Group 2 - Bloom's Taxonomy Project


Part 1:
Activity- Remembering
Activity: Using RADCAB method of evaluating a website.
The teacher begins the lesson by asking students where they go to get information when they are assigned a research paper. Teacher creates a list of responses the students give. The teacher separates resources into two categories: electronic & print.

Teacher continues the discussion by asking students to help her complete a Venn diagram of information attained through the internet vs information attained through print materials (advantages, characteristics, etc.). (Teacher completes Venn diagram on board.) Teacher reiterates (or adds, if not mentioned) that ANYONE can create a website and put it on the Internet. Teacher asks students why it is important to evaluate whether a website is valid and reliable.

Teacher introduces RADCAB method. She explains to students that each letter in the acronym RADCAB stands for a characteristic that they need to look for when evaluating a website for validity and reliability.
Teacher begins by showing students a small poster with the R word: Relevancy. The poster will also have two questions that students should ask to see if the website meets the characteristic.
Ex: Relevancy- Is the information relevant to the question at hand? Am I on track?
The teacher elaborates on this.

The teacher will then ask the students to try to guess what each of the rest of the letters stand for. She can read the questions to give the students clues about what the word is. She shows the poster as students state correct word or if there are no further responses given. Teacher then rereads questions and elaborates on this characteristic.

Teacher continues this way with each of the following characteristics:
Appropriateness- Is the information suitable for my age and core values? Will it help me answer my question?
Detail- How much information do I need? Is the depth of coverage adequate?
Currency- When was the information published or last updated?
Authority- Who is the author of the information? What are his or her qualifications?
Bias- Why was this information written? Was it written to inform me, persuade me, or sell me something?

Evaluation: Ask students to list the word that each letter in the acronym RADCAB stands for and to match each characteristic to a question (from a list of questions) that can be asked to evaluate a website.


Part 1
Activity: Understanding
A third grade science class will participate in an Earth Day project that compares various tasks done two different ways to decide which method is the most “green” way of doing the task. Tasks will include: mowing the lawn with a push or a gas powered mower, deciding “paper or plastic” at the grocery store, and throwing all the trash in the dumpster or separating it into recyclables. The class can divide into teams and develop an understanding of the topics using internet resources such as the ones listed below.
Student Resources:
MSNBC – Paper or Plastic, What’s the greener choice?
greener-choice/#.T0W6n8pS47g - Paper vs. Plastic – The Shopping Bag Debate
State of Texas Alliance for Recycling -
Wend, Beyond Adventure -
Each of the groups can work on all tasks as a team or each group can pick a task and report their findings to the rest of the class.


10th – 11th High School Law
Part One – Activity
After researching and discussing the six forms of cyber bullying, the students will examine different case studies to determine the types of cyber bullying offenses and whether the scenarios would be addressed under civil or criminal law. After correctly identifying the offenses and which court would address the offense, the students will pair up and use digital means to create their own case study. The completed case study will then be reviewed by their peers to determine offenses and courts.
Stop Cyberbullying -
Cyberbulling Laws -
Software Options:
Windows MovieMaker
Assessment would be based on how well the other students can determine the correct offense and the court under which the crime would be heard as well as the appropriate use of technology.
Key Terms for the “Applying” level of Bloom’s Taxonomy are:
  • Carrying out
  • Using
  • Executing
  • Implementing
  • Showing
  • Exhibiting
The digital additions and their justification are as follows:
  • Running and operating – The action of initiating a program. This is operating and manipulating hardware and applications to obtain a basic goal or objective.
  • Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game/s are showing understanding of the process and task and application of skills.
  • Uploading and Sharing – uploading materials to websites and sharing of materials via sites like flickr, etc. This is a simple form of collaboration, a higher order skill.
  • Hacking – hacking in its simpler forms is applying a simple set of rules to achieve a goal or objective.
  • Editing – With most media’s, editing is a process or a procedure that the editor employs.
Retrieved February 14, 2012 from's+Digital+Taxonomy#x-Applying-Key Terms - Applying:


