WAAIM Grade 8 Performance Tasks 2017-2018 · Web viewUse pictorial/word/object representations for numbers and graph parts. Written material may be read aloud ... Then the Wright brothers

Washington Access to Instruction and

Measurement (WA-AIM)

High School Performance Tasks2017–2018

For use with grade 10 and 11 students starting with the spring 2017–2018 administration

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Change LogDate Performance Task Page Explanation of Change02/05/2018 LS2-5 More 82 Answer Key to example item #2 changed CO3 to CO2

03/19/2018 PS1-5 Intermediate 98 Answer Key to example item #3 changed to A: Because there was less baking soda in bottle 1.

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AdaptationsAll examples and items presented in the following Performance Tasks are allowed to be adapted to meet each individual student’s learning style and preferred mode of receptive and expressive communication. Teachers are encouraged to present the Performance Task components in styles that most closely resemble how daily instructional materials are presented to the student. Below are typical adaptations and ideas for presenting the Performance Tasks. This is not an all-inclusive or exhaustive list.

Use graphics and/or physical models Enlarge text/graphics Simplify text/directions Use tactile graphics Use pictorial/word/object representations for numbers and graph parts Written material may be read aloud (unless the PT specifically requires the student to

read) Reenactments or computer simulations may be used to represent scenarios For items that require the student to do physical tasks, teacher may do the physical

tasks if directed by the student (ie-MS PS3-3) Replace provided graphics with graphics commonly used by student Teacher can use real-life objects when asking questions Text and vocabulary can be tailored to the student’s vocabulary in cases where the

vocabulary is not a key element of the concept Use graphics student is most familiar with Place answer choices on word cards or choice board

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ENGLISH LANGUAGE ARTS High School

Strand: Reading: LiteratureSubstrand: Key Ideas and Details

ACCESS POINTS Built on Three Levels of Complexity

More Complex>>>>>>>>Intermediate>>>>>>>>>>>> Less Complex

Student will explain how the events, characters, and setting help to develop a theme or central idea of a text.

Student will recount events related to the theme or central idea, including details about character and setting.

Student will identify the main events of a text that include details about character and setting

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RL.9–10.2 Reading Literature-Key Ideas and Details High School

ACCESS POINT (More Complex) RL.9–10.2.M. Student will explain how the events, characters, and setting help to develop a theme or central idea of a text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one or multiple texts. Within the set of five items:

One item must address how an event helps develop theme or central idea One item must address how an event with a detail about the character

help develop theme or central idea One item must address how an event with a detail about setting helps

develop the theme or central idea Source text must be a literary text that has a clear theme or central idea developed

through events, characters, and setting. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: The essential learning of this task is for student to explain/describe how events develop the

theme/central idea. Simple identification of an event will cause the item to be marked “Not Scorable.”

Example Items

Teacher Directions: Follow along as I read a story to you. The theme of the story is “Be careful of flattery.” As I read, think about how events develop the theme. (Read the story to the student.)

.The Fox and the Crow1

One bright morning as the Fox was following his sharp nose through the wood in search of a bite to eat, he saw a Crow on the limb of a tree overhead. This was by no means the first Crow the Fox had ever seen. What caught his attention this time and made him stop for a second look, was that the lucky Crow held a bit of cheese in her beak.

"No need to search any farther," thought sly Master Fox. "Here is a dainty bite for my breakfast."

Up he trotted to the foot of the tree in which the Crow was sitting, and looking up admiringly, he cried, "Good-morning, beautiful creature!"

The Crow, her head cocked on one side, watched the Fox suspiciously. But she kept her beak tightly closed on the cheese and did not return his greeting.

1 From Fables of Aesop: A Complete Collection

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"What a charming creature she is!" said the Fox. "How her feathers shine! What a beautiful form and what splendid wings! Such a wonderful Bird should have a very lovely voice, since everything else about her is so perfect. Could she sing just one song, I know I should hail her Queen of Birds."

Listening to these flattering words, the Crow forgot all her suspicion, and also her breakfast. She wanted very much to be called Queen of Birds. So she opened her beak wide to utter her loudest caw, and down fell the cheese straight into the Fox's open mouth.

"Thank you," said Master Fox sweetly, as he walked off. "Though it is cracked, you have a voice sure enough. But where are your wits?"

Item 1 (event develops theme or central idea):Highlight one event from the text that helps develop the theme of “Be careful of flattery.”

Explain how the event you chose helps develop the theme.

Item 2 (event with detail about character):Teacher Directions: In the text the following event occurs:“Listening to these flattering words, the Crow forgot all her suspicion, and also her breakfast.”

Explain how this event with a detail about the crow helps develop the theme, “Be careful of flattery.”

Item 3 (event with a detail about the setting):Teacher Directions: In the text the following event occurs:“Up he trotted to the foot of the tree in which the Crow was sitting, and looking up admiringly, he cried, "Good-morning, beautiful creature!"

Explain how this event with a detail about the setting help develop the theme of “Be careful of flattery.”

Answer Key (for teacher use only):Item 1: Answers will vary. Answer is correct if student chooses and event and explains how that event develops the theme. Example: Event: But she kept her beak tightly closed on the cheese and did not return his greeting.Explanation: The crow knew if she opened her mouth the cheese would fall soItem 2: Answers will vary but item is correct if reasoning illustrates how the event helped develop the theme. Example: The crow liked being complemented so wanted to show the fox how pretty her voice was. This caused her to open her mouth and drop the cheese so the fox could get it.Item 3: Answer will vary but item is correct if reasoning illustrates how the event helped develop the theme: Example: The fox was hungry trick the crow into dropping the cheese.

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ACCESS POINT (Intermediate Complex) RL.9–10.2.I. Student will recount events related to the theme or central idea, including details about character and setting.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one or more texts. Within the recount student must include at least:

One event with a detail about a character One event with a detail about the setting

Source text should be a literary text and have a clear Theme or central idea In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: Student must identify multiple events. Items that only identify a single event will be marked “Not Scorable.”

Example Items

Items 1–5:I am going to read you the story of the Little Red Hen. As I read think about what events help to develop the theme of “If you don’t put in work you don’t get the reward.”

The Little Red Hen2

There were many animals on the farm. They lived there happily. Every day the farm family took care of them.

The little Red Hen was in the farmyard with her chickens when she found some grains of wheat. That is a small seed that can grow into a plant.

"Who will plant this wheat?" she said. “Please plant it. Then we can have more grain when the plant grows.”

"Not I," said the Goose. "Not I," said the Duck.

"I will, then," said the little Red Hen. She was disappointed. The other animals should have helped. But she planted the grains of wheat by herself. She watered it, too. Every day she checked the plants to see how they grew. After a month, the wheat grew into plants.

The wheat plants had many more seeds. Those can be planted or used to make food. When the wheat was ripe she said, "Who will take this wheat to the mill?" The mill is a place where people grind the seeds. It turns into flour. Then you can make bread from the flour.

"Not I," said the Goose. "Not I," said the Duck.

"I will, then," said the little Red Hen, sadly. “I will do it myself.” So then she took the wheat to the mill.

2 The Little Red Hen, Public Domain, adapted by Center for Urban Education

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http://teacher.depaul.edu/Documents/TheLittleRedHenFiction3rdGrade.pdf

When she brought the flour home she said, "Who will make some bread with this flour?" "Not I," said the Goose. "Not I," said the Duck. "I will, then," said the little Red Hen. She was disappointed again. When the bread was baked, she said, "Who will eat this bread?" "I will," said the Goose. "I will," said the Duck."No, you won't," said the little Red Hen. "You did not help. I will eat it myself. Cluck!

Cluck!" She ate it with her children, the chickens.

Teacher Directions: Provide a sequential recount of events related to theme including events with details about the character and the setting.

Answer Key (for teacher use only)Items 1–5: Each event recounted can count as one item, item is correct if the event is related to the theme or central idea. One of the events must include a detail about the character. Another event must include details about the setting. Recount of events must be in sequential order.

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ACCESS POINT (Less Complex) RL.9–10.2.L. Student will identify the main events of a text that include details about character and setting.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one or more texts Student must identify five events. Within the set of five events the student must identify at least: One event with a detail about a character One event with a detail about a setting Source material must be a literary text. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: NoneExample Items

Item 1:Teacher Directions: Follow along as I read the story to you. As I read, think about which event relates to the theme “Hard work pays off.” (Read the story to the student.)

Hard Work Pays OffChan wanted to do well on her science test. At first, she thought she knew all of the answers. Then she noticed her friends were studying. Chan studied hard and asked the teacher questions. Her hard work paid off. Chan got an A on her science test!

The theme of the story is “Hard work pays off.” Which event from this story relates to this theme and includes a detail about the character? (Read the answer choices to the student.)

A. Chan studied hard and asked the teacher questions.B. Her friends studied.

Item 2: Teacher Directions: Follow along as I read the story to you. As I read, think about which event relates to the theme “Being thankful”. (Read the story to the student.)

Thanksgiving DayIt was Thanksgiving Day. Jenna was eating Thanksgiving dinner. Every year, her family had a big turkey. They had a lot of other foods too.

Jenna was thankful. She was thankful for her home. She was thankful for her dog. She was thankful for her friends at school. Most of all, she was thankful for her family.

What is one event from the story that includes details about the character?A. They had lots of other food too.

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B. Jenna was thankful for her friends.Item 3:Teacher Directions: Follow along as I read the story to you. As I read, think about which event relates to the theme “Best to be prepared”. (Read the story to the student.)

A Tornado is Coming

Kim heard a man talking on the TV. He said a tornado was coming.

“A tornado is a storm,” said Kim’s dad. “It has BIG winds. Those winds can hurt trees and houses. We will get ready for it,”

The family packed blankets. They packed food and water. They went into the basement. They heard the tornado pass by. It made so much noise! It missed their house. “We are safe,” said Kim.

What is one main event from the story that includes a detail about the setting?A. The family went into the basement.B. The family packed blankets.

Answer Key (for teacher use only)Item 1: A; Chan studied hard and asked the teacher questionsItem 2: B: Jenna was thankful for her friends.Item 3: A; The family went into the basement.

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Strand: Reading: Informational TextSubstrand: Key Ideas and Details


More Complex>>>>>>>> Intermediate >>>>>>>>>>>> Less ComplexStudent will identify details to support a given inference from a text.

Student will identify details to support an explicit statement from a text.

Student will identify a details from a text.

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RI.9–10.1 Reading Informational Text-Key Ideas and Details

High School

ACCESS POINT (More Complex) RI.9–10.1.M. Student will identify details to support a given inference from a text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items/questions may relate to one or more texts. Text must be informational text. inference from text must be provided by the teacher. In a multiple-choice item, a minimum of three answer choices must be provided.


Teacher Directions: Here is an article about two famous men and their inventions. As I read, think about details that support the inference, The Wright Brothers were persistent. (Read the article to the student.)

The Wright BrothersWilbur and Orville Wright were brothers who lived long ago. They first worked as printers of newspapers and other written materials. Later, they opened a shop where they made and repaired bikes. Then they began inventing things.

The Wright brothers wanted to make a flying machine. The Wright brothers did many experiments. They tested their ideas near a small village called Kitty Hawk. First, they tested gliders. Many of the gliders did not work well. They kept trying. Finally, one of their gliders worked. Then the Wright brothers added an engine and propeller. Many of these electric gliders did not work, but the Wright brothers did not give up. Eventually, they successfully invented the first airplane!

Many people did not believe that anyone could make a flying machine. After the Wright brothers made a working airplane, they told everyone. There were stories about airplanes and flying in newspapers. People were very excited about this new invention.3

Items 1 and 2:Teacher Directions: Highlight two details that support the inference: the Wright Brothers were persistent.

Item 3:Teacher Directions: Listen as I read the text again. As I read think about which detail supports the inference, the Wright Brothers were proud of their invention.

Which detail supports the inference “the Wright Brothers were proud of their invention”?A. They told everyone?B. One of their gliders workedC. People were exited.

3 Adapted from The Wright Brothers by Smithsonian National Air and Space Museum

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https://airandspace.si.edu/exhibitions/wright-brothers/online/

Teacher Directions: Here is an article about a Carl Lewis. Follow along as I read the article. As I read think about what details support the inference: Carl Lewis was one of the best track and field athletes.

