The performance task is based upon the G.R.A.S.P.S. template utilized as part of the "Understanding by Design" framework. The task can guide instruction and allow the educator to serve as facilitator or the task can serve an activity that allows students to demonstrate understandings through relevant utilization of standards-based content, concepts, and skills. Performance tasks are aligned with Essential Questions and associated Big Ideas that consider student knowledge and understanding.

Each performance task begins with a Goal. The goal provides the student with the outcome of the learning experience and the contextual purpose of the experience and product creation.

The Role is meant to provide the student with the position or individual persona that they will become to accomplish the goal of the performance task. The majority of roles found within the tasks provide opportunities for students to complete real-world applications of standards-based content. The role may be for one student or in many instances can serve as a small group experience. Students may work together or assume a part of the role based upongroup dynamics. These roles will require student(s) to develop creative and innovative products demonstrating their understanding of the content through the application of the content and a variety of skills across disciplines.

The performance tasks contain an Audience component. The audience is the individual(s) who are interested in the findings and products that have been created. These people will make a decision based upon the products and presentations created by the individual(s) assuming the role within the task.

The Situation provides the participants with a contextual background for the task. Students will learn about the real-world application for the task. Additionally, this section builds connections with other sections of Defined STEM. This is the place that may invite students to consider various video resources, simulations, language tasks, and associated websites when appropriate. This section of the performance task will help the students connect the authentic experience with content and concepts critical to understanding.

The Products within each task are designed using the multiple intelligences. The products provide various opportunities for students to demonstrate understanding. Based upon each individual learner and/or individual class, the educator can make appropriate instructional decisions for product development. These considerations may include:

• having a student complete all products within a task;
• having students complete a number of products based upon content application and/or student interest;
• having a student complete certain products based upon the educator's decision to maximize content, concept, and skill application;
• having student work as part of a cooperative group to complete a product or the products; and/or
• having students complete products based upon the strength of their multiple intelligences.

Each task contains between four and six products for development consideration. The products are meant to provide students with experiences aligned with 21^st Century Learning and Innovation Skills. Additionally, each task contains at least one product that requires the utilization of a technology-based experience. This provides the student with experiential learning opportunities based upon software and web resources and the application of these tools to demonstrate their knowledge and understanding. The products provided within each task are closely aligned with the multiple intelligences and the set of products within the task will help educators meet a number of multiple intelligences.

The product videos are 2-3 minute videos provided within every product of a performance task. They are specific to each product within the task and act as a guide for teachers and students working through a product. These product videos reinforce the student role, the goal of the task, and connect these to the concepts and skills that will be utilized to produce the product. The videos help generate ideas for ways students can begin the work of researching, analyzing, and synthesizing information to create a product.

Rubrics and Anchors are present for each of the products within the task. This can help the educator communicate what is to be created and a general sample of the product. All rubrics are designed on a 1-4 scale and exemplars are present at the 3 and 4 level. The rubrics present are product rubrics. Educators can add appropriate traits related to standards-based content. Through the technology within Defined STEM, educators can manipulate each rubric as they desire.

The career video tab contains videos which feature professionals in a wide range of careers discussing how they use knowledge and skills from all content areas in their everyday work.

The applied mathematics videos help students understand how they can apply specific math concepts to problems or situations they face in Defined STEM tasks and beyond.

The language task begins by providing the student with a Background of the topic to be considered. The first paragraph is designed to set the stage with a brief description of the content and the ideas to be brought forth through the learning experience.
The second paragraph contains a number of questions based upon the provided resources. Each question asks the student to consider the information provided within the resources. Students can use these questions and the answers to the questions to help focus their writing. The questions provide the educator with a good measure to determine completion of the assigned reading and knowledge of student comprehension of what was read and the content within the reading.
The third paragraph reiterates the content and topic to be considered. It additionally provides the students with an idea to consider that extends the topic being discussed.

The Language Prompt contextualizes the writing to be completed. The student is asked to write a technical report (Informational) or a position paper (Argumentative) with the audience that the student is writing for provided.
The informational tasks ask the student to consider the evidence provided within the research and the implications that can be drawn from the findings. The completed product provides the student with deeper knowledge of the content and real world applications for the content and concepts. The teacher can set the parameters for the writing based upon student knowledge, skills, writing ability, and grade level.
The argumentative tasks ask the students to consider a topic and determine their point of view. Most tasks ask the student to support or reject an idea or choose a side to a debate. The students are asked to use the research to support their discussion and point of view. They are also asked to consider the potential implications from their decision. The teacher can set the parameters for the writing based upon student knowledge, skills, writing ability, and grade level.

