e the following completed six-page template as a guide as you design your own UbD units.

Unit Cover Pege

Unit Title: Establishing a Personal Learning Network

Grade Levels: _ _~5"th"-- _ staff

Subject/Topic Areas: Web 2.0

~H~e~a,,~~h~a~"""'_'N~"~trtt~·~io~"C-- _

Key Words: nUUit.ion, healt.h, wellne%, balanced diet., food pyramid

Designed by: Kathleen = . ...Risolvo

--"flo"."J",a" _ Time Frame: may 2010
.3 week!>

School District: Schiller Park School

Mon~omeryKnoIl~ P.S. Distrct Washington
School: _Che=:::":.:hi:.:"':.:C::a::<:.:E::Ie::m:.:._ _

Brief Summary of Unit (including curricular context and unit goals):

After instruction, teachers
In t.hi!> Int.roductory unit. will
of thebehealt.h
ableeducation
to ! cour6C, 5tuden~ 'Ni1l1e8rn 8bout human nutritJ0n8l
-!need~,define
t.he foodparts
group!>.ofthe
their Professional
nutritional t1enefit5 ofLearning Network.
variou5 food5, the USDA! food pYl'lImld guidelin~, and
-!healthFind resources and add them to a school resources
problem5 a!iooclat.ed with poor nutrition. They will de~n an iIIu5t.rateO wiki!nut.ritlon brochure to teach
-!younger
Share resources via the web 2.0 tools discussed!
children about t.he importance of good nutrition for healt.hy living, work In cooperatlve group6 to
analyze a hypothetical family'!> diet and recommend wayfJ to improve t.heir nutritlonal value, and conduct
re!iearch on health problem!> re5ultlng from poor eating habit.!>.
In the culminstlng performance task, ~tudente> develop and pre5ent a propo5ed menu for an
upcoming t.hree-day outdoor educatlon p~ram. Their menu for meal~ and 5nack!t !thould meet the USDA
food pyramid recommendation5. The unit conclude5 wit.h 5tudent5 evaluating their per!>Onal eating kabit5
,sind the extent to which they eat healthily.

"
Unit' design status: "Completed template pages-Stages 1, 2. and 3

IiJCompleted blueprint for each performance task o Completed rubrics

o Directions to students and teachers o Materials and resources listed
o Suggested accommodations o Suggested extensions
Status: 0 Initial draft (date _--=30."",2__ ~Revised draft (date _-,,711:::4,,-_

rilf Peer reviewed riJ Content reviewed ~ Field tested o Validated o Anchored
327
1.....-..- S_ta_9_8_'-_ld_8_"_t_ify_D_8_s_ir_8_d_R_8_S_u_lt_s 1
Established Goals:

Teachers will identify

Standard 6--Students willproductive uses ofconcepts
understand essential various online
about tools.!
nutrition and diet. CD
6a-Students will use an understanding of nutrition to plan appropriate diets for themselves
and others.
6c-Students will understand their own individual eating patterns and ways in which those patterns may be
improved.

What essential questions will be considered? What understandings are desired?

•!• What
How can educators
is healthful eating? stay up to CD Students will understand that . ..
date
• Areon
younew technology
a heathful integration?
eater? How would you know? In order to keep current on technology
• How could a healthy diet for one person be integration,
• A balanced dietvarious toolstocan
contributes be used,
physical and
unhealthy for another? including:!
mental health.
• Why are there so many health problems in the The USDA food pyramid presents relative
-• Twitter!
United States caused by poor nutrition despite guidelines for 2.0!
nutrition.
- Classroom
all the available information? • Dietary requirements vary for individuals based
- Google Reader!
on age, activity level, weight, and overall health.
-• Delicious
Healthful living requires an individual to act on
available information about good nutrition even
if it means breaking comfortable habits.

What key knowledge and skills will students acquire as a result of this unit?

Students will know . ..

-• how their selectedfat,tool works!
o Students will be able to ...
- add new information to the wiki
Key terms-protein. calorie. carbohydrate, • Read and interpret nutrition information
- how their
cholesterol. selected tool can assist page!on food labels.
teachers in finding
• Types of foods in eachout
foodnew
groupinformation
and their - sign up fordiets
• Analyze various online value.
for nutritional tools!
that is helpful in
nutritional values. the classroom • Plan balanced diets for themselves and
• The USDA food pyramid guidelines. others.
• Variables influencing nutritional needs.
• General health problems caused by poor
nutrition.

