Reference:

https://www4.uwsp.edu/education/lwilson/lessons/
mi/miindex.htm

Mult
iple
Intel
lige
nce
Less
on
Plan
s

Lesson Plan No. 1

(Grade 2)
Area of Concentration - Physical Education/Spatial
Awareness
District Aim: Students are able to differentiate between
self-space and general space.
Goals: Students understand the difference between
personal self-space, general space, and the self-space of
others, and they are able to perform motor tasks
without invading the personal space of other individuals
or pairs.

Multiple Intelligences Objectives and

Activities:

After an in-class oral discussion, the second grade

physical education students will demonstrate their
understanding of the difference between self-space
and general space, by staying on their carpet
square two out of every three times they are
engaged in various physical movements
(intrapersonal, linguistic, and bodily-kinesthetic).

Following an in-class demonstration of the game

City Streets, the second grade physical education
students will exhibit their ability to remain in their
self-space while performing various physical
movements, at least two out of every three times
(linguistic, interpersonal, and bodily-kinesthetic).

Following verbal instructions and an in-class

demonstration, the second grade physical
education students will demonstrate their ability to
cooperate with their partner and remain in their
duos personal space while jumping, crawling, and
performing other various physical movements, at

least two out of every three times ( verbal,

interpersonal, and bodily-kinesthetic).

Multiple Intelligences Procedures:

Linguistic: These students will complete the writeup portion of the assignment after the
experimentation is completed

Interpersonal: These students will act as the

overseers of the group and its processes.

Naturalistic: These students will be asked to walk

through the school and around the school grounds
to find objects that have similar shapes to the ones
that they were asked to construct.

Kinesthetic: These students will be doing the

actual construction of the geometrical figures using
the protractors and compasses. These students will
work closely with the Mathematical students.

Spatial: These students would be asked to

estimate the measure of certain angles or sizes of
certain sides of objects, etc. to get an idea of the
actual measurements.

Intrapersonal: These students would be

responsible for writing/overseeing a group selfevaluation. They would be responsible for
evaluating the strategy that the group used and
decide if there are any other strategies that may be
more useful or efficient.

Logical/Mathematical: These students would be

doing the actual paper and pencil calculations (or
possibly using a calculator or computer) to find
measurements and reproduce the figures. These
students will work closely with the Kinesthetic
students.

Assessment:
Groups will be assessed by:
o

The quality and detail of their reproductions and

write-ups

The accuracy of their measurements/calculations

Proof of correct pencil and paper calculations

Strong evidence of teamwork to enhance

understanding

Drawing precisely with paper-and-pencil, hand

calculators, and computer software

Using appropriate transformations* (e.g.,

translations, rotations, reflections, enlargements)

Using reason and logic

Source: Planning Curriculum in Mathematics, 2002
WI DPI.

Materials:

Compasses

Protractors

Pencils

Worksheets

Textbook

Rulers

Background Information: Basic knowledge of geometry up

to the present time in class.

General Procedures:

Divide class into groups of about 6-7 students

Handout a worksheet to each group

Students are given a list of shapes and are asked to

exactly reproduce the shapes using paper and
pencil along with a compass and protractor.

Students are given lists of coordinates and asked to

graph the coordinates to get the desired
geometrical shapes. They are then responsible for
finding angle measures of the separate angles of
the produced polygons.

Each group will complete a write up on the

procedures that they used to complete the
assignment.

Following verbal instructions and an in-class

demonstration, the second grade physical
education students will demonstrate their ability to
cooperate with a partner while running and pushing
each other on a scooter, to complete at least three
laps while doing the timed scooter relay
(math/logical, interpersonal, and bodilykinesthetic).

While listening to a tape of the Hokey Pokey with

verbal instructions on it, the second grade physical
education students will perform the correct physical

movements that are called out 90% of the time and

remain in their own personal space 90% of the time
as well (musical, interpersonal, bodily-kinesthetic,
and linguistic).

Lesson Plan No. 2

Estamos en la granja

(We are on

the farm)
Grade Level: Elementary Spanish (Grades 3-5)
Aim:

Students will develop an awareness of the various

animals that can be found in a farm setting

Goal:

Students will be able to identify different animals

by their picture and name in the target language

Students will be able to ask each other simple

questions in the target language using simple
vocabulary and animal names.

