1 Our class will be doing a multiple intelligences unit on animals.

Every child loves animals, and is naturally curious about where animals live, what they eat, and any special abilities they may possess. Each one of Gardners intelligences can easily be covered through activities involving animals. We will read What o !ou o with a "ail #i$e "his%& by 'teve (en$ins, so the children can learn about the various body parts of different animals. "he boo$ does a great )ob of showing the capabilities of each animal while grouping them according to the body parts that ma$e them special. "he boo$ is a good lead*in to all of the following activities that highlight each of Gardners multiple intelligences. 'tudents can write about their favorite animals and what they li$e best about their favorite animals. +hildren can also sing songs about animals, in addition to drawing pictures of their favorite animals. +hildren can act out the movements of their favorite animals, as well as constructing their favorite animals using play dough. 'tudents can also pretend to help animals by playing a vet in the dramatic play area. +hildren will have the opportunity to learn about the habitats of their favorite animals by creating the habitats in an art pro)ect. Logical-Mathematical Intelligence #ogical*mathematical intelligence refers to the s$ills related to solving logical problems and performing mathematical calculations ,generally -ualities of scientists, mathematicians& ,.erns, /011, p. /102. 3.' defines the logical4mathematical intelligence as the capacity to understand the underlying principles of some $ind of causal system, the way a scientist or a logician does5 or to manipulate numbers, -uantities, and operations, the way a mathematician does& ,3.'.org2.

/ Name and Objective "he More or Less activity will help the children loo$ for differences in si6e ,bigger, smaller, more, less2, while sharpening their estimation s$ills. "his activity will also help the children learn the concepts of adding and subtracting. "he following foundations apply to this activity7 M.1.6 M.1.17 M.1.22 M.1.26 M.1.31 M.1.46 'elect the preferred item when given two choices. 8dentify which is more ,visually, tactilely, or auditorilly2. +ount each ob)ect only once. 8dentify when ob)ects are the same number, even if arrangement is changed. 8dentify the concept of less&. 9a$e guesses related to -uantity. Materials 9iniature plastic animals roced!re 1. ivide animals into two groups with one group having more than the other ,one group should be in a row, and the other in a pile2. /. :s$ the children which group has more and why they thin$ so. 1. ;ave the children add or subtract from one pile to ma$e it have the same amount as the other group. O"en-ended #!estions Why do you thin$ this group has more% ;ow can we get this group to have the same number of animals as the other%

1 Ling!istic Intelligence #inguistic intelligence refers to the s$ills related to the meaning, sound, and rhythm of words as well as the use of language ,generally -ualities of authors, )ournalists, poets2& ,.erns, /011, p. /102. 3.' defines the linguistic intelligence as the capacity to use language to e<press whats on your mind and to understand other people. :ny $ind of writer, orator, spea$er, lawyer, or other person for whom language is an important stoc$ in trade has great linguistic intelligence& ,3.'.org2. Name and Objective "he My Favorite Animal activity will help children with their writing s$ills by having them practice writing in their )ournals. +hildren will gain an understanding of how to create words by sounding them out. "he following foundations apply to this activity7 $L%.1.14 $L%.2.1& $L%.2.16 $L%.2.17 $L%.2.1' $L%.2.62 Write using phonetically spelled words. =se symbols or ob)ects to communicate. :ttempt to write and draw. =se drawings or pictures to represent ob)ects. 9a$e mar$s with writing tools. >ead own writing ,e.g., give meaning to own writing by reading what it says&2.

Materials (ournals, pencils, and crayons for each child. roced!re 1. :s$ children to choose their favorite animal from the boo$, What o !ou with a "ail #i$e "his%& /. ;ave children write what they li$e about their favorite animal from the boo$.

