5th Grade Performance Task
Contributed by: Maryland School Performance Assessment Program (MSPAP)
Description:
Students will be working in teams of four to measure
the rebound heights of a tennis ball dropped form four different
heights. Students wil be investigating with the bouncing balls to
measure changes in the type of energy they possess.
This task is designed to take approximately 65 minutes.
Overall Task Content Area:

Physical Science
Specific Knowledge Areas:

Performance Expectations:
 collecting data on the rebound heights of a tennis ball
 using a meter stick to measure the heights of ball bounces
 representing data in the proscribed table and graph
 using addition and division to determine the mean
National Science Education Standards:
4 AS I 1: Employ simple equipment and tools
to gather data and extend the senses. Grades 58
1.3 In early years, students develop simple skills,
such as how to observe, measure, cut, connect, switch, turn on and
off, pour, hold, tie, and hook. Beginning with simple instruments,
students can use rulers to measure the length, height, and depth
of objects and materials; thermometers to measure temperature; watches
to measure time; beam balances and spring scales to measure weight
and force; magnifiers to observe objects and organisms; and microscopes
to observe the finer details of plants, animals, rocks, and other
materials. Children also develop skills in the use of computers
and calculators for conducting investigations.
4 AS I 1: Use data to construct a reasonable
explanation. Grades 58
1.4 This aspect of the standard emphasizes the
students’ thinking as they use data to formulate explanations.
Even at the earliest grade levels, students should learn what constitutes
evidence and judge the merits or strength of the data and information
that will be used to make explanations. After students propose an
explanation, they will appeal to the knowledge and evidence they
obtained to support their explanations. Students should check their
explanations against scientific knowledge, experiences, and observations
of others.
National Council of Teachers of Mathematics:
DAP1:Formulate questions that can be addressed
with data and collect, organize, and display relevant data to answer
them.
Grade 68 e. collect data using observations, surveys,
and experiments
Grade 68 f. represent data using tables
and graphs such as line plots, bar graphs, and line graphs
MEAS1: Understand numbers, ways of representing
numbers, relationships among numbers, relationships amoung numbers,
and number systems.
Grade 68 g. carry out simple unit conversions, such
as from centimeters to meters, within a system of measurement
Measurement Standard 2: Apply appropriate techniques,
tools, and formulas to determine measurements.
Grade 68 c. use tools to measure
Number nand Operations Standard 3: Compute fluently
and make reasonable estimates.
Grade 68 g. develop fluency in adding, subtracting,
multiplying, and dividing whole numbers
General Instructions to the Teacher:
This task is designed to take students approximately
65 minutes.
Students will be working both in groups and individually
during this exercise.
Students should be ready to work as soon as the period
begins. The materials should be set out at each lab station, if
possible. A central supply area, if needed, should be easily accessible.
All supplies should be clearly labeled.
Materials for "Bounce Back Ball":
At each station students should have:
 1 tennis ball
 1 meter stick
 2 sheets of scrap paper for recording data
 masking tape (enough to hold the meter stick to the wall)
 4 calculators
Advance Preparation:
Safety:
 Be careful.
 Teachers and students should always exercise appropriate safety
precautions and utilize appropriate laboratory safety procedures
and equipment when working on science performance tasks.
Extensions/modifications:
 Ask students to carry out simple unit conversions (i.e.cmmeter)
