Backward Design Lesson Plan Template

Student: Jessica Garay,Crystal Castaeda, Holly Gayler, Maria Duarte, Maria Camarena
Grade level
3rd
Lesson title Visual Arts Simple Machines Book
Step 1Desired Results
Standards, benchmarks, other objectives as needed (e.g., IEP)What should students know, understand,
and be able to do as a result of the lesson?
At a minimum, teacher candidates should identify:
Standard 3: Students will understand the relationship between the force applied to an
object and resulting motion of the object.
Objective 1: Demonstrate how forces cause changes in speed or direction of objects.
o Investigate how forces applied through simple machines affect the direction
and/or amount of resulting force.

Standard 2
(Perceiving): The student will analyze, reflect on, and apply the structures of art.
Objective 2
Create works of art using the elements and principles.

Step 2Assessment Evidence

Performance taskWhat will students do to show what they have learned?

Students will demonstrate where they can find simple machines by drawing a picture and
writing a sentence. Students will show elements of visual arts through their book.

Performance criteriaHow good is good enough to meet standards?

If students can complete their book using their own thoughts and ideas they will meet
the standards required.
If students drawing/ picture represents where they can find a simple machine.
If students sentence applies to simple machine.

Step 3Learning Plan

Learning activities (step by step from start to finish, detailed enough for another teacher to follow)

Lessons

Opening

Talk about visual arts and its

elements: color, shape, texture.
(Definitions on power point)

Warm up

Skill Based
Art Form

Skill application
Art for applied to other subject

Talk about/ Review visual arts and

its elements: color, shape, texture.

Review three simple machines:

wheel, incline plane, wedge (show
power point pictures). Introduce
the noodles that represent the
simple machines. Talk about their
texture. Make a list with the
students on the board of where they
can find these simple machines. I
see a___in ___. (8min)

Review three simple machines:

pulley, lever and screw (show
power point pictures). Introduce
the noodles that represent the
simple machines. Talk about their
texture. Make a list with the
students on the board of where they
can find these simple machines. I
see a___in ___. (8min)

Visual Arts

Visual Arts

Teacher will model (5min) how to

complete 1 page with in the
book. Demonstrate how to use
shape and color when drawing.
Teacher will glue noodle on
page. Then complete a sentence
and drawing. Have students
write their name on book.

Teacher will model (5min) how to

complete 1 page with in the
book. Demonstrate how to use
shape and color when drawing.
Teacher will glue noodle on
page. Then complete a sentence
and drawing.

Students will share their work

among their group. Share their
favorite simple machine and
what object they found it in. If
there is time they can share
with whole class and talk about

Students will share their work

among their group. Share their
favorite simple machine and
what object they found it in. If
there is time they can share
with whole class and talk about

(21 minutes, each one of the three

simple machines gets seven minutes.)

Closing

(21 minutes, each one of the three

simple machines gets seven minutes.)

how they incorporated art

elements in their book.
(5 min)

how they incorporated art

elements in their book.
(5 min)

Step 4Reflection
What happened during my lesson? What did my students learn? How do I know?
What did I learn? How will I improve my lesson next time?

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD,
2006.

Tools for Assessment

Written
Advertisement
Biography
Book report
Book review
Brochure
Campaign speech
Crossword puzzle
Editorial
Essay
Experiment record
Game
Journal
Lab report
Letter
Log
Magazine article
Memo
Newspaper article
Poem
Portfolio
Position paper
Proposal
Questionnaire
Research report
Script
Story
Test
Yearbook

Oral
Audiotape
Balagtasan
Debate
Discussion
Dramatization
Haiku
Interview
Newscast
Oral presentation
Oral report
Poetry reading
Rap
Readers Theater
Role play
Skit
Speech
Song
Teach a lesson

Visual
Advertisement
Banner
Brochure
Campaign flyer
Cartoon
Chart
Collage
Collection
Computer graphic
Construction
Data display
Design
Diagram
Display
Diorama/shoebox
Drawing
Graph
Graphic Organizer
Map
Mobile
Model
Painting
Photograph
Portfolio
Poster
Scrapbook
Sculpture
Slide show
Storyboard
Venn Diagram
Videotape

Kinesthetic
Community outreach
Dramatization
Field trips
Letter writing
Oral interviews
Play
Presentation
Service learning
Simulations
Role play
Skit
Scavenger hunt

Students demonstrate their planning by submitting lessons and units in advance of the day they
plan to teachno plans, no teaching. FA 4000 professors can provide helpful feedback when they
have the opportunity to review lesson plans in advance. In addition, professors must know
what students intend to do in their assigned classrooms.

Scoring Guide for Assessment of

Student Ability to Plan Instruction
Student

Lesson content
(15%)

Ability to plan
(30%)

Alignment of
assessment
with plan
(20%)

Instruction
15%

Reflection

Professor
Unacceptable
Candidates select lesson
content that is
incompatible with state
standards

Acceptable
Candidates select content
that is compatible with
state standards.

Unacceptable

Acceptable

Candidates select
teaching methods and
learning opportunities
that dont connect well to
the standards and
benchmarks or the
students they are
teaching
Unacceptable

Candidates select
teaching methods and
learning opportunities
that are appropriate to
the standards and
benchmarks and students
they are teaching

Candidates select no
assessment strategies or
use strategies that do not
connect well to the
standards/benchmarks
or students they are
teaching

Candidates select
formative or summative
assessment strategies
aligned with
standards/benchmarks,
teaching methods,
learning opportunities,
and students

Acceptable

Unacceptable

Acceptable

Candidates primarily
select teacher-centered
approaches to instruction

Candidates select one or

more student-centered
approaches to instruction

Unacceptable
Candidates do not reflect

Acceptable
Candidates reflect on

Target
Candidates select content
that is compatible with
state standards and adapt
that content to suit the
diversity of their students
Target
Candidates select
teaching methods and
learning opportunities
that are well matched to
the standards and
benchmarks and
engaging to the students
they are teaching
Target
Candidates select
authentic formative and
summative assessment
strategies aligned with
standards/benchmarks,
teaching methods, and
learning opportunities
which provide
opportunities for
students to self-assess
Target
Candidates plan to
engage students in critical
thinking and problem
solving, and
communicate with
students to foster
collaboration and
develop performance
skills
Target
Candidates reflect on

(20%)

on content and teaching

in terms of learning for
students and teachers

content and teaching and

use assessments to plan
further instruction

Unacceptable

Acceptable

content and teaching in

terms of learning for
students and teachers,
and use assessment to
improve planning and
student learning
Target

Overall Unacceptable

Overall Acceptable

Overall Target