Understanding By Design Unit Template

(Revised & adapted)

Title of Unit / Health and Nutrition / Grade Level / Second Grade
Subject / Science / Time Frame / Unit Begins: 12/1/14
Ends: 2/13/15
Developed By
Stage 1 - Identify Desired Results
Narrative about this Unit of Study: (including the Big Idea)
In this unit students will begin to understand that there are many different types of healthy habits (eating right, exercising, hygiene, etc.), and each of these habits play a role in our overall health.
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
Learning Standards for Health, Physical Education, and Family and Consumer Sciences:
Standard 2: A Safe and Healthy Environment.
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Speaking and Listening Standards
December
2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others.
January
2.1C Ask for clarification and further explanation as needed about the topics and texts under discussion.
Language Standards
October to November
2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
December to January
Us 2.3. Knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Compare formal and informal uses of English.
Understandings
What understandings about the big ideas implied in the PLOs are desired? / Essential Questions
What provocative questions will foster inquiry into the content?
Students will understand that...
·  There are different varieties of healthy habits (Exercising, eating right, hygiene, etc.), and each of these habits are important for our health
·  It’s important to practice healthy habits at home and at school
·  It’s important to eat a well-balanced meal
·  Being emotionally healthy is important for our well-being / ·  What are healthy habits?
·  How can we use healthy habits in the classroom and at home?
·  Why are healthy habits important?
Knowledge:
What knowledge will student acquire as a result of this unit? / Skills
What skills will students acquire as a result of this unit?
Students will know...
·  Ahealthy classroom community is builtupon relationships, hygiene, etc.
·  Humans need a variety of healthy foods, exercise, and rest in order to grow and maintain good health.
·  Good healthy habits include hand washing and personal cleanliness; avoid harmful substances (including alcohol, tobacco, illicit drugs); eat a balanced diet; engage in regular exercise. / Students will be able to…
·  Model the transmission of germs through different activities
·  Create a healthy plate using “My Plate”
·  Create a list of healthy habits to practice at home and at school
·  Identify different exercises that keep us healthy
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Brief Written Description of the Performance Task
Pre-Assessment
Students identify healthy and unhealthy choices, and why we make these choices. They will also create a healthy plate that includes all of the food groups.
Please see attached Pre-Assessment. Use the provided checklist to determine next steps.
Monitor throughout the unit and use the checklist to track their growth in the “Mid’ section.
Post-Assessment
Students will complete the same activity as the Pre-Assessment showing knowledge gained. Please see the Attached Pre-Assessment.
Use the provided checklist to show Post Assessment data.
Rubric for Assessment:
Use attached checklist for track and monitor students’ progress.
Other Evidence
Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?
Formative Assessment- Information will be gathered through
·  small group and individual student conferences;
·  teacher observations;
·  student responses during science lessons
·  experiments
·  understanding the scientific method
·  checklist
Objective(s)
Related to knowledge, skills or both? / Listed Aim or Learning Intention of Each Lesson. / Assessment / Resources
*HIV/AIDS Lessons*
The first two weeks of school complete the 5 lessons on HIV/AIDS (blood borne diseases) / (1)  There are healthy and unhealthy choices that children can make.
(2)  When people get sick there are ways to prevent and treat our illnesses. There are symptoms (bodily signs) of illness. Doctors and nurses diagnose our illnesses when symptoms are more serious.
(3)  Germs can be shared from one person to another to cause disease (through air, skin-to-skin, through saliva, through blood).
(4)  Our immune system helps us to fight off illnesses. HIV weakens our immune system.
(5)  Illnesses affect people; there are people that can help those who are sick feel better. / (1)  Students can identify healthy and unhealthy choices.
(2)  Students can identify ways to prevent and treat illness.
(3)  Students can demonstrate how germs are spread.
(4)  Students understand how HIV affects our immune system.
(5)  Students understand the way illnesses affect people. / http://schools.nyc.gov/offices/teachlearn/documents/docs/hivaidsdocs/hivaidsbookgr2.pdf *HIV/AIDS Lessons*
Why is washing hands important? / Washing hands is the easiest and most important way to stay healthy. / Students will be able to understand the importance of washing their hands.