? 1. :s$ the children to draw a picture of their favorite animal. O"en-ended #!estions Why is that your favorite animal% What else could you write about your favorite animal% (odil)-*inesthetic Intelligence .odily*$inesthetic intelligence refers to the ability to coordinate parts of the body and manipulate ob)ects s$illfully ,generally -ualities of athletes, dancers, surgeons2& ,.erns, /011, p. /102. 3.' defines bodily*$inesthetic intelligence as the capacity to use your whole body or parts of your body ,your hands, your fingers, your arms2 to solve a problem, ma$e something, or put on some $ind of production. "he most evident e<amples are people in athletics or the performing arts, particularly dancing or acting& ,3.'.org2. Name and Objective "he Animal Animation activity will help children develop gross motor s$ills while tapping into their imagination through dramatic play. "he following foundations apply to this activity7 +$.1.& +$.1.1, +$.1.4, +$.2.&7 +$.3.113retend to do something or be someone. 'how affection for an imaginary character or plaything. En)oy simple pretend play. 8mitate others e<pressions and actions. 3retend through role play.

Materials @o materials needed.

A roced!re 1. ;ave children ta$e turns moving li$e their favorite animals from the What o !ou o with a "ail #i$e "his%& /. :s$ the other children to guess what animal is being acted out. O"en-ended #!estions Why did you guess that animal% What other things could you do to become that animal% M!sical Intelligence 9usical intelligence refers to the ability to produce pitch and rhythm and appreciate musical e<pression ,generally -ualities of musicians, composers, singers2& ,.erns, /011, p. /112. 3.' defines musical intelligence as the capacity to thin$ in music5 to be able to hear patterns, recogni6e them, and perhaps manipulate them. 3eople who have strong musical intelligence dont )ust remember music easily, they cant get it out of their minds, its so omnipresent& ,3.'.org2. Name and Objective "he Sing Me a Song activity will help the children develop body coordination by moving li$e an animal to the beat of the song. +hildren will gain a better understanding of rhythm and develop creativity by substituting various animals, along with their sounds and movements. .%.1.& .%.1.1& .%.1.21 .%.1.2.%.1.2' +reate sounds by singing and ma$ing music. #earn to sing other songs. 'ing along to familiar songs. "oe point, leg wag, and arm wave to music. 9ove to the music on own and with others.

B .%.1.31 .%.1.36 3erform songs and dances. ance4sway4tap toes4)ump4hop to music alone or with others.

Materials + with Old 9ac onald ;ad a Carm& roced!re 1. ;ave children sing along to Old 9ac onald ;ad a Carm&. /. :s$ children to add animals and sounds or movements from the boo$, What o !ou o with a "ail #i$e "his%& O"en-ended #!estions Why did you choose that animal% What other animals could we use% +"atial Intelligence 'patial intelligence refers to the ability to form a mental model of concrete ob)ects and manipulate parts in relation to each other ,generally -ualities of architects, engineers, artists2& ,.erns, /011, p. /112. 3.' defines spatial intelligence as the ability to represent the spatial world internally in your mind D the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. 'patial intelligence can be used in the arts or in the sciences& ,3.'.org2. Name and Objective "he Making Animals activity will help children develop their fine motor s$ills by molding play dough into various animals. +hildren will tap into their imagination as they construct animals and their living environments. .%.1.&4 3aint with fingers, draw with crayons, and mold with dough.

E .%.1.66 .%.1.6' =se different colors, shapes, and te<tures to create form and meaning. =se a variety of materials ,e.g., crayons, paint, clay, mar$ers2 to create original wor$. Materials 3lay dough, construction paper, crayons roced!re 1. ;ave children ma$e their favorite animals with play dough and place them on the construction paper. /. :s$ the children to draw trees, water, and other things in the animals environment around the animal. 1. "a$e pictures of each masterpiece to $eep forever. O"en-ended #!estions What types of things can we draw with FFFFFFFanimal% What other animals can we ma$e% Inter"ersonal Intelligence 8nterpersonal intelligence refers to the ability to analy6e and respond to behavior, feelings, and motives of other people ,generally -ualities of psychologists, teachers, salespeople2& ,.erns, /011, p. /112. 3.' defines interpersonal intelligence as the ability to understand other people. 8ts an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians D anybody who deals with other people& ,3.'.org2. Name and Objective

G "he Vet for a Day activity helps children fine tune their social s$ills by participating in dramatic play together. +hildren learn the importance of having a )ob and contributing to society. ++.1.21 ++.4.2 ++.&.14 ++.&.21 ++.&.23 ++.&.3, 8dentify other people and their roles. >ole play different types of occupations. Wor$ and play cooperatively with others. >ecogni6e community helpers. #earn social s$ills. =se interpersonal s$ills of sharing and ta$ing turns in interactions with others.