7th grade Texas History
A 7th grade Texas History class will participate in the Texas History Mystery Project. The class will work in groups/teams to solve a problem/puzzle related to Texas History using the recommended resources listed below. Each group will deconstruct the selected problem/puzzle and “crack” it open identifying key points. Then, organize the key points from “most” to “least” impact on the problem/puzzle, and post their group findings using one of the following options:
Slide Share -
Wikispaces -
Gooogle Docs –
Ultimately, the groups will “Mash” their results into one final product as a collective class project.
Recommended Student Resources:
Texas History -
Texas History Timeline -
Museum of South Texas History -
Texas Almanac (Texas State Historical Association) -
Texas Beyond History (UTA) -
Texas State Library and Archives Commission -
The Alamo -
The Handbook of Texas Online -
San Antonio Missions (National Park Service) -
South & West Texas Historical Sites Index -
Key Terms for the “Analyzing” level of Bloom’s Taxonomy are:
• comparing
• organizing
• deconstructing
• attributing
• outlining
• finding
• structuring
• integrating
• mashing
• linking
• reverse-engineering
• cracking
• mind-mapping
The digital additions and their justifications are as follows:
Mashing - mash ups are the integration of several data sources into a single resource. Mashing data currently is a complex process but as more options and sites evolve this will become an increasingly easy and accessible means of analysis
Linking - this is establishing and building links within and outside of documents and web pages.
Reverse-engineering - this is analogous with deconstruction. It is also related to cracking often without the negative implications associated with this.
Cracking - cracking requires the cracker to understand and operate the application or system being cracked, analyze its strengths and weaknesses and then exploit these.
Retrieved Feb. 10, 2012, from


Part 1:
12th grade Government class
Assignment—assignment to be completed individually
Using the NM Legislature website, find one proposed piece of legislation that was debated during the most recent session of the Legislature. Using PowerPoint or Keynote, create a presentation to be given to the class that states the following: proposed legislation, the reason for the legislation, if the legislation was passed, the pro/cons of the legislation, the student’s opinion about this legislation and reasons for this opinion.
Students will use two databases or print materials to select information that supports and strengthens their opinion on the legislation.
During class presentations, there will be thoughtful, respectful questioning by classmates and teacher about the legislation and the stated opinion. The student should be able to defend his/her position based on the reading and research that was completed during the assignment.
NM Legislature --
Opposing Viewpoints in context –
Issues (ABC-Clio) Database --
Print materials available in the MHS library and through interlibrary loan
Completion of the presentation using the above guidelines and a rubric given to the students
Discussion during student’s presentation and participation in discussions during other presentation


Part 1: Activity
Using library resources (books and digital resources), 5th grade students will research background information about, and investigate causes of the American Civil War. They will create a "recipe" that metaphorically explains the historical situation. The recipe must include:
  • Ingredients (events, people, social and economic conditions, philosophies, religious beliefs, etc). Remember to include amounts or proportions of ingredients (a dash, a teaspoon, several cups) to signify importance.
  • How the ingredients are combined, mixed, or cooked. (simmer, boil, cook over a high flame)
  • Who/how many does the recipe serve?
  • Special instructions
  • Resources that were consulted in the development of the recipe
Students will use the following organizer to help prepare the recipe

Name of Recipe:General description of recipe
Cooking instructions
Students will be assessed using a rubric. All parts of the planning, the final product, and the presentation to the group will be included in the assessment. The final product should show a general understanding of causes of the American Civil War, people/groups/sides involved, conditions of the time period, and significant events during the course of the war. The students should also demonstrate the ability to use books and digital resources, as well as reference them correctly within the project.


Anderson, L. W., & Krathwohl, D. (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Bloom’s Digital Taxonomy Pyramid. (n.d.). Retrieved February 14, 2012, from
Christensson, Karen M. (2011). RADCAB- Your vehicle for information evaluation. Retrieved from
Churches, A. (2012). Bloom’s digital taxonomy. Retrieved from
Clark, D.R. (2010) Bloom's Taxonomy of Learning Domains. Retrieved February 27, 2012 from
Educational Origami: Bloom's - Analysing. (n.d.). In Wikispaces. Retrieved February 10, 2012, from
Educational Origami: Bloom's - Creating. (n.d.). In Wikispaces. Retrieved February 7, 2012, from
Educational Origami: Bloom's Digital Taxonomy. (n.d.). In Wikispaces. Retrieved February 7, 2012, from
Farr, J. (2009, January). Using Bloom’s Revised Cognitive Domain to Improve Instructional Practice. Retrieved February 14, 2012, from
Forehand, M. (2005). Bloom's taxonomy: Original and revised.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved February 7, 2012, from
Forehand, M. (2012) Bloom's Taxonomy. Retrieved February 26, 2012 from
PBWorks. (2010). Texas History Mystery. In Wikispaces. Retrieved February 10, 2012, from
TeacherVision. Retrieved February 21, 2012, from
World War II Recipes. (n.d.). In Wikispaces. Retrieved February 7, 2012, from