Classroom application

Examples of activities that could be undertaken in the classroom at each level of Bloom’s revised Taxonomy.

Bloom’s Taxonomy (revised 2001)
Interactive geospatial ICT exemplars
·       Navigate to a known location.
·       Create a map of students’ local area with features significant to them as a means of talking about important places
·       Record the locations and some general information on natural hazards to create a natural hazards journal over the course study
·       Navigate through a teacher-created Virtual Field Trip that incorporates location and a variety of stimulus items such as text and questions from the teacher, hyperlinks to other websites, embedded images and videos
·       Collect and count litter around the school using a grid pattern or year-level areas. Efficiently and effectively use Google Maps to create a choropleth map showing the distribution of litter, bins, year level areas and other important aspects of the school
·       Students identify built and natural features on a satellite image. Similarly, older students can identify particular land use types
·       Examine relationships between layers as part of an investigation. For instance volcanoes, earthquakes and plate boundaries in Google Earth or litter data, bins and different parts of the school as identified on a satellite image
·       Display water quality data in Google Maps and use that data to decide on a management strategy for the area
·       Compare spatially presented demographic data among countries to determine where aid should be deployed
·       Create a map in Google Maps displaying the development plans for a new sustainable housing development on the outskirts of a major city as part of a written report
·       Use an interactive geospatial tool to create an informative, visual tour that fully explores an issue, its impacts and potential solutions in a defined area.

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