Performance Tasks

For A Sustainable Future

STORMWATER
INVASIVE PLANTS ENGINEERS OCEAN ACIDIFICATION

CLIMATE CHANGE,
RAIN GARDENS CARBON, AND TREES EARTH DAY

STORMWATER
VEGETABLE GARDENS HEALTHY WATERS POLLUTION

WATER QUALITY INTEGRATED PEST

MONITORING MANAGEMENT FOREST BENEFITS
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
 Performance Tasks
For a Sustainable Future

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

Pacific Education Institute

Performance Tasks for a Sustainable Future TABLE OF CONTENTS
Performance Tasks
For a Sustainable Future

INTRODUCTION

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

Pacific Education Institute

Performance Tasks for a Sustainable Future 1 INTRODUCTION
INTRODUCTION, cont’d

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

Pacific Education Institute

Performance Tasks for a Sustainable Future 2 INTRODUCTION
 Performance Tasks
OVERVIEW
TASK GRADE KEY QUESTION EXAMPLE FIELD EXPERIENCES
LEVEL
Vegetable Gardens 3 What does it take to start a Growing a Classroom Vegetables Garden
vegetable garden?

Forest Benefits 4/5 What are the benefits of a forest Forest Walk: Finding evidence of the
and why are forests worth keeping? four forest benefits: recreation, habitat
protection, clean environment, and
forest products
Stormwater 3/4/5 What is stormwater, how does Mapping the school campus: Where
Pollution stormwater become polluted and does the stormwater go?
what actions can we take to keep
the water clean?
Rain Gardens 5/6/7 What is a Rain Garden and how School rain garden teaching site or visit
does it work? to a local rain garden

Storm Water 5/6/7 What is stormwater runoff and how Mapping the school campus for grey and
Engineering can engineers address the problem green stormwater solutions
of stormwater pollution?
Water Quality 6/7/8 How is our water polluted and what Water quality testing at a local river, lake
Monitoring tests can we use to monitor its or stream
quality?

Healthy Waters 5/6/7 How do sewage treatment plants Field Experience: Visiting a local sewage
work to clean our water? treatment plant

Invasive Species 6/7 What are invasive species and how Data collection: Measuring the
can we control them? percentage of invasives and helping with
their removal
Integrated Pest 7/8 What is IPM and how does it work School gardens: Practicing IPM
Management version for both the farmers and the
9/10/11 environment? Why is IPM an
version approach that farmers and home
gardeners should adopt?
Ocean Acidification 8/9/10 What is ocean acidification, how is it Water testing and monitoring
impacting the oyster industry, and
what are possible solutions? Community education and outreach
Climate Change, 8/9/10 How do we know the climate is Tree measuring and calculating the
Carbon, and Trees changing and what role do trees amount of carbon sequestration
play in reducing carbon dioxide in
our atmosphere?
Earth Day 8/9/10 What is the significance of Earth Earth Day activities: tree planting,
Day, past, present, and future? recycling, planting a community garden

Pacific Education Institute

Performance Tasks for a Sustainable Future 3 PERFORMANCE TASKS OVERVIEW
 Teacher Directions

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.

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.

Pacific Education Institute

Performance Tasks for a Sustainable Future 4 TASK TEACHER DIRECTIONS
Smarter Balanced
Assessment
Consortium

