Science Task Screener

Task Title: Photosynthesis Rate Challenge: Optimizing Glucose Production

Grade: High School (9-12)

Date: 2026-04-16

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.

Is a phenomenon and/or problem present?

Yes. The phenomenon is the production of oxygen bubbles in response to varying environmental conditions in aquatic plants. The problem is optimizing these conditions for a vertical farming startup (“AeroGrow”).

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

Yes. Students must identify specific saturation points and wavelength efficiencies that are unique to the simulation’s data model.

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]	[ ]	[ ]	Modeling Elodea bubbles is a standard and real biological observation.
Scenarios are based around at least one specific instance, not a topic or generally observed occurrence	[x]	[ ]	[ ]	Centered on the “AeroGrow” startup mission in New Britain, CT.
Scenarios are presented as puzzling/intriguing	[x]	[ ]	[ ]	The “Wavelength Mystery” and “Saturation Point” provide intriguing targets for investigation.
Scenarios create a “need to know”	[x]	[ ]	[ ]	Students need to know the optimal settings to succeed in their “role” as lead scientist.
Scenarios are explainable using grade-appropriate SEPs, CCCs, DCIs	[x]	[ ]	[ ]	Aligns perfectly with HS-LS1-5.
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 scientifically grounded data on photosynthesis rates.
The local, global, or universal relevance of the scenario is made clear to students	[x]	[ ]	[ ]	Connected to the global theme of sustainable agriculture/vertical farming.
Scenarios are comprehensible to a wide range of students at grade-level	[x]	[ ]	[ ]	Language is professional but accessible.
Scenarios use as many words as needed, no more	[x]	[ ]	[ ]	Task is concise and focused.
Scenarios are sufficiently rich to drive the task	[x]	[ ]	[ ]	Multiple variables (Light, CO2, Wavelength) provide depth.

Evidence of quality for Criterion A: [ ] No

[ ] Inadequate

[ ] Adequate

[x] Extensive

Suggestions for improvement of the task for Criterion A: The scenario could be further localized with a specific news clipping or “company memo” graphic to increase immersion.

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 increasing light intensity eventually stops affecting the rate (limiting factors) and why green light is reflected rather than absorbed.

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

Evidence of SEPs (Developing and Using Models) Students use a computational model to gather data and then construct a conceptual model (Phase 4) of energy transformation.

Evidence of CCCs (Energy and Matter) The task focuses on the flow of energy (Light) and matter (CO2, H2O, O2, Glucose) into and out of the system.

Evidence of DCIs (LS1.C: Organization for Matter and Energy Flow in Organisms) Students must explain how photosynthesis converts light energy to stored chemical energy.

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

The final modeling prompt (Q7) requires students to integrate their experimental findings (SEP) with DCIs/CCCs to create a holistic explanation.

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

Q8 (“AeroGrow Recommendation”) requires students to justify their decisions with evidence, surfacing their understanding of limiting factors.

Evidence of quality for Criterion B: [ ] No

[ ] Inadequate

[x] Adequate

[ ] Extensive

Criterion C. Tasks are fair and equitable.

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

Addresses food security and sustainability through vertical farming.

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

Written responses, data recording, and diagram/model construction.

iii. The task is accessible, appropriate, and cognitively demanding for all learners.

Features	Yes	Somewhat	No	Rationale
Task includes appropriate scaffolds	[x]	[ ]	[ ]	Guided phases provide structure.
Tasks are coherent from a student perspective	[x]	[ ]	[ ]	Follows a logical flow from observation to modeling.
Tasks respect and advantage students’ cultural and linguistic backgrounds	[x]	[ ]	[ ]	Uses neutral, inclusive professional language.
Tasks provide both low- and high-achieving students with an opportunity to show what they know	[x]	[ ]	[ ]	Simple observations for lower levels; complex optimization for higher levels.
Tasks use accessible language	[x]	[ ]	[ ]	Professional but clear terminology.

Evidence of quality for Criterion C: [ ] No

[ ] Inadequate

[x] Adequate

[ ] Extensive

Criterion D. Tasks support their intended targets and purpose.

Before you begin:

Describe what is being assessed. Include any targets provided: HS-LS1-5.
What is the purpose of the assessment? (check all that apply)
- Formative (including peer and self-reflection)
- Determining whether students learned what they just experienced
- Determining whether students can apply what they have learned to a similar but new context

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

Yes. Focuses on the core components of HS-LS1-5.

ii. The task elicits artifacts from students as direct, observable evidence.

Student-created models and written recommendations serve as artifacts.

iii. Supporting materials include clear answer keys, rubrics, and/or scoring guidelines.

(Note: Answer key/rubric to be developed in teacher guide, but the task structure supports easy evaluation).

Evidence of quality for Criterion D: [ ] No

[ ] Inadequate

[x] Adequate

[ ] Extensive

Overall Summary

The task is a robust, inquiry-driven assessment that leverages the interactive nature of the photosynthesis simulation to meet HS-LS1-5. It moves students from superficial observation to deep analysis of limiting factors and energy transformation.

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