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.
| Source | Task |
|---|---|
|
Source Subject Grade Level |
Public Transport In this task, students must write a letter to the newspaper showing that they are able to interpret the survey on transportation provided. This task includes: |
|
Source Subject Grade Level |
Puddles and Soil This task (in PALM and in PALS) focuses on the Structure of the Earth System. Students examine the concept of permeability by carrying out an experiment to determine which types of soil produce puddles. This task includes: |
|
Source Subject Grade Level |
Pulse In this task (in PALM and in PALS), students must determine a base pulse rate, and then continue to observe and record the pulse rate during various activities and over time. They must then describe and explain their observations. This task includes: |
|
Source Subject Grade Level |
Put the Life Back in Wildlife In Put the Life Back in Wildlife students will create a functional and decoration vessel which will benefit a wildlife preserve. The vessel will depict an animal and wildlife theme and will have at least one relief. This task includes:
|
|
Source Subject Grade Level |
Rain Drops In this task, students will test and examine water droplets on various materials commonly used on buildings. This task includes: |
|
Source Subject Grade Level |
Reaction Rates In this task, students must measure and graph results between temperature and the reaction rate of a mixture. This task includes: |
|
Source Subject Grade Level |
Reaction Rates In this task, students will observe and graph their results of the relationship between temperature and reaction rates of mixtures and then apply their knowledge to additional scenarios. This task includes: |
|
Source Subject Grade Level |
Reconstruction Riots This task requires students to weigh the values and limitations of a document as historical evidence on the topic of Reconstruction. Students with a sophisticated understanding of how to source a document will be able to explain that the primary source illustrations (Harper's Weekly, 1866) might be useful because they were contemporary depictions of the riots. They will also observe, however, that the artist may not have been present at the riots- and that this is a rendition drawn either from memory or from others' accounts, making it less useful as evidence of what happened. Resources include PDF downloads of the assessment with source materials, and a rubric with benchmark descriptors. |
|
Source Subject Grade Level |
Riis' Urban Photography This task assesses students’ ability to source, contextualize, and corroborate a document from the Industrial era. Students are asked to consider how contextual information could affect the reliability of Jacob Riis' photography. Then, students must think of other information they would like to know about Riis or the circumstances surrounding the photograph in order to further evaluate their reliability. Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors |
|
Source Subject Grade Level |
River Planning In this task, students will simulate dam construction through an experiment and write about their observations. This task includes: |
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.
© Stanford University, Stanford, California 94305