The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template

Figure B.1 The UbD Template, Version 2.0
2011 by Grant Wiggins and Jay McTighe

Stage 1Desired Results

Established Goals

1.2 Distinguish between

adequate and inadequate
reasoning
3.2 Analyze short-term
and long-term
consequences on self,
family, culture/society,
and global environment
3.6 Distinguish adequate
from inadequate reasons
4.8 Evaluate potential
short- and long-term
consequences of
possible actions on self,
others, culture/society,
and global environment.
4.11 Design a plan for
accomplishing a selected
action
13.1.4 Analyze factors that
contribute to healthy and
unhealthy relationships.
13.1.6 Demonstrate stress
management strategies for
family, work, and
community settings.
13.2.3 Analyze the effects
of self-esteem and selfimaging on relationships.
13.4.3 Apply the roles of
decision making and
problem solving in reducing
and managing conflict.
13.6.3 Apply critical
thinking and ethical
standards when making

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

Be able to recognize the six steps in the decision making process, identify healthy snack choices, understand how
to cope with stress, and how to maintain high self-esteem.
What kinds of long-term independent accomplishments are desired?

Students will be able to maintain a healthy lifestyle independently by making choices that lead to a healthy
lifestyle.
Meaning
UNDERSTANDINGS
Students will understand that ..

Students will be able to understand that it is

important to live a healthy lifestyle.
Students will know how to make healthy choices
when it comes to their lives.

Students will understand that having a healthy

lifestyle has several factors that play into living that
lifestyle.

ESSENTIAL QUESTIONS

What is it mean to be healthy?

Why is a healthy lifestyle important?

What are ways we can be healthy?

What is my plate?

What types of food is on my plate?

Why should we avoid junk foods?

What is a responsible choice?

What causes stress?

How are healthy and responsible choices related?

The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template
Figure B.1 The UbD Template, Version 2.0
2011 by Grant Wiggins and Jay McTighe

judgments and taking

action.

Acquisition
Students will know . . .

The six steps of the decision making process, healthy

snack alternatives, different ways to deal with their
stress, and different ways to build up self-esteem and
how to maintain a healthy lifestyle throughout
challenges that occur through everyday life.

Students will be skilled at . .

Students will be able to stand in front of the class and present
their stress technique to the class. Students will be able to
explain why my plate is a good example of eating healthy and
healthy food options. Students will be able to identify which
foods belong into groups on my plate. Students will be able to
recognize and practice different types of yoga for de-stressing.
Students will be able to list the six steps in the decision making
process and apply those steps to a personal situation. Students
will be able to relate how healthy choices and responsible
choices are related.

Stage 2

Code

Evaluative
Criteria

Are all desired

results being

What criteria
will be used in

appropriately

each assess-

PERFORMANCE TASK(S):

Students will show that they really understand by evidence of . . . Group discussions, class discussions, completing
worksheets,
Passing
of quizzes/tests, one on one assessments.

The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template
Figure B.1 The UbD Template, Version 2.0
2011 by Grant Wiggins and Jay McTighe

assessed?

ment to evaluate attainment

of the desired
results?
Students will
participate in
answering
questions, and
completion of
assignments.

Students will
be able to provide ways that they will develop a healthier lifestyle by completing in class assignments and
discussions. Students will complete assigned projects such as a project on healthy snacks versus unhealthy snacks.
Students will look up a stress management technique and stand in front of class and present their technique to the
classroom. Students will complete a self-esteem project that is directly related to themselves. The project will be to
research different ways to help self-esteem become higher. (Will not be shared with the class).
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

Regardless
of the format
of the assessment, what
qualities are
most
important?
Understand
how to have a
healthy
lifestyle
through
different
aspects.

OTHER EVIDENCE:

Participating in group/class discussions, completing all

projects, class work, and getting a passing score on all test/quizzes.
Students will show they have achieved Stage 1 goals by . . .

The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template
Figure B.1 The UbD Template, Version 2.0
2011 by Grant Wiggins and Jay McTighe

What other evidence will you collect to determine whether Stage 1 goals were achieved?

Assess facial expressions, bring up possible questions students may have and answer them, allow students to freely
ask questions. I will also collect assignments to assess their knowledge in order to see if stage one goals have been
met.

Stage 3Learning Plan

The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template
Figure B.1 The UbD Template, Version 2.0
2011 by Grant Wiggins and Jay McTighe

Code

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

skill levels, and potential misconceptions? Video clips
and PowerPoint presentations will be used to trigger
prior knowledge. I will also have pre-assessment
quizzes with five or less questions ensuring students
that their grade on that is strictly participation in case
they are worried about getting a bad grade.
Progress
Monitoring

How will you monitor students

progress toward acquisition,
meaning, and transfer, during
lesson events? I will monitor
students learning by class
discussions, one on one talks,
and graded assignments.

The Understanding by Design Guide to Creating High Quality Units

Module B: The UbD Template
Figure B.1 The UbD Template, Version 2.0
2011 by Grant Wiggins and Jay McTighe

Whats the goal

Learning Events
for (or type of) Lesson One:
each learning
I will hand out a quiz on the six steps of the decision making
event?
process and students will complete and turn back into me.

Students will write their thoughts on why healthy and

responsible choices are related.
Lesson Two
Present to the class why my plate is a good model of healthy
eating. Students will also create a meal of their own that
includes foods from every group on my plate
Students will correctly fill in the my plate game on the smart
board with the correct foods in each section.
Lesson Three
Class discussion on ways to manage stress and ways to
manage stress.
Practice different yoga positions in the classroom.
Lesson Four
Students will work in pairs to complete the self-esteem
worksheet.
Students will change low self-esteem symptoms into high selfesteem symptoms.

What are potential rough spots and

student misunderstandings? Students
might have trouble with the worksheets
and projects. I will incooperate more
presentations into my lessons and more
hands on activities so students will not get
bored.

How will students get the

feedback they need? Students
will get the feedback they need
by asking me questions,
receiving feedback on their
completed/graded assignments.