The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template

Figure B.1 The UbD Template, Version 2.0

Lydia Smith

Holiday Meals: Thanksgiving Unit

Foods and Nutrition
Time Frame: Approx. 2Weeks

2011 by Grant Wiggins and Jay McTighe

Stage 1Desired Results

Transfer

Established Goals
What content standards and
program- or mission-related
goal(s) will this unit address?

Students will be able to independently use their learning to . . .

NASAFACS
2.3
Describe conditions
and circumstances that
create or sustain recurring
and evolving concerns.

What kinds of long-term independent accomplishments are desired?

4.2
Describe a particular
recurring and evolving
individual, family, workplace,
or community concern.
9.2.1 Analyze factors that
contribute to food borne
illness.
9.2.6 Demonstrate
standard procedures for
receiving and storage of raw
and prepared foods.
14.4.5 Analyze food borne
illness factors, including
causes, foods at risk, and
methods of prevention
commercially and by
individuals and families.
What habits of mind and
cross-disciplinary goal(s)
for example, 21st century
skills, core compe-tencies
will this unit address?

Participate in safe and sanitary practices in each step of the cooking process and become aware of Thanksgiving celebrations
globally.
Students will be able to prepare safe meals for their families and friends throughout life.

Meaning
UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will understand that . . .

Students will keep considering . . .

It is important to practice safety and sanitation when preparing

meals, especially during the holiday season, because it is
essential to protect individuals from bacteria that can be
passed through food consumption. By practicing safe food
handling, illnesses and fatalities can be prevented

What habits do you/your family members practice while

cooking?

What specifically do you want students to understand? What

inferences should they make?

How do different cultures celebrate Thanksgiving worldwide?

Students will understand kitchen safety and sanitation guidelines

that aid in preventing food borne illnesses, like Salmonella, E.
coli, and Staph infection, through essential kitchen skills. These
skills include techniques that prevent injury, cross-contamination,
and undercooking food.

What are safe and unsafe kitchen practices?

What are sanitary and unsanitary kitchen practices?
What thought-provoking questions will foster inquiry, meaningmaking, and transfer?
How will this affect your cooking practices at home?

The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template
Figure B.1 The UbD Template, Version 2.0

Lydia Smith

Holiday Meals: Thanksgiving Unit

Foods and Nutrition
Time Frame: Approx. 2Weeks

2011 by Grant Wiggins and Jay McTighe

Acquisition
Students will know . . .

Students will be skilled at . . .

What facts and basic concepts should students know and

be able to recall?

What discrete skills and processes should students be able

to use?

Students will be able to identify basic kitchen safety and

sanitation skills that they can apply to their own cooking
practices. As basis to compare, students will also be able
to identify instances where safety and/or sanitation were
not put into consideration.

Students will understand kitchen safety and sanitation

guidelines that aid in preventing food borne illnesses
through essential kitchen skills. These essential skills
include preventing fire hazards, preventing knife injury,
proper handwashing techniques, preventing crosscontamination by using different cutting boards, identifying
methods of heat transfer, identifying correct placement of
food in an oven according to food properties, food
placement in the refrigerator, correct refrigerator and
freezer temperatures, proper internal cooking temperatures
for a variety of food, comprehension of the Temperature
Danger Zone, and how to prevent food-borne illness
through this knowledge. Students will also gain a better
understanding of cultures around the world by exploring
how other nations and cultures celebrate thankfulness

Students will be able to identify properly cooked and

undercooked foods when presented images or samples of
food.

Students will be able to describe conditions and

circumstances that create or sustain recurring and evolving
concerns that face sanitation and safety.

Students will be able to describe how safety and sanitation

may affect families.

The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template
Figure B.1 The UbD Template, Version 2.0

Lydia Smith

Holiday Meals: Thanksgiving Unit

Foods and Nutrition
Time Frame: Approx. 2Weeks

2011 by Grant Wiggins and Jay McTighe

Stage 2Evidence
Code
Are all desired
results being
appropriately
assessed?

