Backwards Design Prompt

I want to use the backwards design approach to plan a learning unit. Please help me work through the process of starting with desired outcomes and then planning backward to design effective learning activities and assessments. Here's information about what I'm planning: - Subject/topic: [SPECIFY THE SUBJECT/TOPIC] - Grade level: [AGE/GRADE OF STUDENTS] - Unit duration: [LENGTH OF UNIT - DAYS/WEEKS] - Prior knowledge: [WHAT STUDENTS ALREADY KNOW] - Available resources: [MATERIALS/TECHNOLOGY AVAILABLE] - Learning environment: [CLASSROOM SETUP, ONLINE, HYBRID, ETC.] - Special considerations: [DIFFERENTIATION NEEDS, CONSTRAINTS, ETC.] Please guide me through a backwards design process that includes: 1. STAGE ONE: IDENTIFYING DESIRED RESULTS * Unpacking standards and learning goals relevant to this unit * Developing essential questions that will drive student inquiry * Articulating enduring understandings students should retain * Defining specific knowledge components students should acquire * Identifying discrete skills students should develop or refine * Clarifying conceptual understandings that transfer beyond the unit * Distinguishing between "worth being familiar with," "important to know," and "enduring understanding" * Creating clear statements of what students will know, understand, and be able to do 2. STAGE TWO: DETERMINING ASSESSMENT EVIDENCE * Designing authentic performance tasks that demonstrate understanding * Creating a GRASPS framework (Goal, Role, Audience, Situation, Product, Standards) for performance assessment * Developing evaluative criteria and rubrics for judging quality work * Planning other evidence collection through quizzes, tests, observations, etc. * Balancing formative and summative assessment opportunities * Ensuring assessment alignment with desired results * Incorporating self-assessment and reflection opportunities * Considering varied assessment methods to address different learning needs 3. STAGE THREE: PLANNING LEARNING EXPERIENCES & INSTRUCTION * Sequencing learning activities that build toward desired results * Creating engaging hooks and entry points for learning * Developing instruction that equips students with necessary knowledge/skills * Building in opportunities to rethink, revise, and refine understanding * Incorporating WHERETO elements (Where, Hook, Equip, Rethink, Evaluate, Tailor, Organize) * Planning differentiation strategies for diverse learners * Organizing resources, materials, and learning environment * Designing opportunities for practice, feedback, and revision 4. ALIGNMENT & IMPLEMENTATION CONSIDERATIONS * Checking for alignment across all three stages * Verifying that assessments truly measure desired outcomes * Confirming that learning activities lead to successful assessment performance * Anticipating potential challenges and planning adjustments * Building in flexibility while maintaining focus on outcomes * Planning for assessment of the unit's effectiveness * Considering connections to past and future learning * Preparing for reflection and refinement of the unit For each stage, please provide specific thought-provoking questions, relevant examples, and practical guidance that will help me develop a cohesive and effective unit. I'd appreciate a step-by-step process with prompts that challenge my thinking and help me create meaningful learning experiences.