Beacon Lesson Plan Library

Blooms Connection II

Marshall Thomas
Broward County Schools


Students will apply the Bloom's Connection strategy in their social studies or science class. This is a second lesson applying Bloom's principles.


The student applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings.

The student locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.


-Social Studies
-Chart paper


1. Print and duplicate Bloom's Taxonomy handout (see weblinks) and the Example of a student's work in the associated file.
2. Have a list of examples of cue words and questions for the different levels ready to share with students.


Note: Students should already be familiar with Bloom's Taxonomy.

1. Review and discuss Bloom's Taxonomy with students.

2. Review different levels questions with the students. Share the cue words from each level.

3. Model creating different levels questions.

4.Have students to select a chapter from their social studies class. Although chapters may be the same, students would have to create different questions. Use a previous chapter and model how to create the questions using Blooms' hierarchy and then have students look for the answers.Two or three examples should be sufficient.

5. Have each student to create and answer two questions per level.

6. Circulate and formatively assess the questions' levels as students are working on them. Offer feedback and guidance since many will have difficulty with this at first.

7. Have students to evaluate in writing at the bottom of the questions their understanding of the chapters based on doing it this way. They should include whether the think it gave them a better understanding than the traditional method of just reading. Students should also indicate why this method of questions may help students organize and study, as well as retain, the information. (Be prepared for some to be skeptical and non-cooperative until they see it in action.)

8. Have students to get with a partner and evaluate orally in writing each other's work. Students may share as well as compare each other's questions and answers. Allow them to add any that they feel are pertinent to understanding the chapter.

9. Extend this idea and discuss how it could be used in research projects, other classes, and real-world tasks such as deciding about further education. Make sure that students understand that the higher level thinking skills are the ones that produce the most results when applied to text, a task, etc.


Assess the questions student create as well as their answers. Also assess their evaluation as to the usefulness of this method. Students should be able to:
--create questions from each level of Bloom's
--answer the questions that they created
--conduct peer evaluations regarding the questioning format
--evaluate this method of response strategy


This assignment can be applied to any other subject. Teachers will have to make a few adjustments to fit their particular subject.

Web Links

If students have not had the experience of analyzing a piece of literature using Blooms' Taxonomy as a guide, you might want to do this lesson first.
Triarchic Analysis

Web supplement for Blooms Connection II
Bloom's Taxonomy

Attached Files

File Attachment     File Extension: pdf

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