Teaching Higher Order Thinking in Schools for IR4.0 Preparation

I. Introduction of Higher-Order
Thinking (H.O.T.) and Why?
II. Bloom’s CognitiveTaxonomy
III. Why DoWeWant toTeach
Higher-Order Thinking?
IV. How DoWeTeach Higher- Order
Thinking?
V. The High Investment of Higher-
OrderThinking

Introduction
In some respects, this
model served high
school graduates well
since they learned to
follow directions in
ways that would be
valuable to their future
employers.
For decades, public schools prepared children to be good
citizens—and good factory workers. Students were
expected to sit, listen, and do exactly as they were told.

So,…..
What Is
Higher-Order
Thinking?

I. What Is Higher-Order Thinking?
This definition is
consistent to how
higher order
thinking skills are
learned and
developed.
- appropriate teaching strategies and learning
environments that facilitate growth in student thinking
skills in area of critical, logical, reflective, meta-cognitive,
and creative thinking.

I. What Is Higher-Order Thinking?
Although different theoreticians and researchers
use different frameworks to describe higher order
skills and how they are acquired,
all frameworks are in
general agreement
concerning the
conditions under
which they prosper.

Higher-Order Thinking essentially
means thinking that takes place in the higher
level of hierarchy in the cognitive processing.

or
completing a task with specific steps
(eg. able to solve a two-variable
equation),
While lower-order thinking is more easily defined as
mastering facts (eg. being able to describe the
Water Cycle)
that study ultimately
describes higher-order thinking as
thinking that involves paths of
action for solving problems

Why Higher-Order Thinking
Knowing only basic facts and
skills is no longer enough for
high school graduates.
Students must master
decision-making, prioritizing,
strategizing and collaborative
problem solving in order to be
successful.
As economic and technological changes the
occupational outlook of today’s students, schools need
to instill “higher-order thinking” to prepare the 21st
century workforce.

In 1948, Benjamin Bloom led a team of educational
psychologists to discuss goals teachers should have in
mind when designing classroom activities for their
students (Bloom, 1956).
II. Bloom’s Cognitive Taxonomy
Bloom’s aim was to
promote higher forms of
thinking in education, such
as analyzing and evaluating,
rather than just teaching
students to remember
facts (rote learning).

Three domains of Learning
Cognitive:
mental skills (Knowledge)
Affective:
growth in feelings or
emotional areas (Attitude or
self )
Psychomotor:
manual or physical skills
(Skills)
The three domains of educational Learning activity.
While Bloom’sTaxonomy is not the only framework for teaching
thinking, it is the most widely used, and subsequent frameworks
tend to be closely linked to Bloom’s work.

Three domains of Learning
Learning is divided into three domains of educational
activity.

Bloom’s Cognitive Taxonomy
The Cognitive domain
involves ‘knowledge
and the development
of intellectual skills’.
While all three domains are important for a
‘rounded’ person, it is the first domain , Cognitive
that is the subject of (H.O.T.)

Bloom’s Cognitive Taxonomy
It is generally accepted that each behavior needs to
be mastered before the next one can take place.
This is useful knowledge
in assisting teachers in
their lesson planning.

Bloom and his associates
ranked student cognitive
abilities in the cognitive
domain from simple to the
most complex into six
categories.
It involves student knowledge. It also involves the
development of intellectual attitudes and skills.
Cognitive Domain

These categories are ;
Knowledge,
Comprehension,
Application,
Analysis,
Synthesis, and
Evaluation.
Cognitive Domain
This ranking is known as Bloom'sTaxonomy.
This system is generally easily understood and applied.

Bloom’s Taxonomy– l. Knowledge
Bloom defines "knowledge.“ as the lowest level of
student ability. It involves simple knowledge of dates,
events, places, facts, terms, basic concepts, or answers.
Students aren't required to
use this information in any
practical way.
They're simply asked to
recall previously learned
material.

Bloom’s Taxonomy– l.Knowledge
It involves nothing more than information observation
and recollection. Nevertheless, Bloom found that over
95 % of the activities students encountered required
thinking at only this level.
Even today, much of the
software used in schools is of the
"skill and drill" sort. It uses
repetitive, flashcard-like
mechanisms to help students
retain and regurgitate facts.
Knowledge task words are
name, define, tell, list, and quote.

