Final answer:
The instructional objectives for safety and healthy environments involve a variety of thinking levels according to Bloom's taxonomy, starting with lower-order thinking skills and moving towards higher-order tasks such as analysis and identification of hazards.
Step-by-step explanation:
Based on Bloom's taxonomy, which categorizes levels of thinking from basic recall of facts to complex evaluation and creation, the instructional objectives for a unit on safety and healthy environments can be analyzed in terms of their cognitive demands.
First, identifying characteristics of a safe and healthy home relies on recall and understanding of factual material, representing a lower level of cognitive work. Listing ways to childproof a home is also a lower level of thinking, as it requires students to recall safety measures and apply them to a specific context. Matching a safety hazard with an appropriate precaution involves analysis, which is a higher order of thinking than just recall or comprehension. Finally, finding safety hazards depicted in a picture requires not only recognition but analysis of a situation to identify potential risks, engaging higher cognitive skills.
Therefore, these objectives are not organized from lowest to highest levels of thinking, nor do they represent only low or high levels of thinking. Rather, the objectives incorporate a variety of thinking levels. Specifically, the objectives start with lower-order thinking skills and move towards higher-order thinking skills, with the most complex task being to find and identify hazards in a picture.