Bloom’s Taxonomy Syllabus Plan

Bloom’s Taxonomy Syllabus Plan

This Bloom Taxonomy Plan is an integrated, unstructured approach to the wildlife theme. Unstructured in this case means unrestrained by time: some activities take half an hour and others take three to four hours for different teachers or students.

Bloom’s Taxonomy is a hierarchy of cognitive processes from the most basic to the more complex. It is developmental, accumulative, challenging, cyclical, and thus never ending. The Bloom’s Taxonomy Plan can be used alone in a class, group or individual program or woven with other key learning content and school curricular activities.

All levels may not be completed by all students always and movement back and forth between the levels can occur. Generally, students choose two to four activities from the Knowledge and Comprehension areas, two to three from the Application and Analysis areas and one or two each from the Synthesis and Evaluation sections. Management will depend on the complexity of the theme and the needs of the student and teacher. In a series of six well-designed activities, it is possible to progress through all the levels in a day theme. Bloom’s Taxonomy is a very flexible planning method.

The six dimensions of Bloom’s Taxonomy, from the basic to the more complex, are
• Knowledge: recalling basic data and researching information
• Comprehension: generalising or showing understanding of the information
• Application: using the previous knowledge, findings or principles in different situations
• Analysis: reassessing the elements, understandings and relationships
• Synthesis: putting the ideas together in a new form or product
• Evaluation: testing the content in new situations or against a new set of factors

The final Evaluation dimension prepares one for the next level of knowledge exploration: the ongoing cyclical nature of cognitive processing and Bloom’s Taxonomy.

The choices below are suggestions. Teachers or students might suggest others. The choices should be displayed for students to think about and choose.

Students may choose one species or habitat to study, a group of species from the same family, or local wildlife in general. They may work in groups, pairs or individually.


• Create a poem or short story on your local animal.
• Prepare a fact sheet on a local animal species or family.
• Draw a chart or table showing the similarities and differences between your animal and another species from the same family.
• Draw a timeline of your life starting with your birth to the present. Mark in the major environmental associations, events, experiences and celebrations you have had. How important is the environment in your life? 1
• Find out how the local council, chamber of commerce, farmers, or football club contribute to protecting habitat and the local wildlife.
• Collect the opinions on local wildlife from other groups of people: students, family, local shopkeepers, etc. Present the opinions in wildlife frames for display.
• Prepare a booklet or PowerPoint presentation illustrating the characteristics and needs of your creature: Appearance, Food, Life cycle, Habitat needs, Threats, etc.
• Find out what an ecological vegetation community or class is, and why it is important.

1 The link with environment begins in the womb and with one’s first breath.


• Draw a timeline of your chosen species and mark in the environmental needs, events, experiences and celebrations it can expect in its life. Compare these with those in your own timeline.
• Write a story about local wildlife. The story may be fact or fiction, a personal experience or someone else’s experience which was memorable for you.
• Prepare a talk explaining why you would choose to work with local wildlife as a veterinarian, ecologist or zoologist.
• Illustrate an ecological vegetation class from your area and show how some of the local animals inhabit and use it.
• Make a model of your creature and label the different parts.
• List the problems in the world if we didn’t have any fungi or trees or grasses.
• List five important ways to improve the habitat and food chains for wildlife in your area. What obstacles might occur in this improvement?


• Design a trivia game with questions about your local creature of study. Test it in a group.
• Present a class talk explaining the similarities and differences between your own life and that of your chosen species of study.
• Produce a survey of your backyard recording different types of local wildlife and suggest why they live in particularly places.
• Make a scrapbook of extinct species in your region.
• Prepare a backpack with all the equipment you need for investigating a local wildlife reserve.
• Prepare a vivarium (aquarium or terrarium) for some local wildlife to inhabit.


• Arrange a party for your species. Make sure the time, needs, organization and participants are compatible with the animal’s lifestyle.
• Produce a photographic display on your species of choice. Select photographs which creatively inform people about the animal’s characteristics and needs.
• Perform a play where four or five of the characters all have different views about a native animal or local reserve. Your characters can use some properties such as masks, a television box or musical instruments to express their message.
• Prepare a graph on the populations of native and / or feral species in your area.
• Create an invention that would help an endangered species to survive its worst threats.
• Draw a map of your school or your journey to school. Mark the native vegetation and the introduced species. Add labels showing where the native and introduced species of animals live. How could the area be improved for local wildlife?


• Design a bumper sticker to raise community awareness and protect kangaroos becoming road kill.
• Design a cover or dust jacket for a book on local wildlife.
• Present a poster on the importance of the ecosystem that your creature needs to educate a local community group.
• Imagine you are born into the family of your favourite animal. Prepare a talk with cue cards, drawings or photos on how you would spend the next 24 hours.
• You are in charge of a group to improve the local habitat for a particular animal. What are the major actions everyone will need to achieve to make this possible?
• Write up a report on what the world would be like without any fish, reptiles, amphibians, etc.
• Design a lesson for infant children on three major ways they can support local wildlife.


• Draw of your future to the age of seventy. Based on your research of the local wildlife, mark in the key environmental associations, events, experiences and celebrations you expect to have.
• Your study animal has moved into your backyard. Prepare a management plan for your creature.
• Write a letter to the editor of the local paper or the council advising of the needs your creature has for a sustainable future or requesting the protection of some local habitat on the basis of your wildlife findings.
• Prepare a play demonstrating many of the issues surrounding wildlife in your area.
• Design a poster for your community with five rules for respecting the local habitat.
• Make a map of your garden showing the environmental features and hotspots. Explain what can be done to improve the habitat for local wildlife.

Share This: