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MI Lesson Plans

Multiple Intelligences lesson plans are designed to meet the individual gifts of every child. When formatting a plan the teacher develops one activity for each intelligence. The examples below will show you how to develop an M.I. plan. More examples can be found at www.schoolmission.net/schoolhouse/lp_index.html#multiple.

To help you build activities you will find the resource www.schoolmission.net/schoolhouse/special ed mi inservice program/multiple.html to be most helpful.

Sample Multiple Intelligences Lesson Plan Form

    Theme:
    Linguistic /
    Word Smart
    Numbers /
    Mathematics
    Logic /
    Problem Solving
    Visual Spatial /
    Picture Smart
    Musical /
    Music Smart
    Interpersonal /
    People Smart
    Intrapersonal /
    Self Smart
    Kinesthetic /
    Body Smart
    Naturalistic /
    Nature Smart

The following lessons will serve as samples for your lesson development.

Multiple Intelligences Theme: OLYMPICS Visual, Body/Kinesthetic, Music, Art: Simulate the opening ceremonies. Students will dress up in country outfits and parade in as national anthems are being played. A torch carrier will light the torch.

  • Mathematical: Create a graph of medal winners organized by country. After Olympics are over, create a statistical percentage representation of winners.
  • Logic/Problem-Solving: A medal winner in a swimming event tests positive for a prohibited drug. A body must convene to determine what will happen to this athlete.
  • Spatial: Plot on a global map the home countries of medal winners. Work in conjunction with the math activity.
  • Interpersonal (Team): Interview local athletes and find out what their goals/dreams are and how they are working to achieve their goals. Write these goals and dreams on large wall charts.
  • Intrapersonal (Self): You wish to be selected as a torch-relay carrier. Write an essay describing why you should be chosen.
  • Writing Team: Lori Burgess (Seminole), Keelin Hurley (Indian River), Amy Martin River)

    Multiple Intelligences Theme: ANCIENT EGYPT

    Visual: Taking a trip to the "Splendors of

  • Ancient Egypt" Museum in St. Pete.
  • Spatial: Build different types of pyramids out of sugar cubes and sandpaper.
  • Linguistic: Speak with a child currently living in Egypt about their culture (Internet).
  • Musical: Play "Walk Like An Egyptian" by the Bargels while the students are instructed to draw the Egyptian settings.
  • Body/Kinesthetic: Mummy wrappings with a buddy-Use toilet paper. Depict a historical event by doing mini plays designed by the students.
  • Math: Organize a timeline depicting the periods of ancient Egyptian civilization.
  • Logic/Problem-Solving: Writing in hieroglyphics an actual story about ancient Egyptian life on a flower pot. Smash the pot and have another group put it back together and decide what the pot depicted.
  • Intrapersonal (Self): Research famous Pharoahs and build trivia cards.
  • Writing Team: Regina Newton (Citrus Springs), Roxanne Morse (Jupiter Middle), Lisa Rogers (Brevard)

    Multiple Intelligences Theme: WORLD WAR II-HOLOCAUST

    Genre: Biography Literature: Diary of Anne Frank

  • Visual: Watch the video of the book. Celebrate Hannakah with food. Dramatize the Passover. Watch "Animal Farm" (based on Hitler's ideas).
  • Spatial: Build a replica of the actual attic. Draw a diagram of the attic. Build model of the concentration camp. Looking out the attic window-Draw what you see outside in the street?
  • Linguistic: Read "Diary"; Write letters to Hitler. Simulation- You are Anne's sister. What is it like to live in the attic?
  • Musical: Study composers of the 1930s-1940s. Study traditional Hebrew music.
  • Body/Kinesthetic: Live in the same size room for one week just like Anne.
  • Math: Measuring dimension of hidden room, number of days in captivity, amount of food sent up to them.
  • Logic/Problem-Solving: Write essays about ways to escape the attic. How to stay quiet during the two years. Write essays on ways to stay normal during the time in the attic.
  • Intrapersonal (Self): Keep a diary about your daily life. Essay-How would you feel about being kept in an attic?
  • Writing Team: Sue Christiana, Patricia Ackley, Kathleen Garvin

