Science Task Screener

Task Title: Finch Beak Adaptation & Form: Natural Selection in Action

Grade: 10th Grade Biology

Date: March 19, 2024

Instructions

Criterion A. Tasks are driven by high-quality scenarios that are grounded in phenomena or problems.

i. Making sense of a phenomenon or addressing a problem is necessary to accomplish the task.

What was in the task, where was it, and why is this evidence?

  1. Is a phenomenon and/or problem present?

Yes, the phenomenon of adaptation to environmental changes is present. Students observe how different rainfall levels (normal vs. drought vs. heavy rain) directly alter the distribution of beak sizes in a finch population over 10-20 generations.

  1. Is information from the scenario necessary to respond successfully to the task?

Yes, the data collection section requires students to actively run the simulation and extract data points (average beak size, seed availability descriptions) across three distinct environmental scenarios to successfully complete the table and answer the analysis questions.

ii. The task scenario is engaging, relevant, and accessible to a wide range of students.

Features of engaging, relevant, and accessible tasks:

Features of scenarios Yes Somewhat No Rationale
Scenario presents real-world observations [X] [ ] [ ] It models the classic, real-world case of Darwin’s Finches on the Galapagos Islands.
Scenarios are based around at least one specific instance, not a topic or generally observed occurrence [X] [ ] [ ] It focuses specifically on the shift in a finch population’s beak size distribution during a drought and subsequent heavy rain.
Scenarios are presented as puzzling/intriguing [ ] [X] [ ] The rapid shift in population characteristics over just 10 generations is intriguing, though the mechanism might be somewhat predictable to students with prior knowledge.
Scenarios create a “need to know” [ ] [X] [ ] Students need to know how the population will respond to the environmental stressors to complete the data table.
Scenarios are explainable using grade-appropriate SEPs, CCCs, DCIs [X] [ ] [ ] The task is explicitly designed to be explained using HS-LS4-4 (Constructing Explanations, Cause & Effect, Natural Selection/Adaptation).
Scenarios effectively use at least 2 modalities (e.g., images, diagrams, video, simulations, textual descriptions) [X] [ ] [ ] The task utilizes an interactive simulation with real-time graphs and text-based data tables.
If data are used, scenarios present real/well-crafted data [X] [ ] [ ] The simulation generates a statistically sound normal distribution of traits that shifts dynamically based on environmental variables.
The local, global, or universal relevance of the scenario is made clear to students [ ] [X] [ ] While it models a universally relevant biological process (evolution), the specific local relevance to students outside the Galapagos might not be immediately obvious without teacher framing.
Scenarios are comprehensible to a wide range of students at grade-level [X] [ ] [ ] The visual representation of seeds and beaks is intuitive and avoids overly complex genetic terminology.
Scenarios use as many words as needed, no more [X] [ ] [ ] The procedure instructions are concise and direct.
Scenarios are sufficiently rich to drive the task [X] [ ] [ ] The simulation provides enough variables and visual feedback to support a robust explanation of natural selection.
Evidence of quality for Criterion A: [ ] No [ ] Inadequate [X] Adequate [ ] Extensive

Suggestions for improvement of the task for Criterion A:

To improve the “need to know” and relevance, the introduction could frame the drought scenario as a mystery to solve (e.g., “Why did the finches with smaller beaks suddenly disappear during the dry season?”).

Criterion B. Tasks require sense-making using the three dimensions.

i. Completing the task requires students to use reasoning to sense-make about phenomena or problems.

Consider in what ways the task requires students to use reasoning to engage in sense-making and/or problem solving.

Students cannot simply copy definitions. Question 3 specifically requires them to take the raw data they collected (average beak sizes, seed descriptions) and use logical reasoning to explain how those factors interacted to cause the population shift, applying the four principles of natural selection to their specific evidence.

ii. The task requires students to demonstrate grade-appropriate dimensions:

Evidence of SEPs (which element[s], and how does the task require students to demonstrate this element in use?)

Constructing Explanations: Question 3 explicitly asks students to “construct an explanation for how natural selection led to adaptation.” They must synthesize their data into a coherent narrative explaining the mechanism of change.

Evidence of CCCs (which element[s], and how does the task require students to demonstrate this element in use?)

Cause and Effect: Question 2 directly targets this CCC, asking students: “What caused this change in the beak size distribution during the drought?” They must link the environmental cause (lack of rain -> hard seeds) to the population effect (larger average beak size).

Evidence of DCIs (which element[s], and how does the task require students to demonstrate this element in use?)

LS4.C: Adaptation: The entire task revolves around understanding that environmental changes dictate which traits are advantageous, leading to an increase in the proportion of individuals with those traits in subsequent generations (Question 3 and 4).

iii. The task requires students to integrate multiple dimensions in service of sense-making and/or problem-solving.

Consider in what ways the task requires students to use multiple dimensions together.

