Bloom's Learning Objectives
The learning goal and objectives build the students development in learning by exploring the three separate domains of Bloom’s learning. First of all, the learning goal and objectives engage the cognitive domain by having students differentiate between and relate components of the weather cycle. In addition, they will employ the their cognitive and knowledge skills by listing examples of each component of the cycle (remembering and understanding), relating the water cycle to weather (applying), and creating a demonstrative model of the water cycle (creating, applying, and creating).
III. Appropriateness for Students
In regards to development, the learner will exercise the affective domain by participating in class discussions exploring the water cycle. While participating, they will be respectfully listening to classmates. In doing so, the students will be responding to what they have learned by actively participating. Therefore, the students are not only receiving information but responding and demonstrating and valuing the information.
In addition, the learner will utilize the psychomotor domain of Bloom’s Taxonomy by identifying the key concepts of the water cycle. In addition, the class will follow these steps and reproduce these concepts as a model. As well, they will be able to use mechanism to assemble and construct the model in
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In the first grade, students were to identify and describe a variety of natural sources of water, including streams, lakes and oceans. In addition, because this classroom contains the G/T cluster, the learning goals and objects allow these students and those of mixed abilities to scaffold off of one another. Therefore, not only are the gifted students interacting with their intellectual as well as their age
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