Materials 'tuffed animals, play stethoscope, ace bandages, tongue depressors, scrubs, notepad, and cash register, play money. roced!re 1. +hildren will ta$e turns pretending to be a vet and pet owner by using the stuffed animals as their pets. /. +hildren will need to switch and play the other role so they gain an understanding of what it is li$e to be a vet and a pet owner. O"en-ended #!estions Why do we need vets% What do vets do at their )obs% Intra"ersonal Intelligence

H 8ntrapersonal intelligence refers to the ability to understand ones feelings and motives, using such $nowledge to adapt ones behavior accordingly ,generally -ualities of actors, lawyers2& ,.erns, /011, p. /112. 3.' defines intrapersonal intelligence as having an understanding of yourself5 $nowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. "hey tend to $now what they can and cant do, and to $now where to go if they need help& ,3.'.org2. Name and Objective "he What Would You Do?activity helps children get in touch with their inner self and ma$ing choices based on their own capabilities. ++.1.23 ++.2.3, ++.&.1 ++.&.11 ++.&.1' @ote li$eness and differences in others. 9a$e choices after considering alternatives. =se words to e<press feelings. "a$e turn in interactions with others. >eali6e that other children are more ali$e than different.

Materials 3ictures of animals in different scenarios. roced!res 1. 'how children pictures of various animals in different scenarios. /. :s$ each child what they would do to help each animal. O"en-ended #!estions What is the best way to help this animal% +an you thin$ of a different way to help this animal%

10 Nat!ralist Intelligence @aturalist intelligence refers to the ability to discriminate among living things and be sensitive to the natural environment ,generally -ualities of botanist, 6oologists, ecologists2& ,.erns, /011, p. /112. 3.' defines naturalist intelligence as the ability to discriminate among living things ,plants, animals2 and sensitivity to other features of the natural world ,clouds, roc$ configurations2. "his ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers5 it continues to be central in such roles as botanist or chef& ,3.'.org2. Name and Objective "he Animal Homes activity helps in the development of childrens drawing s$ills by focusing on an entire environment, not )ust a specific component of the habitat. .%.1.24 .%.1.26 .%.1.27 .%.1.&4 .%.1.67 .%.1.6E<press feelings about art wor$. :ssign meaning to scribbles. 8mitate art forms of illustrator after listening to a story 3aint with fingers, draw with crayons, and mold with dough. =se different colors, surface te<tures, and shapes to create form and meaning. 3rogress in ability to create drawings, models, and other art creations that are more detailed, creative, or realistic. .%.1.6' =se a variety of materials ,e.g., crayons, paint, clay, mar$ers2 to create original wor$. Materials +onstruction paper, crayons, mar$ers, grass, leaves, straw, stic$s roced!re 1. :s$ children to choose an animal from the boo$, What o !ou o with a "ail

11 #i$e "his%& /. ;ave the children draw the animal they choose along with that animals habitat. 1. +hildren can use available materials ,leaves, grass, stic$s2 to enhance their habitats. O"en-ended #!estions What else can you include in your picture% What can you add to your picture to ma$e it loo$ more realistic%

1/ >eferences .erns, >. ,/0112. Child family s!hool !ommunity" .elmont, +:7 Wadsworth, +engage #earning. ;oward Gardners 9ultiple 8ntelligences&. #$S" %etrieved from &&&"'(s"org" Web. 16 Oct.
2013.