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 SCORING RUBRICS

5
 Smarter
Balanced Smarter Balanced
Assessment Consortium Research Rubrics
Sample Generic 2-point Research (Grades 3-5)
Interpret & Integrate Information Rubric (Claim 4, Target 2)
The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within
2
and among sources of information.
The response gives limited evidence of the ability to locate, select, interpret and integrate information within
1
and among sources of information.
A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate
0
information within and among sources of information.
Sample Generic 2-point research (Grades 6-11)
Analyze/Integrate Information Rubric (Claim 4, Target 2)
The response gives sufficient evidence of the ability to gather analyze and integrate information within and
2
among multiple sources of information.
The response gives limited evidence of the ability to gather, analyze and integrate information within and
1
among multiple sources of information.
A response gets no credit if it provides no evidence of the ability to gather, analyze and integrate information
0
within and among multiple sources of information.
Sample Generic 2-point Research (Grades 4-5)
Evaluate Information/Sources Rubric (Claim 4, Target 3)
The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as
2
fact from opinion.
The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as
1
fact from opinion.
A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant
0
information such as fact from opinion.
Sample Generic 2-point Research (Grades 6-11)
Evaluate Information/Sources Rubric (Claim 4, Target 3)
The response gives sufficient evidence of the ability to evaluate the credibility, completeness, relevancy, and/or
2
accuracy of the information and sources.
The response gives limited evidence of the ability to evaluate the credibility, completeness, relevancy, and/or
1
accuracy of the information and sources
A response gets no credit if it provides no evidence of the ability to evaluate the credibility, completeness,
0
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.

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

Research Rubrics
6 Revised 11/10/2014
FIVE TRAIT VERSION
Opinion Writing Rubric (Grades 3-5)
Score 4 3 2 1
The response is fully sustained The response is adequately The response is somewhat The response may be
Purpose / Focus

and consistently and sustained and generally sustained and may have a related to the opinion but
Statement of

purposefully focused:
 opinion is introduced,
clearly communicated, and
the focus is strongly
maintained for the purpose,
audience, and task
focused:
 opinion is clear and the
focus is mostly maintained
for the purpose, audience,
and task
minor drift in focus:
 opinion may be somewhat
unclear, or the focus may be
insufficiently sustained for
the purpose, audience, and
task
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

The response has a clear and
effective organizational
structure creating a sense of
unity and completeness:
 consistent use of a variety
Organization
The response has an evident
organizational structure and a
sense of completeness,
though there may be minor
flaws and some ideas may be
The response has an
inconsistent organizational
structure, and flaws are
evident:
 inconsistent use of
The response has little or
no discernible
organizational structure:
 few or no transitional
strategies are evident
 introduction and/or

of transitional strategies to loosely connected: transitional strategies with

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 provides
Elaboration of Evidence
 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 provides
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 is somewhat
conclusion may be
missing
 frequent extraneous
ideas may be evident,
ideas may be randomly
ordered or have an
unclear progression
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 clearly and
effectively expresses ideas,
using precise language:
Language
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 adequately
expresses ideas, employing a
mix of precise with more
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 expresses
ideas unevenly, using
simplistic language:
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
The response’s expression
of ideas is vague, lacks
clarity or is confusing:

 vocabulary is clearly general language:  vocabulary use is uneven or  vocabulary is limited or

appropriate for the  vocabulary is generally somewhat ineffective for ineffective for the
audience and purpose appropriate for the audience the audience and purpose audience and purpose
 effective, appropriate style and purpose  Inconsistent or weak  Little or no evidence of
enhances content  generally appropriate style is attempt to create appropriate style
evident appropriate style
Score 2 1 0
The response demonstrates an adequate The response demonstrates a partial The response demonstrates little or no
Conventions

command of conventions: command of conventions: command of conventions:

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

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

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

7
FIVE  
  TRAIT  VERSION  
Argumentative Writing Rubric (Grades 6-11)
Score 4 3 2 1
The  response  is  fully  sustained   The  response  is  adequately   The  response  is  somewhat   The  response  may  be  related  
Purpose / Focus  

and  consistently  and  purposely   sustained  and  generally   sustained  and  may  have  a   to  the  purpose  but  may  
Statement of

