OVERVIEW OF THE ELEMENTARY
AND MIDDLE SCHOOL
CURRICULUM-EMBEDDED
PERFORMANCE TASK MODEL
The
Connecticut State Board of Education approved the Core Science Curriculum
Framework in October of 2004. The
framework promotes a balanced approach to PK-12 science education that develops
student understanding of science content and investigative processes.
WHAT
IS A CURRICULUM-EMBEDDED PERFORMANCE TASK?
Curriculum-embedded performance tasks are examples
of teaching and learning activities that engage students in using inquiry
process skills to deepen their understanding of concepts described in the
science framework. Developed by teachers working with the Connecticut
State Department of Education, the performance tasks are intended to influence
a constructivist approach to teaching and learning science throughout the
school year. They will also
provide a context for CMT questions assessing students ability to do
scientific inquiry.
The three elementary performance tasks are
conceptually related to Content Standards in Grades 3 to 5 and the three middle
school performance tasks are related to Content Standards in Grades 6 to
8. The elementary performance
tasks provide opportunities for students to use the Inquiry Expected
Performances for Grades 3 to 5 (see Science Framework B.INQ 1-10 skills) to
understand science concepts. The middle school performance tasks provide
opportunities for students to use the Inquiry Expected Performances for Grades
6 to 8 (see Science Framework C.INQ 1-10 skills) to understand science concepts.
Teachers are encouraged to use
the state-developed curriculum-embedded performance tasks in conjunction with numerous
other learning activities that incorporate similar inquiry process skills to
deepen understanding of science concepts.
Students who regularly practice and
receive feedback on problem-solving and critical thinking skills will steadily
gain proficiency.
HOW ARE
THE PERFORMANCE TASKS STRUCTURED?
Each performance task includes
two investigations; one that provides some structure and direction for
students, and a second that allows students more opportunity to operate
independently. The goal is to gradually increase students independent
questioning, planning and data analysis skills. The elementary performance tasks introduce students to understanding
and conducting fair tests. The
middle school performance tasks focus on designing investigations that test cause/effect
relationships by manipulating variables.
Mathematics provides a useful language for quantifying scientific observations, displaying data and analyzing findings. Each curriculum-embedded performance task offers opportunities for students to apply mathematics processes such as measuring, weighing, averaging or graphing, to answer scientific questions.
Not all science knowledge can be
derived from the performance of a hands-on task. Therefore, each curriculum-embedded task gives students
opportunities to expand their understanding of concepts through reading,
writing, speaking and listening components. These elements foster student collaboration, classroom
discourse, and the establishment of a science learning community.
A useful structure for
inquiry-based learning units follows a LEARNING CYCLE model.
One such model, the 5-E Model, engages students in experiences that
allow them to observe, question and make tentative explanations before formal
instruction and terminology is introduced. Generally, there are five stages in an inquiry learning
unit:
Engagement:
stimulate students interest, curiosity and preconceptions;
Exploration:
first-hand experiences with concepts without direct
instruction;
Explanation:
students explanations followed by introduction of formal terms and
clarifications;
Elaboration:
applying knowledge to solve a problem. Students
frequently develop and complete their own well-designed investigations;
Evaluation: students and teachers reflect on change
in conceptual understanding and identify ideas still under development.
The performance tasks follow the
5-E learning cycle described above.
However, the teacher can decide the role the performance task will play
within the larger context of the entire learning unit. Early in a learning unit, the performance
task can be used for engagement and exploration; later in a learning unit, the
performance task might be used as a formative assessment of specific skills.
HOW ARE PERFORMANCE TASKS
USED WITH YOUR CLASS?
Curriculum-embedded performance
tasks are designed to be used as part of a learning unit related to a Framework
Content Standard. For example,
while teaching a unit about human body systems (Content Standard 7.2,) the
teacher decides the appropriate time to incorporate the Feel The Beat
performance task to investigate factors affecting pulse rate. In this way, the natural flow of the
planned curriculum is not disrupted by the sudden introduction of an activity
sequence unrelated to what students are studying.
