Task Description: This task asks students to recognize geometric patterns, visualize and extend the pattern, generate a non-linear sequence, develop and algebraic generalization that models the growth of a quadratic function and verify the inverse relationship of the quadratic relationship. The Aussie Fir Tree task is a culminating task for a 2-3 week unit on algebra that uses the investigation of growing patterns as a vehicle to teach students to visualize, identify and describe real world mathematical relationships. Students who demonstrate mastery of the unit are able to solve the Aussie Fir Tree task in one class period.

Task Description: This task is embedded in a 3-4 week unit that uses the topic of animal cognition as a means to teach students how to analyze and navigate informational texts, as well as study the purposeful decisions an author makes to best convey his/her point of view in writing. This unit contains a series of 3 tasks that build in complexity. This task asks students to read an informational text and write an essay in which they use textual evidence to explain how the author develops his/her point of view on the question, "Can animals think?" Responses must adhere to standard English grammar and usage convention, focusing on standard capitalization.

Task Description: This task asks students to write an informative/explanatory essay, demonstrating knowledge they have gained about the science of forensic anthropology. Student must be able to determine the central idea of a text and analyze its development through the course of multiple texts and differentiate between relevant and irrelevant information. The Forensic Anthropology task is embedded in a 4-week curricular unit on informational texts in which students read four informational texts on the subject of forensic anthropology. The students complete three assessments tasks that build in complexity and are sequenced to scaffold student learning.

Task Description: This task asks students to write an information/explanatory report demonstrating what they learned from an informational text. Students will demonstrate their understanding of the main idea of the text - not all bugs are bad - by retelling key details. This task is embedded in a unit that introduces students to informational texts as sources of information, or ŇteachersÓ that we can learn from. After spending time exploring nonfiction texts, through read alouds as well as collaborative and independent research, students will demonstrate their understanding by writing a book about what theyŐve learned from a nonfiction read aloud. The unit length is approximately 3 weeks, depending on studentsŐ incoming familiarity with nonfiction, and can be extended with enrichment activities.

Task Description: This unit uses the topic of food choice as a means to teach students how to analyze and navigate informational texts. This 2-3 week unit contains a series of three tasks that build in complexity. This culminating task asks students to use textual evidence to write an essay analyzing how the author organized and developed his argument regarding the omnivoreŐs dilemma in his chapter, ŇThe OmnivoreŐs DilemmaÓ from Michael PollanŐs The OmnivoreŐs Dilemma (Young ReaderŐs Edition)

Task Description: This task asks students to write an essay in which they present and defend their beliefs about doing work Ňon behalf of othersÓ based on the texts they have explored throughout the unit. This packet contains a curriculum-embedded CCLS aligned task and instructional supports. The task is embedded in a 2-3 week unit on documentary work that focuses on creating records or accounts of events, people, and places that might otherwise go unnoticed.

Task Description: Students observe plants in their neighborhood and classroom and discover how books provide factual information about real life things, like plants. Students will explore plants, including their attributes and growth cycle, over the course of one month or longer. This interdisciplinary unit on plants consists of 4 sequences learning plans. Each activity or learning plan works best with a small group of 4-5 students over the course of one week. Duration of student engagement in tasks will vary, but the recommendation is of each activity is 20 minutes or less. This Common Core-aligned literacy task is to be used in correlation with the curriculum embedded common core aligned task for mathematics, How Many Little Seeds?

Task Description: Students will write an objective summary of a text, analyzing a central idea of that text and its supporting ideas and information. Students will also write argument pieces, taking a stance on the topic of sports programming in high school, supporting their claims with clear reasons and information derived from the video and print informational texts provided. This packet contains two units designed to support studentsŐ journeys towards proficiency in reading and analyzing nonfiction texts, analyzing information across multiple texts, and writing argument essays based on their research. The task included asks each student to read and watch several nonfiction texts that give information about an issue, to take a stance on that issue, and defend that stance in an argument essay, drawing on the provided texts for support.

Task Description: This is embedded within two units designed to support studentsŐ journeys towards proficiency in reading and analyzing nonfiction texts, integrating information across multiple texts, and writing argument essays based on their research. The task included asks each student to read and watch several nonfiction texts that give information about an issue and to take a side on that issue in the form of an argument essay, drawing on the provided texts for support. Students will write summaries of the main ideas and key details of texts they have read. Students will also write opinion pieces on the topic presented, supporting their point of view with reasons and information derived from the texts provided.