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:
ˇ
Engagement:
stimulate students interest, curiosity and preconceptions;
ˇ
Exploration:
first-hand experiences with concepts without direct
instruction;
ˇ
Explanation:
students explanations followed by introduction of formal terms and
clarifications;
ˇ
Elaboration:
applying knowledge to solve a problem. Students frequently
develop and complete their own well-designed investigations;
ˇ
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):
ˇ
Text readability;
ˇ
Allowing students to control all or some of the
variables;
ˇ
Whether the experimental procedure is provided or
student-created;
ˇ
Graph labels and scales provided or student-created;
ˇ
Expectations for communication of results; or
ˇ
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
SLIPPING AND SLIDING
In this performance task, students will explore variables that
affect the friction between two surfaces. First, they will conduct a guided inquiry to find out
how the properties of surface materials affect friction. Then they will design their own
experiment to explore an independent variable that they choose.
SAFETY NOTES:
BACKGROUND:
Friction
is a force that resists motion. It
is present whenever two surfaces slide against each other. Although surfaces
might look smooth, viewed under a microscope they are actually rough and
jagged. When the surfaces are
pushed or pulled against each other, their tiny jagged points get caught,
making movement difficult.
The physical properties of
different surfaces affect the amount of friction that results when they contact
each other. The
greater the friction force between the two surfaces, the greater the force
needed to cause motion.
FRAMEWORK CONTENT STANDARD: Shipping and Sliding is
related conceptually to the following learning unit:
8.1 - An objects inertia causes it to continue moving
the way it is moving unless it is acted upon by a force to change its motion.
UNDERLYING SCIENCE CONCEPTS (KEY IDEAS):
ˇ
Friction is a force that resists motion and is present
whenever two surfaces are in contact with each other.
ˇ
The amount of friction can vary depending upon the
properties of the two surfaces in contact and the amount of force between the
two objects.
KEY INQUIRY SKILLS:
- Pose investigable questions based on observations
- Identify dependent and independent variables and
constants
- Present data in an organized format
- Interpret data to form conclusions
- Apply experimental results to solve problems
MATERIALS NEEDED: Listed below are all
the materials needed to complete the two experiments in Shipping and
Sliding. Some materials are
supplied in starter kits provided by the Connecticut State Department of
Education. These materials are marked with an asterisk (*). The remaining materials are supplied by
the school district:
20
small washers 2
plastic cups to hold washers
20 large washers (or 25g, 50g, 100g,
200g weights) Ruler
1
wooden block (approx. 10cm x 6cm x 3cm) * Masking
tape
1
Masonite test surface * String
(1 m)
2
or 3 jumbo paper clips Access
to a balance or scale
A
plastic cylinder (a pen, for example) Graph
paper
Various
surface materials for testing
- If these materials are not available, substitutions
can be made. The plastic
cylinder can be replaced with a smooth wooden dowel and the wood block can
be replaced with any rectangular object (e.g., a Jell-O box, package of
index cards, etc.)
- Note:
students might need more than 20 small washers for certain trials
depending on variables altered.
ADVANCE PREPARATION FOR THE TEACHER:
- Carefully read through all teacher and student
materials. Modify the Student
Materials based on the needs of your students. Then print and photocopy Student Materials.
- Read the ENGAGE scenario aloud with students several
days before beginning the actual experiments. Ask students to bring in samples of different
surface materials whose friction properties they are interested in
testing.
- Gather all materials prior to the first day to ensure
an orderly and efficient distribution. Suggestions include a cafeteria line in which
supplies are laid out on the counter and students proceed through to take
necessary amounts or a packaged set approach where appropriate supplies
are already organized in separate containers and students obtain one
container per group.
- Determine laboratory groups to ease confusion at the
introduction to the experiment.
ESTIMATED COMPLETION TIME AND PACING SUGGESTIONS:
Timing varies depending on the length of the class
period. The minimum suggested classroom time is 110 minutes with some
activities, such as the graph and the conclusions, completed at home. Listed below are two possible options
that may be used for pacing:
- Option 1 (40-45 minute periods)
Day 1: Teacher introduction of first task and lab partner
discussion of experimental design.
(this can be completed for HW)
Students should complete up through step five before the next class
period.
Day 2: Teacher
approval of design and performance of first task. Students will complete this at varying time lengths and
should work on completing steps seven through eleven. If not complete, this should be finished for HW.
Day 3: Teacher
introduction of second task and group discussion of experimental design. Due to familiarity with the procedure,
this will require less time and after teacher approval, students may begin the
second task.
Day 4: If
necessary, students should finish the second task. Remaining time should be used for group discussion and
completion of calculations and questions.
- Option 2 (90 minute periods)
Day 1: Teacher
introduction of first task and development of experimental design. This is followed by teacher approval of
design and performance of task.
Students will complete this at varying time lengths and should work on
completing steps seven through eleven to be finished for HW.
Day 2: Teacher
introduction of second task and group discussion of experimental design. Due to familiarity with the procedure,
this will be accomplished with less time and after teacher approval, students
may begin the second task.
Remaining time should be used for group discussion and completion of
calculations and questions.
