Following educational best practices (see for instance, Understanding by Design by Wiggins and McTighe, 2005), I developed these learning objectives from a student’s perspective of the Ohio state standards for science. This enables learners to evaluate how they measure up to these clear goals before, during, and after instruction. The action-oriented language also guides further instructional design by limiting the scope and suggesting benchmarks and appropriate formats for assessment.
Unit: Cycles of the Earth and Moon
Context: Seventh Grade Earth Science
I can model and explain how the phases of the moon work.
I can show where the moon is relative to the sun and earth for any phase of the moon.
I can tell whether the moon is waxing or waning from a photo of any phase taken in the northern hemisphere.
I can model and explain how a lunar and solar eclipses are similar and different.
I can model and explain how the competing effects of mass and distance on gravity cause cycles of tides in the oceans.