Carl Lewis4

Carl Lewis was a famous athlete. He competed in four different Olympics in Track and Field. In 1984 he and his sister both competed in the Olympics. He won a total of ten Olympic medals, nine of which were gold. Lewis won a lot of awards after retiring,

Items 4-5: Highlight two details to support the inference: Carol Lewis was one of the best track and field athletes.

Answer Key (for teacher use only)

Item 1: They kept trying, OR the Wright brothers did not give upItem 2: They kept trying, OR the Wright brothers did not give up Item 3: They told everyoneItems 4 and 5: May include two of the following: competed in four Olympics, won nine gold medals, won a total of ten Olympic medals.

4 Adapted from Carl Lewis Olympian of the Century by Smithsonian National Museum of African American History and Culture

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https://nmaahc.si.edu/explore/stories/collection/carl-lewis


High School

ACCESS POINT (Intermediate Complex) RI.9–10.1.I. Student will identify details to support an explicit statement from a text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Five items/questions can relate to one or more texts. Text must be informational text Explicit statement from text must be provided by the teacher. In a multiple-choice item, a minimum of three answer choices must be provided.


Teacher Directions: Follow along as I read the article to you. As I read, think details that support the statement, “One of the most important events during his first term as president was the Louisiana Purchase.”

The Louisiana PurchaseThomas Jefferson became the third president of the United States in 1801. When he took office, the territory of the United States ended at the Mississippi River. One of the most important events during his first term as president was the Louisiana Purchase. The United States paid France $15 million for about 827, 000 square miles in 1803. Jefferson later hired Lewis and Clark to explore it. The purchase of the land doubled the size of the United States. It stretched the United States all the way to the Pacific Ocean.5

Item 1:What is one detail that supports the statement, “One of the most important events during his first term as president was the Louisiana Purchase?”

A. Thomas Jefferson became the third president of the United States.B. The United States paid France $15 million for 827,000.C. The purchase of the land doubled the size of the United States.

Item 2:Teacher Directions: Listen as I read the text again. What is another detail that supports the statement, “One of the most important events during his first term as president was the Louisiana Purchase?” Teacher Directions: Follow along as I read the article to you. Think about what detail supports the statement, “Even before Jefferson became president he dreamed of exploring the West”

The Wild West

5 Adapted from Jefferson and Lewis and Clark: Origins of the Expedition by Monticello.org

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https://www.monticello.org/site/jefferson/lewis-and-clark-expedition

Even before Jefferson became president, he dreamed of exploring the West, beyond the Mississippi River. He hoped to develop trade with the Native Americans and to find a water route to the Pacific. Once president, he requested money from Congress to explore the West. This money was used for the famous Lewis and Clark Expedition.6

Items 3 and 4:Highlight two details that support the statement, “Even before Jefferson became president he dreamed of exploring the West

Item 5: Teacher Directions: Follow along as I read the article to you. As I read think about what detail supports the statement, “…he requested money from Congress to explore the West.”

A. He hoped to develop trade with the Native Americans.B. This money was used for the famous Lewis and Clark ExpeditionC. …he dreamed of exploring the West

Answer Key (for teacher use only). Item 1`: C: The purchase of the land double the size of the United States.Item 2: It stretched the United States all the way to the ocean.Item 3: He hoped to develop trade with the Native Americans OR find a water route to the Pacific.Item 4: He hoped to develop trade with the Native Americans OR find a water route to the Pacific.Item 5: B: This money was used for the famous Lewis and Clark Expeditionthe West.

6 Adapted from Jefferson and Lewis and Clark: Origins of the Expedition by Monticello.org

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https://www.monticello.org/site/jefferson/lewis-and-clark-expedition


High School

ACCESS POINT (Less Complex) RI.9–10.1.L. Student will identify details from a text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one or more texts. Source material must be an informational text. In a multiple-choice item, a minimum of two answer choices must be provided.


Teacher Directions: Follow along as I read the article to you. As I read, think about what changes in the article. (Read the passage, with accompanying visuals, to the student and point to the pictures.)

Traffic SignalsThe first traffic signal for walkers was used in London in 1868. The signal consisted of a pole that a policeman raised and lowered to allow walkers onto the street. Today we have crosswalks and electronic crosswalk signals with symbols that tell walkers when it is safe to cross a busy road.7

Item 1:Which is a detail from the text?

A. the first traffic signal was used in LondonB. the first traffic signal was purple

Item 2:Which is another detail from the text?

A. Electronic signals now have symbolsB. Electronic signals don’t have signals

Teacher Directions: Here is a book about Exercise8 (go to online book): https://tarheelreader.org/2014/10/01/exercise-4/

Items 3-5:What are three details from the text?

Answer Key (for teacher use only)Item 1: A: The first traffic signal was used in LondonItem 2: A: Electronic signals now have symbolsItems3-5; Answer may vary; correct answers should be details not main ideas or events.

7 Adapted from Pedestrian Crossing by Wikipedia8 Exercise from Tarheel Reader by DLM

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https://tarheelreader.org/2014/10/01/exercise-4/

https://tarheelreader.org/2014/10/01/exercise-4/

https://en.wikipedia.org/wiki/Pedestrian_crossing


Strand: Writing: Substrand: Text Types and Purposes


More Complex>>>>>>>>Intermediate>>>>>>>>>>>> Less ComplexStudent will write a claim about a topic including supporting details, and write a counterclaim.

Given a topic or text, student will write one claim and one counterclaim.

Given a topic or a text, student will identify a claim and counterclaim.

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W.9–10.1.1 Writing-Text Types and Purposes High School

ACCESS POINT (More Complex) W.9–10.1.M Student will write a claim about a topic including supporting details, and write a counterclaim.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to one topic. The five items Must include at least: One claim One supporting detail One counterclaim

Restrictions: Multiple-choice items may not be used.

Note to Teacher: This task does not require to physically hold a writing implement or type. The use of a scribe or assistive

technology may be appropriate for some students.

Example ItemsTeacher Directions: I am going to read an article that discusses bees. Follow along as I read the article. As I read, listen for things this article claims and for counterclaims found in the article. Also consider details to support your thinking. (Read the article to the student.)

BeesWe should stop poisoning bees. Bees produce honey. Beeswax is used in many healthy

products. Bees also pollinate plants which allow them to produce fruit. We eat the fruit. Some people are afraid of bees. Some people are allergic to bees and get very ill when they get stung. Most people agree that bees are very important to our world.

Item 1:Write a claim from the article.

Items 2-4:Write three details to support the claim.

Item 5:Write a counterclaim to this claim.

Answer Key (for teacher use only):Item 1: Correct if student makes a claim related to the textItems 2–4: Correct if student writes three details support claim from Item 1.Item 5: Correct if student writes a counterclaim to the claim from Item 1.

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W.9–10.1 Writing-Text Types and Purposes High School

ACCESS POINT (Intermediate Complex) W.9–101.I. Given a topic or text, student will write one claim and one counterclaim.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics or texts Each item requires one claim AND one counterclaim.

Restrictions: Multiple-choice items may not be used.

Note to Teacher: This task does not require to physically hold a writing implement or type. The use of a scribe or assistive

technology may be appropriate for some students.

Example Items

Item 1: Teacher Directions: I am going to read an article that discusses bees. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

BeesWe should stop poisoning bees. Bees produce honey. Beeswax is used in many healthy products. Bees also pollinate plants which allow them to produce fruit. We eat the fruit. Some people are afraid of bees. Some people are allergic to bees and get very ill when they get stung. Most people agree that bees are very important to our world.

Write a claim from the article.Write the counterclaim for this claim.

Item 2:Teacher Directions: I am going to read an article that discusses football. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

FootballIt is dangerous for kids to play football. Students can get head injuries that lead to permanent brain and body damage. Studies show that the long term effects of head injuries lead to depression. Current equipment and technology doesn’t protect the players. Some people think that football is safe if you play it properly. They also think the long term studies don’t look at how the player’s life can also cause the injuries or depression. Most people agree that playing football can cause permanent damage to a player.

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Write the claim from the article. Write the counterclaim for this claim.

Item 3:Teacher Directions: I am going to read an article that discusses using cell phones at school. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

Cell phone use at schoolThere are strong feelings about whether or not students should be allowed to use cell phones at school. There are good reasons for students to use them and good reasons they should not. Advantages to having a cell phone are so students can contact their parents in case of an emergency, or to contact emergency services. Parents can also contact their students if there is an emergency, to tell them of a change of plans, or to send an encouraging message. Phones can be silenced during class and have helpful tools such as cameras, calculators and calendars. Disadvantages include students being distracted from their school work by sending text messages during class. Or students forget to turn the ringers and beeps off which interrupt class. Students may listen to music from their phones rather than talking to other students and making friends. In an emergency, using too many cell phones can overload communication systems and wrong information can be passed along. Students sometimes use phones to hurt others through cyberbullying or to cheat on tests.

Write one claim you found in this article.Write one counterclaim for your claim.

Item 4:Teacher Directions: I am going to read an article that discusses school dress codes. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

School Dress CodesStudents and administrators have different ideas about how students should dress at school. Students may like to wear what they think is comfortable. But sometimes what is comfortable is distracting to learning. Clothing may have pictures of things that violate the school rules, such as weapons. Clothes cost a lot of money and students should be able to wear what they pay for. Students like to dress for the weather. Some clothing advertises products that companies sell which are not school appropriate such as beer. Clothing can be used to show gang relationships. Some school require uniforms so that students only wear school approved clothing.

Write one claim you found in this article.Write one counterclaim for your claim.

Item 5:Teacher Directions: I am going to read an article that discusses chewing gum at school. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

Chewing Gum at School

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Whether or not students should chew gum at school is an area of disagreement. Gum can help keep your breath fresh. But sometimes students leave it on chairs, or under tables. Gum can get caught in your hair or stuck on furniture. High school students are old enough to be responsible with chewing gum. Some students are more focused on their work when they are chewing gum. If students buy gum, they should be able to chew it.

Write one claim you found in this article.Write one counterclaim you found in this article.

Item 6:Teacher Directions: We have been reading about recycling. Write one claim related to recycling. Write one counterclaim for your claim.

Answer Key (for teacher use only):Item 1: Correct if student write a claim AND a counterclaim based on the article.Item 2: Correct if student write a claim AND a counterclaim based on the article.Item 3: Correct if student write a claim AND a counterclaim based on the article.Item 4: Correct if student write a claim AND a counterclaim based on the article.Item 5: Correct if student write a claim AND a counterclaim based on the article.Item 6: Correct if student write a claim AND a counterclaim based on the article.

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W.9–10.1 Writing-Text Types and Purposes High School

ACCESS POINT (Less Complex) W.9–10.1.L. Given a topic or a text, student will identify a claim and counterclaim

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Items may relate to one topic or more topics or texts The five items must include at least:

o One item identifying a claimo One item identifying a counterclaim

In a multiple-choice item, a minimum of two answer choices must be provided.


Teacher Directions: Listen as I read the following. As I read, think about which sentence makes a claim. (Read the sentences to the student.)

Central Park needs more trees. Trees can be tall. Some people think trees make a mess in the fall.Item 1:Which sentence makes a claim? (Read the answer choices to the student.)

A. Central Park needs more trees.B. What is your favorite tree?

Item 2:Which sentence makes a counterclaim to Central Park needs more trees?

A. Trees can be tall.B. Some people think trees make a mess in the fall.

Teacher Directions: Listen as I read the following. As I read, think about which sentence makes a claim. (Read the passage to the student.)

Watching some television can be good for teens. Some programs present stories and lessons related to healthy eating. Others present lessons about the importance of active play, keeping clean, and getting enough sleep.

Item 3:What is the claim from the passage?

A. Television is bad for teens.B. Some television can be good for teens.

What is the counterclaim from the passage?

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A. Television is bad for teens.B. Television can be good for teens.

Item 4:Which picture shows the claim that cats make good pets?

Don’t touch the cat. He will bite. My cat is so warm on my lap.

Item 5:Which shows the counterclaim that cats make good pets?

Don’t touch the cat. He will bite. My cat is so warm on my lap.

Answer Key (for teacher use only):Item 1: A; Central Park needs more treesItem 2: B; Some people think trees make a mess in the fall.Item 3: B; Some television can be good for teens AND Television is bad for teens.Item 4: Image of cat sleeping OR my cat is so warm on my lap.Item 5: Image of cat with mouth open OR He will bite.

