Science Task Screener

Task Title: Ice-Albedo Feedback Loop Task

Grade: High School

Date: [Current Date]

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.

  1. Is a phenomenon and/or problem present?

Yes, the task is driven by the phenomenon of accelerating global warming caused by decreasing polar ice coverage and the resulting decrease in albedo.

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

Yes, students must run the simulation and analyze the resulting graphs to gather evidence about the relationship between greenhouse gases, ice, and temperature.

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

Features of scenarios Yes Somewhat No Rationale
Scenario presents real-world observations [x] [ ] [ ] The scenario models the real-world interactions of Earth’s climate system.
Scenarios are based around at least one specific instance, not a topic or generally observed occurrence [x] [ ] [ ] It focuses specifically on the Arctic/Polar ice-albedo interaction.
Scenarios are presented as puzzling/intriguing [x] [ ] [ ] The accelerating, nonlinear nature of the warming is intriguing.
Scenarios create a “need to know” [x] [ ] [ ] It demonstrates why small changes can have massive impacts in climate systems.
Scenarios are explainable using grade-appropriate SEPs, CCCs, DCIs [x] [ ] [ ] Explanations use high-school level models of Earth systems and feedback loops.
Scenarios effectively use at least 2 modalities [x] [ ] [ ] Uses text descriptions, an interactive visual simulation, and dynamic graphing.
If data are used, scenarios present real/well-crafted data [x] [ ] [ ] The simulation generates clear, proportional data demonstrating the feedback curve.
The local, global, or universal relevance of the scenario is made clear to students [x] [ ] [ ] Climate change and ice melt are globally relevant topics.
Scenarios are comprehensible to a wide range of students at grade-level [x] [ ] [ ] Visual representations make the concept of albedo accessible.
Scenarios use as many words as needed, no more [x] [ ] [ ] The interface is intuitive and relies on visual feedback over dense text.
Scenarios are sufficiently rich to drive the task [x] [ ] [ ] The scenario provides all the variables needed to construct the explanatory model.
Evidence of quality for Criterion A: [ ] No [ ] Inadequate [x] Adequate [ ] Extensive

Suggestions for improvement of the task for Criterion A:

None.

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.

Students must reason about how an initial increase in greenhouse gases causes an initial warming, which triggers ice melt, which lowers albedo, which causes more warming (a positive feedback loop).

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

SEP: Developing and Using Models: Students use the interactive simulation model to investigate how changes in one part of the Earth system (greenhouse forcing) affect other parts (ice and temperature). CCC: Stability and Change: Students identify and describe a positive feedback loop that destabilizes the Earth’s climate system. DCI: ESS2.A: Earth Materials and Systems: Students apply understanding of how Earth’s surface properties (ice vs. ocean) affect the absorption of solar energy.

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

Students use the model (SEP) to gather data on Earth’s materials (DCI) to construct an explanation of the feedback loop (CCC) driving the accelerating warming phenomenon.

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

The analysis questions explicitly require students to state the sequence of events in the feedback loop and use data points from the graphs to support their claims.

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

Suggestions for improvement of the task for Criterion B:

None.

Criterion C. Tasks are fair and equitable.

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

The task connects to global climate change, an issue with universal relevance and widespread secondary impacts on local environments.

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

Students interact with a visual model, analyze graphical data, and provide written explanations.

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] [ ] [ ] Students are guided through initial steady-state observations before introducing forcing.
Tasks are coherent from a student perspective [x] [ ] [ ] The progression from action (increasing greenhouse gases) to consequence makes sense.
Tasks respect and advantage students’ cultural and linguistic backgrounds [x] [ ] [ ] Visual modeling reduces reliance on complex academic vocabulary.
Tasks provide both low- and high-achieving students with an opportunity to show what they know [x] [ ] [ ] Basic interactions are easy to observe, while fully articulating the feedback mechanism challenges higher achievers.
Tasks use accessible language [x] [ ] [ ] Language is concise, with key terms like “albedo” clearly demonstrated visually.

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

By allowing students to manipulate variables and instantly see the global consequences, the task fosters engagement and agency in understanding complex systems.

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

The task assumes minimal prior knowledge, building the concepts of albedo and feedback directly through the simulation experience.

vi. The task presents information that is scientifically accurate.

The relationship between ice melt, albedo reduction, and increased energy absorption is a well-established mechanism in climate science.

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

Suggestions for improvement of the task for Criterion C:

None.

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-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

  1. What is the purpose of the assessment? (check all that apply)

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

  1. Is the assessment target necessary to successfully complete the task? Yes. Understanding the feedback loop is central to answering the questions.

  2. Are any ideas, practices, or experiences not targeted by the assessment necessary to respond to the task? No.

  3. Do the student responses elicited support the purpose of the task Yes, written explanations of the mechanism clearly show whether the student grasps the concept of a positive feedback loop.

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.

The completed student handout with written explanations serves as the primary artifact.

iii. Supporting materials include clear answer keys, rubrics, and/or scoring guidelines that are connected to the three-dimensional target.

  1. Guidance for interpreting student thinking using an integrated approach: Teachers can evaluate if students correctly link the SEP (using data), DCI (Earth’s surface changes), and CCC (positive feedback).

  2. Support for interpreting a range of student responses: Scaffolded questions help isolate where a student might be struggling (e.g., understanding albedo vs. understanding the feedback loop as a whole).

  3. Ways to connect student responses to prior experiences and future planned instruction: This task provides a foundation for more complex climate modeling and discussions on mitigation strategies.

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.

Directions for using the simulation are clear and do not give away the conceptual answers.

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

Suggestions for improvement of the task for Criterion D:

None.

Overall Summary

The Ice-Albedo Feedback Loop task is a highly effective, three-dimensional activity that directly addresses HS-ESS2-2. It uses an engaging phenomenological model to help students construct an understanding of complex positive feedback systems. It is accessible, scientifically accurate, and provides clear evidence of student learning.

Final recommendation (choose one):