Revised Bloom’s Taxonomy

The Cognitive Process Dimension

Name: Mike Paul

Authentic Topic: Student Health Club

Grade level: 6th

Did you use the iBook about Bloom’s Taxonomy or the PDF file on your computer? PDF

Remember that you will use one of your activities that you create for Analyze, Evaluate, or Create for your Instructional Design Project later in the course. So keep this file and come back to it later.


  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

  1. Create one or more activities (or objectives or assessments) for each of the 19 Cognitive Processes.
  1. Each activity should stand on its’ own; i.e., do not build one activity from another activity or do not use information from one activity in another activity.
  2. These should be written as prompts for students, not as objectives.
  1. 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.

  1. 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 Bloom’s Taxonomy – Full Description”, for more information about each level and process.

Revised Bloom’s Levels

Cognitive Processes (Alternate Names)

Definitions and Examples

(Do not delete the text in this column.)

Activity or Assessment Question

(All activities/assessments are directed at the

students or pupils in your class.)

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

1.1 Recognizing (Identifying)

Location knowledge in long-term memory that is consistent with presented material (e.g., Recognize the dates of important events in U.S. history)

  • Identify the five food groups.
  • Recognize the nutritional data for your favorite fast food restaurant.

1.2 Recalling (Retrieving)

Retrieving relevant knowledge from long-term memory (e.g., Recall the dates of important events in U.S. history)

  • Recall the recommended rate of caloric intake (calories/pound) for a 11-12 year old student.
  • List 3 examples from each of the five food groups.
  1. Understand: Construct meaning from instructional messages, including oral, written, and graphic communication

2.1 Interpreting (Clarifying, Paraphrasing, Representing, Translating)

Changing from one form of representation (e.g., numerical) to another (e.g., verbal) (e.g., Paraphrase important speeches and documents)

  • Interpret the meaning of the proverb, “Eat to live, not live to eat.”
  • Outline a weekly exercise program for 6th grade students.

2.2 Exemplifying (Illustrating, Instantiating)

Finding a specific example or illustration of a concept or principle (e.g., Give examples of various artistic painting styles)

  • Read this article on school lunches around the world. Illustrate the differences between US school lunches and lunches around the world using at least 3 images and a brief description of how students in other countries have healthier options for lunch than in the US.

2.3 Classifying (Categorizing,


Determining that something belongs to a category (e.g., Classify observed or described cases of mental disorders)

  • Create a Symbaloo page and curate online resources in the following categories: beginner exercises, intermediate exercises, advanced exercises.

2.4 Summarizing (Abstracting,


Abstracting a general theme or major point(s) (e.g., Write a short summary of events portrayed on a videotape)

  • Read this article on how exercise affects learning and summarize the main points.
  • Watch this video on healthy eating and summarize the effects on learning and behavior discussed in the video.

2.5 Inferring (Concluding, Extrapolation, Interpolating, Predicting)

Drawing a logical conclusion from presented information (e.g., In learning a foreign language, infer grammatical principles from examples)

  • Predict the weekly caloric lunch intake for two students; one who eats lunch at school every day and one who brings a sack lunch every day.
  • Draw conclusions as to why some students prefer to eat lunch at school every day and why some choose to bring their lunch every day.

2.6 Comparing (Contrasting, Mapping, Matching)

Detecting correspondences between two ideas, objects, and the like (e.g., Compare and contrast historical events to contemporary situations)

  • Compare and contrast the caloric intake of chocolate milk & white milk.
  • Create a chart comparing the number of calories burned after completing 15 minutes of walking, jogging, running, biking, and swimming.

2.7 Explaining (Construction)

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)

  • Explain how the meals served in the school cafeteria meet the mandated nutritional standards for school lunch.

  1. 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 man’s or woman’s 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)

  • Begin your own weekly exercise program. Track your exercises and time using Google Sheets and share with the health club.
  • Track your eating habits using Google Sheets.

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 Newton’s Second Law in situations in which it is appropriate)

  • Based upon school guidelines, create a menu plan for the 6th grade class that can be used over the summer.
  • Begin a weekly exercise program with your family.
  1. Analyze: Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

Remember: If a student can “google” a question or prompt to find the answer OR if it only takes a few minutes to answer a prompt, it is not higher-level thinking at the Analyze, Evaluate, or Create level.

4.1 Differentiation (Discriminating, Distinguishing, Focusing, Selecting)

Distinguishing relevant from irrelevant parts or important parts of presented material; Differentiating is different from the cognitive processes associated with Understand because it involves structural organization and, in particular, determining how the parts fit into the overall structure or whole. (e.g., Research at least ten different methods of protecting crops from insect pests. Distinguish which are chemical or not and select the two best methods to use in organic farming in Kentucky. Justify your answer.)

  • Research the school menus of public and private schools in the area. Distinguish which ones provide the best combination of variety and nutritional value. Justify your answers.

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

Determine how elements fit or function within a structure; Builds systematic and coherent connections among pieces of relevant information; Occurs in conjunction with Differentiating since the student first identifies the relevant or important elements and then determines or imposes an overall structure, configuration, or arrangement on the content. (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)

  • Using a nutritional information guide from your favorite fast food restaurant, create a new menu using Canva that shows the amount of time you would need to exercise to burn the calories eaten for 5 different menu items.

4.3 Attributing (Deconstructing)

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.)

  • After interviewing several students about their food preferences, deconstruct their opinions about school food.
  1. 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 scientist’s conclusions follow from the raw data; Evaluate another group’s 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.)

  • What would be the best way to integrate an exercise time into the normal school day? Consult with administration and the PE department and create at least two suggestions.

5.2 Critiquing (Judging)

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

  • Create a blog to present school lunches to the public and judge whether or not they meet the criteria for mandated school lunches. Justify why you believe changes need to be made to school lunches.

  1. 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)

  • Find several examples of school lunches from around the world. Generate hypotheses about why they are so different from US school lunches and how US students might feel about school lunch if they were more like lunches around the world. Record a podcast using Audacity with members of the school health club and include their hypotheses as well and post to the school website.

6.2 Planning (Designing)

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, timetable, summary of needed capital.)

  • Design an after school exercise program that is open to all students. Explain how you chose the exercises in your program. Create a Google Site that advertises the program and work with school administration to add a link on the school web page.
  • Submit a plan to your school board to implement an after school exercise program at every school in the district.

6.3 Producing (Constructing)

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

  • Create an infomercial for your after school exercise program using iMovie.
  • There is an empty room attached to the school gymnasium. Use the room dimensions to construct a 3D model for a new school exercise space using SketchUp, complete with training equipment. Be sure the equipment is safe for use with middle school students. Create a proposal for creating the new space and present it to the school board.

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.