A collaborative effort with contributions from UIC, MSU, WestEd, UCB, SRI, UChicago, KU, and the Concord Consortium
Welcome to the Next Generation Science Assessment (NGSA) collection!
Here you will find a set of NGSS-aligned formative assessment tasks produced through a collaboration between learning scientists, assessment experts, teachers, researchers, and technology developers across several institutions. For more details about our work see our book about the process published by NSTA or visit the main project website: nextgenscienceassessment.org/
Elementary Grades (3-5) Assessment Tasks
| The tasks in the elementary collection have been developed by two projects: | |
This project is a collaboration of University of Illinois at Chicago, UChicago STEM Education, University of Kansas ATLAS, and the Concord Consortium, with funding from the National Science Foundation.
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This project is a collaboration of WestEd, The Lawrence Hall of Science, and the Concord Consortium, with funding from the Institute of Education Sciences. These tasks were designed with the additional intention of integrating the assessment of science language-in-use.
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Middle Grades (6-8) Assessment Tasks
 Next Generation Science Assessment |
These tasks were developed through a collaborative effort of University of Illinois at Chicago, Michigan State University, WestEd, and the Concord Consortium, with funding from the National Science Foundation, the Moore Foundation, and the Chan Zuckerberg Initiative. |
Our tasks are organized by grade and Performance Expectation (PE). For each PE, there is a set of less broad but more manageable three dimensional performance statements called Learning Performances (LPs), which collectively describe the performances that students need to demonstrate as they progress toward achieving that PE. Each task is tagged with the logo of the project that created that task.
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Balanced and Unbalanced Forces
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
LP 3-P01: Students ask questions based on observations of two objects coming in contact with each other to determine that the resulting unbalanced force on the stationary object being investigated causes the object to start moving.
LP 3-P02: Students will plan an investigation about the effects of balanced and unbalanced forces on motion.
LP 3-P03: Students will carry out an investigation with multiple trials that will allow them to use patterns to explain how balanced and unbalanced forces from objects in contact with a stationary object influence the stationary object's motion.
LP 3-P04: Students collect and record data during an investigation that measures how the motion of an object changes due to the application of forces with different strengths or different direction.
LP 3-P05: Students plan an investigation to collect data that shows that when the balanced forces are applied on an object, its speed or direction of motion does not change.
LP 3-P06: Students plan an investigation that will provide evidence that an object’s speed or direction of motion changes when the unbalanced forces are applied.
LP 3-P07: Students conduct an investigation to collect evidence of changes in an object’s speed or direction of motion that can be used to determine whether the multiple forces acting upon the object are balanced or unbalanced.
Predicting Future Motion
3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
LP 3-M01: Students record observations from an investigation and use them to describe a pattern in the motion of an object.
LP 3-M02: Students use patterns observed from an investigation of the motion of an object to make a prediction about future motion.
Electric and Magnetic Forces
3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
LP 3-S01: Students ask a testable question about an object that can interact with other objects without touching by exerting electric forces.
LP 3-S02: Students ask testable questions to explain how changes in the properties of an object and changes in the distance between objects affect how they interact without touching.
LP 3-S03: Students ask a testable question about differences in how magnetic objects interact without touching when their relative orientations are changed.
LP 3-S04: Students evaluate and revise questions about how changes in the properties of objects, changes in the distance between magnetic objects, and changes in their relative orientation affect how they interact without touching.
Magnets and Engineering Design
3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.
LP 3-R01: Given a design problem, students ask questions to clarify whether the properties of magnets and/or their relative orientation can affect magnetic forces on objects in a way that could solve the problem.
LP 3-R02: Students specify criteria or constraints of an engineering problem that can be solved by applying ideas about magnets and magnetic forces.
Cycle of Life
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
LP 3-L01: Students develop or revise a model to show similarities in the life cycles of different plants and animals, using patterns they have identified.
LP 3-L02: Students engage in argument from evidence about how the details of plants' and animals' life cycles can be different, even though all life cycles follow a similar pattern.
Earth's Systems
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
LP 3-E01: Students graph measurement data [using tables, bar graphs, pictographs, and/or pie charts] using standard units of various weather elements [temperature, precipitation, wind] to describe and/or compare the weather condition(s) for a place and/or time.
LP 3-E02: Students obtain information from graphical display(s) of data to identify and communicate pattern(s) of weather for a given place and/or a given time.
LP 3-E03: Students analyze and/or interpret data in seasonal weather data displays to use patterns to make predictions about weather for that location.
LP 3-E04: Students use information from graphical displays or tables to describe the similarities or differences in the weather at a place at different times.