focused:   focused:   minor  drift  in  focus:   provide  little  or  no  focus:  
• claim  is  introduced,  clearly   • claim  is  clear,  and  the  focus  is   • claim  may  be  somewhat   • claim  may  be  confusing  or  
communicated,  and  the  focus   mostly  maintained  for  the   unclear  or  the  focus  may  be   ambiguous;    response  may  
is  strongly  maintained  for  the   purpose,  audience,  and  task   insufficiently  sustained  for  the   be  too  brief  or  the  focus  
purpose,  audience,  and  task     purpose,  audience,  and  task   may  drift  from  the  purpose,  
  audience,  or    task  
The  response  has  a  clear  and   The  response  has  an  evident   The  response  has  an   The  response  has  little  or  no  
effective  organizational   organizational  structure  and  a   inconsistent  organizational   discernible  organizational  
structure,  creating  a  sense  of   sense  of  completeness,  though   structure,  and  flaws  are   structure:  
unity  and  completeness:   there  may  be  minor  flaws  and   evident:   • few  or  no  transitional  
• consistent  use  of  a  variety  of   some  ideas  may  be  loosely   • inconsistent  use  of   strategies  are  evident  
transitional  strategies  to   connected:   transitional  strategies  and/or   • introduction  and/or  
clarify  the  relationships   • adequate  use  of  transitional   little  variety     conclusion  may  be  missing  
Organization

between  and  among  ideas   strategies  with  some  variety   • introduction  or  conclusion  if   • frequent  extraneous  ideas  
• effective  introduction  and   to  clarify  the  relationships   present  may  be  weak   may  be  evident;  ideas  may  
conclusion     between  and  among  ideas   • uneven  progression  of  ideas   be  randomly  ordered  or  
• logical  progression  of  ideas   • adequate  introduction  and   from  beginning  to  end;   have  an  unclear  
from  beginning  to  end;  strong   conclusion     and/or  formulaic;  inconsistent   progression  
connections  between  and   • adequate  progression  of  ideas   or  unclear  connections     • alternative  and  opposing  
among  ideas  with  some   from  beginning  to  end;   among  ideas   arguments  may  not  be  
syntactic  variety   adequate  connections   • alternative  and  opposing   acknowledged  
• alternative  and  opposing   between  and  among  ideas   argument(s)  may  be  confusing  
argument(s)  are  clearly   • alternative  and  opposing   or  not    acknowledged    
acknowledged  or  addressed   argument(s)  are  adequately  
(begins  at  Gr  7)   acknowledged  or  addressed  
The  response  provides   The  response  provides   The  response  provides  uneven,   The  response  provides  
thorough  and  convincing   adequate  support/evidence  for   cursory  support/evidence  for   minimal  support/evidence  
Elaboration of Evidence

support/evidence  for  the   the  argument(s)  and  claim  that   the  argument(s)  and  claim  that   for  the  argument(s)  and  
argument(s)  and  claim  that   includes  the  use  of  sources   includes  partial  or  uneven  use   claim  that  includes  little  or  
includes  the  effective  use  of   (facts  and  details).       of  sources  (facts  and  details).     no  use  of  sources  (facts  and  
sources  (facts  and  details).     • adequate  evidence  from   • some  evidence  from  sources   details):  
• comprehensive  evidence  from   sources  is  integrated;  some   may  be  weakly  integrated,   • evidence  from  the  source  
sources  is  integrated;   references  may  be  general   imprecise,  or  repetitive;   material  is  minimal  or  
references  are  relevant  and   • adequate  use  of  some   references  may  be  vague   irrelevant;  references  may  be  
specific   elaborative  techniques   • weak  or  uneven  use  of   absent  or  incorrectly  used  
• effective  use  of  a  variety  of     elaborative  techniques;   • minimal,  if  any  use  of  
elaborative  techniques  (may   development  may  consist   elaborative  techniques;  
include  personal  experiences)   primarily  of  source  summary  or   emotional  appeal  may  
may  rely  on  emotional  appeal     dominate  
The  response  clearly  and   The  response  adequately   The  response  expresses  ideas   The  response’s  expression  of  
effectively  expresses  ideas,   expresses  ideas,  employing  a   unevenly,  using  simplistic   ideas  is  vague,  lacks  clarity,  
using  precise  language:   mix  of  precise  with  more   language:   or  is  confusing:  
Language

