Professional Documents
Culture Documents
Form 1 Grade 11 Performance Tasks
Form 1 Grade 11 Performance Tasks
Earth Science
Storyline 1: Earth
Systems
Guiding Questions: How does energy from the sun influence climates on Earth? How does water affect the land?
NGSS
Grade 11
Learning NGSS Standard Connecticut Alternate Science Essence Core Extensions
Progressions Performance Statements
Expectations
ESS2.D HS-ESS2-4 Use a model to CTAS-HS-ESS2-4 Use a model to describe 1. Using a model, describe the sun’s warming effect
Weather and describe how variations in how the sun’s energy and its distribution on the Earth. (CTAS-HS-ESS2-4)
Climate the flow of energy into and on Earth influence climate. 2. Use a model to describe the cause-and-effect
out of Earth’s systems relationship between the sun and the climate in
results in change in climate. different areas on the Earth (i.e., polar regions
ESS2.C The HS-ESS2-5 Plan and conduct CTAS-HS-ESS2-5 Use the results of an vs. regions near the equator). (CTAS-HS-ESS2-4)
Roles of an investigation of the investigation to show the effects of flowing 3. Given a model, describe the cause and effect
Water in properties of water and its water (erosion) and freezing water relationship between the amount of energy from
Earth's effects on Earth materials (mechanical weathering) on the Earth’s the sun and the seasons on Earth. (CTAS-HS-
Surface and surface processes. surface. ESS2-4)
Processes 4. Make an observation of change to Earth
materials after water has flowed through. (CTAS-
HS-ESS2-5)
5. Use data to make two observations (qualitative)
and record a measurement of change
(quantitative) about how flowing water affects
rocks or soil. (CTAS-HS-ESS2-5)
6. From an investigation, identify the independent
variable (the variable purposely changed) and a
variable that was held constant. (CTAS-HS-ESS2-
5)
ACTIVITY 4
Use Activity 4 Resource 1: Teacher Directions for Stream Table Setup Diagram to set up the investigation
prior to the administration of this activity. Use the following materials to set up this investigation:
Resources are listed according to the Resource Identifier, which appears on the back of each Resource.
The Resources needed for the administration of each activity are listed according to these Resource
Identifiers in the Teacher Notes section of each activity. These directions must be followed exactly in
order for each Resource Identifier to appear as intended. In order for the Resource Identifiers to align
to the correct Resources, please make sure to set your printer preferences to print double-sided, in
color ink, flip on the short edge, and select landscape orientation (refer to Figure 1).
Figure 1. Printer Preferences – Resource Packet Preparation
Prior to the administration of this activity, teacher may cut apart Resource 1a: Day Poster and Resource
1b: Night Poster.
Steps to Follow:
1. Say, “In this activity, we are going to talk about the differences between day and night.”
2. Display Resource 1a: Day Poster for the student.
3. Indicate Resource 1a and say, “This is a picture of an ice cream cone during the daytime. At
noon, the temperature is 95 degrees (indicate thermometer). The ice cream melts quickly at
noon.”
4. Display Resource 1b: Night Poster for the student
5. Indicate Resource 1b and say, “This is another picture of an ice cream cone during the
nighttime. At 8 o’clock at night, the temperature is 70 degrees (indicate thermometer). The ice
cream melts slowly at 8 o’clock at night.”
6. Ask the student, “When is it warmer? In the daytime (indicate Resource 1a) or in the nighttime
(indicate Resource 1b)?”
7. Allow student to respond and record response. If no response or if incorrect response, proceed
to scaffolding instructions.
8. Indicate Resource 1a and say, “It is warmer during the daytime.”
9. Ask the student, “Why is it warmer during the daytime?”
10. Provide Resource 2: Cards 2a – 2c to the student. Indicate and describe each Card.
a. Card 2a – “because there is more rain”
b. Card 2b – “because there is more sun”
c. Card 2c – “because there is more wind”
11. Allow student to respond and record response.
12. Indicate Card 2b and say, “It is warmer during the daytime because there is more sun.”
13. Say, “We are now finished with this activity.”
Scaffold:
After student makes first incorrect attempt, indicate
Resource 1a and say, “It is warmer during the daytime
(indicate Resource 1a).” Ask the student, “Why is it warmer
during the daytime?” Provide Resource 2: Cards 2a – 2c to
the student. Indicate and describe each Card. After the
student responds, say, “We are now finished with this
activity.”