LP 3-E05: Students represent data in tables or graphical displays to describe how weather in a place changes (days) but can be described in terms of patterns over longer time periods (weeks to months)
LP 3-E06: Students represent data in graphical displays to reveal a repeating pattern that shows how weather conditions in a place change from season to season.
LP 3-E07: Students represent data in graphical displays to make predictions about future weather from patterns in the seasonal weather in different places.
Describe Climates
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.
LP 3-W01: Students obtain information about the climate for a place to describe the typical weather conditions for that place.
LP 3-W02: Students combine information from different sources to describe similarities and/or differences in climate in different places.
Design to Reduce Weather-Related Hazzard
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
LP 3-D01: Students use information from graphical displays or tables to describe that natural hazards are caused by weather that is more extreme than typical weather.
LP 3-D02: Students use evidence to support a claim that a solution does or does not reduce the impacts of weather-related natural hazards.
LP 3-D03: Students construct and support a claim for whether a solution meets criteria for reducing the impacts of weather-related natural hazards.
Analyzing Geological Features
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth's features.
LP 4-E01: Students use evidence to explain that different types of maps can show meaningful patterns in where certain geological features occur.
LP 4-E02: Students analyze and interpret data on maps to identify and describe meaningful patterns that can be used to predict where certain geological features or events could occur.
Structure and Function
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
LP 4-L01: Students construct or refine an argument that different plants and animals have structures that work together as a system to perform the same function for the different organisms.
LP 4-L02: Students ask or evaluate questions about how the different internal or and external structures of an organism interact to perform necessary functions.
Energy and Collisions
4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.
LP 4-P01: Students obtain and communicate scientific information (using a variety of representations) about energy transfers that occur as objects collide resulting in changes to the object(s)’ motion.
LP 4-P02: Students ask investigatable questions and predict reasonable outcomes about the changes in energy that happen to objects and the air during collisions.
Gravitational Forces
5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
LP 5-P01: Students ask questions based on observations that would help determine what causes objects to fall down towards the Earth.
LP 5-P02: Students evaluate an explanation using patterns in data to determine whether or not it explains that the gravitational force acting on objects pulls the objects down (towards the Earth's center).
LP 5-P03: Students engage in argument from evidence to support the claim that the effect of gravitational force is always a pull down (towards the Earth's center).
Plant Growth
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
LP 5-L01: Students analyze and interpret data to determine whether plants get the materials they need for growth from water and soil.
LP 5-L02: Students support an argument that plants get the materials they need for growth from air and water.
Water Distribution
5-ESS2-2. Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
LP 5-E01: Students describe and/or generate data representations (using standard units for quantitative information) to address scientific questions on the types of water (salt & fresh) and relative amounts of each.
LP 5-E02: Students generate (or select) representation(s) using area, volume, and/or time data to reveal a pattern and/or relationship and use it as evidence to address a scientific question related to the distribution of freshwater.
LP 5-E03: Students obtain and communicate information (using standard units for quantitative information) about the types of water (salt & fresh) and relative amounts of each.
Chemical Reactions
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
LP C01: Students analyze and interpret data to determine whether substances are the same based upon characteristic properties.
LP C02: Students construct a scientific explanation about whether a chemical reaction has occurred by using patterns in data on properties of substances before and after the substances interact.
LP C03: Students evaluate whether a model explains that different molecular substances are made from different types and/or arrangements of atoms.
LP C04: Students evaluate whether a model explains that a chemical reaction produces new substances and conserves atoms.
LP C05: Students use a model to explain that in a chemical reaction atoms are regrouped and why mass is conserved.
LP C06: Students develop a model of a chemical reaction that explains new substances are formed by the regrouping of atoms, and that mass is conserved.
LP C07: Students evaluate whether a model explains that a chemical reaction produces new substances and conserves mass because atoms are conserved.
Temperature & Thermal Energy
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
LP E01: Students evaluate a model that uses a particle view of matter to explain how states of matter are similar and/or different from each other.
LP E02: Students develop a model that explains how particle motion changes when thermal energy is transferred to or from a substance without changing state.
LP E03: Students develop a model to explain the change in state of a substance caused by transferring thermal energy to or from a sample.
LP E04: Students use evidence from simulation to construct a scientific explanation about how the average kinetic energy and the temperature of a substance change when thermal energy is transferred from or to a sample.
LP E05: Students develop a model that includes a particle view of matter to predict how the average kinetic energy and the temperature of a substance change when thermal energy is transferred from or to a sample.
