In this high school task, students explore the food ecosystems of two samples of yogurt with different bacteria to figure out which types are harmful and then explore the environmental conditions that allow harmful and less harmful bacteria to thrive. This is the high school version of the middle school Food Fermentation task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS2.A: Interdependent Relationships in Ecosystems (HS)

Science and Engineering Practices

• Analyzing and Interpreting Data (HS)
• Engaging in Arguments from Evidence (HS)

Crosscutting Concepts

• Cause and Effect (HS)

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In this high school task, students are introduced to bioreactors, a new technology that helps farmers reduce nitrates in their agricultural drainage water. A farmer, Caroline, installs two bioreactor systems on her farm, one with and one without a gate in the outlet. Students help Caroline figure out which option she should recommend to other farmers by doing calculations with sensor data to compare the total number of nitrates exiting each bioreactor system. Next, they use this data to decide whether to recommend gates or no gates in bioreactor systems, drawing a model to help Caroline explain the recommendation, including how it will increase the sustainability of Caroline’s farming practices. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• ESS3.C: Human Impacts on Earth Systems (HS)

Science and Engineering Practices

• Using Mathematics and Computational Thinking (HS)
• Developing and Using Models (HS)

Crosscutting Concepts

• Patterns (HS)

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In this high school task, students evaluate and compare sources of information presented in different formats to explore what is causing wildfires, the negative impacts of wildfires on biodiversity and human communities, and several potential forest management strategies to mitigate these impacts in two different areas of California. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• ESS3.C: Human Impacts on Earth Systems (HS)

Science and Engineering Practices

• Obtaining, Evaluating, and Communicating Information (HS)

Crosscutting Concepts

• Scale, Proportion, and Quality (HS)

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In this upper elementary task, students obtain information from various media sources to explain how an agricultural management practice, the rotational grazing of cattle, can improve a pasture ecosystem. Students explore the components of the rotational grazing system and how the system improves vegetative cover, grass, and root growth, dry matter production, soil erosion, and stream health. Students use what they learned in the task to explain the original phenomena—before and after images showing a previously degraded pasture system that has been improved using a rotational grazing system. This is an updated version of the Grazing Task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• ESS3.C-E1: Ecosystem Dynamics, Functioning and Resilience (ES)

Science and Engineering Practices

• Obtaining, Evaluating, and Communicating Information (ES)

Crosscutting Concepts

• Systems and System Models (ES)

New York State P-12 Standards

• 5-ESSE3-1

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In this middle school task, students develop an explanation for how one organism’s (lactobacillus) population growth in an ecosystem may cause the population growth of other organisms in the same ecosystem to decrease. The ecosystem students explore is food. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS2.A: Interdependent Relationships in Ecosystems (MS)

Science and Engineering Practices

• Analyzing and Interpreting Data (MS)
• Engaging in Arguments from Evidence (MS)

Crosscutting Concepts

• Cause and Effect (MS)

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In this high school task, students evaluate a series of mathematical models to determine how a mysterious fungus impacts various populations in a pond ecosystem. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS2.A: Interdependent Relationships in Ecosystems (HS)
• LS2.C: Ecosystems Dynamics, Functioning, and Resilience (HS)

Science and Engineering Practices

• Developing and Using Models (HS)

Crosscutting Concepts

• Cause and Effect (HS)

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In this middle school task, students will write an argument that justifies the selection of a particular bull to be mated with a group of cattle to meet the criteria set forth by the producer. First, students will identify trait heritability and make connections between trait heritability and making cattle produce beef more efficiently. Then, students review the basic probability of outcomes for calf traits based on the expected differences between two bulls. Students are introduced to a concept called Expected Progeny Difference. Next, students are asked to focus on a growth production trait and compare the genetic difference between two calves on several economically and environmentally important traits. Last, students justify a decision to select a particular bull to be used in a selective breeding program to get the desired outcome. [permalink]

Based on the concept of rotational grazing, this elementary task takes students on a journey to learn about how cattle and the ecosystem are deeply intertwined. Matter cycles, food webs, and interdependent relationships all come into play as students explore how various agriculture practices can cause an ecosystem to improve. [permalink]

In this updated middle school task, students use a model to predict the effects of selecting a bull to be mated with a group of cattle, given the goal of decreasing cattle carbon emissions using genetics. This is an updated version of the Genetics Task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS4.B-M2: Biological Evolution: Unity and Diversity (MS)

Science and Engineering Practices

• Developing and Using Models (MS)
• Constructing Explanations and Design Solutions (MS)

Crosscutting Concepts

• Cause and Effect (MS)

