Performance-Based Assessment Task

Students review and analyze fact sheets, maps, air quality data, and background material on air pollution in Maryland and decide what they should do during summer “ozone alerts.”


	Outcome Activity Match
	Teacher Directions
	Materials Required
	Estimated Time
	Student Booklet (345k Acrobat)
	Assessment Information

	Social Studies:
	Geography
	Skills & Processes
	Valuing Self & Others
	Understandings & Attitudes
	Science:
	Concepts of Science
	Nature of Science
	Habits of Mind
	Processes of Science
	Applications of Science

Activities	Outcomes/Indicators
Activity 1A	Concepts of Earth Science Acquire and integrate information.
Activity 1B	Valuing Self & Others Analyze the impact of social institutions and the media on the behavior of individuals and groups.
Activity 1C	Concepts of Science Acquire and integrate information. Nature of Science Interpret and explain information. Geography Predict the effects of living in a geographic setting on people's lives.
Activity 2A	Processes of Science Make a graph.
Activity 2B	Processes of Science Analyze a graph. Habits of Mind Support answer with evidence.
Activity 2C	Applications of Science Use science to solve a problem.
Activity 3A	Skills & Processes Obtain, interpret, organize and use print and non-print sources of information such as pictures, graphics, maps, globes, and artifacts.
Activity 3B	Skills & Processes Obtain, interpret, organize and use print and non-print sources of information such as pictures, graphics, maps, globes, and artifacts.
Activity 3C	Geography Predict the effects of living in a given geographic setting on people's lives.
Activity 3D	Geography Locate places and natural features by interpreting and constructing maps using directions, legends, grid systems, boundary lines and scales.
Activity 3E	Geography Examine different ways of defining a region.
Activity 4A	Skills & Processes Obtain, interpret, organize and use print and non-print sources of information such as pictures, graphics, maps, globes, and artifacts.
Activity 4B	Geography Predict the effects of living in a given geographic setting on people's lives.
Activity 5A	Applications of Science Describe an environmental problem. Geography Predict the effects of living in a given geographic setting on people's lives.
Activity 5B	Processes of Science Analyze data. Habits of Mind Provide evidence to support conclusions.
Activity 5C	Geography Demonstrate a sense of personal responsibility for environmental decisions made at the state and national levels.
Activity 6A	Concepts of Science Acquire and integrate information.
Activity 6B	Geography Predict the effects of living in a given geographic setting on people's lives. Understandings & Attitudes Analyze situations in Maryland and U. S. History in which individuals demonstrate respect and support for the rights and dignity of all peoples.

Introduction.

Before passing out the Student Booklet, ask your students to take a deep breath and hold it. Tell them to keep on holding their breath while they listen to you. Read or paraphrase the following:

We all know breathing is vital, yet we often take it for granted. Maybe we could try to estimate or count the number of times a day that we take a breath. How many? Hundreds or thousands per day? Don't stop holding your breath yet! I just have a few more minutes to talk! Oh. . . OK, you can breath again. It feels good to breathe again doesn't it? Now think about the air we were breathing. What kinds of gases are in the air that we might breathe? Most of the air we breathe is healthy for us, but sometimes. . .

Pre-Assessment.

Group students into pairs. Distribute Student Booklets. Have students follow along as you read the pre-assessment in the Student Booklet. Allow three minutes for students to write their own questions. Have pairs share their questions with the class. As they share, write the questions on the board. Make sure the list includes questions which refer to stating the problem, its causes and effects, and possible solutions. The list could include the following kinds of questions. If these are not included, add them.

How does an air quality alert affect you?
Does an air quality alert affect different people differently?
What causes this problem in Maryland?
What regions of the state are affected?
Is the problem different at different times of the day or year?
Is the problem in Maryland getting better or worse?
How many “code red alerts” were there last year?
What should you do during an alert?
What are we doing to stop this problem?
What would make the problem worse?

Activities 1-6.

Distribute resource materials to each student.
Separate students, and have them complete Activities 1-6 independently.

A copy of the Student Booklet for each student.

These activities should be completed over several days.

