#6 Revised Bloom’s Taxonomy Table for Unit: Structure and Function of Cells

This table applies the Taxonomy Table framework from source1 to the topic of cell structure and function, based on the learning objectives you provided. It illustrates how the table can be used to understand, align, and potentially improve the teaching and learning of this topic.

The Cognitive Process Dimension

The Knowledge Dimension	Remember	Understand	Apply	Analyze	Evaluate	Create
Factual Knowledge	List the main structures of plant and animal cells.	Define the terms: cell, tissue, organ, organ system, microorganism.	Label diagrams of plant and animal cells, identifying key structures.	Distinguish between the structures found in plant cells and those found in animal cells.	Judge the relevance of different sources of information about cell structure and function.	Develop a mnemonic device to help remember the functions of the different cell organelles.
Conceptual Knowledge	Name the functions of basic cell structures (membrane, cytoplasm, etc.).	Explain the roles of different cell structures in maintaining the life of a cell.	Use analogies to explain the functions of different cell organelles (e.g., comparing the cell membrane to a gatekeeper, or the mitochondria to a power plant).	Explain how the specialized structure of a particular cell type is related to its function, drawing on knowledge of basic cell structures (e.g., the elongated shape of root hair cells increases surface area for absorption).	Evaluate the strengths and limitations of different models of cell structure (e.g., 2D diagrams vs. 3D models).	Develop a concept map illustrating the hierarchical organization of cells into tissues, organs, and organ systems.
Procedural Knowledge	Recall the steps for using a microscope to view cells.	Describe how to prepare a slide for viewing plant or animal cells under a microscope.	Use a microscope effectively to observe and draw labeled diagrams of different cell types.	Analyze microscopic images of different cell types, identifying key structures based on their shape and location.	Evaluate the quality of prepared microscope slides based on established criteria.	Design a simple experiment to investigate the effects of different environmental factors on cell structure or function.
Metacognitive Knowledge	Recognize the limitations of one’s understanding of cellular processes.	Explain how prior knowledge and experiences influence understanding of cell structure and function.	Reflect on the process of learning about cells and identify areas requiring further study.	Analyze one’s own understanding of cell biology, identifying areas of strength and weakness.	Evaluate the effectiveness of different learning strategies for understanding cell structure and function.	Develop a personalized plan for improving understanding of cell structure and function based on identified learning needs and preferences (e.g., by seeking out additional resources, participating in discussions, conducting further research, or creating visual aids).

Example Objectives and Assessments

Objective (A2): Students will be able to define the terms: cell, tissue, organ, organ system, and microorganism.

○Assessment Task: Students create a glossary of terms related to cells and their organization, providing accurate definitions and examples.

Objective (B3): Students will be able to use analogies to explain the functions of different cell organelles.

○Assessment Task: Students create a presentation or poster that uses analogies to explain the functions of key cell organelles, such as comparing the Golgi apparatus to a post office that packages and distributes cellular products.

Objective (C4): Students will be able to analyze microscopic images of different cell types, identifying key structures based on their shape and location.

○Assessment Task: Students examine prepared slides or micrographs of various cells (e.g., onion cells, cheek cells, blood cells) and identify key structures, providing a rationale for their choices based on the observed features.

Aligning Instruction and Assessment

Using the Taxonomy Table can help ensure that instructional activities and assessment tasks are aligned with the intended learning outcomes. For example, if an objective focuses on applying conceptual knowledge (B3), instructional activities should provide opportunities for students to use and explain concepts related to cell structure and function. Assessments for this objective should evaluate students' ability to apply this understanding in new situations, like explaining the consequences of a specific organelle malfunctioning.

Remember, the Taxonomy Table serves as a guide. The choice of objectives, activities, and assessments will depend on various factors, including grade level, curriculum standards, and the needs of individual students.

Instructional Activities for Cell Structure and Function

Building on the learning objectives and the Taxonomy Table created in our conversation, consider these instructional activities, which align with various levels of cognitive processes and types of knowledge:

Remember (Factual & Conceptual Knowledge):

●Cell Structure Bingo: Create bingo cards with the names of cell structures. As you call out the function of a structure, students mark the matching structure on their cards.

