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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Carnival LEGO In this task, students will use real world knowledge about 3D modeling and engineering to create a LEGO carnival. This task includes: |
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Cats and Kittens This task requires pupils to work out how many descendants one female cat could produce in 18 months. This task includes: |
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Changing Ramp Heights This task (in PALM and in PALS) focuses on Motions and Forces. Students must determine the relationship and variables between the energy of a rolling ball and the height of a ramp. This task includes: |
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Changing Rocks In this task, students will measure the amounts of erosion on multiple types of "rocks" when shaken in a box. This task includes: |
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Chemical Weathering In this task, students will explore the relationship between water temperature and the speed of a chemical reaction. This task includes: |
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Circular Motion In this task, students will examine objects as they move in circles to see what keeps them moving in that motion. This task includes: |
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Classification of Materials This task focuses on Understanding the Scientific Inquiry. Students must use a two-way classification system to organize people and objects. This task includes: |
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Classifications of Animals In this task, students will create a binary classifications system to sort plastic animals. This task includes: |
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Connecting Math to Our Lives In this task, students will explore how math is being used in their community and shed light on promoting equity. This task includes: |
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Connections to the Philippine-American War This task assesses students' historical knowledge in a way that transcends the rote recall of facts by asking students to draw on their knowledge of the past to construct an argument about how two events are connected. Question 1 asks students to connect the explosion of the USS Maine to the imprisonment of Filipinos by the American military in 1901. Question 2 asks students how the popularity of Social Darwinism in the US is likewise connected to the imprisonment of Filipinos in 1901. The task includes a range of supplementary materials, all accessible and available for download with the creation of a free account through the site:
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