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This booklet showcases the 4 x 4 charts each of you have created based on a topic from your classes of interest and four learning tasks that address the different intelligences featured in your classrooms.

Patrick Zangari
3/5/17
ED 603-51
Assignment 8.2
Objective: At the end of the lesson all students will be able to explain the socio-
political role of Feudalism in Medieval Europe.
Verbal-Linguistic
Write a Fairytale story that explains the
socio-political role of Feudalism in
Medieval Europe.
Musical
Compose a song or rap that explains the
socio-political role of Feudalism in
Medieval Europe.
Intrapersonal
Write a journal from the prospective of a
peasant, lord, or king that explains the
socio-political role of Feudalism in
Medieval Europe.
Bodily-Kinesthetic
Coordinate and preform a play that
explains the socio-political role of
Feudalism in Medieval Europe.
Paige DuPilka
ED 603
Professor Ostendorf
Assignment 8.2
Multiplication Facts
Linguistic
“I ate and I ate til I got sick on the
floor, 8 x 8 is 64!”
Logic
8 x 5 + 3 = 64
Where should the parentheses go
to make this statement true?
8 x (5 + 3) = 64
Kinesthetic
Use a rekenrek to show how 8
groups of 8 equals 64.
Spatial
What is a strategy you could use to
figure out how many squares there
are besides counting every single
one?
Write an equation to accompany
your strategy.
9 in
Jaime Hoppock
March 6, 2017
ED603-52
Assignment 8.2
Activity: Finding the perimeter of a rectangle:
Verbal-Linguistic
2 X ( L + W)
2 X (9 + 4)
26 inches
*They could also write out their steps on a
poster and explain them to the class
Musical
*Find a song on youtube about perimeter.
*Have students write their own song about
how they can find the perimeter of a rectangle.
4 in
9 in
4 in
4 in
9 in
4 in
9 in
Assignment8.2:MultipleIntelligences
Interpersonal
Collectdataingroupswhichwillbe
graphedandanalyzed
VerbalLinguist ic
Ingroupsbeabletocommunicateabout
thed ata
Beabl etoexplainre sults
MathLogic
Usethedatatoa n a lyzeandsolve
problems
Spatial
Graphthedataandbeabletodrawa
lineofbestfittomakefuture
predictions
Assignment 8.2: Multiple Intelligences
Subject: Antarctica
Grade Level: Second Grade
Objectives: Students will identify key facts about Antarctica and explore the conditions and animals
of the region. Explain where this continent is located on the globe and what oceans it touches. List
geographical features and explain scientific interest and findings.
Basic Lesson
Globe Destination Antarctica Antarctica Song
http://video.nationalgeographic.com/video/destinations/antarctica-overview-dest
https://www.youtube.com/watch?v=e0XXPWs8qa4
Antarctica discussion using the globe. Watch Destination Antarctica, a video to help students
Identify and distinguish key facts about Antarctica, its conditions and life forms found there.
Followed by singing the Antarctica Song which highlights fun facts to remember.
Spatial Antarctica Info-Graphic
Students will collaborate in groups of three
to:
1. Read and complete worksheet
questions 1-4 identifying key facts
about Antarctica.
http://www.timeforkids.com/files/media/110114_g3_2.pdf
2. Watch the video on Antarctica fun
facts. http://easyscienceforkids.com/best-facts-about-antarctica-
video-for-kids/
Verbal Antarctica Poem or Song
Teacher will assign partners (mixed ability
pairs), students will:
1. Read and complete worksheet
questions 1-4 identifying key facts
of Antarctica.
http://www.timeforkids.com/files/media/040319NS1.pdf
2. Re-watch the Antarctica song for
inspiration and the video on poem
Assignment 8.2: Multiple Intelligences
Amy Volpi
Winter Tree Identification
Classification of tree types according their buds in the winter.
Interpersonal
Group Activity
No more than 4 per group.
Work together to collect as many
samples as possible in the given area.
As a group, identify each bud/twig and
classify.
Work together to figure approximate
population of each particular tree in
that specified area.
Spatial
Give a map that shows area in which
samples will be taken from.
Figure perimeter of the area.
Graph number of different trees found
in that area as well as the approximate
population of each tree type in that
area.
Present information in visual form.
Verbal
Understand glossary of proper terms
and be able to use accordingly:
Terminal Bud
False Terminal Bud
Bud Scales
Lateral Bud
Leaf Scar
Vascular Bud Scars
Naturalist
Go into the specified area of woods
and find as many tree bud samples as
possible.
Put like bud/twigs together.
Learn how trees thrive in the summer
and survive the winter.
Find out if there are any particular
birds or animals that depend on
specific trees.
ForthislessonIchoosefract ionsasawaytoteachtomultipleintelligences.
Spatial
Usethemanupltivesbelowtocreate
thefollowingfractions:
½,¾,7/10,7/9
Youwillmaketwogroupsofitems
thefirstgroup youwillmakewill
becomethenumerator.
Secondgroupofnumbersyouwill
createwillbecomethedenominator.
Kinesthetic
Catching objects such as buckets or
baskets.
Small throwing objects such as bean
bags or balls.