Bloom’s Taxonomy- 2.Comprehension
The 2nd level of student ability is called "comprehension."
Comprehension requires students to demonstrate an
understanding of the information.
It is shown by summarizing
main ideas, translating a
mathematical word problem to
numbers, or interpreting charts
or graphs. Students go further
with the information than
simply recalling it.
Comprehension task words are "predict," "summarize,"
"translate," "associate," "translate," and "estimate."

Bloom’s Taxonomy- 3.Application
Instead, they may construct a
new graph using the data or a
learned formula to solve an
equation.The key emphasis is
to use an abstract idea, theory,
or principal in a new, concrete
situation to solve a problem.
"Application" is the 3rd level of ability. It is when
students use methods, theories, or concepts in new
situations.They don't simply interpret a graph.
Application task words are "solve," "complete," "calculate,"
"apply," and "illustrate."

Bloom’s Taxonomy- 4.Analysis
They then uses these parts to
interpret and understand its
meaning.This level requires
students to "read between the
lines," make inferences, and
find evidence to support
generalizations.
The 4th level of ability is "analysis." Analysis requires the
student to examine and break information down into
parts.

Bloom’s Taxonomy- 4.Analysis
Analysis is a more advanced level. It mandates that
the student see the big picture.They must distinguish
between facts and inferences while evaluating the
relevancy of data.
Constructing an outline
from a reading passage
is an example of
analysis. Analysis task
words are "separate,"
"order," "classify,"
"arrange," "analyze," and
"infer."

Bloom’s Taxonomy- 5.Synthesis
This may involve putting
ideas together in a creative
new way.
It may also involve using
old ideas to come up with
new ones.
"Synthesis" is the 5th level of student ability. It deals with
putting together parts to form a new whole.

Bloom’s Taxonomy- 5.Synthesis
Writing a poem, giving a well-organized speech, or
proposing a plan for a new experiment would involve
synthesis.
The student takes
information from several
areas and combines it to
create a new structure.
Synthesis task words are
"integrate," "design,"
"invent," "modify,"
"formulate," and "compose."

Bloom’s Taxonomy- 6.Evaluation
1st , the student must
present and defend
opinions.
2nd, the student must
make judgments about the
value of material and
methods.
"Evaluation" is the 6th and highest level of student
ability.This level requires the student to perform two
simultaneous tasks.
Students compare and discriminate between ideas.They
recognize subjectivity.

Bloom’s Taxonomy- 6.Evaluation
They judge the adequacy with which conclusions are
supported by data.The rubric, or evaluation criteria, may
be given to the student. Or, the student may devise it.
The evaluation level is
considered the highest since it
incorporates elements of all the
other levels. It also requires the
student to add a conscious value
judgment based on clearly
defined criteria.
Evaluation task words are "assess," "convince,"
"discriminate," "test," "recommend," and "judge."

It is thinking that happens
in the analysis, synthesis,
and evaluation rungs of
Bloom’s ladder.
By contrast, “lower-order
thinking” is simple, reflex-
like, transparent, and
certain.
Higher-Order Thinking
Overall, “higher-order” thinking means handling a
situation that you have not encountered before and
is recognized as some combination of the above
characteristics.

Higher-Order Thinking Skills
Higher order thinking skills are grounded in lower order
skills such as discriminations, simple application and
analysis, and cognitive strategies and are linked to prior
knowledge of subject matter content.

Because most 21st century jobs
now require employees to use
the four highest levels of
thinking-application, analysis,
synthesis, and evaluation
- this is unacceptable in today's
instructional programs.
Most teachers learned about Bloom'sTaxonomy, but
many seldom challenge students beyond the first two
levels of cognition: knowledge and comprehension.
Why Higher-Order Thinking
We must expect students to operate routinely at the
higher levels of thinking.

The express goal of the
project was to make
recommendations
about how to foster
higher-order thinking
in students.
Fostering Higher-Order Thinking
In 1987, the National Research Council sponsored a project
that attempted to synthesize all the many theories
about higher-order thinking.

Higher order thinking skills include CriticalThinking skills
which are logical, reflective, meta-cognitive and creative.
High Order Thinking (H.O.T.) Skills
They are activated
when individuals
encounter ;
unfamiliar problems,
uncertainties, questions,
or
dilemmas.

Applications of the skills result in Reasoning, Evaluating,
Problem solving, Decisions making &
High Order Thinking (H.O.T.) Skills
Analyzing products that
are valid within the
context of available
knowledge and
experience that
promote continued
growth in these and
other intellectual skills.

