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.
Fictional or de-identified data fully satisfies this task. Personal sleep and stress records stay private; sharing them is not required for a grade and declining does not consume a token.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Analyze the supplied fictional record; no personal disclosure required.
The student reasons from their own data supportively (Page 4).
Sleep notes, stress notes, and reflections kept distinct.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| The stress response | ||
| Stress response | fight-or-flight response | The body's normal reaction to a demand; not a personal weakness |
| Cortisol | stress hormone | Released to meet a demand; ordinary biology, not a flaw |
| Adrenaline | epinephrine | Readies the body for action; a normal short-term response |
| Sleep | rest & recovery | Lets the body and brain recover and helps regulate mood — not wasted time |
| Coping & support | ||
| Healthy coping | coping strategy | Ways to manage stress; distinct from avoiding or ignoring it |
| Trusted adult | a caring adult you can turn to | Someone to reach out to — asking for help is a strength |
| Professional support | counselor, doctor, or therapist | For when things feel like too much; not self-diagnosis |
| Self-tracking as data | sleep & stress log | Patterns to learn from, never a verdict on your worth |
The split between Proficient and Mastery is data, not a verdict: a rough week is information, not a judgment. Ask “what does the pattern suggest, and who could you share it with?” — kindly.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Understanding the stress response | Cannot describe what happens in the body during stress, or treats stress as simply a personal weakness. | Names the stress response but cannot explain the biology behind it. | Explains the stress response as a normal biological reaction — the body releasing hormones like adrenaline and cortisol to meet a demand — neutrally, without judgment. |
| The role of sleep | Thinks sleep is wasted time and cannot say why the body needs it. | Knows sleep matters but cannot connect it to how the body and mind recover. | Explains why sleep is essential — how it lets the body and brain rest, recover, and help regulate mood and stress. |
| Healthy coping & seeking help | Cannot name a healthy way to cope, or does not know who to turn to when things feel like too much. | Lists a coping strategy or two but is unsure when or how to ask for help. | Describes healthy coping strategies and explains clearly when and how to reach out to a trusted adult or professional for support. |
| Interpreting sleep & stress data | Cannot identify a pattern in the supplied record. | Identifies a pattern but overstates its meaning. | Interprets an approved time series, distinguishes association from cause, and states limits without diagnosing or judging a person. |
| Anchor lab (stress & sleep data investigation) | Records no evidence from the approved task. | Records values but cannot explain the analysis. | Documents and analyzes the approved dataset honestly; a fictional or de-identified record fully satisfies the task without personal disclosure. |
| 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 track the data and explain the science behind it kindly and clearly. 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. This unit will never label or grade how a student feels — if they are struggling, that is not a failing; encourage them to reach out to a trusted adult or professional who can help.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Understanding the stress response | Dev / Prof / Mast | |
| 2 | The role of sleep | Dev / Prof / Mast | |
| 3 | Healthy coping & seeking help | Dev / Prof / Mast | |
| 4 | Interpreting sleep & stress data | Dev / Prof / Mast | |
| 5 | Anchor lab (stress & sleep data investigation) | 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.