1. New Level of Cognitive Complexity: Create
2. Current Level of Cognitive Complexity
2.1. Revised Bloom's Taxonomy: Level 2 Understand
2.1.1. Cognitive Process: Classifying
3. Ways to Raise the Cognitive Complexity
3.1. Revised Bloom's Taxonomy: Level 4 Analyze
3.1.1. Cognitive Process: Organizing
3.1.1.1. Students could defend or refute this statement: these prehistoric animals in the pictures are all extinct because a meteorite hit the Earth.
3.1.2. Cognitive Process: Attributing
3.1.2.1. Students could create a digital story with realistic graphics describing a typical day as prehistoric animal, _________. The students would describe using a narrator great detail about the chosen animal's daily habits (what food it eats, how it obtains food/water, if it interacts with members of its own species or with other species).
3.2. Revised Bloom's Taxonomy: Level 5
3.2.1. Cognitive Process: Checking
3.2.1.1. Students could make a chart either on poster board or using a technology of their choice that explains the inconsistencies with the various mass extinction hypotheses.
3.3. Revised Bloom's Taxonomy: Level 6
3.3.1. Cognitive Process: Generating
3.3.1.1. Students, curious about the extinction of these prehistoric animals, could investigate original hypotheses that could predict the extinction of mammals, more specifically, humans. Students would have to use realistic events to hypothesize the extinction as well as use prior knowledge and researched information to reject or accept potential hypotheses.