1. Supporting Multiple Intelligences
The Five Senses: Hearing

2. Logical-Mathematical Intelligence
“At the Mathematics Center, students working in groups of four receive a small package of candy. Students describe what they see; estimate how many candies are in the package; smell the package and describe the smells. They graph the class favorite; first based on sight (do not open wrapped candies), second on smell (smell unwrapped candies). After opening the package, count the pieces to check the number estimates. Then students taste the candy and graph their favorite.”
Detecting patterns, reasoning, thinking logically

3. Intrapersonal Intelligence:
The Walk About: an activity
“It's time to go outside to take a walk-about. Find a nice place to have a seat. Perhaps in a park or on a bench near a busy street. Now listen. Write down everything you can hear. Can you hear the wind? Cars? Airplanes? Go back to class and compare the sounds that everyone heard. Did you hear the same things?”
Can be used to allow students to understand oneself and appreciate feelings by asking students to expand on noises heard and describe how they felt with each noise and what personal reactions they experienced.
Can be facilitated with a journaling activity.

4. Interpersonal Intelligence:
By clicking on the student guide link (at top of the page) a group experiment/activity is provided.
This document is also linked as a pdf file from the plaza account
This incorporates interpersonal intelligence because students are required to work effectively with others in a group setting to accomplish the goals of the experiment.
Group data analysis and generating a consensus are also included.

5. Spatial Intelligence:
“Some animals have developed amazing adaptations to their environments. Many different types of energy exist in the environment, some of which humans cannot detect. Here are some examples of how some animals sense the outside world and the anatomical structures that allow them to do so.”
This site can be used as a resource where students are then asked to recognize patterns in the adaptations of multiple animals.
The noted patterns (comparisons) can then be spatially represented through the creation of charts or graphs.

6. Linguistic Intelligence:
“At the Writing Center:
1. Students write about their experiences with food as a story with the title "Foods That Taste Better Than They Look" or about "Foods That Look Better Than They Taste.
2. The students write and complete frame sentences such as:
I can (smell) a peanut and I can (taste) a peanut.
I can (feel) a flower, and I can (smell) a flower.
I can (smell) a (pizza). But I can't (smell) a (glass of water).
I can (feel) air, but I can't (smell) it.”
By scrolling down to the exploring the idea section of this internet site, a sample writing activity is described and students are then using language to accomplish the goal through language skills.

7. Additional Activities:
Magic School Bus:
“Gets an Earful”
An interactive game created to encourage students to match sounds to the correct image.

8. Good References:
Neuroscience for Kids