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 worked answers: Unit 02 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Bones, muscles, and joints located on a model — observed live.
The student defends an identification aloud (Page 4 anchors).
Labeled sketches and the structures identified, 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 find the structure on the model and justify the anatomy behind it. 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.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| The skeleton & joints | ||
| Axial skeleton | skull, spine & ribs | Skull, vertebral column, and thoracic cage — the body's central axis |
| Appendicular skeleton | limbs & girdles | Arm and leg bones plus the girdles that attach them to the axis |
| Ball-and-socket joint | (none) | Widest range of motion — shoulder and hip |
| Hinge joint | (none) | Bends one way like a door — elbow and knee |
| The muscles | ||
| Skeletal muscle | voluntary muscle | Attached to bone; moves the skeleton under conscious control |
| Cardiac muscle | heart muscle | Only in the heart wall; involuntary and self-triggering |
| Antagonistic pair | opposing muscles | One muscle pulls a joint one way; its partner pulls it back — muscles pull, never push |
| Sliding-filament model | changing filament overlap | Filaments retain length; contraction can develop isometric force without whole-muscle shortening |
| Smooth muscle | nonstriated muscle | In many hollow-organ walls; not the same control arrangement as skeletal muscle |
| Torque / moment arm | turning effect / perpendicular arm | Torque = force × perpendicular arm, in N m; state static-equilibrium assumptions |
| Growth plate / remodeling | distinct processes | Developing-bone lengthening / continuing formation and resorption; endocrine mineral regulation connects kidney, gut, and bone |
The split between Proficient and Mastery is structure drives function: not just naming a bone or muscle, but saying what its shape lets it do. Ask “so what does that structure do?”
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Skeleton, bone structure & growth | Cannot sort axial/appendicular bones or identify their tissue structure. | Names major bones but needs help connecting compact/spongy bone and marrow to growth or remodeling. | Identifies major axial/appendicular bones, compact/spongy bone and marrow; distinguishes growth-plate lengthening from remodeling and connects bone to endocrine mineral regulation. |
| Joint types, movement & leverage | Cannot match a joint to its movement or load direction. | Classifies joints but needs help explaining movement or the supplied moment arms. | Classifies hinge, ball-and-socket, pivot, and plane joints on a model; explains permitted motion and the selected static-lever calculation using perpendicular moment arms. |
| The three muscle types & major muscle groups | Cannot name the three muscle types, or mixes them up. | Names skeletal, cardiac, and smooth muscle but cannot say where each is found or name the major muscle groups. | Names the three muscle types with where each is found and identifies the major muscle groups on a torso model. |
| Muscle force & antagonistic pairs | Claims muscle pushes or that the filaments themselves shorten. | Names an antagonistic pair but needs help with calcium, ATP, or isometric force. | Explains antagonistic pulls, calcium/ATP roles, and sliding without filament shortening; distinguishes shortening from isometric force and interprets the assigned sarcomere record. |
| Lab technique (model / skeleton ID defense) | Cannot locate a requested bone, muscle, or joint on the model or skeleton. | Points to a bone, muscle, or joint on the model but cannot defend the call from its structure. | Identifies a bone, muscle, or joint on a model or skeleton and defends the call by linking its structure to what it does. |
| 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.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Skeleton, bone structure & growth | Dev / Prof / Mast | |
| 2 | Joint types, movement & leverage | Dev / Prof / Mast | |
| 3 | The three muscle types & major muscle groups | Dev / Prof / Mast | |
| 4 | Muscle force & antagonistic pairs | Dev / Prof / Mast | |
| 5 | Lab technique (model / skeleton ID defense) | 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.