Yes.

Evaluative
Criteria
What criteria
will be used in
each assessment to evaluate attainment
of the desired
results?

Proof of
students
understanding
through rubric.

PERFORMANCE TASK(S):
Students will show that they really understand by evidence of . . .

Correct handwashing techniques, Fill the Fridge worksheet, completed guide note sheets.

How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

Identifying unsafe kitchen practices in an image, demonstrating correct handwashing techniques, completing Fill the
Fridge worksheet, identifying instances of cross-contamination in a video, identifying how oven placement can affect
cooking, acknowledging how other cultures celebrate thankfulness, identifying correct placement of food in a refrigerator,
identifying conditions that increase bacteria in food (temperature danger zone), providing positive feedback (facial
expressions, participating in group conversations, etc.), and completing guided note sheets.
Regardless
of the format
of the assessment, what
qualities are
most
important?

Genuine
learning and
real-world
applications.

OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by . . .
Participating in lecture and correctly completing class work, in-class demonstrations of skills, and homework.

What other evidence will you collect to determine whether Stage 1 goals were achieved?
Assess facial expressions, have a list of possible questions students may have and answer them, allow students to freely ask
questions.

The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template
Figure B.1 The UbD Template, Version 2.0

Lydia Smith

Holiday Meals: Thanksgiving Unit

Foods and Nutrition
Time Frame: Approx. 2Weeks

2011 by Grant Wiggins and Jay McTighe

Stage 3Learning Plan

Code

Whats the goal for

(or type of) each
learning event?
Students will
understand: 1. Basic
Kitchen Safety (fire
& knives) and
Sanitation
(handwashing),
Food Placement in
Fridge; 2. CrossContamination
(cutting boards),
Cooking Order,
Placement in Oven
(heat transfer), &
Even Cooking; 3.
How to Keep
Leftovers Safe &
Tasty (storage,
cooling) (temp.
danger zone); 4.
How Cultures
Around the World
Celebrate
Thanksgiving.

What pre-assessments will you use to check students prior knowledge,

skill levels, and potential misconceptions?
Lesson 1. Identify unsafe kitchen practices in an image; Lesson 2.
Watch video with examples of unsanitary cooking practices and ask
students to identify them; Lesson 3. Show clip from A Christmas Story
and ask students to identify their favorite leftovers; Lesson 4. Ask
students if they know about other countries Thanksgiving traditions.

Pre-Assessment

Progress
Monitoring

Learning Events
Student success at transfer, meaning, and acquisition depends upon . . .

Mainly me as the teacher providing students with genuine learning experiences and willingness to
explain material in ways that students understand. Second, it depends on students previous
understandings of safe/unsafe and sanitary/unsanitary kitchen practices and willingness to learn
new material, participation in class and completing assignments that are in-class and homework.
Finally, it depends on students ability to master skills taught in class that promote safe and
sanitary kitchen practices.
Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan? Yes,
because students will use their previous knowledge of safe and sanitary kitchen practices to connect
to new content learned to better their kitchen practices. They will be able to consider questions
throughout the unit that require reflection on their own practices and understand that by creating a
safe and sanitary kitchen, the food prepared will also be safe and sanitary, ensuring the health of their
loved ones.
Does the learning plan reflect principles of learning and best practices? Yes, because students will
become mastered at skills that are required to provide the safest and most healthful meals to
themselves and their loved ones.
Is there tight alignment with Stages 1 and 2? Yes, because NASAFACS Standards are the guiding
force behind this unit that pose questions concerning the recurring issue of food-borne illness in food
and the habits that can prevent these. Students will acquire a greater understanding of these and will
use performance assessments to prove their knowledge.

How will you monitor students progress

toward acquisition, meaning, and transfer,
during lesson events? Through
demonstrations of handwashing
techniques; activities, like Fill the Fridge
worksheet, guided note sheets; and facial
expressions.

What are potential rough spots and student

misunderstandings? Students previous
experiences with meals lacking safe and sanitary
practices.