Ali and Anthuanet

Bloom’s Taxonomy Lesson Plan’s

Topic: Lab Safety

● Activity- Pass out a worksheet and have the students circle or highlight unsafe lab
practices.
● Level of Bloom’s: 1
● TEKS: 1A
● SPED/ESL Accommodations: Give these students a copy of the same handout but with
less unsafe lab practices, 4 instead of 10. Also have another student or SPED teacher
read it out aloud for them.
● Materials: Unsafe lab practices worksheet.
● Non technology- Write down on the whiteboard unsafe practices
Topic: Scientific Process
● Activity- With a T-chart drawn on the board students will take cut outs of scientific
hypotheses and scientific theories and put them in the correct side of the t chart.
● Level of Bloom’s:2
● TEKS: 2D
● SPED/ESL Accommodations: Give these students their own T chart and have them fill it
out with less scenarios. Have it read to them if necessary.
● Materials: Whiteboard, tape, scenarios.
● Non Technology- Write down the hypotheses and theories instead of cut outs.

Topic: Genetics
● Activity- Students will solve genetic combination problems. They will solve the
percentages of how likely the offspring is to get the same characteristics as their parents.
● Level of Bloom’s:3
● TEKS: 6F
● SPED/ESL Accommodations: Have fewer problems for them to solve. And also have
easier numbers.
● Materials: Worksheet.
● Non technology- write down on whiteboard

Topic: Cells
● Activity- Prokaryotic and eukaryotic cell flipbook. Students will make a book comparing
and contrasting the two different cells. The first 2 pages will have a diagram of the cells,
the next pages will have the description of the characteristics of the different cells, and
the 3rd page will have questions about the different organelles inside of the cells.
● Level of Bloom’s:4
● TEKS: 4A
● SPED/ESL Accommodations: Have these students draw the organelles and answer the
questions about the differences between the two cells. Give them extra time and a
longer due date.
● Materials: Computer paper, colored pencils, past notes.
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● Non technology-Draw the diagram of cells

Topic: Food webs

● Activity- Students will pick a level on the food chain and they will defend why they think
that level is the most important and what would happen if that level was missing. After
they discuss their opinions they will get roles in a food web and make a human food
web.
● Level of Bloom’s:5
● TEKS: 12C
● SPED/ESL Accommodations: For these students instead of them speaking orally they
will write down their argument.
● Materials: Paper and pencil
● Non technology- none

Topic:
● Activity- Students will create a 3D diorama of either a plant cell or animal cell, that
consists of every part of the cells.
● Level of Bloom’s:6
● TEKS: 5B
● SPED/ESL Accommodations: They will instead draw a plant/animal cell on a piece of
paper.
● Materials: paper, tape, glue, boxes, markers and colors
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TEST:

Level 1: Remembering
1. What are the three things plants need for photosynthesis?
a. Sun,water,carbon dioxide
b. Food, water, sugar
c. Water, soil, air
d. Leaves, stem, flower
2. Pick the right components of the photosynthesis equation.
a. Glucose, air, water, soil
b. Carbon dioxide, water, light energy, glucose, oxygen
c. Light energy, oxygen, water, carbon dioxide
d. Soil, sun, water
3. What is a food web?
a. Different groups of food
b. A map of where food comes from
c. A system of interlocking food chains
d. A system of knowing who the predator is

Level 2: Understanding: Short Answer

1. An insect eats a leaf. Explain how the insect depends on the sun for energy.

2. Explain what would happen if there was no glucose in the plant.

3. A student broke a beaker during a lab. Explain what the next step the student should
take.

Level 3: Applying:
1. Illustrate the process of photosynthesis. Include: sunlight, water, carbon dioxide, oxygen,
glucose, stomata, chloroplast, chlorophyll in an energy circle. Artistic talent does not
affect your grade. Label all the parts.

2. True or False: If you had three soil samples and each one had different levels of acidity
and different amounts of nitrogen; the soil with the least acidity and the most nitrogen
would grow the best plant.
Ali and Anthuanet

3. Grandparent A has brown eyes but parent A has blue eyes and Grandparents B has
green eyes but parent B has brown eyes. What is the percent of the parents’ offspring
having blue eyes?
a. ⅓%
b. 25%
c. 75%
d. 50%

Level 4: Analyzing:
1. Compare and contrast the equations for respiration and photosynthesis. (Short Answer)

2. Label the parts of a ​plant​ cell.

3. What would happen if all the deers died?

Level 5: Evaluating: Short Answer

1. Evaluate the impact of the sun on plants.

2. Justify the following statement: All life on earth depends on plants.

3. What if green plants ceased to exist? What do you think would happen?

Level 6: Creating: Short Answer

1. Develop a hypothesis on what things would affect photosynthesis and produce a

conclusion.
2. Create an acronym to help you remember the equation photosynthesis.
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3. Create a food pyramid.

Modified Test​:
Level 1: Remembering

4. Pick the right components of the photosynthesis equation.

a. Glucose, air, water, soil
b. Carbon dioxide, water, light energy, glucose, oxygen
c. Light energy, oxygen, water, carbon dioxide

5. What is a food web?

a. A map of where food comes from
b. A system of interlocking food chains
c. A system of knowing who the predator is
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Level 2: Understanding: Short Answer
4. An insect eats a leaf. Explain how the insect depends on the sun for energy.

5. A student broke a beaker during a lab. What is the next step the student should
take?
a. Tell the teacher
b. Clean the mess up
c. Yell at the student

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Level 3: Applying:
4. True or False: If you had three soil samples and each one had different levels of
acidity and different amounts of nitrogen; the soil with the least acidity and the
most nitrogen would grow the best plant.

5. Grandparent A has brown eyes but parent A has blue eyes and Grandparents B
has green eyes but parent B has brown eyes. What is the percent of the parents’
offspring having blue eyes?
a. ⅓%
b. 25%
c. 50%
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Ali and Anthuanet

Level 4: Analyzing:
3. Label the parts of a ​plant​ cell. (only label 3 parts)

3. ​What would happen if all the deers died?

a. The mountain lion population would decrease
b. The plant population would decrease
c. The raven population would decrease

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Level 5: Evaluating: Short Answer
1. What is the impact of the sun on plants?
a. Nothing
b. Makes them green
c. Gives them energy they need to do photosynthesis

1. What if green plants ceased to exist? What do you think would happen?

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Ali and Anthuanet

Level 6: Creating: Short Answer

1. Label the missing parts of the food pyramid.