This paper presents a learning unit that addresses quality design in relational data models. The focus on modeling allows the learning to span analysis, design, and implementation enriching pedagogy across the systems development life cycle. Thriving Systems Theory presents fifteen choice properties that convey design quality in models integrating aspects of aesthetics, the more subjective phenomena of satisfaction; a quality perspective more expansive than that usually found in software engineering, the traditional "objective" notion of metrics. Recent IS curriculum guidelines relegate software development to elective status confining design pedagogy into smaller and smaller pockets of course syllabi. Where undergraduate IS students may once have practiced modeling in analysis, design, and implementation across several courses using a variety of languages and tools, they commonly now experience modeling in two or three courses in at most a couple of paradigms. And in most of these courses their modeling focuses on acceptable syntax rather than achieving design quality in information systems. Learning design quality may once have been an osmotic side effect of development practice, but now it must be a conscious goal in pedagogy if it is to be taught at all. This learning unit is intended as an adaptable framework to be tailored to the coursework and the overall objectives of specific IS programs.