Wise judgment in Critical Thinking
In critical thinking, being able ‘to think’ means students
can apply wise judgment or produce a reasoned critique.
The goal of teaching is
then to equip students
to be wise by guiding
them towards how to
make sound decisions
and exercise reasoned
judgment.

Wise judgment in Critical Thinking
The skills students need to be taught to do this include:
the ability to judge the credibility of a source;
 identify assumptions,
generalization and bias;
 identify connotation in language
use;
understand the purpose of a
written or spoken text;
identify the audience; and
 make critical judgments about the
relative effectiveness of various
strategies used to meet the purpose
of the text.

Teaching (H.O.T.) Skills
However, the extent to
which H.O.T. skills are
taught and assessed
continues to be an area
of debate, with many
teachers and
employers expressing
concern that ‘young
people cannot think’.
It is hard to imagine a teacher or school leader who is
not aware of the importance of teaching higher-order
thinking (H.O.T.) skills to prepare young men and
women to live in the 21st Century.

Students must be taught to find
the information they need, judge
its worth, and think at higher
levels.
There is simply too much
information in the world for us
to waste students' time with
regurgitations of basic facts.
As Bellanca (1997) states:
Teaching (H.O.T.) Skills
Teachers are good at writing and asking literal
questions (e.g., “Name the parts of a flower”, but we
tend to do this far too often.

III. Why Do We Want to Teach
Higher-Order Thinking?
We push toward higher-order thinking skills in the classroom
because they have enormous benefits for our students.
The reasoning here is
similar to the rationale
for pushing knowledge
into our long-term
memory.

Why Do We Want to Teach H.O.T.?
Consider example, the difference
between memorizing a formula
and explaining the derivation of
the formula.
In this case, a student who has
the latter-type of understanding
will carry that knowledge longer.
First, information learned and processed through
higher-order thinking processes is remembered
longer and more clearly than information that is
processed through lower-order, rote memorization.

Deep Conceptual understanding
Research study showed that students are more likely to
apply a skill to solve new problems when they have a
deep conceptual understanding of that skill than when
there is a lack of this conceptual understanding.
One researcher used
two methods to teach
children the “drop-
perpendicular” method
for computing the area
of a parallelogram.

Group A
lxh =
l
h
Students in Group A simply memorized by rote the “drop
perpendicular” method and applied it to the shape,
successfully finding the area of the parallelogram.
Memorizing a formula

Students in Group B were provided the reasoning behind
the process.They were shown how one could cut off a
triangular portion of a parallelogram and re-attach it at
the other end to make a rectangle.
Group B
lxh =
h
l
h
l
Explaining derivation of the formula

Group B
lxh =
h
l
h
l
Explaining derivation of the formula
Group B Students were led to understand that the
method is actually a simple variation on the “(length) x
(width)” = (area)” formula that they already knew for
rectangles.
Group B , then applied the method and like Group A,
successfully found the area of the parallelogram.

Application of the deep conceptual
understanding in problem solving
Then, when a parallelogram were presented in an
unusual orientation,
Group A students
incorrectly applied
the process,
arriving at an
incorrect answer.

Application of the deep conceptual
understanding in problem solving
Group B students,
having an understanding
of why the formula
works, adjusted the
method to fit the new
orientation and derived
the right answer.

Why Do We Want to Teach H.O.T.?
so that students with a
deep conceptual
understanding of an idea
will be much more likely
to be able to apply that
knowledge to solve new
problems.
Knowledge obtained through higher-order thinking
processes is more easily transferable,

Teaching Higher-Order Thinking
This sort of higher-order “transfer” of understanding is the
key to good thinking and problem solving. Good thinking and
problem solving skills make learned knowledge applicable in
the real world.
As teachers of students who are
often lagging behind their peers in
better resourced schools, we have a
mandate to do all that we can to
ensure that our students are
engaging new knowledge at a level
that will allow them to transfer it to
new real-world applications. If our
students can add numbers with
decimal points, can they add prices
in a store?

This sort of higher-order “transfer” of understanding
is the key to good thinking and problem solving.
Good thinking and
problem solving skills
make learned
knowledge applicable
in the real world.

