Description of Student Performance
present a timeline with appropriate milestones for project completion
conduct research on the evolution of the local physical environment (an appropriately scaled area within approximately a 50-mile radius of the school)
make appropriate maps, including maps of each individual site and a general map showing relative location of all sites
write a narrative describing the dominant processes affecting the evolution of physical features in the study region
construct one or more climagraphs, geologic profiles, and soil profiles
develop maps and a narrative taking the traveler on an efficient route to locations illustrating the effects of these dominant processes
present a completed, formal publication and lead an audience through an actual or virtual field trip

Work Plan/Timeline

1. select an appropriate area of interest, in consultation with the teacher; the area should be local and have significant physical features for investigation
2. construct a schedule for completion of the following tasks
3. gather maps and information that describe the processes which produced the present physical landscape
4. interview available experts familiar with the physical environment (e.g., geologists, meteorologists, farmers, outdoors folk)
5. conduct literature and image search for information detailing the local environment; suitable images include (but are not restricted to) aerial photographs, satellite images, video clips, still photography, line drawings, paintings, etc.
6. create a preliminary annotated bibliography showing what information exists, how the information is relevant and how the information is to be accessed
7. consult maps of the area showing geologic structure, advance and retreat of glaciers, land forms, water bodies, soil patterns, temperature patterns, precipitation patterns, pre-agricultural vegetation patterns, etc.
8. select appropriate sites that illustrate the evolution of the physical landscape
9. discuss selected sites with teacher and other experts
10. produce final maps and data tables
11. produce "guidebook" suitable for an individual to explore the sites with understanding (and safety)

Research

1. use appropriate research techniques developed and described in other assessment packages, exploring the following items
2. collect appropriate illustrations of land forms, subsurface geology, vegetation, and weather
3. collect relevant local statistics
4. read relevant portions of physical geography and geology texts
5. study available atlases showing soil types, pre-agricultural vegetation
6. consult appropriate persons within local office of Soil Conservation Service, Minnesota Geological Survey, geography faculty at local colleges and universities, meteorologists for local news media, agricultural extension officers, local amateur rock collectors, local building contractors, etc.

Making Appropriate Maps
map design

1. information is clear and complete (TODALSIGS)
2. message is neat and clear
   

   a. avoid unnecessary information
   b. minimize distortion information
   c. mappable data is portrayed accurately
   d. mappable data is portrayed at appropriate ranges and units
   

3. shading/fill pattern is clear and effective
   

   a. avoid distortion or optical illusion
   b. tone pattern reproduces well
   c. provide strong contrast between adjacent tones and patterns
   d. most important information is darkest
   

4. symbols represent data classifications appropriately
   

   a. pictorial symbols are closely related to idea presented
   b. symbols are simple and uncluttered
   c. symbols enlarge, reduce, and reproduce clearly
   

1. site maps display features of significance at an appropriate scale
2. route map should be legible and provide traveler with safe access to each site

Guidebook
produce a guidebook with a narrative that summarizes the environmental history and nature of the present physical landscape in the study area
final product should be of high quality

1. describe the environmental history of the study region; place the area in the larger context of regional or global forces (e.g., glacial pattern, climate, etc.)
2. identify the present situation
3. describe each selected site used to illustrate the dominant forces
4. for each site, describe the forces at work, if any, that might change the physical landscape in the near term (e.g., changing patterns which accelerate erosion)

Climagraphs and Profiles

1. graphs and profiles are clear and easy to understand
2. data are in appropriate form
3. gaps in information are clearly acknowledged

Final Presentation
description of environment is presented with sufficient detail for a reader/audience that is unfamiliar with the place and its history
description places the locale in geographic context
analysis of the process and condition of study area is supported by evidence from the research
text and/or visual images are integrated to create a coherent message
presentation uses text and images effectively to convey information and present convincing message
presentation meets the needs of the target audience