STATE STANDARDS
Wisconsin State Standards: The standard for 6th grade Science students, taking Geological Landforms as a topic. Benchmark: SC.6.E.6.2 is the specific standard of choice for this paper. Benchmark states that students will identify different landforms and be able to know land forms that are in Wisconsin. It recognizes that there is a range of different land forms on the earth’s surface. These landforms include; rivers, sand dunes, mountains, deltas, lakes, glaciers and coast lines. The study relates these landforms as they apply to Wisconsin (Wiggins& McTighe 2005). The big idea under this benchmark is that the earth structure has undergone various changes over long periods of time due to the external and internal sources on energy operating both inside and outside it. This has in turn changed the earth’s features either constructively or destructively. This is therefore a matter of great concern since all life on earth is dependent on the Earths sources of energy (Conklin, 2006).
Instructional goals:
1. Learners are expected to fully comprehend the structure of various land forms and be able to identify them physically as well as name and describe such landforms that may be available locally.
2. Students are required to know and understand how different landforms came to existence and the specific conditions contributing to their formation.
3. The students should then be able to apply all this acquired knowledge to tackle the understanding and classification of such features found in the rest of the world.
The three learning objectives for institutional goals include:
1. Learners will name, understand and recognize the different landforms as well as explain their mode of formation.
2. Students will identify at least 31 landforms correctly with the help of text books and using glossary to classify words.
3. Learners will trace and tag different land forms on a map. Learners will successfully label 25 different land forms accurately on a topographical map.
4. Using pictures students will identify at least 20 different landforms. A work sheet containing at least 35 pictures of land forms will be given to students.
The purpose for this goal is to lead the students to mastery of the goal. All these three objectives naming different landforms, definition of landforms, identifying land forms are aimed at encouraging the student to earn critical skills (Wiggins& McTighe 2005).
Students shall understand how different landforms were or are created.
• The students will read a chapter in class on how different land forms are created. At the end of the chapter the students will answer 15 questions on the topic.
• Students will form groups of 6 to make landforms portfolios. The groups will be allocated 16 landforms and are responsible for describing, and giving a local location for each of them correctly. Students are to draw a picture of landform and give necessary information on a two page.
• Students are to generate a work sheet that will match landforms to conditions that resulted in their generation.
• The students will then use a topographical map to trace out similar features so as to reinforce their newly acquired knowledge as well as enlarge their scope of skill application.
The objectives are in line with instructional goals above. Students will use their understanding on landforms to acquire an understanding of their formation. The objectives are aimed at students naming and identifying different landforms(Conklin, 2006). With this, the students will be able to name local landforms as well as describe them in full detail.
Conclusion
Objectives are expectations that when met, assist students meet benchmarkSC.6.E6.2. It requires them to understand the names and state local landforms in a state. The objective requires a student to increase their knowledge of land forms. This is all contained in the locating, naming, recognizing and describing of the local landforms.
References
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.
Conklin, W. (2006). Instructional Strategies for Diverse Learners. Huntington Beach, CA: Shell Education.
