Short Performance Assessments

This task was adapted from an assessment designed by San Diego Unified School District teachers using the SNAP online courses and feedback from SCALE. See SNAP Course 4 for training in using the SNAP Multidimensional Rubrics to embed assessments into instruction.

Earth Science (2nd Grade)

PE: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land (2-ESS2-1).

• Rebuilding a Boardwalk Post-Hurricane Cover Page
• Rebuilding a Boardwalk Post-Hurricane SPA
• SNAP Multidimensional Rubrics for Rebuilding a Boardwalk Post-Hurricane SPA

Physical Science & Engineering (3rd grade)

PE: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. (3-PS2-3)

• Using the Oil Spill Cleanup assessment? Read this first!
• Get the assessment
• Get the scoring rubric with sample student responses

Life Science & Engineering (3rd grade)

PEs:

1. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* (3-LS4-4)
2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (3-5-ETS1-2)

• Using the Planning the Park assessment? Read this first!
• Get the assessment
• Get the scoring rubric with sample student responses

Life Science (5th grade)

PE: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. (5-LS2-1)

• Using the Movement of Matter assessment? Read this first!
• Get the assessment
• Get the scoring rubric with sample student responses

This task was adapted from an assessment designed by San Diego Unified School District teachers using the SNAP online courses and feedback from SCALE. See SNAP Course 4 for training in using the SNAP Multidimensional Rubrics to embed assessments into instruction.

Earth Science (5th Grade)

PE: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact (5-ESS2-1).

• The Hottest, Driest, National Park SPA Cover Page
• The Hottest, Driest, National Park SPA
• SNAP Multidimensional Rubric for The Hottest, Driest, National Park SPA

Earth Science (5th grade)

PE: Obtain and combine information about ways individual communities use science ideas to protect the earth’s resources and environment. (5-ESS3-1)

• Using the Warning! Air Pollution assessment? Read this first!
• Get the assessment
• Get the scoring rubric with sample student responses
• Resource Sheet

Earth Science (MS)

PE: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. (MS-ESS3-2)

• Using the Natural Hazards assessment? Read this first!
• Get the assessment
• Get the scoring rubric with sample student responses

Earth Science (MS)

PE: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. (MS-ESS2-1)

• Using the New York: A View From Below assessment? Read this first!
• Get the assessment
• Get the scoring rubric with sample student responses

This task was developed by Vivayic supported by SCALE Science for the Food and Agriculture Center for Science Education

Life Science (MS)

3D Performance: Use models and data to explain how parts of a body subsystem interact, including inputs, processes, and outputs, to contribute to a particular body function within the human body. (LS1.A)

See below for a high school version of this task.

• More Cheese Please (MS) Overview
• More Cheese Please (MS) Task
• More Cheese Please (MS) Teacher Guide

Life Science (MS)

PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem (LS2-1)

• Using the Deer Population assessment? Read this first!
• Get the assessment
• Get the scoring rubric with sample student responses

Physical Science (MS)

PE: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. (MS-PS4-1)

• Using the Ocean Sounds assessment? Read this first!
• Get the assessment
• Get the scoring rubric with sample student responses

This task was adapted from an assessment designed by San Francisco Unified School District teachers using the SNAP online courses and feedback from SCALE. See SNAP Course 4 for training in using the SNAP Multidimensional Rubrics to embed assessments into instruction.

Physical Science (MS)

PE: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects (MS-PS2-1).

• Protect Your Head! Cover Page
• Protect Your Head! SPA
• SNAP Multidimensional Rubric for the Protect Your Head! SPA

This task was adapted from an assessment designed by San Francisco Unified School District teachers using the SNAP online courses and feedback from SCALE. See SNAP Course 4 for training in using the SNAP Multidimensional Rubrics to embed assessments into instruction.

Physical Science (MS)

PE: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (MS-PS3-5).

• Cover sheet for the Cooling Soup Task
• Cooling Soup Task
• SNAP Multidimensional Rubric for Cooling Soup Task

This task was adapted from an assessment designed by San Francisco Unified School District teachers using the SNAP online courses and feedback from SCALE. See SNAP Course 4 for training in using the SNAP Multidimensional Rubrics to embed assessments into instruction.

Physical Science (HS)

PE: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known (HS-PS3-1).

• Plant-Based or Animal-Based Diet? Cover Page
• Plant-Based or Animal-Based Diet? Task
• SNAP Multidimensional Rubric for Plant-Based/Animal-Based Diet Task

This task was adapted from an assessment designed by San Francisco Unified School District teachers using the SNAP online courses and feedback from SCALE. See SNAP Course 4 for training in using the SNAP Multidimensional Rubrics to embed assessments into instruction.

Life Science (HS)

PE: Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem (HS-LS2-6).

• Isle Royale Task Cover Page
• Isle Royale Task
• SNAP Multidimensional Rubric for Isle Royale Task

This task was developed by Vivayic and SCALE Science for the Food and Agriculture Center for Science Education

Life Science (HS)

3D Performance: Use models and data to explain how parts of a body system interact, including matter flows within and between body systems, to perform essential functions of life. (LS1.A)

See above for a middle school version of this task.

• More Cheese Please Overview
• More Cheese Please Task
• More Cheese Please Teacher Guide

This task was developed by SCALE Science for the Food and Agriculture Center for Science Education

Life Science (HS)

3D Performance: Evaluate the impact of new data on a working explanation to construct an argument for how the population of one species can affect the carrying capacity of another species in the same ecosystem by changing environmental conditions. (LS2.A)

• Are All Bacteria Harmful? Overview
• Are All Bacteria Harmful? Task
• Are All Bacteria Harmful? Teacher Guide

This task was developed by Vivayic, supported by SCALE Science, for the Food and Agriculture Center for Science Education

Life Science (HS)

3D Performance: Develop and use models to predict how a change in the carrying capacity of the environment for one population in an ecosystem could affect the carrying capacity of the environment for other populations in the same ecosystem (LS2.A, LS2.C)

• Frog Fungus Cover Page
• Frog Fungus Student Version
• Frog Fungus Teacher Guide

Earth Science (HS)

PE: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. (HS-ESS2-2).

• Meltwater SPA Cover Page
• Meltwater SPA
• Meltwater SPA Rubric

This task was developed by SCALE Science for the Food and Agriculture Center for Science Education

Earth & Space Science (HS)

3D Performance: Use models and patterns identified from mathematical representations to explain how a technology (bioreactors) can produce less pollution and waste from farming, preventing ecosystem degradation and sustainability of human societies. (ESS3.C)

• Building a Better Bioreactor Task
• Building a Better Bioreactor Teacher Guide
• Building a Better Bioreactor Overview

This task was developed by Vivayic, supported by SCALE Science, for the Food and Agriculture Center for Science Education

Earth Science & Engineering (HS)

3D Performance: Use empirical evidence to make and support a claim for the best resource management strategy (ie. grazing technique) based on an evaluation of how two solutions affect biodiversity and profitability (ESS3.C, ETS1.B)

• Monday, Tuesday, Happy Graze Cover Page
• Monday, Tuesday, Happy Graze Student Version
• Monday, Tuesday, Happy Graze Teacher Guide

This task was developed by Vivayic, supported by SCALE Science, for the Food and Agriculture Center for Science Education

Earth Science (HS)

Compare, integrate, and evaluate sources of information presented in different media and formats in order to develop solutions at different scales to a resource management problem where human activities have threatened the sustainability of a natural resource and the surrounding human communities (ESS3.C).

• California Wildfires Cover Page
• California Wildfires Student Version
• California Wildfires Teacher Guide