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 03 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Trace the energy in food and work the numbers as evidence.
The student explains energy balance as science out loud (Page 4).
Digestion notes, the calorie calculation, and the reasoning 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 work the calculation and explain energy balance as neutral science. 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 |
|---|---|---|
| Calorie | Unit of energy | Not a moral score or target in this course. |
| Serving size | Standard label amount | Not a recommendation for how much to eat or drink. |
| Added sugar | Sugars added during processing or sold as sweeteners (table sugar, syrups, honey) | Counted within Total Sugars; different from sugars naturally in milk and fruit. |
| Energy balance model | Energy in and out bookkeeping | Simplified model; not diagnosis or dieting advice. |
The split between Proficient and Mastery is reasoning over arithmetic: a right calorie total means little if the student still calls calories “bad.” Ask them to label the energy units and explain energy balance as science, not a diet.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Tracing digestion | Cannot describe what happens to food after it’s eaten. | Names a digestive organ or two but cannot trace food through the system. | Traces food through the digestive system and explains where it is broken down into nutrients the body can absorb. |
| Metabolism & extracting energy | Thinks the body uses food without changing it. | Knows the body gets energy from food but cannot say how. | Explains metabolism as the process that breaks nutrients down and releases the energy stored in them for the body to use. |
| The calorie as a unit of energy | Calls calories “bad” or something to be avoided. | Knows a calorie measures energy but still treats it as harmful. | Uses calories as an energy unit and scales label values by serving without setting personal intake targets. |
| Energy balance as neutral science | Treats energy balance as a personal body-change rule. | Describes energy in versus energy out but frames it as personal advice. | Explains energy balance as a model with assumptions and context, never as a prescription for personal body changes. |
| Anchor lab (calorie & energy-balance calculation) | Cannot set up a calorie or energy-balance calculation. | Sets up the calculation but slips on the units or the arithmetic. | Completes a calorie and energy-balance calculation correctly and explains what the numbers describe about energy, using them as evidence rather than a verdict. |
| 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 | Tracing digestion | Dev / Prof / Mast | |
| 2 | Metabolism & extracting energy | Dev / Prof / Mast | |
| 3 | The calorie as a unit of energy | Dev / Prof / Mast | |
| 4 | Energy balance as neutral science | Dev / Prof / Mast | |
| 5 | Anchor lab (calorie & energy-balance calculation) | 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.