LP E06: Students evaluate an investigation procedure that addresses a scientific question about how the type of matter influences the change in temperature of a given sample when energy is transferred from or to a sample.
LP E07: Students plan an investigation to answer a scientific question about how the type of matter influences the change in temperature of a given sample when energy is transferred from or to a sample.
LP E08: Students carry out an investigation using a simulation to determine how mass affects the change in temperature of a given sample when energy is transferred from or to a sample.
LP E09: Students construct a scientific explanation about how mass affects the change in average particle kinetic energy of a sample when thermal energy is transferred from or to a sample.
Kinetic and Potential Energy
MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
LP KE01: Students construct and interpret a graphical display to describe the proportional relationship of kinetic energy to the mass of a moving object.
LP KE02: Students construct and interpret a graphical display to describe the relationship of kinetic energy to the speed of a moving object.
LP KE03: Students construct an explanation using evidence about how the mass and speed of a moving object affect its kinetic energy.
LP KE04: Students use a model to predict how kinetic energy of an object will change as a result of changes in the mass and the speed of the object.
LP KE05: Students construct an explanation about when two objects (gravitational, charged, or magnetic) in a system interact at a distance, each one can exert a force on the other that can cause energy to be transferred to or from the object.
LP KE06: Students develop a model to describe when the relative position of two magnetic objects interacting (repelling and attracting) at a distance changes, different amounts of potential energy are stored in the system.
LP KE07: Students use a model to explain that when the relative position of two objects interacting at a distance changes, different amounts of gravitational potential energy are stored in the system.
LP KE08: Students evaluate a model to determine if it explains that when the relative position of two charged objects interacting (repelling and attracting) at a distance changes, different amounts of potential energy are stored in the system.
LP KE09: Students use a model to predict changes in potential energy when a force is applied to move two attracting objects farther apart, or move two repelling objects closer together.
LP KE10: Students construct explanations about when the kinetic energy of an object changes, some other measurable features of the object or its surroundings must change at the same time.
LP KE11: Students construct and present an argument using evidence weighing competing claims about what happens to energy within a system when the kinetic energy of an object changes.
Force and Motion
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
LP N01: Students construct an explanation that when two objects in a system interact, each object exerts a force on the other.
LP N02: Students develop a model of a system of two interacting objects that describes the forces each object exerts upon the other are equal in strength, but opposite in direction.
LP N03: Students design a solution that changes (reduces or increases) the impact of collisions between two objects by changing the mass and speed of one or both objects colliding.
LP N04: Students plan an investigation to examine how the sum of the forces applied on an object impacts the speed change.
LP N05: Students develop a model to explain why an object moves constantly or is kept still when balanced force is applied on the object.
LP N06: Students plan an investigation to examine how the sum of the forces must change in order to achieve the same change in motion for objects with different mass.
Gravity
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
LP G01: Students construct an argument by using evidence on the conditions under which objects experience gravitational force using the cause and effect relationship between mass and gravitational force.
LP G02: Students analyze and interpret data by comparing systems of two interacting objects to determine that gravitational force is always attractive.
Electric and Magnetic Forces
MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
LP F01: Students ask questions to determine how the orientations or signs of interacting objects affect the direction (towards or away from) of magnetic or electric forces.
LP F02: Students analyze and interpret data to describe how the distance between the interacting objects affects the strength of the electric force.
LP F03: Students analyze and interpret data to describe how the distance between the interacting objects affects the strength of the magnetic force.
LP F04: Students evaluate and refine questions based on how the strengthsize of magnetic forces is affected by the strength of a permanent magnet or the amount of electric current (for electromagnets).
LP F05: Students use a model to explain or predict how the magnitude of electric charges affects the strength of electric forces.
LP F06: Students formulate a testable question about the presence of electric or magnetic fields that cause interacting objects at a distance to move.
LP F07: Students carry out an investigation to provide evidence that the forces magnets (or electrically charged objects) exert can be explained by magnetic (or electrical) fields.
LP F08: Students plan an investigation to provide evidence of the presence of fields that cause the motion of test objects to change when at a given distance from charged or magnetic objects.
LP F09: Students evaluate the experimental setup and procedures of an investigation in which the presence of a field emanating from (a) charged or magnetic object(s) causes changes in the motion of a “test” object.
Waves
MS-PS4-1: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
LP W01: Students analyze and interpret data to identify a pattern in the characteristics of a wave (wavelength, frequency, and amplitude).
LP W02: Students use mathematical representations to determine whether simple waves are the same based upon the characteristic properties.
LP W03: Students use a mathematical representation to predict how the amount of energy in a wave changes when the amplitude of a wave changes.
