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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The Food We Eat In this task, students will plan a days worth of meals after consulting and examining the food pyramid. This task includes: |
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The French Revolution In this task, students will research both the French and Haitian Revolutions and write a position paper on their findings. This class includes: |
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The Function of Form In this task, students will explore compositional form by improvising and writing compositions. This task includes; |
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The Function of Trigonometric Functions In this task, students will work in groups and role play as mathematicians who write a book about the relationship between mathematics and music. To convince a publishing company to publish their book, they will make an instrument to be tuned using trigonometric graphs. This task includes: |
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The Great Global Investigation of Climate Intensive Observing Period In the Great Global Investigation of Climate Intensive Observing Period, students will conduct short-term and long-term scientific studies focused on the relationship of temperature and precipitation with climate near their school and in comparisons with schools across the globe as a contribution to scientific research. This task includes: |
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The Ins and Outs of Waste The The Ins and Outs of Waste unit includes an introduction, the learning focus, 4 teaching and learning activities, assessment criteria, and resources. Unit description from source: In The ins and outs of waste students learn about the scope and effect of resource use that supports their lifestyle and the implications of associated waste generation and disposal. They investigate a life cycle analysis (LCA) and assessment of a product, identifying and analyzing the inputs (resources) and outputs (wastes) at each stage of a product’s life. As part of their work, students monitor their management of a personal project and evaluate its effectiveness. |
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The KKK in the 1870's This task assesses students’ ability to reason how evidence supports a historical argument. Students must explain how an 1872 editorial describing the organization of the Ku Klux Klan, and a testimony given before Congress describing Klan intimidation, both support the conclusion that Americans were concerned about the KKK during the 1870's. Resources available for this task include downloadable PDF versions of both the assessment as well as the Rubric with benchmark descriptors. |
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The Lend-Lease Bill In this task, student will write an essay about the Lend-Lease Bill. This task includes: |
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The Living Constitution? In this task, students will act as Constitutional scholars and summarize the Constitution. This task includes: |
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The Map The Map task allows students to demonstrate their knowledge of the map location of eleven prominent places throughout New Zealand. Students will complete this task working in stations. The resources required for this task are eleven postcards on New Zealand places and eleven stickers with place names and arrows. This task is a part of the Knowledge task series from 1997 by NEMP. |
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