Wisconsin Model Academic Standards:

CommunicationInterpersonal: Conversation

A2: Students will ask and answer questions,

including biographical information

CommunicationInterpretive: Listening and Reading

B1: Students will understand spoken language on

familiar topics that has strong visual support

Materials:

Blank farm scene (one per student)

Baggie containing cut-out animals with names (one

per student)

Lesson Plan No. 5

Making Shapes
Lesson: Making Shapes
Grade Level: 10th Grade Geometry
Time Frame: 1-2 Class periods
Aims:

Students will become fluent in the use of geometric

tools in order to construct geometric objects

Goals:

Using compasses and protractors, students will be

able to construct any geometric shape or figure

Objectives:
Following a worksheet and working with compasses and
protractors in small groups, students will:
o

Learn to make squares, circles, triangles, etc.

Be able to construct angles of given measure

Construct angle bisectors, altitudes of triangles,

etc.

Wisconsin Standards Covered:

C.12.1 Identify, describe, and analyze properties of

figures, relationships among figures, and relationships
among their parts by
o

Constructing physical models

completed the students will begin creating their

project. The projects should contain factual
information of the predator-prey relationships, and
sound ecological information.

Day 4 - Students will present project to the entire

class. If there is a class size of 20 students, then
each group will get 10 minutes to present.

Evaluation: Formal assessment will be done on the

projects. The teacher will evaluate the projects
according to accuracy of information and
evaluation of fully developed concepts. Each group
member will assign a grade for themselves and
their team members. They will evaluate the
following items:

Contribution to the group (20 points).

Cooperation among team members (10 points).

Effort (10 points).

Understanding of assignment needs (10 points).

The final grade will be an average between the

student evaluations and the project grades. In the
project I will look for accuracy in the information,
concerning the predators natural habits and
behaviors. Students should provide information

from three different sources. Information can be

gained from trade book sources, magazines and the
Internet. They will also be graded on neatness and
spelling/grammar usage
o

Extensions: Could work in conjunction with the

music teacher to analyze how music affects ones
outlook. (example, the music in the movie Jaws and
its influence on shark hating)

Baggies with cutout animals without names (one

per student)

Time Frame: 10-15 minutes

General Procedures:

Each student will receive a blank farm scene and a

baggie of animal cutouts with the names on them

Each student will sit back to back or so they cannot

see each others farm scene

Students will then place 3-4 animals on their farm

scene

Using the simple questions provided, they will ask

each other if their animal is on their farm.

Multiple Intelligences Activities:

Linguistic / Verbal Intelligence

Using the cutout animals with the names, students

will be able to connect the name in the target
language to the animal through using the simple
questions provided as well as repeating the animal
name

Mathematical / Logical Intelligence

Students will be able to use simple strategies

through questioning in the target language to
determine whether or not their partner has the
animal on their farm. This activity allows students
to place logical animals in a farm setting. For an
extension in this area, include animals that do not

belong on the farm to test students knowledge of

the material
Bodily / Kinesthetic Intelligence
Students can use a hands-on communication activity with
their partner to reinforce the vocabulary learned

and to speak in the target language. Students may

also act out the behaviors of the animals they have
on their farm using gestures and appropriate
animal sounds in the target language

Spatial / Musical Intelligence

In the background play a culturally appropriate

song related to the content area. This can set the
mood for the students as work-time music as well
as possibly help them with the activity. Venga a
ver mi granja, (Come see my farm) is a song
that compliments this activity well. The song
incorporates different farm animals and their
respective noises in Spanish. For spatial
intelligences, provide cutout animals in their colors
to provide a color cue to the students when
connecting the names to the animal

Interpersonal Intelligence

Students will be able to work with a partner to play

a hands-on activity game. Let students pick their
partners unless classroom behavior dictates
otherwise. Students can then work and help each
other out with making the connection of the animal
names to their pictures

Intrapersonal Intelligence

Students will know their limitations with their

knowledge of the animals in the target language
and will be able to test that knowledge with their
partner. The activity may also lend these students
the chance to ask other questions (most likely in
English) to their partner about their farm, perhaps
answering a few additional responses in the target
language

Naturalistic Intelligence

Students will be able to place farm animals in their natural

setting on the farm. They may inquire and / or

One of the following children stories will be handed out to

each student in the class: The Little Red Riding Hood,
Peter and the Wolf, or The Three Little Pigs. Students will
read the story silently to themselves. After reading the
story each student will write a short essay on how they
felt about the predator in the story they read. These
papers will be handed in at the end of the period for the
teacher to informally assess the student's comments and
knowledge base. They will not be formally graded, it will
be noted in the grade book as being completed. The
papers will be returned to the students with appropriate
comments.

