Revised Bloom's Taxonomy The Cognitive Process Dimension

Revised Bloom’s Taxonomy
The Cognitive Process Dimension
Name: Sample
Authentic Topic: Oceans
Grade Level: 6-8
Directions:
• Write at least one objective, activity, or assessment for each of the Cognitive Processes in the Bloom’s Taxonomy Levels.
• Refer to the file, “Revised Bloom’s Taxonomy – Full Description”, for more information and assistance in developing activities
for each level and process.
Revised Bloom’s 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 longterm
memory (e.g., Recall the dates of
important events in U.S. history)
• True or False: Mississippi is an ocean.
• The United States touches which two oceans: Pacific Ocean, Atlantic
Ocean, Indian Ocean, Arctic Ocean
• List the major oceans and seas of the world.
• Name two oceans that the United States touches.

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)
Changing from one form of representation
(e.g., numerical) to another (e.g., verbal)
(e.g., Paraphrase important speeches and
documents)
Finding a specific example or illustration of
a concept or principle (e.g., Give examples
of various artistic painting styles)
Paraphrase the short story about Pablo’s trip on the ocean.
Which of the following pictures illustrates corrosion of the ocean floor?
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)
Determining that something belongs to a
category (e.g., Classify observed or
described cases of mental disorders)
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; occurs in a context
that supplies an expectation of what is to be
inferred (e.g., In learning a foreign
language, infer grammatical principles
from examples)
Detecting correspondences between two
ideas, objects, and the like (e.g., Compare
historical events to contemporary
situations)
Construction a cause-and-effect model of a
system (e.g., Explain the causes of
Review the pictures of animals. Group them into three categories: land animals,
deep ocean animals, shallow ocean animals.
Click on the link about Seals and Walruses. Summarize the paragraph titled,
“What are pinnipeds?”
Describe the principle of hot water and cold water movement in the ocean. How
does it affect the ocean and land?
• Compare each of the following ocean-related terms and tell how they are
related: continental slope, currents, tides, ocean floor, coast, waves, swells
and salinity. Use http://creately.com/Draw-Venn-Diagrams-Online to create
Venn Diagrams online.
• Compare/contrast an ocean with a lake, a sea and a river. Use a Venn
Diagram to help you record the similarities and differences.
• Explain the causes of a tsunami.
• Explain how waves are formed.

important 18 th -century events in France)
3. Apply- Carry out or use a procedure in a given situation
3.1 Executing
(Carrying out)
3.2 Implementing
(Using)
Apply a procedure to a familiar task (e.g.,
Divide one whole number by another
whole number, both with multiple digits
Applying a procedure to an unfamiliar
task (e.g., Use Newton’s Second Law in
situations in which it is appropriate)
Use goldfish crackers as manipulatives for the children to make up word
problems; e.g., 3 goldfish were swimming and they saw 2 beautiful goldfish
swimming nearby. The 3 goldfish asked the 2 goldfish to swim with them. Now
how many goldfish are swimming together? Have the children record their
equations.
• After studying about how submarines travel, the students will simulate the rise
and fall of a submarine using eyedropper, tall glass, water, 2-liter plastic bottle
with top, and scissors. Let students apply the submarine travel procedures
with the supplies. (Answer: Fill the eyedropper and the glass with water. Slowly
squeeze the bulb of the eyedropper until the dropper just barely floats vertically; the top
half-inch of the bulb should bob above the surface. Remove the label from the 2-liter bottle
and fill it with water. Without squeezing the bulb, carefully transfer the eyedropper from
the glass to the bottle, pointed end down. Add water to the bottle until it overflows. Then
tightly screw on the cap. Gently squeeze the bottle. The dropper should dive like a sub
when you squeeze and rise to the surface when you release the sides of the bottle.)
• Is it easier to swim or float in salt water than in fresh water? Give the
students two large glasses, salt, water, two eggs. Instruct students to use
the scientific method to experiment and discover in which water the egg
will float and how much salt it takes. Have students write each step of the
scientific method during their experiment to answer the question.
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 Distinguishing relevant from irrelevant After an experiment demonstrating that ocean currents are caused by the rising