	Pre-Assessment::		5 minutes
	Activity 1:		20 minutes
	Activity 2:		20 minutes
	Activity 3:		20 minutes
	Activity 4:		10 minutes
	Activity 5:		15 minutes
	Activity 6:		10 minutes

(345k) Acrobat

Activity 1A. List five facts you learned from the press release that are important to you.

This activity addresses the Science Outcome, Nature of Science. The response is scored on a 0-2 scoring tool.
Scoring Tool: The response gives evidence of the student's ability to acquire and integrate knowledge from readings.
	2:	Five appropriate facts are listed.
	1:	Three or four appropriate facts are listed.
	0:	All other responses.
Sample responses could include:
	Ozone is a major air pollution problem in Maryland. Ozone air is worse in Maryland than in other eastern states. Ozone is worse in areas with more people. Car exhaust is a major part of ozone pollution. People with lung problems are especially sensitive to ozone. There is a chart to help people understand what to do about ozone pollution. The Maryland Department of Environment keeps track of ozone and issues alerts when the air is particularly bad.

Activity 1B. Explain how information in the press release might cause people to change their behavior.

This activity addresses the Social Studies Outcome, Valuing Self and Others. The response is scored on a 0-1 scoring tool.
Scoring Tool: The response gives evidence of the student's ability to analyze the impact of social institutions and media on the behavior of individuals and groups.
	1:	Explanation includes appropriate behavior change and connects it to the press release.
	0:	All other responses.
Sample Answer:
	During hot days people should find out if there is a code red alert and then stay inside instead of going outside to play. When there is an ozone alert people should try to follow the suggestions on the chart and do things to help reduce ozone like limiting driving or not mowing the grass.

Activity 1C. The Maryland Department of Environment reports that almost all unhealthy air quality days, or Code Red Alerts, occur between May and September. Think about the characteristics of the seasons and then explain what makes May-September bad air quality months.

This activity addresses the Science Outcomes, Concepts of Science and Nature of Science, and the Social Studies Outcome, Geography. The response is scored on a 0-2 scoring tool.
Scoring Tool: The response gives evidence of the student's prior knowledge of the characteristics of seasons, and the ability to predict the effects of living in a given geographic setting on people's lives.
	2:	More than one characteristic is listed with an appropriate and thorough explanation.
	1:	Only one characteristic is listed.
	0:	All other responses.
Sample Answer:
	In Maryland, the hottest days of the year are during May-September. Days are longer. It is a little drier during that time of year compared to other times of year. Many days in summer are not as windy as other times of the year.

Activity 2A. Resource B is a chart, Levels of Ozone During July 1995. Data at the bottom of the chart show the maximum ozone level recorded for each two hour during July 1995. Make a line graph that shows how the maximum ozone level changes during the course of the day.

This activity addresses the Science Outcome, Processes of Science. The response is scored on a 0-3 scoring tool.
	3:	Data are accurate and complete and the graph includes all three elements from the answer cue.
	2:	Data are accurate and complete, but the graph includes only two of the three elements.
	1:	Data are generally accurate (80%-85%) and the graph includes two of the three elements, or data are accurate and complete, but the graph includes only one of the three elements.
	0:	All other responses.
Answer Cue for a line graph:
	title both axes are labeled appropriate intervals indicated on both axes

Activity 2B. What time of day should you be most concerned about ozone levels? Support your answer with data from the graph.

This activity addresses the Science Outcomes, Applications of Science and Habits of Mind. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to analyze graphs and support an answer with evidence.
	2:	Answer is appropriate and supported with evidence.
	1:	Answer is appropriate but not supported.
	0:	All other responses.
Sample Response:
2	The afternoon is the time to be most concerned about ozone. The ozone levels are highest between noon and 7:00 pm. All readings of over 100 are between noon and 7:00 pm. The line graph shows that ozone levels climb during the day, from 73 at 8:00, to 104 at noon, are highest in the afternoon, and then start to fall after 6:00 pm.
1	The afternoon is the time of day to be most concerned about air pollution.

