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ETE 335

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

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ETE 335

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  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 / Geography Grades 2-4 Geography

  3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: • Students will learn how to use and navigate on a map. • Students will be able to identify different cultures and learn about how they live and how where they live impacts that culture. Objectives: Identify what the certain symbols are on a map, and how to use a map. Be able to estimate or calculate the distances from one place to another on a map. Talk about different countries other than the United States, and how Geography affects those countries. See how the ecosystems relate in the world, and what they do and how the geography affects the ecosystems. Be able to talk about many different types of non-renewable and renewable resources.

  4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: Geography is an extremely important aspect of Social Studies, and it is imperative that students learn the aspects of the natural world around them. Geography has also influenced many aspects of humans, and students need to learn how important Geography is. Standards: State – Illinois Common Core or Learning Standards 17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water). 17.A.1b Identify the characteristics and pur­poses of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. 17.B.1b Describe physical components of ecosystems. 17.C.1c Explain the difference between renew­able and nonrenewable resources. 17.C.2c Explain how human activity affects the environment. 17.D.2a Describe how physical character­istics of places influence people’s perceptions and their roles in the world over time. National – NCSS Themes Culture, Time Continuity and Change, People Places and Environments, Production Distribution and Consumption, and Global Connections

  5. Logical/Mathematical

  6. Logical/Mathematical -Activity An important skill that students need to have is the ability to read maps and determine distances. The students will be require to plan a trip through seven different states in the United States, stating in Peoria, Illinois. They will use the map below and the distance scale to determine how far they will be traveling, and will add up all of the kilometers. They will then turn the kilometers into miles, and determine their total miles they will be traveling. -Resources/Materials Needed: • http://img847.imageshack.us/img847/6940/usarailmap.jpg • They will need a ruler, calculator, and piece of paper and pencil to work out the calculations.

  7. Verbal/Linguistic

  8. Verbal/Linguistic -Activity The students will be required to pick a country other that is not from North America, and then create a presentation on it. They will need to have a visual aid, so a powerpoint presentation or a posterboard will be required. They will present this country to the class, and there will be quiz at the end of all of the presentations to check that the students have been paying attention. -Resources/Materials Needed: • The students will need internet or library access in order to research their country. • A piece of poster board, pencils, pens, and markers to create their visual aid.

  9. Musical/Rhythmic

  10. Musical/Rhythmic -Activity Students will learn how to read the maps in this activity. They will watch the youtube video below, which will teach them the basics of reading a map. Then, the students will answer the questions on the other website. To prove that they understand the reading of maps. -Resources/Materials Needed: • http://www.youtube.com/watch?v=8QlJn_iMeAg • http://www.enchantedlearning.com/geography/mapreading/1.shtml • They will need the worksheet from the link above, and a pencil in order to answer the questions.

  11. Visual/Spatial

  12. Visual/Spatial -Activity I will put a big blank map of both the World for any international students, and a map of the US on a board, and the students will be required to find and mark where they were born on both maps if possible. They will also have to ask their parents about their birth places, and put those on the map too. We will leave this map up for the whole semester for students to see and remember where they and their other students are from. -Resources/Materials Needed: • http://www.united-states-map.com/usa-conic-1319-920.gif • http://www.johomaps.com/world/worldblank_bw.jpg • A piece of masking tape and a pen to write on the tape, and the students will also need to find out where their parents were born.

  13. Body/Kinesthetic

  14. Body/Kinesthetic -Activity Students will take a trip to the Forest Park Nature Center in Forest Park. There, we will learn more about ecosystems. Before they go to the park, they will go to the website below and read about ecosystems and what they are. They will then be helped at the Nature Center to learn from experts about the ecosystems and how important they are in geography. After that, we will go on a hike on a trail in Forest Park, and try to see any ecosystems first person. -Resources/Materials Needed: • http://www.globalchange.umich.edu/globalchange1/current/lectures/kling/ecosystem/ecosystem.html • Good shoes for hiking. • A bus to get the students to the Nature Center.

  15. Interpersonal

  16. Interpersonal -Activity Students will be broken up into groups of 3-4 students in each group. Each group will be designated to study an environmental issue that has happened because of humans. There are many important ways that humans have positively and negatively impacted the environment, and students need to recognize that. In groups they will create a poster diagramming how humans affect the environment, and what they can do to help the environment as well. -Resources/Materials Needed: • http://www.buzzle.com/articles/how-do-humans-affect-the-environment.html • A piece of poster board, pencils, pens, and markers to create their visual aid.

  17. Intrapersonal

  18. Intrapersonal -Activity Students will be asked to write about a made up group of people who live in some of the highest mountains. From their knowledge of geography and how the temperature differs in higher places, the students will need to write about that culture, and what they need to in order to survive. Students will be graded on a variety of things, mainly from a rubric that they will be given. -Resources/Materials Needed: • A rubric that outlines what the students need to accomplish in order to get a good grade. • A piece of paper and pencil to write their responses.

  19. Naturalistic

  20. Naturalistic -Activity Students will learn the different between renewable and non-renewable resources in this activity. They will use the website below to try to list as many renewable and non-renewable resources after they learn the basics from the website. -Resources/Materials Needed: • http://www.ehow.com/about_6363559_difference-between-renewable-non_renewable-resource_.html • A piece of poster board, pencils, pens, and markers to create their visual aid.

  21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: I will be assessing the students mainly individually throughout this unit, and honestly, it really depends on the activity on how they will be assessed. On the group activities, I might give group evaluations if I feel for any reason that a group member is not contributing. For the individual assignments, I will be explaining up front what I expect from my students in order to get a good grade. Online Resources: http://www.delicious.com/ijones335

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