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Strand: WritingSubstrand: Research to Build and Present Knowledge



Student will conduct research on a self-selected topic and develop a report that answers multiple questions and uses multiple sources.

Student will identify two resources from a variety of materials to use to answer relevant research questions on a given topic.

Student will identify relevant research questions for a familiar topic.

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W.9–10.7 Writing-Research to Build and Present Knowledge

High School

ACCESS POINT (More Complex) W.9–10.7.M. Student will conduct research on a self-selected topic and develop a report that answers multiple questions and uses multiple sources.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one topic. Students must conduct research projects directed by their own questions or those of

others.

Restrictions: NONE

Note to Teacher: The essence of this task is for the student to produce writing from research. The student does not have to do

the physically writing. The teacher may act as a scribe.

Example Items

Teacher Directions: You are going to use this KWL template to research a topic you are interested in. (Provide a larger KWL chart or other organizer the student is familiar with.)

Topic: What you Know What you Want to knowWhat you have Learned

1. –2. –3. –4. –5. –

1. –2. –3. –4. –5. –

1. –2. –3. –4. –5. –

Item 1:Teacher Directions: First you need to choose a topic. (Help student brainstorm topics or provide a list of topics for the student to choose.)

Write your topic in the space that says, “Topic.” (Point to where the topic should go on the provided organizer.)

Item 2:What do you know about your topic? Write what you know in the space that says “What you Know”. (Point to the appropriate place on the provided organizer.)

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Item 3:Teacher Directions: What do you want to know about your topic? List questions you can research to answer. Write your questions in the space that says, “What you Want to Know.” (Point to the appropriate space on the provided organizer.)

Item 4:Teacher Directions: (Before presenting this item, gather resources on the student’s selected topic. Ensure the resources can be used to answer the student’s questions.) Use these resources to answer the questions you asked about your topic. Write the answers in the space that says, “What you have Learned.” (Point to the appropriate space on the provided organizer.)

Item 5:Teacher Directions: (Before presenting this item, gather materials necessary for student to create a draft of their research.) Now you are going to create a draft of your research.

Answer Key (for teacher use only)Item 1: Correct if student self-selects or generate a topic.Item 2: Correct if student generates at least one idea about what they already know about that topic.Item 3: Correct if the student lists multiple questions about their topic that can be answered through research.Item 4: Correct if student uses multiple sources to answer the questions from Item 3.Item 5: Correct if student generates a draft containing the information from the KWL chart.

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W 9–10.7 Writing-Research to Build and Present Knowledge

High School

ACCESS POINT (Intermediate Complex) W.9–10.7.I. Student will identify two resources from a variety of materials to use to answer relevant research questions on a given topic.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics. After reviewing a variety of provided research materials, students will identify two

specific resources that they expect will provide answers to specific questions on a given topic.

In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: Each item requires the student to select two sources. Each item is required to be on a different topic.

Example ItemsItem 1:Teacher Directions: You are doing a research report on Thomas Edison, the famous inventor. The report will focus on Edison’s inventions and his laboratory in Menlo Park. Look at these materials. (Show the research materials to the student. Assorted research materials, include a dictionary, a biography of Thomas Edison, and a book about famous inventions and a web address that has the words “Edison” and “Menlo Park.”) Which two resources would you use to learn most about Thomas Edison’s inventions and laboratory in Menlo Park? (Present the answer choices to the student.)

A. [a dictionary]B. [a biography of Thomas Edison] C. [a book of famous inventions]D. [http://www.menloparkmuseum.org/thomas-edison-and-menlo-park] Answer Key (for teacher use only)Item 1: B, [a biography of Thomas Edison] AND D, http://www.menloparkmuseum.org/thomas-edison-and-menlo-park]

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W.9–10.7 Writing-Research to Build and Present Knowledge

High School

ACCESS POINT (Less Complex) W.9–10.7.L. Student will identify relevant research questions for a familiar topic.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: You are doing a report about the first American flag. Before you begin your report, you must think of some questions to help guide your research. Which question would help you most to learn about the first American flag? (Read answer choices to the student.)

A. Who made the first American flag?B. Which state has the most American flags?C. How many American flags are made each year?

Answer Key (for teacher use only)Item 1: A, Who made the first American Flag

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Strand: Speaking and ListeningSubstrand: Presentation of Knowledge and Idea



Student will present on a topic using logically organized claims supported with reasons and evidence.

Student will present on a topic using logically organized claims and reasons

Student will identify the logical order to present claims, reasons, and evidence that follows a line of reasoning.

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SL.9–10.4 Speaking and Listening-Presentation of Knowledge and Ideas

High School

ACCESS POINT (More Complex) SL.9–10.4.M Student will present on a topic using logically organized claims supported with reasons and evidence .

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to one topic The presentation must include at least:

One claim One reason One piece of supporting evidence Logical organization (as determined by teacher)

Source material must be a persuasive, informational text . In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This task is closely related to both writing tasks and may be administered in conjunction as appropriate.

Example Items

Teacher Directions: Your school district is thinking about making the school day longer by adding an hour to the school day for high school students. They are considering this so students can take one more elective. You have been selected to speak to the school board to make an argument against longer school days. Think about what you would say. Do you think that the school day should be longer? Do you think that the school day should remain the same, be longer, or shorter?

Item 1:Teacher Directions: First you need to develop your argument. What is your claim? (Teacher may provide student an organizer or template for recording their information.)

Item 2:Teacher Directions: What are some reasons to support your claim? (Record information.)

Item 3: Teacher Directions: What is some evidence to support your claim or your reason(s)?

Item 4:Teacher Directions: Now we are going to put your presentation together. What the logical order of your presentation? What information are you going to include? (Continue to provide student with graphic organizer or template for recording their information.)

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Item 5:Teacher Directions: (Before administering this item arrange for the student to have an audience.) Now you are going to give your presentation. (Format could include poster, oral, powerpoint, etc.)

Answer Key (for teacher use only)

Item 1: Correct if student generates a claim.Item 2: Correct if student generates a reason(s) to support claim.Item 3: Correct if student generates evidence to support claim and/or reasons.Item 4: Correct if student logically organizes claim, reasons(s) and evidenceItem 5: Correct if student presents in a logical order as determined by teacher

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High School

ACCESS POINT (Intermediate Complex) SL.9–10.4.I. Student will present on a topic using logically organized claims and reasons

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. One or more topics can be used Presentation must be logically organized and include:

One claim with multiple reasons; OR Multiple claims with supporting reason(s)


Restrictions: None

Example Items

Example Item Set 1 (One claim with multiple reasons):Teacher Directions: The principal of your school is thinking about removing the snack vending machine. The vending machine only has candy and chips. The principal doesn’t think it provides healthy choices for students. You plan to present your argument for or against at a future student council meeting that the principal will attend. Tell the student- “do you think students should have access to vending machines at school or not have access to vending machines at school?

Item 1:Pick your claim:

Snack vending machines should not be removed Snack vending machines should be removed Items in snack vending machine should be replaced with healthy options

Item 2--3: What are 2 supporting reasons for your claim?

Item 4: Teacher Directions: (Put student’s claim and two reasons on separate strips of paper.) Here is your claim and your 2 reasons put them in a logical order for presenting.

(If student does not order Claim followed by Reasons, correct order before moving to Item 5)

Item 5: Present your argument.

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Example Item Set 2 (One claim with multiple reasons):Item 1:Choose four reasons to support the snack machine being available to students at the school to present to the principal? (Read the choices to the student.)

Many students become hungry when the cafeteria is not open. Cafeteria food is expensive. Students who cannot afford the cafeteria could get food here. Snacks in the machine could be limited to healthy snacks. Students would only use the machine when the cafeteria is not open. You could eat junk food anytime you wanted to during the school day. Children of parents who forget to give them enough money for lunch could use the

machine. Since you can leave the school to buy snacks anytime you want, you probably wouldn’t

need to use the machine. Candy and cookies should be allowed during the school day.

Item 2: (Teacher may model the three organizations using a different topic or different reasons from the students) Here are three ways you could organize your information for your presentation. Which one shows a logical order?

A. 3 reasons, claim, reasonB. Claim, 4 reasonsC. 4 reasons, claim

Teacher Directions: (State the correct order if student gets Item 2 incorrect. Claim followed by reasons.)

Item 3: Teacher Directions: Now that you have your claim and reasons, what order will you put them in to best support your argument?

Teacher Directions: (If student does not organize with claims followed by reasons, teacher should facilitate correct order before presentation to an audience.)

Item 4:Teacher Directions: Have student present their argument to the appropriate audience.

Item 5:Teacher Directions: (Evaluate if the student’s presentation stayed on topic and followed organization.)

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Example Item Set 3 (multiple claims with supporting reasons):Teacher Directions: The school board is considering requiring school uniform. You plan to present your argument to our class.Tell the student- “do you think students should have to wear uniforms?

Item 1:Pick your claim:

Students should be allowed to wear what they want to school. Students should be required to wear school uniforms.

Teacher Directions: Write student’s claim on a strip of paper.

What is one reason that supports your claim?

Teacher Directions: Write student’s reason on a strip of paper.

Item 2:If student is in favor of school uniforms:

Choose another claim to support your argument: School uniforms allow students to focus on academics. School uniforms are more affordable for families.

If student is against school uniforms: Many students use clothing to express their individuality. School uniforms are boring.

Teacher Directions: Write student’s second claim on a strip of paper

What is one reason that supports your second claim?

Teacher Directions: Write student’s reason on a strip of paper.

Item 3: Teacher Directions: Here are your claims and reasons put them in a logical order for presenting.

(If student does not order Claim 1 followed by Reason 1, Claim 2 followed by Reason 2, correct order before moving to Items 4 and 5)

Item 4:Teacher Directions: Have student present their argument to the appropriate audience.

Item 5:Teacher Directions: (Evaluate if the student’s presentation stayed on topic and followed organization.)

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Answer Key (for teacher use only)Example Item Set 1:Item 1: correct if student chooses one of the claimsItem 2: correct if reason supports the claimItem 3: correct if reason supports the claimItem 4: Correct if order is Claim followed by reasons. Item 5: Correct if student presents claim and reasons to an audience following initial or teacher corrected order from Item 4.

Example Item Set 2Item 1: correct if student selects 4 reasonsItem 2: BItem 3: Correct if student organizes presentation as claims, and then reasonsItem 4: Correct if student presents argumentItem 5: Correct if student presents argument in a logical order from Item 3

Example Item Set 3:Item 1: Correct if student generate a reason to support their claimItem 2: Correct if student generates a reason to support their second claimItem 3: Correct if student organizes as Claim followed by supporting reason, Claim followed by supporting reason.Item 4: Correct if student presentsItem 5: Correct if presentation stays on topic and follows logical organization from Item 3

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High School

ACCESS POINT (Less Complex) SL.9–10.4.L. Student will identify the logical order to present claims, reasons, and evidence that follows a line of reasoning.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. One or more topics may be used. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: Order cannot be identified by ordinal transition words

Note to Teacher: This is not a sequencing activity. The intent is for students to recognize logical organization by claims, evidence, and

reasons to support the building of an argument.

Example Items

Item 1:Teacher Directions: Follow along as I read 2 presentations. Which one logically orders claims, evidence, and reasoning?

A. I like recycling. Some places don’t allow glass to be recycled. Recycling is good for the planet.

B. All students should recycle at lunch. Our landfills have 30% of materials that could have been recycled. Recycling helps protect our planet by less in the landfills.

Item 2:Teacher Directions: Follow along as I read three sentence strips about winter weather to you. As I read the sentences, think about the best way to organize them to develop the claim “People must have information to make good decisions during winter weather.” (Read the sentences to the student.) Put the sentence strips in the logical order to develop a claim about making good decisions during winter weather.

A. In cold weather people can suffer from frostbite if not properly dressed.B. People need to know what to wear when it is very cold and snowy. C. This danger can be especially bad if the wind is blowing too.

Item 3: Teacher directions: Follow along as I read 2 presentations. Which one logically orders claims, evidence, and reasoning?

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A. All students should wear school uniforms. They prevent dress code violations. Fewer students are sent to the office for dress code violations with uniforms in place.

B. School uniforms are pretty. My mom wore them when she was in school. They keep me warm.

Item 4:Teacher directions; Follow along as I read 2 presentations. Which one logically orders claims, reasons, and evidence?