Student… The student demonstrates 2
• is able to identify that it is warmer in the daytime understanding independently.
(Resource 1a); and
• is able to identify that the sun (Card 2b) is the
reason why it is warmer during the daytime.
Scaffold:
After student makes first incorrect attempt, indicate
Card 2c and say, “Place 3 is the area that will have the
most amount of daylight in winter because it is near
the equator (indicate Card 2c).” Ask the student,
“Which area will experience the coldest temperatures
during the winter?” Provide remaining Resource 2a:
Card 2a and Card 2b to the student. Indicate and read
each remaining Card. After the student responds, say,
“We are now finished with this activity.”
Scaffold:
After student makes first incorrect attempt, indicate
Card 3a and say, “Connecticut will receive the most
heat energy from the sun during the summer
(indicate Card 3a).” Ask the student, “Based on the
results of this investigation, why does Connecticut
have higher temperatures during the summer?”
Provide Resource 6: Cards 6a – 6c to the student.
Indicate and describe each Card. After the student
responds, say, “We are now finished with this
activity.”
Student… The student demonstrates 2
• is able to identify that Connecticut will understanding independently.
receive the most heat energy from the sun
during the summer (Card 3a); and
• is able to identify the reason why Connecticut
has higher temperatures during the summer,
because Connecticut has more daylight hours
in the summer (Card 6a).
Teacher-Provided Resources:
Use Resource 1: Teacher Directions for Stream Table Setup Diagram to set up the investigation prior to
the administration of this activity. Use the following materials to set up this investigation:
• Shallow Pan (e.g., cookie sheet, plastic tub)
• Sand
• Rocks
• Pebbles
• Three Equal Bottles of Water
Steps to Follow:
1. Say, “In this activity, we are going to use a stream table to see how Earth materials change after
water has flowed through.”
2. Display the prepared stream table for the student.
3. Indicate the stream table and say, “Here is a pan (indicate the pan). This pan represents the
bottom of a stream. Here are three piles of Earth materials that are found in streams (indicate
different piles): rocks, pebbles, and sand. The water in these bottles represent the water in the
stream (indicate each bottle of water). Watch what happens when water is poured out on each
material.”
4. Using a different water bottle for each pile of material, squeeze out the water with the same
amount of pressure above each pile of material.
5. Indicate the stream table and say, “The water represents the water in a stream as it moves
along, hitting these materials.”
6. Ask the student, “Which of these materials was affected the most by the flowing water in the
stream?”
7. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.
a. Card 2a – “sand”
b. Card 2b – “pebbles”
c. Card 2c – “rocks”
8. Allow student to respond and record response. If no response or if incorrect response, proceed
to scaffolding instructions.
Scaffold:
After student makes first incorrect attempt, say, “The
sand was most affected by the flow of water in the
stream (indicate Card 2a).” Ask the student, “Where
did the sand move in the stream?” Provide Resource
3: Cards 3a – 3c to the student. Indicate and describe
each Card. After the student responds, say, “We are
now finished with this activity.”
Scaffold:
After student makes first incorrect attempt, indicate Card
3a and say, “The stream became wider (indicate Card
3a).” Ask the student, “Based on the results of this
investigation, which statement describes how the stream
has changed?” Provide Resource 5: Sentence Strips 5a –
5c to the student. Indicate and read each Sentence Strip.
After the student responds, say, “We are now finished
with this activity.”
Student… The student demonstrates 2
• is able to identify how the stream changed by understanding independently.
becoming wider (Card 3a) from the first picture
to the second picture; and
• is able to use the results of the investigation to
identify that the width of the stream increased
(Sentence Strip 5a).
Scaffold:
After student makes first incorrect attempt, indicate
Strip 4b and say, “The speed of water flow is the
independent variable, or what changed (indicate Strip
4b). Let’s place Strip 4b in the ‘Independent Variable’
box (indicate Resource 3a)” Ask the student, “Which
part of the investigation should be placed in the
‘Constant’ box?” Provide remaining Resource 4: Strip
4a and Strip 4c to the student. Indicate and read each
remaining Strip. After the student responds, say, “We
are now finished with this activity.”
Student… The student demonstrates 2
• is able to identify the independent variable understanding independently.
