APPerformance

AP Performance Tasks

This unit contains lessons to help students with preparation and execution of the AP® Performance Tasks: Create and Explore

The lessons in this unit are meant to be taken piecemeal rather than as a typical unit sequence. Instead of a sequence of connected lessons, these represent a more modular breakdown of the things you need to do to 1) Understand the AP Performance Tasks 2) Make a plan for completing the tasks in the time allotted and 3) actually doing the tasks and submitting.

The activities should be viewed as suggestions, and are not required for understanding the tasks themselves. They are merely a suggestion for having students review and prepare for the task in a whole-class, inquiry-based way in keeping with other parts of the curriculum.

Chapter 1: Preparing for the AP Performance Tasks

Week 1

Lesson 1: Tech Setup: Your AP Digital Portfolio and other tools

  • Register and Setup your digital portfolio
  • Making PDFs for Written Responses
  • Making PDF of Program Code
  • Making a Video Screen Capture

Contains instructions for setting up and registering your AP Digital Portfolio - the website students need to use to upload the content and written responses for their Performance tasks. It also contains suggestions and information about some of the other technical aspects of digital project submission such as how to make a PDF, how to capture video of your screen, and how to use the written prompt templates.

Teacher Links: College Board Doc Student Links: College Board Doc

Chapter Commentary

The lessons in these unit are meant to be taken piecemeal rather than as a typical unit sequence. Instead of a sequence of connected lessons, these represent a more modular breakdown of the things you need to do to 1) Understand the AP Performance Tasks 2) Make a plan for completing the tasks in the time allotted and 3) actually doing the tasks and submitting.

The activities should be viewed as suggestions, and are not required for understanding the tasks themselves. They are merely a suggestion for having students review and prepare for the task in a whole-class, inquiry-based way in keeping with other parts of the curriculum.


Chapter 2: CSP Create Performance Task

Week 2

Lesson 2: Create PT Prep: Reviewing the Task (1 hr)

  • Review the Task
  • Review Scoring Guidelines and Sample Tasks
  • Wrap Up

This lesson contains a series of activities you can use to help students familiarize themselves with Create Performance Task, how it is scored, and some example tasks provided by the College Board.

Teacher Links: Folder Student Links: | College Board Student Handout | College Board Doc

Lesson 3: Create PT Prep: making a plan (1 hr)

  • Review the Task
  • Review Scoring Guidelines and Sample Tasks
  • Wrap-up (10 Minutes)

This lesson contains a series of activities you can use to help students familiarize themselves with Explore Performance Task, how it is scored, and some example tasks provided by the College Board.

Teacher Links: Folder Student Links: College Board Student Handout | College Board Doc |

Week 3

Lesson 4: Create PT: complete the task (12 hours)

  • Getting Started
  • Coming up with a Plan
  • Understanding Collaboration for the Create PT
  • Wrap-up (10 Minutes)

This lesson is meant to give students a way to make a plan for completing the Create PT within the allotted time, estimating the number of hours required for each portion and prioritizing tasks. In addition, students will review good collaborative programming practices so they are fresh in their minds when they start the PT.

Teacher Links: Folder Student Links: College Board Student Handout | College Board Doc | | | |

Chapter Commentary

Lessons that cover the preparation and completion of the Create Performance Task


Chapter 3: CSP Explore Performance Task

Week 4

Lesson 5: Explore PT Prep: reviewing the task

  • Getting Started
  • Make a plan to complete the Task
  • Research Practices and Strategies
  • Wrap Up

This lesson is meant to give students a way to make a plan for completing the Explore PT within the allotted time. Students 1) Make a checklist of tasks 2) Estimate the number of hours required for each 3) Prioritize tasks. In addition, students will review good research practices and strategies so they are fresh in their minds when they start the PT.

Teacher Links: Folder Student Links: College Board Student Handout | College Board Doc | | | |

Lesson 6: Explore PT Prep: making a plan

  • Getting Started
  • Activity (12 Hours)
  • Wrap-up

This lesson contains guidelines for teachers during administration of the Create PT. It includes reminders about how you can interact with students while they are working on their projects, and suggestions about time line. The Create PT requires a minimum of 12 hours of class time. At the end, students will submit their program code, program video, and written responses through their AP digital portfolio.

Teacher Links: Folder Student Links: College Board Student Handout | College Board Doc | | | | |

Week 5

Lesson 7: Explore PT: complete the task (8 hours)

  • Getting Started
  • Activity (8 hours)
  • Wrap-up

This lesson contains guidelines for teachers during administration of the Explore PT. It includes reminders about how you can interact with students while they are working on their projects, and suggestions about timeline. The Explore PT requires a minimum of 8 hours of class time. At the end, students will submit their computational artifact and written responses through their AP digital portfolio.

Teacher Links: Folder Student Links: College Board Doc | College Board Student Handout | | |

Chapter Commentary

Lessons that cover the preparation and completion of the Explore Performance Tasks.