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 C INQ.3 indicates an inquiry skill related to designing or
conducting a simple investigation.
Shipping and Sliding
A Guided Exploration of Factors Affecting Friction
ENGAGE
Many of the products we use are
made or grown in other countries and sent here by plane, boat or truck. Some companies that make televisions,
for example, put them in wood boxes that are carried here by cargo ships. When ocean waves cause the ship to tilt
from side to side, the boxes sometimes slide across the cargo room floor and
damage the televisions packed inside. Increasing the friction in the cargo room
may solve the problem. The
television manufacturer is willing to change the box materials and the shipping
company is willing to change the floor materials. Imagine that you have been hired to conduct a friction study
that will explore ways to increase the friction force and solve the problem of
the sliding boxes.
Teacher notes:
Prompts can include:
- How can we cause the boxes not to slide?
- Connection of friction with icy road conditions
- Discussion of friction with various shoe surfaces
- When is friction considered a bad thing vs. a
good thing?
- How did friction help you get to school?
- Connection with sports – ex/ wax on skis,
sneakers
A quick demonstration of
friction could be having the students quickly rub their hands together with
varying speed and amounts of pressure.
EXPLORE
First, you and your partners will
design and conduct experiments to find how friction is affected by different
box and floor materials. Next, you
will identify and explore another variable that may also affect friction. Then, you will analyze your experimental
findings to make recommendations to the television manufacturer or the shipping
company.
Get Ready
The first question you will
explore in this investigation is the friction force created when different
surface materials slide against each other. Gather a variety of different textured materials from home
or school that you can test by attaching them to a model shipping box or cargo
room floor. You may choose to
experiment with floor materials (such
as felt, carpet, sandpaper or tiles), or you may choose to test different box materials such as plastic, metal, wood or different
papers.
Teacher notes:
Discuss possible materials for
simulating different floor surfaces.
Bring these materials to class
the day before you begin your friction experiments.
Teacher notes: As a back-up,
provide a variety of materials for testing. Simulated floor surfaces can include samples of felt, tile,
carpet, wood, and foil. For
students who are varying the box materials, provide a variety of materials that
shipping containers could be made from.
In addition to your own
collection of textured materials, your teacher will provide your group with the
following supplies:
20
small washers 2
plastic cups to hold washers
20 large washers (or 25g, 50g, 100g,
200g weights) Ruler
1
wooden block (approx. 10cm x 6cm x 3cm) * Masking
tape
1
Masonite test surface * String
(1 m)
2
or 3 jumbo paper clips Access
to a balance or scale
A
plastic cylinder (a pen, for example) Graph
paper
Various
surface materials for testing
Experiment #1: Effect of Materials on Friction Force
In this investigation, you will explore which combinations
of floor and box materials create more or less friction. A simple way to measure friction is
described below:
A Method for Testing Friction:
Teacher notes:
You may find it helpful to demonstrate steps 1-5 as they are discussed.
1. 
Construct
a model shipping box like the one in the diagram below. The paper clip will allow you to pull
the box with a measured amount of force:
2. Use
a piece of cardboard as a model of a cargo room floor.
3. Tape a plastic cylinder along the edge
of your work table. Place the cardboard shipping floor on your work table near
the plastic cylinder.
4. 
Tie a loop at one end of the string and attach the
loop to the paper clip. Drape the string over the plastic cylinder and use tape
to attach the plastic cup to the other end of the string (see
diagram below).
5. By
adding small washers to the plastic cup, you can measure the pulling force
needed to start the box moving.
The more force needed to start the box moving, the greater the friction
between the floor and the box materials. You can keep track of the number of
washers, or you can find the mass of a single washer and keep track of the
total mass needed to start the box moving.
Conduct Your Experiment
1. Identify
the question you will investigate.
Teacher notes: Students may choose to keep
the floor material constant and explore the friction created by changing the
box materials, or they may keep the box material constant and vary the floor
materials. Students should
be sure to include both an independent and dependent variable. C
INQ.1
2. Predict, based on your experiences, which materials will
have the greatest and least amount of friction.
Teacher notes:
C INQ.1
3. Design
a procedure to collect data to answer
your research question. Identify
the independent and dependent variables in your experiment. Think about the parts of your
experiment that should be kept constant so you can collect consistent data.
Teacher notes: Students should be made aware that they need
to quantify the amount of motion necessary. For example, they can require the block to move 10 cm. each
time or if they state the block will hit the cylinder, they need to give the
starting measurement of the block.
This will allow the variable of movement to remain constant. In addition, multiple trials are
necessary to increase validity of results. Remind students that their design should include enough detail
so that it can be easily replicated.
C INQ.3
4. Write
your procedure in your science notebook.
Include enough detail so that you or someone else could repeat your
experiment.
Teacher notes:
C INQ.3
5. Create
a data table to record data related to
your experiment.
Teacher notes:
Depending on
your students experiences creating their own data tables, you may want to
provide them with a blank table without any labels, or you might provide some
of the column and row labels. C INQ.5
6. Do
your experiment and record your
findings in your data table.