Activity 2C. Some researchers say that, on average, weekends will have lower ozone levels than weekdays. They think that this is so because fewer people are driving cars and because many businesses are closed on weekends.

Explain how information from the Chart, Levels of Ozone During July 1995, could be used to answer the question: Are ozone levels usually higher over the weekend or during the week?

This activity addresses the Science Outcome, Processes of Science. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to communicate a correct way to analyze a chart.
	2:	Student describes in detail any method that accurately analyzes data from the chart in order to compare weekend levels of ozone to levels during the week.
	1:	Student response is a way of comparing weekend data with that of weekdays but provides no information on how it would be compared.
	0:	All other responses.
Sample Response:
2	I would average all the levels on each day (or identify the highest level of each day) and then compare whether weekends or weekdays are highest. I would be sure to look at data for several weeks.

Activity 3A. Which region of the state had the most violations? Support your answer with information from the chart.

This activity addresses the Social Studies Outcome, Skills and Processes. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to obtain, interpret, and use sources of information such as graphics and maps.
	2:	Area 3 is identified and is supported with data, or analysis of data, from chart.
	1:	Area 3 is identified, but no supporting data is included.
	0:	All other responses.
Sample Response:
2	Area 3 had the most violations. Area 3 had more than twice as many violations as any other area.

Activity 3B. Which region had the fewest violations? Support your answer with information from the chart.

This activity addresses the Social Studies Outcome, Skills and Processes. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to obtain, interpret, and use sources of information such as graphics and maps.
	2:	Either Area 1 or 2 is identified and supported with data, or analysis of data, from chart.
	1:	Area 1 or 2 is identified, but no supporting data is included.
	0:	All other responses.
Sample Response:
2	Area 1 (or 2) had only 2 violations since 1980, while most other areas had more than 2 every year.
1	Area 1.

Activity 3C. Think about the many differences there are between the two regions you just identified. Explain how those differences would affect the number of ozone violations each year.

This activity addresses the Social Studies Outcome, Geography. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to predict the effects of living in a given geographic setting on people's lives.
	2:	More than one regional difference, related to ozone, is identified.
	1:	Only one appropriate regional difference, related to ozone, is identified.
	0:	All other responses.
Sample Response:
2	Area 1 has few violations because it is cooler than other regions, has fewer people driving cars, and few industries. Area 3 has many violations because there are many people living there, there are many cars and buses, and many industries.

Activity 3D. Many map elements are missing from the map in Resource C. Name three that you would include to help others better understand the connection between the chart and the map.

This activity addresses the Social Studies Outcome, Geography. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to interpret and construct maps using directions, legends, grid systems, boundary lines and scales.
	2:	Three map elements, missing from map in Resource C, are identified.
	1:	One or two map elements are identified.
	0:	All other responses.
Answer Cue:
	title, author of map, legend (key), compass rose, border, scale

Activity 3E. How do the divisions of the state into regions on this map differ from the divisions of the state into geographical regions that you have studied.

This activity addresses the Social Studies Outcome, Geography. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to examine different ways of defining a region.
	2:	Response includes coastal plain, piedmont plateau, and mountains as geographical regions of Maryland, and explains how they are different from ozone region.
	1:	Includes mention of coastal plain, piedmont plateau and mountains, with little or no mention of how they are different from ozone areas.
	0:	All other responses.
Sample Response:
2	The three geographic regions of Maryland are the coastal plain, the piedmont plateau, and the mountains. These regions are not defined by political boundaries. The ozone areas divide Maryland into 6 regions and county boundaries are used to separate the areas. The areas represent political regions, not geographic regions.

Activity 4A. Which of the two years was a better year for air quality? Support your answer with data from the graph.

This activity addresses the Social Studies Outcome, Skills and Processes. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to obtain, interpret, and use information such as graphics and maps.
	2:	1994 is identified and is supported with data, or analyses of data, from chart.
	1:	1994 is identified but no supporting data is included.
	0:	All other responses.
Sample Response:
2	1994 had the fewer violations. There were 101 violations in 1993 and only 57 in 1994.

