Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
Use a fictional or de-identified dataset, an approved measurement model, or optional personal records kept private. Declining personal health disclosure has no grade penalty or token charge.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Baseline measurements taken and read as neutral data — done live.
The student reasons about the body systems and wellness aloud (Page 4 anchors).
Contemporaneous record of baseline measurements and what they show.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| The body systems | ||
| Circulatory system | heart & blood vessels | Moves blood, oxygen, and nutrients; not the same as the respiratory system |
| Respiratory system | lungs & airways | Brings in oxygen and releases carbon dioxide; teams up with circulation |
| Digestive system | gut; GI tract | Breaks food down for energy and building material, not just the stomach |
| Immune system | the body’s defenses | A whole system that fights infection, not a single organ |
| Baseline measurements | ||
| Resting heart rate | resting pulse; RHR | Beats per minute at rest — a baseline, never a verdict about the body |
| Baseline | starting measurement | A neutral number to compare against later, not a score about looks |
| Vital signs | basic body measures | Heart rate, breathing, temperature — read as data, not judgment |
| Homeostasis | staying in balance | The body keeping conditions steady, not one fixed number |
| Wellness as a whole | ||
| Wellness | whole-person well-being | Physical, mental, and social — no single measure captures it |
| Musculoskeletal system | muscles & bones | Movement and support; works closely with the nervous system |
| Nervous system | brain, spinal cord, nerves | Signaling and control; not the same as the musculoskeletal system |
| Physical, mental & social health | dimensions of wellness | The three parts of a whole-person baseline, weighed together |
Work down the criteria one at a time. Ask the student to reason it out rather than recall — “why do the lungs and heart work as a team?” Explaining how the systems depend on each other is where Proficient and Mastery separate. Naming a system is Proficient; tracing how the systems cooperate — and reading a baseline as neutral data — is Mastery.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Major body systems & their functions | Confuses the major body systems or cannot say what any one of them does. | Names the systems but stumbles explaining the job each one performs. | Names the circulatory, respiratory, digestive, nervous, musculoskeletal, and immune systems and explains the core function of each. |
| How the systems work together | Treats each body system as if it worked alone. | Knows the systems connect but cannot trace how one depends on another. | Traces how systems cooperate — e.g. how the respiratory and circulatory systems together deliver oxygen to working muscles. |
| Reading baseline data | Cannot interpret the supplied baseline measurement. | Reads the number but treats it as a verdict rather than evidence. | Interprets a baseline using an approved dataset or measurement model, stating its limits without judging appearance or health status. |
| Wellness as a whole-person baseline | Thinks wellness means only one thing, like just being fit. | Lists a few parts of wellness but cannot connect them into a whole-person picture. | Describes wellness as a whole-person baseline — physical, mental, and social — and explains why no single measure captures it. |
| Anchor lab (body-systems & wellness analysis) | Records no evidence from the approved task. | Records values but cannot connect them to body systems. | Records the approved data source or measurement method and explains how the systems cooperate, without requiring a personal health disclosure. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both take the measurements and justify the body-systems science behind it. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Major body systems & their functions | Dev / Prof / Mast | |
| 2 | How the systems work together | Dev / Prof / Mast | |
| 3 | Reading baseline data | Dev / Prof / Mast | |
| 4 | Wellness as a whole-person baseline | Dev / Prof / Mast | |
| 5 | Anchor lab (body-systems & wellness analysis) | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.