So, you know that your students are engaged in
higher-order thinking when they:
• Visualize a problem by diagramming it
• Separate relevant from irrelevant
information in a word problem
• Seek reasons and causes
• Justify solutions
• See more than one side of a problem
• Weigh sources of information based
on their credibility
• Reveal assumptions in reasoning
• Identify bias or logical inconsistencies

Involving paths of action for solving problems that
are not specified in advance (creative problem
solving)
Involving problem solving where multiple solutions
are possible
Involving considerable mental energy directed
toward problem solving
Involving subtle, less-than-obvious decisions about
strategies
Involving transferal of some (sometimes conflicting)
criteria to the problem solving process
“Non-algorithmic”
Complex
Effortful
Nuanced judgments
Application of multiple
criteria

Uncertainty about
what is known
Self-regulation
Imposition of
meaning
Involving problems that do not
provide a clear starting point
Involving some degree of meta-
cognition and self-awareness
about strategies being employed
Involving development and
application of new theories onto
sets of facts and problems

Teaching Higher-Order Thinking?
If our students can write a persuasive essay, can they
write a letter to their banks requesting a loan, their
senators arguing policy points, or, someday, their
children’s teachers calling for high expectations for
their children?

Teaching Higher-Order Thinking?
If our students can list the steps in the scientific
method,
can they also
recognize that the
conclusions drawn
by a polluting
company failed to be
reached using that
scientific method?

IV. How Do We Teach H.O.T.?
Higher order thinking is very difficult to teach.
Thinking aloud is the most effective.
Whenever students are
being pushed to their
academic levels, or being
forced to apply what they
know, they often need to be
shown how to think.

I pretend to be a student in
the class and put on a special
hat. When that hat is on, I
use hypothetical questions
that I ask myself out loud.
Frank Cush, Houston ’04 Principal, KIPP
Schools
They need to be aware that there should be
something going on in their head. I always model my
thinking aloud.

Heuristics: Tools for Solving Problems
Heuristics are general problem-solving strategies
that may help students tackle difficult questions.
Below are steps you can practice with your
students with novel situations for them to apply
their newly acquired skills

10 Heuristics Problems Solving strategies
1) Do not focus only on the
details; try to see the forest as
well as the trees.
2) Do not rush to a solution
rashly.
3) Try working backwards by starting with the goal.
4) Create a model using pictures, diagrams, symbols or
equations.
5) Use analogies: “What does this remind me of?”

10 Heuristics Problems Solving strategies
8) Keep track of partial solutions so you can come
back to them and resume where you left off.
9) Break the problem into parts.
10) Work on a simpler version of the problem.
6) Look for unconventional or
new ways to use the
available tools.
7) Discuss a problem aloud
until a solution emerges.

Make the importance of higher-order thinking a
priority in our classroom, but how does one teach
towards H.O.T.?
How does one foster deep
conceptual understanding
that is transferable to
various academic contexts
and more importantly, to
real-world problems?
Below are various strategies
for doing just that:

If you are considering how
to teach the scientific
method, look for
community issues that will
simultaneously motivate
them and provide an
authentic context for
applying the skills you are
teaching.
If you are studying persuasive writing, have all
students write a letter to a local leader on some hot-
button topic in your community.

(1)Teach skills through real-world contexts.
If you are teaching
them to use the various
equipment operations,
bring them to the
workshop and
demonstrate the
application.
Because H.O.T. is difficult as students are asked to make
decisions than simply follow a prescriptive path - it will
help, if you build motivation for the tasks you have
developed.

(2)Vary the context in which students use a newly
taught skill.
Another prerequisite for (H.O.T.) is flexible approaches
to problem solving.
Besides an emphasis on
real world application of
skills, a teacher should
work to introduce
students to a variety of
real-world contexts in
using a particular skill.

(2)Vary the context in which students use a newly
taught skill.
The more settings in which a student uses some new
element of knowledge,
the more the student
internalizes the deeper
conceptual implications
and applications of the
knowledge.

(For example, to teach addition of numbers with
decimal points, have students work with and add
decimal-laden temperatures, metric-based
measurements of the lengths of walls, and the
scores from skating competitions.)

By coming at a skill from many different angles, you
will loosen the contextual grip that a student’s mind
may have linking a particular skill with a particular
circumstance.

(3)Throughout your instruction, take every
opportunity to emphasize the building blocks of H.O.T.
The more your students are
gaining and retaining
information about the world
around them, the more they
bring to the table when
solving complex problems
Teach content in ways that require students to:
Build background knowledge.

(3)Throughout your instruction, take every
opportunity to emphasize the building blocks of H.O.T.
Help students tap into
what they already know,
which might just be the
information needed to
answer a challenging
question.
Teach content in ways that require students to:
Build background knowledge.

