The purpose of this Performance task is to provide students with an opportunity to problem solve based on a real-world situation (Claims 2 & 4). Due to the nature of the task, there are a variety of mathematical approaches students can take to successfully complete the task, however the mathematical approach presented in Act Three of the task addresses CCSS Domain of Operation and Algebraic Thinking. With this approach, students are shown different strategies for using multiplication to find the solution. Includes slides to support the implementation of “The Winner Is…Native Plants (3-5)” Math Performance Task with charts, images, etc.

The purpose of this 3 ACT task is to provide students with an opportunity to problem solve based on a real-world situation. In the task, students are presented with 2 facts related to European Green Crabs and asked to generate their own questions that could be answered using one or both facts. Students then decide on necessary resources for finding the solution and are given time as a group to complete their work. The task concludes by having students examine the information provided in Act III to see if it answers their question. Includes slides to support the implementation of "What's the Problem (3-5)" Math Performance Task with charts, images, etc.

The purpose of this task is to give students the opportunity to use mathematics in real-world applications. In this task, students are introduced to the ongoing problem of affordable housing faced by community builders and city and state planners nationwide. Students are presented with a collection of representations of homes and people. Students discuss questions we can ask and answer using this data. They will use strategies to organize information and discover how many more people are there than homes. Includes slides to support the implementation of "Housing Our Community (K-2)" Math Performance Task with charts, images, etc.

The purpose of this performance task is to engage students in looking for and making use of structure in order to determine the number of stink bugs on a given picture. Students review invasive species and the work of scientists to monitor such creatures, students are provided the problem in the context of supporting invasive species specialists. Working as individuals and then as pairs, students determine the total amount using previous knowledge of patterns such as counting, grouping, or fact families. The task concludes by having student-demonstrated strategies modeled and labeled as a whole group creating strategy posters. Includes slides to support the implementation of "Too Many Stink Bugs (K-2)" Math Performance Task with charts, images, etc.

Solar energy in the form of light is available to organisms on Earth in abundance. In this storyline, students explore cultural connections with the sun, learn about light and discover how light interacts with other materials through hands-on activities, literacy integration and engineering.

Trees grow all around us. Sometimes they are in large forests and sometimes they are single trees along the road or in our schoolyards. In this storyline, students explore cultural connections with trees, learn about the characteristics of trees, and discover what trees need to grow through handson activities, art, and literacy integration.

Erosion is a natural hazard that causes major damage and can cause homes to collapse. In this storyline, students are introduced to weathering and erosion. Students will gain an understanding of coastal erosion by experimenting with different types of erosion control practices, including seawalls and riprap.

The goal of the second grade Wetland: Habitat storyline is to introduce students to wetlands and the living things that call them home. In this storyline students develop an understanding of what a habitat is, different types of habitats, what living animals and plants can be found in a wetland, and what plants need to grow

The Washington State coastline is a culturally important place and valuable resource for communities of people, animals, and plants throughout Washington and the United States. As coastal flooding from storms and erosion threatens our coastal environments, communities are forced to make difficult decisions about how to protect themselves, their history, and their livelihoods. In this Storyline, students will learn what coastlines are and why they are important to humans and other types of natural communities. Given the specific weather hazard of coastal flooding, they will test materials and design structures that could be used to help reduce the impacts caused by this hazard.

A change in climate over time has contributed to a significant increase of wildfires in our state. In this storyline, students will make the connection between changes in ecosystems and the interconnectedness of all things. Students will gain an understanding of combustion (fire triangle), and observe through data that certain conditions (humidity, temperature, fuel load, etc.) contribute to forest fires (fire environment triangle). 

Un cambio en el clima a lo largo del tiempo ha contribuido a un aumento significativo de los incendios forestales en nuestro estado. En este caso, los estudiantes harán la conexión entre los cambios en los ecosistemas y la interconexión de todas las cosas. Los estudiantes aprenderán sobre la combustión (triángulo de fuego) y observarán a través de los datos, que ciertas condiciones (humedad, temperatura, carga de combustible, etc.) contribuyen a los incendios forestales (triángulo del ambiente de fuego).

What we see on Earth’s surface is a complex and dynamic set of interconnected systems that include the geosphere, hydrosphere, atmosphere, cryosphere and biosphere. Earth’s processes are the result of energy flow and matter cycling within and among these systems. Understanding Earth’s systems is important for many decisions made in communities today such as where to build a road, where a salmon can successfully build a redd to lay eggs, and how to ensure air quality. Erosion involves all five spheres giving students an excellent example of the interconnectedness of these large systems.  Students may begin the storyline by hearing a story about the relationship between the land and plants from an Indigenous perspective, a local tribe elder or expert if possible. This perspective can be woven throughout the storyline while students explore different types of erosion: wind, water and ice in sand and soil. For real life experiences, students visit their schoolyard or nearby area to find examples of erosion. They may find examples from very small to larger examples of places where soil has eroded. They may find places where human foot traffic has made pathways through a previously planted area.  

