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 supplied recovery data or an approved measurement model. Personal exercise and body records are optional, without a grade penalty or token charge. Any optional activity needs instructor safety approval and consent.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Interpret the supplied recovery record; no personal exercise or health data required.
The student explains what a recovery curve shows about function (Page 4).
Heart rate, recovery times, and interpretation kept distinct.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Components of fitness | ||
| Cardiovascular endurance | aerobic fitness | How long the heart and lungs sustain activity; not the same as strength |
| Muscular strength | strength | Force a muscle can produce; distinct from endurance |
| Flexibility | range of motion | How far a joint moves; independent of strength or endurance |
| Resting heart rate | resting pulse | Beats per minute at rest; a baseline about function, not a judgment of the body |
| Measuring & adapting | ||
| Heart-rate recovery | recovery rate | How fast the pulse drops after activity; a sign of cardiovascular fitness |
| Target heart-rate range | working heart-rate range | The range during activity; rises with effort, not with looks |
| Adaptation | training effect | The body changes with consistent activity — a stronger heart, more endurance |
| Function over appearance | performance focus | Fitness data describes what the body can do, never how it looks |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Components of fitness | Thinks fitness is a single thing rather than several distinct components. | Names one or two components but cannot distinguish what each one measures. | Distinguishes cardiovascular endurance, strength, and flexibility, and explains what each component measures. |
| Heart rate & recovery | Cannot interpret the supplied heart-rate record. | Reads values but cannot explain change or measurement conditions. | Interprets an approved recovery dataset or measurement model, including units, timing, and limits; does not diagnose fitness from one result. |
| How the body adapts to training | Believes the body stays the same no matter the activity. | Knows the body adapts but cannot describe how or why. | Explains how the body adapts to regular activity — a stronger heart, better endurance — and why change takes consistent time. |
| Measuring & interpreting fitness data | Treats a fitness measurement as a verdict about body size or looks. | Records data but slips into judging appearance rather than function. | Interprets fitness data as evidence about function — what the body can do — never about physique or appearance. |
| Anchor lab (fitness data & recovery) | Records no evidence from the approved task. | Records values but cannot explain the recovery pattern. | Documents the supplied data or approved method, calculates recovery consistently, and interprets the pattern without personal disclosure or appearance judgments. |
| 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. |
The split between Proficient and Mastery is function, not looks: a faster recovery means a fitter heart. Ask “how quickly did the pulse drop, and what does that say about what the body can do?”
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 measurement and explain what it tells them about function. 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 | Components of fitness | Dev / Prof / Mast | |
| 2 | Heart rate & recovery | Dev / Prof / Mast | |
| 3 | How the body adapts to training | Dev / Prof / Mast | |
| 4 | Measuring & interpreting fitness data | Dev / Prof / Mast | |
| 5 | Anchor lab (fitness data & recovery) | 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.