(Strip 4b); and
• is able to identify the constant (Strip 4a).
Scaffold:
After student makes first incorrect attempt, say,
“The pothole got bigger (indicate Sentence Strip
3a).” Ask the student, “What caused the size of the
pothole to change?” Provide Resource 4: Sentence
Strips 4a – 4c to the student. Indicate and read
each Sentence Strip. After the student responds,
say, “We are now finished with this activity.”
Life Science
Storyline 3: Living
Organisms
Guiding Questions: What are the organ systems and how are organ systems structured to promote survival? How does the human
body maintain balance in order to survive? How are cells related to the growth of an organism?
NGSS Grade 11
Learning NGSS Standard Performance Connecticut Alternate Science Core Extensions
Progressions Expectations Essence Statements
LS1.A Structure HS-LS1-2 Develop and use a CTAS-HS-LS1-2 Use a model to show 1. Identify the basic function of one human organ
and Function model to illustrate the how the parts of a human organ system. (CTAS-HS-LS1-2)
hierarchical organization of system (e.g., nervous, muscular, 2. Use a model to show how two organ systems
interacting systems that circulatory, digestive, reproductive) work together to perform a function. (CTAS-HS-
provide specific functions and organ systems work together to LS1-2)
within multicellular organisms. perform functions. 3. From provided components, complete a simple
model to show how the parts of a human organ
HS-LS1-3 Plan and conduct an CTAS-HS-LS1-3 Use the results of an system work together to perform a specific
investigation to provide investigation as evidence that living function. (CTAS-HS-LS1-2)
evidence that feedback systems respond to external change 4. Use a model to relate the number of cells to the
mechanisms maintain in order to maintain balance and size of an organism. (CTAS-HS-LS1-4)
homeostasis. survive. 5. Use a model to show that as the complexity of an
LS1.B Growth HS-LS1-4 Use a model to CTAS-HS-LS1-4 Use a model to show organism increases, so does the number, type,
and illustrate the role of cellular how cell changes (e.g., maintenance and specialization of cells. (CTAS-HS-LS1-4)
Development division (mitosis) and through division, differentiation, or 6. Identify the human body system or system
of Organisms differentiation in producing multiplication) result in changes to component and the way that it supports the
and maintaining complex the organism (e.g., growth, human body (e.g., identify the system or organ
organisms. complexity). that supports breathing, lungs/respiratory
system). (CTAS-HS-LS1-2)
7. Given an external change, identify the organism’s
response to the change increasing opportunities
Connecticut Alternate Science Assessment
Life Science
Storyline 3: Living Organisms
Grade 11 Performance Task
1
NGSS Grade 11
Learning NGSS Standard Performance Connecticut Alternate Science Core Extensions
Progressions Expectations Essence Statements
for survival (e.g., humans sweat to cool body
when it is hot). (CTAS-HS-LS1-3)
8. Provided the results of an investigation, make a
claim about the body’s ability to maintain balance
of a vital feature (i.e., temperature, heart rate,
breathing rate). (CTAS-HS-LS1-3)
Appropriate Organism, function, organ, organ system, survival, temperature, heart rate, breathing rate, cell, growth, waste, nutrients,
Vocabulary absorbed, circulatory, heart, artery, vein
Resources are listed according to the Resource Identifier, which appears on the back of each Resource.
The Resources needed for the administration of each activity are listed according to these Resource
Identifiers in the Teacher Notes section of each activity. These directions must be followed exactly in
order for each Resource Identifier to appear as intended. In order for the Resource Identifiers to align
to the correct Resources, please make sure to set your printer preferences to print double-sided, in
color ink, flip on the short edge, and select landscape orientation (refer to Figure 1).
Figure 1. Printer Preferences – Resource Packet Preparation
Scaffold:
After student makes first incorrect attempt, remove Card
2d and say, “The digestive system does not absorb organs
(remove Card 2d).” Ask the student again, “What does the
digestive system do?” Provide remaining Resource 2: Cards
2a – 2c to the student. Indicate and read each remaining
Card. After the student responds, say, “We are now
finished with this activity.”
Student… The student demonstrates 2
• is able to identify that the digestive system absorbs understanding independently.
nutrients (Card 2a).