328
 Sample 6-Page Template

1~ S_t_ag_8_2_-D_et_8_rm_in_8_A_cce_P_ta_b_I_8_E_V_id_8_n_C_8 _
at evidence will show that students understand?

Performance Tasks:
As teachers sign up for each of the web 2.0 applications, they will be asked to add
You Are
their firstWhat You Eat-Students
impressions create
onto the wiki an illustrated
page. brochuredata
This assessment to teach mechildren
younger
will allow to
determine whelther or
about the importance ofnot they
good understand
nutrition how these
for healthful living. tools can be useful.
Offer younger students ideas for
breaking bad eating habits.

Chow Down-Students develop a three-day menu for meals and snacks for an upcoming
Outdoor Education camp experience. They write a letter to the camp director to explain why
their menu should be selected (by shoWing that it meets the USDA food pyramid recommen-
dations, yet it is tasty enough for the students). Include at [east one modification for a
specific dietary condition (diabetic or vegetarian) or religious consideration.

hat other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence:
(e.g., tests, quizzes, prompts, work samples, observations)
-I will observe the teachers as they explore.!
-Quiz-The givegroups
I will also food and thetoUSDA
the a survey food pyramid
determine which tool they would like to become an expert
on. This information will help me to determine understanding.
Prompt-Describe two health problems that could arise as a result of poor nutrition and
explain how these could be avoided.

Skill Check-Interpret nutritional information on food labels.

Student Self-Assessment and Reflection:

As a group, we will determine how we will present (the criteria) these tools on the
wiki. This will serve
1. Self-assess as the rubric
the brochure, forWhat
You Are student self-assessment. It will also provide the
You Eat.
oppertunity for reflection on the presentation
2. Self-assess the camp menu, Chow Down. as we go along.
3. Reflect on the extent to which you eat healthfully at the end of unit (compared with the
beginning).
 Stage 2-Determine Acceptable Evidence (contlnuedl

Assessment Task Blueprint

What understandings or goals will be assessed through this task?

[~~_J
Teachers
Students willwill
planidentify productive
appropriate diets for uses
oft;hem5el"es
various8"d
online tools.!
others.

What criteris are implied in the stant/ard5o and unden'Ulndings regardless of the Ulek specifb,7 Wh8t qualitiet:>
must student work demorl!>trate CO signify that standards were met'?

[
This will be determined
• Nutritionally sound by the group.
• Compari50rI of t85te v£;. nutrition
• Fe8sible
J
Through what authentic performance task will students demonstrate understanding?

Task Overview:
!Since we hMe been k:arning about nutrition, the camp director at the Outdoor Ed Curter has '\H'iked U5 to
G
Creation of information
propose a nutritionally balancedrelaying
me~u for criteria!
our three-day trip to the center later this yeM. Using the USDA
add first impressions
food pyramid guidelines tind to
thethe wiki ftict!3 on food la\?el!3, design a plan for three days, including the
nutrition
three main meal!3 and three snacks (a.m., p.m., and campfire). Your goal 113 a tasty Md nutritionally \?alanced
menu. In addition to your menu, prepare a )etur to the camp director explaining how your menu meets the
USDA nutritional guidelines. Include a chart showing a breakdown of the fat, protein, carbohydrate!3, . . ita·
mins, mineral!3, snd calorie!3.

What student products and performances will provide evidence of desired understandings?

teacher
Menu withadditions to the wiki
chart of nutritional ....alue!3
[~_L_<t_te_,_to_,_a_m_p_d_;'_""_to_' J
By what criteria will student products and performances be evaluated?

the group
• Menu established
meets criteria for
USDA guidelines • Effecti....e explanation of nutritional yalue and
presentation chsrt 15 accurate snd
of information
• Nutritional ....alues t8!3U appeal of prop0!3ed menu
compleu • Proper letur form
• Menu addresse5 the audience and the !3ituation • Correct spelling and con....entlon!3

330
 SlImple 6-PIIge Templele

Stage 3-Plan Learning Experiences

WHERETO
Whst s~qu~nc~ of teschfng snd lesrning ~xperi~nc~s will equip e>tudents to engage with, develop. snd demonstrate
the d~e>ired understandings? Use the following sheet to lie>t the key teaching snd learning sctivities in ~quence.
Code each entry with th~ sppropriate initlsle> of the WHERETO elemente>.

