# Lesson Plan (UbD): [Lesson title]

> Lesson plan template using the three stages of backward design from
> Understanding by Design (Wiggins and McTighe): identify desired results,
> determine acceptable evidence, then plan learning experiences. Includes
> timed activities, differentiation, materials and a post-lesson reflection.
> Replace every `[bracketed]` value and every row marked *Example*.

<!--
Guidance: How to use this template
- Work in order: Stage 1, then Stage 2, then Stage 3. Planning activities
  before deciding the evidence is the habit backward design is meant to break.
- Keep Stage 1 small for a single lesson: one or two understandings and one
  essential question are enough.
- Check alignment at the end: every activity in Stage 3 should prepare
  students for the evidence in Stage 2.
- Fill the reflection within a day of teaching, while it is fresh.
-->

| Field | Value |
|---|---|
| Teacher | [@name] |
| Subject / course | [Science, Grade 8] |
| Unit | [Unit name, lesson 3 of 8] |
| Date / duration | YYYY-MM-DD, [55 minutes] |
| Class / group | [8B, 28 students] |
| Standards addressed | [Curriculum code(s), for example NGSS MS-PS1-2] |
| Prior learning | [What students already know or did last lesson] |

## Stage 1. Desired results

<!-- Guidance: What should students understand and be able to do by the end? Transfer goals describe what students can do on their own in new situations; understandings are big ideas stated as full sentences; essential questions are open, arguable and worth returning to. Common mistake: writing activities here instead of outcomes. -->

### 1.1 Transfer goal

Students will be able to independently use their learning to [*Example:*
decide whether a change they observe in everyday life is chemical or
physical, and justify the decision with evidence].

### 1.2 Understandings

Students will understand that:

- [*Example:* A chemical reaction produces new substances with properties
  different from those of the starting substances.]
- [*Example:* Observable signs such as gas, colour change or temperature
  change suggest, but do not prove, that a reaction occurred.]

### 1.3 Essential questions

- [*Example:* How can we tell whether something new has been made?]
- [*Example:* When is evidence strong enough to support a claim?]

### 1.4 Knowledge and skills

| Students will know | Students will be able to |
|---|---|
| *Example:* Vocabulary: reactant, product, property, chemical change, physical change | *Example:* Measure and record properties (mass, temperature, colour) before and after a change |
| *Example:* Common signs of chemical change | *Example:* Construct a claim-evidence-reasoning (CER) explanation |
| [Knowledge] | [Skill] |

## Stage 2. Assessment evidence

<!-- Guidance: Decide how students will show they have met Stage 1 before planning activities. The performance task is the main evidence of understanding and transfer; other evidence checks knowledge and skills along the way. Name the criteria used to judge each piece of evidence. -->

### 2.1 Performance task

| Element | Description |
|---|---|
| Task | *Example:* Students test four mixtures and write a CER paragraph deciding which produced a chemical change |
| Goal | Classify each change and justify the classification with evidence |
| Role / audience | *Example:* Lab technicians reporting to a quality-control manager |
| Product | One CER paragraph per mixture, plus a data table |
| Criteria | Accurate data; claim matches evidence; reasoning names the property change; correct vocabulary |
| Rubric | [Link to rubric, or the 4-level CER rubric used across the unit] |

### 2.2 Other evidence

| Evidence | Type | What it checks | When |
|---|---|---|---|
| *Example:* Entry ticket: 3 vocabulary items | Formative | Recall of key terms | Start of lesson |
| *Example:* Observation checklist during lab | Formative | Safe procedure, accurate recording | During lab |
| *Example:* Exit ticket: classify one new change with a reason | Formative | Transfer of the main idea | End of lesson |
| [Evidence] | [Type] | [Check] | [When] |

### 2.3 Self-assessment and reflection by students

[How students will judge their own progress, for example rating confidence
against the success criteria on the exit ticket.]

## Stage 3. Learning plan

<!-- Guidance: Sequence activities so that each one prepares students for the Stage 2 evidence. Give realistic timings that add up to the lesson length. A useful check is the WHERETO prompts from UbD: where the lesson is going, hooking students, equipping them, rethinking, evaluating, tailoring and organising. -->

### 3.1 Learning sequence

| Time | Phase | Teacher does | Students do | Evidence / check |
|---|---|---|---|---|
| 0-5 min | Entry and hook | *Example:* Shows a short video of a bath bomb fizzing; asks "Is something new made?" | Vote and give one reason | Entry ticket |
| 5-12 min | Goals and vocabulary | Shares learning goals and success criteria; reviews key terms | Pair-check vocabulary | Cold-call 3 students |
| 12-35 min | Investigation | Circulates; prompts with questions; checks safety | Test 4 mixtures in groups of 4; record observations | Observation checklist |
| 35-47 min | Making sense | Models one CER paragraph with student input | Write CER for 2 mixtures; peer review with checklist | Draft CER paragraphs |
| 47-55 min | Closure | Returns to the essential question | Exit ticket; rate confidence | Exit ticket |

Total: [55] minutes.

### 3.2 Differentiation

| Learner group | Need | Adjustment |
|---|---|---|
| *Example:* Students needing language support | Academic vocabulary | Word bank with images; sentence starters for CER |
| *Example:* Students needing extension | Already secure on classification | Explain why dissolving sugar is a physical change despite looking like it disappears |
| *Example:* Students with accommodations | [Plan reference] | [Seating, extra time, alternative format] |
| [Group] | [Need] | [Adjustment] |

### 3.3 Materials and resources

- [*Example:* Safety goggles and aprons for 28 students]
- [*Example:* Per group: baking soda, vinegar, salt, water, iron filings, 4 cups, thermometer]
- [*Example:* Slides; CER template handout; exit tickets]
- [Resource]

### 3.4 Safety and classroom management notes

[Risk points and routines, for example goggles on before materials are
handed out, and how groups collect and return equipment.]

## Reflection after the lesson

<!-- Guidance: Short, honest notes that improve the next lesson. Base judgements on the evidence collected, not on impressions. -->

| Question | Notes |
|---|---|
| What share of students met the success criteria (exit ticket)? | [*Example:* 19 of 27 classified correctly with a valid reason] |
| Which activity worked best, and why? | [Notes] |
| Where did students struggle or misconceptions appear? | [*Example:* Many treated dissolving as a chemical change] |
| Was the timing realistic? | [Notes] |
| What will I change next time or next lesson? | [Notes] |

## Standard and licence note

Based on the backward design framework of Understanding by Design by Grant
Wiggins and Jay McTighe (ASCD), cited as a reference. Stage names and
concepts are used descriptively; this template is original text and
reproduces no text or templates from their publications. Template licence:
MIT.