Form 1 Grade 11 Performance Tasks

Form 1
Grade 11 Performance Tasks
Storyline 1: Earth Systems

Storyline 3: Living Organisms
Storyline 5: Forces and Motion
Connecticut Alternate
Science Assessment
Earth Science
Storyline 1: Earth
Systems
Grade 11 Performance Task

Earth Science
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)
Connecticut Alternate Science Assessment

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NGSS
Grade 11
Learning NGSS Standard Connecticut Alternate Science Essence Core Extensions
Progressions Performance Statements
Expectations
7. Based on observations, make a claim about the
relationship between water temperature and
the physical change of an object (e.g., water
freezing in cracks causes rocks to break into
pieces or leads to potholes in roads). (CTAS-HS-
ESS2-5)
Appropriate Cause-and-effect relationships, independent variable, constant, physical change, climate, stream table
Vocabulary

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Earth Science
General Overview:
The sun affects people on Earth daily. It is the major source of our heat and light. Changes in Earth’s
position relative to the sun affects the amount of daylight we experience and the temperature of the air
around us. The movement of water on Earth constantly changes the Earth materials we have, including
soil, rocks, streams, and even our roads! Students will explore some of the ways that water affects the
materials around us.
List of Materials Needed:

Teacher-Provided Resources:
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:
• Shallow Pan (e.g., cookie sheet, plastic tub)

• Sand
• Rocks
• Pebbles
• Three Equal Bottles of Water

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Instructions for Preparing Materials:
Teachers need to print all Resources provided in the Resource Packet as indicated below (e.g., Cards,
Posters, Sentence Strips, and Strips) prior to the administration of each activity. Resources must be
printed in color ink. The Card, Sentence Strip, and Strip Resources will need to be cut out.
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

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List of Resources:
• Activity 1 Resource 1a: Day Poster
• Activity 1 Resource 1b: Night Poster
• Activity 1 Resource 2: Cards 2a – 2c
o Card 2a – rain
o Card 2b – sun
o Card 2c – wind
• Activity 2 Resource 1: North America in Winter Poster
o Card 2a – Place 1
o Card 2b – Place 2
o Card 2c – Place 3
• Activity 3 Resource 1: North America in Summer Poster
• Activity 3 Resource 3: Card 3a and Card 3b
o Card 3a – summer
o Card 3b – winter
• Activity 3 Resource 4: Heat Lamp Investigation Poster
• Activity 3 Resource 5: Heat Lamp Investigation Data Table Poster
o Card 6a – more
o Card 6b – fewer
o Card 6c – equal
• Activity 4 Resource 1: Teacher Directions for Stream Table Setup Diagram
o Card 2a – sand
o Card 2b – pebbles
o Card 2c – rocks
o Card 3a – top
o Card 3b – side
o Card 3c – bottom
• Activity 5 Resource 1: Slow Flow of Water in Stream Table Poster
• Activity 5 Resource 2: Fast Flow of Water in Stream Table Poster
o Card 3a – wider
o Card 3b – thinner
o Card 3c – the same
• Activity 5 Resource 4: Stream Table Data Table Poster
• Activity 5 Resource 5: Sentence Strips 5a – 5c
o Sentence Strip 5a – width
o Sentence Strip 5b – depth
o Sentence Strip 5c – temperature
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• Activity 6 Resource 3a: Independent Variable Poster
• Activity 6 Resource 3b: Constant Poster
• Activity 6 Resource 4: Strips 4a – 4c
o Strip 4a – amount
o Strip 4b – speed
o Strip 4c – temperature
• Activity 7 Resource 1a: Pothole Before Winter Poster
• Activity 7 Resource 1b: Pothole After Winter Poster
• Activity 7 Resource 2: Pothole Data Table Poster
o Sentence Strip 3a – bigger
o Sentence Strip 3b – smaller
o Sentence Strip 3c – same
o Sentence Strip 4a – snow
o Sentence Strip 4b – ice
o Sentence Strip 4c – rain

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ACTIVITY 1
Essence Statement: CTAS-HS-ESS2-4 Use a model to describe how the sun’s energy and its distribution
on Earth influence climate.
Core Extension 1: Using a model, describe the sun’s warming effect on the Earth. (CTAS-HS-ESS2-4)
Teacher Notes:
Collect the following resources for this activity:
• Activity 1 Resource 1a: Day Poster
• Activity 1 Resource 1b: Night Poster
o Card 2a – rain
o Card 2b – sun
o Card 2c – wind
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.”

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Scoring Guidance and Scaffolding
Correct answers are as follows:
1. When is it warmer? In the daytime or in the nighttime?
a. Resource 1a – It is warmer during the daytime.
2. Why is it warmer during the daytime?
a. Card 2b – sun
Content Guidance Rating Score
Student… The student does not 0
• gives NO response. demonstrate understanding.
OR
• is unable to identify that it is warmer in the daytime
(Resource 1a); and
• is unable to identify that the sun (Card 2b) is the
reason why it is warmer during the daytime.
Student… The student demonstrates 1
• is able to identify that it is warmer in the daytime limited understanding typically
(Resource 1a); and requiring additional support.
• is unable to identify that the sun (Card 2b) is the
OR
• is unable to identify that it is warmer in the daytime
(Resource 1a); and
• after scaffolding, 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
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.”
• 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

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ACTIVITY 2
Core Extension 2: Use a model to describe the cause-and-effect relationship between the sun and the
climate in different areas on the Earth (i.e., polar regions vs. regions near the equator). (CTAS-HS-ESS2-
4)
Teacher Notes:
o Card 2a – Place 1
o Card 2b – Place 2
o Card 2c – Place 3
Steps to Follow:
1. Say, “In this activity, we are going to use a model to describe the cause-and-effect relationship
between the sun and the climate in different areas on the Earth.”
2. Display Resource 1: North America in Winter Poster for the student.
3. Indicate Resource 1 and say, “This is a model of Earth (indicate the Earth). North America is
tilted away from the sun during the winter. This is the equator (indicate the equator). It is hot at
the equator because the equator gets the most direct light from the sun. Here are three
numbered places (indicate 1, 2, and 3).”
4. Ask the student, “Which place will have the most amount of daylight during the winter?”
5. Provide Resource 2: Cards 2a – 2c to the student. Indicate and read each Card.
a. Card 2a – “Place 1”
b. Card 2b – “Place 2”
c. Card 2c – “Place 3”
7. Indicate Card 2c and say, “Place 2 is the area that will have the most amount of daylight during
the winter because it is near the equator.”
8. Ask the student, “Which place will have the coldest temperatures during the winter?”
9. Provide remaining Resource 2a: Card 2a and Card 2b to the student. Indicate and read each
remaining Card.
a. Card 2a – “Place 1”
b. Card 2b – “Place 2”
11. Indicate Card 2a and say, “Place 1 will have the coldest temperatures during the winter.”

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1. Which area will have the most amount of daylight during the winter?
a. Card 2c – Place 3
2. Which area will have the coldest temperatures during the winter?
a. Card 2a – Place 1
Student… The student does not demonstrate 0
• gives NO response. understanding.
OR
• is unable to identify Place 3 (Card 2c) as the
area that will have the most amount of
daylight during the winter; and
• is unable to identify Place 1 (Card 2a) as the
area that will have the coldest temperatures
during the winter.
Student… The student demonstrates limited 1
• is able to identify Place 3 (Card 2c) as the understanding typically requiring
area that will have the most amount of additional support.
• is unable to identify Place 1 (Card 2a) as the
during the winter.
OR
• is unable to identify Place 3 (Card 2c) as the
• after scaffolding, is able to identify Place 1
(Card 2a) as the area that will have the
coldest temperatures during the winter.
Scaffold:
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.”

