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					Stephen Akins                                 SED 341                                       9/19/11


                               Multiple Intelligences Assignment



                              Content Standard: 6th grade, Biology

 C      E   1.) Identify global patterns of atmospheric movement, including El Nino,
R L V W S P the Gulf Stream, the jet stream, the Coriolis Effect, and global winds that
            influence local weather.


Linguistic- For this type of intelligence, the students will use a hand out, which the teacher will
provide. This handout will be an article from the local newspaper on the local effects of El Nino.
After reading the article, the students will use the information that they read to come up with
their own definition of El Nino.

Logical-Mathematical- For the Logical-Mathematical intelligence, the students will use the
Excel program on the computer to chart the wind speed of the weather at their school. On
another column in the chart, the students will find the wind speeds of a school that is on a
different continent. The students will be using the internet to research these wind speeds. They
will then need to use this website called: Windfinder. This will convert the different wind speeds
to mph, and knots. The students will then put mph and knots into the chart. Then, the students
will use Excel to make a bar graph showing the different speeds in mph and knots.

Spatial- For the Spatial intelligence, students will be using Google Earth. With Google Earth,
students will locate the Gulf Stream. As they look at the representation of the Gulf Stream,
students will draw it on a separate piece of paper. Students will be asked to draw as best as they
can, and also include the east coast of the United States and the Ocean it is located. The students
should label the continents and the oceans. After they have drawn the representation, then they
will be asked to write down different factors that this Gulf Stream might affect; such as, warmer
water and hurricanes.

Bodily-Kinesthetic- To represent the Coriolis Effect, students will be given one basketball per
group in groups of three. The students will then be able to see how great the Coriolis Effect is if
the Earth is represented by the basketball. The students will take turns spinning the basketball
(the best they can) on one finger. This will represent the spinning of the Earth on its axis.

Musical- Students can use their musical skills to make up a song about the Gulf Stream.
Students can use instruments, poems, or they can use their voices to compose a song. This song
should have 2 verses, 1 climax, 1 chorus, and a closer. Teachers can research these links to find
out more information on song and poem writing.

http://www.robinfrederick.com/write.html
Stephen Akins                                 SED 341                                       9/19/11


http://www.poewar.com/poetry-writing-tips/

Interpersonal- The teacher can assign groups and allow the students to pick which topic they
want to research: Coriolis Effect, Jet Stream, Gulf Stream, and Global Winds. They will then
find three things that they didn’t know about until after they researched the topic. They will write
this down as a group and discuss it to the whole class.

Intrapersonal- Students can now reflect on what they have learned on the Gulf Stream. The
students will answer the question: How would our lives be different if there was no Gulf Stream?
The teacher can also ask: If you don’t think your life would be different, explain why you think
so?

Naturalist- Students will be asked to go outside of the school building. This activity will make
them familiar with describing their surroundings. The students will be asked to write down the
weather conditions, and they will use thermometers to record the temperature of the air. The
teacher can ask them if the air feels humid or not humid. They are to include as many
descriptions of the weather as they can.

                              Content Standard: 7th grade Biology

 C      E   6.) Describe evidence of species variation due to climate, changing
R L V W S P landforms, interspecies interaction, and genetic mutation.



Linguistic- Students can use their creative thinking to make up an animal that has certain
adaptions to its surroundings. It can be an animal here on Earth, or it can be an animal on a
faraway planet! Students will describe the animal, they will describe the animal’s surroundings,
and they will describe the animal’s adaptations to those surroundings in five paragraphs.

Logical-Mathematical- For this assignment, students can use the Punnett Square to show the
ratio of a trait that is likely to be passed on to another offspring, here is an example:
Stephen Akins                                 SED 341                                        9/19/11




The students will use this Punnett Square as an example. They will then think of specific traits
that humans have. Then, the teacher will ask the students to define dominate and recessive traits.
After the students have correctly defined both terms, the teacher will then ask the students to
show which offspring will get each trait they chose.