• vocabulary  is  clearly   general  language:   • vocabulary  use  is  uneven  or   • vocabulary  is  limited  or  
appropriate  for  the  audience   • vocabulary  is  generally   somewhat  ineffective  for  the   ineffective  for  the  audience  
and  purpose   appropriate  for  the  audience   audience  and  purpose   and  purpose  
• effective,  appropriate  style   and  purpose   • consistent  or  weak  attempt  to   • little  or  no  evidence  of  
enhances  content   • generally  appropriate  style  is   create  appropriate  style   appropriate  style  
evident  
Score 2 1 0
Conventions  

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

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

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

8
 FIVE  
  TRAIT  VERSION  
Informative / Explanatory Writing Rubric (Grades 3-5)
Score 4 3 2 1
The  response  is  fully   The  response  is  adequately   The  response  is  somewhat   The  response  may  be  
Purpose / Focus

sustained  and  consistently   sustained  and  generally   sustained  and  may  have  a   related  to  the  topic  but  may  
Statement of

and  purposefully  focused:       focused:   minor  drift  in  focus:   provide  little  or  no  focus:  
Ÿ controlling  or  main  idea  of   Ÿ controlling  or  main  idea  of  a   Ÿ controlling  or  main  idea  of  a   Ÿ controlling  or  main  idea  
a  topic  is  clearly   topic  is  clear,  and  the  focus   topic  may  be  somewhat   may  be  confusing  or  
communicated  and  the   is  mostly  maintained  for  the   unclear,  or  the  focus  may  be     ambiguous;  response  
focus  is  strongly  maintained   purpose,  audience,  and  task   insufficiently  sustained  for   may  be  too  brief  or  the  
for  the  purpose,  audience,     the  purpose,  audience,  and   focus  may  drift  from  the  
and  task   task   purpose,  audience,  or  task  
The  response  has  a  clear  and   The  response  has  an  evident   The  response  has  an   The  response  has  little  or  
effective  organizational   organizational  structure  and  a   inconsistent  organizational   no  discernible  
structure  creating  a  sense  of   sense  of  completeness,   structure,  and  flaws  are   organizational  structure:  
unity  and  completeness:   though  there  may  be  minor   evident:   Ÿ few  or  no  transitional  
Ÿ consistent  use  of  a  variety   flaws  and  some  ideas  may  be   Ÿ inconsistent  use  of   strategies  are  evident  
of  transitional  strategies   loosely  connected:   transitional  strategies  and/or   Ÿ introduction  and/or  
Organization

to  clarify  the  relationships   Ÿ adequate  use  of  transitional   little  variety   conclusion  may  be  
between  and  among  ideas   strategies  with  some  variety   Ÿ introduction  or  conclusion,  if   missing  
Ÿ effective  introduction  and   to  clarify  relationships   present,  may  be  weak   Ÿ frequent  extraneous  
conclusion   between  and  among  ideas   Ÿ uneven  progression  of  ideas   ideas  may  be  evident;  
Ÿ logical  progression  of   Ÿ adequate  introduction  and   from  beginning  to  end;   ideas  may  be  randomly  
ideas  from  beginning  to   conclusion   and/or  formulaic;   ordered  or  have  an  
end;  strong  connections   Ÿ adequate  progression  of   inconsistent  or  unclear   unclear  progression  
between  and  among  ideas   ideas  from  beginning  to   connections  between  and    
with  some  syntactic   end;  adequate  connections   among  ideas  
variety   between  and  among  ideas  
The  response  provides   The  response  provides   The  response  provides  uneven,   The  response  provides  
thorough  and  convincing   adequate  support/evidence   cursory  support/  evidence  for   minimal  support/  
support/evidence  for  the   for  the  controlling  idea  and   the  controlling  idea  and   evidence  for  the  
Elaboration of Evidence