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• is able to identify Place 3 (Card 2c) as the understanding independently.
• is able to identify Place 1 (Card 2a) as the
during the winter.

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ACTIVITY 3
Core Extension 3: Given a model, describe the cause and effect relationship between the amount of
energy from the sun and the seasons on Earth. (CTAS-HS-ESS2-4)
Teacher Notes:
• Activity 3 Resource 1: North America in Summer Poster
o Card 3a – summer
o Card 3b – winter
• Activity 3 Resource 4: Heat Lamp Investigation Poster
• Activity 3 Resource 5: Heat Lamp Investigation Data Table Poster
o Card 6a – more
o Card 6b – fewer
o Card 6c – equal
Steps to Follow:
1. Say, “In this activity, we are going to talk about cause-and-effect relationship between the
amount of energy sun and the seasons on Earth.”
2. Display Resource 1: North America in Summer Poster for the student.
3. Indicate Resource 1 and say, “The position of the sun in the sky is different in the summer and
in the winter. During the summer, Connecticut is tilted toward the sun. Connecticut is marked
with the red X (indicate red X).”
4. Display Resource 2: North America in Winter Poster next Resource 1.
5. Indicate Resource 2 and say, “Here is North America in the winter. During the winter,
Connecticut is tilted away from the sun. Connecticut is marked with the red X (indicate red X).”
6. Ask the student, “During which season will Connecticut receive the most heat energy from the
sun?”
7. Provide Resource 3: Card 3a and Card 3b to the student. Indicate and read each Card.
a. Card 3a – “summer”
b. Card 3b – “winter”
9. Indicate Card 3a and say, “Connecticut will receive the most heat energy from the sun during
the summer.”
10. Display Resource 4: Heat Lamp Investigation Poster for the student.
11. Indicate Resource 4 and say, “A student set up a model to find out how the longer amount of
sunshine affects the temperature. The heat lamp represents the sun’s heat (indicate the heat
lamp). The thermometer is taped on a pole (indicate the thermometer). The student used a
timer to time the investigation (indicate the timer).”
12. Display Resource 5: Heat Lamp Investigation Data Table Poster for the student.
13. Indicate Resource 5 and say, “The student recorded the results from the investigation in this
data table. At the beginning, the thermometer read 70 degrees. At five minutes, the

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thermometer read 75 degrees. At ten minutes, the thermometer read 80 degrees. At fifteen
minutes the thermometer read 85 degrees.”
14. Ask the student, “Based on the results of this investigation, why does Connecticut have higher
temperatures during the summer?”
a. Card 6a – “because Connecticut has more daylight hours in the summer”
b. Card 6b – “because Connecticut has fewer daylight hours in the summer”
c. Card 6c – “because Connecticut has an equal number of daylight hours in the summer
as in the winter”
17. Indicate Card 6a and say, “Based on the results of this investigation, Connecticut has higher
temperatures in the summer because Connecticut has more daylight hours in the summer.”
1. During which season will Connecticut receive the most heat energy from the sun?
a. Card 3a – summer
2. Based on the results of this investigation, why does Connecticut have higher temperatures
during the summer?
a. Card 6a – because Connecticut has more daylight hours during the summer.
OR
• is unable to identify that Connecticut will
receive the most heat energy from the sun
during the summer (Card 3a); and
• is unable to identify the reason why
Connecticut has higher temperatures during
the summer, because Connecticut has more
daylight hours in the summer (Card 6a).

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• is able to identify that Connecticut will understanding typically requiring
receive the most heat energy from the sun additional support.
• is unable to identify the reason why
Connecticut has higher temperatures during
the summer, because Connecticut has more
daylight hours in the summer (Card 6a).
OR
• is unable to identify that Connecticut will
• after scaffolding, 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).
Scaffold:
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.”
• is able to identify that Connecticut will understanding independently.
• 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).

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ACTIVITY 4
Essence Statement: CTAS-HS-ESS2-5 Use the results of an investigation to show the effects of flowing
water (erosion) and freezing water (mechanical weathering) on the Earth’s surface.
Core Extension 4: Make an observation of change to Earth materials after water has flowed through.
(CTAS-HS-ESS2-5)
Teacher Notes:
• Activity 4 Resource 1: Teacher Directions for Stream Table Setup Diagram
o Card 2a – sand
o Card 2b – pebbles
o Card 2c – rocks
o Card 3a – top
o Card 3b – side
o Card 3c – bottom
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?”
a. Card 2a – “sand”
b. Card 2b – “pebbles”
c. Card 2c – “rocks”

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9. Indicate Card 2a and say, “The sand was most affected by the flow of water in the stream.”
10. Ask the student, “Where did the sand move in the stream?”
a. Card 3a – “To the top of the stream.”
b. Card 3b – “To the side of the stream.”
c. Card 3c – “To the bottom of the stream.”
13. Indicate Card 3c and say, “The sand moved to the bottom of the stream.”
1. Which of these materials was affected the most by the flowing water in the stream?
a. Card 2a – sand
2. Where did the sand move in the stream?
a. Card 3c – To the bottom of the stream.
OR
• is unable to identify that the sand (Card 2a)
was most affected by the flow of water in the
stream; and
• is unable to identify that the sand moved to
the bottom (Card 3c) of the stream.
• is able to identify that the sand (Card 2a) was understanding typically requiring
most affected by the flow of water in the additional support.
stream; and
• is unable to identify that the sand moved to
the bottom (Card 3c) of the stream.
OR
• is unable to identify that the sand (Card 2a)
was most affected by the flow of water in the
stream; and
• after scaffolding, is able to identify that the
sand moved to the bottom (Card 3c) of the
stream.
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.”

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• is able to identify that the sand (Card 2a) was understanding independently.
most affected by the flow of water in the
stream; and
• is able to identify that the sand moved to the
bottom (Card 3c) of the stream.

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ACTIVITY 5
Core Extension 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)
Teacher Notes:
o Card 3a – wider
o Card 3b – thinner
o Card 3c – the same
• Activity 5 Resource 4: Stream Table Data Table Poster
o Sentence Strip 5a – width
o Sentence Strip 5b – depth
o Sentence Strip 5c – temperature
Steps to Follow:
1. Say, “A stream table is a model of real stream. In this activity, we are going to use models of a
stream table to see how the flow of water affect Earth’s materials.”
2. Display Resource 1: Slow Flow of Water in Stream Table Poster for the student.
3. Indicate Resource 1 and say, “This picture shows what a stream looks like with a slow flow of
water.”
4. Display Resource 2: Fast Flow of Water in Stream Table Poster for the student.
5. Indicate Resource 2 and say, “This picture shows what a stream looks like with a fast flow of
water.”
6. Ask the student, “How has the stream changed from the first picture (indicate Resource 1) to
the second picture (indicate Resource 2)? Has the stream become wider, thinner, or stayed the
same?”
a. Card 3a – “wider”
b. Card 3b – “thinner”
c. Card 3c – “the same”
9. Indicate Card 3a and say, “The stream has become wider.”
10. Display Resource 4: Stream Table Data Table Poster for the student.
11. Indicate Resource 4 and say, “A student conducted an investigation and measured
characteristics of the same stream before and after the fast flow of water. The student recorded
their data in this data table titled ‘Stream Table Data’ (indicate Resource 4). This data table
includes ‘Characteristics’ of the same stream (indicate ‘Characteristics’ column) ‘Before’ the
fast flow of water (indicate ‘Before’ column) and ‘After’ the fast flow of water (indicate ‘After’
column). The width of the stream before was one inch and after was three inches (indicate first
row of data). The depth of the stream before was two inches and after was three inches

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(indicate second row of data). The temperature of the stream before was 73 degrees and after
was 70 degrees (indicate third row of data).”
12. Ask the student, “Based on the results of this investigation, which statement describes how the
stream has changed?”
13. Provide Resource 5: Sentence Strips 5a – 5c to the student. Indicate and read each Sentence
Strip.
a. Sentence Strip 5a – “The width of the stream increased.”
b. Sentence Strip 5b – “The depth of the stream decreased.”
c. Sentence Strip 5c – “The temperature of the stream stayed the same.”
15. Indicate Sentence Strip 5a and say, “The width of the stream increased.”
1. How has the stream changed from the first picture to the second picture?
a. Card 3a – wider
2. Based on the results of this investigation, which statement describes how the stream has
changed?
a. Sentence Strip 5a – The width of the stream increased.