A. All students should practice good hygiene. Doctors recommend daily hygiene routines. Good hygiene keeps our body healthy.

B. I like brushing my teeth. I like bubblegum flavor toothpaste. I like to go to the dentist.

Answer Key (for teacher use only)Item 1: BItem 2: B, A, CItem 3: BItem 4: A

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MATHEMATICS High School

Cluster: Algebra-Creating EquationsCluster: Create equations that describe numbers or relationships



Student will write and solve a one-step algebraic equation representing a real-world situation.

Student will solve a one-step algebraic equation involving addition and subtraction representing a real-world situation.

Student will identify an algebraic equation involving addition and subtraction (up to 20) that represents a modeled real-world situation.

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HS.A-CED.1 Algebra-Creating Equations: Create equations that describe numbers or relationships

High School

ACCESS POINT (More Complex) HS.A-CED.1.M. Student will write and solve a one-step algebraic equation representing a real-world situation.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Each item must include both writing an equation and solving the equation.

Restrictions: Multiple-choice items are not allowed.

Note to Teacher: Each item requires the student to generate the appropriate equation THEN use that equation to solve.

Example Items

Item 1:Teacher Directions: Jason had five pennies. Then Jason found some more pennies. Now he has twelve pennies. Write an equation that can be used to find the number of pennies, p, Jason found.

Use your equation to find how many pennies, p, Jason found.

Item 2:Teacher Directions: Adam has eight boxes of pencils. He has a total of eighty pencils. Each box has the same number of pencils. Here are some numbers and symbols. (Place cards on the work surface in front of the student.) Use the numbers and some of the symbols to write an equation that can be used to find the number of pencils, p, which are in each box.

Use your equation to find how many pencils, p, are in each box. Answer Key (for teacher use only)Item 1: 5 + p= 12 OR 12-5 = p OR 12-p=5; p=7Item 2: 80 ÷ 8=p OR 8 x p = 80 OR 80 ÷p = 8; p=10

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High School

ACCESS POINT (Intermediate Complex) HS.A-CED.1.I. Student will solve a one-step algebraic equation involving addition and subtraction representing a real-world situation.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The set of five items must include at least:

o one addition equation itemo one subtraction equation item



Item 1 (addition item):Teacher Directions: Jason had five pennies. Then Jason found some more pennies. Now he has twelve pennies. This equation can be used to find the number of pennies Jason found. In the equation, p means pennies. (Point to and read the equation to the student.)

5 + p = 12How many pennies, p, did Jason find? (Read the answer choices to the student.)

A. 7B. 12C. 17

Item 2 (subtraction item):Teacher Directions: Shelby had nine flowers in the garden. Shelby took some flowers out of the garden. Now there are four flowers left in the garden. This equation can be used to find the number of flowers that Shelby took out of the garden. In the equation, f means flowers. (Point to and read the equation to the student.)

9 –f = 4How many flowers, f, did Shelby take out of the garden?

Answer Key (for teacher use only)Item 1: A, 7Item 2: 5

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High School

ACCESS POINT (Less Complex) HS.A-CED.1.L. Student will identify an algebraic equation involving addition and subtraction (up to 20) that represents a modeled real-world situation.

PERFORMANCE TASK


o one addition equation itemo one subtraction equation item



Item 1 (addition item):Teacher Directions: Jason had five pennies. (Point to the pennies.)

Then Jason found some more pennies. Now he has twelve pennies. (Point to the pennies.)

Which equation can be used to find the number of pennies Jason found? (Point to and read the answer choices to the student.)

A. 5 + 12 = pB. 5 + p =12

Item 2 (subtraction item):Teacher Directions: Shelby had nine flowers in the garden. (Point to the flowers.)

Shelby took some flowers out of the garden. Now there are four flowers left in the garden. (Point to the flowers.)

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Which equation can be used to find the number of flowers that Shelby took out of the garden? In the equations, f means flowers. (Point to and read the answer choices to the student.)

A. 9 + 4 = fB. 9 – f = 4

Answer Key (for teacher use only)Item 1: B, 5 + p =12Item 2: B, 9 – f = 4

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Domain: Algebra- Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically



Student will interpret the meaning of a point on a line graphed in the first quadrant.

Student will identify the ordered pair of a point plotted in the first quadrant using whole numbers (up to 10).

Student will identify the horizontal quantity and the vertical quantity represented in a graph.

43

HS.A-REI.10 Algebra-Reasoning with Equations and Inequalities: Represent and solve equations and inequalities graphically

High School

ACCESS POINT (More Complex) HS.A-REI.10.M. Student will interpret the meaning of a point on a line graphed in the first quadrant.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. At most two items may be written to the same line graph. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: Item should refer to data displayed on a line graph only. This task is distinguished from Intermediate in that the student must interpret meaning of a point. Items in which the student simply

identifies a point will be marked “Not Scorable.”

Example ItemsItem 1:Teacher Directions: This graph shows the amount of money Carol earned babysitting, (Point to and read the table to the student.)

What does the point (2, 10) represent? (Point to (2, 10) and read the answer choices to the student.)

A. Carol earned $15 in two hoursB. Carol earned $0 in two hoursC. Carol earned $10 in two hours

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Answer Key (for teacher use only)Item 1: C, Carol earned $10 in two hours

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High School

ACCESS POINT (Intermediate Complex) HS.A-REI.10.I. Student will identify the ordered pair of a point plotted in the first quadrant using whole numbers (up to 10).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. At most one item may have the x value equal to the y value. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: The same coordinate grid can be used for all five items as long as five different points are plotted.

Example ItemsItem 1:Teacher Directions: Point A is shown on the coordinate grid. (Point to point A on the coordinate grid.)

What is the ordered pair of point A? (Point to and read the answer choices to the student.)A. (2, 4)B. (4, 2) C. (2, 6)

Item 2:Teacher Directions: Point B is shown on the coordinate grid. (Point to point B on the coordinate grid.)

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What is the ordered pair of point B?

Answer Key (for teacher use only)Item 1: B, point BItem 2: (1, 5)

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High School

ACCESS POINT (Less Complex) HS.A-REI.10.L. Student will identify the horizontal quantity and the vertical quantity represented in a graph.

PERFORMANCE TASK


o one item identifying the horizontal quantityo one item identifying the vertical quantity

In a multiple-choice item, a minimum of two answer choices must be provided

Restrictions: None

Example ItemsItem 1 (horizontal quantity item):Teacher Directions: This graph shows the cost of baseballs. (Point to and read the graph to the student.)

If someone paid $6, how many baseballs did they buy? (Teacher should locate $6 on graph and trace over to point that intersects with the line.)

A. 4 baseballsB. 2 baseballs

Item 2 (vertical quantity):Teacher Directions: This graph shows how much money Carol makes babysitting.

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How much money will Carol earn if she babysits for 3 hours? (Teacher should locate 3 hours on graph and trace up to the point that intersects with the line.)

A. $15B. $30

Answer Key (for teacher use only)Item 1: B, 2 baseballsItem 2: A, $15

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Domain: Geometry-CongruenceCluster: Understand congruence in terms of rigid motions



Student will identify corresponding congruent angles in two similar triangles.

Student will identify corresponding sides in similar rectangles.

Student will identify regular figures that are similar.

50

HS.G-CO.7 Geometry-Congruence: Understand congruence in terms of rigid motions

High School

ACCESS POINT (More Complex) HS.G-CO.7.M. Student will identify corresponding congruent angles in two similar triangles.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Items may not include equilateral triangles.

Example ItemsItem1:Teacher Directions: Triangle ABC is similar to triangle JKL. (Point to each triangle.)

Which angle of triangle JKL is congruent to angle A? (Read the answer choices to the student.)

A. angle J B. angle K C. angle L

Item 2:Teacher Directions: Triangle ABC is similar to triangle JKL. (Point to each triangle.)

Point to the angle of triangle JKL that is congruent to angle C.

Answer Key (for teacher use only)Item 1: A, angle JItem 2: angle L

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High School

ACCESS POINT (Intermediate Complex) HS.G-CO.7.I. Student will identify c o r r e spo n ding sid e s in simil a r rectangles.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Item must not include squares

Example Items

Teacher Directions: Rectangle ABCD is similar to rectangle JKLM. (Point to each rectangle.)

Item 1:Which side of rectangle JKLM corresponds to side AB? (Point to and read the answer choices to the student.)

A. side JK B. side JL C. side JM

Item 2:Which side of rectangle JKLM corresponds to side AD? (Point to and read the answer choices to the student.)

A. side JK B. side JL C. side JM

Item 3:Which side of rectangle ABCD corresponds to side KL? (Point to and read the answer choices to the student.)

A. side AB B. side BC C. side DC

Answer Key (for teacher use only)Item 1: A, side JKItem 2: C, side JMItem 3: B, side BC

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High School

ACCESS POINT (Less Complex) HS.G-CO.7.L. Student will identify regular figures that are simil ar .

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Figures in answer choices must have the same number of sides as the given figure. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: Answer options MUST include shapes with the same number of side (e.g. square, rectangle, rhombus, or trapezoid.) Teacher should document that all answer options had the same number of sides.

Example ItemsItem 1:Teacher Directions: This picture shows a hexagon. (Point to the hexagon.)

Which shape is similar to this hexagon? (Point to stimulus hexagon and then the answer choices.)

A.

B.

Items 2–3:Teacher Directions: This picture shows a square. (Point to the square.)

Circle all the shapes that are similar to this square. (Point to the stimulus square and then the answer choices.)

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Item 4:

Teacher Directions: Circle the two shapes that are similar to each other.

Answer Key (for teacher use only)Item 1: BItems 2–3: Correct if student selects the first and last squaresItem 4: Correct if student selects the first and third triangles

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Domain: Number and Quantity-The Real Number SystemCluster: Extend the properties of exponents to rational exponents



Student will determine the value of a quantity that is squared (with a base >5) or cubed (with a base ≤3).

Student will determine the value of a quantity that is squared (with a base ≤5) using a model.

Student will identify the model with the greater or lesser value when given two models of squared numbers.

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HS.N-RN.1 Number and Quantity-The Real Number System: Extend the properties of exponents to rational numbers

High School

ACCESS POINT (More Complex) HS.N-RN.1.M. Student will determine the value of a quantity that is squared (with a base > 5) or cubed (with a base ≤ 3).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include five items involving:

o squares o cubes o or a combination of both


Restrictions: None

Note to Teacher: The more task is distinguished from the intermediate in two ways 1) The use of squared bases greater than 5, and 2) the student

not being given a model. At this complexity student are expected to understand square/cube notation and have a process for solving for the value. A student may create a model for use in solving but the teacher

cannot be provider of the model.

Example ItemsItem 1:Teacher Directions: What is the value of 23? (Read the answer choices to the student.)

A. 6B. 8C. 12

Item 2:Teacher Directions: What is the value of 62?

Answer Key (for teacher use only)Item 1: B, 8Item 2: 36

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High School

ACCESS POINT (Intermediate Complex) HS.N-RN.1.I. Student will determine the value of a quantity that is squared (with a base ≤ 5) using a model.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must each have a different base. In a multiple-choice item, a minimum of three answer choices must be provided.


Item 1:Teacher Directions: This model shows 32. (Point to the model.)

What is the value of 32? (Read the answer choices to the student.)A. 6B. 9C. 12

Item 2:Teacher Directions: This model shows 22. (Point to and read the model to the student.)

22= 2 × 2What is the value of 22?


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High School

ACCESS POINT (Less Complex) HS.N-RN.1.L. Student will identify the model with the greater or lesser value when given two models of squared numbers.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include five items identifying:

o models with the greater value o models with the lesser valueo or a combination of both



Item 1 (greater item): Teacher Directions: This model shows 22. (Point to the model.)

This model show 32. (Point to the model.)

Which is greater? (Point to the model.)

Item 2 (lesser item):Teacher Directions: This model shows 42. (Point to and read the model to the student.)

42= 4 × 4This model shows 52. (Point to and read the model to the student.)

52= 5 × 5Which is less? (Point to and read the answer choices to the student.)

A. 42

B. 52

Answer Key (for teacher use only)Item 1: 32

Item 2: 42

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Domain: Statistics and Probability-Interpreting Categorical and Quantitative DataCluster: Summarize, represent, and interpret data on a single count or measurement variable



Student will determine the median or the mean from data shown in a frequency table or line plot.

Student will identify the size of a population from data shown in a bar graph, line plot, or picture graph.