Label the catching objects with lowest
denomination fractions such as 1/4, 1/3,
1/2, etc.
Label the throwing objects with fractions
that are equivalent to the fractions
named on the catching objects such as
2/8, 3/6, 5/10, etc.
Place the learner a few paces behind the
buckets.
The teacher will throw one of the fraction
bags/ balls to the student and the
student will throw the ball into the
corresponding equivalent fraction.
Verbal
Createawordproblemfortheselearners-
Cameronsfatherwasservin gpizzaforhis
soccerparty.Inc l udinghimse lf,therewould
be12peopleattheparty.Knowingthat
smallerpiecesofpizzaarelessmessythan
largepieces,Cameronsfathercutsthep izza
into48pieces.Howmanypiecesofpizza
doeseachper son get?Whatf raction
representseachpersonsshareofthepizza ?
WhatifCameronsfatherhadcutthepieces
biggersoeveryonegottwopie ces,what
fractionwouldrepresente ac hshare?
48/12=4pieceseach
4/48=1/12ofthep izza
24/12=2pieceseachifcutbigger
2/24=1/12ofthep izzaiswhateachperson
gets.
Logic
Usingpuzzlesto helpquizthestud ents
Uselinktoplaythemysterypicturegame.
http://www.dositey.com/2008/ma th/mistery2.html#s
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I
4X4CHART 1
4X4 Chart
Terrance Mack
Western New England University
Author Note
Terrance D. Mack, Department of Education, Western New England University
Contact: 297 Dickinson St. Springfield, MA 01108 busytdm@gmail.com
Subject: History
Topic: The Transatlantic Slave Trade
SPATIAL
Observethepatternoftravelon themapfrom
WestAfricatoAmericaandtheroutestheytookto
transporthundredsofthousandsofslaves.
Estimatebasedofthismaphowlongeachtrip
probablywasto trulygrasptheagonizing
experienceofth is transition.
INTERPERSONA L/INTRAPERSONAL
Writeaone-pageessaydescribinghowyouwould
feelasoneofthoseslavesont hatboatbeing
strippedfromyourlandtobebroughttoan
unknownlandtobeenslaved.Thendescribewhat
thethoughtsrunningthroughtheheadsofthe
Europeanmenwhoexecutedthistragicp lanto
buildAmerica.Whatweretheirr easons?Does
puttingyourselfintheirshoeshelpyouto
humanizebothparties?
Felicia Aucoin
Assignment 8.2
Topic: living/non living. Students are taking outside to explore
living/non living items.
Interpersonal- involve children in group games and discussions
An interpersonal learning does their best learning participating in
discussion about living and non living items. Living will be
described as one breathing, needs water, and will grows. The
discussion will start by the educator providing students with living
and non living items. The educator will emphasis that the living
needs water, will grow, and breath. This discussion will provide
students with a chance to share, ask questions, and give feedback.
The students will then play a game where they are given a list of
non living items, and living items. The students will be split up in
two and match living in one pile, and non living into another pile.
The students will end the game by singing a song to the tune of
chicken dance music. The students will get a chance to get up and
sing. The lesson will end with students sharing their favorite part.
Song:
I'm a living thing
I'm a living thing
Because I breath, need water, and grow
Repeat verse
Repeat verse
Free Dance
Naturalist- try using photos and books to explain topics
Naturalist Work Cited:
https://www.google.com/search?q=living&source=lnms&tbm=isch
&sa=X&ved=0ahUKEwiA25nG-
dHSAhUDMSYKHTQcB4IQ_AUIBygC&biw=1440&bih=838#tb
m=isch&q=living+and+nonliving+things&*&imgrc=et0xdiJPdPU
cEM:
Musical- singing songs, listening, audio tapes, hearing, can
explore learning
The students will use the song above, and sing it as a group.
The students will then make a list of living and non living on their
own. They will use the living in the song above.
Bodily Kinesthetic- learning through movement
The students will participate in a movement activity. The students
will take their list of living and non living and act it out. The
students are asked to use their imagination.
Interpersonal
Naturalist
Musical
Bodily Kinesthetic
Sar ahPatel
MI4x4Chart
ContentTopicproperbreathingtechniquealthoughtheseareallbre athingtasksthisisoneo fthemost
difficulttasksasasingerandonethatweworkoneachrehearsal.Thisisagreatexamplebecauseeventhough
wewouldt hinks tudentsinchoruswouldallbedrawntothemostmusicalwaytolearnt his,th atisnotthecase!
Musical
Linguistic
VocalExercises
Learn to Sing: Breathing
1. Breathe deeply from your lower lungs - imagine a
rubber ring around your waist (your diaphragm)
2. Breathe in and try to push the ring outwards.
3. Breathe in through your nose and out through your
nose and mouth.
4. Avoid raising your shoulders as you breathe in -
keep them relaxed and level.
5. Relax!
Visual
BodilyKinesthetic
Havestudentsfollowthediagramwiththeir
fingersastheyarebreathing
Havestudentsfindspaceoftheiro wntol aydown.Have
themfeelhowtheytheirbodymovesastheybreathe
properly.