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Naturalist Intelligence. Howard Gardner’s Multiple Intelligences. Naturalist definition--Gardner.

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Naturalist Intelligence

Howard Gardner’s

Multiple Intelligences


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Naturalist definition--Gardner

  • Naturalist intelligence designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. I also speculate that much of our consumer society exploits the natural intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like. The kind of pattern recognition valued in certain sciences may also draw upon the naturalist intelligence.


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CAREERS!!!

  • Gardener

  • Zoologist

  • Biologist

  • Botanist

  • Wildlife protection

  • Astronomer

  • Paleontologist

  • Geologist

  • Herpetologist

  • Oceanographer


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CAREERS!!!

  • Meteorologist

  • Teacher

  • Marine Biologist

  • Power ranger

  • Scientist

  • Photographer

  • Artist

  • Farmer

  • Environmentalist

  • Veterinarian


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Characteristics of Naturalists

  • Have keen sensory skills - sight, sound, smell, taste and touch.

  • Readily use heightened sensory skills to notice and categorize things from the natural world.

  • Like to be outside, or like outside activities like gardening, nature walks or field trips geared toward observing nature or natural phenomena.

  • Notice patterns easily from their surroundings -- likes, differences, similarities, anomalies.


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More characteristics . . .

  • Are interested and care about animals or plants.

  • Notice things in the environment others often miss.

  • Create, keep or have collections, scrapbooks, logs, or journals about natural objects -- these may include written observations, drawings, pictures and photographs or specimens.


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End of characteristics.

  • Are very interested, from an early age, in television shows, videos, books, or objects from or about nature, science or animals.

  • Show heightened awareness and concern of the environment and/or for endangered species.

  • Easily learn characteristics, names, categorizations and data about objects or species found in the natural world.

















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Classroom strategies

  • Collecting data

  • Collections of nature items

  • Labeling and displaying specimens from nature

  • Observing

  • Experimenting

  • Watching the weather


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More strategies . . .

  • Categorizing

  • Classifying

  • Keeping pets

  • Caring for plants

  • Caring for a garden

  • Bird watching

  • Insect watching

  • Hiking

  • Sand, water play


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And more . . .

  • OUTDOOR PLAY

  • Books

  • Seasons study

  • Recycle

  • Microscopes, binoculars, magnifying glasses, magnets

  • Butterfly terrariums, ant farms, tadpole colonies, etc.

  • Cloud watching


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Can you believe there are more???

  • Taking pictures

  • Wildlife protection projects

  • Feeding birds

  • Visits to zoos, botanical gardens, museums of natural history

  • Drying flowers


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Seasonal activity

  • Develop a seasonal fairy. Make a doll out of any material, making it reflect one of the seasons. Use the fairy to create a season display that would be inviting for young children to interact with.


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Some naturalist subjects

  • Animals, astronomy, balance of nature, birds, botany, butterflies, conservation, constellations, deserts, earth, fish, flowers, forests, game, gardening, geology, insects,


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More naturalist subjects

  • Lakes, mountains, oceans, plants, rivers, rocks, seasons, seeds, shells, stars, tides, trees, volcanoes, weather, zoology


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Naturalist Resources

  • Audubon Society

  • Boy Scouts

  • Girl Scouts

  • Campfire

  • Izaak Walton League

  • Natural History Museums

  • National Forest Service


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More resources

  • National Park Service,

    Observatories, Parks,

    Planetariums, Zoos


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A Quick Quadrat for the Classroom

  • You need:

    • 40 inches string

      Tie the ends together and then form the loop into a square. This is a quadrat. Have the child choose a place outside to set it up. Take along a notebook and a pencil. Have the child record everything that he sees in the square.


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Quadrat . . .

  • Record rocks, plants, bugs, seeds, anything at all. Afterward, have the child draw a map of his quadrat and catalog all of the things that he saw there. He could choose one object for this:


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End of quadrat . . .

  • Write a story about the object and how it came to be in his quadrat OR

  • Do an in-depth study of that particular object