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Best Place in the United States to Live
Task with Student Directions
Contributed by: Kentucky Department of Education (KDE)


PERFORMANCE ASSESSMENT STUDENT INSTRUCTION/RESPONSE FORM

TASK: S/SS1 "Best Place in the United States to Live"                     GRADE 12
STUDENT NAME:_______________________________________________
SCHOOL NAME:________________________________________________

GENERAL INSTRUCTIONS:

The purpose of this task is to use the information provided to make a logical decision about the best place to live in the United States. You will be working in a group of four to accomplish this task. READ AND FOLLOW ALL INSTRUCTIONS CAREFULLY AS YOU COMPLETE THIS TASK.

MATERIALS:
  1. set of maps, graphs, and data sheets
  2. one set of acetate U.S. map sheets (for group use)
  3. marker set
    INSTRUCTIONS:

    1. During the next 20 minutes, your group will examine the materials, discuss them, work with them, and reach a group decision about the best place to live in the United States.
      During this time, each person in your group should complete question 1. Your group should complete this question together. After 20 minutes, group work will end. The test facilitator will instruct you to begin your individual work.



      YOU WILL HAVE APPROXIMATELY 25 MINUTES TO ANSWER QUESTIONS 2 THROUGH 6



    1. According to your group, where would be the best place in the United States to live? Describe the factors your group discussed and explain the reasoning you used in reaching your final decision. Be sure to indicate the relative importance of each factor in your decision process.
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      Your test facilitator will signal the end of group work after 30 minutes. You will then open this test booklet and complete pages 2 and 3 by yourself. You may not begin pages 2 and 3 until your test facilitator tells you to open your test booklet. DO NOT OPEN THIS TEST BOOKLET UNTIL YOUR TEST FACILITATOR TELLS YOU TO DO SO.



    2. Describe several other factors that you need to consider to make an informed decision on the best place to live in the United States.
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    3. Using the data from this activity, define five levels of risk, scaled from greatest to least. Develop a table to show how you analyzed your data to arrive at the risk calculate for each of the five levels. Then indicate on the map, through shading or other means, the various levels of risk in areas across the United States.
      ______________________________
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    4. Discuss reasons why people might continue to live in areas that are potential danger zones for natural disasters.
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    5. Choose one of the natural disaster maps and describe what causes this type of event. Give a detailed scientific explanation.
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      _______________________________________________
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    6. Describe a technological advancement that has been developed to allow people to live in a danger zone. Explain the scientific principles involved in that technology.
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    Kentucky Department of Education                                  Performance Events, 1992-93











    Applicable information about natural disasters:

    Volcano - a place on the earth's surface from which gases, molten rock, and fragmentary materials have been extruded.
    • begins when molten rock invades crust
    • generally occurs within or near the two great zones of recent mountain building (Alpine-Himalayan zone - Mediterranean-Caspian Sea-Himalaya-Malay Peninsula - and along Pacific Ocean), also some in Atlantic, Pacific, and Indian Oceans
    • usually ascends through deep fractures in earth's crust
    No definite proof exists about the exact cause of volcanoes.

    Earthquake - movement of tectonic plates along fault lines.

    Tornado - a small, extremely intense whirlwind, formed by a severe thunderstorm, that contains extremely low air pressure. Usually occurs when there is warm, moist air at low altitudes and cold air with high winds at higher altitudes, often along a cold front. Sometimes associated with hurricanes.

    Hurricane - a large, rotating tropical storm that forms over warm waters near the equator. Winds must exceed 73 mph to be classified as a hurricane, and must be accompanied by very low air pressure, torrential rains, flooding, and sometimes tornadoes. Storm rotates counterclockwise (in northern hemisphere) around a central area of calm.

    Polluted river - pollution may be from natural (e.g., animal waster products, debris, sediments) or man-made causes (e.g. chemicals, garbage, run-off from other sources, etc.)

     

 

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