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OR
• is unable to identify how the stream changed by
becoming wider (Card 3a) from the first picture
to the second picture; and
• is unable to use the results of the investigation to
identify that the width of the stream increased
(Sentence Strip 5a).
• is able to identify how the stream changed by limited understanding typically
becoming wider (Card 3a) from the first picture requiring additional support.
• is unable to use the results of the investigation to
OR
• is unable to identify how the stream changed by
• after scaffolding, 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 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.”
• is able to identify how the stream changed by understanding independently.
• is able to use the results of the investigation to

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ACTIVITY 6
Core Extension 6: From an investigation, identify the independent variable (the variable purposely
changed) and a variable that was held constant. (CTAS-HS-ESS2-5)
Teacher Notes:
• Activity 6 Resource 3a: Independent Variable Poster
• Activity 6 Resource 3b: Constant Poster
o Strip 4a – amount
o Strip 4b – speed
o Strip 4c – temperature
Steps to Follow:
1. Say, “In this activity, we are going to look at the stream table investigation again to identify the
independent variable and the constant.”
2. Display Resource 1: Slow Flow of Water in Stream Table Poster for the student.
3. Indicate Resource 1 and say, “Here is the stream table with slow flowing water.”
4. Display Resource 2: Fast Flow of Water in Stream Table Poster for the student.
5. Indicate Resource 2 and say, “Here is the stream table with fast flowing water.”
6. Say, “In a scientific investigation, the variable being tested is changed. This is also called the
independent variable. Other variables that are not being tested should be held constant or
remain the same. This makes for a fair test.”
7. Display Resource 3a: Independent Variable Poster and Resource 3b: Constant Poster side-by-
side for the student.
8. Indicate Resource 3a and Resource 3b and say, “Here are the boxes for the parts of the stream
table investigation. The first box says, ‘Independent Variable’. This is what ‘changed’ in the
investigation (indicate Resource 3a). The second box says ‘Constant’. This is what ‘remained the
same’ (indicate Resource 3b).”
9. Ask the student, “Which of part of the investigation should be placed in the ‘Independent
Variable’ box?”
10. Provide Resource 4: Strips 4a – 4c to the student. Indicate and read each Strip.
a. Strip 4a – “amount of sand in the table”
b. Strip 4b – “speed of water flow”
c. Strip 4c – “temperature of the air”
12. 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).”
13. Assist the student in placing Strip 4b in the ‘Independent Variable’ box if necessary.
14. Ask the student, “Which part of the investigation should be placed in the ‘Constant’ box?”
15. Provide remaining Resource 4: Strip 4a and Strip 4c to the student. Indicate and read each
remaining Strip.

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a. Strip 4a – “amount of sand in the table”
b. Strip 4c – “temperature of the air”
17. Indicate Strip 4a and say, “The amount of sand in the table is the constant, or what remained
the same (indicate Strip 4a). Let’s place Strip 4a in the ‘Constant’ box (indicate Resource 3b).”
18. Assist the student in placing Strip 4a in the ‘Constant’ box if necessary.
1. Which of part of the investigation should be placed in the ‘Independent Variable’ box?
a. Strip 4b – speed of water flow
2. Which of part of the investigation should be placed in the ‘Constant’ box?
a. Strip 4a – amount of sand in the table
OR
• is unable to identify the independent variable
(Strip 4b); and
• is unable to identify the constant (Strip 4a).
• is able to identify the independent variable understanding typically requiring
(Strip 4b); and additional support.
• is unable to identify the constant (Strip 4a).
OR
• is unable to identify the independent variable
(Strip 4b); and
• after scaffolding, is able to identify the
constant (Strip 4a).
Scaffold:
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.”
• is able to identify the independent variable understanding independently.
(Strip 4b); and
• is able to identify the constant (Strip 4a).

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22
ACTIVITY 7
Core Extension 7: Based on observations, make a claim about the relationship between water
temperature and the physical change of an object (e.g., water freezing in cracks causes rocks to break
into pieces or leads to potholes in roads). (CTAS-HS-ESS2-5)
Teacher Notes:
• Activity 7 Resource 1a: Pothole Before Winter Poster
• Activity 7 Resource 1b: Pothole After Winter Poster
• Activity 7 Resource 2: Pothole Data Table Poster
o Sentence Strip 3a – bigger
o Sentence Strip 3b – smaller
o Sentence Strip 3c – same
o Sentence Strip 4a – snow
o Sentence Strip 4b – ice
o Sentence Strip 4c – rain
Steps to Follow:
1. Say, “In this activity, we are going to talk about the size of a pothole before and after winter.”
2. Display Resource 1a: Pothole Before Winter Poster for the student.
3. Indicate Resource 1a and say, “This picture shows a small hole in a road, called a pothole
(indicate the pothole). When it rains, the pothole fills up with water.”
4. Display Resource 1b: Pothole After Winter Poster for the student.
5. Indicate Resource 1b and say, “During the winter, the temperature gets very cold and the water
in the pothole freezes. This event happens several times throughout the winter. After winter is
over, the pothole is much bigger (indicate the pothole).”
6. Display Resource 2: Pothole Data Table Poster for the student.
7. Indicate Resource 2 and say, “This is a data table used to collect measurements of the pothole
in different conditions (indicate ‘Condition’ column). Measurements of each condition were
taken before winter (indicate ‘Before Winter’ column), during winter (indicate ‘During Winter’
column), and after winter (indicate ‘After Winter’ column). The pothole width was 1 inch before
winter, was 12 inches during winter, and was 24 inches after winter (indicate third row). The
temperature was 60 degrees before winter, was 0 degrees during winter, and was 60 degrees
after winter (indicate first row). The precipitation was rain before winter, snow and ice during
winter, and rain after winter (indicate second row).”
8. Ask the student, “What statement best describes how the pothole is different after winter?”
Strip.
a. Sentence Strip 3a – “The pothole got bigger.”
b. Sentence Strip 3b – “The pothole got smaller.”
c. Sentence Strip 3c – “The pothole stayed the same.”
11. Indicate Sentence Strip 3a and say, “After winter, the pothole got bigger.”

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12. Ask the student, “Why did the size of the pothole change?”
Strip.
a. Sentence Strip 4a – “Snow caused the size of the pothole to stay the same.”
b. Sentence Strip 4b – “Ice caused the size of the pothole to increase.”
c. Sentence Strip 4c – “Rain caused the size of the pothole to decrease.”
15. Indicate Sentence Strip 4b and say, “Ice caused the size of the pothole to increase.”
1. What statement best describes how the pothole is different after winter?
a. Sentence Strip 3a – The pothole got bigger.
2. Why did the size of the pothole change?
a. Sentence Strip 4b – Ice caused the size of the pothole to increase.
OR
• is unable to identify that the pothole got
bigger after winter (Sentence Strip 3a); and
• is unable to identify that ice caused the size
of the pothole to increase (Sentence Strip
4b).
• is able to identify that the pothole got understanding typically requiring
bigger after winter (Sentence Strip 3a); and additional support.
• is unable to identify that ice caused the size
of the pothole to increase (Sentence Strip
4b).
OR
• is unable to identify that the pothole got
• after scaffolding, is able to identify that ice
caused the size of the pothole to increase
(Sentence Strip 4b).
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.”