●Flashcard Match: Prepare flashcards with images of cell structures on one set and their functions on another. Students work individually or in pairs to match the structure to its function.

●Interactive Timeline: Construct a timeline highlighting major discoveries related to cells (e.g., Hooke's first observation of cells, development of cell theory).

●Organelle Charades: Students act out the functions of various organelles while their classmates try to guess which organelle they are representing.

Understand (Conceptual Knowledge):

●Cell Analogy Project: Have students create analogies to explain the functions of different organelles, such as comparing the Golgi apparatus to a post office that packages and distributes cellular products. Encourage them to use creativity and present their analogies through posters, models, or skits.

●Cell City Model: Students work in groups to build a model of a cell as a city, assigning different organelles roles analogous to city structures and services (e.g., nucleus as city hall, mitochondria as power plant, cell membrane as city limits). This helps solidify understanding of organelle functions and their interconnectedness.

●Jigsaw Reading: Divide students into expert groups to read about different specialized cells (e.g., red blood cells, neurons, root hair cells). Each group becomes "experts" on their cell type and then shares their knowledge with classmates in mixed groups.

●Concept Mapping: Guide students to create concept maps illustrating the relationships between cells, tissues, organs, and organ systems. This helps visualize the hierarchical organization of life.

●Think-Pair-Share: Pose questions that require students to explain the importance of different cell structures (e.g., What would happen if a cell lacked a nucleus?) Students think individually, discuss with a partner, and then share their ideas with the class.

Apply (Procedural Knowledge):

●Microscope Observation Lab: Provide students with prepared slides of various cell types (onion cells, cheek cells, blood cells). Guide them to use microscopes effectively, observe, draw, and label cell structures.

●Virtual Cell Exploration: Utilize online resources or simulations that allow students to explore the structure and function of cells interactively.

●Cell Structure Foldable: Students create a foldable study guide with labeled diagrams and descriptions of different cell structures.

●Cell Processes Role Play: Assign students roles representing molecules and organelles involved in cellular processes like protein synthesis or cellular respiration. They then act out these processes, demonstrating their understanding of the steps involved.

Analyze (Conceptual & Factual Knowledge):

●Cell Structure Comparison Activity: Provide students with labeled diagrams of plant and animal cells. Have them work in groups to analyze the diagrams, identifying similarities and differences in structures.

●Venn Diagram Sort: Present students with a list of cell structures and ask them to sort them into a Venn diagram according to whether they are found in plant cells, animal cells, or both.

●Case Study Analysis: Present case studies describing scenarios involving cell malfunction (e.g., a disease affecting red blood cell production). Students analyze the case study, applying their knowledge of cell structure and function to explain the consequences and propose potential solutions.

Evaluate (Conceptual Knowledge):

●Debate: Plant vs. Animal Cells: Divide students into groups to debate the advantages and disadvantages of being a plant cell versus an animal cell. This encourages critical thinking and the evaluation of concepts related to cell structure and function.

●Model Evaluation: Present students with different models of cell structure (2D diagrams, 3D models, online simulations). Have them evaluate the strengths and limitations of each model, considering factors like accuracy, clarity, and effectiveness in representing key concepts.

Create (Factual & Conceptual Knowledge):

●Build a Cell Organelle: Challenge students to design and build a model of a new organelle with a specific function for a cell. They must explain how the structure of their organelle supports its function.

●Design a Cell for a Specific Environment: Have students create a cell specialized to survive in a particular extreme environment (e.g., high temperature, acidic conditions). They must justify their design choices based on the environmental challenges.

●Write a Children's Book About Cells: Students write and illustrate a children's book explaining the basics of cell structure and function in a creative and engaging way.

These examples demonstrate how a range of instructional activities can be aligned with the Taxonomy Table to address different learning objectives and engage students at various levels of cognitive complexity. You can adapt these activities based on your specific curriculum, grade level, and available resources.