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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Honey, Where Are My Bees? In this task, students will work in groups to create a multimedia presentation on the decline of bees and the impact that has on their daily lives. This task includes: |
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How Many Berries Did I Eat? In How Many Berries Did I Eat?, students are given information about how many berries were on each of the two bushes and how many are left on the bushes after berries were eaten. They are then asked which berries were eaten more of -- raspberries or blueberries. The key concept is subtraction. This task includes:
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Impacts on Soldiers and Civilians In this task, students will explore the War of 1812 from various viewpoints to better understand how soldier's lives were effected. This task includes: |
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Insects and Spiders In this task, students will use various materials to create either an insect or a spider and explain why it is one or the other. This task includes: |
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International Intercultural Mural Exchange In this task, students will interact with an international partner school through online forums in order to create a mural. This task includes: |
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International Intercultural Mural Exchange (IIME) In the International Intercultural Mural Exchange (IIME) task, students of two schools of distant countries learn interactively by using ICT and create one big mural by drawing halves of a canvas to express their collaborative learning in a visual way. This task includes several possible classroom activities. |
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Kindred (Family History) Project In the Kindred (Family History) Project task, students will research events in the lives of members of their family or local community to find the impact of world or local history. They will be asked to interview member of their immediate family (mother, father, brothers, sisters), extended family (grandparents, uncles, aunts), neighbours or friends in the local community. They will ask them about experiences in their life that have been affected by the events of world or local history. Events may include war, natural disasters, migration, important discoveries, monuments, famous places and so on. Students will focus on the impact for the family. |
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Kindred (Family History) Project In this task, students will conduct interviews of their family and community members about their lives during world events in order to understand how their family's lives were affected. This task includes: |
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Laws of Life: Virtues Project In this task, students will write an essay about what they value most in life. By submitting their essays in an online forum, students will be able to react to one another's essays online. This task includes: |
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Laws of Life: Virtues Project In the Laws of Life: Virtues Project task, students will write an essay about their personal values in life. The Laws of Life Project allows students to express in their own words what they value most in life. They will submit essays about their laws of life in which they describe the rules, ideals, and principles by which they live, and explain the sources of their laws of life (i.e., life experience, religion, culture, role models, etc.). They will respond to each other's essays and interact with each other electronically. They will also be able to report on any dialogue or events that occur in their learning communities as they participate in the Laws of Life Project, and are encouraged to use what they learned about values to initiate change within the community through action projects. |
If you would like to recommend additional open-sourced performance task banks to be included in the database, or if you would like to report a broken link, please email Pai-rou Chen.
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