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 07 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Model how a disease spreads; add a prevention step and compare.
The student explains why the immune system remembers a germ (Page 4).
Model setup, transmission data, and result 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 run the model and defend the prevention reasoning. 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 |
|---|---|---|
| Antibody | Disease-specific protein that helps neutralize or destroy a threat | Specificity matters. |
| Active immunity | Immune response after exposure or vaccination | Takes time to develop. |
| Passive immunity | Antibodies received from another source | Immediate but temporary. |
| Attack rate | Cases divided by people at risk or exposed | Requires a denominator. |
The split between Proficient and Mastery is reading the model: a student who can say how adding a prevention step changed how far and fast the disease spread has it. Ask to see the transmission data — the before-and-after numbers, not a single “it got better.”
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| How the immune system defends the body | Cannot say how the body protects itself from germs. | Names a defense or two but cannot explain how they work together. | Explains how the immune system defends the body — barriers like skin, white blood cells that fight invaders, and the memory that follows an infection or a vaccine. |
| How diseases spread | Cannot describe how an illness passes from one person to another. | Names a way disease spreads but cannot connect it to prevention. | Explains the main ways diseases spread — contact, droplets, contaminated food or water — and links each route to how it can be interrupted. |
| Evidence-based prevention | Cannot name an evidence-based way to prevent disease. | Lists a prevention step but cannot explain the evidence behind it. | Uses evidence-based prevention mechanisms with denominators and stated limits, avoiding overclaiming from a model. |
| Modeling disease transmission | Cannot show or predict how an illness moves through a group. | Runs a transmission model but cannot interpret what it shows. | Models spread with rates, controls, and confounders; separates nutritional deficiency, infection, and immune memory. |
| Anchor lab (immunity & disease-transmission modeling) | Skips the modeling activity or runs it without recording results. | Completes the model but cannot explain the pattern in the data. | Completes the immunity & disease-transmission model, records the data carefully, and explains how prevention measures change how far and fast the disease spreads. |
| 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 | How the immune system defends the body | Dev / Prof / Mast | |
| 2 | How diseases spread | Dev / Prof / Mast | |
| 3 | Evidence-based prevention | Dev / Prof / Mast | |
| 4 | Modeling disease transmission | Dev / Prof / Mast | |
| 5 | Anchor lab (immunity & disease-transmission modeling) | 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.