About the Network
In early 2019, NextGenScience launched the Tennessee District Science Network (TDSciN), a group of six districts in Tennessee working collaboratively to improve their science programs and move towards the vision of science education reflected in the Tennessee Academic Standards for Science.
From the outset, district leaders identified three major challenges:
- Educators were still learning how to assess student reasoning in science as required by the new standards,
- Not all students were provided with meaningful science experiences, and
- Students were scheduled to take a new state assessment. With the goal of addressing these challenges by improving understanding of assessment features designed for today’s science standards and advancing equity in science, the work of the Tennessee District Science Network was two-pronged: coherent but separate professional learning opportunities both for district leaders and for educators.
District Leadership
Leadership from the six districts and the state science office co-developed a vision for NextGenScience’s work, creating a community of practice engaged in evidence-based planning. NextGenScience set a goal of collecting data to inform a comprehensive professional learning plan from science educators and school leaders in each district. The network collected valuable data about educators’ confidence, preparedness, and visions around the new science standards in all districts. Leaders then came together to analyze the data, identify implications for best supporting teachers, and consider best practices for effective, job-embedded professional learning that fit with the district’s context, materials, and Task Library resources developed by the TDSciN teacher workgroups.
Educator Workgroups
With the goals of building educator capacity to better understand features of high-quality, equitable science assessments and developing clear examples that could be used as professional learning tools across the network, educators formed 10 cross-district workgroups that spanned grade bands and science disciplines.
Year 1
Participating teachers came together for a three-day professional learning session to understand the features of high-quality assessments and the steps required to design them. Later, workgroups each developed two assessments, shared them with other workgroups and expert consultants for feedback, and incorporated appropriate revisions.
Year 2
Teachers piloted the tasks and collected student work. Workgroups returned for professional learning focused on key areas for improvement and student work analysis. They then worked to again revise their tasks, share with expert consultants for feedback, and revised the tasks one final time to build the TDSciN Task Library.
TDSciN Task Library
The tasks in the TDSciN Task Library were developed by teacher workgroups in the Tennessee District Science Network (TDSciN), a network launched in early 2019 and managed by NextGenScience. Teachers worked collaboratively across districts to develop and revise tasks to include (1) high-quality scenarios that focus on phenomena or problems, (2) integration of the three dimensions to make sense of phenomena or problems, and (3) equitable features. Each task has been evaluated using a version of the Science Task Screener adapted for the Tennessee Academic Standards for Science and the priorities of the network.
Key features of each task and why they matter:
Scenario
The task focuses on students making sense of a phenomenon or designing a solution to a problem.
Sense-making
Students use reasoning to figure out the phenomenon or problem rather than relying on rote knowledge they’ve memorized and regurgitated back.
Integrated three-dimensions
Students use the targeted science and engineering practices, disciplinary core ideas, and crosscutting concepts in concert to figure out the phenomenon or problem and complete the task.
Equity
The task is accessible and coherent from the student perspective.
Feedback Support
The task achieves its intended purpose and provides sufficient guidance to interpret student responses and provide feedback.
Elementary School Tasks
Before using these tasks, consider reviewing the Guidance for Use document, which provides suggestions for the most effective ways the TDSciN Task Library can be used to support high-quality science teaching and learning.
Toy Engineer
Driving Problem: Students are told their new boss has asked them to be a part of a design team that will build a toy camera that will use flashing lights for young children to pretend to take pictures. However, the flashing light isn’t bright enough on the initial prototype. Students try to figure out how to make it brighter.
- 3.PS3.2: Apply scientific ideas to design, test, and refine a device that converts electrical energy to another form of energy, using open or closed simple circuits.
- Science and Engineering Practices
Constructing Explanations and Designing Solutions- Grade 3–5 Element: Apply scientific ideas to solve design problems.
- Crosscutting Concepts
System and System Models- Grade 3–5 Element: A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot
- Disciplinary Core Ideas
3.PSA. Definitions of Energy- Grade 3–5 Element: Energy can be moved from place to place by moving objects or through sound, light, or electric currents.
- Grade 3-5 Element: Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy.
