discourse generally appropriate to the audience and purpose

The speech inconsistently expresses ideas employing simplistic language: use of domain-specific

insufficient use of academic and domain-specific language

use of syntax and discourse may at times be inappropriate to the audience and purpose

The speech expresses vague ideas, lacks clarity, or is confusing: uses limited language or

domain-specific vocabulary

rudimentary use of syntax and discourse inappropriate for the audience and purpose

Pre

se

nta

tio

n

The speech is clearly and smoothly presented: use of effective eye contact

and volume with clear pronunciation

understandable pace adapted to the audience

consistently aware of audience’s engagement

use of strong visual/ graphics/ audio enhancement, when appropriate, to effectively clarify message.

The speech is adequately presented with minor flaws:: appropriate use of eye contact

volume, and pronunciation generally understandable pace

adapted to the audience sufficiently aware of audience’s

engagement sufficient use of

visual/graphics/audio enhancements, when appropriate, to clarify message

The speech is unevenly presented with evident flaws: inconsistent use of eye

contact, volume, and pronunciation

pace partially adapted to the audience

partially aware of audience’s engagement

sufficient use of visual/graphics/ audio enhancement, when appropriate, to clarify message

The speech is presented with serious flaws that obscure meaning: infrequent eye contact, and

inappropriate volume and pronunciation

pace not adapted to the audience

little or no sense of audience’s engagement

SCORING VERSION

12

 

Pacific  Education  Institute    Performance  Tasks  for  a  Sustainable  Future     TABLE  OF  CONTENTS  

Performance Task Overviews

O VEGETABLE  GARDENS  

O FOREST  BENEFITS    

O STORMWATER  POLLUTION  

O RAIN  GARDENS  

O STORMWATER  ENGINEERING  

O WATER  QUALITY  MONITORING  

O HEALTHY  WATERS  

O INVASIVE  PLANTS  

O INTEGRATED  PEST  MANAGEMENT  MS  

O INTEGRATED  PEST  MANAGEMENT  HS  

O OCEAN  ACIDIFICATION    

O CLIMATE  CHANGE,  CARBON,  AND  TREES  

O EARTH  DAY  

Links  to  the  tasks  may  be  found  on  the  PEI  website.  

P e r f o r m a n c e T a s k sF o r a Sus t a i n ab l e Fu t u r e

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Vegetable Gardens

SCENARIO:

A third grade class at a neighboring school wants to

grow their own vegetables. You will watch a video and

read an article about starting a vegetable garden, taking

notes on these sources. Then you will write an essay

explaining to the children of this school what is

required to start a vegetable garden.

Additional Resources:

Suggested Field Experiences

Growing a school yard vegetable garden: Observing and Recording Data

Compare soil temperature at 2 sites to decide where to plant garden. http://www.pltwa.com/soil-temp-plant-growth-and-development.html

Print Resources

http://www.nwedible.com/2012/03/the-5-best-vegetables-to-grow-with-kids.html The Five Best Vegetables to Grow with Kids

http://www.bhg.com/gardening/plans/vegetable/easy-childrens-vegetable-garden-plan/ Better Homes and Gardens

The Tiny Seed by Eric Carle

Videos

http://www.youtube.com/watch?v=8cWYl4zcLVU Plant a Back to School Vegetable Garden this Fall with Kids!

http://www.youtube.com/watch?v=bY2NLqlS9j8 How to Grow a Garden: Fruits and Vegetables for Kids

Organizations

Master Gardeners

Websites

http://naturalearning.org/children’s-vegetable-gardens-introduction Children’s Vegetable Gardens

Grades: 3, 4

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Forest Benefits

Additional Resources:

Suggested Field Experiences

Forest Hike: Finding Evidence of Forest Benefits

Tree as Habitats Lesson Project Learning Tree. Examine a tree and record evidence of other organisms using the tree. http://www.pltwa.com/wa-developed-student-pages-for-pre-k-to-8-guide.html -

Evaluating Tree Benefits-Project Learning Tree Lesson. Measure a tree’s diameter and determine its benefits using www.treebenefits.com https://www.plt.org/stuff/contentmgr/files/1/980e616486db1e799dcd6bd6abc06ed2/files/focus_on_forests_activity_1_student_pages_tree_benefits.pdf

Evaluate board feet in a tree. Measure a tree’s diameter and height and determine board feet in the tree that could be used to provide items we use every day.

