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UBD Unit Planning Template

Enduring Understanding:
Hunger is both a local and global
issue, and by understanding the
causes of hunger we can work
together to investigate solutions to
the global hunger crisis.
Essential Questions:

1. What causes hunger?

2. How does hunger look in our
community? In other countries?
3. What can solve the global
hunger crisis?
Common Core and/or Illinois
Standards:
NCSS Standards Addressed:
Culture: Explore and describe
similarities and differences in the
ways various cultural groups meet
similar needs and concerns.
Production, Distribution, and
Consumption: Examine and evaluate
different methods for allocating scarce
goods and services in the school and

Stage 1 - Desired Results

Grade Level: 2

Content Areas Addressed:

Science
Social Studies
Writing

Unit Objectives:
Students will investigate concepts of what causes hunger and
determine solutions for how to provide food for those who face
hunger. By the end of Day 1 of the unit, students will be able to
correctly identify 3-5 ways people acquire food and orally
communicate a basic definition of what is/causes hunger
(Assessment 1).
Students will compare and contrast agricultural life in Ecuador
versus agricultural life in Illinois through the use of an online Venn
Diagram builder to organize ideas. By the end of Day 4 of the unit,
students will be able to note 2 similarities and 2 differences
between crops/climate in Ecuador and crops/climate in Illinois

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community.

through the Venn Diagram.

NGSS Standards Addressed:

Students will develop a written action plan for Ecuadorian

people to start their own organic gardens to provide sustainable
crops for people who live in poverty (Assessment 2-Formal). By
the end of Day 4 of the unit, students will be able to correctly
answer the four prompts on the action plan template, highlighting
their knowledge of what plants need in order to grow and why
starting a community garden would benefit people living in
impoverished areas of Ecuador.

2-LS2-1: Plan and conduct an

investigation to determine if plants
need sunlight and water to grow.
2-LS4-1: Make observations of plants
and animals to compare the diversity
of life in different habitats.
Common Core Standards
Addressed:
CCSS.W.2.2: Write
informative/explanatory texts in which
they introduce a topic, use facts and
definitions to develop points, and
provide a concluding statement or
section.

Students will synthesize their knowledge of plant

growth/development and the issue of global hunger by developing
a letter to distribute to families, businesses, and community
members enlisting their help in the starting of a community
garden. By the end of Day 10 of the unit, students will be able to
produce a typed letter that addresses what plants were chosen
and why, how this will benefit the community, and how it connects
to the idea of global hunger relief (Assessment 3).

CCSS.W.2.5: With guidance and

support from adults and peers, focus
on a topic and strengthen writing as
needed by revising and editing.
Stage 2 Assessment Evidence

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Assessment #1:

Assessment #2:

Pre-Assessment: What is Hunger?

Graphic Organizer

Formal Assessment: Crops in Ecuador vs. Crops in Illinois Graphic

Organizer and Action Plan

Create a class mind map regarding

the concept of hunger to assess
students pre-existing knowledge of
the topic.

Leading into a discussion about organic sustainable farming,

connect two communities by providing students with a chart in
which they conduct research about crops that grow well in Illinois
versus crops that go well in Ecuador. Use an online Venn diagram
builder for students to organize their ideas.

What is hunger?
How do people get food?
Brainstorm ways that people who live
in poverty can work to provide food
for themselves (as opposed to only
having a canned food drive that
provides temporary relief)

http://www.readwritethink.org/files/resources/interactives/venn_di
agrams/
Prepare a typed action plan for Ecuadorian people to start their
own organic gardens to provide sustainable crops for people who
live in poverty.
Assessment #3:
Authentic Assessment: Combating Hunger in our Community via
Community Garden
Using knowledge of what crops grow well in Illinois, what plants
need to grow, and how to care for a garden, collect compost and
start a small community garden that anyone can use to help
feed their families while contributing to providing fresh food for
other people. Draft a letter to parents, businesses, and
community members enlisting their help in the strengthening of
the community garden. In the letter, include facts about what
plants were chosen and why, how this will benefit the community,
and how it connects to the idea of global hunger relief.

How Many Lessons of What

Length?
8 full lessons over a period of 10 days
(with some additional activities such
as lesson introductions and guest
speakers)

Stage 3 Learning Plan

Bullet Your Lesson Plans:

What is hunger mind map (Day 1)

What plants need to grow experiment (Days 2-10)
Hunger resource list (Day 2)
Crops in Illinois vs. Crops in Ecuador Venn Diagram (Day 4)
Ecuador garden action plan (Day 4)
Compost bin posters/advertisements (Day 5)
Planting of the community garden (Days 6-8)
Community garden call to action letter (Days 8-10)
o See attached for full lesson plan