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Includes example assessment plans and practice supports to monitor 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are the three steps in this backwards design lesson planning template?","Question",{"text":63,"@type":64},"The template follows three steps in order: write a student-centered learning objective, create an assessment plan, and choose learning strategies and activities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is the learning objective structured in this worksheet?",{"text":68,"@type":64},"The objective combines behavior (with a verb), condition (how students perform), and criterion (how well they must perform), all written together as one statement.",{"name":70,"@type":61,"acceptedAnswer":71},"What assessment types are included, and what do they measure?",{"text":72,"@type":64},"It includes diagnostic/pre-assessment to check prior knowledge, formative assessment during the lesson to identify misconceptions and provide feedback, and summative assessment at the end to verify mastery of the objective.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},361214,1791730056,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social 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|\n| --- | --- |\n| Content Standard\u003Cbr>Determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base. |  |\n\nStep One: Write a Student-Centered Learning Objective – Must be specific, measurable, and clearly stated.  \n\n| Behavior – WHAT the learner will be able to do.\u003Cbr>Includes a verb! | Calculate volume of a rectangular prism |\n| --- | --- |\n| Condition – HOW the learner will perform the behavior.\u003Cbr>Refers to a tool, reference, aid, or context they will or will not be able to use. | When given a formula |\n| Criterion – How WELL the learner must perform to demonstrate content mastery. Refers to a degree of accuracy, number of correct responses, or time imit. | 4 out of 5 examples |\n| Learning Objective – Put all three parts together. | When given the correct formula, students will accurately calculate the volume of a rectangular prism at least 4 out of 5 times. |\n\nStep 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.  \n\n| Type of Assessment | Options to Consider | Specific Plan |\n| --- | --- | --- |\n| Diagnostic / Pre-Assessment – Used to check prior knowledge before a lesson. | ☐ Self-Assessment ☒ Writing Prompts ☐ Running Records\u003Cbr>☐ Performance Task\u003Cbr>☐ Other | Student warm-up – journal prompt: Write what you know about volume of a 3-D shape. |\n| Formative –\u003Cbr>Used during a lesson to check progress, identify any misconceptions, and give feedback to students. | ☐ Learning / Response Log ☒ Admit / Exit Ticket ☐ Think / Pair / Share ☐ One Minute Paper ☒ Other | Students will complete an exit ticket with 2 sample volume problems.\u003Cbr>Students will solve sample problems on white boards. |\n| Summative –\u003Cbr>Used at the end of a lesson to check student mastery of the objective. | ☒ End of Unit Tests\u003Cbr>☐ Final Exams or Mid-Term Exams\u003Cbr>☐ State Tests\u003Cbr>☐ Culminating Project\u003Cbr>☐ Portfolio | Students will have a 10 question quiz at the end of the week, 5 questions will involve calculating volume. |\n\nStep 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.  \n\n| Strategy 1:☐ Direct Teach\u003Cbr>☐ Demonstration\u003Cbr>☐ Cooperative Learning ☒ Discover /Inquiry-Based Learning ☐ Project-Based Learning\u003Cbr>☐ Other:   | Activities Planned: ☒ Active ☐ Passive\u003Cbr>Students will use base 10 blocks to find the area of a 2X4 rectangle (8 units) . They will then explore what happens when they stack more 2X4 rectangles on top of the original. (Two levelsvolume is 16 units, 3 levels – volume is 24 units, etc. ) . Students will be encouraged to try other examples until the concept of volume is solidified in their mind. |\n| --- | --- |\n| Strategy 2:☒ Direct Teach ☐ Demonstration\u003Cbr>☐ Cooperative Learning\u003Cbr>☐ Discover /Inquiry-Based Learning\u003Cbr>☐ Project-Based Learning\u003Cbr>☐ Other:   | Activities Planned: ☐ Active ☒ Passive\u003Cbr>Students will watch a Khan academy video introducing volume. This will then lead to a class discussion about the formula for volume and how it is related to the hands-on work they just did.( [https://www.khanacademy.org/math/basic](https://www.khanacademy.org/math/basic)geo/basic-geo-volume-sa/volume-rect\u003Cbr>prism/v/how-we-measure-volume) |\n\n\n| Strategy 3:☐ Direct Teach\u003Cbr>☐ Demonstration\u003Cbr>☐ Cooperative Learning\u003Cbr>☐ Discover /Inquiry-Based Learning\u003Cbr>☐ Project-Based Learning ☒ Other:   Practice  | Activities Planned: ☒ Active ☐ Passive\u003Cbr>Independ","cbCaifJWHFJ4jKnD","https://ap.wps.com/l/cbCaifJWHFJ4jKnD","pdf",129467,"English","# Directions\n# Step One: Student-Centered Learning Objective\n## Behavior, Condition, Criterion\n# Step Two: Assessment Plan\n## Diagnostic / Pre-Assessment\n## Formative Assessment\n## Summative Assessment\n# Step Three: Learning Strategies and Activities","[{\"question\":\"What are the three steps in this backwards design lesson planning template?\",\"answer\":\"The template follows three steps in order: write a student-centered learning objective, create an assessment plan, and choose learning strategies and activities.\"},{\"question\":\"How is the learning objective structured in this worksheet?\",\"answer\":\"The objective combines behavior (with a verb), condition (how students perform), and criterion (how well they must perform), all written together as one statement.\"},{\"question\":\"What assessment types are included, and what do they measure?\",\"answer\":\"It includes diagnostic/pre-assessment to check prior knowledge, formative assessment during the lesson to identify misconceptions and provide feedback, and summative assessment at the end to verify mastery of the objective.\"}]","Backwards Design Lesson Planning Template - Sample | PDF",1790143565]