BACKWARD DESIGN LESSON PLAN

Name: Lucy Lynett

Time: six periods of 30 minutes each.
Subject/Course Grade Level
Social Studies Three
Essential Understanding Date
Exploring connections strengthens our September 17, 2019
understandings of relationships to help us
make meaning of the world.

Stage 1: Guiding Question Learning Outcome

How can our actions affect relationships with Students investigate ways that people’s actions
land and place? affect their relationships with land and place.
Conceptual Knowledge and Procedural Essential Questions
Knowledge/ Competencies/ Literacy/ (20 Minutes)
Numeracy
Conceptual Knowledge How have places in the world made
Individuals and groups have a responsibility accommodations to preserve wildlife in specific
to protect the natural environment. areas?
Procedural Knowledge
Identify ways that individuals and groups Why is there a need to protect the animals in any
demonstrate responsibility to land and place. given place?
Competencies
Managing Information: Accessing Why are there different ways to protect animals in
information from a variety of digital or non- our world?
digital sources.
“Students will be able to research and sort How are the people living in these areas affected
information regarding ways that people have by the threats to the wildlife?
preserved the wildlife in their area and what the
impact is on the environment.” What are the implications on our environment of
Literacy doing nothing to protect the wildlife?
Comprehension Strategies-Students develop
and use strategies when viewing, listening
to, and interacting with texts.
“Students will be able to navigate through the
texts that they read using comprehension
strategies that distinguish between necessary
and unnecessary information.”
Numeracy
Location And Direction-Students navigate or
create directions and geographic
representations using basic techniques (e.g.,
oral directions, gestures, basic maps, story
maps).
“Students will be able to view the map on the
website to determine the location of their area.”
 Stage 2: Assessment
Performance Tasks Other Evidence
(20 minutes) (5 minutes for each group- 30-minute class
period)
Explanation: Formative:
What are examples of what the place that Classroom teacher will circulate the room while
you have chosen to investigate is doing to groups are working on their performance task
protect the Wildlife in this area? questions to assess students’ understanding and
https://www.worldwildlife.org/places participation.
Participated No
Participated at
Student some of the participation
What might happen if organizations didn’t try Name
all times in
time in group while group
group work
to protect the wildlife in the place you have work worked
chosen?
https://www.worldwildlife.org/places

Application:
How can we use this information to protect
our animals around us?
https://www.worldwildlife.org/places Students will give a short presentation answering
the essential questions about the area they chose
Interpretation: for their classmates.
How has protecting the wildlife impacted the
place you have chosen to investigate?
https://www.worldwildlife.org/places

Empathy:
What would it be like to walk in the shoes of
the people in the place that you have chosen
to investigate?
https://www.worldwildlife.org/places
Stage 3: – Learning Plan
Learning Student Grouping
(30 minutes in each Social Studies block
for 2 days)
After students have answered the questions
for the performance task portion, they will be
asked to use the materials in the classroom
to create the environment of the place that
they answered questions about. Students
will be asked to include the animals that they
noted that are affected by the threats they
learned about. Students are free to use
construction paper, markers, cardboard, and
other materials they see fit.
Instructional Strategies
(30 minutes)
Engagement:
https://www.youtube.com/watch?v=Gw2WQl7eO9k
students watch the video and discuss with their
table partner “why is it important to protect bears in
Alaska?”
Exploration:
Images of the bridges near Canmore
Where have you seen these? What are they for?
Explanation:
Slideshow presentation about the word extinction
and what animals fall into that category. Direct
teaching regarding the difference and relationship
between endangerment and extinction.
Elaboration:
Students as a whole group will fill out a large
comparative graphic organizer that lists the
 differences and similarities between animals and
plants with respect to endangerment and
extinction.
Evaluation:
Make posters for around the school teaching about
how people can get involved in protecting the
wildlife in Red Deer.
Materials Resources
 Chrome books https://www.worldwildlife.org/places
 National Wildlife Federation magazines Endangered Animals of the
 Materials necessary for the construction World book set.
of the different environments. -Book series covers each area
of the world that students
would choose for their
location.
Closure: (5 minutes)
“This week we have focused our learning about what people can do and have done that impacts
their relationship with the land and places.”
Extension Activities:
Groups who are “fast finishers” can choose one of the magazines in the classroom from the
National Wildlife Federation. These magazines have puzzles, jokes, and short stories for students
to read for fun.

Student Reflection: (5 minutes)

Did I do my best to help my group learn about the place that we chose? Did I learn something that
I didn’t know before? Can I teach someone else what I learned through this project? What did I
struggle with learning?
Student Self-Assessment:
o I Got It!
o I Mostly Get It.
o I Sort of Get It.
o I Don’t Get It.
o This is how I will learn more:
o Find more websites with help from an adult
o Look in our school library for books that can help me
o Ask my friends to explain more to me
o Ask my teacher or another adult
Teacher Reflection:
Did my lesson go the way I planned it to go?
Did I add things along the way that worked? Anything that didn’t?
Were my students able to demonstrate independence in their learning or did they require more
support from me than I expected?
Front Back

This is how I will learn more:

o Find more websites with help from an
adult
o Look in our school library for books
that can help me
o Ask my friends to explain more to me
o Ask my teacher or another adult