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.
Student lessons, data, and public practice answers (not assessment keys): Unit 02 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Read the supplied record; any reagent test is an educator-approved practical recorded separately.
The student explains what a food provides, without judging it (Page 4).
Label readings, test results, and interpretations kept distinct.
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 gather the evidence and justify the nutrition 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.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Term | Accepted explanation | Distinction |
|---|---|---|
| Micronutrient | Vitamin or mineral needed in small amounts | Small amount does not mean unimportant. |
| Adolescent variation | Different needs during teen growth and contexts | Not one universal target for every learner. |
| Allergy / intolerance | Individual adverse response or sensitivity | Can make a food inappropriate even if it is ordinary for others. |
| Dose and context | Amount, frequency, and situation | Category alone is not enough evidence. |
The split between Proficient and Mastery is evidence over labels: not just naming a nutrient, but reading what a food actually provides and reasoning about type and amount instead of “good” and “bad.” Ask “so what does the test show?”
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Naming macronutrients & micronutrients | Cannot tell a macronutrient from a micronutrient or name examples of either. | Names carbohydrates, proteins, and fats but is unsure which nutrients count as micronutrients. | Names macro- and micronutrients and explains adolescent variation in needs using source-backed examples. |
| What each nutrient does | Thinks all food does the same one thing in the body. | Knows nutrients have jobs but cannot match a nutrient to its role. | Explains that food is both energy and building material — carbohydrates and fats fuel the body, proteins build and repair, and vitamins and minerals keep the systems running. |
| Reading nutrient content | Cannot find the nutrients listed on a food's nutrition information. | Locates nutrients on a label but misreads the serving size or the amounts. | Reads a nutrition label accurately — serving size, macronutrients, and key micronutrients — and describes what the food provides. |
| Type and amount, not category | Sorts foods into “good” and “bad” and calls carbs or fats inherently unhealthy. | Senses that category labels are too simple but still leans on them. | Reasons about type, amount, dose, context, allergy, contamination, and individual medical needs without assigning simple verdicts to foods or people. |
| Anchor lab (nutrient evidence analysis) | Skips the supplied nutrient record or records values with no evidence. | Reads one or two values but cannot say what each value supports about nutrients. | Uses supplied nutrient records or an educator-approved practical record to explain what the evidence can and cannot show about food composition. |
| 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.
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 | Naming macronutrients & micronutrients | Dev / Prof / Mast | |
| 2 | What each nutrient does | Dev / Prof / Mast | |
| 3 | Reading nutrient content | Dev / Prof / Mast | |
| 4 | Type and amount, not category | Dev / Prof / Mast | |
| 5 | Anchor lab (nutrient evidence 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.