Backwards Design Lesson Planning Template

Directions: Use this planning worksheet to follow the three steps of the backwards design process in
order to plan an effective lesson.

Subject Physics Lesson Date : December 23

Content Standard
Exploring Kinetic and Potential Energy

Step One: Write a Student-Centered Learning Objective – Must be specific, measurable, and clearly
stated.

Students will understand the concepts of kinetic and

potential energy.
Behavior – WHAT the learner
Students will be able to differentiate between kinetic and
will be able to do.
Includes a verb! potential energy.
Students will be able to identify examples of kinetic and
potential energy in everyday situations.

Condition – HOW the learner

will perform the behavior.
Investigate real-life applications of Kinetic energy and potential
Refers to a tool, reference, aid,
or context they will or will not energy
be able to use.

Criterion – How WELL the

learner must perform to
demonstrate content mastery.
3 out of 5 questions
Refers to a degree of accuracy,
number of correct responses, or
time imit.

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 Learning Objective – Put all Concept of kinetic and potential energy and relates them with with
three parts together. real life exampless

Step Two: Create a Plan for Assessment – Used to gather information about a student’s progress
towards mastery of the learning objective, help the teacher identify what instruction is working well and
what needs refinement, and informs the students about their learning.

Type of Assessment Options to Consider Specific Plan

Diagnostic / Pre-Assessment – Self-Assessment Write what you know about the
Used to check prior knowledge ✘ Writing Prompts Kinetic and potential energy
before a lesson. Running Records Presentation will be taken with
✘ Performance Task activity task
Other
Formative – ✘ Learning / Response Log 1.Question/Answer session
Used during a lesson to check ✘ Admit / Exit Ticket 2.Brain storming Activity
progress, identify any ✘ Think / Pair / Share 3.Students must have to be
misconceptions, and give One Minute Paper answerable for basic questions
Other
feedback to students.
Summative – ✘ End of Unit Tests Worksheets will be assigned to
Used at the end of a lesson to Final Exams or Mid-Term check the understanding of the
check student mastery of the Exams student
objective. State Tests
Culminating Project
Portfolio

Step Three: Choose Learning Strategies and Activities – How you present new content to your
students, and how your students will actually interact with the content. Add additional rows as needed.
Strategy 1: Activities Planned: ✘ Active Passive
Direct Teach
Demonstration a. Divide the class into small groups and
Cooperative Learning
provide each group with various objects (ball,
✘ Discover /Inquiry-Based Learning
Project-Based Learning pendulum, stretched rubber band, etc.).
Other: ___________________________ b. Ask each group to identify whether the
object has kinetic or potential energy and
explain why.
c. Groups can rotate and observe other
groups' objects to discuss and learn from one
another.

Strategy 2: Activities Planned: Active ✘ Passive

✘ Direct Teach
Demonstration Students will watch an introductory video regarding
Cooperative Learning Kinetic and potential energy. This will lead them to
Discover /Inquiry-Based Learning question answer session then relate to hands on activity
Project-Based Learning

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 Other: ___________________________
Strategy 3: Activities Planned: Active ✘ Passive
Direct Teach
Demonstration
Cooperative Learning Worksheets will be given to students and make them to
Discover /Inquiry-Based Learning sit in groups to discuss and share ideas about the
Project-Based Learning questions given in the worksheets then the winning
✘ Other: __Assessment__________ group will be rewarded schoology batch

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