Scaffold:
After student makes first incorrect attempt, remove
Card 2a and say, “Feel heat is not the correct answer
(remove Card 2a).” Ask the student again, “When the
skeletal and muscular systems work together, what
can a person do?” Provide remaining Resource 2:
Cards 2b – 2d to the student. Indicate and read each
remaining Card. After the student responds, say, “We
are now finished with this activity.”
Student… The student demonstrates 2
• is able to identify that the skeletal and understanding independently.
muscular systems allow people to raise a
hand when they work together (Card 2d).
Scaffold:
After student makes first incorrect attempt, place Card 2b
in the blank box on the blue vein and say, “The direction
of blood flow through the vein is into the heart (indicate
Card 2b).” Ask the student, “In what direction does blood
flow through the artery?” Provide Resource 2: Card 2c
and Card 2d to the student. Indicate and describe each
Card. After the student responds, say, “We are now
finished with this activity.”
Student… The student demonstrates 2
• is able to identify the direction of blood flow understanding independently.
through the vein is into the heart (Card 2b); and
• is able to identify the direction of blood flow
through the artery is out of the heart (Card 2c).
On average, humans have 37 trillion cells and mice have 1.2 trillion cells.
Connecticut Alternate Science Assessment
Life Science
Storyline 3: Living Organisms
Grade 11 Performance Task
12
Content Guidance Rating Score
Student… The student does not 0
• gives NO response. demonstrate understanding.
OR
• is unable to determine that the human organism
is the largest (Card 2b); and
• is unable to determine that the mouse has the
fewest number of cells (Card 2c).
Student… The student demonstrates 1
• is able to determine that the human organism is limited understanding typically
the largest (Card 2b); and requiring additional support.
• is unable to determine that the mouse has the
fewest number of cells (Card 2c).
OR
• is unable to determine that the human organism
is the largest (Card 2b); and
• after scaffolding, is able to determine that the
mouse has the fewest number of cells (Card 2c).
Scaffold:
After student makes first incorrect attempt, indicate Card
2b and say, “The human is the largest organism (indicate
Card 2b).” Ask the student, “Which organism has the
fewest number of cells?” Provide remaining Resource 2:
Card 2a and Card 2c to the student. Indicate and read
each remaining Card. After the student responds, say,
“We are now finished with this activity.”
Student… The student demonstrates 2
• is able to determine that the human organism is understanding independently.
the largest (Card 2b); and
• is able to determine that the mouse has the
fewest number of cells (Card 2c).
Scaffold:
After student makes first incorrect attempt, indicate
Card 2a and say, “Compared to the plants and
bacteria, humans are the most complex organism
(indicate Card 2a).” Ask the student, “How complex
are the bacteria organisms?” Provide Resource 3:
Sentence Strips 3a – 3c to the student. Indicate and
read each Sentence Strip. After the student responds,
say, “We are now finished with this activity.”
Student… The student demonstrates 2
• is able to compare organisms and identify understanding independently.
that the most complex organisms are humans
(Card 2a); and
• is able to identify that bacteria are the least
complex organisms (Sentence Strip 3a).
Scaffold:
After student makes first incorrect attempt, indicate
Card 4a and say, “The human body system that
supports breathing is the respiratory system (indicate
Card 4a).” Indicate Resource 1 and say, “The
Respiratory System is made up of different organs.”
Ask the student, “Which organ is part of the
respiratory system?” Provide Resource 5: Cards 5a –
5c to the student. Indicate and read each Card. After
the student responds, say, “We are now finished with
this activity.”
Student… The student demonstrates 2
• is able to identify the respiratory system as understanding independently.
the human body system that supports
breathing (Card 4a); and
• is able to identify to identify the lungs as an
organ that are a part of the respiratory
system (Card 5b).
Scaffold:
After student makes first incorrect attempt, indicate
Card 1b and say, “The human body begins to shiver in
the winter when the temperature is very cold
(indicate Card 1b).” Ask the student, “How does the
human body respond in the summer when the
temperature is very hot?” Provide remaining
Resource 1: Card 1c and Card 1d to the student.
Indicate describe each remaining Card. After the
student responds, say, “We are now finished with this
activity.”
Scaffold:
After student makes first incorrect attempt, indicate
Strip 3c and say, “The student’s heart rate increased
during her run to pump more blood (indicate Strip
3c).” Ask the student, “Why does the student’s
breathing rate increase during her run?” Provide
remaining Resource 3: Strip 3a and Strip 3b to the
student. Indicate and read each remaining Strip. After
the student responds, say, “We are now finished with
this activity.”