New York State P-12 Standards

• 3-LS3-2 and 3-LS4-2

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In this middle school task, students analyze data to determine how harmful algal blooms in New York waterways can affect biodiversity and human access to recreational waterways. Students consider changes in the ecosystem that contribute to harmful algal blooms along with four existing beef cattle production/industry practices for conservation management. Students select a combination of two practices and use empirical evidence and scientific reasoning to support or refute an argument about how combining conservation practices could contribute to protecting water quality and biodiversity in water ecosystems. This is an updated version of the Water Stewardship Task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS2C-M1: Ecosystem Dynamics, Functioning and Resilience (MS)
• LS4.D-M1: Biodiversity and Humans (MS)

Science and Engineering Practices

• Engaging in Arguments from Evidence (MS)
• Developing and Using Models (MS)

Crosscutting Concepts

• Stability and Change (MS)
• Patterns (MS)

New York State P-12 Standards

• MS-LS-2 and MS-LS2-5

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This high school task focuses on human impacts on earth systems. Throughout the task, students evaluate two different grazing techniques as possible strategies to manage natural resources. Students interpret a model, calculate data, and read an article to gather information to decide on the best resource management system to maximize profits and minimize negative impacts on biodiversity. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• ESS3.C: Human Impacts on Earth Systems (HS)
• ETS1.B: Developing Possible Solutions (HS)

Science and Engineering Practices

• Analyzing and Interpreting Data (HS)
• Engaging in Arguments from Evidence (HS)

Crosscutting Concepts

• Cause and Effect (HS)

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In this high school task, students use models and data to explain why lactose intolerant people experience lots of gas, bloating and diarrhea when they eat certain dairy products. Here, students explore models of lactose-tolerant and lactose-intolerant people to see how the inputs, outputs, and processes of each person’s digestive systems affect how they function to process dairy products. They then develop their own comparative model to explain why only lactose intolerant people experience these painful symptoms. At the end of the task, students examine new data to recommend what types of dairy products lactose intolerant people might eat to cause less painful symptoms. This is the high school version of the middle school More Cheese, Please task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS1.A: Structure & Function (HS)

Science and Engineering Practices

• Developing and Using Models (HS)
• Analyzing and Interpreting Data (HS)

Crosscutting Concepts

• Systems and Systems Models (HS)

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In this middle school task, students use models and data to explain why lactose intolerant people experience lots of gas, bloating and diarrhea when they eat certain dairy products. Here, students explore models of lactose-tolerant and lactose-intolerant people to see how the inputs, outputs, and processes of each person’s digestive systems affect how they function to process dairy products. They then develop their own comparative model to explain why only lactose intolerant people experience these painful symptoms. At the end of the task, students examine new data to recommend what types of dairy products lactose intolerant people might eat to cause less painful symptoms. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS1.A: Structure & Function (MS)

Science and Engineering Practices

• Developing and Using Models (MS)
• Analyzing and Interpreting Data (MS)

Crosscutting Concepts

• Systems and Systems Models (MS)

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In this middle school task, students use their knowledge of soil, soil weathering, soil properties, grassland ecosystems, cattle grazing, and the relationship between the soil and other moving parts of grassland ecosystems to make predictions about the impacts of rainfall to the ecosystems as well as the resources available to humans. As students make sense of the impacts grazing has on soil ecosystems, they must use and analyze data to construct a model to explain these cause-and-effect patterns. [permalink]

In this middle school task, students explore how soil health is maintained by understanding the complex interactions between living and nonliving factors in a soil ecosystem. Using models and experiments, such as the "Soil Your Undies" challenge and the slake test, students analyze how soil organisms interact with components like air, water, and minerals to affect soil stability and nutrient cycling. As they critically think about these relationships, students recognize that promoting soil health is not just about a single action—it requires a combination of strategies. This is an updated version of the Soil Task. This task intends to elicit student learning of the following NGSS dimensions:

Disciplinary Core Ideas

• LS2.A-M1: Interdependent Relationships in Ecosystems (MS)

Science and Engineering Practices

• Developing and Using Models (MS)

Crosscutting Concepts

• Stability and Change (MS)

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Transfer tasks are an assessment or activity that requires students to apply their understanding and knowledge of science concepts and practices from one context to another. This 20-minute asynchronous module is a resource for educators starting to integrate transfer tasks into their classrooms. Here, you'll learn how to access, implement, and interpret student results of an NGSS transfer task. [permalink]

In this middle school life sciences task, students will evaluate existing beef cattle production/industry practices and determine their impact on water quality and biodiversity. Using scientific evidence for support, students will identify potential solutions that could improve key biodiversity variables among water ecosystems. [permalink]