The performance tasks are NOT
intended to be administered as summative tests. Students are not expected
to be able to complete all components of the tasks independently.
Teachers play an important role in providing guidance and feedback as students
work toward a greater level of independence. Performance tasks provide many opportunities for teachable
moments during which teachers can provide lessons on the skills necessary for
students to proceed independently.
There is no single correct
answer for any of the performance tasks.
Students conclusions, however, should be logical, or valid
interpretations of data collected in a systematic, or reliable way. Variations in students procedures,
data and conclusions provide opportunities for fruitful class discussions about
designing fair tests and controlling variables. In the scientific community, scientists present their
methods, findings and conclusions to their peers for critical review. Similarly, in the science classroom,
students critical thinking skills are developed when they participate in a
learning community in which students critique their own work and the work of
their peers.
Performance tasks should be differentiated to accommodate students learning needs and prior
experiences. The main goal is to
give all students opportunities to become curious, pose questions,
collect and analyze data, and communicate conclusions. For different learners, these same
actions will require different levels of scaffolding as they move toward
greater levels of independence. For
example, if students have had experiences creating their own data tables, the
teacher may decide to delete part or all of the data table included in the
performance task. Other possible
adjustments include (but are not limited to):
Text readability;
Allowing students to control all or some of the
variables;
Whether the experimental procedure is provided or
student-created;
Graph labels and scales provided or student-created;
Expectations for communication of results; or
Opportunities for student-initiated follow-up
investigations.
There are many science
investigations that are currently used in schools that provide inquiry learning
opportunities similar to those illustrated in the performance tasks. Students need a variety of classroom
experiences to deepen their understanding of a science concept and to become
proficient in using scientific processes, analysis and communication. Teachers
are encouraged to use the state-developed curriculum-embedded performance tasks
in conjunction with numerous other learning activities that incorporate similar
inquiry processes and critical thinking skills.
HOW ARE THE PERFORMANCE
TASKS RELATED TO THE CMT?
The new Science CMT for Grades 5
and 8 will assess students understanding of inquiry and the nature of science
through questions framed within the CONTEXT of the curriculum-embedded
performance tasks. Students are
not expected to recall the SPECIFIC DETAILS OR THE RIGHT ANSWER to any
performance task. The questions,
similar to the examples shown below, will assess students general
understandings of scientific observations, investigable questions, designing
fair tests, making evidence-based conclusions and judging experimental
quality.
Here is an example of the type of
multiple-choice question that might appear on the Grade 5 Science CMT. The question is related to the Soggy
Paper performance task:
Here is an example of the type of
constructed-response question that might appear on the Grade 8 Science
CMT. The question is related to
the Feel The Beat performance task:
NOTE THAT THE CMT QUESTIONS DO
NOT ASSESS A CORRECT OUTCOME OF A PERFORMANCE TASK OR STUDENTS RECOLLECTION
OF THE DETAILS OF THE PERFORMANCE TASK.
Students who have had numerous opportunities to make observations,
design experiments, collect data and form evidence-based conclusions are likely
to be able to answer the task-related CMT questions correctly, even if they
have not done the state-developed performance tasks. However, familiarity with the context
referred to in the test question may make it easier for students to answer the
question correctly.
INTRODUCTION TO CATCH
IT!
In this performance task, students will
explore factors affecting human reaction time. In Investigation #1, students will use a technique for
measuring the reaction time of different individuals. They will observe how long it takes group members to catch a
falling ruler. Noting that people have different reaction times, students will
explore possible factors that might influence reaction time speed in
Investigation #2. In both experiments,
students will learn about the importance of controlling variables to make a
fair test so that results are more reliable.
SAFETY NOTES:
1) Review
expectations for appropriate behavior, handling of materials and cooperative
group procedures prior to beginning this investigation.
2)
Students will be testing various factors that may affect
reaction time. Review each groups
experimental design to assure that the methods are accessible and safe for
all students.