River Mystery
Driving Phenomenon: Students see a picture of the Ocoee River in East Tennessee, which is a reddish-colored river, and are told that animals in and near the river are becoming sick. Students try to figure out why the river is red and why the animals are sick.
- 4.ESS2.1: Collect and analyze data from observations to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering (frost wedging, abrasion, tree root wedging) and are transported by water, ice, wind, gravity, and vegetation.
- 4.ETS2.2: Determine the effectiveness of multiple solutions to a design problem given the criteria and the constraints.
- Science and Engineering Practices
Constructing Explanations and Designing Solutions- Grade 3–5 Element: Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).
- Grade 3–5 Element: Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
- Grade 3–5 Element: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
- Disciplinary Core Ideas
ESS2.A Earth Materials and Systems- Grade 3–5 Element: Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.
- Grade 3–5 Element: Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
- Crosscutting Concepts
Cause and Effect- Grade 3–5 Element: Cause and effect relationships are routinely identified, tested, and used to explain change.
Survivors Stranded
Driving Phenomenon: Students are told they are stranded on an island and the only water available is salt water. There’s a solar still, though, and while the water going into the still is salty, the water coming out is fresh and drinkable. Students try to figure out how the solar still works.
- 5.PS1.1: Analyze and interpret data from observations and measurements of the physical properties of matter to explain phase changes between a solid, liquid, or gas.
- 5.PS1.2: Analyze and interpret data to show that the amount of matter is conserved even when it changes form, including transitions where matter seems to vanish.
- Science and Engineering Practices
Developing and Using Models- Grade 3–5 Element: Develop and/or revise a model based on evidence that shows the relationship among variables for frequent and regular occurring events.
- Grade 3–5 Element: Develop and/or use models to describe and/or predict phenomena.
- Crosscutting Concepts
Systems and System Models- Grade 3-5 Element: A system can be described in terms of its components and their interactions.
- Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter- Grade 3–5 Element: Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects.
- Grade 3–5 Element: The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.
Middle School Tasks
Before using these tasks, consider reviewing the Guidance for Use document, which provides suggestions for the most effective ways the TDSciN Task Library can be used to support high-quality science teaching and learning.
Burning Biodiversity
Driving Phenomenon: The November 2016 Chimney Top Fire caused big population shifts for some small mammals. Students try to figure out why populations decreased after the fire and what might allow some populations to rebound.
- 6.LS2.6: Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes.
- Science and Engineering Practices
Constructing Explanations and Designing Solutions- Middle School Element: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real world phenomena, examples, or events.
- Middle School Element: Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts.
- Middle School Element: Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.
- Disciplinary Core Ideas
LS2.C: Ecosystem Dynamics, Functioning, and Resilience- Middle School Element: Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological components of an ecosystem can lead to shifts in all its populations.
- Crosscutting Concepts
Cause and Effect: Mechanism and Prediction- Middle School Element: Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Snow Day
Driving Phenomenon: During an interesting weather event on February 1, 2015, Chattanooga received snow and Knoxville did not (even though Knoxville is farther north). Students try to figure out how this could happen.
- 6.ESS2.6: Explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and severe storms.
- 6.ESS2.5: Analyze and interpret data from weather conditions, weather maps, satellites, and radar to predict probable local weather patterns and conditions.
- Science and Engineering Practices
Developing and Using Models- Middle School Element: Develop and /or use a model to predict and/or describe phenomena.
- Middle School Element: Develop or modify a model — based on evidence — to match what happens if a variable or component of a system is changed.
- Middle School Element: Analyze and interpret data to provide evidence for phenomena.
- Disciplinary Core Ideas
ESS2.D Weather and Climate- Middle School Element: Because these patterns are so complex, weather can only be predicted probabilistically.
- Crosscutting Concepts
Cause and Effect: Mechanism and Prediction- Middle School Element: Cause and effect relationships may be used to predict phenomena in natural or designed systems.
- Middle School Element: Models are limited in that they only represent certain aspects of the system under study.
We’re Running Out of Gas
Driving Problem: The world is running out of helium. Students try to figure out different solutions to this problem.
