Multiple Intelligences Unit Plan Template EDUC 526 Unit Title: Animal Eating Behaviors Grade Level: 5th

Subject: Reading and Writing Objective(s): Intelligences: 1. Students will learn about varied Visual-Spatial ways to research, Verbal/Linguistic e.g., websites, Interpersonal videos, iPad apps, Intrapersonal google searches. Bodily-Kinesthetic Logical/Mathematical 2. Students will Musical/Rythmic read for information, Naturalistic and use note taking techniques, journals, graphic organizers, and blogs to record and classify the information located. 3. Students will apply what they have learned by creating products to display what they have identified through their evaluations, e.g., essay, song, flip book, poster, and cartoon. 4. Students will analyze their information to create interview questions for a fellow student (expert) and record it on video. 5. Students will create a webpage to display all the information gathered and produced. Time Frame: 2 weeks/90 minutes sessions Technologies: Standards: Laptop computer Netbook iPads iPad apps; Songify Google.docs/drive PowerPoint Weebly.com (webpage) Websites Video presentation YouTube Online graphic tool Flipbook Comic creator Newspaper/Fodey.com Video Recordings Digital Pictures Google Search Google drive/share Common Core Language Standards Vocabulary Acquisition and Use: 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 5 reading and content. a. Use context as a clue to the meaning of a word or phrase. b. Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word. c. Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas. Conventions of Standard English: 1. Demonstrate command of the concentions of standard English grammar and usage when writing or speaking. b. Form and use the perfect verb tenses. c. Use verb tense to convey various times, Teacher: Lynn Kearney

sequences, states and conditions. 2. Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Speaking and Listening Standards Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Presentation of Knowledge and Ideas 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Reading Standards for Informational Text Key Ideas and Details 1. Quote accurately from

a text when explaining what the text says explicitly and when drawing inferences from the text. Craft and Structure 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of knowledge and ideas 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Phonics and Word Recognition 3. Know and apply gradelevel phonics and word analysis skills in decoding words. a. Use combined knowledge of all lettersound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Writing Standards Text Types and Purposes 2. Write informative/explanatory texts to examine a topic and convey ideas and

information clearly. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. Production and Distribution of Writing 4. Produce clear and coherent writing (including multiple paragraph texts) in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Technology Standards 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and

define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

Materials: URLs Feeding Habits of Animals http://www.youtube.com/watch?v=m3JSKuH86eQ Graphic organizer tool http://www.readwritethink.org/parent-afterschool-resources/games-tools/graphic-a30239.html Video of animal classifications http://www.makemhttp://www.makemegenius.com/video_play.php?id=56&type=0 egenius.com/video_play.php?id=56&type=0 Video of how to write a paragraph/essay with a music jingle http://www.youtube.com/watch?v=ivAvsXeJAqM http://www.youtube.com/watch?NR=1&v=G82huz_NxEk&feature=endscreen Comic Creator http://www.readwritethink.org/parent-afterschool-resources/games-tools/comiccreator-a-30237.htm Presentation animals eating habits http://www.care2.com/greenliving/10-animals-with-interesting-eating-habits.html

Intelligences:

Digital: Laptop computer Netbook iPad iPad apps; Songify google docs/drive PowerPoint Weebly.com (webpage) Websites Video presentation YouTube Online graphic tool Flipbook Comic creator Newspaper/Fodey.com Video Recordings Digital Pictures Google Search Google drive/share Printer Non-Digital Journal Graphic organizer Poster Board Magazines Felt pens highlighters Glue scissors Color Paper Printer paper

Visual, Kinesthetic Visual, Kinesthetic Visual, Kinesthetic, Musical Interpersonal Visual, Kinesthetic, Intrapersonal, Visual Visual, Intrapersonal Visual Visual Logical, Naturalistic Visual, Kinesthetic Linguistic, Intrapersonal Linguistic Visual Intrapersonal Intrapersonal, Naturalistic,,Interpersonal Visual Linguistic, Intrapersonal Logical, Naturalistic Kinesthetic, Visual Visual Kinesthetic Kinesthetic Kinesthetic

Procedures: Week 1 Day 1 Tell class that we need to choose a project that relates to animals and would be interesting to research. Have class brainstorm ideas, write on wipe board, and take a vote. Day 2 Start research, have groups do Google searches to locate videos, PowerPoint slides, and articles. Share through google docs drive/share with classmates the resources found.

