Revised Bloom’s Taxonomy
The Cognitive Process Dimension
Name: Jeff Sorce
Authentic Topic: Area & Perimeter
Grade level: 4th
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.
i. 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.
ii. These should be written as prompts for students, not as objectives.
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 Bloom’s Taxonomy – Full Description”, for more information about 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)
Location knowledge in long-term memory that is consistent
with presented material (e.g., Recognize the dates of
important events in U.S. history)


Area = length x width
Perimeter = 2length + 2width
1.2 Recalling
(Retrieving)
Retrieving relevant knowledge from long-term memory (e.g.,
Recall the dates of important events in U.S. history)


Name the formula that is used to calculate the
distance around an object.
Name the formula that is used to calculate the
space inside an object.
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)

Paraphrase the story “Spaghetti and Meatballs for
All” by Marilyn Burns. Include how they used
area and perimeter to determine where everyone
would sit.
Finding a specific example or illustration of a concept or
principle (e.g., Give examples of various artistic painting
styles)

Which of these shows perimeter?
2.3 Classifying
(Categorizing,
Subsuming)
Determining that something belongs to a category (e.g.,
Classify observed or described cases of mental disorders)

2.4 Summarizing
(Abstracting,
Generalizing)
Abstracting a general theme or major point(s) (e.g., Write a
short summary of events portrayed on a videotape)

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)

Look at the math formula notecards. Group them
into formulas that use addition, and formulas that
use multiplication.
Watch the Khan academy video on Area and
perimeter. Summarize the video into your own
words.
Describe perimeter. How would this affect how
much wood was purchased to build a fence
around a backyard?
2.6 Comparing
(Contrasting,
Mapping,
Matching)
2.7 Explaining
(Construction)
Detecting correspondences between two ideas, objects, and
the like (e.g., Compare and contrast historical events to
contemporary situations)

Create a Venn diagram showing the similarities
and differences between area and perimeter.
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 the cause of there not being enough seats
for everyone to sit down to dinner.
Explain how area affects perimeter.

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., 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)
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)

Students will use square tiles to design a seating
arrangement for the cafeteria.

Students will take on the role of county employees
or interested citizens responsible for planning the
design of an addition to a county park. As design
engineers for the county or interested citizen,
students will design an addition to the county park
that meets the budget of $350,000 and is completed
within the required time period. Current park blue
prints along with space requirements and cost for
possible additions will be provided. Student will
determine what additions to include and what the
layout of the addition will be. The design will be
approved by the director of the county public works
department.
4. 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)
4.2 Organizing
(Finding
coherence,
Integrating,
Outlining, Parsing,
Structuring)
4.3 Attributing
(Deconstructing)
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.)
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)
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 participating in the Public Works activity,
explain how area and perimeter would affect your
budgeting plans. Create a demonstration using
Google Earth and Prezi to show two different
scenarios where a park could be created, but still
staying within your given budget.

Create a Tweet that explains the difference between
area and perimeter. Remember, this has to be 140
characters or less.

Re-write the story of Spaghetti and Meatballs for all,
but this time write it from the perspective of the tables
that continued to be pushed and pulled apart. You can
use Comic Maker to help you show this.
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; 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.)
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.)

Use Google Sheets to show how to balance the budget
created from your area and perimeter formulas.

Analyze two budgets created by your peers. List
reason for why their plan would work, and what errors
you might have found. Provide hints to help the other
teams correct their budgets.
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)
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


Provide arguments for why your budget and park plan
was the best and should be implemented. Explain
what the benefits would be if your plan was used
instead of the others’. Why do you think yours is the
best?
Design a plan to go take the area and perimeter of far
away difficult objects. Think about the Egyptian
pyramids, or the ocean. How would these answers be
determined?
6.3 Producing
(Constructing)
table, summary of needed capital.)
Inventing a product (e.g., Build a habitat for an original
animal you created.)

Invent a new tool that could be used to determine area
and perimeter more efficiently in the field. Why is
this better than what is currently being used? How
much this cost? Is it worth spending the money on,
rather that just using a ruler?
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.