1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Ian Jones Social Studies / Behavioral Sciences Grades 2-4 Behavioral Sciences

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: Students will learn about the three aspects of behavioral sciences: psychology, anthropology, and sociology. Objectives Learn about the brain, and how the brain works. Learn about what part of the brain controls what part of the body. Will learn about the body, and what makes up the human body. Will learn about history of humans, and how they have progressed over the years. Will learn about how societies interact with each other. Will learn about different cultures other than the United States, and how they are similar and different.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: The behavioral sciences encompass such a wide variety of subjects, including psychology, sociology, and anthropology. It is important that our students learn about these three important subjects early, so that they can keep increasing their knowledge of these subjects. Standards: State – Illinois Common Core or Learning Standards There aren’t a huge number of IL standards for the behavioral sciences, but there are a lot dealing with one part, sociology. 18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer). 18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms). 18.B.1b Identify major social institutions in the community. 18.B.2b Describe the ways in which institutions meet the needs of society. 18.C.1 Describe how individuals interacted within groups to make choices regarding food, clothing and shelter. National – NCSS Themes Culture, Time continuity and change, People places and environments, Individual development and identity, Individuals groups and institutions, Global connections,

5. Logical/Mathematical

6. Logical/Mathematical -Activity I will tell the students a certain activity, and the students will tell me what part of the brain would control that activity. For example, if I were to say breathing or pumping blood, then I would expect the student to say the medulla oblongata. Students will need to use logic in order to answer each question correctly. -Resources/Materials Needed: http://www.brainhealthandpuzzles.com/brain_ parts_function.htmlhttp://www.brainhealthandpuzzles.com/brain_ parts_function.html A projector with parts of the brain labeled so that the students will be able to point out the part of the brain that they believe the answer is.

7. Verbal/Linguistic

8. Verbal/Linguistic -Activity Students will be learning about the brain in this activity. Students will watch the video provided by Dr Cantu, in which the Brain labels each part of the brain. Each student will be required to give a quick one minute speech on their assigned part of the brain, and at the end of the presentations, there will be a quiz to assess the student’s knowledge. -Resources/Materials Needed: http://www.youtube.com/watch?v=Li5nMsXg 1Lkhttp://www.youtube.com/watch?v=Li5nMsXg 1Lk A notecard for their speech. Access to the internet or to the library so that they can learn about their assigned part of the brain

9. Musical/Rhythmic

10. Musical/Rhythmic -Activity Students will be learning about different societies and cultures, and the music that they listen to in this activity. They will use the website below to explore music from other cultures, and at the end of this activity, each student will share his or her favorite songs and the class will try to guess where the song is from. -Resources/Materials Needed: http://www.mamalisa.com/?t=eh The students will need internet access and speakers in order to hear the songs they will be listening to from this website.

11. Visual/Spatial

12. Visual/Spatial -Activity Students will be learning about anthropology in this activity. They will each make a timeline on a long piece of paper that illustrates the history of the genus homo. They will need to make it large, and find sources to back up their data. The picture and links below are excellent resources for this activity. -Resources/Materials Needed: http://blogs.discovery.com/.a/6a00d8 341bf67c53ef0120a6293894970c-pihttp://blogs.discovery.com/.a/6a00d8 341bf67c53ef0120a6293894970c-pi http://news.discovery.com/animals/di scovering-ardi.htmlhttp://news.discovery.com/animals/di scovering-ardi.html A piece of poster board, pencils, pens, and markers to create their visual aid.

13. Body/Kinesthetic

14. Body/Kinesthetic -Activity Students will learn about anthropology in this activity. The class will learn about the bones of the human skeleton. In the front of the room I will put a plastic skeleton, and then I will pass out pieces of masking tape with important bones labeled on the tape. The students will take turns going up to the skeleton and trying to correctly place the tape on the right bone. -Resources/Materials Needed: http://www.enchantedlearning.com/subjects/an atomy/skeleton/Skelprintout.shtmlhttp://www.enchantedlearning.com/subjects/an atomy/skeleton/Skelprintout.shtml A plastic skeleton. Many pieces of masking tape with important bones labeled on the bones.

15. Interpersonal

16. Interpersonal -Activity Students will learn about different societies in this activity. Students will be put into groups of two or three, and they will begin to research a certain society. I want the students to almost transport us there with a powerpoint presentation, and want them to make us feel that we really know the in’s and out’s of the culture. -Resources/Materials Needed: http://www.vfwpost1503.org/different_culture s.htmhttp://www.vfwpost1503.org/different_culture s.htm A computer with powerpoint. Internet access. A projector to present the powerpoint presentation that the students will make.

17. Intrapersonal

18. Intrapersonal -Activity Students will be learning about psychology in this activity. I will ask the students what their favorite color is, and then after that I will show them this website that explains what your favorite color says about your personality. I will then ask the students to write if the believe that this is true or false in a journal entry. -Resources/Materials Needed: http://www.empower-yourself-with-color- psychology.com/personality-color.htmlhttp://www.empower-yourself-with-color- psychology.com/personality-color.html A projector to show the class this website. A piece of paper and pencil for the students to write their journal entry.

19. Naturalistic

20. Naturalistic -Activity Students will learn about anthropology in this activity. I will bring in a display that is full of sand, and in it are different skulls from different types of humans, such as homo sapiens, homo habilis, and others. The students will take turns coming up to the display, digging around and pulling out a skull, and then tell me the type of skull it is. -Resources/Materials Needed: http://mathildasanthropologyblog.files.wordpr ess.com/2008/08/neanderthal_skulls_compare. gifhttp://mathildasanthropologyblog.files.wordpr ess.com/2008/08/neanderthal_skulls_compare. gif The 4 different skulls. A display that is full of sand that is big enough so that I can put those skulls in it.

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: For this discipline of social studies, I will really have to have different ways to assess the students than the others. For the other disciplines, there were many clearly stated objectives for the state of Illinois, but for this one, there are not many objectives, which means that it is even more important that I am clear with my students on what I expect from them. Online Resources: http://www.delicious.com/ijones335