For a brief period of time, the Commission issued a draft of the standards that incorporated these numbers as a means of communicating the objective, while trying not to lose sleep over the verb. Where the 2.20 indicates to the reader that this was to be comprehended by the student, at the level of interpretation. Well, this wasn't very popular with the public, and the codes were removed. Ultimately, the ability of a standard to communicate educational objective cannot rest either with a single verb, or a taxonomic code. The quality of the writing has to be the form of communication.
Students know that sunlight can be blocked to create shadows.
That is a concept that requires higher order thinking by its very nature. And yet, there is also content involved in the statement. Some people will say that the concept of light is a small idea, and should have been woven into a broader thematic treatment of science. In the California Science Curriculum Framework that was written in the early 90's, science is broken down into broad themes of such as systems and interactions. When these parts combine to form the whole, the whole often has properties that are qualitatively different from the sum of the parts.