Science Task Screener

Task Title: Earth Systems Interactions Simulator 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?

The problem is global climate change driven by human activities (fossil fuel emissions and deforestation) and their cascading effects on Earth’s systems.

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

Yes, students must actively use the computational model to manipulate variables and collect the resulting data (CO2 ppm, ocean pH, and biomass %) to answer the questions.

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 simulation models real-world climate relationships and impacts.
Scenarios are based around at least one specific instance, not a topic or generally observed occurrence [x] [ ] [ ] Students investigate specific mitigation and amplification scenarios.
Scenarios are presented as puzzling/intriguing [x] [ ] [ ] The cascading effects across multiple systems (e.g. ocean pH dropping) create a need to know.
Scenarios create a “need to know” [x] [ ] [ ] Students need to see the quantitative results of their choices.
Scenarios are explainable using grade-appropriate SEPs, CCCs, DCIs [x] [ ] [ ] The task directly uses HS level computational models (SEP) of systems (CCC) related to climate change (DCI).
Scenarios effectively use at least 2 modalities (e.g., images, diagrams, video, simulations, textual descriptions) [x] [ ] [ ] The task uses an interactive simulation model and textual descriptions/prompts.
If data are used, scenarios present real/well-crafted data [x] [ ] [ ] The simulation outputs realistic, mathematically grounded data trends for CO2 and pH.
The local, global, or universal relevance of the scenario is made clear to students [x] [ ] [ ] The universal relevance of global climate change is evident.
Scenarios are comprehensible to a wide range of students at grade-level [x] [ ] [ ] The variables and UI are clearly labeled and scaffolded.
Scenarios use as many words as needed, no more [x] [ ] [ ] The text is concise and focused on the simulation.
Scenarios are sufficiently rich to drive the task [x] [ ] [ ] The simulation provides enough dynamic feedback to drive the whole task.
Evidence of quality for Criterion A: [ ] No [ ] Inadequate [ ] Adequate [x] Extensive

Suggestions for improvement of the task for Criterion A:

None. The computational model provides a robust, interactive environment that clearly grounds the problem in observable phenomena.

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 use reasoning to compare a baseline scenario to a deforestation scenario and a mitigation scenario. They must explain why changes in one variable (like deforestation) ripple through the system to affect another (like atmospheric CO2).

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

Evidence of SEPs: Using Mathematics and Computational Thinking. Students are explicitly running a computational simulation, altering inputs, and analyzing the resulting quantitative outputs over 100-year projections.

Evidence of CCCs: Systems and System Models. Students observe how the atmosphere, hydrosphere (ocean pH), and biosphere (biomass) interact, and how a change in one system affects the balance of the whole model.

Evidence of DCIs: ESS3.D: Global Climate Change. The entire task focuses on how human activities (emissions and deforestation) alter the global carbon cycle and climate.

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

Students use the computational model (SEP) to analyze how human-caused climate change (DCI) affects interconnected Earth systems (CCC). They must synthesize the data to evaluate the effectiveness of mitigation strategies.

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

Students are prompted to record explicit data from their trials and then write explanations that connect the data to system-level outcomes (e.g., explaining why changing the biosphere affects the atmosphere).

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

Suggestions for improvement of the task for Criterion B:

None. The three dimensions are tightly integrated and essential for completing the task.

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 addresses global climate change, a universally relevant issue that impacts all students globally, allowing them to see the systemic consequences of human choices.

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

Students engage through direct manipulation of an interactive simulation, recording quantitative data, and writing qualitative 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] [ ] [ ] The task breaks the complex system down into a baseline scenario, a specific variable test, and a mitigation test.
Tasks are coherent from a student perspective [x] [ ] [ ] The progression from observation to manipulation to evaluation is logical.
Tasks respect and advantage students’ cultural and linguistic backgrounds [x] [ ] [ ] Climate change is a universally shared challenge.
Tasks provide both low- and high-achieving students with an opportunity to show what they know [x] [ ] [ ] The visual data is accessible, while the systemic explanations provide rigor.
Tasks use accessible language [x] [ ] [ ] The prompts are direct and avoid unnecessary jargon.

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

By allowing students to instantly model 100-year futures based on their own variable inputs, they gain confidence in using computational models to evaluate real-world problems.

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

The task assumes a basic prior understanding of the carbon cycle and greenhouse gases, which aligns with HS-ESS expectations.

vi. The task presents information that is scientifically accurate.

The simulation models standard, scientifically accepted relationships between emissions, atmospheric CO2, and ocean acidification.

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

Suggestions for improvement of the task for Criterion C:

Teachers could further enhance equity by connecting the global data to local, community-specific climate impacts before or after the task.

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-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

  1. What is the purpose of the assessment? (check all that apply)
    • [x] Formative (including peer and self-reflection)
    • [ ] Summative
    • [x] 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.

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

Yes, students must use the computational representation (the simulation) to illustrate the systemic relationships.

  1. Are any ideas, practices, or experiences not targeted by the assessment necessary to respond to the task?

No. The task focuses strictly on the inputs and outputs provided by the simulation model.

  1. Do the student responses elicited support the purpose of the task?

Yes, the recorded data and written conclusions provide direct evidence of their understanding of the systemic interactions.

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 handout acts as an artifact showing their collected data and their synthesized, three-dimensional reasoning regarding mitigation.

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:

Educators should look for students to accurately report the simulation data (SEP) and correctly interpret how the variables like deforestation (DCI) caused a chain reaction in atmospheric CO2 and ocean pH (CCC).

  1. Support for interpreting a range of student responses:

Students may use different descriptive terms for the relationships; educators should focus on the accuracy of the directional trends (e.g., more CO2 = lower pH).

  1. Ways to connect student responses to prior experiences and future planned instruction:

The task naturally leads into further discussions on climate policy, engineering mitigation solutions, or deeper study of ocean chemistry.

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.

The step-by-step instructions ensure students know how to manipulate the model without giving away the scientific conclusions they must draw.

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

Suggestions for improvement of the task for Criterion D:

None. The task perfectly aligns with the target PE.

Overall Summary

This task is highly aligned to HS-ESS3-6. It provides an engaging, interactive computational model that requires students to integrate their understanding of global climate change, system models, and computational thinking. The scaffolding is effective, moving from baseline observations to variable manipulation and finally to evaluating mitigation strategies. It serves as an excellent formative assessment or inquiry-based learning activity.

Final recommendation (choose one):