Elementary School Science

In this Grade 1 science performance assessment, students explore why different birds (manu) in Hawai’i look and act differently — and demonstrate their understanding by observing real-world birds, creating a functional flipbook, and explaining how external body parts help birds survive in their environments. 

• Part 1 (~30-45 min, whole class/individual) — Students go on an outdoor nature walk to observe live birds in their area, map patterns of their observations, and analyze diverse "manu cards" to discuss distinct bird features.

• Part 2 (~30-45 min, individual) — Students create an interactive, mix-and-match bird flipbook to creatively explore how changing different external structures affects a bird's characteristics.

• Part 3 (~30-45 min, individual) — Students complete a "Puke Manu" (Bird Book) page, using structure and function relationships to explain how specific bird parts (like beak shapes, wing spans, and webbed feet) support a bird's survival and growth. 

NGSS Performance Expectations: 1-LS1-1 

PADI Principles Emphasized: Groundedness, Relationships

In this Grade 4 science performance assessment, students explore how waves move objects through the ocean to the shore — and demonstrate their understanding through collaborative dance and storytelling.

• Part 1 (~60 min, small groups) — Students storyboard and plan a dance that models how waves are created, how they move in deep water vs. near shore, and how wave properties (amplitude, wavelength, energy) affect the movement of objects

• Part 2 (~60 min, whole class) — Each group teaches their dance to the class, which then performs it together in a shared celebration of learning

NGSS Performance Expectations: 4-PS4-1, 4-PS3-1
 

PADI Principles Emphasized: Student Voice & Agency, Relationships

In this Grade 5 science performance assessment, students explore how communities use scientific ideas, local knowledge, and traditions to protect Earth's resources and respond to climate change.

• Part 1 (~50 min, small groups) — Students read and discuss three case studies (Shelterwood Collective, restoring land and water in Hawaiʻi, and closing coal plants) and respond to guiding questions

• Part 2 (~25–50 min, individual or small group) — Students research and collect stories about how their own community is working to protect the environment

• Part 3 (~25–50 min, individual or small group) — Students use art to communicate their community story and share during a gallery walk

NGSS Performance Expectation: 5-ESS3-1

PADI Principles Emphasized: Student Voice & Agency, Groundedness