Print Resources

Project Learning Tree-We All Need Trees https://www.plt.org/prek-8-activity-13---we-all-need-trees

Why Would Anyone Cut Down a Tree? by Robert Burzynski

The Tree Farmer by Leavell and Cravotta

Videos

Forest Fast Break videos http://www.pltwa.com/forest-videos-and-lessons.html

Why Trees https://www.youtube.com/watch?v=74063UKSmXw

Organizations

Washington Forest Protection Association

National Parks

Websites

http://www.wfpa.org/news-and-resources/video-library/ Washington Forest Protections Association resources

SCENARIO:

Many people new to Washington State may know little or

nothing about the benefits of our state’s forests. You have

been asked to explain these benefits to a family from out

of state that has just inherited 500 acres of forestland and

are unsure about its value. Use information from the

article, the poster, and the video to answer three research

questions and to write your essay, explaining the many

benefits of a forest.

Grades: 4, 5

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Stormwater Pollution

SCENARIO:

The PTA at your school is sponsoring a Stormwater

Awareness Night to help keep our local waters

healthy. They have asked each child to write an essay

explaining what stormwater is, how stormwater

pollutes, and actions we can take to keep the

stormwater clean.

Additional Resources:

Suggested Field Experiences

Rainy Day Hike: Where does the Stormwater go?

Stormwater problem survey in schoolyard or neighborhood

Determining pervious and non-pervious surface areas on campus and/or runoff volumes

Studying permeability of various land surfaces http://www.pltwa.com/soils-as-sponges-fi-and-assessment.html

Planting and caring for native plants or rain gardens

Labeling storm drains: No Dumping; Drains to Stream

Print Resources

Project Wet

Aquatic WILD

Forests of Washington watershed model. http://www.pltwa.com/uploads/2/7/8/2/27828107/finding_out_about_watersheds.pdf

Videos

https://www.youtube.com/watch?v=DPPRtHq4rF4 2 min 10 sec. What is Stormwater Runoff?

http://vimeo.com/84964332 Stormwater Engineering video

http://www.cedarriver.org/programs/watershed-report/video-library-2#stormwater-pollution Explanation of Stormwater

http://vimeo.com/51603152 Drained: Urban Stormwater Pollution

Organizations

City Governments: Stormwater policies

Department of Natural Resources and Parks

Environmental Protection Agency

Websites

http://www.ci.bothell.wa.us/CityServices/PublicWorks/SurfaceWaterManagement/drainrangers.ashx?p=1620 City of Bothell Website, Drain Rangers Information for students

http://www.seattle.gov/util/MyServices/DrainageSewer/Projects/GreenStormwaterInfrastructure/RainWise/index.htm Rainwise program in Seattle solution information

http://tox-ick.org/category/education/ Don’ feed the toxic monster

Grades: 3, 4, and 5

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Rain Gardens

SCENARIO:

Your neighborhood council is researching the benefits of installing rain gardens in your community. You will read two articles and watch one video describing what rain gardens are and how they benefit the environment. You will also visit a local rain garden, taking photos to document its benefits. You will compose and deliver a speech explaining how rain gardens improve the environment, incorporating photos of the rain garden into your speech.

Additional Resources:

Suggested Field Experiences

Descriptive Study of a Rain Garden

Building, maintaining, and monitoring rain garden over time

Print Resources

Rain Garden Handbook for Western Washington, 2013 https://fortress.wa.gov/ecy/publications/publications/1310027.pdf

Using Rain Gardens to Reduce Runoffhttp://water.epa.gov/learn/training/wacademy/upload/raingardens_dec10_2slides-2.pdf

One page on building rain gardens http://www.seattle.gov/util/groups/public/@spu/@usm/documents/webcontent/spu01_006287.pdf

Videos

http://www.youtube.com/watch?v=huO_NRn34GI Reduce Runoff: Slow it Down, Spread it Out, Soak It In

http://www.cedarriver.org/programs/watershed-report/video-library-2#rain-garden

http://vimeo.com/51603152 Drained: Urban Stormwater Pollution-gives study of effectiveness of rain gardens

