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
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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.
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.
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
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
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
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
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
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
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
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
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.
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
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
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
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
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.