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 03 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Build a model, then explain how the parts connect.
The student traces how systems work together aloud (Page 4).
Labeled models, part jobs, and system connections 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 build the model and explain the biology it shows. 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 |
|---|---|---|
| Levels of organization | ||
| Cell | building block | The smallest living unit; the base of the ladder |
| Tissue | group of similar cells | Cells of one kind working together, like muscle tissue |
| Organ | group of tissues | Several tissues doing one job, like the heart or a lung |
| Organ system | group of organs | Organs teaming up for a big job, like digestion |
| Body systems & how they fit | ||
| Circulatory system | heart & blood | Carries blood, oxygen, and food around the body |
| Respiratory system | lungs & breathing | Brings in oxygen and lets out carbon dioxide |
| Digestive system | stomach & gut | Breaks food down so the body can use it |
| Structure fits function | form follows job | A part's shape matches its job — spongy lungs trade gases |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Levels of organization | Thinks the body is just one big lump of cells. | Lists cells, tissues, and organs but mixes up the order. | Puts the levels in order — cells → tissues → organs → organ systems → organism — with an example of each. |
| Major body systems | Can name only one or two body systems. | Names several systems but not what each one does. | Names the major systems — digestive, circulatory, respiratory, skeletal, muscular, nervous — and explains the main job of each. |
| How systems work together | Treats each body system as if it works alone. | Names connections but confuses flow with stored quantity. | Traces gas and nutrient transport between systems and calculates a supplied flow rate with units and assumptions. |
| Structure fits function | Doesn’t link a body part’s shape to its job. | Notices a shape but can’t explain why it helps. | Explains how thin exchange barriers and large surface area support gas transfer between lungs and blood. |
| Lab technique (body-system modeling) | Builds a model that leaves out key parts or connections. | Builds a model but can’t explain how the parts link up. | Builds a clear model of a body system and uses it to explain how the parts work together. |
| 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 connection over naming: not just listing the systems, but tracing how they team up. Ask the student “so how do these two work together?”
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: _________________________
Integration is reported separately and cannot lower the science grade or block a science demonstration pass. Science and practical criteria determine that pass.
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Levels of organization | Dev / Prof / Mast | |
| 2 | Major body systems | Dev / Prof / Mast | |
| 3 | How systems work together | Dev / Prof / Mast | |
| 4 | Structure fits function | Dev / Prof / Mast | |
| 5 | Lab technique (body-system 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.