controlling  idea  and   supporting  ideas  that  includes   supporting  ideas  that  includes   controlling  idea  and  
supporting  ideas  that   the  effective  use  of  sources,   uneven  or  limited  use  of   supporting  ideas  that  
includes  the  effective  use  of   facts,  and  details:   sources,  facts,  and  details:   includes  little  or  no  use  of  
sources,  facts,  and  details:   Ÿ adequate  evidence  from   Ÿ some  evidence  from  sources   sources,  facts,  and  details:  
Ÿ comprehensive  evidence   sources  is  integrated;  some   may  be  weakly  integrated,   • evidence  from  source  
from  sources  is   references  may  be  general   imprecise,  or  repetitive;   material  is  minimal  or  
integrated;  references  are   Ÿ adequate  use  of  some   references  may  be  vague   irrelevant;  references  
relevant  and  specific   elaborative  techniques   Ÿ weak  or  uneven  use  of   may  be  absent  or  
Ÿ effective  use  of  a  variety    (may  include  personal   elaborative  techniques;   incorrectly  used  
of  elaborative  techniques   experiences)   development  may  consist   • minimal,  if  any  use  of  
(may  include  personal   primarily  of  source  summary     elaborative  techniques    
experiences)  
The  response  clearly  and   The  response  adequately   The  response  elaborates  ideas   The  response  is  vague,  
effectively  elaborates  ideas,   expresses  ideas,  employing  a   unevenly,  using  simplistic   lacks  clarity,  or  is  
using  precise  language   mix  of  precise  with  more   language:   confusing:  
Language

Ÿ vocabulary  is  generally   general  language:   Ÿ vocabulary  use  is  uneven  or   Ÿ vocabulary  is  limited  or  
appropriate  for  the   Ÿ use  of  domain-­‐specific   somewhat  ineffective  for  the   ineffective  for  audience  
audience  and  purpose   vocabulary  is  generally   audience  and  purpose   and  purpose  
Ÿ effective,  appropriate   appropriate  for  the   Ÿ inconsistent  or  weak  attempt   Ÿ little  or  no  evidence  of  
style  enhances  content   audience  and  purpose   to  create  appropriate  style   appropriate  of  style  
Ÿ generally  appropriate  style  
is  evident  
Score 2 1 0
Conventions  

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

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

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

9
FIVE TRAIT VERSION
Informative/Explanatory Writing Rubric (Grades 6-11)
Score 4 3 2 1
The response is fully sustained The response is adequately The response is somewhat The response may be related
Purpose / Focus

and consistently and sustained and generally focused: sustained and may have a to the topic but may provide
Statement of

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 has a clear and
effective organizational
structure, creating a sense of
unity and completeness:
 consistent use of a variety of
Organization
 controlling or main idea of a
topic is clear, and the focus is
mostly maintained for the
purpose, audience, and task
The response has an evident
organizational structure and a
sense of completeness, though
there may be minor flaws and
some ideas may be loosely
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 has an
inconsistent organizational
structure, and flaws are
evident:
 inconsistent use of
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
The response has little or no
discernible organizational
structure:
 few or no transitional
strategies are evident
 introduction and/or

transitional strategies to connected: transitional strategies and/or

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 provides
thorough and convincing
Elaboration of Evidence
 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 provides adequate
support/evidence for the
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 provides uneven,
cursory support/evidence for
conclusion may be missing
 frequent extraneous ideas
may be evident; ideas may
be randomly ordered or
have an unclear
progression
The response provides
minimal support/evidence

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 clearly and
effectively elaborates ideas,
using precise language:
Language
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 adequately
elaborates ideas, employing a
mix of precise with more general
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 elaborates ideas
unevenly, using simplistic
language:
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
The response’s vague, lacks
clarity, or is confusing:
 vocabulary is limited or

 vocabulary is clearly language:  vocabulary use is uneven or ineffective for the audience
appropriate for the audience  vocabulary is generally somewhat ineffective for the and purpose
and purpose appropriate for the audience audience and purpose  little or no evidence of
 effective, appropriate style and purpose  inconsistent or weak attempt to appropriate style
enhances content  generally appropriate style is create appropriate style
evident
Score 2 1 0
The response demonstrates an adequate The response demonstrates a partial The response demonstrates little or no
Conventions

command of conventions: command of conventions: command of conventions:

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

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

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

10
THREE TRAIT VERSION
Narrative Writing Rubric (Grades 3-8)
Score 4 3 2 1
The organization of the The organization of the The organization of the The organization of the
narrative, real or imagined, is narrative, real or imagined, is narrative, real or imagined, is narrative, real or imagined,
fully sustained and the focus is adequately sustained, and the somewhat sustained and may be maintained but may
clear and maintained focus is adequate and generally may have an uneven focus: provide little or no focus:
throughout: maintained:  there may be an  there is little or no
 an effective plot helps to  an evident plot helps to inconsistent plot, and/or discernable plot or there
create a sense of unity and create a sense of unity and flaws may be evident may just be a series of
Purpose/Organization

completeness completeness, though there  unevenly or minimally events

 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 narrative, real or
imagined, provides thorough,
effective elaboration using
relevant details, dialogue, and
description:
 experiences, characters,
Development/Elaboration
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 narrative, real or imagined,
provided adequate elaboration
using details, dialogue, and
description:
 experiences, characters,
setting and events are
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 narrative, real or
imagined, provides uneven,
cursory elaboration using
partial and uneven details,
dialogue and description:
 experiences, characters,
 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
The narrative, real or
imagined, provides minimal
elaboration using few or no
details, dialogue, and/or
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
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
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
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
The response demonstrates an adequate The response demonstrates a partial The response demonstrates little or no
Conventions

command of conventions: command of conventions: command of conventions:

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

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

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

11
SCORING VERSION
4 – Point Speech Rubric (Grades 3-11)
Score 4 3
The speech is consistently and
purposefully focused:
 controlling idea, opinion, or
claim is clearly stated and
Focus
strongly maintained
 controlling idea, opinion or
claim is introduced and
communicated clearly
within the context
The speech has a clear and
effective organizational
structure helping create unity
and completeness:
Organization
 employs a strong opening
and logical progression of
ideas
 effective introduction and
conclusion for audience and
purpose
The speech provided thorough
and convincing
Elaboration of
support/evidence for the
Evidence
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 clearly and
effectively expresses ideas:
 use of precise language
Language and
Vocabulary
(including academic and
domain-specific language)
 consistent use of syntax and
discourse appropriate to
the audience and purpose
The speech is clearly and
smoothly presented:
 use of effective eye contact
and volume with clear
Presentation
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.
Speech Rubric
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 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 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 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 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
12
2 1
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 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 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 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 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 unclear and
unfocused:
 controlling idea, opinion,
or claim may have a
major drift
 controlling idea, opinion,
or claim may be
confusing or ambiguous
The speech has little or no
discernible organizational
structure:
 few or no transitional
strategies are evident
 frequent extraneous
ideas may intrude
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
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
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
Revised 11/10/2014

 
Perfor man ce Tas ks
For a Sustainable Future

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.  

Pacific  Education  Institute    

Performance  Tasks  for  a  Sustainable  Future     TABLE  OF  CONTENTS  
PERFORMANCE TASK

Vegetable Gardens
Grades: 3, 4
EXPLANATORY ESSAY

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 Videos

 http://www.nwedible.com/2012/03/t  http://www.youtube.com/watch?v=8cWYl4zcLVU Plant
he-5-best-vegetables-to-grow-with- a Back to School Vegetable Garden this Fall with Kids!
kids.html The Five Best Vegetables to  http://www.youtube.com/watch?v=bY2NLqlS9j8 How to
Grow with Kids Grow a Garden: Fruits and Vegetables for Kids

http://www.bhg.com/gardening/plans
/vegetable/easy-childrens-vegetable-
garden-plan/ Better Homes and
Gardens
 The Tiny Seed by Eric Carle

Organizations Websites
 Master Gardeners  http://naturalearning.org/children’s-vegetable-gardens-
introduction Children’s Vegetable Gardens

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Forest Benefits

Grades: 4, 5
EXPLANATORY ESSAY

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.