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24
• is able to correctly identify the pothole got understanding independently.
• is able to identify that ice caused the size of
the pothole to increase (Sentence Strip 4b).

Earth Science
25
Science Assessment
Life Science
Storyline 3: Living
Organisms

Life Science
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
Life Science
1
NGSS Grade 11
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

Life Science
2
Life Science
General Overview:
Students will complete a series of activities focused on human body systems, homeostasis in humans,
and the complexity of organisms relative to their size. Students will identify the primary functions and
relationships of human body systems. Students will evaluate the complexity of two organisms: a human
and a mouse. Students will investigate how the human body maintains homeostasis given an external
change and during exercise.

There are no Teacher-Provided Resources that are required for this Performance Task.


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3
List of Resources:
• Activity 1 Resource 1: Parts of the Digestive System Poster
• Activity 1 Resource 2: Cards 2a – 2d
o Card 2a – nutrients
o Card 2b – blood
o Card 2c – bones
o Card 2d – organs
• Activity 2 Resource 1a: Skeletal System Poster
• Activity 2 Resource 1b: Muscular System Poster
• Activity 2 Resource 1c: Skeletal and Muscular Systems Working Together Poster
o Card 2a – feel heat
o Card 2b – smell flowers
o Card 2c – think of ideas
o Card 2d – raise a hand
• Activity 3 Resource 1: The Circulatory System Poster
o Card 2a – out of
o Card 2b – into
o Card 2c – out of
o Card 2d – into
• Activity 4 Resource 1: Three Organisms Poster
o Card 2a – dog
o Card 2b – human
o Card 2c – mouse
• Activity 5 Resource 1: Organisms Poster
o Card 2a – Humans
o Card 2b – Bacteria
o Card 2c – Plants
o Sentence Strip 3a – least
o Sentence Strip 3b – medium
o Sentence Strip 3c – most
• Activity 6 Resource 1: Respiratory System Poster
• Activity 6 Resource 2: Digestive System Poster
• Activity 6 Resource 3: Circulatory System Poster

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o Card 4a – respiratory system
o Card 4b – digestive system
o Card 4c – circulatory system
o Card 5a – brain
o Card 5b – lungs
o Card 5c – heart
o Card 1a – winter
o Card 1b – shiver
o Card 1c – sweat
o Card 1d – yawn
• Activity 8 Resource 1: Student Running Poster
• Activity 8 Resource 2: Heart Rate and Breathing Rate Before and During the Run Data Table
Poster
o Strip 3a – digest food
o Strip 3b – breathe air
o Strip 3c – pump blood

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5
ACTIVITY 1
Essence Statement: CTAS-HS-LS1-2 Use a model to show how the parts of a human organ system (e.g.,
nervous, muscular, circulatory, digestive, reproductive) and organ systems work together to perform
functions.
Core Extension 1: Identify the basic function of one human organ system. (CTAS-HS-LS1-2)
Teacher Notes:
• Activity 1 Resource 1: Parts of the Digestive System Poster
o Card 2a – nutrients
o Card 2b – blood
o Card 2c – bones
o Card 2d – organs
Steps to Follow:
1. Say, “In this activity, we are going to talk about the digestive system.”
2. Display Resource 1: Parts of the Digestive System Poster for the student.
3. Indicate Resource 1 and say, “Here is a picture that shows different parts of the digestive
system. The basic function of the digestive system is to change food into energy the body uses.
The digestive process starts when you chew and swallow food in your mouth (indicate mouth).
Then it is sent to your stomach where it is broken down into smaller pieces (indicate stomach).
Next, the food moves down through your small intestine (indicate small intestine). After the
small intestine comes the large intestine (indicate large intestine), where things that the body
does not need are collected. Finally, the unneeded waste is removed from the body through the
anus (indicate anus).
4. Say, “The basic function of the digestive system is to change food into energy the body uses.”
5. Ask the student, “What does the digestive system do?”
6. Provide Resource 2: Cards 2a – 2d to the student. Indicate and read each Card.
a. Card 2a – “absorbs nutrients ”
b. Card 2b – “absorbs blood”
c. Card 2c – “absorbs bones”
d. Card 2d – “absorbs organs”
8. Indicate Card 2a and say, “The digestive system absorbs nutrients.”
1. What does the digestive system do?
a. Card 2a – absorbs nutrients
OR
• is unable to identify that the digestive system
absorbs nutrients (Card 2a).
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6
• after scaffolding, is able to identify that the limited understanding typically
digestive system absorbs nutrients (Card 2a). requiring additional support.
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.”
• is able to identify that the digestive system absorbs understanding independently.
nutrients (Card 2a).

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7
ACTIVITY 2
functions.
Core Extension 2: Use a model to show how two organ systems work together to perform a function.
(CTAS-HS-LS1-2)
Teacher Notes:
• Activity 2 Resource 1a: Skeletal System Poster
• Activity 2 Resource 1b: Muscular System Poster
• Activity 2 Resource 1c: Skeletal and Muscular Systems Working Together Poster
o Card 2a – feel heat
o Card 2b – smell flowers
o Card 2c – think of ideas
o Card 2d – raise a hand
Steps to Follow:
1. Say, “In this activity, we are going to talk about the skeletal system and the muscular system.
We will explore how these two systems work together.”
2. Display Resource 1a: Skeletal System Poster for the student.
3. Indicate Resource 1a and say, “This is a picture of the ‘Skeletal System.’ This picture shows the
bones inside a person’s body (indicate Skeletal System). Bones support the shape of the body.”
4. Display Resource 1b: Muscular System Poster for the student.
5. Indicate Resource 1b and say, “This is a picture of the ‘Muscular System.’ This picture shows the
muscles inside the body (indicate Muscular System). Muscles extend and contract to help the
body move.”
6. Display Resource 1c: Skeletal and Muscular Systems Working Together Poster for the student.
7. Indicate Resource 1c and say, “This picture shows the ‘Skeletal and Muscular Systems Working
Together.’”
8. Ask the student, “When the skeletal and muscular systems work together, what can a person
do?”
9. Provide Resource 2: Cards 2a – 2d to the student. Indicate and read each Card.
a. Card 2a – “feel heat”
b. Card 2b – “smell flowers”
c. Card 2c – “think of ideas”
d. Card 2d – “raise a hand”
11. Indicate Card 2d and say, “When the skeletal and muscular systems work together, a person can
raise a hand.”
The correct answer is as follows:
1. When the skeletal and muscular systems work together, what can a person do?
a. Card 2d – raise a hand
Life Science
8
OR
• is unable to identify that the skeletal and
muscular systems allow people to raise a
hand when they work together (Card 2d).
• after scaffolding, is able to identify that the understanding typically requiring
skeletal and muscular systems allow people additional support.
to raise a hand when they work together
(Card 2d).
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.”
• is able to identify that the skeletal and understanding independently.
muscular systems allow people to raise a
hand when they work together (Card 2d).