    Multiple Intelligences Theme: POLAR EXPRESS

    Genre: Fantasy Literature: "Polar Express" by Chris Van Allsburg

  • Visual/Spatial: On a large world map, move a toy train from the North Pole to Florida. Label the important places along the route.
  • Linguistic: Read "Jumanji" and rewrite the ending. Write one of your own dreams.
  • Musical and Art: Draw illustrations. Compare illustration techniques among authors. Moving to the rhythm of a train.
  • Body/Kinesthetic: Build your own trains-Move a group as if they were a train.
  • Math: Develop activities for time, time zones, train schedules, money to purchase train tickets, and measuring distance between cities.
  • Logic/Problem-Solving: Estimate how long it will take to get to the North Pole. Compare to story or traveling a different way. Why train tracks weren't at the house? Why others couldn't hear the bell?
  • Intrapersonal (Self): Journal about traveling alone-Rules of safety.
  • Writing Team: Carri Gallagher, Betty Williams, Michelle Deming

    Multiple Intelligences Theme: Friendship and Cycles of Life

    Genre: Fantasy Literature: Charlotte's Web - E.B. White

  • Visual: Make a web out of yarn in the classroom.
  • Spatial: Bulletin Board: Team collaboration to create scenes in the book.
  • Linguistic: Write a story about what happens to Charlotte's children.
  • Musical/Art: Have "County Fair" music playing during the classroom Fair. Create lyrics for a song which would convince the farmer not to kill Wilbur
  • Body/Kinesthetic: Perform an adaption of Charlotte's Web for the school.
  • Math/Logic/Problem-Solving: Calendar/Time: Estimate the time between each chapter--Chart it on a timeline. Estimate the weight of the pig as he grows from infancy to adult.
  • Logic/Problem-Solving: Create another plan to save Wilbur.
  • Intrapersonal (Self): Make a model of a barn with a swing (Diorama).
  • Interpersonal (Team): Create a county fair for the school.
  • Writing Team: Christine MacSweeney, Jan McCall, Theresemarie Scheetz

    Multiple Intelligences Theme: GOOD DAYS and BAD DAYS

    Genre: Bibliotherapy Literature: Alexander and the Terrible, Horrible, No Good, Very Bad Day

  • Spatial: Write a book in different scenarios and illustrate each scenario.
  • Linguistic: Keep a journal of daily happenings and feelings.
  • Body/Kinesthetic: Role play situations, feelings, and solutions to bad days.
  • Intrapersonal (Self): Build a set of problem-solving cards-Let children select a card and then write about a solution to the frustration.
  • Writing Team: Gayle White, Michelle Deming

    Multiple Intelligences Theme: RECYCLING

    Visual: Chart amount of trash that is recyclable in a large city.

  • Spatial: Word search with recycling vocabulary-then build Recycling Posters for the school.
  • Linguistic: Write instructions for other classrooms to follow to continue project.
  • Musical: Rap song and posters.
  • Body/Kinesthetic: Separate trash from cafeteria-Sort out recyclables.
  • Math/Logic/Problem-Solving: What percentage is recyclable? Weigh and determine the value of each recyclable.
  • Intrapersonal (Self): Research major cities that do and don't recycle.
  • Writing Team: Holly Champaigne, Margaret Zook, Susan Hales, Eleanor Shill

    Multiple Intelligences Theme: OCEAN

    Visual: Create a mural of one of the oceans.

  • Spatial: Students will build parts of the mural including types of sealife unique to that ocean.
  • Linguistic: Create a story about your adventures in the ocean or at the beach.
  • Musical: Draw pictures relating to the music of ocean sounds. Create a rhyme describing the sea floor or ocean mountains and islands.
  • Body/Kinesthetic: Field trip to SeaWorld.
  • Math: Determine the depths of the ocean in miles. Then convert to kilometers.
  • Logic/Problem-Solving: Debate the problems of pollution and the oceans. Can an ocean die? Collect data on a particular ocean. Come up with a hypothesis as to why that ocean exists the way it does.
  • Interpersonal (Team): (For older students) Scuba trip studying manatees.
  • Intrapersonal (Self): Construct a model of the ocean floor.
  • Naturalistic: Field trip to an endangered species refuge: Manatee hospital in Tampa, Suncoast Seabirds Sanctuary, etc.
  • Writing Team: Gayle White, Gwen Hampton, Allyson Cooke

    Multiple Intelligences Theme: Africa

    Visual/Spatial: Design a diorama of an African village; Invite African story-teller to come in costume to share legends/fables about Africa.

