Nathan Balasubramanian using Bloom’s revised two-dimensional, knowledge and cognitive process, taxonomy

Delineating the Learning Objectives for the "Filtration Project" in Nathan Balasubramanian's Technology Classes

THE KNOWLEDGE DIMENSION		LEVELS OF THINKING
		THE COGNITIVE PROCESS DIMENSION
		1. REMEMBER	2. UNDERSTAND	3. APPLY	4. ANALYZE	5. EVALUATE	6. CREATE
T Y P E S O F K N O W I N G	A. FACTUAL KNOWLEDGE Terminology Specific details and elements	– Students will recall the three major types of hazardous material – Students will recall the local reservoirs that supply water to their water treatment plant – Students will recognize different types of commonly used acids & bases – Students will recognize the importance of killing giardia in drinking water	– Students will identify & illustrate the materials used in filters in a water treatment plant – Students will illustrate the size of micron by comparing it with the thickness of human hair – Students will identify and interpret an illustration of the hydrologic cycle (h. c.) and understand it as a system	– Students will use the appropriate metric & standard English units as appropriate during water treatment tests – Students will divide the total storage capacity by seasonal usage to determine backup storage	– Students will find the similarities between the filters designed in their classroom and those at the water treatment plant – Students will analyze the sources of water for our use and consumption – Students will predict the groundwater situation when there is an excess or deficiency in precipitation based on their understanding of the h. c.		– Students will generate a list of jobs available for students' personal career choices using Monster’s website
	B. PROCEDURAL KNOWLEDGE Subject-specific skills and algorithms Subject-specific techniques and methods	– Students will identify the processes used to kill cryptosporidiumduring water treatment – Students will identify experimentally the pH of commonly used substances	– Students will classify different materials used in filters in terms of their function(s)	– Students will measure flow rate using a graduated cylinder and stop-watch – Students will use the appropriate metric & standard English units to calculate flow rates of their test-filters	– Students will organize the different materials used in filters at water treatment plants – Students will demonstrate knowledge of appropriate steps they might take as a plant operator during emergencies		– Students will design their set up for filters with four materials
	C. CONCEPTUAL KNOWLEDGE Classifications and categories Principles and generalizations Theories, models, and structures Specific details and elements		– Students will compare and contrast their filters (design and materials) with those at the water treatment plant – Students will paraphrase what they learned from the “Filtration Project ” – Students will predict the settling order of the different layers (based on densities) in water treatment plant filters	– Students will use appropriate tools (graduated cylinder, stop-watch, pH paper, probes, laser) to test the quality of their filtered water – Students will use their knowledge of living things and apply it to reservoirs that supply water to water treatment plants	– Students will distinguish between fiters used in water treatment plants and their class designs	– Student will test the performance of their filters in terms of the four tests – Student will test their filters and rate their performance in terms of the four tests	– Students will generate appropriate designs for filters using only 4 materials – Students will construct an improved design of filters after testing out their initial designs
	D. META- COGNITIVE KNOWLEDGE Strategic knowledge Cognitive tasks, including appropriate contextual and conditional knowledge Self-knowledge		– Students will explain their design of test-filters in terms of systems, trade-offs, constraints, & feedback – Students will summarize their learning experience in the "Filtration Project "	– Students will use their a) knowledge and understanding of water contaminants and b) material properties to design their test-filters	– Students will deconstruct the Benchmarks from “failure, lines of reasoning, and interacting parts” using examples from their own experimentation	– Students will judge their own and their peers work based on five criteria: design, creativity, explanation, cost efficiency, and test-endurance

Adapted from Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives . New York: Longman.