Science Task Screener
Task Title: The Squeeze: Exploring Boyle’s Law
Grade: High School
Date: 2026-04-19
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 task begins with an anchoring phenomenon in Part 1.
- Is information from the scenario necessary to respond successfully to the task?
Yes, students must use the simulation data to explain the phenomenon.
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] | [ ] | [ ] | Relates to real-world experience provided in Engage section. |
| Scenarios are based around at least one specific instance, not a topic or generally observed occurrence | [x] | [ ] | [ ] | Focused on the specific investigative scenario. |
| Scenarios are presented as puzzling/intriguing | [x] | [ ] | [ ] | Frame questions to create a “need to know”. |
| Scenarios create a “need to know” | [x] | [ ] | [ ] | Students generate initial questions. |
| Scenarios are explainable using grade-appropriate SEPs, CCCs, DCIs | [x] | [ ] | [ ] | Aligned with high school NGSS standards. |
| Scenarios effectively use at least 2 modalities (e.g., images, diagrams, video, simulations, textual descriptions) | [x] | [ ] | [ ] | Uses text and interactive simulation. |
| If data are used, scenarios present real/well-crafted data | [x] | [ ] | [ ] | Simulation provides accurate physical models. |
| The local, global, or universal relevance of the scenario is made clear to students | [x] | [ ] | [ ] | Relevance established in introduction. |
| Scenarios are comprehensible to a wide range of students at grade-level | [x] | [ ] | [ ] | Language is clear and age-appropriate. |
| Scenarios use as many words as needed, no more | [x] | [ ] | [ ] | Concise instructions. |
| Scenarios are sufficiently rich to drive the task | [x] | [ ] | [ ] | Rich data collection leads to sense-making. |
| Evidence of quality for Criterion A: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Suggestions for improvement of the task for Criterion A:
None at this time.
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 interpret data trends and explain them using scientific principles.
ii. The task requires students to demonstrate grade-appropriate dimensions:
Evidence of SEPs: Using Developing and Using Models to model the phenomenon.
Evidence of CCCs: Analyzing Energy and Matter to understand the system.
Evidence of DCIs: Applying PS3.A: Definitions of Energy.
iii. The task requires students to integrate multiple dimensions in service of sense-making and/or problem-solving.
The rubric requires an explanation that combines data (SEP) with core ideas (DCI) and crosscutting concepts (CCC).
iv. The task requires students to make their thinking visible.
Students must construct a scientific explanation in Part 4.
| Evidence of quality for Criterion B: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Criterion C. Tasks are fair and equitable.
i. The task provides ways for students to make connections of local, global, or universal relevance.
Established through the investigative context.
ii. The task includes multiple modes for students to respond to the task.
Written responses and data tables.
v. The task focuses on performances for which students’ learning experiences have prepared them.
Aligned with HS prerequisite knowledge.
vi. The task presents information that is scientifically accurate.
Verified against NGSS standards.
| Evidence of quality for Criterion C: [ ] No | [ ] Inadequate | [x] Adequate | [ ] Extensive |
Criterion D. Tasks support their intended targets and purpose.
i. The task assesses what it is intended to assess and supports the purpose for which it is intended.
Directly assesses the targeted PE.
ii. The task elicits artifacts from students as direct, observable evidence of how well students can use the targeted dimensions together.
Student handouts and completed data tables serve as evidence.
| Evidence of quality for Criterion D: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Overall Summary
The task is well-designed, three-dimensional, and utilizes the simulation effectively to drive student inquiry.
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