Science Task Screener
Task Title: Origins of the Elements: We Are Stardust
Grade: High School (9-12)
Date: April 16, 2026
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.
- Is a phenomenon and/or problem present?
Yes. The phenomenon is the origin of the chemical elements that make up the human body and the “stardust” connection.
- Is information from the scenario (simulation) necessary to respond successfully to the task?
Yes. Students must utilize the simulation to find specific core temperatures, the sequence of elements produced by stars of varying masses, and the unique conditions of supernovas to explain the origin of heavy elements.
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] | [ ] | [ ] | Relates astronomical processes to the chemistry of the human body. |
| Scenarios are based around at least one specific instance | [x] | [ ] | [ ] | Focuses on specific stellar mass comparisons (1M vs 25M). |
| Scenarios are presented as puzzling/intriguing | [x] | [ ] | [ ] | Uses the “Starstuff” quote to create intrigue. |
| Scenarios create a “need to know” | [x] | [ ] | [ ] | Drives the need to understand where specific elements (Fe, Au) come from. |
| Scenarios are explainable using grade-appropriate dimensions | [x] | [ ] | [ ] | Aligns perfectly with HS-ESS1-3. |
| Scenarios effectively use at least 2 modalities | [x] | [ ] | [ ] | Uses text and interactive simulation. |
| If data are used, scenarios present real/well-crafted data | [x] | [ ] | [ ] | Uses realistic solar mass and temperature data. |
| The local, global, or universal relevance is clear | [x] | [ ] | [ ] | Universal relevance of our origin. |
| Scenarios are comprehensible to a wide range of students | [x] | [ ] | [ ] | Language is accessible for high schoolers. |
| Scenarios use as many words as needed, no more | [x] | [ ] | [ ] | Concise instructions. |
| Scenarios are sufficiently rich to drive the task | [x] | [ ] | [ ] | Simulation provides multi-layered data. |
Evidence of quality for Criterion A: [x] Extensive
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 why low-mass stars cannot produce iron (temperature limitation) and how mass conservation is maintained despite atomic transformation.
ii. The task requires students to demonstrate grade-appropriate dimensions:
Evidence of SEPs: Obtaining, evaluating, and communicating information is demonstrated in the final “Stellar Biography” writing task.
Evidence of CCCs: Energy and Matter (Nucleon Conservation) is explicitly analyzed in Part 4.
Evidence of DCIs: ESS1.A is the core content (Stellar life cycles and nucleosynthesis).
iii. The task requires students to integrate multiple dimensions in service of sense-making and/or problem-solving.
Students integrate DCI knowledge of stellar stages with SEP communication skills and CCC conservation principles.
iv. The task requires students to make their thinking visible.
The writing task and data log recording make student understanding of the process visible.
Evidence of quality for Criterion B: [x] Extensive
Criterion C. Tasks are fair and equitable.
i. The task provides ways for students to make connections of local, global, or universal relevance.
Directly connects personal biology (iron in blood) to universal processes.
ii. The task includes multiple modes for students to respond to the task.
Students respond via data tables, specific questions, and creative synthesis writing.
Evidence of quality for Criterion C: [x] Adequate
Criterion D. Tasks support their intended targets and purpose.
i. The task assesses what it is intended to assess and supports the purpose for which it is intended.
The task is designed to target exactly what HS-ESS1-3 requires: communication of element production over stellar lifecycles.
Evidence of quality for Criterion D: [x] Extensive
Overall Summary
The task “Origins of the Elements: We Are Stardust” is a high-quality, 3D assessment that leverages an interactive simulation to explore a fundamental scientific phenomenon. It successfully integrates the crosscutting concept of Energy and Matter (nucleon conservation) with the practice of communicating scientific information.
Final recommendation:
- Use this task (all criteria had at least an “adequate” rating)