Science Task Screener

Task Title: Trait Distribution and Probability Model

Grade: High School

Date: 2025-01-01

Instructions

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?

  1. Is a phenomenon and/or problem present?

The task is driven by the observable phenomenon of a crop’s average height shifting dramatically during a drought, despite the seeds having identical genetic diversity.

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

Students must use the simulation to manipulate the environmental variables to generate the specific statistical data necessary to explain the shift in distribution.

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] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
Scenarios are based around at least one specific instance, not a topic or generally observed occurrence [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
Scenarios are presented as puzzling/intriguing [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
Scenarios create a “need to know” [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
Scenarios are explainable using grade-appropriate SEPs, CCCs, DCIs [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
Scenarios effectively use at least 2 modalities (e.g., images, diagrams, video, simulations, textual descriptions) [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
If data are used, scenarios present real/well-crafted data [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
The local, global, or universal relevance of the scenario is made clear to students [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
Scenarios are comprehensible to a wide range of students at grade-level [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
Scenarios use as many words as needed, no more [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
Scenarios are sufficiently rich to drive the task [x] [ ] [ ] The simulation presents a real-world scenario of environmental factors affecting crop yields. The problem is specific to drought conditions and is presented as an intriguing shift in a normal distribution curve.
Evidence of quality for Criterion A: [ ] No [ ] Inadequate [ ] Adequate [x] Extensive

Suggestions for improvement of the task for Criterion A:

None. The phenomenon is well-integrated and drives the necessary data collection.

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 use reasoning to connect the visual shift in the bell curve (histogram) to the changing mathematical mean, linking the environmental variable to the statistical output.

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?)

Analyzing and Interpreting Data: Students generate data from the model, organize it into a table tracking Mean and SD, and use concepts of probability (percentage within 1 SD) to determine relationships.

Evidence of CCCs (which element[s], and how does the task require students to demonstrate this element in use?)

Scale, Proportion, and Quantity: Students use algebraic thinking to predict the effect of a changing variable (environment) on the proportional distribution of a trait.

Evidence of DCIs (which element[s], and how does the task require students to demonstrate this element in use?)

LS3.B Variation of Traits: Students explicitly discover that environmental factors affect the expression of traits and the probability of their occurrence, dependent on both genetics and environment.

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.

The task requires simultaneous use of data analysis (SEP) and algebraic concepts of proportion (CCC) to explain the variation of traits (DCI) shown in the histogram.

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).

Thinking is made visible through the required data table completion, specific reflection questions, and the final deliverable paragraph.

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

Suggestions for improvement of the task for Criterion B:

Ensure students explicitly reference their recorded data in the final paragraph.

Criterion C. Tasks are fair and equitable.

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

Consider specific features of the task that enable students to make local, global, or universal connections to the phenomenon/problem and task at hand. Note: This criterion emphasizes ways for students to find meaning in the task; this does not mean “interest.” Consider whether the task is a meaningful, valuable endeavor that has real-world relevance–that some stakeholder group locally, globally, or universally would be invested in.

The task connects to the global issue of drought and agricultural yields, making it relevant to real-world challenges.

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

Describe what modes (written, oral, video, simulation, direct observation, peer discussion, etc.) are expected/possible.

Students interact visually with the simulation, mathematically with the statistics, and textually in their reflections.

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 uses clear, grade-appropriate language, relies on a visually intuitive histogram, and avoids unnecessary jargon, making the complex statistical concepts accessible.
Tasks are coherent from a student perspective [x] [ ] [ ] The task uses clear, grade-appropriate language, relies on a visually intuitive histogram, and avoids unnecessary jargon, making the complex statistical concepts accessible.
Tasks respect and advantage students’ cultural and linguistic backgrounds [x] [ ] [ ] The task uses clear, grade-appropriate language, relies on a visually intuitive histogram, and avoids unnecessary jargon, making the complex statistical concepts accessible.
Tasks provide both low- and high-achieving students with an opportunity to show what they know [x] [ ] [ ] The task uses clear, grade-appropriate language, relies on a visually intuitive histogram, and avoids unnecessary jargon, making the complex statistical concepts accessible.
Tasks use accessible language [x] [ ] [ ] The task uses clear, grade-appropriate language, relies on a visually intuitive histogram, and avoids unnecessary jargon, making the complex statistical concepts accessible.

