Understanding by Design

Stage 1 Identify Desired Results

Established Common Core State Standards:
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.MATH.CONTENT.4.MD.A.3
Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
NGS: 3-5-ETS1-1.
Define a simple design problem reflecting a need or a want that includes specified criteria for success and
constraints on materials, time, or cost.
NGS: 3-5-ETS1-2.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the
criteria and constraints of the problem.
ISTE -1b
Students build networks and customize their learning environments in ways that support the learning process.
ISTE - 3a
Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.
ISTE - 3d
Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories
and pursuing answers and solutions.
ISTE - 4a
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative
artifacts or solving authentic problems.
ISTE - 6b
Students create original works or responsibly repurpose or remix digital resources into new creations.

What essential questions will be considered? What understandings are desired?

How can we create a school garden to help feed
those in need in our community?
Students will understand that
Fruits and vegetables are essential to our everyday
lives and their health benefits.
Different soils and fertilizers are needed for
different vegetables.
You need to have a design plan for the garden
before you begin planting.
The importance of budgeting for materials before
beginning the planning.
 There are several skills that need to be mastered to
maintain a garden

What key knowledge and skills will students acquire as a result of this unit?
Students will know
The health benefits of fruits and vegetables
Vocabulary words: soil, moisture, seeds,
roots, stems, compost, fertilizer, germination,
mulch
Nutrition facts for fruits and vegetables
How to use the design program Home and
garden 3D to create a layout of the garden
How to properly take care of a garden
When to pick the vegetables after they have
grown
How to create a budget for supplies using the
app MINT.
Students will be able to
Create a layout of the garden
Create a budget for the garden supplies
Use tools to prepare the land for the garden
Plant the seeds in the garden
Water and maintain the garden
Research nutrition facts for fruits and vegetables
Create videos of the progress of the garden to
share with other classes
Teach other classes how to take care of the garden
Create flyers for the school garden day, where
families can come and help pick vegetables and
take them home

Stage 2 Determine Acceptable Evidence

What evidence will show that students understand?
Performance Tasks: (student products & performances with clear criteria used to evaluate)

Students will use the Home and garden 3D app to create their own garden for if they had their own
home. They will need to draft the layout, add where they would put each vegetable and why. Also,
students will create a chart of all the vegetables they chose to grow in their garden, why they chose to
grow that vegetable, and at least one important health benefit of that vegetable.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence: (tests, quizzes, prompts, work samples, observa ons, etc)

Vocabulary assessment
Group observations conducted by teacher
Self-reflection assessments throughout the unit
Material budget
Layout of garden design
Videos using iMOVIE of progress of the garden

Stage 3 Plan Learning Experience

Sequence of teaching and learning experiences (engage, develop and demonstrate the desired understandings)

Lesson 1 - To begin lesson 1, students will be shown a display of different vegetables. As a class, we will cut
open the vegetables and have a discussion of the different aspects of the vegetables. Also, we will design a KWL
chart of what we already know about the importance of vegetables, what we want to know by the end of the
unit, and at the end of the unit is where we will fill in the L portion. Students will be introduced to the idea of
being in charge of the school garden for this school year, and the essential question will be introduced. How can
we create a school garden to help feed those in need in our community?

Lesson 2 - Introduce key vocabulary words (soil, moisture, seeds, roots, stems, compost, fertilizer, germination,
mulch, annual, sowing, organic, waterlogged). Have students use their iPADS to find definitions of the words,
look up example pictures and videos, and create online flashcards to review. Once completed, have students
begin to research different types of vegetables that they would like to grow in the garden. They will need to
create some sort of a chart for the vegetables (vegetable name, type of soil needed, sunlight and water
requirements) so we are able to decide which vegetables will grow best in this particular area.

Lesson 3 - Our school was granted a grant for our garden from the kitchen community for all the supplies that
are needed to create the garden. In this lesson the students will work in cooperating groups. The class will be
divided in half and half of the room will be working on the supply budget for materials using an app called
MINT and the money awarded to us from the kitchen community. The students must work together and use their
math skills to create a budget for the supplies without going over the amount awarded. They will need to do
research on different home improvement sites (home depot, lowes, menards) for prices to make sure they are
getting the best deal on the supplies (supplies will be ordered by the teacher and delivered to the school). While
this is happening the other half of the class will be working on designing the layout of the garden using the app
Home Design 3D outdoor and gardening. The students will need to use their technology to take pictures of the
garden space outside and use it to help them create their layout. They will need to be aware of trees, shrubs, lamp
posts, fences, etc when creating their design.

Lesson 4 - Give the students a vocabulary assessment using quizlet on the key vocabulary words for this Unit.
Once completed, have student led class discussion on supplies needed and budget created, as well as different
layout designs that the class created for the garden. Have the students come up with pros and cons for each
design. Discuss which layout plan would work best.

Lesson 5 (Saturday) - Once supplies have arrived students will begin to create their school garden. Family,
friends, other grade levels, community members, administration, other school staff will be invited to help create
the school garden. Students will be the experts during garden day and be able to help assign jobs and areas for
different people to work. Students will be able to answer questions about the garden layout, materials, tools
vegetables, how and when to water the garden, etc. E-mail addresses will be collected for lesson 6.

Lesson 6 - A google document will be created that students, parents, community members, other school staff, etc
can sign up to water the garden on different days. Students will draft up an e-mail for approval to be sent to any
member who signed up during garden day because they were interested in watering the garden.

Lesson 7 (various times throughout the unit, and after) - Students will use their iPAD to create videos on
iMOVIE of the progress of the garden. Students will discuss different aspects of the garden and show how well
the vegetables are growing (there will be a rubric with requirements and this will be considered a formative
assessment). Students will share these videos with the school staff to show their classes and the e-mail addresses
from lesson 5.
Lesson 8 - Students will use the app poster maker to create flyers to invite people to come to the school on
various Saturdays where they will have the opportunity to work with some volunteers to pick vegetables to take
home to their families and create healthy nutritious meals.

Wiggins, G., & McTighe, J. (2006). Understanding by Design (2nd ed.). New Jersey: Pearson.