(Discriminating,
Distinguishing,
Focusing,
Selecting)
parts or important parts of presented
material (e.g., Distinguish between
relevant and irrelevant numbers in a
mathematical word problem)
and sinking of warmer and colder water. Distinguish the most important
concepts that cause the formation of ocean waves and list the concepts and
illustrations/pictures in a Prezi presentation.
4.2 Organizing
(Finding
coherence,
Integrating,
Outlining, Parsing,
Structuring)
4.3 Attributing
(Deconstructing)
Determine how elements fit or function
within a structure (e.g., Structure evidence
in a historical description into evidence for
and against a particular historical
explanation)
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)
True or False: All the water on land eventually reaches the ocean. Explain your
response.
Create a blog that outlines the evidence that your geographic area does or does
not contribute to the environmental quality of the ocean.
How can we save the endangered species,
the Blue Whale? Create a digital story
from the Blue Whale’s point of view
describing how he feels about why he is
endangered, how he can be saved, and
what a day is like in his life. Use
appropriate pictures and music, original
narration, and title captions.
5. Evaluate- Make judgments based on criteria and standards
5.1 Checking
(Coordinating,
Detecting,
Monitoring,
Testing)
5.2 Critiquing
(Judging)
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 scientist’s conclusions
follow from the raw data)
Determining inconsistencies between a
product and external criteria; determining
Use a spreadsheet to present the inconsistencies of costs in three methods of
marine animal conservation efforts.
There is great controversy surrounding the endangered species list related to
when a species should be considered endangered, when should the species be

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)
removed from the list, whether governments can take land to protect habitats
from development, and loopholes to the protection laws. Placing a species on the
endangered list often causes the value to soar for poachers and collectors and
makes the poaching worse. Create a wiki that points out the inconsistencies in
the reasons for poaching and the reasons to save endangered animals.
6. Create- Put elements together to form a coherent or functional whole; reorganize elements into a new
pattern or structure
6.1 Generating
(Hypothesizing)
6.2 Planning
(Designing)
6.3 Producing
(Constructing)
Coming up with alternative hypotheses
based on criteria (e.g., Generate
hypotheses to account for an observed
phenomenon)
Devising a procedure for accomplishing
some task (e.g., Plan a research study
about the effects of rain on erosion in the
school yard)
Inventing a product (e.g., Build habitats
for a specific purpose)
• Debate whether more money should be spent to explore the ocean floor.
Create a video to pose two or more original alternative reasons for or against
exploring the deep ocean floor.
• The United Nations has established the Law of the Sea. Hypothesize how this
policy supports the idea that the ocean remains sustainable for the society,
culture, and environment of a particular area.
• Some proponents of the UN Law of the Sea believe that the treaty will
establish a system of property rights for mineral extraction in deep sea
beds, making the investment in such ventures more attractive.
Hypothesize how this type of drilling and mineral extraction will affect
the economy, energy sources, and the animal life in the immediate
location.
• Design an original procedure to explore the ocean more than 3 miles deep.
• Plan a deep sea research study to test mineral extraction in three different
locations in the world. Create a proposal to a large mineral organization using
spreadsheets to determine costs, equipment/staff needed, etc. Use desktop
publishing software to create a brochure about your proposal.
• Invent a deep water exploration vehicle that includes all research equipment,
living quarters, etc. needed to sustain the researchers for at least a month. Use
CAD software to create the architectural plans.
• Invent an original drill that will extract minerals from the ocean floor that is
more than 3 miles deep that will not disturb plant life and minimal damage to

the ocean floor. Use CAD software to create the equipment plans.
Reference:
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.
Sample compiled by Dr. Marge Maxwell