Student will determine the mode from data shown in a bar graph, line plot, or picture graph.

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HS.S-ID.4 Statistics and Probability-Interpreting Categorical and Quantitative Data: Summarize, represent, and interpret data on a single count or measurement variable

High School

ACCESS POINT (More Complex) HS.S-ID.4.M. Student will determine the m e di a n or the m ea n from data shown in a frequency table or line plot.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The set of five items must include:

o identifying median o identifying mean o or a combination of both

USING FIVE DIFFERENT:o frequency tableso line plotso or a combination of both

A minimum of three categories is required for each graph.

Restrictions: None

Note to Teacher: Each item must use a different frequency table or line plot.

Example ItemsItem 1:Teacher Directions: This frequency table shows the number of free throws made by 15 basketball players.

What is the mean number of free throws made? (Read the answer choices to the student.)A. 3B. 4C. 5

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Item 2:Teacher Directions: This line plot shows the ages of children who visited the library. (Point to and read the line plot to the student.)

What is the median age of the children who visit the library?


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High School

ACCESS POINT (Intermediate Complex) HS.S-ID.4.I. Student will identify the size of a popu l a t i on from data shown in a bar graph, line plot, or picture graph.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include five:

o bar graphs o line plots o picture graphso or a combination of all three graph types

A minimum of three categories is required for each graph. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: Each item must use a different graph. Items for this task MUST focus on identifying the size of the population, not just of a

category. Items asking for a categorical amount will be marked “Not Scorable.”

Example ItemsItem 1:Teacher Directions: Angelo surveyed students about the number of books they each read over the summer. This line plot shows the results. (Point to and read the line plot to the student.)

How many total students did Angelo survey? (Read the answer choices to the student.)A. 5 studentsB. 10 studentsC. 15 students

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Item 2:Teacher Directions: Brian surveyed students about their favorite class. The results are shown in this picture graph. (Point to and read the picture graph to the student.)

How many total students did Brian survey?

Answer Key (for teacher use only)Item 1: B, 10 studentsItem 2: 12

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High School

ACCESS POINT (Less Complex) HS.S-ID.4.L. Student will determine the m ode from data shown in a bar graph, line plot, or picture graph.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include data shown in five:

o bar graphs o line plots o graphs o or a combination of all three

A minimum of three categories is required for each graph. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: Brian surveyed students about their favorite class. The results are shown in this picture graph. (Point to and read the picture graph to the student.)

In a set of data, the mode is the value that appears the most often. Which class is the mode of the survey? (Read the answer choices to the student.)

A. MathB. English

Item 2:Teacher Directions: Angelo surveyed students about the number of books they each read over the summer. This line plot shows the results. (Point to and read the line plot to the student.)

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In a set of data, the mode is the value that appears the most often. What is the mode of the number of books read?

Answer Key (for teacher use only)Item 1: A, MathItem 2: 2

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SCIENCE High School

Discipline: Engineering and TechnologyCore Idea: Engineering Design



Student will design a solution to a real-world problem by breaking the problem down into smaller, more manageable problems, designing potential solutions for each smaller problem, and describing how the combined solutions solve the overall problem and meet the criteria.

Student will break a real-world problem down into smaller, more manageable problems and design potential solutions that meet given criteria for each smaller problem.

Student will break a real-world problem down into smaller, more manageable problems and identify potential design solutions that meet given criteria for each smaller problem.

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HS-ETS1-2: Engineering & Technology-Engineering Design

High School

ACCESS POINT (More Complex): HS-ETS1-2.M Student will design a solution to a real-world problem by breaking the problem down into smaller, more manageable problems, designing potential solutions for each smaller problem, and describing how the combined solutions solve the overall problem and meet the criteria.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Problem must be in a real-world context. Solution must be grounded in engineering. Task requires the student to:

o Break problem into smaller problemso Design a solution for each smaller problemo Explain how the overall problem is solved through each smaller problem solutiono Address criteria for each solution

In a multiple choice item, a minimum of three answer options must be provided.

Restrictions: None

Example Items

Teacher Directions to Student: Scientists often solve large problems by breaking them down into smaller, more manageable problems, then designing solutions for the smaller problems. I am going to read to you about a real problem. As I read, think about what the smaller problems and solutions might be.

Pollution

Essential Concept: Design a solution to a real-world problem by breaking the problem down into smaller, more manageable problems.

Three Dimensions

Science and Engineering Practices (SEP): Design a solution to real-world problems based on scientific knowledge, evidence, criteria, and tradeoffs.

Disciplinary Core Ideas (DCI):ETS1.C: Optimizing a design solution requires breaking a problem down into simpler ones.e

Cross Cutting Concepts (CCC): None

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Pollution is the introduction of contaminants into the natural environment that has harmful or poisonous effects. Pollution is a problem in many cities around the world. It can lead to illness, loss of resources, and high clean-up costs.

Teacher Directions to Student: In the larger problem of pollution, reducing water pollution from factories is a smaller, more manageable problem. A solution to the smaller problem of reducing water pollution from a factory could be to filter sewer water from the factory before it goes into a river.

Now I want you to tell me what smaller problems and solutions to pollution you can think of. One criteria is that the solution must decrease the amount of pollution in the city.

Item 1: Describe another smaller, more manageable problem for the larger problem of pollution.

Item 2: What is a possible solution to the smaller problem just given?

Item 3: Describe a second smaller, more manageable problem for the larger problem of pollution.

Item 4: What is a possible solution to the second smaller problem just given?

Item 5: For either solution, describe what you would measure and how it would meet the given criteria above. Answer Key (for teacher use only):Item 1: The smaller problem is related to larger problem of pollution.Item 2: The solution addresses smaller problem in Item 1 and meets the criteria of decreasing pollution in the city.Item 3: The smaller problem is related to the larger problem of pollution AND is different from smaller problem identified in Item 1.Item 4: The solution addresses smaller problem in Item 3 and meets the criteria of decreasing pollution in the city.Item 5: The answer is a realistic way to measure AND addresses the criteria of decreasing pollution in the city.

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High School

ACCESS POINT (Intermediate Complex): HS-ETS1-2.I Student will break a real-world problem down into smaller, more manageable problems and design potential solutions that meet given criteria for each smaller problem.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Problem must be in a real-world context. Task requires the student to:

o Break problem into smaller, more manageable problems.o Design a solution for each smaller problem.o Address criteria with each solution.


Restrictions: None

Example Items

Example Set 1:Teacher Directions to Student: Scientists often solve large problems by breaking them down into smaller, more manageable problems, then designing solutions for the smaller problems. I am going to read to you about a real problem. As I read, think about what the smaller problems and solutions might be.

Pollution Pollution is the introduction of contaminants into the natural environment that has harmful or poisonous effects. Pollution is a problem in many cities around the world. It can lead to illness, loss of resources, and high clean-up costs.


Three Dimensions




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Item 1: Choose the smaller, more manageable problem for the bigger problem of pollution in a city.

A. Littering on the city streetsB. Wasting water when brushing teethC. Turning off lights when leaving rooms

(Do not administer Item 2 until Item 1 has been answered by the student.)

Item 2: A solution to the smaller problem of reducing littering on city streets is to recycle in school. Below is a list of solutions designed to reduce the amount of litter by increasing recycling. Choose a solution and evaluate whether it does or does not meet the criteria.

A. Hiring a recycling company to recycle and buy more recycling binsB. Buy more recycling bins and have students collect recyclingC. Have students sort recyclingD. Put up posters encouraging recycling

Chosen solution:Criteria Solution meets criteria

YES NOReduces litterIncreases recyclingReduces amount of garbageIncreases student participationReduce the amount of time spent picking up litter

Teacher Direction: Now you are going to complete the chart by telling me if your chosen solution meets or doesn’t meet the criteria. Item 3: Choose the smaller, more manageable problem for the bigger problem of pollution in a city.

A. Wasting water flushing toilet too muchB. Amount of air pollution from carsC. Too many boats on lakes

(Do not show Item 4 until Item 3 has been answered by the student.)Item 4: A solution to the smaller problem of air pollution from cars is to use other forms of transportation. Below is a list of solutions designed to reduce the amount of air pollution by reducing use of cars. Choose a solution and evaluate whether it does or does not meet the criteria.

A. Riding a bicycleB. Borrowing someone else’s carC. Walking D. Riding the bus or other form of transportation


YES NO

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Chosen solution:Maintain same freedom of travelReduce air pollution in the form of carbon dioxideReduce number of cars on the roadIncrease number of people using other transportation

Teacher Direction: Now you are going to complete the chart by telling me if your chosen solution meets or doesn’t meet the criteria.

Item 5: For either solution (littering or air pollution), describe what you would measure and how it would meet the given criteria.

EXAMPLE Set 2Teacher Directions: Scientists often solve large problems by breaking them down into smaller, more manageable problems, then designing solutions for the smaller problems. I am going to read to you about a real problem. As I read, think about what the smaller problems and solutions might be.

PollutionPollution is the introduction of contaminants into the natural environment that has harmful or poisonous effects. Pollution is a problem in many cities around the world. It can lead to illness, loss of resources, and high clean-up costs.

Teacher Directions: In the larger problem of pollution, reducing air pollution from factories is a smaller, more manageable problem. A solution to the smaller problem of reducing water pollution from a factory could be to filter sewer water from the factory before it goes into a river.

Item 1: Choose the smaller, more manageable problem for the larger problem of oil spills in an ocean.

A. Ocean animals being harmedB. Global warming affecting oceansC. The moon affecting oceans

(Do not show Item 2 until Item 1 has been answered by the student.)

Item 2: A solution to the smaller problem of saving animals is to remove the oil from the animal. Below is a list of solutions designed to remove the oil from an animal. Choose a solution and evaluate whether it does or does not meet the criteria.

A. Towel off oil from animalB. Use dishwashing liquid to clean the animalC. Use a chemical to clean the animalD. Cage the animal until the oil comes off on its own

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YES NORemoves oil from animalAnimal not hurtAnimal returned to habitat quicklyLess human contact

Teacher Direction: Now you are going to complete the chart by telling me if your chosen solution meets or doesn’t meet the criteria. Item 3: Choose the smaller, more manageable problem for the larger problem of oil spills in an ocean.

A. Taking too many fish out of the ocean B. Removing pollution from the oceanC. Fertilizer runoff into the ocean

(Do not show Item 4 until Item 3 has been answered by the student.)Item 4: A solution to the smaller problem of pollution in the water is removing the oil. Below is a list of solutions designed to remove the oil. Choose a solution and evaluate whether it does or does not meet the criteria. Use fire to burn the oil off of the water

A. Use a material to absorb the oilB. Use a chemical to sink the oilC. Wait for the oil to be removed by ocean currents


YES NOOil is removed and not relocatedNo air pollution is createdHabitat is returned to normal quickly

Teacher Direction: Now you are going to complete the chart by telling me if your chosen solution meets or doesn’t meet the criteria.

Item 5: For either solution (removing oil from an animal or from the water), describe what you would measure and how it would meet the given criteria. Answer Key (for teacher use only)Example Set 1Item 1: A. Littering on the city streets.Item 2: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteriaItem 3: B. Amount of air pollution from cars.Item 4: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteriaItem 5: Student answer must be a realistic way to measure the effectiveness of the solution. Example answer: count the number of people using other transportation, if there are more, then the solution worked.

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Example Set 2Item 1: A. Ocean animals are being harmed.Item 2: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteriaItem 3: B. Removing pollution from the ocean.Item 4: Student completes chart for their given solution indicting Yes or No as to whether the solutions meets the criteriaItem 5: Student answer must be a realistic way to measure the effectiveness of the solution. Example answer: measure the amount of oil removed, if more oil is taken off than is left, then the solution worked.

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High School

ACCESS POINT (Less Complex): HS-ETS1-2.L Student will break a real-world problem down into smaller, more manageable problems and identify potential design solutions that meet given criteria for each smaller problem.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Problem must be in a real-world context. Task requires the student to:

o Break problem into smaller problems.o Identify potential solutions for each smaller problem.o Address criteria for each solution.

In a multiple choice item, a minimum of two answer options must be provided.

Restrictions: None

Example ItemsTeacher Directions to Student: Scientists often solve large problems by breaking them down into smaller, more manageable problems, then designing solutions for the smaller problems. I am going to read to you about a real problem. As I read, think about what the smaller problems and solutions might be.