Life Science
9
ACTIVITY 3
functions.
Core Extension 3: From provided components, complete a simple model to show how the parts of a
human organ system work together to perform a specific function. (CTAS-HS-LS1-2)
Teacher Notes:
• Activity 3 Resource 1: The Circulatory System Poster
o Card 2a – out of
o Card 2b – into
o Card 2c – out of
o Card 2d – into
Steps to Follow:
1. Say, “In this activity, we are going to talk about the circulatory system.”
2. Display Resource 1: The Circulatory System Poster for the student.
3. Indicate Resource 1 and say, “This is a picture of ‘The Circulatory System’. The circulatory
system includes the heart, arteries, and veins. The circulatory system carries nutrients in the
blood throughout the body. The heart (indicate the heart) pumps blood throughout the body.
An artery (indicate the red artery) carries blood out of the heart to the body. A vein (indicate the
blue vein) carries blood back into the heart. This is how blood cycles throughout the body.
4. Indicate Resource 1 and say, “In this picture, there is a vein located above the heart (indicate
the large blue vein above the heart). There is a blank box on this vein. We will use arrow cards
to indicate the direction of blood flow in the vein.”
5. Ask the student, “In what direction does blood flow through the vein?”
6. Provide Resource 2: Card 2a and Card 2b to the student. Indicate and describe each Card.
a. Card 2a – “out of the heart.”
b. Card 2b – “into the heart.”
7. Allow student to respond and record response. If no response or incorrect response, proceed to
scaffolding instructions.
8. Indicate Card 2b and say, “The direction of blood flow through the vein is into the heart (Card
2b).”
9. Indicate Resource 1 and say, “In this picture, there is an artery above the heart (indicate the
large red artery above the heart). There is a blank box on this artery. We will use arrow cards to
indicate the direction of blood flow in the artery.”
10. Ask the student, “In what direction does blood flow through the artery?”
11. Provide Resource 2: Card 2c and Card 2d to the student. Indicate and describe each Card.
a. Card 2c – “out of the heart.”
b. Card 2d – “into the heart.”
13. Indicate Card 2c and say, “The direction of blood flow through the artery is out of the heart
(indicate Card 2c).

Life Science
10
1. In what direction does blood flow through the vein?
a. Card 2b – into the heart
2. In what direction does blood flow through the artery?
b. Card 2c – out of the heart
OR
• is unable to identify that the direction of blood
flow through the vein is into the heart (Card 2b);
and
flow through the artery is out of the heart (Card
2c).
• is able to identify that the direction of blood flow limited understanding typically
through the vein is into the heart (Card 2b); and requiring additional support.
flow through the artery is out of the heart (Card
2c).
OR
flow through the vein is into the heart (Card 2b);
and
direction of blood flow through the artery is out
of the heart (Card 2c).
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.”
• 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).

Life Science
11
ACTIVITY 4
Essence Statement: CTAS-HS-LS1-4 Use a model to show how cell changes (e.g., maintenance through
division, differentiation, or multiplication) result in changes to the organism (e.g., growth, complexity).
Core Extension 4: Use a model to relate the number of cells to the size of an organism. (CTAS-HS-LS1-4)
Teacher Notes:
• Activity 4 Resource 1: Three Organisms Poster
o Card 2a – dog
o Card 2b – human
o Card 2c – mouse
Steps to Follow:
1. Say, “In this activity, we are going to compare the number of cells in different living organisms.
All living organisms are made of cells. Larger organisms have many more cells than smaller
organisms.”
2. Display Resource 1: Three Organisms Poster for the student.
3. Indicate Resource 1 and say, “We are going to compare three organisms: a dog (indicate dog), a
human (indicate human), and a mouse (indicate mouse).”
4. Ask the student, “Which organism is the largest?”
a. Card 2a – “dog”
b. Card 2b – “human”
c. Card 2c – “mouse”
scaffolding instructions
7. Indicate Card 2b and say, “The human is the largest organism.”
8. Ask the student, “Which organism has the fewest number of cells?”
9. Provide remaining Resource 2: Card 2a and Card 2c to the student. Indicate and read each
remaining Card.
a. Card 2a – “dog”
b. Card 2c – “mouse”
11. Indicate Card 3c and say, “The mouse has the fewest number of cells.”
1. Which organism is the largest?
a. Card 2b – human
2. Which organism has the fewest number of cells?
a. Card 2c – mouse
On average, humans have 37 trillion cells and mice have 1.2 trillion cells.
Life Science
12
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).
• 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
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:
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,
• 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

Life Science
13
ACTIVITY 5
Essence Statement: CTAS-HS-LS1-4 Use a model to show how cell changes (e.g., maintenance through
division, differentiation, or multiplication) results in changes to the organism (e.g., growth, complexity).
Core Extension 5: Use a model to show that as the complexity of an organism increases, so does the
number, type, and specialization of cells. (CTAS-HS-LS1-4)
Teacher Notes:
• Activity 5 Resource 1: Organisms Poster
o Card 2a – Humans
o Card 2b – Bacteria
o Card 2c – Plants
o Sentence Strip 3a – least
o Sentence Strip 3b – medium
o Sentence Strip 3c – most
Steps to Follow:
1. Say, “In this activity, we are going to explore the number of different cell types that organisms
have. There are many different types of organisms. Some organisms have different types of
cells.”
2. Display Resource 1: Organism Poster for the student.
3. Indicate Resource 1 and say, “This picture shows three different organisms: humans, bacteria,
and plants. Humans have many different types of cells to do many different types of jobs
(indicate Humans). Bacteria have only one type of cell to do one job (indicate Bacteria). Plants
have five types of cells to do five types of jobs (indicate Plants).”
4. Ask the student, “Which of these organisms are the most complex?”
a. Card 2a – “Humans”
b. Card 2b – “Bacteria”
c. Card 2c – “Plants”
7. Indicate Card 2a and say, “Compared to plants and bacteria, humans are the most complex
organism.”
8. Ask the student, “How complex are the bacteria organisms?”
Strip.
a. Sentence Strip 3a – “The bacteria are the least complex.”
b. Sentence Strip 3b – “The bacteria are medium complex.”
c. Sentence Strip 3c – “The bacteria are the most complex.”
11. Indicate Sentence Strip 3a and say, “The bacteria are the least complex.”

Life Science
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1. Which of these organisms are the most complex?
a. Card 2a – Humans
2. How complex are the bacteria organisms?
a. Sentence Strip 3a – The bacteria are the least complex.
OR
• is unable to compare organisms and identify
that the most complex organisms are humans
(Card 2a); and
• is unable to identify that bacteria are the
least complex organisms (Sentence Strip 3a).
• is able to compare organisms and identify understanding typically requiring
that the most complex organisms are humans additional support.
(Card 2a); and
• is unable to identify that bacteria are the
least complex organisms (Sentence Strip 3a).
OR
• is unable to compare organisms and identify
(Card 2a); and
• after scaffolding, is able to identify that
bacteria are the least complex organisms
Scaffold:
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,
• is able to compare organisms and identify understanding independently.
(Card 2a); and
• is able to identify that bacteria are the least
complex organisms (Sentence Strip 3a).

