Resource Provision – Summary
Activity 1 – The Learning Context
To better understand the cognitive objectives in Bloom’s Taxonomy it is helpful to apply Pritchard’s cognitivist definition of learning:
Learning is a relatively permanent change in mental associations as a result of experience. The changes in mental associations are internal and cannot easily be observed. (Pritchard, 2009, p. 32).
The key word here is ‘experience’ which is something that the learner must do through a range of activities which is what Bloom’s Taxonomy offers.
Learners experience begins with gathering knowledge and adding to their existing knowledge.
When learners ‘experience’ something it becomes memorable which can then increase their understanding and have a far greater impression on their existing knowledge.
Comprehension activities offer the learner opportunities to interpret and explain the new knowledge they have gained.
The application allows learners to apply different skills to the knowledge and understanding.
More complex cognitive levels like analyse, evaluate and create higher level thinking skills.
Some students will work well at higher levels of Blooms whereas others will require additional scaffolding depending on individual ability and learning styles.
It makes sense to engage learners in a variety of ways to ‘support different levels or complexities of learning objectives’ (Dalton, 2003, p.2)
Bloom’s enables teachers to better plan their learning opportunities for students with various ability levels, year/grade levels, learning styles and multiple intelligences.
|Knowledge||What is an ecosystem?||Dictionary – print or online or basic textbook|
|Knowledge||Define an ecosystem and list the varieties that are found in South Australia.||Reference and Information books in library – school and public (Ecology); Government websites, i.e. http://www.environment.sa.gov.au/ (search ‘ecosystems South Australia’; State Library of SA – LibGuides ‘water and ecology’
|Comprehension||List the different parts of the ecosystem and explain what they do.||Group discussion – Brainstorm activity
Interactive Whiteboard activity
Websites; Posters; Charts; Big books
|Comprehension||Compare a marine ecosystem with one from another area of our state.||Websites, i.e. State Library – LibGuides
SA Water Learning Resources – http://www.sawater.com.au/NR/rdonlyres/B34F315A-EC5C-4D8A-B506-9C93BAD4BA1E/0/LibraryResourcesCatalogue.pdf
|Application||using a diagram, show how the water cycle operates in an ecosystem||Infographic showing water cycle – create or source one.
Website – Interactive games
|Application||Demonstrate what happens when humans interfere with the water cycle.||The amazing adventures of Gavin, a leafyseadragon [DVD kit] / Department for Environment and Heritage South Australian Film Corporation, 2006 Introduces South Australian marine biodiversity through the character of Gavin, the Leafy Seadragon. Leafy seadragons are a protected species, and the marine emblems of South Australia. An interactive game. Kit also contains an educators CD ROM, and supporting materials
|Analysis||Contrast the natural water cycle with that used by our community||Excursion to SA Wastewater Treatment plant (Glenelg, Christies Beach or Bolivar depending on location of school).
Guest Speaker from local government; sustainability expert
|Analysis||Examine an ecosystem that has been damaged by human interference. Avoided how?||ElectroCity – online game www.electrocity.co.nz
Books: Where the Forest Meets the Sea;The Hidden Forest, Baker, J; The Sea the Storm and the Mangrove Tangle, Cherry, L;
Blogs, articles, newsletters from ecological organizations i.e. Greenpeace, David Suzuki Foundation; Ozgreen
Create discussion forum
|Synthesis||Identify an unspoilt ecosystem and design a way of preserving it.||Design a brochure/pamphlet on an ecosystem like the Coorong using information from Tourist websites and local govt. site – identify natural elements and how humans can use the area in a non-damaging way, i.e. eco-tourism, fishing, camping etc.
|Synthesis||How would preserving our local ecosystems enhance our environment?||Using a podcast or vimeo, write a speech or create a public service announcement about the need to preserve ecosystems like the Coorong.|
|Evaluation||Is it reasonable that people pollute our waterways? Defend your answer||Class discussion; class debate; written exposition;
|Evaluation||Assess the impact of pollution in our local waterways.||Survey community; digital images from web and students own on Prezzi or Powerpoint
Activity 2 – The Teaching Context
A new and inexperienced geography teacher has arrived in your school and has been given the task of teaching a year 7 class on rainforests as part of the Global Environments Focus Area. List 3 key types of information this teacher might need and suggest a source of information – this does not need to be exact, such as a URL, but more general such as ‘an article on’ or ‘a website about’.
3 Types of Information resources:
1) Prior knowledge – information students already possess – brainstorming activities/KWLs/ Mind maps etc.
2) Online websites such as kids.mongabay.com, grolier.com, www.swirk.com.au Unit: Global Environments: rainforests; information and reference books/magazines (National Geographic/Australian Geographic); DVDs/YouTube video clips about rainforests in Australia and other countries; Picture books – i.e. Monkey Magic, by Grant S. Clark, The Great Kapok Tree, by Lynne Cherry
3) Curriculum documents – Australian Curriculum / SACSA
- In Year 7 the focus is on weather and water, including topics such as weather and rainfall, the hydrologic cycle, weather hazards (cyclones, storms, droughts and floods), world water usage and distribution, and water resource management. This focus links with Year 7 science. (ACARA, 2011, p. 27).
Pritchard, Alan, Oct 29, 2008, Ways of Learning : Learning Theories and Learning Styles in the Classroom, David Fulton Publishers, Hoboken, ISBN: 9780203887240