Organizations

Environmental Protection Agency

Washington State University

Websites

http://www.raingarden.wsu.edu/ Puget Sound Rain Gardens

http://raingarden.wsu.edu/ HomeownerResources.html Home Owners Resource

http://www.stewardshippartners.org/programs/rain-gardens/ Rain Gardens

http://www.12000raingardens.org/ Rain Garden Project for the Puget Sound

Grades: 5, 6, 7

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Stormwater Engineering

SCENARIO:

Engineers are key players in solving problems with our environment like the problem of stormwater runoff. You have been asked by a local community to create an advertisement for hiring a stormwater engineer. Your ad will be in the form of an essay where you explain what a stormwater engineer does and why this job is important to the wellbeing of our environment.

Additional Resources:

Suggested FieldExperiences

Mapping and/or locating stormwater problems on school campus

Mapping the school campus for grey and green stormwater solutions

Determining pervious and non-pervious surface areas on campus and/or runoff volumes

Studying permeability of various land surfaces http://www.pltwa.com/soils-as-sponges-fi-and-assessment.html

Print Resources

Best Management Practices, Environmental Protection Agency

http://www.seattle.gov/util/MyServices/DrainageSewer/Projects/GreenStormwaterInfrastructure/RainWise/index.htm -Rainwise program in Seattle includes information on green and gray solutions

Videos

http://www.youtube.com/watch?v=0x-TDvnbheM Stormwater Management: The Basics (7 min.)

http://vimeo.com/84964332 Stormwater Engineering video

http://www.cedarriver.org/programs/watershed-report/video-library-2#stormwater-pollution Explanation of Stormwater

Organizations

City governments: Stormwater management plans

Department of Natural Resources and Parks

Environmental Protection Agency

Websites

http://www.kingcounty.gov/environment/wlr/sections-programs/stormwater-services-section/stormwater-program.aspx 2014 Stormwater Management Plan King Co.

http://www.wastormwatercenter.org/ Washington Stormwater Center

Grades: 5,6,7

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Water Quality Monitoring

SCENARIO:

Congratulations! Your school has been selected to

participate in a water quality monitoring service project

that will provide important information to area scientists

who are monitoring the health of our local environment.

To participate in this important work, you will need to

write an explanatory essay describing the What, Why and

How of water monitoring. Use information from the

videos and the article to write your essay.

Additional Resources:

Suggested Field Experiences

Adopt a lake, river, or stream: Monitor water quality using multiple tests including acidity, temperature, turbidity, dissolved oxygen, and macroinvertebrates. Submit data to local authorities for inclusion in data monitoring.

Analyzing local stream data from city or county

Print Resources

Healthy Water Healthy People, Project Wet, 2003

Videos https://www.youtube.com/watch?feature=player_detailpage&v=M

c-PPq4fZU8 Marine Sediment Monitoring in Puget Sound 2 min. 40 sec.

Organizations

Department of Fish and Wildlife

Department of Ecology

Websites

http://www.worldwatermonitoringday.org/ World Water Monitoring Day Information for participation

http://www.streamkeeper.org/aasf/Welcome.html Adopt a Stream Foundation

http://soundsalmonsolutions.org/education/curriculum-2/ Sound Salmon Solutions

WET guide to Water Quality Indicators http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCAQFjAA&url=http%3A%2F%2Fwww.lakeontarioforum.org%2Findex.php%2Flibrary%2Fenvironmental-education%2Fgrades-6-8%2F185-water-quality-indicators-module%2Ffile&ei=InpiVP-VPKyGigKf2YCADw&usg=AFQjCNHqZByho_OyclWNi_kHyquckMwU7A&sig2=pjzdSKL6IvxnH3fmolXxKA&bvm=bv.79189006,d.cGE

Grades 5, 6, 7

EXPLANATORY ESSAY

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Healthy Waters

SCENARIO:

You have been asked to explain the role of

wastewater treatment in maintaining the health of

the Puget Sound. Your essay should include what

wastewater is, how it is treated, and why this

treatment is important to healthy waters in the

Puget Sound. Draw information from the videos

and articles to write your essay.

