Science Task Screener
Task Title: The Burn: Why do our muscles fatigue during a sprint?
Grade: High School
Date: 2026-04-17
Instructions
- Before you begin: Complete the task as a student would. Then, consider any support materials provided to teachers or students, such as contextual information about the task and answer keys/scoring guidance.
- Using the Task Screener: Use this tool to evaluate tasks designed for three-dimensional standards. For each criterion, record your evidence for the presence or absence of the associated indicators. After you have decided to what degree the indicators are present within the task, revisit the purpose of your task and decide whether the evidence supports using it.
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?
- Is a phenomenon and/or problem present?
Yes. The phenomenon of muscle fatigue and the “burning” sensation specifically during sprinting (anaerobic conditions) is the anchor for the entire task.
- Is information from the scenario necessary to respond successfully to the task?
Yes. Students must explain why the sprinter experiences the burn and why they can’t maintain the pace, which requires relating simulation data (Lactic Acid, ATP yield) back to the specific scenario.
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] | [ ] | [ ] | Sprinting and muscle burn are common human experiences. |
| Scenarios are based around at least one specific instance, not a topic or generally observed occurrence | [x] | [ ] | [ ] | Focused on a sprinter in a 100m dash. |
| Scenarios are presented as puzzling/intriguing | [x] | [ ] | [ ] | Why does it burn? Why can’t we keep going? |
| Scenarios create a “need to know” | [x] | [ ] | [ ] | Students need to understand the cellular process to explain their own physical limits. |
| Scenarios are explainable using grade-appropriate SEPs, CCCs, DCIs | [x] | [ ] | [ ] | Aligns perfectly with HS-LS1-7 logic of bonds, matter, and energy. |
| Scenarios effectively use at least 2 modalities (e.g., images, diagrams, video, simulations, textual descriptions) | [x] | [ ] | [ ] | Uses textual scenario + interactive simulation. |
| If data are used, scenarios present real/well-crafted data | [x] | [ ] | [ ] | Simulation provides stoichiometric data. |
| The local, global, or universal relevance of the scenario is made clear to students | [x] | [ ] | [ ] | Relates to health, athletics, and survival. |
| Scenarios are comprehensible to a wide range of students at grade-level | [x] | [ ] | [ ] | Language is accessible and the phenomenon is intuitive. |
| Scenarios use as many words as needed, no more | [x] | [ ] | [ ] | Concise and focused. |
| Scenarios are sufficiently rich to drive the task | [x] | [ ] | [ ] | The differences between aerobic and anaerobic pathways provide ample inquiry. |
| Evidence of quality for Criterion A: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Suggestions for improvement of the task for Criterion A:
None. The phenomenon is strong and well-integrated.
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 must reason that the absence of oxygen leads to a change in the chemical pathway, which they observe in the model. They then apply this understanding of chemical rearrangement to explain a macro-level biological response (muscle fatigue).
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?)
Developing and Using Models: Students use the simulation as a model to “illustrate the relationships between components” (Glucose, Oxygen, ATP, Lactic Acid) and “predict/show relationships” (the effect of low oxygen on energy yield).
Evidence of CCCs (which element[s], and how does the task require students to demonstrate this element in use?)
Energy and Matter: Students track the carbon atoms (Conservation of Matter) and energy output (ATP) to show that “energy cannot be created or destroyed” but is transferred.
Evidence of DCIs (which element[s], and how does the task require students to demonstrate this element in use?)
LS1.C: Students demonstrate understanding that “chemical elements are recombined in different ways to form different products” and that “energy is transferred from one system of interacting molecules to another.”
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.
Students use the model (SEP) to track atoms and energy (CCC) to explain the biological requirement for oxygen (DCI) in the context of sprinting (Phenomenon).
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 Final Task (Part 4) requires a CER (Claim, Evidence, Reasoning) explanation, which makes student reasoning explicit.
| Evidence of quality for Criterion B: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Suggestions for improvement of the task for Criterion B:
Ensure the student handout clearly distinguishes between “Observation” (what they see in the sim) and “Reasoning” (how they explain the burn).
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 relates to universal human physical experiences (exercise, fatigue).
ii. The task includes multiple modes for students to respond to the task.
Students respond via simulation interaction, written data logging, and constructed scientific explanation.
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] | [ ] | [ ] | Guided steps in the simulation. |
| Tasks are coherent from a student perspective | [x] | [ ] | [ ] | Logical flow from Engage to Evaluate. |
| Tasks respect and advantage students’ cultural and linguistic backgrounds | [x] | [ ] | [ ] | Relates to common human activity. |
| Tasks provide both low- and high-achieving students with an opportunity to show what they know | [x] | [ ] | [ ] | Simulation results are easy to find; CER allows for deep reasoning. |
| Tasks use accessible language | [x] | [ ] | [ ] | Scientific terms are introduced in context. |
iv. The task cultivates students’ interest in and confidence with science and engineering.
By allowing students to use a sophisticated model to explain a common personal experience, it builds confidence in scientific inquiry.
v. The task focuses on performances for which students’ learning experiences have prepared them (opportunity to learn considerations).
The task assumes prior knowledge of basic atoms (C, H, O) and the idea of energy, which are standard precursors.
vi. The task presents information that is scientifically accurate.
The stoichiometric energy yields (36 vs 2 ATP) and the anaerobic product (Lactic Acid) are simplified for high school but scientifically accurate for the model’s level.
| Evidence of quality for Criterion C: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Criterion D. Tasks support their intended targets and purpose.
Before you begin:
- Describe what is being assessed. Include any targets provided, such as dimensions, elements, or PEs:
HS-LS1-7: Illustrating cellular respiration as a matter-rearranging and energy-transferring process.
- 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
| Evidence of quality for Criterion D: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Overall Summary
The task “The Burn” is an exemplary NGSS-aligned inquiry task. It anchors deep biological concepts in a universally relatable phenomenon, utilizes a robust simulation to allow for data-driven discovery, and requires students to integrate three-dimensional learning to construct a scientific explanation.
Final recommendation (choose one):
- Use this task (all criteria had at least an “adequate” rating)
- Modify and use this task
- Do not use this task