Life Science
15
ACTIVITY 6
functions.
Core Extension 6: Identify the human body system or system component and the way that it supports
the human body (e.g., identify the system or organ that supports breathing, lungs/respiratory system).
(CTAS-HS-LS1-2)
Teacher Notes:
• Activity 6 Resource 1: Respiratory System Poster
• Activity 6 Resource 2: Digestive System Poster
• Activity 6 Resource 3: Circulatory System Poster
o Card 4a – respiratory system
o Card 4b – digestive system
o Card 4c – circulatory system
o Card 5a – brain
o Card 5b – lungs
o Card 5c – heart
Steps to Follow:
1. Say, “In this activity, we are going to talk about the functions of different human body systems.”
2. Display Resource 1: Respiratory System Poster for the student.
3. Indicate Resource 1 and say, “This is a model of the ‘Respiratory System.’ The respiratory
system includes the nose (indicate nose), mouth (indicate mouth), trachea (indicate trachea),
esophagus (indicate esophagus), lungs (indicate lungs), and diaphragm (indicate diaphragm).”
4. Display Resource 2: Digestive System Poster for the student.
5. Indicate Resource 2 and say, “This is a model of the ‘Digestive System.’ The digestive system
includes the mouth (indicate mouth), esophagus (indicate esophagus), stomach (indicate
stomach), small intestine (indicate small intestine), large intestine (indicate large intestine), and
anus (indicate anus).”
6. Display Resource 3: Circulatory System Poster for the student.
7. Indicate Resource 3 and say, “This is a model of the ‘Circulatory System.’ The circulatory system
includes the arteries (indicate red artery), the heart (indicate heart), the veins (indicate blue
veins), and the blood cells inside the system (indicate blood cells inside the system).”
8. Ask the student, “Which human body system supports breathing?”
a. Card 4a – “respiratory system”
b. Card 4b – “digestive system”
c. Card 4c – “circulatory system”
scaffolding instructions.
11. Indicate Card 4a and say, “The human body system that supports breathing is the respiratory
system.”
12. Indicate Resource 1 and say, “The Respiratory System is made up of different organs.”
Life Science
16
13. Ask the student, “Which organ is part of the respiratory system?”
a. Card 5a – “brain”
b. Card 5b – “lungs”
c. Card 5c – “heart”
16. Indicate Card 5b and say, “The lungs are an organ that are a part of the respiratory system.”
1. Which human body system supports breathing?
a. Card 4a – Respiratory System
2. Which organ is part of the respiratory system?
a. Card 5b – lungs
OR
• is unable to identify the respiratory system as
the human body system that supports
breathing (Card 4a); and
• is unable to identify the lungs as an organ
that are a part of the respiratory system
(Card 5b).

Life Science
17
• is able to identify the respiratory system as understanding typically requiring
the human body system that supports additional support.
• is unable to identify the lungs as an organ
that are a part of the respiratory system
(Card 5b).
OR
• is unable to identify the respiratory system as
• after scaffolding, is able to identify the lungs
as an organ that are a part of the respiratory
system (Card 5b).
Scaffold:
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.”
• is able to identify the respiratory system as understanding independently.
• is able to identify to identify the lungs as an
organ that are a part of the respiratory
system (Card 5b).

Life Science
18
ACTIVITY 7
Essence Statement: CTAS-HS-LS1-3 Use the results of an investigation as evidence that living systems
respond to external change in order to maintain balance and survive.
Core Extension 7: Given an external change, identify the organism’s response to the change increasing
opportunities for survival (e.g., humans sweat to cool body when it is hot). (CTAS-HS-LS1-3)
Teacher Notes:
o Card 1a – winter
o Card 1b – shiver
o Card 1c – sweat
o Card 1d – yawn
Steps to Follow:
1. Say, “In this activity, we are going to talk about how the human body responds to different
temperatures.”
2. Provide Resource 1: Card 1a to the student.
3. Indicate Card 1a and say, “Scientists have observed that humans respond differently to changes
in temperature. In the winter, the temperature outside can drop several degrees and it may
starts to snow.”
4. Ask the student, “How does the human body respond in the winter when the temperature is
very cold?”
5. Provide Resource 1: Cards 1b – 1d to the student. Indicate and describe each Card.
a. Card 1b – “The human body begins to shiver.”
b. Card 1c – “The human body begins to sweat.”
c. Card 1d – “The human body begins to yawn.”
7. Indicate Card 1b and say, “The human body begins to shiver when the temperature is very
cold.”
8. Ask the student, “How does the human body respond in the summer when the temperature is
very hot?”
9. Provide remaining Resource 1: Card 1c and Card 1d to the student. Indicate describe each
remaining Card.
a. Card 1c – “The human body begins to sweat.”
b. Card 1d – “The human body begins to yawn.”
11. Indicate Card 1c and say, “The human body begins to sweat in the summer when the
temperature is very hot.”

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1. How does the human body respond in the winter when the temperature is very cold?
a. Card 1b – shiver
2. How does the human body respond in the summer when the temperature is very hot?
a. Card 1c – sweat
OR
• is unable to identify the human body begins
to shiver in the winter when the temperature
is very cold (Card 1b); and
• is unable to identify that the human body
begins to sweat in the summer when the
temperature is very hot (Card 1c).
• is able to identify the human body begins to understanding typically requiring
shiver in the winter when the temperature is additional support.
very cold (Card 1b); and
• is unable to identify that the human body
OR
• is unable to identify the human body begins
to shiver in the winter when the temperature
is very cold (Card 1b); and
human body begins to sweat in the summer
when the temperature is very hot (Card 1c).
Scaffold:
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
activity.”

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20
• is able to identify the human body begins to understanding independently.
shiver in the winter when the temperature is
very cold (Card 1b); and
• is able to identify that the human body

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21
ACTIVITY 8
Essence Statement: CTAS-HS-LS1-3 Use the results of an investigation as evidence that living systems
respond to external change in order to maintain balance and survive.
Core Extension 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)
Teacher Notes:
• Activity 8 Resource 1: Student Running Poster
• Activity 8 Resource 2: Heart Rate and Breathing Rate Before and During the Run Data Table
Poster
o Strip 3a – digest food
o Strip 3b – breathe air
o Strip 3c – pump blood
Steps to Follow:
1. Say, “In this activity, we are going to talk about measurements that a student took before and
during a run. The student measured her heart rate and her breathing rate before and during the
run.”
2. Display Resource 1: Student Running Poster for the student.
3. Indicate Resource 1 and say, “This student is running around the track at her school.”
4. Display Resource 2: Heart Rate and Breathing Rate Before and During the Run Data Table Poster
for the student.
5. Indicate Resource 2 and say, “The student recorded her heart rate in this data table titled ‘Heart
Rate and Breathing Rate Before and During the Run’ (indicate title) before and during her run.
Before her run, the student’s heart rate was 60 beats per minute (indicate ‘Heart Rate’ column
before the run). This is called a resting heart rate. During her run, the student’s heart rate
increased to 120 beats per minute (indicate ‘Heart Rate’ column during the run). This is called
an active heart rate.”
6. Ask the student, “Why does the student’s heart rate increase during her run?”
a. Strip 3a – “to digest more food”
b. Strip 3b – “to breathe more air”
c. Strip 3c – “to pump more blood”
9. Indicate Strip 3c and say, “The student’s heart rate increased during her run to pump more
blood.”
10. Indicate Resource 2 and say, “The student also recorded her breathing rate in this data table
titled ‘Heart Rate and Breathing Rate Before and During the Run’ (indicate title) before and
during her run. Before her run, the student’s breathing rate was 15 breaths per minute (indicate
‘Breathing Rate’ column before the run). This is called a resting breathing rate. During her run,
the student’s breathing rate increased to 30 breaths per minute (indicate ‘Breathing Rate’
column during the run). This is called an active breathing rate.”
11. Ask the student, “Why does the student’s breathing rate increase during her run?”

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12. Provide remaining Resource 3: Strip 3a and Strip 3b to the student. Indicate and read each
remaining Strip.
a. Strip 3a – “to digest more food”
b. Strip 3b – “to breathe more air”
14. Indicate Strip 3b and say, “The student’s breathing rate increased during her run to breathe
more air.”
1. Why does the student’s heart rate increase during her run?
a. Strip 3c – to pump more blood
2. Why does the student’s breathing rate increase during her run?
a. Strip 3b – to breathe more air
OR
• is unable to identify why the student’s heart
rate increases during her run (Strip 3c); and
• is unable to identify why the student’s
breathing rate increases during her run (Strip
3b).

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23
• is able to identify why the student’s heart understanding typically requiring
rate increases during her run (Strip 3c); and additional support.
• is unable to identify why the student’s
3b).
OR
• is unable to identify why the student’s heart
• after scaffolding, is able to identify why the
student’s breathing rate increases during her
run (Strip 3b).
Scaffold:
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
this activity.”
• is able to identify why the student’s heart understanding independently.
• is able to identify why the student’s
3b).