3) For
more comprehensive information on science safety, consult the following
guidelines from the American Chemical Society - http://membership.acs.org/c/ccs/pubs/K-6_art_2.pdf and the Council of State Science
Supervisors - http://www.csss-science.org/downloads/scisaf_cal.pdf
FRAMEWORK CONTENT STANDARD(S): Catch It
relates conceptually to the following content standard. It should be used as one of several
experiences during the learning unit that contribute to student understanding
of how the sense organs perceive sights, sounds, smells, tastes and physical
characteristics. Catch It provides a good opportunity for students to learn how
the sense organs are connected to the brain and the spinal cord to comprise the
nervous system.
5.2 - Perceiving and
responding to information about the environment is critical to the survival of
organisms.
- The sense organs
perceive stimuli from the environment and send signals to the brain
through the nervous system.
UNDERLYING SCIENCE CONCEPTS (KEY IDEAS):
There are different systems
within the body and they work independently and together to form a functioning
human body;
The
central nervous system is divided into two parts: the brain and the spinal cord.
The somatic
nervous system consists of peripheral nerve fibers that send sensory
information to the central nervous system and motor nerve fibers that deliver
movement instructions to skeletal muscle
The sense organs perceive stimuli from the environment
and send signals to the brain through the nervous system.
Some movements controlled by the brain are voluntary,
and others are involuntary.
The time it takes for the information and instruction
messages to travel back and forth is a persons reaction time.
Different areas of your brain deal with planning,
carrying out, overseeing and remembering movements.
Human reaction time is affected by a variety of
physiological and environmental factors.
KEY INQUIRY SKILLS:
Make scientific observations and recognize the
difference between an observation and an opinion, a belief, a fact or a name.
Formulate an investigable question based on
observations.
Identify steps to make a scientifically fair test.
Use a metric ruler to collect accurate data.
Read and interpret a table of statistics.
Record data in an organized way.
Seek relevant information in books, magazines and
electronic media.
Use oral and written language to describe observations,
ideas, procedures and conclusions.
MATERIALS NEEDED: Listed
below are all the materials needed to complete the two investigations in Catch
It. There is no starter
kit for this performance task provided by the Connecticut State Department of
Education. All materials are
supplied by the school district:
- A 30-cm metric ruler. Using different types of rulers
(different colors, materials, transparent vs. opaque) provides another
opportunity for students to investigate factors that may affect reaction
time.
- Calculators (optional)
- Resources for
recording and presenting observations (science notebooks, paper, posters,
etc.)
- Nonfiction reading materials
– see Resources section
ADVANCE PREPARATION FOR THE TEACHER:
- Carefully read
through all teacher and student materials. Modify the Student Materials based on the needs of your
students.
- Gather a variety of
30-cm rulers. Try to get rulers of different colors and materials (wood,
plastic, metal, transparent, etc.)
This will provide many variables for students to investigate.
- Create science
notebooks if your students do not already have them.
- Gather nonfiction
reading sources from your library, media specialist, or language arts
team.
ESTIMATED COMPLETION TIME AND PACING
SUGGESTIONS:
Day 1 – Investigation #1 (with task
directions) record observations and wonderings
Day 2 – Investigation
#1 reaction time mini-lesson/ discussion of results/ questions for further
investigations
Day 3/4 – Research
Day 5 – Students select investigation
questions and design procedure
Day 6 – Conduct Investigation #2
Day 7 – Preparing to share results
Day 8/9 – Share and discuss results
PEDAGOGY: Consult the teacher notes
accompanying each step of the performance task for suggestions related to
classroom implementation, differentiation, assessment and extension strategies. The
symbol is used to indicate a differentiation opportunity. Each Teacher Note is followed by a
reference to the Framework inquiry skill featured in that task component. For example, the notation B INQ.3 indicates an inquiry skill related to designing or conducting
a simple investigation.
Catch It!