Pollution Pollution is the introduction of contaminants into the natural environment that has harmful or poisonous effects. Pollution is a problem in many cities around the world. It can lead to illness, loss of resources, and high clean-up costs.

Teacher Directions: In the larger problem of pollution, reducing water pollution from factories is a smaller, more manageable problem. A solution to the smaller problem of reducing water pollution from a factory could be to filter sewer water from the factory before it goes into a river.


Three Dimensions




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(Items can presented using the pictograph supports provided. Pictographs are provided for all bolded underlined words in order)

Item 1: Identify another smaller, more manageable problem for the larger problem of pollution in a city.

D. Littering on the city streets.E. Wasting water when brushing teeth.

Item 2: Identify a potential design solution that solves the smaller problem of littering. The criteria is that the solution must reduce litter.

A. Walking more and not driving a car.B. Putting more recycling bins in the city.

Item 3: Identify another smaller, more manageable problem for the larger problem of pollution in a city.

D. Too many sailboats on a lake.E. Exhaust from cars producing smog.

Item 4:Identify a potential design solution that solves the smaller problem of air pollution. The criteria is that the solution must reduce air pollution.

A. Riding the bus or other public transportation.B. Taking a shorter shower.

Item 5: What solution design for reducing litter best meets the following criteria?

Reduces litter on city streets Does not cost a lot of money Increases community participation

A. Putting recycling bins at bus stops.B. Paying workers to pick up trash.

Answer Key (for teacher use only)Item 1: A. Littering on city streetsItem 2: B. Putting more recycling bins in the city.Item 3: B. Exhaust from cars producing smogItem 4: A. Riding the bus or taking other public transportationItem 5: A. Putting recycling bins at bus stops.

Pictograph Cut-outs

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SCIENCE High School

Discipline: Life SciencesCore Idea: Ecosystem: Interactions, Energy, and Dynamics



Student will develop and use a model to illustrate the relationships between the components of a carbon cycle in terms of the inputs and outputs of photosynthesis and cellular respiration.

Given the components of a carbon cycle model, student will describe the relationships between the components in terms of the inputs and outputs of photosynthesis and cellular respiration.

Student will identify the components of a carbon cycle model in terms of the inputs and outputs of photosynthesis and cellular respiration.

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HS-LS2-5: Life Sciences-Ecosystems: Interactions, Energy, and Dynamics.

High School

ACCESS POINT (More Complex): HS-LS2-5.M. Student will develop and use a model to illustrate the relationships between the components of a carbon cycle in terms of the inputs and outputs of photosynthesis and cellular respiration.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Each developed carbon cycle model must include:

o Photosynthesis: Plant, with sunlight and CO2 inputs and glucose/sugar/carbs/food outputs

o Cellular respiration: Animal, with glucose/sugar/carbs/food inputs and CO2 outputs

o One Earth sphere in addition to the biosphere, e.g., atmosphere, hydrosphere, geosphere

Models may be physical, mathematical, simulations, or computer based. In a multiple choice item, a minimum of three answer options must be provided.

Restrictions: Carbon cycles should only include natural carbon consumers and producers (plants,

animals, bacteria) No human-made or industrial consumers or producers of carbon should be included, e.g., factories or automobiles.

Example ItemsTeacher Directions: This is a model of the carbon cycle showing photosynthesis (in the grass) and cellular respiration (in the rabbit).

Essential Concept: Develop a model to illustrate the carbon cycle in a natural environment (life, air, water, and/or land.)

Three Dimensions

Science and Engineering Practices (SEP): Develop a model based on evidence to illustrate relationships in a system.

Disciplinary Core Ideas (DCI):LS2.B: Photosynthesis and cellular respiration are important components of the carbon cycle.

PS3.D: Solar energy is captured and stored through photosynthesis.

Cross Cutting Concepts (CCC): Systems and System Models. Models can show systems and the interactions within and between systems.Models can show systems and flows of energy and matter within and between systems.

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Teacher Directions: Use the model to answer the following questions.

Item 1: Show the relationship between photosynthesis and cellular respiration inputs and outputs in the carbon cycle using the diagram.

Item 2: What part of the carbon cycle is an output from the rabbit?

Item 3: What part of the carbon cycle moves between the grass and the rabbit?

Item 4: What input of photosynthesis does the grass get from the air?

Item 5: Where in the carbon cycle can carbon be stored?

Answer Key (for teacher use only):Item 1: Diagram includes accurate placement of sugar and CO2 in the carbon cycle, e/g., sugar from the grass to the rabbit, or CO2 from the air to the grass

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Item 2: Student identifies CO2 coming from the rabbit into the air as an output from cellular respiration.Item 3: Student identifies sugar moving from the grass to the rabbit, or CO2 moving from the rabbit to the grass.Item 4: Student identifies CO2 as an input for photosynthesis that the grass gets from the air.Item 5: Rabbit, grass, or wolf

Resources:Carbon Cycle Game. Animated Carbon Cycle. Modeling the Carbon Cycle

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http://www.geo.cornell.edu/eas/education/course/descr/EAS302/302_06Lab11.pdf

http://www.kscience.co.uk/animations/carbon_cycle.htm

https://www.windows2universe.org/earth/climate/carbon_cycle.html

HS-LS2-5: Life Sciences-Ecosystems: Interaction, Energy and Dynamics.

High School

ACCESS POINT (Intermediate Complex): HS-LS2-5.I. Given the components of a carbon cycle model, student will describe the relationships between the components in terms of inputs and outputs of photosynthesis and cellular respiration.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Each given carbon cycle model must include:

o Photosynthesis: Plant, with sunlight and CO2 inputs and glucose/sugar/carbs/food outputs

o Cellular respiration: Animal, with glucose/sugar/carbs/food inputs and CO2 outputs

o One Earth sphere in addition to the biosphere, e.g., atmosphere, hydrosphere, geosphere




Example Items

Example Set 1Teacher Directions: This is a model of the carbon cycle showing photosynthesis (in the grass) and cellular respiration (in the rabbit).


Three Dimensions





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Teacher Directions: Put the word cards in the correct box to answer the following questions.

Item 1: What part of the carbon cycle is the output from the rabbit to the wolf in box 1?

Item 2: What output of photosynthesis is consumed when the rabbit eats the grass box 2?

Item 3: What output from cellular respiration is given off from the rabbit to the grass and air in box 3?

Item 4: What input of photosynthesis does the grass get from the air in box 4?

Item 5:What role does the rabbit’s body fat play in the carbon cycle box 5?

Example Set 2Teacher Directions: This is a model of the carbon cycle showing photosynthesis (in the grass) and cellular respiration (in the rabbit) (point to a completed model in Example 1). Below are questions about the relationship between the inputs and outputs of cellular respiration and photosynthesis in the carbon cycle.

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Item 1: What input of photosynthesis does the grass get from the air and/or the rabbit in the carbon cycle?

Item 2: What output from photosynthesis in the grass is used by the rabbit?

Item 3:What input of cellular respiration does the rabbit get from the grass in the carbon cycle?

Item 4: What output of cellular respiration does the rabbit add to the carbon cycle?

Item 5:Where can carbon be stored in the carbon cycle?

Answer Key (for teacher use only)Example Set 1Item 1: Sugar/foodItem 2: Sugar/foodItem 3: CO2

Item 4: CO2

Item 5: Carbon store

Example Set 2: Item 1:Item 2:Item 3:Item 4:Item 5: rabbit, grass or wolf

Carbon Cycle Word Bank Cut-outs

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CO2 CO2 Sugar/FoodSugar/Food Carbon Store

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HS-LS2-5: Life Sciences-Ecosystems: Interaction, Energy and Dynamics

High School

ACCESS POINT (Less Complex): HS-LS2-5.L. Student will identify the components of a carbon cycle model in terms of the inputs and outputs of photosynthesis and cellular respiration.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The set of five items may include:

o One model and five identified componentso Multiple models with different identified components

Each given carbon cycle model must include: o Photosynthesis: Plant, with sunlight and CO2 inputs and

glucose/sugar/carbs/food outputso Cellular respiration: Animal, with glucose/sugar/carbs/food inputs and CO2

outputso One Earth sphere in addition to the biosphere, e.g., atmosphere, hydrosphere,

geosphere In a multiple choice item, a minimum of two answer options must be provided.



Example ItemsTeacher Directions: This is a model of the carbon cycle showing photosynthesis (in the grass) and cellular respiration (in the rabbit). Below are questions about the relationship between the inputs and outputs of cellular respiration and photosynthesis in the carbon cycle.


Three Dimensions





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Teacher Directions: Student should point to/read aloud/describe the area of the diagram indicating his/her response.Item 1: Identify the part of the carbon cycle that is an output from cellular respiration in the rabbit.

Item 2: Identify another output from the rabbit in the carbon cycle.

Item 3: Identify part of the carbon cycle that moves between the grass and the rabbit.

Item 4: Identify an input for photosynthesis that the grass gets from the air.

Item 5: Identify where in the carbon cycle carbon can be stored.

Answer Key (for teacher use only)Item 1: Student identifies CO2 coming from the rabbit into the air as an output from cellular respiration.Item 2: Student identifies either carbon stored in the ground or in the wolf (after being eaten).

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Item 3: Student identifies sugar moving from the grass to the rabbit, or CO2 moving from the rabbit to the grass.Item 4: Student identifies CO2 as an input for photosynthesis that the grass gets from the air.Item 5: air, grass or rabbit

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SCIENCE High School

Discipline: Physical SciencesCore Idea: Matter and Its Interactions



For any given reaction, student will use evidence to explain how changing conditions (temperature and/or concentration of the reacting particles) affects the reaction rate.

Given a change in temperature or concentration of the reacting particles, student will use evidence to explain how the reaction rate of a given reaction is affected.

Student will use evidence to identify whether changing temperature or concentration of the reacting particles affects the reaction rate of a given reaction.

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HS-PS1-5-Physical Sciences: Matter and Its Interactions High School

ACCESS POINT (More Complex): HS-PS1-5.M. For any given reaction, student will use evidence to explain how changing conditions (temperature and concentration) of the reacting particles affects the reaction rate.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Reactions can only have two reactants, but may occur in the presence of other

materials, such as in water or air, that do not participate in the reaction. The set of five items must include at least one item/questions that uses evidence to

explain:o A change in temperatureo A change in concentration


Restrictions: One investigation can be used to address change in temperature OR concentration, but

not both.

Note to Teacher: This Performance Task can be done as an investigation with the student OR with no investigation . Data

sets if not doing the investigation can be located at the end of the Performance Task.

Example Items

Essential Concept: Use scientific principles and evidence to explain how changing temperature or concentration affects reaction rate.

Three Dimensions

Science and Engineering Practices (SEP): Apply scientific principles and evidence to explain phenomena.

Disciplinary Core Ideas (DCI):PS1.B: Chemical processes can be understood in terms of the collisions of molecules and the rearragements of atoms by changes in energy.

Cross Cutting Concepts (CCC): Patterns. Patterns at different levels (atomic, microscopic, visiable) of systems can show casue and effect phenomena.

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Inflating a Balloon with Baking SodaTeacher Directions: Today we are going to do an investigation and you are going to collect some data.(Set-up investigation as described below)

1. Set up: three plastic soda bottles and three balloons. 2. Using a funnel, add 28 g of baking soda to each balloon (two people may be needed for

this; one person to hold the balloon open and the other person to put the baking soda inside of the balloon).

3. Pour 28 grams of vinegar at three different temperatures (4°C, 21°C, 38°C) into each bottle.

4. Carefully fit the balloon over the bottle opening (be careful not to drop the baking soda into the vinegar yet).

5. Once the balloon is fitted snugly on the nozzle, hold up the balloon and allow the baking soda to fall into the vinegar.

6. Observe the chemical reaction and effect on the balloon.7. Record observations (diameter of the balloon) using Table 1 below.8. Repeat reactions, with 21°C vinegar in each bottle, but adding 14g, 28g, and 42g

of baking soda to each balloon, respectively.9. Record observations (diameter of balloon) using Table 2 below

Table 1Bottl

eTemperature of Water Diameter of Balloon

1 21oC2 38oC3 4oC

Teacher Directions: Make two copies of the Bottle and Balloon Cut-outs. Give student one set of cut-outs.Item 1: Order the bottles and balloons from slowest reaction to the fastest reaction. (Student should match bottle to the balloon and then order from slowest to fastest reaction)

Item 2: How did the temperature effect the reaction rate?