Student… The student demonstrates 2
• is able to identify why the student’s heart understanding independently.
rate increases during her run (Strip 3c); and
• is able to identify why the student’s
breathing rate increases during her run (Strip
3b).
Physical Science
Storyline 5: Forces and
Motion
Guiding Questions: What factors cause an object to speed up or slow down? How can the force on an object be minimized during a
collision to protect it?
NGSS Grade 11
Learning NGSS Standard Performance Connecticut Alternate Science Core Extensions
Progressions Expectations Essence Statements
PS2.A Forces HS-PS2-1 Analyze data to CTAS-HS-PS2-1 Use observations 1. Compare the speed of two objects under different
and motion support the claim that and/or data to support a claim conditions. (CTAS-HS-PS2-1)
Newton’s second law of motion that the net force on an object is 2. Compare the acceleration of objects (speeding up
describes the mathematical equal to its mass multiplied by its or slowing down) under different conditions.
relationship among the net acceleration. (CTAS-HS-PS2-1)
force on a macroscopic object, 3. Use observation and/or data to support a claim
its mass, and its acceleration. that a greater force will cause an object in motion
HS-PS2-3 Apply scientific and CTAS-HS-PS2-3 Test a device that to speed up faster. (CTAS-HS-PS2-1)
engineering ideas to design, minimizes the force on a common 4. Identify two ways to minimize the force on an
evaluate, and refine a device object during a collision.* object during a collision. (CTAS-HS-PS2-3)
that minimizes the force on a 5. Make and support a claim about the modification
macroscopic object during a to a device and its effect on reducing the force
collision.* during the collision. (CTAS-HS-PS2-3)
Appropriate Acceleration, conditions, force, newtons, motion, collision, collide, device, cushioning, claim
Vocabulary
*Indicates a NGSS Standard Performance Expectation or Connecticut Alternate Science Essence Statement that incorporates engineering
design.
ACTIVITY 4
Use the materials and instructions included in Activity 4 Resource 1 to set up the investigation according
to the diagram included in Activity 4 Resource 2. The investigation must be set up prior to the
administration of the activity. Teacher-Provided Resources include:
• Table
• Scissors
• Masking Tape
• 1 Large Paper Clip
• 1 Paper Cup
• 1 Ping Pong Ball (or other light object)
• 1 Roll of Strong Tape (e.g., duct tape or packing tape)
• 1 Roll of Fishing Line (or other smooth line material)
• 2 Sheets of Bubble Wrap
• Impact Safety Glasses (1 each for teacher and student[s])
Note: It is possible that the cup will be too tall for the ping pong ball to fall out at the end of the zip line.
Teachers should test this several times before adding any cushioning to the end of the run. If the ball
does not fall out reliably, adjust the height of the cup by trimming the top of the cup a little. Test again,
and trim again if necessary.
• Table
• Scissors
• 3 Large Paper Clips
• 3 Paper Cups
• 1 Ping Pong Ball (or other light object)
• 1 Roll of Strong Tape (e.g., duct tape or packing tape)
• 1 Roll of Fishing Line (or other smooth line material)
• 2 Facial Tissues
• 4 Sheets of Paper Towel
• Impact Safety Glasses (1 each for teacher and student[s])
• 1 Roll of Clear Tape
Note: Each paper cup should be the same height as the paper cup that was used in Activity 4.
Resources are listed according to the Resource Identifier, which appears on the back of each Resource.
The Resources needed for the administration of each activity are listed according to these Resource
Identifiers in the Teacher Notes section of each activity. These directions must be followed exactly in
order for each Resource Identifier to appear as intended. In order for the Resource Identifiers to align
to the correct Resources, please make sure to set your printer preferences to print double-sided, in
color ink, flip on the short edge, and select landscape orientation (refer to Figure 1).
Figure 1. Printer Preferences – Resource Packet Preparation
Scaffold:
After student makes first incorrect attempt, indicate Card
3b and say, “The skateboarder will travel faster down Ramp
2 (indicate Card 3b).” Ask the student, “Why will the
skateboarder travel faster down Ramp 2?” Provide
Resource 4: Sentence Strips 4a – 4c to the student. Indicate
and read each Sentence Strip. After the student responds,
say, “We are now finished with this activity.”