An Investigation of Factors Affecting Human Reaction
Time
ENGAGE
The soccer goalie on the cover page
sees the ball coming and has to move quickly to reach and catch the ball. In less than a second, he must see
where the ball is traveling and know where to move his arms, legs and hands so
he can catch the ball before it goes into the goal. How can the goalie make all these decisions so fast?
Teacher notes: The purpose of the introduction is to
engage students in the concept of response to stimuli. Based on the needs and interests of
your class, use different examples of stimuli and reactions to spark
discussion. For example, you might
use a video clip of a soccer game to enhance the introduction used above. Also, many students are familiar with
the hand-eye coordination associated with video games, and will readily engage
in a conversation on the topic.
Other ideas include the game Red Hands in which a person holds out her
hands, palms up, and her opponent places her hands on top, palms down. The first person then tries to quickly
touch the backs of her opponents hands.
All are options for engaging students in the concept of response to
stimuli.
EXPLORE
In this activity, you will explore how
quickly people can react to catch a falling ruler. Then, you will investigate factors that may affect peoples
reaction times.
Investigation #1: Observing the
Reaction Times of Different People
1.
Explore by following steps (a) through (f). Record observations (Noticings) and questions (Wonderings) as you explore.
Teacher notes: During this exploration there is likely
to be a great deal of variation in the way the students are dropping, catching
and recording. Allow this variation to occur, as it will create discrepancies
that will make for rich class conversation when the activity is complete. During the debriefing when students are
sharing their noticings and wonderings, ask students to suggest possible
causes for different reaction times.
Students may note, for example, that Some of the rulers are plastic and
some are wood or The researcher held the ruler with a different hand during
the second trial. B INQ.1
a. The researcher holds the ruler vertically (straight
up and down). The subject opens the fingers of the catching hand and holds
them near the bottom of the ruler, right next to the 0 cm line (without
actually touching it).
b.
Without warning, the
starter lets go of the ruler and the subject catches it by quickly pinching the
fingers around the falling ruler.
c.
The researcher reads
the measurement on the ruler at the point where the fingers are holding
it. All members record the
distance the ruler dropped in a data table. Repeat several times.
Teacher note: If your students are experienced data
collectors, you may want to increase the challenge in this task by removing all
(or parts) of the data table below and requiring students to create their own
data table to record important information about their experiment. B INQ.4
Sample:
|
Subjects Name
|
Trial #
|
Distance
|
Time
|
Average Time
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
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d.
In the chart below,
find the distance closest to the one recorded for the subject. Then look at the Reaction Time column
to find out how much time it took the subject to catch the ruler. If the exact distance is not listed in
the chart, estimate the reaction time by using the numbers that are in the
chart.
|
Distance Ruler Dropped
(in centimeters)
|
Reaction Time
(in seconds)
|
|
1
|
.05
|
|
2
|
.07
|
|
3
|
.08
|
|
4
|
.09
|
|
5
|
0.10
|
|
10
|
0.14
|
|
15
|
0.18
|
|
20
|
0.20
|
|
25
|
0.23
|
|
30
|
0.25
|
e.
RECORD the reaction
time data for each trial in the time column of your data table.
f.
Switch roles and
repeat.
Teacher notes: Students might need extra help
understanding the Reaction Time chart.
For example, display the chart on an overhead and explain how the
columns relate to each other. If
students are not familiar with decimals, explain that each time listed is less than
a second. Students will need to
estimate the reaction time for some measurements. You may want to do a few samples of estimating the time. BINQ.10
2.
CALCULATE the average
time it took for each subject to catch the ruler.
Teacher notes: If
students are familiar with averaging decimals, they can complete this portion
on their own. If not, you may want
to provide calculators and/or teach a mini-lesson on the skill. Allow extra time for this step if
averages are a new concept. B
INQ.10
3.
RECORD the average
reaction times in your notebook.
4.
INTERPRET the
data. Which of your subjects had
the fastest reaction time? What
factors do you think contributed to the different reaction times?
Teacher notes: Students might discuss these prompts
first with their partners, or in writing, before engaging in the class
discussion. B INQ.5
5.
