Backwards planning is a concept introduced by Jay McTighe and Grant Wiggins in their

book, Understanding by Design. This book proposes that in order to be effective as a teacher,
the teacher must start their planning not by looking at curricular materials, but by looking at
the standards. After looking at and deconstructing the standard (McTighe & Wiggins, 2005),
the teacher is then to plan an Enduring Understanding, a goal to which the students must work
throughout the unit, and the corresponding assessment for the unit. After creating this
enduring understanding, the teacher should intermediate goals which the students can attain
throughout the unit, referred to as the daily success criteria (McTighe & Wiggins, 2005).
Only after going through this process should the teacher look at the curriculum and determine
how the curriculum fits within the unit plan.
The book proposes three stages of planning Stage One includes Identifying Desired
Results (McTighe & Wiggins, 2005) This stage includes establishing unit goals, key concepts,
and what students should be able to do by the end of the unit. I have included a sample Stage
One Planner below.
Establish Goals (G)
GLE 6.4
Distinguish among, explain, and apply the relationships among mass, weight, volume, and density.
GLE 6.3
The physical characteristics and changes of solid, liquid, and gas states can be explained using the
particulate model
GLE 7.1
Mixtures of substances can be separated based on their properties such as solubility, boiling points,
magnetic
properties, and densities.
What understandings are desired? (U)
1) Mass, weight, volume and density are physical properties of all components of matter, and
anything that has mass and takes up volume is matter.
2) The energy of the particles of matter explains the physical property of which state matter is in,
and matter changes states based on the energy of the particles.
3) Physical and chemical properties of substances can help us separate mixtures.
What essential questions will be considered? (Q)
1) What are the relationships between mass, weight, volume and density of matter?
2) What two components must something have to be considered matter?
3) What are physical properties?
4) What are the physical properties of the particles of solid, liquid and gaseous states of matter?
5) What is a mixture?
6) What are the characteristics of different physical properties of matter, such as solubility,
boiling point, magnetic properties, and densities?
What key knowledge and skills will students acquire as a result of this unit? (S)
1) Students will Know:
o Vocabulary:
Mass
Weight

 Volume
Density
Solid
Liquid
Gas
Particle
Solubility
Boiling Point
Magnetic property
Density
Matter
Physical property
Chemical Property
Energy
Mixture
Gravity
o Essential Learnings
The difference between mass and weight
Acceleration due to gravity
How to calculate density
How to measure mass and volume
How to select the proper tools to measure mass and volume of matter
How the arrangement and motion of the particles in matter explain which state it
is in
How temperature affects the movement of particles of matter
How physical properties of matter can be used to separate a mixture
2) Students will be able to:
o Explain that the mass of an object does not change, but its weight changes based on
the gravitational forces acting on it
o Predict how changes in acceleration due to gravity will affect the mass and weight of
an object
o Predict and calculate how mass, weight and volume affect density
o Design an experiment to test the density of an unknown sample, predict its ability to
float or sink in a liquid of known density, and justify discrepancies in the experimental
outcome
o Explain how the arrangement and motion of particles in a substance such as water
determine its state
o Distinguish between changes in temperature and changes of state using the
particulate model of matter
o Use the writing process to communicate an understanding of how the particle model of
matter explains various states of matter
o Identify properties of substances in a mixture that could be used to separate these
substances from each other
o Develop and design a scientific investigation to separate the components of a mixture
o Ask testable questions, and make a falsifiable hypothesis about using properties of
matter to perform separations, and design a method to find an answer
o Evaluate and critique experimental procedures designed to separate mixtures
o Share experimental data, and respectfully discuss inconsistent results

Stage Two of McTighe and Wiggins proposal for Backwards Planning includes Blooms Taxonomy how the
students will move from the lower levels of Blooms Taxonomy at the beginning of the unit, to the upper level by the
end of the unit. A sample Stage Two planner is below.

Stage 1
If the desired result is for learners
to
Understand that
4) Mass, weight, volume and
density are physical
properties of all components
of matter, and anything that
has mass and takes up
volume is matter.
5) The energy of the particles of
matter explains the physical
property of which state matter
is in, and matter changes
states based on the energy of
the particles.
6) Physical and chemical
properties of substances can
help us separate mixtures.
And thoughtfully consider the
questions
7) What are the relationships
between mass, weight,
volume and density of
matter?
8) What two components must
something have to be
considered matter?
9) What are physical properties?
10) What are the physical
properties of the particles of
solid, liquid and gaseous
states of matter?
11) What is a mixture?
12) What are the characteristics
of different physical
properties of matter, such as
solubility, boiling point,
magnetic properties, and
densities?

Stage 2
Then you need evidence of the
students ability to
Explain:
Physical properties and their
effect on what we see
Matter is made of smaller
particles
Physical properties can help
us separate mixtures of
matter
Interpret
Whether something matter or
not
The difference between
physical and chemical
properties
Apply, by
A lab explaining whether
objects can be considered
matter or not.
Calculate mass, weight,
volume and density of matter
Use different physical
properties to separate a
mixture
See from the points of view of
Different stakeholders why
is it important to know the
physical properties of a
certain object?
Empathize with
Workers who are tasked with
moving boxes whats the
difference between moving a
box of rocks or a box of
feathers?
Reflect on
How you can use your
knowledge of physical
properties in your everyday
life.