Students might come
up with categories
based on first letter,
ending letter, or vowel
sound.
Arrange items along
some dimension.
Classify things into categories.
You might, for example, have your first graders
develop and create categories for a series of words
based on their structure.

When teaching students to write persuasive essays,
provide them with five different essays of different
qualities, asking them to rank them and explain their
ranking.

“What do you think
will happen when I
tape this weight to the
side of the ball and
throw it?”
Make hypotheses. In any type of “discovery learning,”
ask students to mentally conduct the experiment
before you actually do conduct it.

Draw inferences.
“Having now read these three letters from American
soldiers in Vietnam, what can we tell about the experience
of being there?” Analyze things into their components.
“What sound does ‘shout’
start with?
How do you write that
sound?” or “What influences
do you think were weighing
on the President’s mind when
he made that decision?”
Solve problems. Puzzles and problems can be designed for
any age level and any subject matter.

Meta-cognitive Development
Meta-cognitive development supports students'
internalization of strategies. It does this through a
conscious focus on the implementation of plans of
attack.
Meta-cognitive
development
fosters student
autonomy
through self-
monitoring and
self-assessment
(Walqui, 1992).

This way, the students
can copy the steps
themselves as they read.
They can stop from time
to time during their
reading and examine
whether they're getting
the main idea,
understanding the theme
of the article, etc.
Meta-cognitive Development
An example is teaching what a "good" reader does as
he or she reads.The actual steps could be outlined to
the students.

Think about planning “How should I approach this
problem? What additional resources or information
do I need?”
Purposefully allocate
time and energy
(“How do I prioritize
my tasks in order to
most efficiently solve
this problem?”)

Specifically, this means delineating and teaching specific
problem-attack strategies, giving students time to ponder
difficult answers for themselves,
and modeling those
strategies by thinking
aloud to solve
problems during
guided practice.
Only then could they
solve the problem.
Once done, go back to the question and make sure
every part is answered.

Children are very quick to solve a problem and often
do not recognize that they have not finished all the
steps or are not answering the question being asked.
These basic five
steps ensured that
all of the students
could feel successful,
regardless of reading
and/or math level.

eg. A frog is at the bottom of a
10-meter well.
Each day he climbs up 3
meters. Each night he slides
down 1 meter.
On what day will he reach the
top of the well and escape?
Once students became confident with using this strategy, the
problems was made more difficult with larger numbers, which
would make the “Draw a Picture” strategy pretty arduous.
The draw a picture strategy is a problem-solving technique in which students make a visual representation of the problem. For example, the following problem could be
ed by drawing a picture:
The draw a picture strategy is a problem-solving technique
in which students make a visual representation of the
problem.
Problem Solving: Draw a Picture

Drawing a diagram or other type of visual representation
is often a good starting point for solving all kinds of word
problems
Why Is Draw a Picture method so Important?
It is an intermediate
step between
language-as-text
and the symbolic
language of
mathematics.

Why Is Draw a Picture method so Important?
Pictures and diagrams are
also good ways of describing
solutions to problems;
therefore they are an
important part of
mathematical
communication.
By representing units of measurement and other
objects visually, students can begin to think about the
problem mathematically.

In fact, one of the
recommendations
from the National
Research Council’s
study of higher-order
thinking was that we
not wait to move to
higher-order.
These techniques can be implemented in all classrooms
at all levels. Do not make the mistake of thinking that
H.O.T.igher-order thinking should be reserved for older
students, or for high performing students, or for
supplemental activities.

In fact, one of the
recommendations from
the National Research
Council’s study of
higher-order thinking
was that we not wait to
move to higher-order.
Keep in mind that these techniques can be implemented
in all classrooms at all levels. Do not make the mistake
of thinking that H.O.T. should be reserved for older
students, or for high performing students, or for
supplemental activities.

The Council suggested that we teach content at the
earliest grades through open-ended complex
problems. While some degree of common
sense is obviously called for with
younger students who may not
have the capacity for all forms of
higher-order thinking, research
indicates that even the youngest
of students can be prepared for
higher-order thinking through an
emphasis on basic problem solving
skills.

All of the developmental approaches have emphasized the
fact there is a natural progression in thinking from lower
forms to higher forms with age or experience.
This developmental progression
implies that students need to have
a certain amount of education,
experience, or practice before they
can become capable of the highest
forms of thought. . . .
And yet, each approach also reveals that it is wrong to assume
that teachers should do nothing to promote thinking until
students reach a certain age.