Module
1. Begin 2: How
with do Iquestion
an entry get started
(Can theinfoode>
a PLN?!
you eat cause zite>!') to hook e>tudente> into considering •
1.! The of
the effect!> teachers willtheir
nutrition on sign up Hfor each of the sites mentioned above. (Links to be
lives.
provided
2. Introduce onthetheEssentisl
wiki)! Quee>tione> sMd die>cue>s the culminating unit performsnce tSe>ks (ChOW Down sMd
2.!
EatingWatch short W
Action Plan). tutorials on each of the tools!
3.! Choose one tool
3. Note; Key vocsbulsry to become
terme> an expert
sre introduced ss neededinby! the vsriOue> lesmiMg sctivitiee> snd performance
4. Creation of information relaying criteria!
tSe>ks. Students resd snd discue>s r~jevsnt selectioM from the Heslth teKtbook to support the lesn1ing
sctivitie!> snd tsske>. As sn ongoing
5. add first impressions to the wiki! sctivity, e>tudents keep s chsrt of their daily eating snd drinking for
[ster review and evsluation. E
6. Complete survey in which their selected tool is identified.
4. Pr~e>ent concept stUlinment lee>son on the food groups. Then hsve e>tudents practice cstegorizing
pictures of foods accordingly. E
5. Introduce the food pyramid snd identify food!> In esch group. Students work in groups to develop a
poster of the food pyramid contsining cut-out pictures of foods in each group. Display the po!>ters in
the clsssroom or hallway. E
6. Give quiZ on the food groUp5 <ilnd food pyr<ilmid (mstehlng form<ilt). E
7. Review <ilnd di!>Cue>e> the nutrition brochure from the USDA. Di!>Cussion question: Must everyone follow
the S<ilme diet to be heslthy!' R
8. Working in cooperative groups, students analyze a hypothetical family's di~t (d~lib~rately unbalanced)
and m<ilke recommendations for improved nutrition. r~acher observes and coach~s students as th~y work.
E-2
9. Hav~ groups shar~ their diet <ilnalyses and di!>Cuss ss s class. E, E-2
(Note; Tescher collects and r~vieW5 th~ diet analys~s to look for misund~rstandlngsn~~ding instructional
attention.)
10. Each student d~5igns an illustrated nutrition brochur~ to te<ilch younger childr~n about th~ import<ilnce
of good nutrition for h~a!thy liVing and the problems aS5QCisted with poor eating. This <ilctivity is completed
outside of clsss. E, T
11. Stud~nts exchange brochures with members of their group for a peer assessment bssed on s criteria
lie>t. Allow students to make revie>ions bssed on feedb<ilck. R, E-2
12. Show and discuss th~ video MNutrition and You:' Di!>Cuss the health probleme> linked to poor e<iltJng. E
13. Students listen to, and question. <il guest spe<ilker (nutritionist from the loc<ill hospital) about health
problems caused by poor nutrition. E
14. Students respond to written prompt: De!>Cribe two h~a!th problems thst could ari~ as til result of
poor nutrition <ilnd eKplain what chang~s in eating could h~lp to svoid them. (These are collected <ilnd graded
by tescher.) E-2
15. Te<ilcher models how to read and interpret food lab~1 information on nutritional values. Then students
practic~ using donated boxes. cans, and bottles (emptyl). E
16. Stud~nts work Ind~p~nd~ntly to develop the three-day camp menu. Evaluate 8Md give fe~dback on the
camp m~nu proJ~ct. Stud~nts e>elf- and peer-assess their projects using rubrics. E-2, T
17. At th~ conclusion of the unit. students review their completed daily esting chsrt snd self-assess the
healthfulness of their eating. Have they notic~d chang~s7Improv~ments7Do they notice changes in how
they feel snd their app~arance7 E-2
18. Students develop a personal Meating action pl8n~ for h~slthful ~sting. Th~s~ are saved and presented
at upcoming student-involved parent conferenc~s. E-2. T
19. Conclude the unit with e>tudent self-evaluation r~garding their p~rsonsl eating habi'[;s. Have each
student develop a personal action plan for a Mheslthful eating~ goal. E-2, T

33'