Revised Blooms Taxonomy The Cognitive Process Dimension

Name: Sarah Ritter Authentic Topic: Geo Games Grade level: 6th grade Assignment
1. Rename this file to include your last name at the beginning of the file name and include your approved authentic topic. Example: Maxwell.ID-1Endangered Animals Activities a. Create one or more activities (or objectives or assessments) for each of the 19 Cognitive Processes. b. All activities must be about your approved authentic topic that you selected for your IDP. NOTE: you will use one of the activities you design for the Analyze, Evaluate, or Create level to build your IDP lesson. c. At least one activity at each of the Analyze, Evaluate, and Create levels must involve a technology project. Of course, you can use more.

Refer to the file, Revised Blooms Taxonomy Full Description, for more information about each level and process.

Revised Blooms Levels Cognitive Processes (Alternate Names)

Definitions and Examples

Objective, Activity, or Assessment

1. Remember: Retrieve relevant knowledge from long-term memory

1.1 Recognizing (Identifying) 1.2 Recalling (Retrieving) Location knowledge in long-term memory that is consistent with presented material (e.g., Recognize the dates of important events in U.S. history) Retrieving relevant knowledge from long-term memory (e.g., Recall the dates of important events in U.S. history)

Students will be able to identify the elements of a map (key, compass rose, latitude/longitude, etc.) What is physical geography? What is human geography?

2. Understand: Construct meaning from instructional messages, including oral, written, and graphic communication
2.1 Interpreting (Clarifying, Paraphrasing, Representing, Translating) 2.2 Exemplifying (Illustrating, Instantiating) 2.3 Classifying (Categorizing, Subsuming) 2.4 Summarizing (Abstracting, Generalizing) 2.5 Inferring (Concluding, Extrapolation, Interpolating, Predicting) 2.6 Comparing (Contrasting, Mapping, Matching) 2.7 Explaining (Construction) Changing from one form of representation (e.g., numerical) to another (e.g., verbal) (e.g., Paraphrase important speeches and documents)

Paraphrase the story about the Glass Slipper and how this relates to human geography.

Finding a specific example or illustration of a concept or principle (e.g., Give examples of various artistic painting styles) Determining that something belongs to a category (e.g., Classify observed or described cases of mental disorders)

Which of the following represents human geography?

Abstracting a general theme or major point(s) (e.g., Write a short summary of events portrayed on a videotape) Drawing a logical conclusion from presented information (e.g., In learning a foreign language, infer grammatical principles from examples)

Analyze the pictures of land, animals, buildings, and transportation, and decide if the picture shown is human or physical geography. Please put the pictures into the correct spot on your t-chart. While watching visual text about Australia, identify elements of physical geography. Then explain how Australians are affected by these elements. Geothermal energy: heat energy from the Earth:: hydroelectricity: _______

Detecting correspondences between two ideas, objects, and the like (e.g., Compare and contrast historical events to contemporary situations) Construction a cause-and-effect model of a system (e.g., Determine how change, compromise, and culture affected the journey of your chosen explorer; Explain the causes of important 18th-century events in France)

How are the effects of population density similar to you being in the crowded hallways in the morning? What do you think will happen to highly populated countries such as India and China nothing if is done about the population density? What are the short and long-term effects of the Dead Sea drying up?

3. Apply: Carry out or use a procedure in a given situation

3.1 Executing (Carrying out) Apply a procedure to a familiar task (e.g., When serving as the cashier in the classroom store, count back change to the customers when they pay you; When studying about alcohol abuse, determine the difference in a mans or womans blood alcohol levels at three different weights and three different amounts of alcohol consumed in one hour; Divide one whole number by another whole number, both with multiple digits Students are given a mapping lab that consists of students labeling cities, countries, and landforms. Students will also be given questions in which they have to, based on their knowledge of different maps, determine which map to look at and answer the corresponding question. These questions ask things such as What vegetation is most common in the western part of the U.S.? Students are using latitude and latitude to locate cities and landforms. Students analyze primary sources such as graphs like crime ranking, and charts such as freedom index, ranking, economic/resource maps, to determine which country would be best to host the Geo Games. Students make inferences and connections to the information they are given to make a decision. Students are following a procedure for analyzing primary and secondary sources. They first acknowledge what they observe then have a discussion with group members about their inferences. The unfamiliar task is the graphs they are giventhey have not seen these before.