Teacher notes:
Students should be reminded to keep individual data because they will be
completing the laboratory report individually. C INQ.5
7. Think
about the data you have collected.
Do the data for each trial seem reasonable? If not, do you need to repeat any trials to correct any errors?
Teacher notes:
Encourage students to look do multiple trials, and to look for data that
does not fit the pattern. C INQ.5
8. Analyze the data.
Teacher notes:
Students may need guidance in how to calculate the pulling force needed
to overcome the friction force.
Remind students that appropriate units are necessary. C
INQ.6
9. Interpret
the data. Write your conclusions in your science notebook.
Teacher notes: What assumptions can be made about friction and materials by
interpreting the data from the experiment? Were there any surprises? What questions might require further testing? C INQ.8
10. Compare your experimental design and results with others in
your class.
Teacher notes:
Facilitate a post-lab discussion to compare methods and results. C
INQ.10
Prompts can include:
- Are your data reliable? How confident are you in the accuracy of your
measurements?
- What are some potential errors that might have
occurred during your experiment?
- How can you improve this experiment if you were to
repeat it?
- What other factors affect friction that you could
have investigated?
Sometimes,
people need to increase friction in order to perform a task. For example, adding ridges to a bicycle
tire gives it better traction. At
other times, people need to decrease friction. For example, grease is applied to the wheels of a bicycle to
reduce friction and let the
wheels spin easily.
In addition to the properties of the surface materials, what
other factors do you think might affect friction?
Teacher notes:
Lead a class discussion during which possible factors are listed. C INQ.1
Experiment #2: Effect of Mass or Surface Area on Friction
Force
Design and conduct an experiment to explore one of these
factors. Keep a detailed and
organized record of your experimental design, data collection and analysis in
your science notebook.
Teacher notes: Students may also explore other factors that
might affect friction.
1. What
ideas do you have about the way in
which mass or surface area might affect friction? Discuss your ideas and predictions with your partners.
Teacher notes: CINQ.1
2. Identify
the question you will investigate and
the results you predict.
Teacher notes:
Check that students mention both an independent and a dependent
variable (cause and effect). Students may change the mass of the
block and leave the surface area constant or they may change the surface area
and keep the mass of the block constant. CINQ.1
3. Design
a procedure to collect data to answer
your research question. Identify
the independent and dependent variables in your experiment. Think about the parts of your
experiment that should be kept constant so you can collect consistent data.
Teacher notes:
Mass can be altered by adding washers to the top of the block. Surface area can be an altered by
rotating the block. C INQ.4
4. Write
your procedure in your science notebook.
Include enough detail so that you or someone else could repeat your
experiment.
Teacher notes: C
INQ.3
5. Create
a data table to record data related to
your experiment.
Teacher notes: Students should draw on their previous
experience in Experiment #1 to design a data table appropriate for their
experiment. C INQ.5
6. Do
your experiment and record your
findings in your data table.
Teacher notes: C INQ.5
7. Think
about the data you have collected.
Do the data for each trial seem generally consistent? If not, do you need to repeat any
trials to correct any errors?
Teacher notes: C
INQ.8
8. Analyze the data.
Show your calculations in your science notebook.
Teacher notes:
If students varied the mass of the box, calculate the mass of washers on
the box. If they varied the
surface area, calculate the area of the box in contact with the floor. Then, average the number (or mass) of
small washers needed to start the box moving in all of the trials. C
INQ.6
9. Graph your analyzed data. Think about the most appropriate type of graph to show a
relationship between two variables.
Teacher notes:
Students may need guidance
in deciding the appropriate graph to represent the data. In addition, some students may
require assistance in the construction of their graph. CINQ.7
10. Interpret the data.
Based on your experiment, what conclusions can you make about the effect
of surface area or mass on the friction between two surfaces?
Teacher notes:
C INQ.8
11. Share and compare
your results with others in your class.
How were they alike? How
were they different?
Teacher notes:
C INQ.10
Communicate Your Findings
Use the findings from your friction experiments to solve the
sliding box problem. Talk with
your partners about what changes might be made to the shipping boxes, the way
the TVs are packed in the boxes, or the cargo room floor to increase the
friction and reduce the sliding.
Write a Report:
Write a report to the TV manufacturer
or the shipping company describing your research and recommendations for
reducing the sliding of the shipping boxes.
Your report should include:
- a
clear statement of the problem you investigated;
- a
description of the experiments you carried out;
- the
results of your experiments (including data presented in the form of
charts, tables or graphs);
- your
conclusions from the experiments;
- comments
about how experimental errors may have affected your results; and
- a
recommendation to the company about changes that should be made to the
shipping boxes or the cargo room floor to reduce the sliding box problem
on the ship.
Teacher notes: C INQ.10
Teaching
Resources
MORE FRICTION EXPERIMENTS:
http://www.ce.berkeley.edu/~dakon/friction/
- an actual floor friction experiment conducted at a seismic laboratory in
California.
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml
- animated friction experiments in a cartoon format.
FRICTION WEBSITES FOR
STUDENTS:
FRICTION WEBSITES FOR
TEACHERS:
