Level 1: Grades K-2
Sample
Performance Task
There are
different theories as to why dinosaurs became extinct. Your class is in charge
of teaching other students about how dinosaurs may have become extinct. What
are some of the reasons you have heard or read about that try to explain what
happened to the dinosaurs? What explanations make sense to you? Which ones don’t
seem as clear? After comparing various explanations select one which seems to
be the most reasonable.
Using information from class, books and other resources, write a report which
answers the question "What Happened to the Dinosaurs?" You may
develop your own explanation by combining ideas from different sources.
You will be assessed on your ability to develop a explanation for a past event,
your ability to interpret data and generalize a conclusion, and your ability to
effectively communicate ideas in a variety of ways.
Level 2: Grades 3-5
Sample
Performance Task
You have been
studying characteristics that help animals adapt to their environment. After
watching Jurassic Park you come up with the idea of creating your own theme
park, one in which the animals can survive in different habitats. What might
the theme of your park be? What habitats might the park have and why? Your task
is to select an animal and figure out a way to improve that animal by changing
one or more of its characteristics so that it could adapt even better to its
new environment in the theme park. Be ready to explain how your changes would
help it to adapt using scientific vocabulary so you could convince somebody to
fund your new park.
You will be assessed on your ability to generate ideas to address an unmet
need, your ability to identify criteria your idea will address, your ability to
make revisions as needed, and your ability to communicate effectively in a
variety of ways and by using scientific vocabulary.
This
sample performance task addresses the following:
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Complex Thinking Standards
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|
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Learner Expectation(s)
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- Effective
Communicator
- Knowledgeable
Person (see content standard)
- Versatile
Thinker (see complex thinking standard)
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K-12 Content Standard(s)
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II.
Understands scientific communication.
VI.
Understands the process and structure of life and that all living things
change over time.
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Key Learnings
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1. Uses
science vocabulary associated with a unit ofstudy. 2. Understands how
adaptations enable different species to help them survive
2.
Understands how adaptations enable different species to help them survive.
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This
sample performance task addresses the following:
|
Complex Thinking Standards
|
|
|
Learner Expectation(s)
|
- Effective
Communicator
- Knowledgeable
Person (see content standard)
- Versatile
Thinker (see complex thinking standard)
|
|
K-12 Content Standard(s)
|
I.
Understands and applies scientific inquiry and other problem solving
strategies
VI.
Understands the process and structure of life and that all living things
change over time
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Key Learnings
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1. Knows
how to observe, measure, compare, control variables, interpret data and
generalize a conclusion.
4.
Recognizes that life forms that exist now have not always existed and that
some forms of life have become extinct.
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Level 2: Grades 3-5
Sample
Performance Task
Your
classroom has been studying graphs, bar graphs, line graphs, circle graphs,
etc. During the lesson the teacher shared graphs that demonstrated that biking
is a dangerous activity. These conclusions do not support research you have
seen. As chairperson of the Biking Club you analyze the graphs and note that
sometimes the graphing changes the way the information will be interpreted. How
would you explain to the teacher and students how graphing practices can
distort information and lead to incorrect conclusions? What other examples of
this can you find from the newspaper, TV, or other sources? How might you take
the graphs on biking and change the graphing process to support your point of
view and research that biking is not a dangerous activity?
You will be assessed on your ability to construct, read and interpret graphs,
your ability to draw conclusions, your ability to construct support for your
point of view and your ability to communicate effectively in a variety of ways.
This
sample performance task addresses the following:
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Complex Thinking Standards
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- Constructing
Support
- Decision
Making
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|
Learner Expectation(s)
|
- Effective
Communicator
- Knowledgeable
Person (see content standard)
- Versatile
Thinker (see complex thinking standard)
|
|
K-12 Content Standard(s)
|
VII.
Understands and applies the concept of statistics and probability.
X.
Understands mathematical reasoning.
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Key Learnings
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2.
Constructs, reads and interprets tables, charts and graphs.
1.
Draws logical conclusions about mathematics.
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Teacher made
performance task:
5th Grade Chamorro Bilingual
1.
Students watch a video about the culture and the
Roles and Responsibilities.
2.
They will write about what they know.
3.
After completing a paragraph on what they know?
They will be able to translate the sentence in Chamorro.
4.
Illustrate the lifestyle and the Role’s and
Responsibility.
5.
Create a mini book and transfer the drawing into
the mini book and include decorations and creativity.
6.
Present to class.