3.2 Implementing (Using)

Applying a procedure to an unfamiliar task (e.g., Use persuasion techniques to create a multimedia presentation to convince your principal to implement your recycling plan; Use Newtons Second Law in situations in which it is appropriate)

4. Analyze: Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose
4.1 Differentiation (Discriminating, Distinguishing, Focusing, Selecting) Distinguishing relevant from irrelevant parts or important parts of presented material (e.g., Distinguish between relevant and irrelevant numbers in a mathematical word problem; Research at least ten different methods of protecting crops from insect pests. Distinguish which are chemical or not and Students research how globalization affects people across the world. Students walk around the room with a partner and analyze primary and secondary sources (photos) to make inferences about how globalization affects people. Students choose at least 3 photos to

select the two best methods to use in organic farming in Kentucky. Justify your answer.)

4.2 Organizing (Finding coherence, Integrating, Outlining, Parsing, Structuring)

4.3 Attributing (Deconstructing)

Determine how elements fit or function within a structure (e.g., After studying about how to farm tilapia fish and how to grow plants in water, determine how the elements of these two systems can fit or function within one system to mutually benefit both the fish and the plants; Structure evidence from the recent presidential election into evidence to determine which political party will probably win the next presidential election in four years) Determine a point of view, a bias, values, or intent underlying presented material (e.g., Determine the point of view of the author of an essay in terms of his or her political perspective)

discuss (explain their inferences and/or make connections). Using the EduCreations app on the iPad, students create a slide show with audio to explain. For each picture, students will draw on the iPad to point out what they are talking about while recording their inferences/connections. After finishing their presentations, students will walk around the room to view their virtual gallery walk. Students create an outline to determine positives and negatives of globalization. Students can then determine their position/opinion of globalization. This outline will then become an essay.

After watching a film entitled The New Age of Walmart, students decide if the creator of the documentarys purpose was to expose the disadvantages of globalization and offer solutions or to prove that there are many advantages to globalization.

5. Evaluate: Make judgments based on criteria and standards

5.1 Checking (Coordinating, Detecting, Monitoring, Testing) Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has external consistency; determining the effectiveness of a procedure as it is being implemented (e.g., Determine if a scientists conclusions follow from the raw data; Evaluate
another groups business plan to determine whether the productive resources (natural, human, and capital) were used in the most effective manner and whether their product reflects consumer demands.)

Students have a Socratic circle like discussion using Todays Meet. Students on the outer circle discuss what the inner circle is talking about. The topic is articles students read about different perspectives on globalization. For example, some articles discuss outsourcing and others discuss how it creates jobs for some. Students will detect inconsistencies about globalization because they will be hearing different perspectives. If one article has a foreign business owner saying there are no negatives to globalization and workers do not work more than 8 hours in factories, students will be able to detect a fallacy

5.2 Critiquing (Judging)

Determining inconsistencies between a product and external criteria; determining whether a product has external consistency; procedure for a given problem (e.g., Judge which of two methods is the best way to solve a given problem; Create a blog to present the inconsistencies of the debate on whether or not organic food is better for people and the environment. Give your personal conclusion and justification.)

because they will read an article from a factory worker describing the working conditions. After reviewing facts about various countries throughout Europe, students decide which country would be best to host the Geo Games. Students write their opinion and give at least 3 pieces of support/evidence. Students then debate their choice with other students. Students also take a poll on EdModo (their class website) to see the percentage of students who chose each country to host the Geo Games.

6. Create: Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure
6.1 Generating (Hypothesizing) Coming up with alternative hypotheses based on criteria (e.g., Generate as many hypotheses as you can to explain why some businesses might not have been a success in our town; Generate hypotheses to account for an observed phenomenon) Devising a detailed procedure for accomplishing some task (e.g., Submit a business plan for your proposed business including
cover sheet, table of contents, executive summary, business context, business profile, marketing analysis, challenges and responses, marketing plan, financials, time table, summary of needed capital)

China has a one child policy. Do you think other countries should adopt this solution to high population density? Why or why not? What other solutions do you propose? Using what they have learned about various types of energy and water technology, students will design a proposal for water-scarce countries on how they could alleviate this problem. This proposal can be presented in the form of a Photo Story, Power Point, or Glogster. Students will design their own city. They are required to include at least 3 examples of human geography and 3 examples of physical geography. Students must include the elements of a map (compass rose, global grid lines, and distance scale). Students must name the town and include a written explanation of each physical and human element in the city.

6.2 Planning (Designing)

6.3 Producing (Constructing)

Inventing a product (e.g., Build a habitat for an original animal you created)

Anderson, L. W., Krathwohl, D. R., et al (Eds..) (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. Boston, MA: Allyn & Bacon.