Teacher Directions: Now we are going to do the same investigation, this time changing the amount of baking soda we put into each bottle (repeat investigation following set-up above)

Table 2Bottl

eAmount of Baking Soda Diameter of Balloon

1 28 g2 14 g3 42 g

Teacher Directions: Give student second set of Bottle and Balloon Cut-outs.

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http://scinight.weebly.com/blowing-up-balloons-with-co2.html

Item 3: Order the bottles and balloons from slowest reaction to the fastest reaction. (Student should match bottle to the balloon and then order from slowest to fastest reaction).

Item 4: How did changing the concentration of baking soda effect the reaction rate?

Item 5: Looking at your results from (teacher should have Tables 1 and 2, and the correct order from Items 1 and 3 for the student to reference), explain how the number of particle collisions effects the temperature and rate of the reaction. Answer Key (for teacher use only)Item 1: Bottle 3= smallest balloon

Bottle 1 = medium balloonBottle 2= largest balloon

Item 2: The higher the temperature, the faster the reaction rate. OR The lower the temperature, the slower the reaction rate.

Item 3: Bottle 2= smallest balloonBottle 1= medium balloonBottle 3= largest balloon

Item 4: The more baking soda, the faster the reaction rate. OR The less baking soda, the slower the reaction rate.Item 5: The more collisions means a higher temperature which results in a faster reaction rate. OR-The fewer collisions means a lower temperature which results in a slower reaction rate.

Resources:The science behind glow stickCrystal GardenCarbon Dioxide Sandwich

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https://www.youtube.com/watch?v=y4yaUYEfEjQ

http://babbledabbledo.com/science-for-kids-crystal-garden/

http://www.discoveryexpresskids.com/blog/the-science-behind-glow-sticks-how-does-temperature-affect-the-glow-intensity

Bottle and Balloon Cut-Outs

Data Sets if not doing Investigation:

Change in Temperature:Bottl

eTemperature of Water Diameter of Balloon

1 21oC 8 cm2 38oC 15 cm3 4oC 3 cm

Change in Amount of Baking Soda:

Bottle

Amount of Baking Soda Diameter of Balloon

1 28 g 10 cm

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Bottle

Amount of Baking Soda Diameter of Balloon

2 14 g 5 cm3 42 g 18 cm


ACCESS POINT (Intermediate Complex): HS-PS1-5.I. Given a change in temperature or concentration of the reacting particles, student will use evidence to explain how the reaction rate of a given reaction is affected.

PERFORMANCE TASK


materials, such as in water or air, that do not participate in the reaction. The set of five items must include at least one item/questions that uses evidence to

explain:o A change in temperatureo A change in concentration

Can use 1 experiment (phenomena) or multiple experiments (phenomena) for the 5 items.



not both.

Example ItemsInflating a Balloon with Baking Soda)


Three Dimensions


Disciplinary Core Ideas (DCI):PS1.B: Chemical processes can be understood in terms of the collisions of molecules and the rearragements of atoms by cahnges in energy..


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Teacher Directions: Read to student: A student was in science class and just completed the first part of an investigation where they put different temperature water, equal amounts of vinegar, and equal amounts of baking soda in 3 different soda bottles and put a balloon on top of each to capture the gasses produced from the reaction. Here is what the student saw after 60 seconds

Item 1:

Item 1: Why did balloon 3 inflate more quickly than balloon 2?

A. Because the water in bottle 3 is hotter.B. Because there was more baking soda in bottle 3.C. Because it was hot in the room.

Item 2: If the student were to increase the temperature of the water in bottle 2, what will happen to the rate of the reaction?

A. It will go slower.B. It will go faster.C. It will stay the same.

Teacher Direction: Read to student: The student has completed the second part of the investigation where they used different amounts of baking soda in each bottle with equal amounts of vinegar and same temperature water. Here is what the student saw after 60 seconds.

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Item 3: Why did balloon 1 inflate more slowly than balloon 2?

A. Because there was less baking soda in bottle 1.B. Because it was different type of balloon.C. Because the water in bottle 1 is colder.

Item 4: If Sally were to decrease the amount of baking soda in bottle 2, what will happen to the rate of the reaction?

A. It will go faster.B. It will stay the same.C. It will go slower.

Item 5: The student was examining the overall results. The student knows there is a relationship between temperature, collision of particles, and the rate of a reaction occurs. Fill in the blanks with the correct words.

(Higher/Lower) temperature means (more/less) collisions which means (slower/faster) reaction rate.

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Answer Key (for teacher use only):Item 1: A, because the water in bottle 3 is hotter.Item 2: B, It will go fasterItem 3: A, Because there was less baking soda in bottle 1.Item 4: C, It will go slowerItem 5: Higher temperature means more collisions which means faster reaction rate.ORLower temperature means less collisions which means slower reaction rate.

ResourcesThe science behind glow stickThe science behind glow stickCrystal GardenCarbon Dioxide SandwichElephant Toothpaste

98WA-AIM Performance Tasks Grade High School

http://www.funathomewithkids.com/2013/08/fun-science-experiment-for-kids.html

https://www.youtube.com/watch?v=y4yaUYEfEjQ

http://babbledabbledo.com/science-for-kids-crystal-garden/




ACCESS POINT (Less Complex): HS-PS1-5.L. Student will use evidence to identify whether changing temperature or concentration of the reacting particles affects the rate of a given reaction.

PERFORMANCE TASK


materials, such as in water or air, that do not participate in the reaction. The set of five items must include item that address:

o Changes temperatureo Changes concentration



not both.

Example ItemsInflating a Balloon with Baking Soda

Teacher Directions: Read to student: A student was in science class and just completed the first part of an investigation where they put different temperature water, equal amounts of vinegar, and equal amounts of baking soda in 3 different soda bottles and put a balloon on top of each to capture the gasses produced from the reaction. The student measured the results after 60 seconds.



Three Dimensions


Disciplinary Core Ideas (DCI):PS1.B: Chemical processes can be understood in terms of the collisions of molecules and the rearragements of atoms by cahnges in energy..



Item 1: Identify the bottle that shows the fastest reaction.

Item 2: Did the different temperatures have an effect on the speed of the reaction?

Teacher Directions: Read to student: “The student has completed the second part of the investigation where they used different amounts of baking soda in each bottle with equal amounts of vinegar and same temperature water. The student measured the results after 60 seconds.

Item 3: Identify the bottle that shows the slowest reaction.


Item 4: Did the different amounts of baking soda have an effect on the speed of the reaction?

Item 5: Look at the sequence of bottles below.

Which bottle would come next?


Answer Key (for teacher use only)Item 1: Biggest balloonItem 2: YesItem 3: Smallest balloonItem 4: YesItem 5: Biggest balloon

ResourcesSample reactions: The science behind glow stick



SCIENCE High School

Discipline: Earth and Space SciencesCore Idea: Earth’s Systems



Student will organize and interpret data to make a claim about how a change to Earth's surface caused change that made another Earth system more stable or more unstable.

Student will organize and interpret data to make a claim about the impact of a change to Earth's surface on another Earth system.

Student will interpret given organized data and identify a claim about the impact of a change to Earth's surface on another Earth system.


HS-ESS2-2 Earth and Space Sciences: Earth’s System High School

ACCESS POINT (More Complex): HS-ESS2-2.M. Student will organize and interpret data to make a claim about how a change to Earth’s surface caused change that made another Earth system more stable or unstable.

PERFORMANCE TASK


o One item that interprets datao One item that organizes data


Restrictions: All graphs are limited to one dependent variable and one independent variable.

Note to Teacher: Organizing data must include using either charts, graphs, or tables.

Example ItemsTeacher Directions: Read to student: “Rivers turn muddy or brown after it rains a lot. An increase in rain can cause an increase in erosion on a river system, which can cause instability in a river system.

Here are some data points recorded over four months about the relationship between rain and erosion in a river system. Use this data to answer these questions.”


Essential Concept: Analyze data to make a claim about the impact of a change to Earth's surface (e.g., greenhouse gases, river dams, erosion) on another Earth system..

Three Dimensions

Science and Engineering Practices (SEP): Data can be used to make a scientific claim.

Disciplinary Core Ideas (DCI):ESS2.A: A change in one Earth system can cause a change in another Earth system.

ESS2.D: Energy from the sun interacts with Earth's systems and impacts climate..

Cross Cutting Concepts (CCC): Stability and change. A change in one system can cause another system to become more stable or unstable.

New technologies can have a positive or negative impact on systems.

9Data by MonthFebruary, 15mm of rain, 9 g/m2 erosionMarch, 60mm of rain, 44 g/m2 erosionApril, 45mm of rain, 37 g/m2 erosionMay, 30mm of rain, 20 g/m2 erosion

Item 1: Organize this data into a chart, graph, or table (use a type of graph that works best for your student).

Item 2: Using evidence from the data, what happens to the amount of erosion when the amount of rain changes?

Item 3: Teacher Directions: Here’s a line graph that shows the relationship between erosion and sedimentation in a river system.

10

Using evidence from the data, what happens to the amount of sedimentation when the amount of erosion changes?

Item 4: How might an organism at the bottom of the river be affected by muddy water?

Item 5: Describe how the effect you just mentioned causes the river bottom system to become more or less stable?Answer Key (for teacher use only) 9 Data adapted from “Soil erosion under different rainfall intensities, surface roughness, and soil water regimes” by M.J.M. Romkens, K. Helming, S.N. Prasad at the following website Soil erosion article

102 Data adapted from “Numerical study of the effects of check dams on erosion and sedimentation in the Pachang River” by Hui-ming HSIEH, Ching-ruey LUO, Jinn-chuang YANG, and Rou-fei CHEN


https://naldc.nal.usda.gov/download/12974/PDF

Item 1: Correct if student organizes data in a logical way.

Item 2: Rain increases= erosion increases; rain decreases=erosion decreases- student must cite evidence for this answer, example: In February, there is 15 mm of rain and 9 g/m2 erosion, in March, the amount of rain increases to 60 mm of rain, and the amount of erosion also increases from 9 to 44 g/m2 erosion.

Item 3: If erosion increase, sedimentation increases, if erosion decreases, sedimentation decreases- student must cite evidence for this answer, example: The line goes up for amount of sedimentation, as the erosion increases.

Item 4: Correct answers may include: mud prevents sunlight from reaching them, covers fish eggs, etc.

Item 5: Correct response should include a description of stability or instability in the entire system, not just for one organism



ACCESS POINT (Intermediate Complex): HS-ESS2-2.I. Student will organize and interpret data to make a claim about the impact of a change to Earth’s surface on another Earth system.

PERFORMANCE TASK


o One item that interprets datao One item that organizes data

Student must use two analysis tools (e.g., charts, graphs, or tables) about at least one change to Earth's surface.







Three Dimensions






Here are some data points recorded over four months about the relationship between rain and erosion in a river system. Use this data to answer these questions.”

11Data by MonthFebruary, 15mm of rain, 9 g/m2 erosionMarch, 60mm of rain, 44 g/m2 erosionApril, 45mm of rain, 37 g/m2 erosionMay, 30mm of rain, 20 g/m2 erosion

Item 1: Organize this data into the table based on the amount of rainfall as the independent variable.

Amount of Rain (mm) Amount of Erosion (g/m2)

Item 2: Use this data to make a graph (use a type of graph that works best for your student).

Independent variable: Amount of rain Dependent variable: Amount of erosion

Item 3: What happens to erosion when the amount of rain changes?

A) When the rain decreases, the amount of erosion increases.B) When the rain decreases, the amount of erosion decreases.C) When the rain decreases, the amount of erosion stays the same.

Teacher Directions: Here’s a line graph that shows the relationship between erosion and sedimentation in a river system.

11 Data adapted from “Soil erosion under different rainfall intensities, surface roughness, and soil water regimes” by M.J.M. Romkens, K. Helming, S.N. Prasad at the following website https://naldc.nal.usda.gov/download/12974/PDF


5 10 15 20 25 300123456789

10

Erosion vs Sedimentation2

Amount of Sedimentation in 10,000 tons

Erosion Rate (m/sec)

Sedi

men

tatio

n (x

10,0

00 to

ns)

12

Item 4: What happens to the amount of sedimentation when the amount of erosion increases?