This also means that the “lower-level” mastery of basic
facts and skills plays a critical role in supporting the
development of higher-order thinking.
Teachers must give their
students a lot of experience
making a data table if they
are going to expect them to
be able to access that
strategy to their toolbox
when tackling open-ended
problems.

V. The High Investment of Higher-Order
Thinking
Teaching higher-order thinking requires more work from
the teacher. Higher-order thinking takes considerable time
to develop through lots of practice in different contexts.
As researcher Jere Brophy
emphasizes, teaching higher-order
thinking requires a commitment to
class discussion,
debate, and
problem-solving, all of which take
time.

V. The High Investment of Higher-Order
Thinking
Teaching involves inducing conceptual change in students, not
infusing information into a vacuum, [and this] will be
facilitated by the interactive discourse during lessons and
activities.
Clear explanations and
modeling from the teacher are
important, but so are
opportunities to answer
questions about the content,
discuss or debate its meanings
and implications, or apply it in
authentic problem-solving or
decision-making contexts

Conclusion and Key Concepts
By now, you should understand what is meant by “higher-
order thinking.
You should recognize why we
want to teach higher-order
thinking, understanding
that a deeper conceptual
understanding of ideas is
remembered longer and is
more transferable to other
contexts.
You should also understand that higher-order thinking is best
taught through real-world contexts and by varying the scenarios
in which students must use their newly-acquired skills.

Conclusion and Key Concepts
As victims of the achievement
gap, our students need to
make significant academic
gains just to catch up with
many other students and to
have an even chance at life’s
opportunities.
You should emphasize the building blocks of higher-order
thinking and encourage students to think about the
strategies they are using to solve problems.
One of the ways that you can help provide that chance is to
lead, draw, and push students toward higher-order thinking.

Examples of Activities: Science
Apply a Rule:
The student could be asked to explain why a shotgun "kicks"
when fired. His response would include a statement to the effect
that for every action there is an equal and opposite reaction
(Newton's Law of Motion), and that the "kick" of the shotgun is
equal to the force propelling the shot toward its target.The
faster the shot travels and the greater the weight of the shot, the
greater the "kick" of the gun.
Examples of Activities that Promote
Higher Order Thinking

Classify:
Given several examples of each, the student could be asked to
classify materials according to their physical properties as gas,
liquid, or solid.
Construct:
The student could be asked to construct a model of a carbon atom.

Define:
Given several types of plant leaves, the student could be asked to
define at least three categories for classifying them. NOTE:
Defining is not memorizing and writing definitions created by
someone else -- it is creating definitions.
Demonstrate:
Given a model of the earth, sun, and moon so devised that it may
be manipulated to show the orbits of the earth and moon, the
student could be asked to demonstrate the cause of various phases
of the moon as viewed from earth.

Describe:
The student could be asked to describe the conditions essential
for a balanced aquarium that includes four goldfish.
Diagram:
The student could be asked to diagram the life cycle of a
grasshopper.

Distinguish:
Given a list of paired element names, the student could be asked to
distinguish between the metallic and non-metallic element in each
pair.
Estimate:
The student could be asked to estimate the amount of heat given
off by one liter of air compressed to one-half its original volume.

Evaluate:
Given several types of materials, the student could be asked to
evaluate them to determine which is the best conductor of
electricity.
Identify:
Given several types of materials, the student could be asked to
identify those which would be attracted to a magnet.

Interpret:
The student could be asked to interpret a weather map taken from
a newspaper.
Locate:
The student could be asked to locate the position of chlorine on the
periodic table. NOTE:To locate is to describe location. It is not
identification of location.

Measure:
Given a container graduated in cubic centimeters, the student
could be asked to measure a specific amount of liquid.
Name:
The student could be asked to name the parts of an electromagnet.
Order:The student could be asked to order a number of animal life
forms according to their normal length of life.

Predict:
From a description of the climate and soils of an area, the student
could be asked to predict the plant ecology of the area
Solve:
The student could be asked to solve the following: How many
grams of H2O will be formed by the complete combustion of one
liter of hydrogen at 70 degrees C?

State a Rule:
The student could be asked to state a rule that tell what form the
offspring of mammals will be, i.e. they will be very similar to their
parent organisms.
Translate:
The student could be asked to translate 93,000,000 into standard
scientific notation.

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