9 Backward Design Plan Template

Title: Reflection Subject/Course: Science Time: 40 minutes

Level:
Lesson Description
Students will discover how light is reflected off mirrors and other reflective materials. Students will experiment with
materials and try to move light around to hit a target.
Stage 1: Desired Results
Big Question (link to the real world)
How is light move from one place to another? How can it change directions?
Ontario Curriculum Overall Expectation
Investigate the characteristics and properties of light and sound

Ontario Curriculum Specific Expectation

Investigate the basic properties of light

Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:

Reflection Reflective surfaces
Materials used for reflection Angles
Incident Ray Light sources
Normal Light
Angle of Incidence
Point of Incidence
Reflected Ray
Angle of Reflection
Stage 2: Planning learning experience and instruction
Learning Goals: clearly identify what students are expected Instructional Strategies: See Chapter 6 Gregory and
to know and be able to do, in language that students can Chapman, Beyond Monet PDF, Wees 56 different
readily understand. examples of formative assessment.
Success criteria: describe in specific terms what successful
attainment of the learning goals looks like (Growing
Success p. 33).
1 Learning Goal: Today were learning about the https://www.youtube.com/watch?v=vt-SG7Pn8UU
laws of reflection how to bounce light off of What did you learn from that video?
mirrors. What can you tell me about the incident ray?
2 Why: So that we know how light changes What can you tell me about the reflected ray?
direction and moves around rooms. What is the point of incidence?
3 Success Criteria for this Lesson: Go over what happened in the video without the angles,
You know you understand when you can use the just the incident ray, the point of incidence and the
mirrors to hit the target. reflected ray.
Explain the next step the targets in the room and the
masking tape on the floors, and how the students will
be expected to target move the light from one mirror to
the next to hit the target.
Split the class into small groups.

Materials/Student Groupings Differentiation

Aluminum foil, targets, 5 small groups (4-5 students
per group)

Assessment For Learning, Checking for Understanding & Feedback

Observation, asking questions, verbal feedback.
 Stage 3: Learning Activity
Motivational Hook (20 MINS.):
Students will watch the video, well go over important concepts that need clarifying and that I want to focus on
(incident ray, point of incidence, reflected ray), and then Ill use the white board to show that a bit more.
Open (10 MINS):
Instructions will be given regarding the activity they are going to try to hit the target with the mirrors. Each piece of
masking tape will have a number and they are going to bounce the light off the mirrors until the hit the target.
Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (10 MINS):
Students will experiment with the aluminum foil and the light and try to hit the target.
Close (success criteria visited) (5 MINS):
See how many groups hit their target with the light. Ask students to put their heads down on the desk and raise their
hands if they think they hit it with the incident ray, then raise their hand if they think they hit it with the reflected
ray.
Stage 4: Reflection
Student Reflection of Learning (metacognition)

Teacher Reflection (WWW/EBI)

L. Radford & T. Hollweck, adapted from "Understanding by Design", Wiggins

and McTighe (2005).