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Terry Gough

FRIT 7430: Instructional Design

Stage 2, Understanding by Design

Fall 2012

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UbD Stage 2 Template

Stage 2 Determine Acceptable Evidence

Title of

Unit Real HealthGrade

Level Grades 9, 10, 11

Stage 1 Identify Desired ResultsList 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?

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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.

Role: 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.

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 weightloss 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, user-friendly, 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.

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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 andservices.

- High school students will critique the validity of health information, health promotingproducts, and services to prevent and detect health problems.

- Using critical thinking and analysis skills, high school students will be able to assessthe 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 demonstrateperspective 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

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Performance Task(s) Rubric(s)

Student Designed Health Program Rubric

Students Overall Performance:

14-16 points Exceeds Standards

11-13 points Meets Standards9-10 points In Progress

8 or below Does Not Meet Standards

CATEGORY 4 points 3 points 2 points 1 point

Content:-reduces body fat,

safe, healthy, & cost

effective

All required information

is included.

Most of the

required

information

is included.

Some of the

required

information is

included.

Only one piece of

required

information was

included.

Accuracy:-information is based

on research

-at least 2 sources

were referenced

Information is supported

by research and 2

sources were referenced.

Information

is

supported

by research

and 1

source was

referenced.

Information is

supported by

research but no

sources were

referenced.

Information is not

supported by

research.

Organization &

Format:-Project is well-

organized 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.

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

Assessments:

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

Student Self-Assessment and Reflection

Students will compare their health program to at least two other classmatesnoting how they similar/different and which of the three programs is best

and why.

After reviewing classmates program, the student will note at least 2modifications they can make to improve upon their own program.