Science Task Screener

Task Title: Natural Selection: Following the Shift in Traits

Grade: High School

Date: 2024-05-20

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?

1. Is a phenomenon and/or problem present?

Students must use the Natural Selection simulation to make sense of why the peppered moth population in England shifted from mostly light to mostly dark during the Industrial Revolution.

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

Yes, students must extract specific average color data from the simulation’s data table and population average color graph across multiple experimental conditions (light background, dark background, varying predation and mutation rates) to perform the analysis and reasoning needed to construct their CER explanation.

ii. The task scenario is engaging, relevant, and accessible to a wide range of students.

Features of engaging, relevant, and accessible tasks:

Suggestions for improvement of the task for Criterion A:

The phenomenon is well established. Further enhancement could include asking students to research other real-world examples of natural selection in action, such as industrial melanism in other species or antibiotic resistance in bacteria.

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 statistically using their collected average color data to identify patterns of trait frequency change across different environmental conditions (light vs. dark background), moving beyond superficial observation to causal reasoning about how differential survival and reproduction lead to population-level trait shifts.

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?)

Students analyze and interpret data by organizing trait distribution data into tables, identifying patterns of change in average color over generations under different conditions (light background, dark background, varying mutation and predation rates), and interpreting their analyses as evidence for natural selection (Analyzing and Interpreting Data).

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

Students identify patterns in trait frequency data across time and environmental conditions, using these patterns to infer the underlying mechanism of natural selection. They compare rates of change between high and low predation environments to identify how selective pressure intensity affects the pace of adaptation (Patterns).

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

Students apply their understanding that traits positively affecting survival are more likely to be passed on to the next generation. In the simulation, dark moths survive better on dark backgrounds, leading to an increase in dark-colored individuals. They also observe how natural selection leads to adaptation as the population becomes better suited to its environment over time (DCI: LS4.B Natural Selection, LS4.C Adaptation).

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 prompt in Part 4 explicitly asks students to construct a CER argument that organizes trait distribution data into tables (SEP), identifies patterns in average color change across environmental conditions (CCC), and interprets these patterns as evidence that natural selection — differential survival and reproduction based on trait-environment fit — caused the changes in the population (DCI).

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).

Students make their thinking visible by recording raw average color data in tables, writing responses to analysis questions comparing environmental conditions, and constructing a comprehensive CER argument with explicit claim, evidence, and reasoning sections connecting simulation data to the peppered moth phenomenon.

Suggestions for improvement of the task for Criterion B:

The integration is strong. Ensure students explicitly calculate rates of change between generations to quantify how quickly populations adapt under different conditions in their CER reasoning.

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.

Natural selection is a fundamental concept in biology with universal relevance to understanding evolution, antibiotic resistance, pesticide resistance, conservation biology, and the response of species to climate change. The peppered moth phenomenon is a classic example that connects historical industrialization to observable evolutionary change.

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 respond via data table entry, manipulation of an interactive simulation, written analysis questions, and construction of a comprehensive CER argument with claim, evidence, and reasoning.

iii. The task is accessible, appropriate, and cognitively demanding for all learners (including English learners or students working below/above grade level).

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.

By empowering students to act as evolutionary biologists investigating a classic case of natural selection through an interactive simulation, the task fosters engagement and confidence in experimental design, data analysis, and scientific argumentation.

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 assumes basic knowledge of evolution and natural selection concepts, but scaffolds the specific trait distribution analysis and CER format directly within the activity.

vi. The task presents information that is scientifically accurate.

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

All population dynamics and trait frequency changes accurately reflect established principles of natural selection, including the role of environmental pressure, existing genetic variation, and differential survival and reproduction.

Suggestions for improvement of the task for Criterion C:

Provide sentence starters or graphic organizers for the CER argument for students who need additional scaffolding with scientific writing.

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 assesses students’ ability to analyze and interpret data from a natural selection simulation to explain how trait distributions shift in a population over time due to environmental pressures, applying concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait, aligned to HS-LS4-3.

1. What is the purpose of the assessment? (check all that apply)
   • [x] 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
   • [ ] 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?

Yes, understanding that natural selection causes trait distributions to shift in response to environmental pressures is essential to correctly answering the sensemaking prompts and constructing the CER argument.

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.

Basic arithmetic (calculating averages, comparing values across generations) is required, which might act as a barrier if not scaffolded.

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 construction of a CER argument with explicit reasoning directly supports assessing whether students understand that natural selection (differential survival and reproduction) is the causal mechanism, not a change in individual organisms during their lifetime.

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 final CER argument explicitly ties empirical trait distribution data from the simulation (SEP) to patterns of change across environmental conditions (CCC) and the core mechanism of natural selection (DCI), providing an observable artifact of three-dimensional 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 teacher notes clearly break down how student responses map to the SEPs, DCIs, CCCs, and the exact NGSS evidence statements for HS-LS4-3.

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):

Multiple response modalities (data tables, analysis questions, CER argument) allow teachers to pinpoint exactly where a student’s understanding might be breaking down.

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

The elaboration section prompts students to explore how changing the environment back to light-colored trees would affect the population, connecting their learning to the broader concept of shifting selective pressures and preparing them for future instruction on evolution, population genetics, and conservation biology.

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 5E layout and precise step-by-step instructions for the simulation guide students without providing the answers, ensuring high cognitive demand is maintained particularly in the CER argumentation phase of Part 4.

Suggestions for improvement of the task for Criterion D:

Ensure teachers have access to sample data tables and a model CER argument for scoring reference.

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 “Natural Selection: Following the Shift in Traits” task is highly aligned with the NGSS. It effectively engages students with an anchoring phenomenon (peppered moth population shift during the Industrial Revolution) and guides them through an authentic investigation using the Natural Selection simulation. Students must synthesize their understanding of natural selection (DCI: LS4.B, LS4.C), identify patterns in trait frequency data (CCC: Patterns), and analyze and interpret data (SEP: Analyzing and Interpreting Data) to construct evidence-based explanations. The task scores extensive across all criteria due to its robust integration of three-dimensional learning and sensemaking.

Final recommendation (choose one):

• [x] Use this task (all criteria had at least an “adequate” rating)
• [ ] Modify and use this task
• [ ] Do not use this task