Planning for Extreme Weather

Overview

This assessment is designed to assess students’ informational writing and research and inquiry skills, using knowledge gained from an experience completed in a science class. This assessment might best be used after students have been provided with adequate instruction on how to write an informational piece. Students will also need background knowledge on what causes extreme weather in the form of droughts, floods, and rising temperatures.

Teams of students will choose a specific type of weather hazard and analyze and interpret historical data to look for patterns in past weather events. Using these patterns, students will propose an investigable research question about their own region, decide what data they will need, devise a data collection plan, and use online data explorers to collect the data.

They will then analyze and interpret the data, construct data displays, and solicit feedback from another team to strengthen their interpretations of the data. After revising their data displays and explanations, each student will individually use their data to help them outline a problem that researchers need to solve to help minimize the impact of extreme weather and write an informative piece to guide scientists and engineers as they consider future impacts and solutions.

Students can create the final presentation in any appropriate way, including, but not limited to PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, or paper and colored pens/pencils/ markers.

Download Teacher Booklet Download Student Booklet

Details

6th
Seven 50-minute class periods
Big Ideas & Competencies View Section Below

Big Ideas & Competencies

Big Ideas	Competencies
C. Writing Students can effectively communicate purpose to an intended audience through written language, using a variety of media.	C2 Students can write informational texts using facts, definitions, details, quotations, and examples to examine a topic. C4 Students can use words/phrases to transition between ideas. C5 Students can write clear, relevant introductions and conclusions based on purpose (e.g., argument, informational, narrative). C6 Students can provide a concluding statement or section that follows from the argument, information, explanation, or narrated experiences presented.
E. Research and Inquiry Students can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings.	E1 Students can quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. E2 Students can gather relevant information from several sources and assess the credibility of each source to answer a question.

Big Ideas

Competencies

C. Writing

Students can effectively communicate purpose to an intended audience through written language, using a variety of media.

C2

Students can write informational texts using facts, definitions, details, quotations, and examples to examine a topic.

C4

Students can use words/phrases to transition between ideas.

C5

Students can write clear, relevant introductions and conclusions based on purpose (e.g., argument, informational, narrative).

C6

Students can provide a concluding statement or section that follows from the argument, information, explanation, or narrated experiences presented.

E. Research and Inquiry

Students can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings.

E1

Students can quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

E2

Students can gather relevant information from several sources and assess the credibility of each source to answer a question.

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions	Not Yet Meeting Expectations	Meeting Expectations	Exceeding Expectations
Focus/Organization	Partially addresses the expectations of the prompt. Introduces a claim but parts of the essay shift and do not connect to the claim, or claim is not clearly established. Uses an unclear or ineffective body structure to organize or group the reasons, and/or evidence. A basic conclusion which restates the claim or is a general summary of the information is used or the conclusion does not support the claim and/or reasons. No exemplars at this time.	Addresses the expectations of the prompt. Introduces and maintains the claim throughout the essay. Uses a logical body structure to organize and group related reasons and evidence that support the claim. Provides a concluding statement or section that follows from the claim and reasons. No exemplars at this time.	Fully and thoroughly addresses the expectations of the prompt Clearly establishes a credible claim and maintains the claim in a coherent and insightful manner throughout the essay. Uses a coherent statement or section that clearly supports the claim and reasons and summarizes key points in a fresh way. No exemplars at this time.
Development/Comprehension	Supports a claim with unfounded reasons and/or evidence are not related. Provides a weak explanation of the evidence. No exemplars at this time.	Supports a claim with clear reasons and relevant evidence from credible sources. Provides an explanation of the evidence to demonstrate an understanding of the topic or texts. No exemplars at this time.	Supports a claim with clear reasons and relevant and precise evidence. Provides a clear and insightful explanation of the evidence demonstrating a thorough understanding of the topic or texts. No exemplars at this time.
Style/Conventions	Uses generic vocabulary to identify and explain the topic and/or supporting information. Uses basic or ineffective transition to clarify the relationship between the claims and reasons. Uses inconsistent grammar and conventions which detract from the quality of the essay. Uses ineffective sentence structures creating and informal style and tone. No exemplars at this time.	Uses precise language and domain-specific vocabulary to identify and explain the topic. Uses transitional words, phrases, and clauses to clarify the relationship among the claim and reasons. Uses grade-appropriate grammar and convention; errors are minor and do not interfere with meaning and readability. Uses correct and varied sentence structures and precise vocabulary to establish a formal style and tone. No exemplars at this time.	Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, and concepts, and supporting information. Uses sophisticated transitional words, phrases, and clauses to clarify the relationship among the claim, reasons, and evidence in a coherent manner. Uses advanced grammar and convention; errors are minor and do not impact the clarity and quality of the essay. Uses advanced and varied sentence structures to establish a formal style and tone. No exemplars at this time.

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

You must be logged in to leave feedback.

Don't have an account? Register Here