SHARE findings with
class. Compare findings of
different groups.
a.
Did you notice any
similarities among the people with the fastest reaction times?
Teacher notes: Provide students the opportunity to
informally share their results.
Begin your discussion by posting the following questions: Did all your
subjects have the same reaction time? Which of your subjects had the fastest reaction time? What factors do you think contributed to
the different reaction times? Encourage students to look for any patterns that
might exist among those whose reaction times were fastest. B INQ.6
b.
Record observations
and questions for further investigations.
Teacher notes: Guide a class discussion by charting students
observations and wonderings about what might affect reaction time. Classify the charted questions into
those that can be answered by doing a fair test, and those that could be better
answered by finding information in a book or on the internet (e.g., Why are
some people faster with their left hand?) Keep a visible record, such as a t-chart, of observations
and questions. Examples of
investigable questions include Do the response times change if the subject
isnt watching the researchers hand?, Can you decrease your response time by
repeating the task many times? or Do girls react faster than boys? B INQ.1
EXPLAIN
Investigate
Through Research
Learn more about whats happening
inside your body during the reaction test. Do some research on the internet to find out more about how
your senses get information to your brain, and how your brain responds.
Write a reflection that explains your understanding of how
the brain and senses work together to help you react to catch the falling
ruler.
Teacher notes: This research can be done in class, in
the media center, or as homework.
See the Resources section of the Teacher Manual for some excellent
kid-friendly websites about the nervous system. Students should learn about the major structures and
functions of the central nervous system: the brain, spinal cord, and nerves. B INQ.8
ELABORATE
Investigation
#2: What Affects Reaction Time?
In Investigation #1, you may have
noticed that people have different reaction times. What conditions do you think might affect how fast someone
can react? In Investigation #2,
you will identify a question to explore.
Do your experiment following the steps
below:
1.
DECIDE on a research
question. RECORD the question in
your science notebook.
Teacher notes: Encourage students to discuss and write
several possible questions of interest to them concerning reaction time. See notes to #5(b). Circulate and listen in on group
conversations.
If needed, inspire students curiosity by asking open-ended
questions, such as: I wonder what
will happen when? What do you know about Show me how you are.... Tell me more about Im
noticing What else did you notice?
What else are you wondering? You may ask students to share their questions with the class
and have the group discuss which ones are investigable vs those that are
researchable. For example, Does a
persons reaction time improve with practice? is an investigable question. Why do some people react faster than
others, however, is a question that is better suited for research in books or
the internet. BINQ.1
2.
DESIGN a plan to conduct
your investigation.
Teacher notes: Explain to students
that a scientific community critiques and confirms the work of its members in
order to assure validity of claims.
To do this, scientists must record their procedures in sufficient detail
so that anyone could replicate the experiment and obtain similar results. You may want to have students draft
their experimental plans, then have the students view each others plans and
provide feedback. This may be a
good point to stop and continue the activity during the next science period. BINQ.3
.
3.
CREATE a data table in
your science notebook that will help you keep your measurements organized. You will also want to record any
unexpected observations and questions.
Teacher notes: You may refer students to the data collection
tables they used in the previous investigation. BINQ.4
4.
CONDUCT your experiment. Collect and record data for each trial
in your notebook.
Teacher notes: If your students are
inexperienced in conducting fair tests, this may be a good time for a
mini-lesson about the importance of repeating a test several times. Facilitate a class discussion to
stimulate student thinking about doing multiple trials in order to increase
confidence in the data. Multiple
trials can highlight inconsistent data within a pattern, and can help
identify experimental errors. BINQ.3
5.
CALCULATE the average
time it took for each subject to catch the ruler. RECORD the average reaction times for each subject in your
data table.
Teacher notes: Students might need extra help
understanding the Reaction Time chart.
For example, display the chart on an overhead and explain how the
columns relate to each other. If
students are not familiar with decimals, explain that each time listed is less than
a second. Students will need to
estimate the reaction time for some distances. You may want to do a few samples of estimating the
time.
