Instructional Project 1

  Senyagwa Alfred Mbeswa

Grade 10 Physics
SPHERICAL MIRRORS
BLOOM’S TAXONOMY
How to use Bloom’s Taxonomy for effective learning objectives

Bloom’s Taxonomy was created by Benjamin Bloom in 1956, published as a kind of classification
of learning outcomes and objectives that has been used in the more than half-century. It is a fram
ework for everything from framing digital tasks and evaluating apps to writing questions and asses
sments. The original sequence of cognitive skills was knowledge, comprehension, application, an
alysis, synthesis, and evaluation. The framework was revised in 2001 by Lorin Anderson and Davi
d Krathwohl, by replacing ‘Synthesis’ with ‘Creation’ as the highest-level of Bloom’s Taxonomy. An
d being at the highest level, the implication is that it’s the most complex and demanding cognitive
skill; it represents a kind of pinnacle for cognitive tasks.
Bloom’s taxonomy
How Bloom’s Taxonomy Is Useful for Teachers? Educators are keen to use Bloom’s
because, among other qualities, it gives them a way to think about their teaching
and the ensuing learning of their students. The framework can be used to create a
ssessments, evaluate the complexity of assignments, increase the rigor of a lesson,
and simplify an activity to help personalize learning, design a cumulative assessme
nt, plan project-based learning, it helps to frame a group discussion, a quiz, a role
-play and much more. Because it simply provides an order for cognitive behaviors,
it can be applied to almost anything.
There are six levels of Bloom’s Taxonomy; remembering at the base and creating a
t the top of the hierarchy.
Instructional Objective 1
REMEMBERING
 Review of prior learnt knowledge on plane mirrors.
 What do we know about plane mirrors? What happens when light hits
the plane mirrors?
 Ask students whether they can recall the properties of the images for
med by plane mirrors.
 Describe the types of spherical mirrors i.e concave and convex mirrors

Lesson Vocabulary

 concave mirror - A mirror that curves inwards, like the inside of a bowl
.
 convex mirror - A mirror that curves outwards, like the top of a dome.
Instructional Objective 2

UNDERSTANDING
 At this level students can now differentiate between the spherical mirr
ors from the plane mirrors.
INSPIRE ACTIVITY: Spoon Images
Pass out a spoon to each student and prompt the class to observe the im
ages that form on both sides of the spoon.
∗∗Be sure to use the spoon model to introduce the following terms:
concave mirror: A mirror that curves inwards.
convex mirror: A mirror that curves outwards.
Instructional Objective 3
APPLYING
The Images formed by Curved Mirrors
Divide the class into the following two teams and prompt each team to c
omplete the activity described below.
1) The Convex Team:
Provide students on the convex team with convex mirrors (or the spoon fr
om the “Inspire activity” above). Challenge students to use the convex mir
rors and objects found in the classroom to develop a list describing the i
mage characteristics of objects reflected in a convex mirror.
(2) The Concave Team:
Provide students on the concave team with concave mirrors (or the spoon
from the “Inspire activity” above). Challenge students to use the concave
mirrors and objects found in the classroom to develop a list describing th
e image characteristics of objects reflected in a concave mirror

Then, engage in a class discussion compiling each team’s list on the boar
d.
Instructional Objective 3
ANALYSING
 By looking at each team’s list on the board, students will now be able
to tell the differences between images formed by concave mirrors and
convex mirrors.
Sample List for a Convex Mirror:
The image is always upright.
The image is always located behind the mirror (**a virtual image).
The image size is always smaller than the actual size of the object.

Sample List for a Concave Mirror:

The image may be upright or inverted.
The image may be located in front of the mirror (**a real image) or behin
d the mirror (**a virtual image).
The image size may be smaller, larger, or the same size as the object.
Instructional Objective 5
EVALUATING
Lesson Quiz
 Distribute the lesson quiz worksheet about the spherical mirrors.
 Walk around to help the groups and also to make sure each student i
s on task.
 Collect, mark and record the student’s work after they are done.
Instructional Objective 6
CREATING
 Prompt students to mention where they might have seen spherical mir
rors in real life and mention the type of mirror, whether convex or con
cave in each situation.
Informational Objective
Students will be able to define what Spherical mirrors are, tell the differen
ces between concave and convex mirrors and the properties of the image
s formed.
Effective Teaching Skills-Self Evaluation Reflection

I got 68 score from the self-evaluation rubric.

My strengths.
I seem to be doing very good in maintaining the professional behavior an
d applying instructional techniques.

My weakness:
I got some low scores in managing the classroom environment, especially
in using the classroom space as well as the time management.
References:

- https
://drvidyahattangadi.com/how-to-use-blooms-taxonomy-for-effective-l
earning-objectives
/
- Moore, K. D. (2014). Effective instructional strategies: From theory to p
ractice. Sage Publications
- https://www.lessonplanet.com/article/elementary-science/using-blooms
-taxonomy-in-science
- https
://www.ck12.org/section/concave-and-convex-mirrors-%3a%3aof%3a%
3a-geometric-optics-%3a%3aof%3a%3a-ck-12-physics-intermediate-te
achers-edition
/