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24
Science Assessment
Physical Science
Storyline 5: Forces and
Motion

Physical Science
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
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.

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1
Physical Science
General Overview:
Students should be informed that this performance task focuses on forces and motion in the context of
skateboard ramps and zip lines. Students will begin by considering the speed, acceleration and forces in
the context of a skateboarder going down a ramp. Students will then conduct a guided, hands-on
investigation using a zip line model to test a device that minimizes the force on an object during a
collision.

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.

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2
ACTIVITY 5
Use the materials and instructions included in Activity 5 Resource 1 to set up the investigation according
to the diagram included in Activity 5 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
• 2 Facial Tissues
• 4 Sheets of Paper Towel
• 1 Roll of Clear Tape
Note: Each paper cup should be the same height as the paper cup that was used in Activity 4.

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3

Physical Science
4
List of Resources:
• Activity 1 Resource 1: Skateboard Ramp 1 Poster
o Card 3a – Ramp 1
o Card 3b – Ramp 2
o Sentence Strip 4a – steeper
o Sentence Strip 4b – shorter
o Sentence Strip 4c – wider
• Activity 2 Resource 1: Skateboard Half-Pipe Ramp Poster
o Card 2a – Point A/Point B
o Card 2b – Point B
o Card 2c – Point B/Point C
• Activity 3 Resource 1: Skateboard Investigation Poster
• Activity 3 Resource 2: Skateboard Investigation Data Table Poster
o Strip 3a – Trial 1
o Strip 3b – Trial 2
o Strip 3c – same
o Sentence Strip 4a – 20N; 3 m/sec
o Sentence Strip 4b – 10N; 6 m/sec
o Sentence Strip 4c – 20N; 6 m/sec
• Activity 4 Resource 1: Teacher Directions for Zip Line Model 1 – Zip Line Model Materials 1
• Activity 4 Resource 2: Teacher Directions for Zip Line Model 1 – Zip Line Model Diagram 1
• Activity 4 Resource 3: Zip Line Observations Poster 1
o Sentence Strip 4a – reduces force
o Sentence Strip 4b – increases force
o Sentence Strip 4c – does not change force
• Activity 5 Resource 4: Claim Poster
o Sentence Strip 5a – facial tissue
o Sentence Strip 5b – paper towel
o Sentence Strip 5c – clear tape

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5
ACTIVITY 1
Essence Statement: CTAS-HS-PS2-1 Use observations and/or data to support a claim that the net force
on an object is equal to its mass multiplied by its acceleration.
Core Extension 1: Compare the speed of two objects under different conditions. (CTAS-HS-PS2-1)
Teacher Notes:
o Card 3a – Ramp 1
o Card 3b – Ramp 2
o Sentence Strip 4a – steeper
o Sentence Strip 4b – shorter
o Sentence Strip 4c – wider
Steps to Follow:
1. Say, “In this activity, we are going to talk about how a skateboarder will travel at different
speeds down two different ramps.”
2. Display Resource 1: Skateboard Ramp 1 Poster for the student.
3. Display Resource 2: Skateboard Ramp 2 Poster for the student.
4. Indicate Resource 1 and Resource 2 and say, “The same skateboarder is shown at the top of
Ramp 1 (indicate Resource 1) and Ramp 2 (indicate Resource 2). The skateboarder will ride his
skateboard down each ramp.”
5. Ask the student, “Will the skateboarder travel faster down Ramp 1 or down Ramp 2?”
6. Provide Resource 3: Card 3a and Card 3b to the student. Indicate and read each Card.
a. Card 3a – “Ramp 1”
b. Card 3b – “Ramp 2”
8. Indicate Card 3b and say, “The skateboarder will travel faster down Ramp 2.”
9. Ask the student, “Why will the skateboarder travel faster down Ramp 2?”
Strip.
a. Sentence Strip 4a – “Ramp 2 is steeper.”
b. Sentence Strip 4b – “Ramp 2 is shorter.”
c. Sentence Strip 4c – “Ramp 2 is wider.”
12. Indicate Sentence Strip 4a and say, “The skateboarder will travel faster down Ramp 2 because
Ramp 2 is steeper.”

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1. Will the skateboarder travel faster on Ramp 1 or down Ramp 2?
a. Card 3b – Ramp 2
2. Why will the skateboarder travel faster down Ramp 2?
a. Sentence Strip 4a – Ramp 2 is steeper.
OR
• is unable to identify that the skateboarder will
travel faster down Ramp 2 (Card 3b); and
• is unable to describe that the skateboarder will
travel faster on Ramp 2 because Ramp 2 is steeper
• is able to identify that the skateboarder will travel limited understanding typically
faster down Ramp 2 (Card 3b); and requiring additional support.
• is unable to describe that the skateboarder will
travel faster down Ramp 2 because ramp 2 is
steeper (Sentence Strip 4a).
OR
• is unable to identify that the skateboarder will
travel faster down Ramp 2 (Card 3b); and
• after scaffolding, is able to describe that the
skateboarder will travel faster down Ramp 2
because Ramp 2 is steeper (Sentence Strip 4a).
Scaffold:
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,
• 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

Physical Science
7
ACTIVITY 2
Core Extension 2: Compare the acceleration of objects (speeding up or slowing down) under different
conditions. (CTAS-HS-PS2-1)
Teacher Notes:
• Activity 2 Resource 1: Skateboard Half-Pipe Ramp Poster
o Card 2a – Point A/Point B
o Card 2b – Point B
o Card 2c – Point B/Point C
Steps to Follow:
1. Say, “In this activity, we are going to talk about how, at different points on a half-pipe ramp, a
skateboarder travels at different speeds.”
2. Display Resource 1: Skateboard Half-Pipe Ramp Poster for the student.
3. Indicate Resource 1 and say, “Some ramps are curved (trace finger along ramp shape). This
curved ramp is called a half-pipe ramp. A skateboarder rolls down a half-pipe ramp and travels
across Point A, through Point B, and stops at Point C (trace route on Resource 1 with finger) The
skateboarder travels across Points A, B, and C (indicate Points A, B, and C) at different speeds.”
4. Ask the student, “Where on the half-pipe ramp is the skateboarder speeding up?”
a. Card 2a – “from Point A to Point B”
b. Card 2b – “at Point B”
c. Card 2c – “from Point B to Point C”
7. Indicate Card 2a and say, “The skateboarder is speeding up from Point A to Point B.”
8. Ask the student, “Where on the half-pipe ramp is the skateboarder slowing down?”
9. Provide remaining Resource 2: Card 2b and Card 2c to the student. Indicate and read each
remaining Card.
a. Card 2b – “at Point B”
b. Card 2c – “from Point B to Point C”
11. Indicate Card 2c and say, “The skateboarder is slowing down from Point B to Point C.”
1. Where on the half-pipe ramp is the skateboarder speeding up?
a. Card 2a – from Point A to Point B
2. Where on the half-pipe ramp is the skateboarder slowing down?
a. Card 2c – from Point B to Point C

Physical Science
8
• gives NO response; understanding.
OR
• is unable to identify that the skateboarder is
speeding up from Point A to Point B on the
half-pipe ramp (Card 2a); and
slowing down from Point B to Point C on the
half-pipe ramp (Card 2c).
• is able to identify that the skateboarder is understanding typically requiring
speeding up from Point A to Point B on the additional support.
OR
skateboarder is slowing down from Point B to
Point C on the half-pipe ramp (Card 2c).
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
this activity.”
• is able to identify that the skateboarder is understanding independently.
• is able to identify that the skateboarder is