This is a good opportunity for
students to understand the practical application of average in order to eliminate
extreme highs and lows in a data pattern.
If students are familiar
with averaging decimals, they can complete this portion on their own. If not, you may want to provide
calculators and/or do a mini-lesson on the skill. Allow extra time for this step if averages are a new
concept. B INQ.10
6.
DRAW a bar graph that
compares the average reaction times of your subjects for the factor you
tested.
Teacher notes: If
students are familiar with bar graphs, they can complete this portion on their
own. If not, you may want to
provide a mini-lesson on some of the elements of constructing a bar graph. You may differentiate this step by
providing some or all of the graph components. For example, provide students with unlabeled axes and expect
them to draw and label the axes correctly. Or, you can use this as a mini-lesson on scaling a
graph. Allow extra time for this
step if bar graphs are a new concept.
B INQ.10
7.
INTERPRET the
data. What conclusions can you
draw based on the graph? Did the
factor you investigated have an effect on the reaction times of your subjects?
Teacher notes: Students might independently reflect in
writing, before engaging in the class discussion. While facilitating, assess for students ability to formulate
a logical conclusion based on data.
Help students understand that in science, data is interpreted as
evidence that either supports or does not support an assumption. It is not bad
when the evidence does not support the original assumption because new
understanding comes to light. There is no correct answer for this
investigation since the outcomes depend largely on carefully controlling the
variables in the experiment. Students
should be guided to consider how reliable their data are. For example, was the ruler dropped the
same way each time? Was the measurement taken in the same way each time? Encourage
students to develop a respect for data, even when it supports a conclusion that
was unexpected. Unexpected results lead to new questions, which have led to
most of mankinds advances in scientific understanding! B INQ.5
Present Your Findings:
Work with your partners to make a
poster that summarizes your investigation. Use the poster to make a presentation to your class to share
the results of your investigation.
They will want to hear what you found out in Investigation #2. Some of them may have done a similar
investigation, and you will want to know if their findings were similar to
yours.
Your poster should include:
- The question you were
investigating;
- A brief description
of how you did your experiment;
- A bar graph showing
your findings; and
- The conclusion that
is supported by your data.
Be prepared to tell your class about
any data you collected that might not be accurate because of unexpected things
that happened during your experiment.
Teacher notes: Each group should
present for a short amount of time.
You may have the rest of the class take notes, such as suggestions for
ways the investigation could be modified or improved, or things that were
interesting or innovative about the investigation. You may also allow a brief period for questions after each
presentation. If possible,
highlight questions or ideas that may relate to the nonfiction research
project. B INQ.6
Teaching Resources
Human Body Systems:
http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=11&DocID=385
– Student misconceptions about systems in general, and specifically human
body systems. A sample lesson to
develop conceptual understanding of interactions among parts of a system.
Brain and Senses Info for
Teachers:
http://www.hhmi.org/senses/a110.html
Further Brain
Explorations for Students:
http://www.dls.ym.edu.tw/neuroscience/bex/bex.html
- Brain Explorers: an inquiry-based neuroscience learning unit created by Baylor College of Medicine for
upper elementary grades.
http://www.dls.ym.edu.tw/neuroscience/interr.html
- a collection of internet-based activities and info for students.
http://42explore.com/brain.htm - an
amazing collection of websites with abundant information and activities for
adults and students related to brain science.
Learning About Brain and
Senses for Students:
http://faculty.washington.edu/chudler/introb.html#bb
http://faculty.washington.edu/chudler/bookse.html
http://www.sciencemuseum.org.uk/exhibitions/brain/index.asp
Nonfiction Text Resources:
Kids Discover: Brain
The
Brain and Nervous System.
Parker, Steve. Raintree,
Chicago, Illinois. 2004.
The
Brain. Simon, Seymour. Harper Trophy, 1999.
The
Great Brain Book : An Inside Look At The Inside Of Your Head. Newquist,
H.P. Scholastic Nonfiction, 2005.