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

Consider how the task cultivates students interest in and confidence with science and engineering, including opportunities for students to reflect their own ideas as a meaningful part of the task; make decisions about how to approach a task; engage in peer/self-reflection; and engage with tasks that matter to students.

The immediate visual feedback of the shifting curve in the simulation maintains engagement.

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

Consider the ways in which provided information about students’ prior learning (e.g., instructional materials, storylines, assumed instructional experiences) enables or prevents students’ engagement with the task and educator interpretation of student responses.

The task provides opportunities for all students to succeed through step-by-step guidance before the open-ended deliverable.

vi. The task presents information that is scientifically accurate.

Describe evidence of scientific inaccuracies explicitly or implicitly promoted by the task.

The simulation accurately models normal distribution math and genetic/environmental interplay.

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

Suggestions for improvement of the task for Criterion C:

Consider allowing students to graph the data manually as an extension.

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 functions as a formative or summative assessment of student understanding of how environmental factors influence trait distribution.

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

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

Consider the following:

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

The data analysis is absolutely necessary to successfully complete the final deliverable.

  1. Are any ideas, practices, or experiences not targeted by the assessment necessary to respond to the task? Consider the impact this has on students’ ability to complete the task and interpretation of student responses.

The task avoids assessing extraneous math skills beyond basic statistical understanding.

  1. Do the student responses elicited support the purpose of the task (e.g., if a task is intended to help teachers determine if students understand the distinction between cause and correlation, does the task support this inference)?

The structured table and questions support the purpose of evaluating understanding of the standard.

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.

Consider what student artifacts are produced and how these provide students the opportunity to make visible their 1) sense-making processes, 2) thinking across all three dimensions, and 3) ability to use multiple dimensions together [note: these artifacts should connect back to the evidence described for Criterion B].

The data table and final paragraph provide clear artifacts of student learning.

iii. Supporting materials include clear answer keys, rubrics, and/or scoring guidelines that are connected to the three-dimensional target. They provide the necessary and sufficient guidance for interpreting student responses relative to the purpose of the assessment, all targeted dimensions, and the three-dimensional target.

Consider how well the materials support teachers and students in making sense of student responses and planning for follow up (grading, instructional moves), consistent with the purpose of and targets for the assessment. Consider in what ways rubrics include:

  1. Guidance for interpreting student thinking using an integrated approach, considering all three dimensions together as well as calling out specific supports for individual dimensions, if appropriate:

The rubric naturally aligns with the three dimensions assessed.

  1. Support for interpreting a range of student responses, including those that might reflect partial scientific understanding or mask/misrepresent students’ actual science understanding (e.g., because of language barriers, lack of prompting or disconnect between the intent and student interpretation of the task, variety in communication approaches):

The step-by-step nature allows teachers to pinpoint exactly where a student’s understanding breaks down (e.g. data collection vs interpretation).

  1. Ways to connect student responses to prior experiences and future planned instruction by teachers and participation by students:

Data from this task can inform future instruction on natural selection and evolution.

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.

Consider any confusing prompts or directions, and evidence for too much or too little scaffolding/supports for students (relative to the target of the assessment—e.g., a task is intended to elicit student understanding of a DCI, but their response is so heavily scripted that it prevents students from actually showing their ability to apply the DCI).

The teacher notes provide clear guidance on implementation and alignment.

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

Suggestions for improvement of the task for Criterion D:

Provide a scoring rubric for the final paragraph in the teacher notes.

Overall Summary

Consider the task purpose and the evidence you gathered for each criterion. Carefully consider the purpose and intended use of the task, your evidence, reasoning, and ratings to make a summary recommendation about using this task. While general guidance is provided below, it is important to remember that the intended use of the task plays a big role in determining whether the task is worth students’ and teachers’ time.

The Trait Distribution task is an excellent, NGSS-aligned activity that seamlessly integrates the target DCI, SEP, and CCC. It provides a robust, visually engaging platform for students to analyze statistical data and understand the environmental impact on trait expression.

Final recommendation (choose one):