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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Durability of Materials Experiment In this task, students will conduct an experiment to test the durability of various materials. This task includes: |
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Electric Circuits In this task, students will explore the relationship between power, circuits, and batteries. This task includes: |
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Electrical Energy In this task, students will create an experiment that explores the relationship between wires and heat conduction. This task includes: |
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Electrical Energy In this task, students will conduct an experiment that explores the relationship between heat conduction and wires and apply their knowledge to alternate situations. 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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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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Expressing Geometric Properties with Equations In this task, students will answer five short questions regarding geometric properties. This task includes: |
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Extending the Enneagon In Extending the Enneagon, students determine the meaure of an angle formed by extending two sides of an enneagon until they intersect. Elements of this problem are explored in Grade 7, when students “Use facts about supplementary, complementary, vertical, and adjacent angles in a multi- step problem to write and solve simple equations for an unknown angle in a figure.” Combining those concepts with properties of regular polygons is more likely tackled in high school. This task includes:
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Fearless Frames In this task, students are asked to calculate the dimensions of a prism frame being built using a predetermined amount of metal. This task includes: |
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Field Trip In Field Trip students will write an equation or system of equations that winds up leading to solving a quadratic equation. While one of two quadratic equations is likely to result, both are factorable, and the hope is that students will solve by factoring rather than relying on their calculators to crank out the quadratic formula. task includes:
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