Please note that many tasks were constructed prior to Common Core and the task alignments to the Common Core State Standards (CCSS) were not identified in the task materials. To search for the performance tasks explicitly aligned to the CCSS, Next Generation Science Standards (NGSS), or College, Career, and Civic Life (C3) Framework for Social Studies State Standards, please go to CCSS, NGSS, and C3 tabs.
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Source Subject Grade Level |
Multiplication Patterns The Multiplication Patterns unit includes an introduction, the learning focus, 3 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Multiplication Patterns students focus on recognising patterns in sequences of numbers and using them to make predictions about further numbers in the sequence. The assessment task requires them to use spreadsheets to analyse sequences, and make and test predictions. |
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Source Subject Grade Level |
Newspaper Report The Newspaper Report unit includes an introduction, the learning focus, 4 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Newspaper Report students identify characteristics of text style that can be used to describe the differences between newspapers and then collect summary statistics from a range of newspapers. They analyze these statistics and produce a report based on their findings. Working within teams, students provide constructive feedback on each others' work and analyze different points of view. |
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Source Subject Grade Level |
Solar House The Solar House unit includes an introduction, the learning focus, 5 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Solar house students investigate the apparent path of the Sun over time and relate this to the passive solar design of houses. They calculate angles using trigonometric ratios, prepare a report on their findings and maintain a team diary. |
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Source Subject Grade Level |
Traveling to School The Traveling to School unit includes an introduction, the learning focus, 6 teaching and learning activities, assessment criteria, and resources. Unit description from source: Traveling to school uses student experiences of travelling to and from school to develop their knowledge of road safety and skills in graphing and mapping. Students conduct surveys and develop pictographs to show how students travel to and from school. They develop a pictorial map of a route they are familiar with, identifying key features along the way. They consider rules and behaviours that make travelling safer. They develop and publish an electronic text to demonstrate road safety knowledge, skills and behaviours. |
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Source Subject Grade Level |
Visiting Vines The Visiting Vines unit includes an introduction, the learning focus, 7 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Visiting vines students explore concepts and skills that have relevance to work in a vineyard. They apply their mathematical skills to estimate and calculate different aspects of the wine production process and participate in activities where they are encouraged to develop their problem solving strategies and reflect on the quality of their thinking shown throughout the unit. Students will also monitor and reflect on their progress as autonomous learners. A visit to a vineyard is an essential component of this unit and illustrates how an excursion to an industrial setting can provide context and motivation for learning. This unit could be modified to suit other industries which may be more accessible or appropriate for your students. When organising an excursion teachers must consider the requirements of safe work practices and food handling, and the environmental issues that arise in a visit to a vineyard |
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Source Subject Grade Level |
Who Are We? The Who Are We? unit includes an introduction, the learning focus, 4 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Who are we? students work cooperatively in a team to develop and implement a class survey about selected characteristics of class members. They brainstorm ideas to develop suitable survey questions, collect survey data, and then use spreadsheets to organise and represent their findings. Survey results and inferences made are presented to the class using multimedia tools. |
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