Melissa Feiger

UBD Unit Planning Template

Stage 1 - Desired Results
Enduring Understanding:
Grade Level: K
People in all countries eat different
kinds of food, which connects culture to
foods, and many foods are shared
among countries.
Essential Questions:
Where does food come from?

Common Core and/or Illinois

Standards (depending on subject
be sure to include all content areas):
Social Studies
Culture: Social studies programs
should include experiences that
provide for the study of culture and
cultural diversity.
People, Places, and Environments:
Social studies programs should include
experiences that provide for the study
of people, places, and environments.
Individual Identity and development:
Social studies programs should include
experiences that provide for the study
of individual development and identity.
Production, Distribution, and
Consumption: Social studies programs
should include experiences that
provide for the study of how people
organize for the production,
distribution, and consumption of goods
and services.
Global Connections: Social studies
programs should include experiences
that provide for the study of global
connections and interdependence.
Standard 4: Historical Research
CapabilitiesB: Obtain historical data

Content Areas Addressed (at least

2):
Science, Social Studies, Literacy

Unit Objectives (label with the

assessment number in Stage 2):
Students will be able to explain/discuss
that food comes from places all over
the world.
Students will be able to explain/discuss
that people of different cultures eat
foods based on their country of origin.
Students will be able to identify and
label foods as go, slow, whoa.

Melissa Feiger
from a variety of sources.
Science
Performance Expectations: Construct
an argument supported by evidence for
how plants and animals (including
humans) can change the environment
to meet their needs.
Science and Engineering Practices:
Construct an argument with evidence
to support a claim.
DCI: Plants and animals can change
their environment.
Crosscutting Concepts: Systems in the
natural and designed world have parts
that work together.
Patterns in the natural and human
designed world can be observed and
used as evidence.
Literacy
CCSS.ELA-LITERACY.SL.K.6: Speak
audibly and express thoughts, feelings,
and ideas clearly.
CCSS.ELA-LITERACY.RL.K.7: With
prompting and support, describe the
relationship between illustrations and
the story in which they appear (e.g,,
what moment in a story an illustration
depicts).
CCSS.ELA-LITERACY.SL.K.5: Add
drawings or other visual displays to
descriptions as desired to provide
additional detail.
CCSS.ELALITERACY.L.K.1.F: Produce and
expand complete sentences in shared
language activities.
CCSS.ELA-LITERACY.L.K.5.A: Sort
common objects into categories (e.g.,
shapes, foods) to gain a sense of the
concepts the categories represent.
Stage 2 Assessment Evidence (name the three kinds of assessment you
have chosen and provide a brief description of these assessments).
Remember, each assessment MUST assess all subjects in your unit. One

Melissa Feiger
assessment MUST involve technology.
Assessment #1:
Summative aligns with both unit
objectives: This worksheet is from the
individual activity to sort go, slow, and
whoa foods for Chinese food/China.
This is a just a sample of what the
assessment looks like (students have
different cultures and different foods). If
the student places the foods in the
correct categories, then it is clear they
understand the material. This
assessment is fun and engaging for
students while it gives teachers quick
insight into who understands the
content and who needs individual
attention.

Assessment #2:
Authentic aligns with objective 2: This
is the format of the pages for the
Personal Culture Book. Each page will
include a different piece of information
pertaining to food, their culture, where
the food/culture comes from, etc. This
assessment will allow students to
express themselves as teachers are
able to see that they understand where
the food and their culture comes from.
It also shows that they did their
research from the previous activity.
Assessment #3:
Performance aligns with both unit
objectives: This rubric is for the
culminating project, the class menu.
This assessment provides the
opportunity for the teacher to check for
understanding of all the
skills/knowledge gained by the
students throughout the entire unit.
Many times, assessments are done
orally with Kindergarteners because
they know more than they can write.
This rubric does just that in which the
students will share and discuss with
their classmates to show what they
have learned throughout the unit. It is
not hard evidence such as a worksheet
or a written exam, but it ensures that
each student contribute their ideas to
the class menu.

Stage 3 Learning Plan (briefly outline your unit in the two boxes below)
How Many Lessons of What Length? Bullet Your Lesson Plans (specify
which lesson you will be submitting
13 activities about 20-40 minutes each as a full lesson plan):
(depends on the activity)
Mapping Our Foods
Sorting Go, Slow, Whoa Foods
1 full lesson plan with 3 activities
on SMARTboard
Sorting Go, Slow, Whoa Foods
individually
Read Aloud: I Will Never Not

Melissa Feiger

Ever Eat a Tomato

What did you eat today?
Msindo school garden
Choosing foods for the school
garden
Planting a school garden
Watch Traveling Trio
Try a new food and video record
it
Research family culture/foods
Creating a Personal Culture
Book
Culminating Project: Create a
class menu