Physical Science
9
ACTIVITY 3
Core Extension 3: Use observation and/or data to support a claim that a greater force will cause an
object in motion to speed up faster. (CTAS-HS-PS2-1)
Teacher Notes:
• Activity 3 Resource 1: Skateboard Investigation Poster
• Activity 3 Resource 2: Skateboard Investigation Data Table Poster
o Strip 3a – Trial 1
o Strip 3b – Trial 2
o Strip 3c – same
o Sentence Strip 4a – 20N; 3 m/sec
o Sentence Strip 4b – 10N; 6 m/sec
o Sentence Strip 4c – 20N; 6 m/sec
Steps to Follow:
1. Say, “In this activity, we will talk about how a student investigates the relationship between
motion and force.”
2. Display Resource 1: Skateboard Investigation Poster for the student.
3. Display Resource 2: Skateboard Investigation Data Table Poster for the student.
4. Indicate Resource 1 and say, “A student investigates how pushing a skateboarder affects his
motion at different points along a track. The points are labeled A (indicate Point A), B (indicate
Point B), and C (indicate Point C).”
5. Indicate Resource 2 and say, “The student records their observations in this data table titled
‘Skateboard Investigation Data Table’.”
6. Indicate Resource 1 and Resource 2 and say, “In Trial 1, one student pushes the skateboarder
with a small, constant force of 10 newtons. The skateboarder’s speed is 1 meter per second at
Point A, 2 meters per second at Point B, and 3 meters per second at Point C.”
7. Indicate Resource 1 and Resource 2 and say, “In Trial 2, the same student pushes the
skateboarder with a large, constant force of 20 newtons. The skateboarder’s speed is 2 meter
per second at Point A, 4 meters per second at Point B, and 6 meters per second at Point C.”
8. Ask the student, “During which trial was the skateboarder speeding up faster?”
a. Strip 3a – “Trial 1”
b. Strip 3b – “Trial 2”
c. Strip 3c – “same speed in both trials”
11. Indicate Strip 3b and Resource 2 and say, “Based on the data (indicate Resource 2) we can claim
the skateboarder sped up faster during Trial 2 (indicate Strip 3b). In Trial 2, the skateboarder
went 6 m/sec at Point C compared to 3 m/s in Trial 1. We can also claim that the faster speed
was due to the greater force when pushing the skateboarder.”

Physical Science
10
12. Ask student, “Which statement of data supports the claim that the skateboarder sped up faster
due to a greater force?”
Strip.
a. Sentence Strip 4a – “With 20N of force, the speed at Point C was 3 m/sec.”
b. Sentence Strip 4b – “With 10 N of force, the speed at Point C was 6 m/sec.”
c. Sentence Strip 4c – “With 20N of force, the speed at Point C was 6 m/sec.”
15. Indicate Sentence Strip 4c and say, “With 20N of force, the speed at Point C was 6 m/sec.”
1. During which trial was the skateboarder speeding up faster?
a. Strip 3b –Trial 2
2. Which statement of data supports the claim that the skateboarder sped up faster due to a
greater force?
a. Sentence Strip 4c – With 20N of force, the speed at Point C was 6 m/sec.
OR
• is unable to identify that the skateboarder speeds
up faster during Trial 2 (Strip 3b); and
• is unable to interpret data in the table to support
the claim that the skateboarded travels faster
when pushed with a greater force (Sentence Strip
4c).

Physical Science
11
• is able to identify that the skateboarder speeds limited understanding typically
up faster during Trial 2 (Strip 3b); and requiring additional support.
• is unable to interpret data in the table to support
4c).
OR
• is unable to identify that the skateboarder speeds
• after scaffolding, 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).
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
activity.”
• is able to identify that the skateboarder speeds understanding independently.
• is able to interpret data in the table to support
4c).

Physical Science
12
ACTIVITY 4
Essence Statement: CTAS-HS-PS2-3 Test a device that minimizes the force on a common object during a
collision.*
Core Extension 4: Identify two ways to minimize the force on an object during a collision. (CTAS-HS-PS2-
3)
Teacher Notes:
o Sentence Strip 4a – reduces force
o Sentence Strip 4b – increases force
o Sentence Strip 4c – does not change force
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
• 2 Sheets of Bubble Wrap
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.”
Physical Science
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?”
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.”
22. Ask the student, “Why does the ball not fall out of the cup when we add cushioning?”
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.”
25. Indicate Sentence Strip 4a and say, “The cushioning reduces the force on the ball.”
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.
OR
• is unable to identify that cushioning reduces
the force on the ball (Sentence Strip 4a).

Physical Science
14
• after scaffolding, is able to identify that understanding typically requiring
cushioning reduces the force on the ball additional support.
Scaffold:
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
this activity.”
• is able to identify that cushioning reduces the understanding independently.
force on the ball (Sentence Strip 4a).

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15
ACTIVITY 5
Essence Statement: CTAS-HS-PS2-3 Test a device that minimizes the force on a common object during a
collision.*
Core Extension 5: Make and support a claim about the modification to a device and its effect on
reducing the force during the collision. (CTAS-HS-PS2-3)
Teacher Notes:
• Activity 5 Resource 4: Claim Poster
o Sentence Strip 5a – facial tissue
o Sentence Strip 5b – paper towel
o Sentence Strip 5c – clear tape
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
• 2 Facial Tissues
• 4 Sheets of Paper Towel
• 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).”

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16
5. Wrap the paper cup in facial tissue and use tape to adhere.
6. 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. This paper cup is wrapped in facial tissue. Second, we will release the cup
and observe what happens.”
7. Demonstrate the zip line model for the student.
8. Ask the student, “What happened to the object in the paper cup?”
10. 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).
11. Wrap the paper cup in several layers of paper towels in use tape to adhere.
12. Say, “We are going to test our zip line for the second time now that we have wrapped the paper
cup in several layers of paper towel.”
16. Say, “Now, we are going to wrap the paper cup in clear tape.”
17. Wrap the paper cup in clear sticky tape (e.g., packing tape).
18. Say, “We are going to test our zip line for the third time now that we have wrapped the paper
cup in clear tape.”
22. Display Resource 4: Claim Poster for the student.
23. Indicate Resource 4 and say, “A student made this claim: Paper towels best reduce the impact
of the paper cup collision.”
24. Ask the student, “What observation supports this claim that paper towels best reduce the
impact of the paper cup collision?”
Strip.
a. Sentence Strip 5a – “The paper cup wrapped with facial tissue moved faster down the
line.”
b. Sentence Strip 5b – “The object stayed inside the paper cup wrapped in paper towel.”
c. Sentence Strip 5c – “The object fell out of the paper cup wrapped with clear tape.”
27. Indicate Sentence Strip 5b and say, “The object stayed inside the paper cup wrapped in paper
towel.”

Physical Science
17
The correct answer is as follows:
1. What observation supports this claim that paper towels best reduce the impact of the paper
cup collision?
a. Sentence Strip 5b – The object stayed inside the paper cup wrapped in paper towel.
OR
• is unable to identify the observation that
supports the claim that paper towels best
reduce the impact of the paper cup collision
• after scaffolding, is able to identify the understanding typically requiring
observation that supports the claim that additional support.
paper towels best reduce the impact of the
paper cup collision (Sentence Strip 5b).
Scaffold:
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,
• is able to identify the observation that understanding independently.
supports the claim that paper towels best
reduce the impact of the paper cup collision

Physical Science
18

Form 1 Grade 11 Performance Tasks

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Form 1

Grade 11 Performance Tasks

Storyline 1: Earth Systems

Grade 11 Performance Task

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

List of Materials Needed:

• Shallow Pan (e.g., cookie sheet, plastic tub)

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Grade 11 Performance Task

Connecticut Alternate Science Assessment

List of Materials Needed:

Instructions for Preparing Materials:

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Grade 11 Performance Task

Connecticut Alternate Science Assessment

List of Materials Needed:

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment

Connecticut Alternate Science Assessment