Match body organs to their jobs
When to use this goal
For students in a human body unit or a health class who can name some organs but not what they do, which they need for health choices later. Present levels in matching words to pictures decide whether to use pictures or text.
- Baseline
- Use plain job phrases (pumps blood, breathes in air, breaks down food). Record which organs are missed; abstract jobs such as the brain sending messages are usually harder than the heart or lungs.
- Tips
- Connect each organ to a health habit (exercise and the heart, food and the stomach) so the science carries into daily choices. Three-dimensional models help students who learn by touch. Good fit for alternate assessment life science.
- Limits
- Matching shows recall of a short phrase, not a full account of a body system. It is not health instruction for a specific condition; any health plan stays with the school nurse.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-020.
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Goal
By the annual IEP review date, given 8 organ pictures (such as heart, lungs, stomach, brain) and 8 job cards, the student will match each organ to the card that tells its job independently with at least 88% accuracy on organ and job matches, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 38% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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 Science Skills.
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 - Science Skills
- Baseline
- 38% accuracy.
- Annual goal332 characters
- By the annual IEP review date, given 8 organ pictures (such as heart, lungs, stomach, brain) and 8 job cards, the student will match each organ to the card that tells its job independently with at least 88% accuracy on organ and job matches, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 8 organ pictures (such as heart, lungs, stomach, brain) and 8 job cards
- Behavior
- The student will match each organ to the card that tells its job independently
- Criteria
- With at least 88% accuracy on organ and job matches, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 88% accuracy on organ and job matches
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 8 organ pictures (such as heart, lungs, stomach, brain) and 8 job cards, the student will match each organ to the card that tells its job independently with at least 88% accuracy on organ and job matches, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.