Terry Gough FRIT 7430: Instructional Design Stage 2, Understanding by Design Fall 2012

UbD Stage 2 Template Stage 2 Determine Acceptable Evidence

Title of Unit Real Health Grade Level Grades 9, 10, 11

Stage 1 Identify Desired Results

List the understandings of your unit: Students will understand that: - Dietary products are labeled based on 2000 calories per day. (Explanation) - Marketing decisions have intended and unintended consequences on our health. (Interpretation) - Caloric reduction diets are not always the best means of controlling weight. (Application) - There is a difference between weight and body fat. (Perspective) - Societys depiction of the perfect body does potential harm to young women as well as young men. (Empathy) - They may lose or gain weight but will never change their body type. (Self-Knowledge)

Essential Questions
(copy and paste from Stage 1) Overarching Questions: Are Health products really healthy? If youre thin, are you healthy? If youre big, are you unhealthy? Topical Questions: What are all these numbers and why are they important? How do I know if something is really healthy for me? If losing weight is bad, why is everyone trying to do it? What are two schools of thought on weight control and why should I care? How do Hollywood and the fashion world affect our perception of what is healthy?

Stage 2 - Evidence Performance Task(s)

Goal: 1. Your challenge is to decrease the amount of body-fat of your clientele, in a safe and healthful way, with minimal amount of muscle cannibalization, through the use of your program, and special dietary components. 2. Included in this challenge is to effectively counter societys vision of what an acceptable look is. 1. You are Trainer working for a national chain of health facilities that specializes in a new, and healthful weight reduction program. 2 As a Trainer for a national chain of health facilities specializing in a healthy weight-reduction program, you are also faced with the daunting task of battling societys vision of what a person should look like.

Role:

Audience: 1. The target audience is overweight, unhealthy, 20-40 year old, male/female working class clientele. Situation: 1. You need to convince unhealthy, overweight male/females that your way of cutting body-fat is much healthier than they typical mainstream weight loss reduction programs. 2. Given that most people do not meet societys acceptable body-type, you must also be able to argue effectively, and convincingly, using a) concrete pictorial examples of famous people b) current event articles of famous people, or those in the news, that what is accepted as beautiful is not always necessarily healthy. Product Performance and Purpose: 1. You need to design and implement a body-fat reduction program that is safe, healthy, userfriendly, as well as cost-effective for your clientele. 2. Program implementation and design will also need to include self-concept re-programming for body-type acceptance.

Standards and Criteria for Success: Common Core Standard Addressed: HE H.S.3: Students will demonstrate the ability to access valid information and products and services to enhance health. The students will access valid health information and health-promoting products and services. High school students will critique the validity of health information, health promoting products, and services to prevent and detect health problems. Using critical thinking and analysis skills, high school students will be able to assess the validity of health information and products and services used in the prevention, early detection, and treatment of health problems.

Criteria for Success: 1. A successful result of your program will include; a) Accepted dietary requirements for an average male and female. b) An effective explanation of the correlation of the physical exercise used and the FDA accepted nutritional needs of your clientele. c) Universally accepted guidelines for minimum RDA of nutrition. d) An effective argument for the acceptance of ones unchangeable body-type. 2. You should be able to: (6 facets of understanding) 1) Explain the concepts, principles and processes that you used in order to justify the information used in your project. 2) Interpret; or make sense of the data that you present for your project through images, analogies, stories and models. 3) Be able to show how you applied the information you have compiled. 4) Be able to demonstrate perspective of how the information used in your project can be used to recognize different points of view of body composition. 5) Display empathy towards your clienteles need to lose body-fat in a healthy manner. 6) Be able to reflect on your learning experience. self-knowledge

Performance Task(s) Rubric(s)

Student Designed Health Program Rubric

CATEGORY Content:
-reduces body fat, safe, healthy, & cost effective

4 points
All required information is included.

3 points
Most of the required information is included. Information is supported by research and 1 source was referenced.

2 points
Some of the required information is included. Information is supported by research but no sources were referenced.

1 point
Only one piece of required information was included. Information is not supported by research.

Accuracy:
-information is based on research -at least 2 sources were referenced

Information is supported by research and 2 sources were referenced.

Organization & Format:

-Project is wellorganized and attractive -Writing is free of spelling mistakes -Writing is free of grammatical mistakes. -Persuasive language is used when promoting program & self-concept.

All required elements are included.

Most of the required elements are included.

Some of the required elements are included.

Only one of the required elements is included.

Graphics/Pictures
-Graph and photographs or illustrations are included.

Both a graph and photographs/illustrations are included.

Only a graph and one illustration are included.

Only illustrations/pictures are included, but no graph.

No illustrations/picture or graphs are included.

Students Overall Performance: 14-16 points Exceeds Standards 11-13 points Meets Standards 9-10 points In Progress 8 or below Does Not Meet Standards

(e.g. tests, quizzes, work samples, observations)

Assessments: Peer feedback through presentation Work samples Teacher Observation Discussion/Question & Answer periods Quiz Exam Written reflection

Other Evidence

Student Self-Assessment and Reflection

Students will compare their health program to at least two other classmates noting how they similar/different and which of the three programs is best and why. After reviewing classmates program, the student will note at least 2 modifications they can make to improve upon their own program.