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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Engineering 101: Pop-up Book! In this task, students will explore the various professional fields of engineering and create a pop-up book showcasing their newfound knowledge. This task includes: |
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Erosion In this task, students will design and conduct and experiment to investigate the question: How does the erosion of sand compare with the erosion of gravel? This task includes: |
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Estimating In this task (in PALM and in PALS), students must estimate the mass, volume, and density of various object to assess their ability to make observations. This task includes: |
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Ethical Dilemmas In this task, students will explore how to evaluate the negative impacts of the War of 1812 without applying modern values and perspectives. This task includes: |
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Evacuating Japanese Americans This task assesses students' knowledge of the past—but rather than measure rote recall of decontextualized facts, this assessment requires students to make connections across time and construct an argument about how events are connected. Students with a strong sense of the past will be able to explain that the bombing at Pearl Harbor made Americans suspicious of Japanese and Japanese-Americans living in the United States, leading them to be imprisoned in camps. Students will also be able to place internment in the historical context of American xenophobia directed at individuals of Asian descent at the time, and explain how both the Gentlemen's Agreement and the internment of Japanese Americans were products of this. Resources available for this task include downloadable PDF versions of both the assessment with source materials, as well as the Rubric containing benchmark descriptors. |
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Every Day is Earth Day In the Every Day is Earth Day task, students will write short essays “Save the Earth” or poems related to this problem. They will take photos, create drawings, videos where they really help to protect the environment. |
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Explosion of the USS Maine This task assesses students’ ability to reason how evidence supports a historical argument. Students must explain how a report by the Naval Court of Inquiry and a San Francisco newspaper article both support the conclusion that confusion pervaded US public thought following the sinking of the USS Maine. Resources for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors. |
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Family Math In this task, teachers will work on incorperating the parents in their student's learning process by working on problems together at home. This task includes: |
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Fares not Fair In this task, students must calculate a fair fare increase. This task includes: |
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Fault Line In this task, students will use a cardboard model covered in sand to explore what happens with techtonic plates during an earthquake. This task includes: |
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