Student… The student demonstrates 2
• is able to identify that the skateboarder will travel understanding independently.
faster down Ramp 2 (Card 3b); and
• is able to describe that the skateboarder will travel
faster down Ramp 2 because Ramp 2 is steeper
(Sentence Strip 4a).
Scaffold:
After student makes first attempt, indicate Card 2a
and say, “The skateboarder is speeding up from Point
A to Point B on the half-pipe ramp (indicate Card
2a).” Ask the student, “Where on the half-pipe ramp
is the skateboarder slowing down?” Provide
remaining Resource 2: Card 2b and Card 2c to the
student. Indicate and read each remaining Card. After
the student responds, say, “We are now finished with
this activity.”
Student… The student demonstrates 2
• is able to identify that the skateboarder is understanding independently.
speeding up from Point A to Point B on the
half-pipe ramp (Card 2a); and
• is able to identify that the skateboarder is
slowing down from Point B to Point C on the
half-pipe ramp (Card 2c).
Scaffold:
After student makes first incorrect attempt, indicate Strip
3b and say, “The skateboarder speeds up faster during
Trial 2 (indicate Strip 3b).” Ask the student, “Which
statement of data supports the claim that the
skateboarder sped up faster due to a greater force?”
Provide Resource 4: Sentence Strips 4a – 4c to the
student. Indicate and read each Sentence Strip. After the
student responds, say, “We are now finished with this
activity.”
Student… The student demonstrates 2
• is able to identify that the skateboarder speeds understanding independently.
up faster during Trial 2 (Strip 3b); and
• is able to interpret data in the table to support
the claim that the skateboarded travels faster
when pushed with a greater force (Sentence Strip
4c).
Teacher-Provided Resources:
Use the materials and instructions included in Resource 1 to set up the investigation according to the
diagram included in Resource 2. The investigation must be set up prior to the administration of the
activity. The following materials are needed for the investigation:
• Table
• Scissors
• Masking Tape
• 1 Large Paper Clip
• 1 Paper Cup
• 1 Ping Pong Ball (or other light object)
• 1 Roll of Strong Tape (e.g., duct tape or packing tape)
• 1 Roll of Fishing Line (or other smooth line material)
• 2 Sheets of Bubble Wrap
• Impact Safety Glasses (1 each for teacher and student[s])
It is possible that the cup will be too tall for the ping pong ball to fall out at the end of the zip line.
Teachers should test this several times before adding any cushioning to the end of the run. If the ball
does not fall out reliably, adjust the height of the cup by trimming the top of the cup a little. Test again,
and trim again if necessary.
Steps to Follow:
1. Say, “In this activity, we are going to conduct an investigation.”
2. Use the materials and instructions included in Resource 1: Teacher Directions for Zip Line Model
1 – Zip Line Model Materials 1 to set up the investigation according to the Resource 2: Teacher
Directions for Zip Line Model 1 – Zip Line Model Diagram 1.
3. Display Resource 3: Zip Line Observations Poster 1 for the student.
4. Indicate Resource 3 and say, “In this investigation, we will make observations about what
happens to the ping pong ball when it travels in a cup on a zip line. We will use this table to
record our observations (indicate Resource 3).”
5. Say, “We are ready to test our zip line. First, we will hook a paper cup containing an object at
the top of the zip line. Second, we will release the cup and observe what happens.”
Connecticut Alternate Science Assessment
Physical Science
Storyline 5: Forces and Motion
Grade 11 Performance Task
13
6. Demonstrate the zip line model for the student.
7. Ask the student, “What happened to the object in the paper cup?”
8. Student records his/her answer (e.g., the object does or does not fall out of the paper cup)
(teacher may assist the student if necessary).
9. Explain to the student that a person on a zip line can be injured when they reach the end (this is
shown by the ping pong ball falling out of the paper cup).
10. Say, “Now, we are going to add a small amount of cushion to the end of the zip line.”
11. Add a small amount of cushion to the end of the zip line (e.g., bubble wrap).
12. Say, “We are going to test our zip line for the second time now that we have added a small
amount of cushion to the end of the zip line.”
