Will It Bend?

Exemplars Exemplars
Type Category
Assessment Materials
Assessment Item , Rubric , Activity
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.


Average Rating

3 (1 reviews)

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Most Recent Review

5 Complementary Option: Can the Air Bend Too?!

This is a wonderful topic for K-2 grades! As volunteers who assist thousands of teachers in providing a true hands-on component in their classrooms, we can attest that young students love to explore matter, comparing what can bend to what cannot. We've presented a science demonstration for close to 20 years that remains very popular. Students can pass around a play with models of what's in the AIR!. It turns out that some of the air can bend and jiggle. That's what makes the greenhouse gases special and different. Most of the air, including the part we need to breath to stay alive (oxygen) can't bend. Great subject!


Students test the flexibility of different materials and construct explanations through the evidence they gather as they test the materials.

Intended Audience

Educational Level
  • Early Elementary
Access Restrictions

Free access with user action - The right to view and/or download material without financial barriers but users are required to register or experience some other low-barrier to use.

Performance Expectations

2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.

Assessment Boundary: none

This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.

Comments about Including the Performance Expectation
This is an assessment activity to see if students can classify items according to their flexibility, however the teacher could then allow students the opportunity to choose materials outside of the activity and allow them to plan a way to test them for another observable property (i.e. Can it stretch?) to meet the full Performance Expectation.

Science and Engineering Practices

This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so.

Comments about Including the Science and Engineering Practice
The teacher would have to allow students to plan their own way of investigating these materials to meet the full expectations of the Practice. However, the assessment does have students investigating and producing data to serve as evidence to answer the question; Can it bend?

Disciplinary Core Ideas

This resource appears to be designed to build towards this disciplinary core idea, though the resource developer has not explicitly stated so.

Comments about Including the Disciplinary Core Idea
This assessment fully addresses only the second part of the Disciplinary Core Idea. It would need to be part of a larger assessment over a unit of study that covers and assesses the first part of the Disciplinary Core Idea to meet the full expectation.

Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.

Comments about Including the Crosscutting Concept
Be sure to provide both man-made and natural materials as suggested in the assessment plan.

Resource Quality

  • Alignment to the Dimensions of the NGSS: The learner engages in the Performance Expectation by classifying a variety of materials by the property of flexibility. They do not plan the investigation, but the teacher can fully address this by following the tips above. The Practice and Disciplinary Core Idea are only partially addressed; however, this is appropriate for this resource as an assessment. Following the tips mentioned in each of these areas will enable students to meet the expectations of the three dimensions. While this assessment elicits valuable information, it would be stronger as a part of a series of lessons and assessments covering this standard.

  • Instructional Supports: The assessment plan includes background for the teacher, all student sheets, exemplar responses that are leveled according to the rubric. The plan itself contains instructions for the teacher including guiding questions that can be used to prepare students for the assessment.

  • Monitoring Student Progress: Rubrics, exemplar responses, and interpretations of those responses provide an excellent way for students to show their thinking and for teachers to see students’ understanding of the concept of flexibility. This can serve as a springboard for the teacher to develop other performance-based assessments. These assessments can allow students to develop their knowledge while gathering evidence to answer a question.

  • Quality of Technological Interactivity: - none -