Additional Resources:

Suggested Field Experiences

Visit to the local sewage treatment plant

Monitor water usage at school or at home and learn to conserve water

Print Resources

http://www.seattlemag.com/article/understanding-royal-treatment-brightwater Seattle Magazine Article on the Brightwater Treatment Plant

Videos

http://www.youtube.com/watch?v=J66KbQuOXtI

Tour of Brightwater Waste Water Treatment Plant

Organizations

Waste Water Treatment, King Co.

Websites

http://www.kingcounty.gov/environment/wtd/Construction/North/Brightwater.aspx Brightwater Educational Resources

http://www.kingcounty.gov/environment/wtd.aspx Waste Water Treatment, King County

Grades: 5/6/7

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Invasive Plants

SCENARIO: A local newspaper is publishing student essays

about important environmental topics. You are

invited to submit an essay about invasive plants,

which have become a serious problem in your

state. Your essay should be informative and

interesting to read, and it should give readers a

basic introduction to the problems presented by

invasive plants.

Additional Resources:

Suggested Field Experiences

Investigate the type and percent of invasive plants, determine best removal strategies, and remove invasive plants from study areas. Continue monitoring and removing.

Print Resources

http://www.wwu.edu/lead/Invasives.shtml Invasive Species Information

http://www.wnps.org/education/resources/weedid_cn.html Invasive plant ID cards

http://www.pltwa.com/invasive-species.html Lessons on invasive

plants with plant information

Videos

http://www.youtube.com/watch?v=8Z_PAZ9Z3-w No holidays for Invasive Plants in Washington

Organizations

Noxious Weed Control Board

King County Government

Websites

http://www.nwcb.wa.gov/ Noxious Weed Control Board Washington State

http://www.invasivespecies.wa.gov/ Washington State Invasive Species Council

http://www.kingcounty.gov/environment/animalsAndPlants/biodiversity/threats/Invasives.aspx King County Biodiversity

Grades: 6,7,8

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Integrated Pest Management

SCENARIO: Pest management is a critical problem for Washington

State farmers. These farmers must balance pest control

with environmental concerns regarding the use of

pesticides. A popular solution to this dilemma is an

approach called Integrated Pest Management. Your job is

to educate people in the community about this approach

so that they can practice IMP in their own gardens and

advocate for its use in farming practices...

Additional Resources:

Suggested Field Experiences

Practice Integrated Pest Management with a school garden

Print Resources

http://mda.maryland.gov/plants-pests/Pages/Integrated-Pest-Management-(IPM)-in-Schools.aspx Integrated Pest Management in Schools

https://www.plt.org/biodiversity PLT lesson on Potatoes, Pesticides and Biodiversity

Videos

http://www.youtube.com/watch?v=GqjJg6KGOe4 Integrated Pest Management Basics

Organizations

Environmental Protection Agency

Washington State University

Websites

http://www.epa.gov/pesticides/factsheets/ipm.htm Environmental Protection Agency Fact Sheet and other Resources

http://www.ipm.ucdavis.edu/GENERAL/whatisipm.html UC Davis Site

http://npic.orst.edu/pest/ipm.html National Pesticide Information Center

http://ipm.wsu.edu/ Integrated Pest Management Washington State University

Grades: 7/8

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Integrated Pest Management

SCENARIO:

Scenario: Pest management is a critical problem for

Washington State farmers. These farmers must balance

pest control with environmental concerns regarding the

use of pesticides. A popular solution to this dilemma is an

approach called Integrated Pest Management. Your job is

to educate people in the community about this approach

so that they can practice IMP in their own gardens and

advocate for its use in farming practices.

Additional Resources:

Suggested Field Experiences

School Garden: Practicing IMP

Visit to a local farm to learn first hand about IPM practices

Print Resources

http://mda.maryland.gov/plants-pests/Pages/Integrated-Pest-Management-(IPM)-in-Schools.aspx Integrated Pest Management in Schools

https://www.plt.org/biodiversity PLT lesson on Potatoes, Pesticides and Biodiversity

