Design a single lesson plan using 4 of the 8 intelligences. Use a clear explanation of how these 4 intelligences will be addressed in the lesson. Use examples of learning activities that...
Design a single lesson plan using 4 of the 8 intelligences. Use a clear explanation of how these 4 intelligences will be addressed in the lesson. Use examples of learning activities that address the multiple intelligence theory.
Topic to be taught:
Goal of Lesson:
A complete lesson plan is beyond the scope of an Enotes response; if your assignment is asking for a full writeup, i.e. including state standards and formative/summative assessments, please use the following as a guide only.
Grade: High School (approx. 9th-10th grade level)
Topic to be taught: Evolution (specifically, natural selection)
Goal of Lesson: Identify factors that can affect competitive success; make an analogy between these factors and some possible "real life" counterparts.
Put students in groups of 4 and assign the groups to separate tables. At each table is a bowl; the bowl cannot be moved. Inside the bowl are beans. Each student is given a small cup and some kind of tool (such as a plastic knife, spoon, pencil, etc). The objective is for each student, using ONLY their assigned tool, to gather as many beans into their cup as they can.
Give the students several "rounds" of collecting, so they can observe and record their results. Continue by replacing their tools; give every student the same tool, and repeat the experiment a few times. Conclude by taking away the tools; now students simply use their hands.
Some common conclusions should be that certain tools are far more efficient than others, and that personal attitude/size/aggressiveness is important as well. Students should have group discussions, write a short response, and then discuss their findings as a class.
Naturalistic. This lesson has a strong element (indeed a primary focus) of naturalistic intelligence, particularly via the analogy to real-life elements, eg. the beans are food, the tools are adaptations, and personal attitudes are the variations we find in behavior. This may be best utilized via a formative assessment (asking students questions as a group) or via a short writing assignment (such as matching the elements of the activity with its closest natural counterpart).
Interpersonal. While applications of interpersonal intelligence often emphasize the cooperative and empathetic aspects, this activity is more engaged with the debating, competitive side. This intelligence is particularly valuable when making connections between student behaviors and variations in behaviors, and it is also important to make note of students attempting to negotiate, "cheat" or otherwise find indirect ways of succeeding, all of which have natural counterparts.
Intrapersonal. Students should reflect on questions such as "why did I win or lose this round?" "What could have helped me to do better?" Responses to these questions can be categorized according to evolutionary adaptations, ie. "I needed a different tool" or "I need to be more aggressive". Furthermore, we can ask which of these would constitute a behavioral change (short term, acting on the individual) or an evolutionary change (long term, acting on the species).
Bodily-Kinesthetic. This element comes into play during the actual competition for the beans; students will need some degree of fine motor skills in order to manipulate the beans using their tool, especially if it's an awkward tool. We can also compare tool-use results with the final, no-tools experiment; was there corresponding success, or were successful tool-users less successful with their hands? What might this say about human evolution and tool use?