This task is for 5th grade students. After class discussions about trash, litter, and available programs for recycling and composting, students collect trash and sort it into “recycling,” “food waste/compostable,” and “landfill.” Students learn about littering behaviors. Students incorporate what they have learned to develop an argument using claim, evidence, reasoning.
Assessment 3D Learning Target
Analyze and interpret data to support an argument about ways individuals and communities can use science ideas to protect Earth’s resources and environment.
Standard Addressed
PE: 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
By Dimension: Specific dimension pieces that this assessment will center on.
SEP(s):
Analyzing and Interpreting Data
- Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
- Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.
Engaging in Argument from Evidence
- Construct and/or support an argument with evidence, data, and/or a model.
DCI(s):
ESS3.C: Human Impacts on Earth Systems
- Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
CCC(s):
Patterns
- Organize simple data sets to reveal patterns that suggest relationships.
- Patterns can be used as evidence to support an explanation.
Files
- Teacher Guide
- Task Facilitation Slides
- Student Task Document
- Sense-Making Tool (coming soon)
Other Assessment Resources >
Creators
- Barbara Bromley, Edmonds School District
- Sarah Neyman, Bellingham Public Schools
- Jacob Parikh, OSPI