LP W04: Students develop a model of light transmitting that can explain why light waves can change direction at the interface of a new medium.
LP W05: Students construct an argument to support the claim that mechanical waves require a medium to travel while light waves do not by looking at the effects of mechanical and light waves on the same medium.
LP W06: Students use a model to describe how the structure of a medium through which a mechanical wave travels impacts the properties (amplitude, frequency, and wavelength) of the wave.
LP W07: Students use a model to predict whether an engineered device is likely to solve a problem involving waves that interface with surfaces that reflect or absorb those waves depending on the properties of the wave and the properties of the new surface.
LP W08: Students use a model to describe how the structure of an engineered device helps the device to selectively transmit, refract, absorb, or reflect incoming light of various wavelengths.
Photosynthesis
MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
LP P01: Students analyze and interpret data to determine whether plants and other photosynthetic organisms grow with the input of energy from sunlight.
LP P02: Students analyze and interpret data to determine whether plants and other photosynthetic organisms take in water, carbon dioxide, and energy (e.g., sunlight), to produce food (sugar) and oxygen.
LP P03: Students develop a model that shows that plants (or other photosynthetic organisms) take in water and carbon dioxide to form food (sugar) and oxygen.
LP P04: Students evaluate how well a model shows that plants and other photosynthetic organisms use energy from the Sun to drive the production of food (sugar) and oxygen.
LP P05: Students construct a scientific explanation for how plants (and other photosynthetic organisms) are able to use energy and matter from the sugar they produce to grow and support their other necessary (life‐supporting) functions.
Biological Transformations of Matter and Energy
MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
LP R01: Students evaluate whether a model shows that when an organism consumes food, energy is transferred to other systems within the organism and to systems outside the organism.
LP R02: Students use a model to explain that in some reactions in an organism, food and oxygen molecules are rearranged to produce carbon dioxide and water; and in this process, energy is released.
LP R03: Students construct a scientific explanation to show that when an organism consumes food, the food molecules are rearranged into new molecules that support growth.
LP R04: Students analyze and interpret data to determine whether the molecules formed from the rearrangement of consumed food molecules are used in an organism for repair and storage.
Ecosystem Interactions
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
LP Y01: Students use a model as evidence to describe how multiple organisms can interact in ways where they (mutually) benefit from their interactions in some way to meet their needs for survival.
LP Y02: Students analyze and interpret data to determine how multiple organisms can interact in ways that all involved are harmed in some way and to varying degrees to meet their needs for survival.
LP Y03: Students construct an argument using evidence which describes how multiple organisms can interact in ways where one type of organism is harmed and/or killed while another organism benefits by attaining needs for survival.
LP Y04: Students analyze and interpret data to determine that when certain organisms interact to meet their needs, some organisms benefit, while the other organisms (or their entire population) are harmed.
LP Y05: Students construct a scientific explanation using evidence that describes the patterns of organisms interacting in various ways (mutually beneficial, predator/prey, competitive) to meet their needs for survival.
Transfer of Matter and Energy in Ecosystems
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
LP S01: Students construct an argument using evidence which describes the transfer of matter and energy by producers in an ecosystem.
LP S02: Students construct a scientific explanation on the role of consumers in the transfer of matter and energy* (from food) in and between ecosystems.
LP S03: Students develop a model that shows the role of decomposers in the transfer of matter and energy* (from food) when decomposers break down dead organisms as their food source.
LP S04: Students construct a scientific explanation using evidence about how matter and energy moves within an ecosystem.
LP S05: Students develop a model that demonstrates how atoms in an ecosystem are cycled among the living and nonliving parts of the ecosystem.
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Partners
Next Generation Science Assessment was founded as a collaboration among Michigan State University, WestEd, University of Illinois at Chicago, and the Concord Consortium. Past partnership included work with SRI International.
Additional partners include University of Kansas ATLAS, UChicago STEM Education, and The Lawrence Hall of Science.
The assessment tasks are licensed under a
Creative Commons Attribution-NonCommercial 4.0 International license
. This license permits you to copy, distribute, and display such content so long as you attribute the Next Generation Science Assessment Project and do not use commercially.
This work is supported by grants from the Chan Zuckerberg Initiative (grant #194933), the Gordon and Betty Moore Foundation (grant #4482), the National Science Foundation (grants DRL-1813737, DRL-1813938, DRL-1316874, DRL-1316903, DRL-1316908, and DRL-1903103), and the Institute of Education Sciences (grant R305A210290). Views expressed are not necessarily those of the funders.