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_for
ests_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 Videos

 Project Learning Tree-We All Need  Forest Fast Break videos http://www.pltwa.com/forest-
Trees https://www.plt.org/prek-8- videos-and-lessons.html
activity-13---we-all-need-trees  Why Trees
 Why Would Anyone Cut Down a Tree? https://www.youtube.com/watch?v=74063UKSmXw
by Robert Burzynski
 The Tree Farmer by Leavell and
Cravotta

Organizations Websites
 Washington Forest Protection  http://www.wfpa.org/news-and-resources/video-library/
Association Washington Forest Protections Association resources
 National Parks

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Stormwater Pollution
Grades: 3, 4, and 5
EXPLANATORY ESSAY

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 Videos
 Project Wet  https://www.youtube.com/watch?v=DPPRtHq4rF4
 Aquatic WILD 2 min 10 sec. What is Stormwater Runoff?
 Forests of Washington watershed  http://vimeo.com/84964332 Stormwater Engineering
model. video
http://www.pltwa.com/uploads/2/  http://www.cedarriver.org/programs/watershed-
7/8/2/27828107/finding_out_abou report/video-library-2#stormwater-pollution Explanation
t_watersheds.pdf of Stormwater
 http://vimeo.com/51603152 Drained: Urban Stormwater
Pollution
Organizations Websites
 City Governments: Stormwater  http://www.ci.bothell.wa.us/CityServices/PublicWorks/Su
policies rfaceWaterManagement/drainrangers.ashx?p=1620 City
 Department of Natural Resources of Bothell Website, Drain Rangers Information for
and Parks students
 Environmental Protection Agency  http://www.seattle.gov/util/MyServices/DrainageSewer/P
rojects/GreenStormwaterInfrastructure/RainWise/index.h
tm Rainwise program in Seattle solution information
 http://tox-ick.org/category/education/ Don’ feed the
toxic monster

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Rain Gardens

Grades: 5, 6, 7
EXPLANATORY ESSAY

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 Videos

 Rain Garden Handbook for Western Washington,
2013
https://fortress.wa.gov/ecy/publications/publicatio
ns/1310027.pdf
 Using Rain Gardens to Reduce
Runoffhttp://water.epa.gov/learn/training/wacade
my/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
Organizations
 Environmental Protection Agency
 Washington State University
 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
Websites
 http://www.raingarden.wsu.edu/ Puget Sound Rain
Gardens
 http://raingarden.wsu.edu/
HomeownerResources.html Home Owners
Resource
 http://www.stewardshippartners.org/programs/rai
n-gardens/ Rain Gardens
 http://www.12000raingardens.org/ Rain Garden
Project for the Puget Sound

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Stormwater Engineering
Grades: 5,6,7
EXPLANATORY ESSAY

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 Videos

 Best Management Practices,
Environmental Protection Agency
 http://www.seattle.gov/util/MyServic
es/DrainageSewer/Projects/GreenStor
mwaterInfrastructure/RainWise/index
.htm -Rainwise program in Seattle
includes information on green and
gray solutions
 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

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Water Quality Monitoring

Grades 5, 6, 7
EXPLANATORY ESSAY

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 Videos

 https://www.youtube.com/watch?feature=player_detailpage&v=M
 Healthy Water Healthy People,
c-PPq4fZU8
Project Wet, 2003
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.lakeontarioforu
m.org%2Findex.php%2Flibrary%2Fenvironmental-
education%2Fgrades-6-8%2F185-water-quality-indicators-
module%2Ffile&ei=InpiVP-
VPKyGigKf2YCADw&usg=AFQjCNHqZByho_OyclWNi_kHyquckMwU
7A&sig2=pjzdSKL6IvxnH3fmolXxKA&bvm=bv.79189006,d.cGE

