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 |
ANIA Children's Land Project / Tierra de Niños In the ANIA Children's Land Project / Tierra de Niños task, students will share their home and/or school garden experiences and learn about how the agricultural methods of the Incan people of Peru can guide them in developing their own sustainable gardening practices. This task includes four possible classroom activities. |
|
Source Subject Grade Level |
ANIA Children's Land Project/ Tierra de Ninos In this task, students will work together to learn about their environment and begin a sustainable gardening project based off of Incan agriculture. This task includes: |
|
Source Subject Grade Level |
Alternate Reality In this task, students will photoshop each others images into their partner schools in order to put themselves in one another's shoes and identify the difficulties they each face. This task includes: |
|
Source Subject Grade Level |
Balls and Ramp This task focuses on the Position and Motion of Objects. Students must become familiar with the concept that energy can be tranferred between objects by measuring the distances a cup is pushed by a rolling ball. This task includes: |
|
Source Subject Grade Level |
Beanie Bear's Window Cleaning Device The Beanie Bear's Window Cleaning Device unit includes an introduction, the learning focus, 10 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Beanie Bear’s window cleaning device, students focus on designing and constructing a basic mechanism that can lower an object (Beanie Bear or other small toy) and stop at two positions. The assessment task requires them to develop a planned set of steps for making the lowering device, evaluate the device and explain any improvements they make. |
|
Source Subject Grade Level |
Beauty of the Beasts The Beauty of the Beasts task is a global project inviting students to capture the grandeur and magnificence of animals indigenous to their areas through original artwork and poetry. Artwork and poetry must be the student's original masterpiece... their own interpretation of the beauty and uniqueness of these marvelous creatures. All art mediums and poetry styles are acceptable. Students may participate in either art or poetry divisions, or are welcome to submit work in both. All languages welcome. Please submit English or Spanish translations if possible. |
|
Source Subject Grade Level |
Beauty of the Beasts In this task, students around the world will create original artwork and poetry about indigenous animals in their area. This task includes: |
|
Source Subject Grade Level |
Birds, Insects, Balloons: Kindergarten Flight Study In this task students will explore ratio and proportions through a flight study, designing and and creating various flying objects. This task includes: |
|
Source Subject Grade Level |
BizWorld In this task, students must work in groups to create a friendship bracelet business and carry out the entrepreneurial cycle to build capital for their business. This task includes: |
|
Source Subject Grade Level |
CIVICS The CIVICS task serves as a platform for young people to be actively involved in their communities. Groups of students will be guided to work around Millennium Development Goals focusing issues like environment, eradication of poverty, women education, education and literacy. Students will plan action projects and respond some of these issues through a process of reflection, dialogue and action. This task includes several possible classroom activities. |
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