Videos

http://www.youtube.com/watch?v=GqjJg6KGOe4 Integrated Pest Management Basics

Organizations

Environmental Protection Agency

Washington State University

Websites

http://www.epa.gov/pesticides/factsheets/ipm.htm Environmental Protection Agency Fact Sheet and other Resources

http://www.ipm.ucdavis.edu/GENERAL/whatisipm.html UC Davis Site

http://npic.orst.edu/pest/ipm.html National Pesticide Information Center

http://ipm.wsu.edu/ Integrated Pest Management Washington State University

PERFORMANCE TASK

Grades: 9/10/11

EXPLANATORY ESSAY

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Ocean Acidification

SCENARIO: One serious issue facing our environment is ocean acidification. You have been asked to research this issue as it affects a local industry: Oyster Farming. You will gather data from a variety of sources, answer three research questions, and then write an explanatory essay about ocean acidification and its affects on our local oyster industry. This essay is designed to educate the general public about ocean acidification and its impact on the oyster industry.

Additional Resources:

Suggested Field Experiences

Water Quality Monitoring

Visit to local shellfish company

Print Resources

Seattle Times Series: Ocean Acidification

Videos

http://ocean.si.edu/ocean-videos/ocean-acidification-puget-sound Various videos from the Smithsonian Natural Museum of Natural History

Organizations

Taylor Shellfish Company

Washington State Department of Ecology

NOAA

Websites

http://www.restorationfund.org/projects/ocean Ocean Acidification articles and videos

http://www.pmel.noaa.gov/co2/story/Acidified+waters+in+Puget+Sound Acidified Waters in Puget Sound

http://www.ecy.wa.gov/water/marine/oceanacidification.html Articles and Videos

Grades: 9,10, 11

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Climate Change, Carbon, and Trees

SCENARIO: A serious problem facing our environment is climate

change. You have been asked to explain what the

relationship is among climate change, carbon and trees.

You will explore a number of print and video sources to

gather information. Then you will use this information to

answer three research questions and write your essay. A

note taking template is provided for you to capture

important information from each of the sources.

Additional Resources:

Suggested Field Experiences:

Measuring trees to calculate the amount of carbon sequestration each year. Project Learning Tree: Evaluating Tree Benefits. https://www.plt.org/focus-on-forests-activity-1---monitoring-forest-health

Measuring trees to calculate the amount of carbon stored in the tree. Project Learning Tree: How much Carbon can a Tree Hold? https://www.plt.org/focus-on-forests-activity-8---climate-change-and-forests

Monitoring CO2 levels from Pacific Science Center http://www.pacificsciencecenter.org/Carbon-Monitoring/carbon-monitoring

Print Resources

Project Learning Tree: Focus on Forests, 2011

Rainforest Alliance Climate lessons http://www.rainforest-alliance.org/curriculum/climate

Videos

http://www.youtube.com/watch?v=z0qko9BUX98 Forests and Climate Change

http://www.fao.org/forestry/climatechange/81386/en/ Forests and Climate Change: A Convenient Truth. A multilingual DVD on the connection between forests and climate change.

Organizations

Environmental Protection Agency

National Aeronautics and Space Administration

Websites

http://climate.nasa.gov/evidence/

http://www.epa.gov/climatechange/basics/facts.html

http://www.nrdc.org/globalwarming/climatebasics.asp

Grades: 9, 10, 11

EXPLANATORY ESSAY

PERFORMANCE TASK

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

Earth Day

SCENARIO: Planners of your city’s Earth Day events are

sponsoring an Earth Day essay competition to

show the significance of Earth Day, past, present

and future. You will examine several sources

about Earth Day, answer research questions, and

then write an expository essay about Earth Day

for the essay competition.

Additional Resources:

Suggested Field Experiences

Do inventories of school campuses, water use, garbage, energy use and recyclables to plan stewardship projects.-Green School Programs below

Planting Trees; picking up garbage along local waters, stream restoration projects, recycling

Print Resources

Project Learning Tree Green Schools https://www.plt.org/project-learning-tree-greenschools-investigations

Washington Green Schools http://www.wagreenschools.org/

Videos

The Story of Earth Day, National Constitution Center

Organizations

Environmental Protection Agency

Websites

http://www.earthday.org/earth-day-history-movement Earth Day History

http://news.nationalgeographic.com/news/2009/04/090421-earth-day-facts/ National Geographic

http://www.epa.gov/earthday/history.htm Environmental Protection Agency Website

Grades: 8/9/10

EXPLANATORY ESSAY

PERFORMANCE TASK