Students will count off in fours and then from instructional

groups with other students that have the same number.
These groups will complete the second half of the
assignment. The class will be informed that they will be
researching information on the wolf (Canis Lupus). They
will be looking for knowledge on life style habits, historical
territory and conflicts with humans, and any other
information which will help them complete the project.
(The teacher can write these instructions on the board,
and have students write these in their notebooks.) Then
they will complete one of the following projects either
individually (intrapersonal) or with a group interpersonal)
Verbal/linguistic intelligence - Create an original children's
story which correctly depicts the habits of the wolf.
Musical intelligence - Create a song which can be
performed for the class, containing factual information on
the wolf.

Bodily/kinesthetic/spatial/verbal/linguistic intelligences Depict or portray through video presentation some of the

information found about wolves. Or create a performance
piece from one of the original plays or songs, or enact one
of the stories read, but modified to apply correct
environmental concepts.
Day 2-3 - Students will review reference material provided
(books, magazines and Internet access). Once research is

Lesson Plan No. 4

Grade Level: High school biology class
District Aim: Students will analyze and evaluate
environmental issues in order to become environmentally
aware citizens.
Grade Level Goal: Students will evaluate stories and
issues to develop critical thinking skills related to
environmental awareness of predators.
Lesson Objectives:

Affective - The students will read a children's story,

and analyze how they feel about the predator in the
story.

Cognitive - Students will examine 2-3 key issues,

related to misconception of a particular predator.

Groupings: In groups of 2-3 students the class will apply

environmentally sound concepts by creating a children's
story, video or song.
Materials: (For a class of 30 students)

Student notebooks

Pens or pencils

Reference material on the wolf (Canis Lupus)

30 handouts of The Little Red Riding Hood, Peter

and the Wolf, or The Three Little Pigs

Procedures:
Day 1 -Teacher will introduce the topic of environmental
awareness.

brainstorm examples of other animals that they

have seen on farms before as well as other
characteristics of a farm setting.

Evaluation:
Students will be able to connect the name of the animal in
the target language to a pictorial representation of that
animal. Evaluation will be done through observation of
the students over an extended period of time. This
activity should be repeated in different or the same
variations until the instructor feels the students have a
grasp of the concepts.

Lesson Plan No. 3

Area of Concentration: Botany
Grade Level: 7th grade
Aims:
Students will increase their knowledge of the botanical
world.
Students will be able to apply scientific techniques to
different areas of study.
Goals:
Students will able to identify and classify trees from their
communities by using many different teaching
strategies.

Objectives and Procedures:

A. Verbal/Linguistic Intelligence
Objective: Students will use their verbal skills to
anthropomorphize, or give human characteristics to a
tree.
Procedure: Students will be assigned to a specific tree,
where they will be responsible for creating an identity for
that tree. Individually, they will give the tree personal
traits and characteristics in a short essay format.
B. Logical/Mathematical Intelligence
Objective: Students will count the rings on a tree in order
to calculate the tree's approximate age.

Procedure: In groups of two, students will calculate the

age of a tree by counting the number of rings that
appears on a tree stump.

C. Spatial/Visual/Verbal and Interpersonal Intelligences.

Objective: Students will describe to partners what a tree
looks like.
Procedure: Using partners, one student will vividly
describe the visual aspects of a specific tree to his/her
partner, while the other will visualize it in his/her mind.
Upon verbal description, the student will then draw the
tree to see if their visualizations match the description of
the other student.
D. Musical/Rhythmic/Auditory Intelligences
Objective: Students will learn and memorize 20 different
types of trees from a specific area.
Procedure: Using rhyme, rhythm or song, small groups of
students will identify and name specific trees in any type
of format that they may wish to use.
E. Bodily/Kinesthetic and Intrapersonal Intelligences
Objective: Students will feel and describe a tree.
Procedure: Individually, students will choose a tree that is
somehow appealing to them. He/she will touch and
carefully examine that tree, and then in a journal describe
what it feels like and explain what impression it leaves
them with.