  • Linguistic: Research an African tribe and create a travel brochure with your findings.
  • Musical: Learn and perform African tribal songs.
  • Body/Kinesthetic: Take a field trip to the zoo to see the elephants.
  • Math: Purchase and play board game: Mancala.
  • Interpersonal (Team): Develop a game about African customs.
  • Intrapersonal (Self): Write a letter to the United Nations requesting information on an African country or a particular tribe.
  • Literature: "Why Mosquitoes Buzz in People's Ears?" by Verna Aardema
  • Writing Team: Michelle Gooding, Angie Brummett, Claudia Wrigley, Crystal O'Brien

    Multiple Intelligences Theme: Brazilian Legends Literature- "How Night Came To Be" a Brazilian Myth by Janet Palazzo-Craig

    Visual/Spatial: Have story time-read the myth aloud. Collect picture books about the rainforest.

  • Linguistic: Pen Pals-Write a class in South America-Share information about your culture. Ask questions. Create Brazilian games from the information you learned.
  • Musical: Brazilian dances and songs-set your own book to music.
  • Math/Logic/Problem-Solving: Use pattern blocks and make mosaic of the story; Cook Brazilian food.
  • Interpersonal (Team): Build a model of an ancient Brazilian city.
  • Intrapersonal (Self): Listening centers - Have other stories of South America on tape.
  • Naturalistic: Plant a banana tree.
  • Writing Team: Sarah Sulzman, Sheila Bennett

    Multiple Intelligences Theme: ANIMALS, MORE ANIMALS

  • Visual: Build a mural of jungle animal pictures.
  • Spatial: Cut out jungle animal shapes; use overhead to make shadows; Have children identify the shadows.
  • Linguistic: Write a poem about the different noises jungle animals make. Write a journal about your special jungle animal and its journey through life.
  • Musical: Use the theme from the Jungle Book...identify all the animal sounds in the song.
  • Body/Kinesthetic: Rapping Rhyme (Make the sounds and moves of each jungle animal)
  • Math: Make a graph of Jungle Animals and their estimated numbers based on Wildlife Society figures.
  • Logic/Problem-Solving: Have children make a list of endangered species and explain the reasons why there are fewer animals than other species.
  • Interpersonal (Team): Make a scrapbook of jungle animals.
  • Intrapersonal (Self): Write a letter to the State of Florida Wildlife Division for information on endangered species around the state.
  • Naturalistic: Class trip to the Zoo.
  • Writing Team: Julie Averette, Verdill Loy

    Multiple Intelligences Theme: MYTHS Literature: "How Night Came To Be" by Janet Palazzo-Craig-Genre: Multicultural

    Visual: Read the book - Use buddy readers.

  • Spatial: Find Brazil on globes and maps, then make your own map and label.
  • Linguistic: Retell the story with a twist (Retell how night came to be).
  • Musical: Learn a Brazilian song and dance. Use some instruments that the Brazilian people use.
  • Body/Kinesthetic: Dramatize the story. Make costumes and props.
  • Logic/Problem-Solving: Play native games then change the rules to make a new game.
  • Interpersonal (Team): Research foods in Brazil and plan a Brazilian style dinner.
  • Intrapersonal (Self): Research facts about Brazil and share with class through murals or collages.
  • Naturalistic: Plant flowers or plants that grow in Brazil. Contact local zoo to bring animals that are in the story.
  • Writing Team: Rayeko Horton, Monica Redman Ways to Reach Benchmarks/Increase Test Scores on the FCAT-SAT/and Florida Writes Using Multiple Intelligences. Linguistics 1) Have older students study a book and present it to younger students. Build self-esteem of both as they read together. 2) Writing - Fill out job applications and give them to teachers. Students are then interviewed by the teachers. 3) Have students select a craft and build posters showing the illustrated step-by-step procedures. 4) Reading informational texts - Collect tourist attraction pamphlets. Ask students to see if they can stumy someone else using information from the pamphlet. 5) Take the job application terminology and write other terms meaning the same thing. 6) Florida Writes - Use as many words as possible to describe an ice

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