Each language task contains a number of Resources that might include newspaper articles, scientific journals, magazine articles, periodicals, text-based web resources, and governmental products. Each task typically has between five and eight different resources. The resources are designed to provide a variety of depth and reading level to meet the needs of most learners. Educators may choose to use all of the resources provided or they can choose a number of resources that best meet the needs of the student. Questions within the background are designed to encourage the student to consider certain points and ideas within each resource.

Following the resources section are Tier Three Vocabulary words. These words are specific to each content area and are words that can be found within the provided resources. These words are best learned when a specific need arises and the provided vocabulary can assist the student with content-based comprehension.

All language tasks are connected to one of two Rubrics that have been developed based upon the Common Core standards for writing. The rubrics are Argumentative or Informational based upon the task being completed. The rubrics may be used as they stand or can be adapted through the technology available with the Defined STEM website. Achievement levels and point totals can be added as needed. The students will become familiar with the rubrics as they complete more tasks. This familiarity should help the students become better writers while focusing on content-based reading and writing that deepens their content understanding.

Constructed Responses are non-fiction reading and writing experiences connected to content in all subject areas and geared toward students in grades K-6. Constructed responses can be used to enhance and complement the work students do in a performance task or they can be used as stand-alone activities. Within a constructed response task, students are asked to read a non-fiction stimulus and respond to a prompt using evidence from the reading to support their writing.

In grades PK-2, constructed responses can be completed orally as an option for differentiation. For every constructed response task in grades 3-6 there is a 3^rd/4^th grade readability version and a 5^th/6^th grade readability version provided. These separate versions allow teachers the flexibility to meet students' needs.

Students can complete products independently or products can be done orally with a group or with the teacher. Products can be done in centers, as a whole class, or with a small group or team. Products can also be completed as homework. The links to performance tasks can be shared with parents electronically or print-outs can be sent home for students and families. Performance tasks have 1-2 constructed responses that align with the task. These constructed responses not only organically integrate reading and writing standards, but also define concepts and provide content support. Performance tasks are designed so they can be woven into existing curriculum. For example, if a teacher were teaching a unit on Weather, they may choose to integrate the Weather Reporter performance task into that unit. Another strategy is to designate a certain time each week to working on performance tasks. For example, a teacher may implement "STEM Fridays" where students devote Friday afternoons to exploring and experiencing performance tasks.

The performance task and associated content provide opportunities for students to build their knowledge and skills and understand how the academic areas connect. The tasks provide great opportunities for team teaching and/or culminating activities that can be shared across subjects. Through product creation, students will be required to utilize technology, the arts, and language arts to complete a majority of the tasks with STEM as the central content. Through the application of 21st century learning and skills, students are engaging in a holistic learning experience designed to help them succeed beyond school.

The performance task and associated products can be utilized based upon student learning level. The videos and learning connections can provide opportunities for students to link their learning with real-life applications and potential careers. The products within the tasks can be adapted based upon the multiple intelligences or the needs of the individual student. The tasks are strongly aligned with 21st century content and skill development and require the use of technology as part of the product development process. Tasks can help provide motivation for student learning as well as help students understand why they need to learn certain content and skills. The inclusion of simulations can help the student understand concepts in an independent environment. Educators may facilitate the learning experience, serve as a guide to student learning, or allow the students to work and complete the task independently.

Defined STEM and the associated learning resources can be utilized to extend learning for student enrichment by addressing content area learning while also providing the ability for student autonomy. The videos and learning connections provide background information to help the student gain a foundational understanding of specific skills, content, and applications that are to be addressed. The product development process aligns with numerous multiple intelligences and has the student working to demonstrate understanding. Additionally, many of the products created will require the utilization of technology and are closely aligned with 21st century content and skill development. The experiences can be created through classroom learning centers, through differentiated product and process strategies, and by extending the classroom walls.

The performance task and connected content may serve as a summative project to monitor student understanding. The task would be best utilized as a culminating activity as part of a larger project process that includes formative project and more traditional summative projects. As traditional testing methods measure content and concept knowledge, the performance task requires students to demonstrate understanding of content and concept relevance as part of a holistic learning application.

As opposed to using the traditional strategy of using classroom time to provide lecture and foundational content experience followed by drill and practice as homework, students watch lectures at home through technological tools as well as gain foundational knowledge through textbook and associated resources. Class time is then utilized to work on projects, problems, and products through individualized and group work. This allows students to use class time actively and utilize the educator as a critical facilitator guiding learning and the application of new knowledge and skills.