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 or an approved measurement model. Students' own health records are never collected or graded; using the supplied record has no grade penalty or token charge.
Student lessons, data, and public practice answers (not assessment keys): Unit 01 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Supplied or fictional baseline records read as neutral data; no live or personal disclosure is collected.
The student reasons about the body systems and wellness aloud (Page 4 anchors).
Record of the supplied-record analysis and what it can show.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Term | Accepted explanation | Distinction |
|---|---|---|
| Baseline | Starting record in a stated context | Neutral evidence for comparison; not a verdict about a body. |
| Homeostasis | Regulation within ranges | Not one perfect number. |
| Personal health data | Private health, diet, sleep, fitness, mood, or medical information | Not collected for this course-depth task. |
| Synthetic data | Invented practice record | Must stay labeled; it is not a hidden real case. |
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 fictional, synthetic, de-identified, or educator-approved optional baseline as neutral functional evidence; states limits without judging 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. | Analyzes a supplied body-systems/wellness record with units, context, and privacy boundaries; observed personal disclosure is never required. |
| 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 read the supplied record 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.
Evidence record: Level ____ Case/data ____ Criterion ____ Source/date ____ First attempt ____ Calculation/limits ____ Transfer ____ Educator review ____. Supplied records, source evaluation, and any approved practical are separate; no private health disclosure is required.
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.