Use the science to investigate a real source, explain the evidence, and communicate a defensible conclusion. The guide supplies the actual reading, data, task, and chosen level before the unit begins.
| Strand | Required evidence |
|---|---|
| History, Reading, Writing | Use an approved source in context and a student-authored response. Separate the original evidence from later explanations; do not force a single-hero story. |
| Geography and ethics | Include location, social context, or ethical trade-offs where they genuinely support the scientific question. |
| Elective extensions | Choose additional depth in data, technology, economics, or art. Extensions do not replace the core work. |
| Quantitative science | Use the unit's mathematical lane at the agreed level. Supply units, denominators, and model conditions; required science is assessed as science. |
Integration is reported separately and cannot lower the science grade or block a science demonstration pass. Science and practical criteria determine that pass.
Use the same approved task in both formats. The web guide explains the source, data, assumptions, student work, and evidence checklist; this packet is its portable summary, not a different assignment.
Use the web guide's approved unit assignment.
| Unit | Health & Nutrition big idea | Integration anchor |
|---|---|---|
| 01 Body Systems & Wellness Basics | Body systems cooperate, and baseline records are neutral evidence about function. | NIH ODS: Calcium consumer fact sheet. Use the public fact-sheet functions as a source-backed systems example rather than a personal assessment. Full task, data, and checked transfer. |
| 02 Nutrients & the Science of Food | Macronutrients, micronutrients, and adolescent variation matter more than simple food-category verdicts. | NIH ODS: Iron consumer fact sheet. Use the public recommended-amount and absorption notes to explain variation rather than prescribing a diet. Full task, data, and checked transfer. |
| 03 Digestion, Metabolism & Energy | Digestion and metabolism transform food energy; calories are units, not moral judgments. | FDA: How to understand and use the Nutrition Facts Label. Use serving-size and calorie sections to scale a label before interpreting a claim. Full task, data, and checked transfer. |
| 04 Building a Healthy Diet | Food planning uses labels, safety, allergies, context, and evidence rather than fads. | CDC: Preventing food poisoning. Use CDC food-safety practices to evaluate a scenario record without handling food. Full task, data, and checked transfer. |
| 05 Physical Fitness & Exercise Science | Fitness science studies function and adaptation, not appearance. | CDC: Physical activity guidelines for children. Use the moderate/vigorous activity definitions to interpret function without judging physique. Full task, data, and checked transfer. |
| 06 Mental Health & Stress | Stress and sleep can be studied as non-clinical patterns with help-seeking boundaries. | CDC: About sleep. Use sleep benefits and quality sections while keeping classroom analysis non-diagnostic. Full task, data, and checked transfer. |
| 07 Disease, Immunity & Prevention | Immunity, spread, and prevention claims need mechanisms, denominators, and limits. | CDC: Types of immunity. Use active/passive immunity definitions and antibody specificity for mechanism claims. Full task, data, and checked transfer. |
| 08 Health Decisions & Media | Health claims need source evaluation, study design, denominators, and risk interpretation. | MedlinePlus: Evaluating health information. Use the evaluation questions about source, purpose, funding, review, evidence, date, and privacy. Full task, data, and checked transfer. |
CDC sources explain infection, transmission, prevention and immune memory. Historical contrast: scurvy is a vitamin C deficiency, not an infection. The synthetic model is not outbreak surveillance.
Math never drives a unit, but health & nutrition uses it constantly — always anchored to a measurement or a claim at the bench. Here is the quantitative skill each unit actually uses, done inside the investigation context rather than as a parallel curriculum.
| Unit | Applied math at the agreed level |
|---|---|
| 01 Body Systems & Wellness Basics | Mean pulse and breathing values; compare differences with context. |
| 02 Nutrients & the Science of Food | Percent of reference amount and simple gaps in mg or mcg. |
| 03 Digestion, Metabolism & Energy | Serving scaling, percent Daily Value, and neutral energy arithmetic. |
| 04 Building a Healthy Diet | Checklist counts, temperature extremes, serving ratios, and label scaling. |
| 05 Physical Fitness & Exercise Science | Recovery-curve change per minute and confounder checks. |
| 06 Mental Health & Stress | Averages and association-versus-causation reasoning in fictional time series. |
| 07 Disease, Immunity & Prevention | Attack rates, percentages, and absolute differences. |
| 08 Health Decisions & Media | Absolute risk, relative risk reduction, sample size, and confounding. |
Students do the energy-balance arithmetic inside the digestion-and-metabolism investigation, the serving-size math inside the label analysis, the recovery-curve calculation inside the supplied fitness-function analysis. The number always means something because it is attached to the record being analyzed — never a worksheet detached from the science.
Integration is its own strand. Track each unit’s integration level across the year — Developing, Proficient, or Mastery — separate from the science-mastery rubric. Record the evidence reference and date in the final column.
| Unit | Developing | Proficient | Mastery | Evidence / date |
|---|---|---|---|---|
| 01 Body Systems & Wellness | ◯ | ◯ | ◯ | ______ |
| 02 Nutrients & Food | ◯ | ◯ | ◯ | ______ |
| 03 Digestion & Metabolism | ◯ | ◯ | ◯ | ______ |
| 04 Building a Healthy Diet | ◯ | ◯ | ◯ | ______ |
| 05 Fitness & Exercise Science | ◯ | ◯ | ◯ | ______ |
| 06 Mental Health & Stress | ◯ | ◯ | ◯ | ______ |
| 07 Disease & Immunity | ◯ | ◯ | ◯ | ______ |
| 08 Health Decisions & Media | ◯ | ◯ | ◯ | ______ |
Investigations + pathways: public practice only.
A student who walks through all eight anchors finishes understanding that health & nutrition is how humans learned to tell what actually works from what only sounds convincing, and that every fact on the page was once a claim someone had to test — the version of the subject a student keeps.