Activity: Slice a potato, and blanch it to kill any germs that may be on the potato already. After lunch or recess, before students have washed their hands; have them each handle a small slice of potato. Then, have students wash their hands using proper technique and handle another potato slice. Put each slice in a separate, labeled plastic bag. After about five days, have students draw both slices in their science notebooks. What is different between the potato slices? Why do they think the slices are different? / http://www.brainpopjr.com/health/bewell/washinghands/preview.weml
·  Potatoes (slices)
·  Science notebooks
How are germs transmitted? / Germs can be easily spread. / Students will understand the importance of washing their hands to avoid spreading germs.
Activity: Transmission of germs Put a little glitter or flour on some students’ hands. Have those students shake hands with other students, who should then shake hands with other students, and so on. After everyone has shaken hands with at least two people, ask your students if they have glitter or flour on them. Discuss how shaking hands can spread germs and brainstorm ways to avoid germs and the spread of germs. / ·  Glitter or flour
·  Science notebooks
Germs are spread through the air. / Germs can be easily spread. / Students will understand how germs can be spread through the air.
Activity: Demonstrate for your students how germs can spread in the air. Take a little bit of baby powder and pretend to sneeze by blowing on it. Students can see where the baby powder spreads and understand the importance of covering their mouths when they sneeze. Then ask your students what should happen after they sneeze. Show them the “germs” of the baby powder in your hand. Together with your class, brainstorm a list of times when people should wash their hands. Have students copy this list into their notebooks and create a tally chart. Students can review their charts and log in whenever they wash their hands. This will help them to practice healthy hand washing habits. / ·  Baby powder
·  Science notebooks
How can we prevent the spread of the cold and influenza viruses through good hygiene practice? / You can avoid the spread of influenza viruses and colds through good hygiene. / Students will understand how to practice good hygiene to avoid colds and influenza viruses. / http://www.brainpopjr.com/health/bewell/coldsandflu/grownups.weml
How can we make healthy choices when we eat? / (1)  Help children make healthy choices about what they eat.
(2)  Encourage them to pay attention to their food and teach them how to improve their diets.
(3)  Food Pyramid / Students will be able to understand the food groups and what makes a healthy meal for breakfast, lunch, and dinner.
Activity:
·  Students create a balanced diet meal for breakfast, lunch and dinner.
·  Students fill in a food pyramid / http://www.brainpopjr.com/health/food/eatingright/
http://www.brainpopjr.com/health/food/foodgroups/preview.weml
Healthy Snacks On My Plate (My Capstone Library) https://www.mycapstonelibrary.com/reader/?isbn=9781429687485&archive_code=womp_hesna_f12
Why is exercise important for our health? / Exercise helps our bodies stay healthy and fit
·  Heart and lungs work during exercise
·  Maintains a healthy blood pressure
·  Improves circulation
·  Makes our immune system stronger so we can fight off illnesses
·  Builds stronger bones by increasing bone density
Releases endorphins to relieve stress / Students understand the benefits of exercise and the effects it has on our bodies.
Activity: In this activity, students will notice the effects exercise has on their hearts. They will notice how their hearts “working” during exercise (beating faster).
Have your students measure their heart rates. Show how to find the pulse on their wrist or on the side of their throats. Time a minute for them while they practice counting. Older students can count by fives, or take their pulse for ten seconds and then multiply by six, etc. Record their heart rates on a chart or graph. Then lead the students in a physical activity, such as jumping jacks, running in place, or hopping. Have students measure their heart rate again and write their findings on the chart. Hold a discussion with the class: How did their heart rates change? Do they feel their hearts pounding harder or faster? How much faster did their hearts beat? How do you think exercise strengthens the heart? / http://www.brainpopjr.com/health/bewell/exercise/
How can we stay emotionally healthy? / (1)  Emotional health includes:
·  Feelings
·  Emotions
·  Self-Esteem
(2)  Anti-bullying / Students will understand the definition of emotional health, and all the different aspects of emotional health. / (1)  Read Aloud: Stand Tall Molly Lou Melon
(2)  Smart Exchange Lesson on the server
Universal Design for Learning
REPRESENTATION
The ‘what’ of teaching & learning.. / ACTION & EXPRESSION
The ‘how’ of teaching & learning… / ENGAGEMENT
The ‘why’ of teaching and learning…
How do I support students to understand and interact with knowledge and skills and then demonstrate what they know and understand in a range of ways?
·  Question and questioning
·  Multimedia
·  Smart board lessons
·  Explicit teaching
Modeling / ·  Small group instructions
·  Question and questioning techniques
·  Modeling
·  Listening centers
·  Smart board activities
·  National Geographic from the website that the school has brought

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)