Tag Archives: Bloom’s Taxonomy

Topic 1 – Resource Provision

Bloom’s Taxonomy

I initially found this task daunting as I haven’t worked in a classroom for so long and I’m not used to using the Internet to search for resources that are reliable and student-friendly.

So, I decided to list all the resources that I would look at using for any topic.

  • Dictionary
  • Atlas
  • Encyclopaedia
  • Syllabus
  • Teacher resources
  • Posters/Charts/Pictures
  • Online search
  • Local/state government – printed material and online
  • Textbooks – fiction and non-fiction
  • Field study/excursion
  • Guest speakers – from local groups/parents
  • Class discussion/prior knowledge

The content of the resource information would have to vary according to the ability of the children within the class. You would need to be really organised with resources available prior to the beginning of the unit of work.

I would suggest that this unit of work could be undertaken by students from Year 5 doing just the Knowledge/Comprehension and Application sections and the older grades doing all 6 sections depending on their ability.

Objective Question Resource
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. Encyclopaedia – print or online or basic science bookContact South Australian government or look on their website:www.environment.sa.gov.au/Conservation/Ecosystem_conservation


Contact Australian Ecosystems:


Comprehension List the different parts of the ecosystem and explain what they do. Encyclopaedia – print or online or basic science bookPosters/Charts/PicturesOnline search:


Comprehension Compare a marine ecosystem with one from another area of our state. ExcursionOnline search:www.environment.sa.gov.au/naturelinks/emw/marine-cons.html


Application Using a diagram, show how the water cycle operates in an ecosystem Encyclopaedia – print or online or basic science bookPosters/Charts/PicturesOnline search:




Application Demonstrate what happens when humans interfere with the water cycle. Science textbookGuest Speaker – from local/state government or conservation group
Analysis Contrast the natural water cycle with that used by our community Excursion – Water PlantGuest Speaker – from local/state government or conservation group
Analysis Examine an ecosystem that has been damaged by human interference. Avoided how? Textbook – print or onlineOnline search:http://lsnhs.leesummit.k12.mo.us/awilcox/SON/Notes/Unit06Notes.pdf


Synthesis Identify an unspoilt ecosystem and design a way of preserving it. Where the Forest Meets the Seaby Jeannie BakerExcursion to an unspoilt local areaGuest Speaker – from local/state government or conservation group
Synthesis How would preserving our local ecosystems enhance our environment? Excursion to an unspoilt local areaGuest Speaker – from local/state government or conservation group
Evaluation Is it reasonable that people pollute our waterways? Defend your answer Online search:www.kidcyber.com.au/topics/waterpollution.htmwww.council.lithgow.com/stormwater/index.html

Class discussion

Evaluation Assess the impact of pollution in our local waterways. Field study to local waterwaysGuest Speaker – from local/state government or conservation groupOnline search: As above

Geography Teacher

Three types of key resources I would encourage a new Geography teacher to use would include:

1)    Reliable Website Resources:


This is an awesome source for new Geography teachers in NSW as it goes through how to programme, how to assess the students, expectations etc. At the very end it has a list of useful websites that the teacher can use to get resources on a particular topic such as Rainforests.

2)    Geography Syllabus:


3)    Library Resources:

A bulk library loan on Rainforests, which could include some or all of the following:

– Non-fiction and fiction books suitable for Year 7

– Teaching Resources that include ideas on what and how to teach Rainforests

– Kits on Rainforests that can include posters/charts/pictures

There are other sources of resources that you could mention to the teacher such as:

  • Environmental Education Centre
  • Joining the professional association
  • Speaking with other teachers who have taught this unit
  • Local/state conservation and government groups
  • Excursion – kids LOVE going on an excursion and usually the place has information to support the unit of study

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