- 7.PS.1.5: Use the periodic table as a model to analyze and interpret evidence relating to physical and chemical properties to identify a sample of matter.
- Science and Engineering Practices
Engaging in Argument From Evidence- Middle School Element: Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
- Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter- Middle School Element: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
- Crosscutting Concepts
Patterns- Middle School Element: Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
- Middle School Element: Graphs, charts, and images can be used to identify patterns in data.
Cell Phone Signal
Driving Phenomenon: Students read a story about Melody’s cell phone signal dropping in the basement of a library even though a cell tower is close by. They try to figure out why this happens.
- 8PS4.2: Compare and contrast mechanical waves and electromagnetic waves based on refraction, reflection, transmission, absorption, and their behavior through a vacuum and/or various media.
- 8PS4.3: Evaluate the role that waves play in different communication systems.
- Science and Engineering Practices
Constructing Explanations and Designing Solutions- Middle School Element: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena, examples, or events.
- Disciplinary Core Ideas
PS4.B: Electromagnetic Radiation- Middle School Element: When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.
- Middle School Element: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.
- Crosscutting Concepts
Systems and System Models- Middle School Element: Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
- Middle School Element: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
- Grade 3-5 Element: A system can be described in terms of its components and their interactions.
Plate Tectonics
Driving Phenomenon: The locations of the fossils of Kanneymeyeria show an interesting pattern: the same fossil was once together and is now found on several different continents. Students try to explain this pattern.
- 8.ESS2.5: Construct a scientific explanation using data that explains the gradual process of plate tectonics accounting for (A) the distribution of fossils on different continents, (B) the occurrence of earthquakes, and (C) continental and ocean floor features (including mountains, volcanoes, faults, and trenches).
- Disciplinary Core Ideas
ESS2.B: Plate Tectonics and Large-Scale System Interactions- Middle School Element: Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.
- Science and Engineering Practices
Constructing Explanations and Designing Solutions- Middle School Element: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena, examples, or events.
- Middle School Element: Analyze and interpret data to provide evidence for phenomena.
- Crosscutting Concepts
Patterns- Middle School Element: Graphs, charts, and images can be used to identify patterns in data.
High School Tasks
Before using these tasks, consider reviewing the Guidance for Use document, which provides suggestions for the most effective ways the TDSciN Task Library can be used to support high-quality science teaching and learning.
Spy Poisoning
Driving Phenomenon: A spy is killed by Polonium-210 poisoning. Students try to figure out how this element could be used as a poison.
- CHEM1.PS1.9: Draw models (qualitative models such as pictures or diagrams) to demonstrate understanding of radioactive stability and decay. Understand and differentiate between fission and fusion reactions. Use models (graphs or tables) to explain the concept of half-life and its use in determining the age of materials (such as radiometric dating).
- Science and Engineering Practices
Developing and Using Models- High School Element: Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types (based on merits and limitations).
- Disciplinary Core Ideas
PS1C: Nuclear Processes- High School Element: Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.
- High School Element: Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials.
- Crosscutting Concepts
Cause and Effect: Mechanism and Prediction- High School Element: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Turf Task
Driving Phenomenon: Temperatures are much higher on artificial turf than on regular grass football fields. Students try to figure out how to explain the difference.
- CHEM1.PS3: Draw and interpret heating and cooling curves and phase diagrams. Analyze the energy changes involved in calorimetry by using the law of conservation of energy quantitatively (use of q = mcΔT) and qualitatively. This standard is not completely measured in this assessment as it is included in multiple units in chemistry. This assessment focuses on specific heat and its relationship to heat transfer.
- Science and Engineering Practices
Developing and Using Models- Middle School Element: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena. Note: This middle school element is used to develop/scaffold skills students may find difficult.
- High School Element: Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
- High School Element: Construct, use, and/or present an oral and written argument or counter arguments based on data and evidence.
- Disciplinary Core Ideas
PS3.A Definitions of Energy- High School Element: Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. Note: The entire DCI is not measured in this assessment. The focus of this assessment is specific heat and its relation to heat transfer.
- Crosscutting Concepts
Patterns- High School Element: Mathematical representations are needed to identify some patterns.
- High School Element: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
Briceville
Driving Phenomenon: Students are shown images of the Briceville, TN community that were taken over 100 years apart. The images show a stark contrast to each other in terms of economic changes that have had an impact on the community. Students try to figure out whether natural resource availability might have affected the town’s economy.
- HS ESS.ESS3.2: Obtain, evaluate, and communicate information on how natural resource availability, natural hazard occurrences, and climatic changes impact individuals and society. Note: The task asks students to consider how the natural resource availability of coal affected the population and economy of a community in Tennessee. The task is limited to the economic impact on individuals and society.
- Science and Engineering Practices
Obtaining, Evaluation, and Communicating Information- High School Element: Compare, integrate, and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.
- Crosscutting Concepts
Cause and Effect: Mechanism and Prediction- Middle School Element: Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
- Disciplinary Core Ideas
ESS3.A. Natural Resources- High School Element: All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
The Tennessee District Science Network was funded by Arconic Foundation.
Acknowledgments
District Leaders
Andrea Berry, Science and STEM Supervisor K-12, Knox County Schools
Kelly Chastain, Science Specialist, 9-12, Rutherford County Schools
Brian Cinnamon, Chief Academic Officer, Kingsport City Schools
Chrissy Easterly, Director of Secondary Teaching and Learning (Middle), Hamilton County Schools
Stephanie Finley, Science Specialist, PK-8, Rutherford County Schools
Katherine Foust, STEM Coordinator, Oak Ridge Schools
Lory Heron, District Lead Science Teacher Grades 9-12, Hamilton County Schools
April Meyers, Curriculum Specialist, Anderson County Schools
Angie Mullins, Middle School Science Content Lead, Hamilton County Schools
Jamie Parris, Director of Secondary Teaching and Learning (High), Hamilton County Schools
Eric Snider, Chief Academic Officer and Director of Secondary Schools, Anderson County Schools
Dara Wade, District Academic Coach, Anderson County Schools
K-12 Science Educators
Michael Seth Agee, Elementary School Teacher, Rutherford County Schools
Kim Baumann, High School Teacher, Rutherford County Schools
Carah Beals, Middle School Teacher, Anderson County Schools
Peter Blair, Elementary School Teacher, Oak Ridge Schools
Marsha Buck, Middle School Teacher, Kingsport City Schools
Jonathan Cotton, High School Teacher, Anderson County Schools
Adrianne Cowan, K-8 Teacher, Hamilton County Schools
David Cowan, Middle School Teacher, Rutherford County Schools
Rachel Cox, Elementary Science Instructional Coach, Knox County Schools
Wendy Courtney, Secondary STREAM Specialist, Kingsport City Schools
Becky Creasy, Middle School Teacher, Kingsport City Schools
Theresa Davis, Middle School Teacher, Oak Ridge Schools
Jennifer Ellis, Elementary School Teacher, Knox County Schools
Andrea Fissel, Elementary STREAM Specialist, Kingsport City Schools
Stephanie Forst, Elementary School Teacher, Rutherford County Schools
Jenn Greever, K-5 Science Content Lead, Hamilton County Schools
Michael Hartman, High School Teacher, Knox County Schools
Melody Hawkins, Middle School Teacher, Knox County Schools
Heather Haynes, High School Teacher, Oak Ridge Schools
William Chad Hodge, High School Teacher, Oak Ridge Schools
Steven Kline, High School Teacher, Hamilton County Schools
Kris Krautkremer, High School Teacher, Kingsport City Schools
Paul Orstadt, High School Teacher, Anderson County Schools
LeAnn Plumlee, High School Curriculum Coach, Hamilton County Schools
Nicole Resmondo, Middle School Teacher, Knox County Schools
Maria Van Audenhove, High School Teacher, Anderson County Schools
Consultants
Kristoffer Carroll, Coordinator, K–12 Science, STEM, and Innovative Programs at Curriculum and Instruction Division, Clark County School District
Zoe Evans, Principal, Bowdon High School, Carroll County Schools
Molly Ewing, Education Consultant
Iram Shaikh, Education Consultant
Katie Van Horne, Director, Concolor Research