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 Printable Version for your convenience!
Title - Community - Multiple Intelligence Inventory
By - Marie Allen
Primary Subject - Social Studies
Secondary Subjects - Language Arts, Other
Grade Level - 3-6
Community Unit Table of Contents:
MI Inventory (Day 1)
Subject: Reading
TSW: Discover and reflect upon his or her own varied intelligences to determine the most effective ways for him or her to learn.
Introduce:
Link to previous information: what are some different communities? Neighborhoods, classrooms, schools, towns, etc. Solicit from students all the different things a town needs to run. For example, policemen, a mayor, telephone company, doctors, teachers, mechanics, realtors/renters, citizens, bank tellers, grocers, etc. Pose the question, "If there were only doctors, would the community run?" What if there were only policemen? How would people eat? How would they work?
Teach:
Talk about how a good community needs many different types of people who are good at different things. A classroom community is the same way. It needs leaders, and followers, but also people that are good at different things.
Introduce the eight intelligences by posting a picture and a description of each one. As you are describing each one, have students raise their hands if they think that it sounds like them. Distribute MI student inventories, explaining that it is not the type of test you get graded on and the importance of being honest with yourself when taking the inventory.
Day 2
Subject: Math
TSW: Construct and interpret a bar graph, drawing defensible conclusions.
Standards:
2M-E1. Construct, read, analyze, and interpret tables, charts, graphs and data plots
PO 2. Interpret and analyze data from graphical representations and draw simple conclusions from bar graphs
Activity:
Distribute stacks of pink and gold post-its to each table. Each student is to write their dominant intelligence and their name on a pink post-it, using more than one post-it, if they had a tie. They are to write their secondary intelligences on yellow post-its with their names. Make bar graph axes on the board, labeling the intelligences on the bottom. Have each table come up and place their pink post-its so they stack up, making bars. At their desks, have students copy the graph and how many post-its are in each category. Make a table on the board of how many yellow post-its are in each category. Have students make their own graphs of the yellow post-its.
Analyze the dominant intelligences (pink) graph. Talk about the intelligences that are the most and least represented. Look at the yellow graphs that they created. Look at the greatest and least represented intelligences. Are there any that are equal? Discuss that there are some that are better represented, but also that all of the intelligences are represented across the class. What are some advantages to having all of the intelligences in the class? Does it make the community stronger? Brainstorm ways that we can learn that honor the intelligences.
Materials: Multiple Intelligences Inventory for Kids, pictures and definitions of intelligences on chart paper for kids to see.
Assessment: Teacher observation of correct graph creation and analysis. In journals, students will record their dominant intelligences and a favorite activity that falls under those categories.
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