Lo que vemos en la superficie de la Tierra es un conjunto complejo y dinámico de sistemas interconectados que incluyen la geósfera, la hidrósfera, la atmósfera, la criósfera y la biósfera. Los procesos de la Tierra son el resultado del flujo de energía y el ciclo de la materia que está dentro y entre estos sistemas. Comprender los sistemas de la Tierra es importante para muchas decisiones que se toman hoy en las comunidades, por ejemplo en dónde construir una carretera, en dónde un salmón puede poner huevos con éxito y cómo garantizar la calidad del aire. La erosión involucra las cinco esferas, lo que brinda a los estudiantes un excelente ejemplo de la interconexión de estos grandes sistemas.

Solar energy in the form of light is available to organisms on Earth in abundance. Natural systems and other organisms have structures that function in ways to manage the interaction with and use of this energy. In this storyline, students compare resources used for energy and their effect on the atmosphere. Students will explore how light energy interacts with materials and how light energy can be transformed into energy for heating and cooling.

While food waste is not typically seen as contributing to greenhouse gas emissions, it is a major contributor. Reducing food waste is the 3rd most beneficial drawdown solution. Wasted food, and the resources to produce that food, are responsible for approximately 8% of global greenhouse gas emissions. When individuals and groups reduce food waste, it has a huge impact on reducing greenhouse gas emissions. Food waste awareness is applicable to every person and community. In this storyline, students conduct a “food waste audit”. Each participating class of students collects, sorts and measures their food waste for one day at lunch. Students discuss the local and global causes and effects of food waste in the environment. Students will also learn the cultural connections around food waste from experts or elders from the local Indian tribe and inquire how different agencies in the community deal with food waste (e.g, grocery store, food bank, city). Suggestion for how students can present their findings and create an action plan are also included. 

Mientras que el desperdicio de comida no es típicamente visto como un contribuyente de emisiones de gas de efecto invernadero, es un contribuyente mayor. Reducir el desperdicio de comida es la 3era solución más beneficiosa para la reducción de dichos gases. La comida desperdiciada y los recursos para producirla, son responsables del aproximadamente 8% de las emisiones globales de gases de efecto invernadero. Cuando los individuos y grupos reducen el desperdicio de comida, esto tiene un gran impacto en la reducción de emisiones de gases de efecto invernadero. La conciencia del desperdicio de comida es aplicable a cada persona y comunidad. En este caso, los estudiantes van a conducir una “auditoría de desperdicio de comida”. Cada clase de estudiantes participantes recolecta, clasifica y mide su desperdicio de comida por un día durante el almuerzo. Los estudiantes discuten las causas locales y globales y los efectos del desperdicio de comida en el ambiente. Los estudiantes también aprenden las conexiones culturales alrededor del desperdicio de comida de los expertos o gente mayor de las tribus locales, e indagan cómo las diferentes agencias en la comunidad lidian con el desperdicio de comida (e.g. tiendas de abarrotes, bancos de comida, la ciudad). Los estudiantes presentan sus resultados y crean un plan de acción.

El objetivo del caso de quinto grado, Bosques: Beneficios del ecosistema forestal, es aprovechar el conocimiento previo de los estudiantes sobre las necesidades de las plantas / animales, los ecosistemas y la protección de los recursos de la Tierra. En este caso, los estudiantes desarrollan una comprensión de los ecosistemas forestales, los beneficios de los árboles, incluyendo la captura de carbono, y lo que los árboles necesitan para crecer/ agregar masa. 

The goal of the fifth grade Forests: Forest Ecosystem Benefits storyline is to build on students’ previous knowledge of plant/animal needs, ecosystems, and protection of Earth’s resources. In this storyline students develop an understanding of forest ecosystems, tree benefits including carbon sequestration, and what trees need to grow/gain mass. 

Soil quality is an important aspect of growing food. In this storyline, students will discover what soil is made of and how carbon is an important part of soil quality as well as how carbon moves between plants, soil, and air. Students will learn how Indigenous people used practices such as composting. Finally, students will explore what regenerative agriculture practices are and how they can be a solution to how the climate is changing over time.  

Students will learn how trees grow and cycle matter, and trees’ roles in a changing climate. The urban heat island effect is examined and students learn about the many benefits trees offer cities. The storyline culminates with students examining the trees and canopy cover in their or a nearby city and proposing actions to increase the urban forest through a letter to city officials.