Spatial- Students will do another activity that shows how different animals have different
adaptations of their environment. The students will choose one animal from a list provide by the
teacher. Students will use this website to look up the different adaptations of that animal: Animal
Diversity. Then, the students will draw or sketch the environment that the animal lives in that
might contribute to those adaptations.

Musical- Students will write a short play on the migration movements of birds. The drastic
climate change is confusing many bird species in their journey to their migration destination. In
groups of 5, the students will get together to write a plot, develop scenes, and write an ending to
the play. The teacher should review this website to demonstrate to the students:
http://www.playwriting101.com/

Bodily-Kinesthetic- With the play that was mentioned before, students will be able to act out
their play to the entire class. The plays will be judged by a select group of adults (maybe the
principal and his staff). The play that gets the best review will be presented to the entire middle
school!

 Interpersonal- In this activity, students can get together in groups (three students per group) to
think about a species that has adaptations due to the topography, or shape of the land. They can
then share their species with the class.
Stephen Akins                                 SED 341                                       9/19/11


Intrapersonal- In this assignment, students can write about their favorite animal. Then, in their
three paragraphs of writing, they will include some adaptations that that animal has to its
environment.

Naturalist- Here in this activity, students will be taken outside the school building. The students
are to look around to see how many species they can find that display mutualism. As students
begin looking, they should be reminded the difference between a mutualistic relationship and a
parasitic relationship.

                         Content Standard: 8th grade Physical Science

 C     E   10.) Differentiate between potential and kinetic energy.
R L VW S P



Linguistic- After students have been show a short movie on YouTube, (Which hits the Ground
first; Something Light or Heavy?) students will write out another scenario where this
misconception could be shown. Students will write 4-5 paragraphs using their new understanding
of gravity and how it affects all objects.

Logical-Mathematical- students will be given a worksheet with 7 different problems that are
associated with potential energy. They will solve those equations with this formula: mass x
acceleration due to gravity x height= potential energy.

Spatial- Students can now use a free body diagram that represents all the forces that act on that
object. Students need to be sure to show ALL of the forces that are acting on the object. Some
questions for the students to think about might be: 1) What are some forces that we can see
acting on the object? 2) Are there any forces that can’t be seen acting on the object? Here is an
example of a free body diagram.




Musical- This is extremely motivating activity and seems like many students will want to listen
to. This is a rap that is performed by a teacher. It talks about physics and the ideas behind the
Stephen Akins                                 SED 341                                       9/19/11


laws of motion. The teacher can either rehearse this and perform it in class, or the teacher can
show this video.

http://www.youtube.com/watch?v=Y8skDy9Nn9I

Bodily-Kinesthetic- With this activity, teachers can use objects to explain the differences in the
two energies, which are kinetic and potential. The teacher can take a book and a piece of paper
and drop them at the same rate. Then, the students can do the same in groups of 4 to talk about
which they think has more potential energy.

Interpersonal- Here, students will be able to form groups of 3 and design an inclined plan with
these materials: 1) cardboard box 2) glue 3) tape. After they have constructed a sound inclined
plan, they will then roll two objects down the plan. These two objects are a small metal ring, and
a small wooden ring. As students start both objects at the top of the plan and release them at the
same time, ask the students to record which object gets to the end of the plan first. Both objects
should get to the end at the same time.




Intrapersonal- Students will use a laboratory style journal for this assignment. After they do the
experiment above, the students will write down their own reasoning behind the outcome. At the
beginning of the next class period, the students will be asked to share their thoughts on why the
think the experiment went the way they did. This is a great website to show teachers the basics
on getting students started with a laboratory notebook:
http://chemlab.truman.edu/Notebook_Files/LabNotebook.htm

Naturalist-Students will be asked to bring in objects from the outdoors that they think have a
connection with kinetic energy and potential energy. This is like the students are leading their
own “object lesson”. Students have the opportunity to tell why these objects are related to kinetic
energy and potential energy. An example might be an apple off of a tree. The apple has potential
energy as it is hanging in the tree, and it shows kinetic energy as it is falling from the tree.

				
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