Thinking About MI in the Classroom

Choose a topic of instruction and provide an example of how each of Gardiner's intelligences can be used to teach your selected concept.

Course: Science 1206 and/or Science 2200

Objective: to distinguish between biotic and abiotic factors

Timeline: 4 classes

The following plan was designed to accomodate all the various intelligences to achieve the single common objective.

Verbal-Linguistic: Students will be expected to read the appropriate section in their textbook prior to the lesson. A class discussion will take place concerning the assigned reading. Definitions and examples will be written on the board.

Logical-Mathematical: Students will be given a list of factors (water, moose, wind, disease, apple, etc) on a sheet of paper. The students will categorize the factors as being either biotic or abiotic. This particular assignment will be completed individually and will be submitted to the teacher for correction.

Visual-Spatial: Students will be given magazines, catalogues and internet access to cut out/print pictures of abiotic and biotic factors that interest them to create a poster iwhich displaying and distinguishes between biotic and abiotic factors. These posters will be displayed on the classroom walls.

Interpersonal: Students will be working in small groups for the creation of the poster. In addition, each group is expected to briefly describe their posters to the rest of the class.

Naturalistic: Students will briefly walk around the outside of the school identifying and recording biotic and abiotic factors. In addition, students will compare the abiotic and biotic factors on the top of a fallen log with the abiotic and biotic factors on the bottom of the log. In addition, students will collect a sample of water from the small frog pond next to the school for analysis during the following science class.

Bodily-Kinesthetic: Students, working in pairs, will examine a drop of the pond water using a compound microscope looking for microscopic biotic factors. Students will be expected to draw at least one biotic factor located in the pond water and can include this in their science course portfolio.

Intrapersonal: Students, working individually, will answer a question in their journals: How do abiotic factors affect biotic factors and how do biotic factors affect abiotic factors?



You may notice one of the intelligences is missing from this plan. I am hoping someone can assist me with that one.