So the assessments need to require

something like
Develop a flyer for an object,
explaining its physical
properties in an attempt to sell
the object to someone else.
In a lab, explain the difference
between objects and how the
power of observation and taking
measurements helps us to
determine the difference we
see.
Use a computer simulation of
particles of matter to explain
what state of matter something
is in.
Separate a mixture of sand,
Styrofoam, iron shavings, and
paper using only tongs, a
magnet, and a balloon.
Formative/Exit ticket: Is light
matter? Why or why not?
Present students with the
following scenario: Its 10 years
in the future, and youre trying
to find an engagement ring.
You find a cart in the middle of
downtown Denver with
someone who claims theyre
selling real gold rings with real
diamonds in them for $10!
Naturally, you want in on this
deal, but youre thinking its too
good to be true. What do you
know about the physical
properties of gold that could
help you determine if the ring is
real gold, or a knockoff? Use
the words mass, volume, and
density in your answer.
Another scenario kids are the
boss of a moving company.
They need to determine prices
for moving objects across the
company. Will the mass/weight
of the boxes affect the pricing of
services? Why? How will you
determine this?

Stage Three, the final stage, includes actually creating the learning activities. These learning activities
directly correspond to the work done during the Stage One and Stage Two planners. A sample stage three planner
is below.

Stage 1
Meet the standards (G)
GLE 6.4
Distinguish among, explain,
and apply the relationships
among mass, weight, volume,
and density.
GLE 6.3
The physical characteristics
and changes of solid, liquid,
and gas states can be
explained using the particulate
model
GLE 7.1
Mixtures of substances can be
separated based on their
properties such as solubility,
boiling points, magnetic
properties, and densities.
Understand that (U)
7) Mass, weight, volume
and density are physical
properties of all
components of matter,
and anything that has
mass and takes up
volume is matter.
8) The energy of the
particles of matter
explains the physical
property of which state
matter is in, and matter

Stage 2
Stage 3
That suggests the need for
And the learning activities need to(L)
specific tasks or tests like (T)
- Where is it going? Two different
performance based activities: 1) Students will
- Develop a flyer for an
design an experiment to separate a mixture
object, explaining its
of salt, pepper and sand. When students are
physical properties in an
attempt to sell the object to
done, they will need to calculate mass and
someone else.
volume of all separated objects.
- Hook the students 1) When introducing
- In a lab, explain the
difference between objects
mass, weight, volume, and density give
and how the power of
students different types of balls foam balls,
observation and taking
basketballs, bowling balls, soccer balls, etc.
measurements helps us to
and ask them to explain how they would
determine the difference
know the difference between them if their
we see.
eyes were closed. 2) When introducing
- Use a computer simulation
particles of matter, ask students to explain
of particles of matter to
the difference between ice, water and water
explain what state of
vapor and propose an idea for why these
matter something is in.
three are different 3) When introducing
- Separate a mixture of
physical properties sand, salt and pepper.
http://www.youtube.com/watch?v=sraHDi38
- Formative/Exit ticket: Is
GZM use the experiments that this teacher
light matter? Why or why
does in this video separating koolaid from
not?
water, oil and water in a bottle, aluminum foil
- Present students with the
on a hot plate ask students to propose a
following scenario: Its 10
reason for all using vocab words theyve
years in the future, and
already learned.
youre trying to find an
- Explore and equip Have students make
engagement ring. You
oobleck and attempt to explain whether
find a cart in the middle of
oobleck is a solid or a liquid. Give students a
downtown Denver with
reading to help them answer the question
someone who claims
afterwards.
theyre selling real gold
- Rethink and revise Ask students to apply
rings with real diamonds in
their knowledge of physical properties to
them for $10! Naturally,
explain how to separate salt and water using
you want in on this deal,
only salt, water, a balloon and a hot plate.

changes states based

on the energy of the
particles.
9) Physical and chemical
properties of substances
can help us separate
mixtures.
Thoughtfully consider the
questions (Q)
13) What are the
relationships between
mass, weight, volume
and density of matter?
14) What two components
must something have to
be considered matter?
15) What are physical
properties?
16) What are the physical
properties of the
particles of solid, liquid
and gaseous states of
matter?
17) What is a mixture?
18) What are the
characteristics of
different physical
properties of matter,
such as solubility, boiling
point, magnetic
properties, and
densities?

but youre thinking its too

good to be true. What do
you know about the
physical properties of gold
that could help you
determine if the ring is real
gold, or a knockoff? Use
the words mass, volume,
and density in your
answer.
Another scenario kids
are the boss of a moving
company. They need to
determine prices for
moving objects across the
company. Will the
mass/weight of the boxes
affect the pricing of
services? Why? How will
you determine this?

Use this as practice for the final performance

based activity.
Exhibit and evaluate Have students discuss
in groups the last five minutes of class to
wrap up all learning activities using the
same questions. Questions: What have you
concluded based on this information? What
remains unresolved or unanswered?
As a warmup to lessons allow students to
keep a running index card of questions that
they have related to the lesson and make an
effort to use these as warmup questions.
Tailor to student needs, interests and styles
Allow students the choice when wrapping up
their labs of writing a lab report or creating a
graphic organizer to explain what they
learned. During writing scenarios, allow
students to write a comic strip or other means
of communication to explain the point that
they are trying to get across. Give students
opportunities for scaffolded essays.
Organize for maximum engagement and
effectiveness

The most beneficial aspect of backwards design in my opinion is the organization aspect.
Teachers can use the concept of backwards design to get their students excited about the end
of the unit, and to keep them focused on what they need to learn throughout, thereby
increasing student engagement.

References
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.