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Grade Band Task Components Image 39

Tasks for the early high school grade levels have two components:

  1. Phase I, Learning Experiences, is a suggested series of TEKS-based lessons and performances to be used in large groups, in small groups, and/or individually. Phase I allows students to work with advanced content and processes through a discipline-based research model. Phase I is developmental and formative.
  2. In Phase II, Independent Research, students utilize and extend their learning from Phase I to develop a product. The product provides students with opportunities to synthesize learning, apply knowledge to a novel situation, and provide an advanced, high-quality demonstration of the student’s knowledge and skills.

View High School Tasks

Grade Band Student Support Image 40

Student Support

Each campus determines the best avenues for project participation. However, in order for students to have the necessary support to complete their projects, each campus is encouraged to complete the learning experiences and independent research as described in each of the project descriptions. Two or more students may collaborate in Phase I and/or Phase II. When there is collaboration, each student’s individual learning must be documented.

Teachers can adapt Phase II independent research projects as needed:

Teachers can further develop tasks to create an exit level project consisting of the long-term development of a question or idea that is significant to professionals in the student's specified field of study. Grounded in the content of the TEKS, the project could allow students to develop an important content-area question or idea in depth, though it does not necessarily have to reflect broad content knowledge in the field. Additionally, the project could demonstrate the use of sophisticated and advanced research methods and the use of technology appropriate to the field of study. The project could result in learning that is demonstrated through products or performances appropriate to and comparable in quality to those of a professional who works in the field of study.

A project consists of a product, an abstract, a process record, and a presentation and question-and-answer session.

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    Product

    The product is the focus of the scoring process, and the format of the product must convey the knowledge and skills learned in the project. This culmination of the student's comprehensive study must exhibit mastery of content and process skills. The final product may be in one of the following formats:

    • A written product, such as a formal paper, website, or literary work
    • A performance, such as an exhibit or theatrical production

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    Abstract

    The project should include an abstract that summarizes the project and that includes these components:

    • The title of the project
    • The purpose or goals of the project
    • A description of the product
    • A brief description of the project’s relation to the TEKS
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    Process Record

    Along with the product, each student submits a process record that documents the student's learning. The process record may consist of, but is not limited to, an outline, a log, a journal, notes of mentor meetings, weekly progress reports, drafts of previous versions, and/or a bibliography. The process record enables a reviewer to follow the student’s learning throughout the project.

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    Public Presentation

    Each student project also includes a public presentation that consists of a brief explanation of the project and a question-and-answer session with the audience. The project teacher or independent study teacher may have additional requirements.

The 7E Model

The Texas Education Agency (TEA) is redesigning the TPSP tasks to reflect a 7E framework. Currently, approximately half of the TPSP tasks have been restructured to reflect a 7E instructional framework. These tasks have been included on this website for download via the link that appears just below the original TPSP task download button. The 7E model is an extension of the original 5E model developed by a team of educators at the Biological Sciences Curriculum Study to maximize student engagement in learning.

The seven “Es” of the model are as follows:

Elicit - Access and ascertain prior knowledge and understanding
Teacher can frame “what do you think” questions.

Engage - Generate enthusiasm and stimulate interest and thinking
Teacher can surprise students, get students thinking, or raise questions through compelling demonstrations or presentations.

Explore - Provide opportunities to observe, record data, design experiments, interpret results, organize findings
Teacher can frame questions, suggest approaches, provide feedback, and assess understanding.

Explain - Introduce models, laws, and theories
Teacher can guide students toward generalizations and provide terminology and questions that help students explain their explorations.

Elaborate - Provide opportunities to apply knowledge to new domains
Teacher can introduce new variables and pose new questions/ scenarios in which students practice transfer of knowledge.

Evaluate - Provide formative and summative assessment opportunities, including self-reflection
Teacher can conduct ongoing assessment of student learning through all phases.

Extend - Provide additional challenges that allow students to apply knowledge
Teachers can provide new contexts for application of knowledge that allow students to go one step further.

For more information on the 7E model, see Eisencraft, A. (2003). Expanding the 5E model. The Science Teacher, 70(6), pp. 56–59. Retrieved from http://its-about-time.com/htmls/ap/eisenkrafttst.pdf

For those TPSP tasks adapted to the 7E format, Phase I Learning Experiences provide suggested activities aligned with Elicit, Engage, Explore, and Explain. Phase II Research Process provides suggested activities to Elaborate, Explain, Evaluate, and Extend. While 7E tasks will always begin with Elicit and Engage and end with Evaluate and Extend, the sequence of Explore, Explain, and Elaborate can vary, often with recurrences of Explore and Explain throughout the task.

view high school 7E taks

High School Resources

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Sample Project

Grade 12: Pursuit of Passion - Realities of Immigration Detention Centers

Sample Project

Grade 12: Pursuit of Passion - Realities of Immigration Detention Centers

Sample Project

Pursuit of Passion - An Early Assessment of Tumor Exome Sequencing

Sample Project

Pursuit of Passion - An Early Assessment of Tumor Exome Sequencing

Sample Project

Pursuit of Passion - Precocious Gland Involution in the Absence of PK2

Sample Project

Pursuit of Passion - Precocious Gland Involution in the Absence of PK2