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. Students' own exercise, heart-rate, fitness, or body records are never collected or graded; using the supplied record has no grade penalty or token charge. Any optional physical activity outside this packet needs instructor safety approval and consent.
Student lessons, data, and public practice answers (not assessment keys): Unit 05 learning pathway.
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.
| Term | Accepted explanation | Distinction |
|---|---|---|
| Moderate intensity | Activity that raises breathing and heart rate compared with rest | A functional description, not an appearance judgment. |
| Recovery curve | Change after activity over time | Affected by context and measurement conditions. |
| Adaptation | Body response to repeated training stimulus | Cannot be proven from one supplied curve. |
| Confounder | Other factor that may explain a pattern | Must be considered before comparing curves. |
| 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 supplied fitness-function record as a body-size verdict. | Reads data but slips into appearance judgment. | Interprets supplied fitness-function data with confounders and limits; does not judge physique, weight, appearance, or shape. |
| Anchor lab (fitness data & recovery) | Records no evidence from the approved task. | Records values but cannot explain the recovery pattern. | Uses a supplied recovery curve or educator-approved alternative; learner exercise 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. |
Mastery explains the supplied curve as function evidence and names the limits.
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 measurement and explain what it can and cannot tell 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.
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 | 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.