K-12 performance tasks in 

Students research the car of their dreams and the approximate cost of the car. Students need to consider at least two different models. Students decide how much they are able to save over five years and when they should start saving. Students create a google slide presentation comparing the price, safety rating(www.iihs.org) and gas mileage of the two models chosen, and why the two models were chosen. Students state in their proposals the total cost of the car minus 20% down payment (personal savings) to determine the loan amount. Students must determine if the yearly payments are realistic.

Students compare rates to plan a cost-effective week long family vacation for their immediate family living at home. Students investigate relationships among choices of transportation, activities, and accommodations.

Students take on the role of a restaurant owner, carpenter, architect, or interior designer to design a floorplan for a new restaurant. Students try to get their floor plan passed by the building committee which is made up of a group of 4th grade students who are looking for a new place to eat/play. They need to create a restaurant that has the capacity to fit a kitchen, dining area, arcade, and play area.

Each student takes on the role of an engineer to build a house that can withstand a real-life natural hazard. Students use criteria to design, test, and redesign a home to withstand a natural hazard that they face in their own world. Students work independently on the claim and sketch before joining a group for the design. By the end of the task, students will be able to state how a blizzard can be a natural hazard and create a house that can survive a natural hazard, and recognize how they can reduce the impact of a hazard in their daily life. Students will be able to calculate the cost to build a house using the supplies provided.

In both ELA and Art, students explore what graffiti art is and its influence on society. In Art, students select a social issue that is personal to them and draft several potential graphic images that depict the artist's stance of their social issue of choice. Through peer feedback sessions, each student selects to further refine one of their graphic images, and once refined, transfer it into a lino-cut print. In ELA, students work on an artist's statement to accompany the print that explains why the artist selected the social issue and their intended message embedded within their final print. Each student's final graphic image print and accompanying artist statement are displayed on a "brick wall" for a student showcase that brings parents and community members in to view them. In ELA, students complete a final reflection on how graffiti can influence and shape society and the world.

Mr. and Ms. Cavicchi purchased 20 acres of land in New Hampshire and would like to build a vacation home on the property. Each student has been hired to design a floor plan for a one-story vacation cabin, using specified guidelines, to sell to Mr. and Mrs. Cavicchi. Students create and present proposals for the design using specified criteria.

The goal of this task is to understand how the development of reusable materials requires understanding of form and function to produce sustainable products. Students adopt the role of an aerospace engineer. The audience is NASA. Students create a water-powered rocket made from reusable materials. The rocket must use only water and a bicycle pump to launch it, fly straight up into the air, and return back to earth in usable condition.

News happens fast especially with 24 hour news shows which report on anything and everything! Students research and report on one of the topics or battles of the American Revolution through creating a 2-4 minute video newscast. Two reporters (supported by researchers, scriptwriters, prop and costume organizers, and a director) pick a side (loyalist/British or Patriot/American), and report on the news as if they were a reporter in the 18th century.

The goal of this assessment is to represent what it means to be human through expression. In Task One, students are artists who have been asked to create two self-portraits to be displayed on the Internet. The self-portraits must tell the story of what it means to be you in your culture and country through use of color, expression and imagery. Each student must complete six draft drawings and two finished self-portraits. In Task Two, students participate in a gallery walk and two peer critiques of fellow artists' self-portraits. In the first peer critique, students give and receive feedback and in the second critique they justify their opinions and ideas and give explanations using classroom vocabulary.

Students take on the role of educator in presenting an argument that supports the use of their assigned periodic table or in presenting an argument against the use of their periodic table. The intended audience are the students presenting about different periodic tables. Through this assessment, students evaluate different periodic tables given their knowledge of periodicity and the patterns and trends observed within Mendeleev's periodic table.