The task requires students to use the SEP (Constructing Explanations) to articulate their understanding of the DCI (Adaptation) by explicitly detailing the CCC (Cause and Effect relationship between environment and trait survival). These are inextricably linked in the final analysis questions.

iv. The task requires students to make their thinking visible.

Consider in what ways the task explicitly prompts students to make their thinking visible (surfaces current understanding, abilities, gaps, problematic ideas).

The task asks students to sketch the distribution graphs, which makes their visual understanding of the population shift visible. Question 4 asks them to “Predict the Future” and “Justify your prediction,” which forces them to expose their logical reasoning process for the teacher to evaluate.

Evidence of quality for Criterion B: [ ] No [ ] Inadequate [ ] Adequate [X] Extensive

Suggestions for improvement of the task for Criterion B:

None. The three-dimensional integration is strong.

Criterion C. Tasks are fair and equitable.

i. The task provides ways for students to make connections of local, global, or universal relevance.

Consider specific features of the task that enable students to make local, global, or universal connections to the phenomenon/problem and task at hand. Note: This criterion emphasizes ways for students to find meaning in the task; this does not mean “interest.” Consider whether the task is a meaningful, valuable endeavor that has real-world relevance–that some stakeholder group locally, globally, or universally would be invested in.

The task explores how climate changes (droughts, extreme rain) affect species survival. While the specific species (finches) is isolated, the universal concept that changing weather patterns force species to adapt or perish is highly relevant to modern global climate change discussions.

ii. The task includes multiple modes for students to respond to the task.

Describe what modes (written, oral, video, simulation, direct observation, peer discussion, etc.) are expected/possible.

The task involves interacting with a digital simulation, recording numerical data in a table, sketching visual graphs, and providing written explanations. It could easily be adapted for oral presentations or peer discussions during the “Predicting the Future” phase.

iii. The task is accessible, appropriate, and cognitively demanding for all learners (including English learners or students working below/above grade level).

Features Yes Somewhat No Rationale
Task includes appropriate scaffolds [X] [ ] [ ] Breaking down the explanation into the four principles of natural selection (Variation, Inheritance, Selection, Adaptation) provides a strong scaffold for students to build their final answer.
Tasks are coherent from a student perspective [X] [ ] [ ] The progression from baseline data collection to introducing a stressor to analyzing the results is logical and coherent.
Tasks respect and advantage students’ cultural and linguistic backgrounds [ ] [X] [ ] The task is scientifically neutral, though it relies on standard academic English for the explanation portion.
Tasks provide both low- and high-achieving students with an opportunity to show what they know [X] [ ] [ ] Low-achieving students can succeed at data collection and sketching, while high-achieving students can excel in the nuanced justifications required in the final prediction question.
Tasks use accessible language [X] [ ] [ ] The prompt avoids overly dense biological jargon, defining “form” simply as “physical traits” and focusing on observable features like beak size and seed hardness.

iv. The task cultivates students’ interest in and confidence with science and engineering.

Consider how the task cultivates students interest in and confidence with science and engineering, including opportunities for students to reflect their own ideas as a meaningful part of the task; make decisions about how to approach a task; engage in peer/self-reflection; and engage with tasks that matter to students.

The interactive nature of the simulation builds confidence because students can immediately see the results of their actions. Predicting the outcome of a 100-generation heavy rain scenario gives them agency to apply their new knowledge to a hypothetical situation.

v. The task focuses on performances for which students’ learning experiences have prepared them (opportunity to learn considerations).

Consider the ways in which provided information about students’ prior learning (e.g., instructional materials, storylines, assumed instructional experiences) enables or prevents students’ engagement with the task and educator interpretation of student responses.

The task assumes some prior introduction to the basic concepts of genetics (traits are inherited) and the general idea that animals need to eat to survive. However, the simulation provides enough context to deduce the principles of natural selection even with minimal prior formal instruction on the topic.

vi. The task presents information that is scientifically accurate.

Describe evidence of scientific inaccuracies explicitly or implicitly promoted by the task.

The simulation accurately models the directional selection observed in Peter and Rosemary Grant’s long-term studies of the medium ground finch (Geospiza fortis) on Daphne Major, where droughts selected for larger beaks and El Niño rain years selected for smaller beaks.

Evidence of quality for Criterion C: [ ] No [ ] Inadequate [X] Adequate [ ] Extensive

Suggestions for improvement of the task for Criterion C:

Include an explicit prompt for students to discuss their predictions with a partner before writing their final answer to increase collaborative learning modes.

Criterion D. Tasks support their intended targets and purpose.

Before you begin:

  1. Describe what is being assessed. Include any targets provided, such as dimensions, elements, or PEs:

The task assesses HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. It assesses the student’s ability to identify variation, understand differential survival based on environmental pressures, and explain how this leads to population-level changes over time.

  1. What is the purpose of the assessment? (check all that apply)
    • Formative (including peer and self-reflection)
    • Summative
    • Determining whether students learned what they just experienced
    • Determining whether students can apply what they have learned to a similar but new context
    • Determining whether students can generalize their learning to a different context
    • Other (please specify):

i. The task assesses what it is intended to assess and supports the purpose for which it is intended.

Consider the following:

  1. Is the assessment target necessary to successfully complete the task?

Yes. Students cannot adequately answer questions 3 and 4 without demonstrating an understanding of how natural selection leads to adaptation (the core of HS-LS4-4).

  1. Are any ideas, practices, or experiences not targeted by the assessment necessary to respond to the task? Consider the impact this has on students’ ability to complete the task and interpretation of student responses.

Students need basic graphing skills (sketching a distribution curve), but the focus is on the shape/shift of the curve rather than precise plotting, so it shouldn’t significantly hinder their ability to demonstrate the targeted biological concepts.

  1. Do the student responses elicited support the purpose of the task (e.g., if a task is intended to help teachers determine if students understand the distinction between cause and correlation, does the task support this inference)?

Yes, the detailed responses in the analysis section will provide teachers with clear evidence of whether the student grasps the mechanism of natural selection or still holds misconceptions (e.g., Lamarckian inheritance - believing individual birds stretched their beaks).

ii. The task elicits artifacts from students as direct, observable evidence of how well students can use the targeted dimensions together to make sense of phenomena and design solutions to problems.

Consider what student artifacts are produced and how these provide students the opportunity to make visible their 1) sense-making processes, 2) thinking across all three dimensions, and 3) ability to use multiple dimensions together [note: these artifacts should connect back to the evidence described for Criterion B].

The primary artifacts are the completed data table, the sketched graphs, and the written explanations. The written explanations (specifically Q3) explicitly force the integration of the DCI, SEP, and CCC into a single observable artifact.

iii. Supporting materials include clear answer keys, rubrics, and/or scoring guidelines that are connected to the three-dimensional target. They provide the necessary and sufficient guidance for interpreting student responses relative to the purpose of the assessment, all targeted dimensions, and the three-dimensional target.

Consider how well the materials support teachers and students in making sense of student responses and planning for follow up (grading, instructional moves), consistent with the purpose of and targets for the assessment. Consider in what ways rubrics include:

  1. Guidance for interpreting student thinking using an integrated approach, considering all three dimensions together as well as calling out specific supports for individual dimensions, if appropriate:

Note: As this is a student-facing task document, an explicit teacher rubric is not currently attached, but the structured nature of Q3 serves as a de-facto rubric for the required components of the explanation.

  1. Support for interpreting a range of student responses, including those that might reflect partial scientific understanding or mask/misrepresent students’ actual science understanding (e.g., because of language barriers, lack of prompting or disconnect between the intent and student interpretation of the task, variety in communication approaches):

The scaffolding in Q3 helps prevent students from providing overly vague answers by requiring them to specifically address variation, inheritance, selection, and adaptation.

  1. Ways to connect student responses to prior experiences and future planned instruction by teachers and participation by students:

The prediction question (Q4) naturally leads into a classroom discussion about long-term evolutionary trends and speciation, providing a bridge to future instruction (e.g., HS-LS4-5).

iv. The task’s prompts and directions provide sufficient guidance for the teacher to administer it effectively and for the students to complete it successfully while maintaining high levels of students’ analytical thinking as appropriate.

Consider any confusing prompts or directions, and evidence for too much or too little scaffolding/supports for students (relative to the target of the assessment—e.g., a task is intended to elicit student understanding of a DCI, but their response is so heavily scripted that it prevents students from actually showing their ability to apply the DCI).

The procedure is highly structured to ensure students collect the right data, but the analysis section remains open-ended enough to require genuine analytical thinking and synthesis.

Evidence of quality for Criterion D: [ ] No [ ] Inadequate [X] Adequate [ ] Extensive

Suggestions for improvement of the task for Criterion D:

Develop a companion Teacher Guide with a specific three-dimensional grading rubric for the final constructed explanation.

Overall Summary

Consider the task purpose and the evidence you gathered for each criterion. Carefully consider the purpose and intended use of the task, your evidence, reasoning, and ratings to make a summary recommendation about using this task. While general guidance is provided below, it is important to remember that the intended use of the task plays a big role in determining whether the task is worth students’ and teachers’ time.

The Finch Beak Adaptation & Form task is a strong, NGSS-aligned resource for exploring natural selection. It effectively utilizes an interactive simulation to provide students with tangible data to support their reasoning. The task successfully integrates the SEP of Constructing Explanations with the DCI of Adaptation and the CCC of Cause and Effect. The scaffolding provided in the analysis questions ensures students focus on the core mechanisms of evolution without being overwhelmed, while still requiring rigorous sensemaking. It is highly recommended for use in a 10th-grade biology setting targeting HS-LS4-4.

Final recommendation (choose one):