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).
Set up, run, and clean up an activity while working safely.
The student names the hazards and where help is (Page 4).
Setup, steps, and cleanup 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 work safely without reminders and leave the space tidy. 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 |
|---|---|---|
| Setup & hazards | ||
| PPE | personal protective equipment | Match protection to the approved task; gear alone does not authorize a hazardous activity. |
| Hazard | potential source of harm | Risk depends on exposure and context; do not equate a hazard with a numerical risk score. |
| Procedure | the steps / instructions | Read all of it — including warnings — before starting |
| Clear workspace | tidy bench / clean area | Nothing loose or spilled; dry and uncluttered before you begin |
| Handling & cleanup | ||
| Careful handling | using approved tools as trained | Requires observation and supervision; paper answers cannot show actual handling. |
| Disposal | throwing away safely | Waste goes where it belongs, not left out for the next person |
| Cleanup | approved restoration of the workspace | Unknown substances or electrical hazards are not student wipe-up tasks. |
| Emergency response | local approved protective and alert actions | Avoid exposure, alert the educator and follow the plan; do not improvise rescue or cleanup. |
Observe the controls appropriate to the approved task, with supervision and accommodations. Ask what must be checked before starting and when to stop. Correct paper answers do not demonstrate actual setup or handling.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| PPE & setup | Begins before checking required protection or workspace conditions. | Sets up with prompts but misses a protection or access need. | Uses protection and workspace controls appropriate to the approved task; the educator observes setup and checks accessibility before work. |
| Procedure & hazard awareness | Dives in without reading the steps or noticing any warnings. | Reads the procedure but skims the warnings, or can’t say where help is. | Identifies task-specific hazards, privacy limits, missing information and stop conditions; names the responsible adult and approval needed. |
| Careful handling | Handles tools or materials roughly or the wrong way — a risk to the work and to people. | Uses tools correctly most of the time but gets careless when rushing. | Handles only approved tools and materials as trained under observation; stops for damage, unfamiliar conditions or uncertainty. |
| Cleanup & disposal | Walks away leaving spills, trash, or tools out for someone else. | Cleans up part way — wipes the bench but leaves materials out, or disposes of things carelessly. | Follows the approved cleanup and disposal plan under observation; does not touch unknown spills or improvise disposal. |
| Emergency response | Does not yet identify the required alert or protective action. | Identifies help but needs prompts to apply the approved response. | Demonstrates the approved emergency response in a safe rehearsal: alert, avoid exposure and follow the local plan; no improvised cleanup. |
| 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 ____ Work/limits ____ Transfer ____ Educator review ____. Attach the first attempt. Actual practical observation is separate.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | PPE & setup | Dev / Prof / Mast | |
| 2 | Procedure & hazard awareness | Dev / Prof / Mast | |
| 3 | Careful handling | Dev / Prof / Mast | |
| 4 | Cleanup & disposal | Dev / Prof / Mast | |
| 5 | Emergency response | 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.