Explain how two body systems work together
When to use this goal
For high school students in health class who know body systems as separate facts but cannot explain a link, such as breathing and circulation during exercise. Present levels, not grade, decide fit.
- Baseline
- Score two explanations on topics from recent lessons. Compare a written and a spoken response; if spoken is much stronger, allow recording so the score reflects health knowledge.
- Tips
- Score each row 0 to 2. Any response mode counts: writing, speech-to-text, a recording, or a labeled drawing with captions.
- Limits
- Writing demands can hide health knowledge; offer other modes. Does not measure health behavior.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-hlth-009.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a health topic such as exercise, digestion, or smoking and a graphic organizer, the student will write or record an explanation of how two body systems work together, naming an organ from each and one health habit that affects them independently, earning a score of at least 6 out of 8 on a 4-row body systems explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive written responses, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Health Education.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Science, Social Studies & Digital Literacy - Health Education
- Baseline
- 2 out of 8 rubric points.
- Annual goal496 characters
- By the annual IEP review date, given a health topic such as exercise, digestion, or smoking and a graphic organizer, the student will write or record an explanation of how two body systems work together, naming an organ from each and one health habit that affects them independently, earning a score of at least 6 out of 8 on a 4-row body systems explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive written responses, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a health topic such as exercise, digestion, or smoking and a graphic organizer
- Behavior
- The student will write or record an explanation of how two body systems work together, naming an organ from each and one health habit that affects them independently
- Criteria
- Earning a score of at least 6 out of 8 on a 4-row body systems explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive written responses
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 6 out of 8 on a 4-row body systems explanation rubric scored 0 to 2 per row
- Mastery rule:
- on 3 of 4 consecutive written responses
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a health topic such as exercise, digestion, or smoking and a graphic organizer, the student will write or record an explanation of how two body systems work together, naming an organ from each and one health habit that affects them independently, earning a score of at least 6 out of 8 on a 4-row body systems explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive written responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names both systems and an organ in each (0 = none, 1 = partial, 2 = complete) | Explains the link between the systems in their own words | Connects a health habit to the effect on the systems | Uses health vocabulary from the unit | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row body systems explanation rubric scored 0 to 2 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.