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Healthy Waters

Grades: 5/6/7
EXPLANATORY ESSAY

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 Videos

 http://www.seattlemag.com/article/  http://www.youtube.com/watch?v=J66KbQuOXtI
understanding-royal-treatment-  Tour of Brightwater Waste Water Treatment Plant
brightwater Seattle Magazine Article
on the Brightwater Treatment Plant

Organizations
 Waste Water Treatment, King Co.
Websites
 http://www.kingcounty.gov/environment/wtd/Constructi
on/North/Brightwater.aspx Brightwater Educational
Resources
 http://www.kingcounty.gov/environment/wtd.aspx
Waste Water Treatment, King County

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Invasive Plants
Grades: 6,7,8
EXPLANATORY ESSAY

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 Videos

 http://www.wwu.edu/lead/Invasives  http://www.youtube.com/watch?v=8Z_PAZ9Z3-w No
.shtml Invasive Species Information holidays for Invasive Plants in Washington
 http://www.wnps.org/education/res
ources/weedid_cn.html Invasive
plant ID cards
 http://www.pltwa.com/invasive-
species.html Lessons on invasive
plants with plant information

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/animalsAndPlan
ts/biodiversity/threats/Invasives.aspx King County
Biodiversity

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Integrated Pest Management

Grades: 7/8
EXPLANATORY ESSAY

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 Videos

 http://mda.maryland.gov/plants-  http://www.youtube.com/watch?v=GqjJg6KGOe4
pests/Pages/Integrated-Pest- Integrated Pest Management Basics
Management-(IPM)-in-Schools.aspx
Integrated Pest Management in
Schools
 https://www.plt.org/biodiversity PLT
lesson on Potatoes, Pesticides and
Biodiversity

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.ht
ml 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 TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Integrated Pest Management

Grades: 9/10/11
EXPLANATORY ESSAY

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 Videos

 http://mda.maryland.gov/plants-  http://www.youtube.com/watch?v=GqjJg6KGOe4
pests/Pages/Integrated-Pest- Integrated Pest Management Basics
Management-(IPM)-in-Schools.aspx
Integrated Pest Management in
Schools
 https://www.plt.org/biodiversity
PLT lesson on Potatoes, Pesticides
and Biodiversity

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 TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Ocean Acidification

Grades: 9,10, 11
EXPLANATORY ESSAY

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 Videos

 Seattle Times Series: Ocean  http://ocean.si.edu/ocean-videos/ocean-acidification-
Acidification puget-sound Various videos from the Smithsonian Natural
Museum of Natural History

Organizations Websites
 Taylor Shellfish Company  http://www.restorationfund.org/projects/ocean Ocean
 Washington State Department of Acidification articles and videos
Ecology  http://www.pmel.noaa.gov/co2/story/Acidified+waters+i
 NOAA n+Puget+Sound Acidified Waters in Puget Sound
 http://www.ecy.wa.gov/water/marine/oceanacidification.
html Articles and Videos

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Climate Change, Carbon, and Trees

Grades: 9, 10, 11
EXPLANATORY ESSAY

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 Videos

 Project Learning Tree: Focus on
Forests, 2011
 Rainforest Alliance Climate lessons
http://www.rainforest-
alliance.org/curriculum/climate
 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 Websites
 Environmental Protection Agency  http://climate.nasa.gov/evidence/
 National Aeronautics and Space  http://www.epa.gov/climatechange/basics/facts.html
Administration  http://www.nrdc.org/globalwarming/climatebasics.asp

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE

PERFORMANCE TASK

Earth Day
Grades: 8/9/10
EXPLANATORY ESSAY

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 Videos

 Project Learning Tree Green Schools  The Story of Earth Day, National Constitution Center
https://www.plt.org/project-
learning-tree-greenschools-
investigations

 Washington Green Schools

http://www.wagreenschools.org/

Organizations
 Environmental Protection Agency
Websites
 http://www.earthday.org/earth-day-history-movement
Earth Day History

http://news.nationalgeographic.com/news/2009/04/090
421-earth-day-facts/ National Geographic

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

PERFORMANCE TASKS FOR A SUSTAINABLE FUTURE