Science Task Prescreen
Task Title: DNA and Population Inheritance Model Task
Grade: High School
Date: 2026-04-23
SEP: Asking Questions and Defining Problems
DCI: LS1.A: Structure and Function; LS3.A: Inheritance of Traits
CCC: Cause and Effect
Task Purpose: To determine if students can formulate questions and explain the cause-and-effect relationship between DNA (genes), mutations, and resulting traits, using a population-level inheritance model.
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/rubrics.
- Prescreen: Answer the following high-level questions to identify any major red flags (🚩) in your task. If you find one or more red flags, consider the purpose of the task and the evidence gathered to determine whether the task warrants a deeper dive.
Prescreen Questionnaire
| Question | Yes | No |
|---|---|---|
| 1. Is there a phenomenon or problem driving the task? | [x] | [ ] 🚩 |
| 2. Can the majority of the task be answered without using information provided by the task scenario? | [ ] 🚩 | [x] |
| 3. Can significant portions of the task be answered successfully by using rote knowledge (e.g., definitions, prescriptive or memorized procedure)? | [ ] 🚩 | [x] |
| 4. Does the majority of the task require students to use reasoning to successfully complete the task? | [x] | [ ] 🚩 |
| 5. Does the task require students to use some understanding of disciplinary core ideas to successfully complete the task? | [x] | [ ] 🚩 |
| 6. Do students have to use at least one science and engineering practice to successfully complete the task? | [x] | [ ] 🚩 |
| 7. Are the dimensions assessed separately in the majority of the task? | [ ] 🚩 | [x] |
| 8. Is the task coherent and comprehensible from the student perspective? | [x] | [ ] 🚩 |
Recommendation
Based on your assessment needs and the task purpose recorded above, make a recommendation about this task moving forward (choose one):
- Warrants further review.
- Should not be used.
Summary
Summarize your evidence and reasoning:
This task effectively uses a simulation as a model to drive inquiry. It requires students to manipulate variables (genotypes, mutation rates) and observe cause-and-effect relationships on a population level, making it impossible to answer without engaging with the scenario. Rote memorization is insufficient because students must synthesize an explanation connecting microscopic DNA changes to macroscopic population outcomes. The task explicitly integrates the SEP (Asking Questions based on models), DCIs (Inheritance and DNA Structure), and CCC (Cause and Effect), ensuring a three-dimensional learning experience. No red flags were identified.