Intelligences: Interpersonal Visual Interpersonal Visual Kinesthetic Analytical

Day 3 View videos, PowerPoints, take notes in journal http://www.makemhttp://www.makemegenius.com/video_play.php?id=56&type=0 egenius.com/video_play.php?id=56&type=0 http://www.youtube.com/watch?v=m3JSKuH86eQ

Intrapersonal Visual Kinesthetic Analytical

Presentation animals eating habits http://www.care2.com/greenliving/10-animals-with-interesting-eating-habits.html Day 4 Provide the students with a graphic organizer to organize the topic, the three key areas, find three supporting detail/facts for each area, and examples of each supporting detail or fact. Use Elmo to model how to put information into the graphic organizer. Day 5 Brainstorm with classmates about what we know, and what we would like to know. Have students come up with questions that we can ask an expert. Choose a student to be the scribe to write down our questions. Decide as a class which questions we are going to ask, and draw names to see who will be our interviewer. Week 2 Day 1 Interviewer will ask questions of our expert. One student will video tape the interview, while all other students are taking notes on their graphic organizers. Video tape will be uploaded onto our class webpage on Weebly.com. Day 2 Students will now do research on Google to answer any unanswered questions, and put them into the graphic organizer. Students will have the opportunity to choose three products out of the 6 projects offered. (See day 3 through 6 for projects). Students will have three days to complete their three products. They will choose their three products, and send a google docs/share to teacher with their choices. (Two projects will be explained for each of the remaining three days of this unit plan, although students are allowed to choose any three of the six offered.) Day 3 Students will work on their product of choice. Two possible choices: Comic Creator http://www.readwritethink.org/parent-afterschool-resources/gamestools/comic-creator-a-30237.htm Students will create a comic on Comic Creator using the key information about our topic. They can either explain things factually, or they can make up a story using the facts. They will print out their comic, scan it and upload it to Weebly. Poem Songify: Students will write a poem about the three different animal classifications. They will then use the Songify app on iPad to create a song from their poem. Share the song on Weebly. Day 4 Students will work on their product of choice. Two possible choices: Poster: Student will create a poster about the different animal classifications. They Visual, Linguistic, Intrapersonal, Kinesthetic Interpersonal, Visual, Logical,

Intrapersonal, Logical, Naturalistic, Visual

Interpersonal, Kinesthetic, Naturalistic

Intrapersonal, Logical, Interpersonal

Musical, Linguistic

Visual, Kinesthetic,

can download pictures from slides and websites, or they can draw pictures. They can handwrite or use the word processor for text. Students can also cut out pictures from magazines, e.g., National Geographic. Essay: View the video on how to construct a paragraph, and multi-paragraph essay http://www.youtube.com/watch?v=ivAvsXeJAqM http://www.youtube.com/watch?NR=1&v=G82huz_NxEk&feature=endscreen. Use graphic organizer with three key points, three details, and three examples. Create an essay with an introduction paragraph, three supporting paragraphs, and a conclusion. Use google docs to type the essay, and upload finished product onto Weebly. *Option: Create a PowerPoint using essay format with pictures.

Intrapersonal

Logical, Linguistic, Visual, Musical

Intrapersonal, Kinesthetic, Day 5 Students will work on their product of choice. Two possible choices: Visual Flipbook: Students will go on ReadWriteThink.org URL link: http://www.readwritethink.org/parent-afterschool-resources/games-tools/flip-book-a30238.html. They will create a story about one or all of the animal classifications, and print it out. Linguistic, Intrapersonal, Newspaper Article: Students will go to Fodey.com URL Kinesthetic link:http://www.fodey.com/generators/animated/talking_squirrel.asp They will make up a newspaper article about either one or all three of the animal classifications. They will download or print the article, and upload it to Weebly.

