1. Audience:  8 th grade Science class with Special Education students Goals and Objectives:  Students will be able calculate, measure, and solve for density CCSS:  5.1.8.A.2 Use mathematical, physical, and computational tools to  build conceptual-based models and to pose theories.

2. The Verbal Linguistic students will use this intelligence to communicate verbally with their partners: (traditional classrooms are taught in this manner) what needs to be completed throughout the lesson comprehend what the directions are by listening to oral directions following directions that are in the textbook and other written material The Logic / Mathematical student will use this intelligence by: (logic and reasoning) Calculation of the word problems off the power point The Body/Kinesthetic student will use this intelligence by: Following the video (as it plays ) using a triple beam balance Following the video (as it plays) using a graduated cylinder The Visual/Spatial student will use this intelligence by: Creating the graph correctly Able to see that the weights moving on the balance, see the water rise and the animation on the power point The Interpersonal student will use this intelligence by: Speaking to others about their results (comparing and contrasting the findings) Participating in class discussions To recognize moods and feelings of others through the lesson The Intrapersonal student will use this intelligence by: working independently on the word problems Completing homework “Brainy Bits” Multiple Intelligences

3. Concrete-sequential student will benefit from direct instruction both verbal and written. They will also check their work as the progress through the lesson. They will also benefit Abstract-Sequential student will apply the knowledge of the skill to complete the assignment. They use logic to find the solution to the problem. Concrete-Random will benefit from the freedom of investigating the height and depth of the stairs. They will be comfortable coming up with their own table, graph and equation. Abstract-Random will enjoying working with a partner, listening to the class report and focusing on the task

4.  How to use a Triple Beam Balance How to use a Triple Beam Balance  How to Measure for Density using Water Displacement How to Measure for Density using Water Displacement  Practice Word Problems (Density) Practice Word Problems (Density)

5. Sousa, David A. How the Brain Learns. Fourth. California: Corwin, 2011. 1-160. Print. Gardner’s Multiple Intelligences Ramapo College Linking the Brain, Mind and Teaching & Learning Nick Bernice, Ed. D.