A. The amount of sedimentation increases.B. The amount of sedimentation stays the same.C. The amount of sedimentation decreases.

Item 5: Why does the river look muddier when it rains more?

Answer Key (for teacher use only) Item 1: Correct if student organizes data in a logical wayItem 2: Correct if student produces a graphItem 3: B, When the rain decreases, the amount of erosion decreases.Item 4: A, The amount of sedimentation increases.Item 5: Correct response must include a claim about the impact of a change to Earth’s surface on another Earth system

12 Data adapted from “Numerical study of the effects of check dams on erosion and sedimentation in the Pachang River” by Hui-ming HSIEH, Ching-ruey LUO, Jinn-chuang YANG, and Rou-fei CHEN



ACCESS POINT (Less): HS-ESS2-2.L. Student will interpret given data and identify a claim about the impact of a change to Earth’s surface on another Earth system.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must use two analysis tools (e.g., graphs) about at least one change to Earth's

surface. In a multiple choice item, a minimum of two answer options must be provided.




Here are some data points about the relationship between rain and erosion in a river system. Use this data to answer these questions.”



Three Dimensions






13

Item 1: Identify the segment on the line graph that shows the highest amount of rain.

(If student gets Item 1 incorrect, teacher should provide correct answer before administering Item 2).

Item 2: Identify a claim that is supported by the data.

D) When rain increases, erosion increases.E) When rain increases, erosion decreases.

Teacher Direction: Read to student: Sedimentation is when soil (dirt) is in the water. Here’s a line graph that shows the relationship between erosion and sedimentation in a river system.

14

Item 3: Identify the segment on the line graph that shows the lowest amount of sedimentation.

13 Data adapted from “Soil erosion under different rainfall intensities, surface roughness, and soil water regimes” by M.J.M. Romkens, K. Helming, S.N. Prasad at the following website https://naldc.nal.usda.gov/download/12974/PDF14 Data adapted from “Numerical study of the effects of check dams on erosion and sedimentation in the Pachang River” by Hui-ming HSIEH, Ching-ruey LUO, Jinn-chuang YANG, and Rou-fei CHEN


(If student gets Item 3 incorrect, teacher should provide correct answer before administering Item 4.)

Item 4: Identify a claim that is supported by the data.

A) When erosion decreases, sedimentation increases.B) When erosion increases, sedimentation increases.

Item 5: Why does the river look muddier when it rains more?

A) More soil (dirt) gets in the river.B) Rain makes the river flow faster.

Answer Key (for teacher use only)Item 1: Student identifies segment BAItem 2: A, When rain increases, erosion increases.Item 3: Student identifies segment DCItem 4: B, When erosion increases, sedimentation increases.Item 5: A, More soil (dirt) gets in the river.


SCIENCE High School

Discipline: Earth and Space SciencesCore Idea: Earth and Human Activity



Student will use data to refine a technological solution and describe how the refined solution reduces a human impact on natural systems and meets the given criteria and constraints.

Student will use data to refine a technological solution that reduces a human impact on natural systems and meets the given criteria and constraints.

Student will use data to identify whether a technological solution reduces a human impact on natural systems.


HS-ESS3-4: Earth and Space Sciences- Earth and Human Activity

High School

ACCESS POINT (More Complex): HS-ESS3-4.M.Student will use data to refine a technological solution and describe how the refined solution reduces a human impact on natural systems and meets the given criteria and constraints.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Student must consider at least five refinements to a technological solution based on

constraints and criteria. Teacher provides the constraints and criteria. Data can refer to scientific knowledge, evidence, criteria, and tradeoffs. The set of five items must include:

o 1 item about using data to determine how well the solution is workingo 1 item identifying parts of the solution that need to be refinedo 1 item explaining how to change the solution to make it better


Restrictions: None

Example ItemsTeacher Directions: Listen to the following scenario. Then using the data in the table, answer the following questions.

A group of students want to reduce the amount of chemical fertilizer used in their school garden. Chemical fertilizers can impact school budgets and can have a negative impact on the environment, so the students decide to start a compost pile to produce fertilizer. They want to get their compost pile up and running as quickly and as efficiently as possible. Their teacher gives them some ideas to get started by letting them know that heat is a good indicator of how active a compost pile is; the more active (productive) the compost pile, the higher the temperature. The students conduct research to see if there


Essential Concept: Refine a technological solution that reduces a human impact on natural systems.

Three Dimensions

Science and Engineering Practices (SEP): Design or refine a solution to a real-world problem based on scientific knowledge, evidence, criteria, and tradeoffs.

Disciplinary Core Ideas (DCI):ESS3.C: Scientists and engineers can reduce pollution and waste by developing technologies. ETS1.B: It is important to consider constraints and impacts when evaluating solutions. the moon, and/or seasons.

Cross Cutting Concepts (CCC): Stability and Change - Feedback can affect a systemwhen a change in one system causes a change in another system. New technologies can have a positive or negative impact on our systems. Engineers change technologies to increase positive impacts and decrease negative impacts.

are refinements that can improve the efficiency of the compost production, such as covering the compost pile, adding worms, and varying the amount of water added to the pile. The results of their research are in the table below.

Refinements to technological solution of composting

Cost ($/m3) Compost Pile Temperature

Cover compost pile $0.20 HighAdd worms $15.00 LowAdd water: 4 L every day $0.35 LowAdd water: 4 L once a week

$0.05 High

Add water: 4 L every other week

$0.02 Medium

Item 1: Which refinement results in a high temperature? Use data from the table to support your answer.

Item 2: Which refinement results in a high temperature for the lowest cost? Use data from the table to support your answer.

Item 3: Give two reasons why adding worms is not the best refinement to the technological solution?

Item 4: Given data from the table, based on the constraints and criteria, which compost pile would have the most success and why?

A. Compost pile with a cover and worms added.B. Compost pile with worms and water added every day.C. Compost pile with a cover and water added once a week.

Item 5: Based on the data in the table, give one reason why watering every day is not the best option.

Answer Key (for teacher use only):Item 1: Adding a cover OR watering once a week results in a high temperature.Item 2: Watering the compost once time per week costs the least and results in a high temperature.Item 3: Worms add to the cost and do not increase the temperature of the compost as much as other refinements.Item 4: C, because both achieve the highest temperature.Item 5: This would be student-generated and requires teacher discretion. Examples may include: location of the pile, availability of materials, weather, time available, size of pile, size of material in compost pile, etc.



High School

ACCESS POINT (Intermediate Complex): HS-ESS3-4.I Student will use data to refine a technological solution that reduces a human impact on natural systems and meets the given criteria and constraints.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Student must identify at least two refinements to a technological solution based on

constraints and criteria. Teacher provides the constraints and criteria. Data can refer to scientific knowledge, evidence, criteria, and tradeoffs. The set of five items must include at least:

o 1 item using data to determine how well the solution is working o 1 item identifying parts of the solution that need to be refinedo 1 item explaining how to change the solution to make it better


Restrictions: None


A group of students want to reduce the amount of chemical fertilizer used in their school garden. Chemical fertilizers can impact school budgets and can have a negative impact on the environment, so the students decide to start a compost pile to produce fertilizer. They want to get their compost pile up and running as quickly and as efficiently as possible. Their teacher gives them some ideas to get started by letting them know that



Three Dimensions




heat is a good indicator of how active a compost pile is; the more active (productive) the compost pile, the higher the temperature. The students conduct research to see if there are refinements that can improve the efficiency of the compost production, such as covering the compost pile, adding worms, and varying the amount of water added to the pile. The results of their research are in the table below.




$0.05 High


$0.02 Medium

Item 1: Which refinement results in a high temperature?

Item 2: Which refinement results in a high temperature for the lowest cost?

Item 3: Which two refinements can be combined to both keep costs low and results in a high temperature?

Item 4: Based on the data in the table, which of the following statements is true?

A. Adding worms has the cheapest cost to increase temperature of the compost.B. High temperature can be achieved by covering the compost pile.C. Water added every other week will produce a high temperature of the compost.

Item 5: Based on the data in the table, give one reason why watering every day is not the best option.

Answer Key (for teacher use only):Item 1: Add a cover OR water once a week.Item 2: Water the compost once time per week.Item 3: Add a cover and water once a week.Item 4: B, High temperature can be achieved by covering the compost pile.Item 5: It costs more OR it does not produce a higher temperature (which is necessary for more active compost).



High School

ACCESS POINT (Less Complex): HS-ESS3-4.L Student will use data to identify whether a technological solution reduces a human impact on natural systems.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Student must identify at least two refinements to a technological solution based on

constraints and criteria. Teacher provides the constraints and criteria. Data can refer to scientific knowledge, evidence, criteria, and tradeoffs. The set of five items must include at least:

o 1 item using data to determine how well the solution is working o 1 item identifying parts of the solution that need to be refinedo 1 item explaining how to change the solution to make it better


Restrictions: None


A group of students want to reduce the amount of chemical fertilizer used in their school garden. Chemical fertilizers can impact the school budget and can have a negative impact on the environment, so the students decide to start a compost pile to produce fertilizer. They want to get their compost pile up and running as quickly and as efficiently as possible. Their teacher gives them some ideas to get started by letting them know that heat is a good indicator of how active a compost pile is; the more active (productive)



Three Dimensions




the compost pile, the higher the temperature. The students conduct research to see if there are refinements that can improve the efficiency of the compost production, such as covering the compost pile, adding worms, and varying the amount of water added to the pile. The results of their research are in the table below.




$0.05 High


$0.02 Medium

Item 1: Does adding worms create a high temperature for the compost pile?

Item 2: Does covering the compost pile improve compost activity?

Item 3: Does adding water every day have a high or low impact on the temperature of the compost?

Item 4: Which refinement will improve the compost pile most: adding worms or watering once a week?

Item 5: Which technological solution reduces human impact on the environment: composting food or throwing it in the garbage?

Answer Key (for teacher use only):Item 1: NoItem 2: YesItem 3: LowItem 4: Watering once a weekItem 5: Composting food


Glossary of Terms

Carbon cycle: The continuous process by which carbon is exchanged between organisms and the environment.

Cellular Respiration: Process in cells by which oxygen is chemically combined with food molecules and energy is released.

Claim: A statement that asserts something to be true. It can be factual or a judgement.

Composite figure: A figure created using two or more figures.

Concentration: Amount per unit volume.

Congruent figures: Figures with the same size and shape.

Congruent angles: Angles with the exact same measure.

Connotative meaning: A meaning that is implied by a word apart from the thing which it describes explicitly.

Example: The man in front of me at the coffee store was very pushy. (Pushy refers to someone loud-mouthed and irritating.)

Constraint: A limitation of the design, e.g. materials, time, and/or cost.

Corresponding sides: In similar figures, sides of each figure in the same relative position.

Counterclaim: A statement of opposition to a claim.

Criteria: A standard of judgement; a reference point against which other designs or solutions can be compared.

Distractor: An incorrect answer in a multiple-choice question.

Explicit: Information that is clearly stated leaving no room for confusion or doubt.

Evidence: Factual information that is used to persuade an audience in favor of a claim.

Figure of Speech: A form of expression (as a simile or metaphor) used to convey meaning or heighten effect often by comparing or identifying one thing with another that has a meaning or connotation familiar to the reader or listener.

Inference: A deduction, conclusion, or information derived by reasoning from evidence that is not explicitly stated.

Informational Text: Informational text is non-fiction and is organized by topic with supporting details and is often further organized with headings, graphics and captions.


Examples: exposition, argument and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical or economic accounts (including digital sources) Literary Text: Literary Text includes stories, dramas and poetry.

Examples: adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads and epics.

Mean: A measure of center in a set of numerical data, computed by adding the values in a list and then dividing by the number of values in the list.

Median: A measure of center in a set of numerical data. The median in list of values is the value appearing at the center of a sorted version of the list-or the mean of the two central values if the list contains an even number of values.

Mode: In a set of data, the value or object that appears the most often.

Particle: A minute fragment or quantity of matter.

Photosynthesis: The chemical process by which plants use light energy to make sugar from water and carbon dioxide.

Population: The entire group of objects or individuals considered for a survey.

Reason: A statement of support that tells the audience why the writer/presenter thinks what they think.

Recount: Describing in sequential order the events from something read.

Similar figures: Figures that have the same shape, equal angles, and proportionate corresponding sides.

Theme: A broad idea, message, or moral of a literary text.