Activity 4B. Look at the 1994 ozone season. Think about geographic differences between a state with many days where ozone exceeded the healthy level and a state where it didn't. Identify the two states and list differences in the geography of the two states that might cause this to happen.

This activity addresses the Social Studies Outcome, Geography. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to predict the effects of living in a given geographic setting on people's lives.
	2:	Two states with very different numbers of ozone violations are identified and appropriate geographic differences are identified.
	1:	Two different states with very different numbers of ozone violations are identified but no appropriate geographic differences are included in the response.
	0:	All other responses.
Sample Response:
2	Maryland is a state with lots of violations and New Hampshire is a state with very few, only 1 per year. Maryland has many more people living very closely together. It is hotter and surrounded by other states with higher populations and ozone problems. New Hampshire is much less densely populated with no large cities like Baltimore or Washington D.C. There are fewer cars and industries and no big seaport city like Baltimore.

Activity 5A. Describe the air quality problem in Maryland.

This activity addresses the Science Outcomes, Applications of Science and the Social Studies Outcome, Geography. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to describe an environmental problem and to predict the effects of living in a given geographic setting on people's lives.
	2:	An accurate and thorough description of the ozone problem in Maryland is given.
	1:	The problem is identified but without description.
	0:	All other responses.

Activity 5B. Is the air quality problem in Maryland getting better or worse? Include data to support your answer and reasons why.

This activity addresses the Science Outcomes, Processes of Science and Habits of Mind. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response demonstrates the ability to analyze data and provide evidence to support an answer.
	2:	Students can say that the problem is either getting better or getting worse. (Conflicting data is found in the resources.) Answer is supported with appropriate data or information.
	1:	Answer is given but not supported.
	0:	All other responses.
Sample Response:
2	Information in Resource C shows a decline in ozone violations from a high of 44 in 1980 to 12 in 1995. Data in Resource C shows a decline in violations from the 1980 high to a low of 4 and 5 in 1990 and 1992. Violations have gone up a little since then and will probably continue to go up since population and number of cars is going up (Resource A).

Activity 5C. Explain the role of individuals in improving ozone air quality.

This activity addresses the Social Studies Outcome, Geography. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response gives evidence of the ability to demonstrate a sense of personal responsibility for environmental decisions made at the state and national levels.
	2:	Throughly and accurately explains the roles that an individual can play in improving ozone.
	1:	Only one role that citizens can play is described.
	0:	All other responses.
Sample Response:
2	Everybody breathes air. Everyone who lives in areas of high ozone can try to do the many things listed in the press release chart that help reduce the ozone problem. This is good for the people themselves, but also for other people like senior citizens, children, and people with breathing problems. We can pass laws that might affect ozone and we could call the Maryland Department of Environment to learn about other things to do. We all have a responsibility to help out.

Activity 6A. Based on what you know and what you have learned in this task, list four things that you should do during a “Code Red Alert.”

This activity addresses the Science Outcome, Concepts of Science. The response is scored on a 0-2 scoring tool.
Scoring Tool: This response gives evidence of the student's ability to acquire and integrate information.
	2:	Four accurate responses to a Code Red Alert are given.
	1:	Two or three accurate responses to a Code Red Alert are given.
	0:	All other responses.

Activity 6B. It is always important to think about the consequences of your actions. If you do the things you listed in Step A, what might be the consequences for your and for other people.

Scoring Tool: This response gives evidence of the ability to demonstrate a sense of personal responsibility for environmental decisions and to analyze situations in Maryland in which individuals demonstrate respect and support for the rights of all peoples.
	2:	More than one consequence (consequence must be related to actions described in Activity 6, Step A) is accurately described and relationship to self and other people explained.
	1:	Only one consequence is described.
	0:	All other responses.
Sample Response:
2	If I do the things I listed in Step A (tell my friends about the alert, don't exercise in the afternoon, ask my parents to try to drive less during an alert), I will be doing my part to help keep the air that everyone breathes a little cleaner of ozone. By helping my parents keep out car exhaust inspected I am also helping to keep Maryland air healthier for everyone.

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