Product: Video Interview Whole Class-no assessment

Intelligences: Visual/Spatial Bodily Kinesthetic Verbal/Linguistic Interpersonal Intrapersonal Visual/Spatial Bodily Kinesthetic Verbal/Linguistic Visual/Spatial Intrapersonal Bodily Kinesthetic Visual/Spatial Intrapersonal Bodily Kinesthetic Logical/Analytical

Poster

Comic Creator

Flipbook

Essay (includes viewing of video/jingle)

Intrapersonal Musical Rythmic Bodily Kinesthetic Logical/Analytical Intrapersonal Visual

PowerPoint

Googledoc-to be used throughout, no assessment

Intrapersoanl Interpersonal Linguistic Linguistic Visual/Spatial Intrapersonal

Newspaper Article

Poem/Songify Linguistic Musical/Rythmic Intrapersonal

Assessment: See Rubric

Intelligences:

Presentation Ideas and Notes: (optional)

Technologies to be used:

Students should be given a visual example of each product along with rubric expectations. Students should also be given the opportunity to do the projects not chosen as extra credit.

Elmo connected to the internet would be a great way to give visuals. Also actual completed projects.

Assessment Rubric

CATEGORY Comic Creator

4 Students independently use at least 3 reasonable, insightful, creative ideas that are based in fact about animal classifications when creating their comic.

3 Students independently identify at least 2 reasonable ideas that are based in fact about animal classifications when creating their comic.

2 Researchers identify, with some adult help, at least 2 reasonable ideas that are based in fact about animal classifications when creating their comic.

1 Researchers identify, with considerable adult help, 2 reasonable ideas that are based in fact about animal classifications when creating their comic.

Flipbook

Students independently use at least 3 reasonable, insightful, creative ideas that are based in fact about animal classifications when creating their flipbook. Students independently use at least 3 reasonable, insightful, creative ideas that are based in fact about animal classifications when creating their poster.

Students independently identify at least 2 reasonable ideas that are based in fact about animal classifications when creating their flipbook.

Researchers identify, with some adult help, at least 2 reasonable ideas that are based in fact about animal classifications when creating their flipbook. Researchers identify, with some adult help, at least 2 reasonable ideas that are based in fact about animal classifications when creating their poster. Researchers identify, with some adult help, at least 2 reasonable ideas that are based in fact about animal classifications when creating their essay/PowerPoint. Researchers identify, with some adult help, at least 2 reasonable ideas that are based in fact about animal classifications when creating their newspaper article.

Researchers identify, with considerable adult help, 2 reasonable ideas that are based in fact about animal classifications when creating their flipbook Researchers identify, with considerable adult help, 2 reasonable ideas that are based in fact about animal classifications when creating their poster. Researchers identify, with considerable adult help, 2 reasonable ideas that are based in fact about animal classifications when creating their essay/PowerPoint. Researchers identify, with considerable adult help, 2 reasonable ideas that are based in fact about animal classifications when creating their newspaper article.

Poster

Students independently identify at least 2 reasonable ideas that are based in fact about animal classifications when creating their poster.

Essay/PowerPoint Students independently use at least 3 reasonable, insightful, creative ideas that are based in fact about animal classifications when creating their essay/PowerPoint. Newspaper Article Students independently use at least 3 reasonable, insightful, creative ideas that are based in fact about animal classifications when creating their newspaper article.

Students independently identify at least 2 reasonable ideas that are based in fact about animal classifications when creating their essay/PowerPoint.

Students independently identify at least 2 reasonable ideas that are based in fact about animal classifications when creating their newspaper article.

Poem/Songify

Students independently use at least 3 reasonable, insightful, creative ideas that are based in fact about animal classifications when creating their poem/Songify.

Students independently identify at least 2 reasonable ideas that are based in fact about animal classifications when creating their poem/Songify.

Researchers identify, with some adult help, at least 2 reasonable ideas that are based in fact about animal classifications when creating their poem/Songify.

Researchers identify, with considerable adult help, 2 reasonable ideas that are based in fact about animal classifications when creating their poem/Songify.