13. Release the paper cup containing the object down the zip line.
14. Ask the student, “What happened to the object in the paper cup this time?”
15. Student records his/her answer (e.g., the object does or does not fall out of the paper cup)
(teacher may assist the student if necessary).
16. Say, “Now, we are going to add a large amount of cushion to the end of the zip line.”
17. Add a large amount of cushion to the end of the zip line.
18. Say, “We are going to test our zip line for the third time now that we have added a large
amount of cushion to the end of the zip line.”
19. Release the paper cup containing the object down the zip line.
20. Ask the student, “What happened to the object in the paper cup this time?”
21. Student records his/her answer (e.g., the object does or does not fall out of the paper cup)
(teacher may assist the student if necessary).
22. Ask the student, “Why does the ball not fall out of the cup when we add cushioning?”
23. Provide Resource 4: Sentence Strips 4a – 4c to the student. Indicate and read each Sentence
Strip.
a. Sentence Strip 4a – “The cushioning reduces the force on the ball.”
b. Sentence Strip 4b – “The cushioning increases the force on the ball.”
c. Sentence Strip 4c – “The cushioning does not change the force on the ball.”
24. Allow student to respond and record response. If no response or if incorrect response, proceed
to scaffolding instructions.
25. Indicate Sentence Strip 4a and say, “The cushioning reduces the force on the ball.”
26. Say, “We are now finished with this activity.”
Scoring Guidance and Scaffolding
Correct answers are as follows:
1. Why does the ball not fall out of the cup when we add cushioning?
a. Sentence Strip 4a – The cushioning reduces the force on the ball.
Content Guidance Rating Score
Student… The student does not demonstrate 0
• gives NO response. understanding.
OR
• is unable to identify that cushioning reduces
the force on the ball (Sentence Strip 4a).
Scaffold:
After student makes first incorrect attempt, remove
Sentence Strip 4c and say, “This is not the correct
answer (remove Sentence Strip 4c).” Ask the student
again, “Why does the ball not fall out of the cup
when we add cushioning?” Provide Resource 4:
Sentence Strip 4a and Sentence Strip 4b to the
student. Indicate and read each Sentence Strip. After
the student responds, say, “We are now finished with
this activity.”
Student… The student demonstrates 2
• is able to identify that cushioning reduces the understanding independently.
force on the ball (Sentence Strip 4a).
Teacher-Provided Resources:
Use the materials and instructions included in Resource 1 to set up the investigation according to the
diagram included in Resource 2. The investigation must be set up prior to the administration of the
activity. The following materials are needed for the investigation:
• Table
• Scissors
• 3 Large Paper Clips
• 3 Paper Cups
• 1 Ping Pong Ball (or other light object)
• 1 Roll of Strong Tape (e.g., duct tape or packing tape)
• 1 Roll of Fishing Line (or other smooth line material)
• 2 Facial Tissues
• 4 Sheets of Paper Towel
• Impact Safety Glasses (1 each for teacher and student[s])
• 1 Roll of Clear Tape
Each paper cup should be the same height as the paper cup that was used in Activity 4.
Steps to Follow:
1. Use the materials and instructions included in Resource 1: Teacher Directions for Zip Line Model
2 – Zip Line Model Materials 2 to set up the investigation according to the Resource 2: Teacher
Directions for Zip Line Model 2 – Zip Line Model Diagram 2.
2. Say, “In this activity, we are going to carry out another investigation using our zip line. This time
we want to find out which material best reduces the impact of the collision. We are going to use
facial tissue, paper towel, and clear tape.”
3. Display Resource 3: Zip Line Observations Poster 2 for the student.
4. Indicate Resource 3 and say, “In this investigation, we will make observations about what
happens to the ping pong ball when it travels in each cup on a zip line. We will use this table to
record our observations (indicate Resource 3).”
Scaffold:
After student makes first incorrect attempt, remove
Sentence Strip 5a and say, “This is not the correct
answer (remove Sentence Strip 5a).” Ask the student
again, “What observation supports this claim that
paper towels best reduce the impact of the paper cup
collision?” Provide Resource 5: Sentence Strip 5b and
Sentence Strip 5c to the student. Indicate and read
each Sentence Strip. After the student responds, say,
“We are now finished with this activity.”
Student… The student demonstrates 2
• is able to identify the observation that understanding independently.
supports the claim that paper towels best
reduce the impact of the paper cup collision
(Sentence Strip 5b).