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

Transfer

American Culinary Federation

1.

2.

1.

2.

3.

4.

Perform in everything we do;

This unit outline is to help Advanced Baking students understand and gain knowledge on veganism. They
learn to live with ambiguity and
will
gain new skills in the kitchen to prepare new dishes. Students will know how to apply that knowledge to
uncertainty; welcome future
the
growing
food industry around them. Students will know how to eliminate certain ingredients from recipes,
changes in our industry; learn to
manage risk; use common sense; but adding substitutions in place of traditional ingredients. This lesson can prepare students to show great
reward creativity and continuous knowledge in their baking, learn a new set of skills, and develop a compassion for their consumers.
improvement; and promote
lifelong learning.
Meaning
Honor our commitments; trust
one another; promote character
UNDERSTANDINGS
ESSENTIAL QUESTIONS
enrichment; value diversity in
Students will ask how can recipes be modified?
Advanced Baking students will learn recipes can be modified
our workforce; exceed
community environmental
with substitutions to make them animal free.
How can students be more empathetic to their surroundings?
expectations; and exhibit fairness
Advanced Baking students will develop a compassionate
What other practices can they learn to be more sustainable in
in all business practices.
understanding for those with a vegan lifestyle.
8.0 Food Production and
their everyday lives?
Services
Advanced Baking students will be able to make a connection
8.1.3 Summarize education and
with an animal free lifestyle and its sustainable global impacts.
training requirements and
opportunities for career paths in
food production and services.
8.7.2 Demonstrate quality
Acquisition
services that meet industry
standards in the food service
industry.

Students will know what veganism means.

Students will develop skills in their baking class to

8.7.5 Demonstrate sensitivity to
cater to those with a vegan lifestyle.

How to apply that to traditional recipes?

diversity and individuals with

They will be able to modify and substitute recipes.

special needs.

Why veganism is sustainable?

8.5.14 Demonstrate cooking

methods that increase nutritional
value, lower calorie and fat
content, and utilize herbs and
spices to enhance flavor.

Stage 2Evidence

Students will be skilled in knowing what it means to be

a vegan and apply that to the food industry.

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
4.
3.

Evaluative
Criteria
Students will be

PERFORMANCE TASK(S):

Tested in the kitchen

with

Recipe modification

Students will show that they understand by evidence of preparing a recipe that has to be modified and/or substituted with
ingredients that are vegan friendly
They will be able to produce selected recipes with out the use of eggs.

Students will have to choose a baking recipe that will be modified with vegan friendly ingredients and execute that recipe.

2.

OTHER EVIDENCE:

This lesson is
giving students an
understanding of
veganism.

Students will show they have achieved Stage 1 goals by spending a day in the lab baking, they will need to pick a
traditional recipe and research an alternative way to it to make it vegan friendly as a take home project. They will
have to evaluate the recipe, give a list of animal free ingredients they chose to make it with, and discuss why they
chose that recipe to be modified.

Students will also have to research a sustainable food practice and correlate that to the vegan lifestyle, discussing
Students will be given a pop quiz at the end of the lesson to gauge their knowledge learned and gained about an
alternative lifestyle.

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 3Learning Plan

Code

Students will be given a pop quiz to gauge their prior, if any,

knowledge of what it means to be a vegan in lesson one.
Pre-Assessment

Students will be asked in an open discussion about eggs and

why they are used in baking products in lesson two.

Progress
Monitoring

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

Learning Events
Student success at transfer, meaning, and acquisition depends upon . . .

The culinary arts Advanced Baking class can greatly benefit from learning
about this alternative lifestyle.
This can open up opportunities for students to showcase their knowledge
and skills.
Learning how to relate to customers that are different from your regular
eaters of everything.
Knowing how eliminate certain ingredients from recipes, but adding
substitutions in place of those can show great knowledge, skills, and
compassion for your consumers.
The unit plan developed encompasses a look at vegan history and the
modern movement of vegans, how to modify and substitute recipes by
eliminating the egg, and then a demo and tasting of different baked goods
that are prepared vegan.

Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?

How will you monitor students

progress toward acquisition,
meaning, and transfer, during
lesson events? Students will
produce a recipe with modification
to be animal free. Students will
also have to research a
sustainable practice and
correlate that to the vegan
lifestyle.

What are potential rough spots and

student misunderstandings? Students will
not fully understand what animal free
really means. Students will be in the dark
about substitutions and modifications to
traditional recipes. Students may not
correlate the sustainability to veganism.