Supporting Multiple Intelligences

1
Supporting Multiple Intelligences

• The Five Senses Hearing

2
Logical-Mathematical Intelligence

• http//www.sedl.org/scimath/pasopartners/senses/le
  sson7.html
• At the Mathematics Center, students working in
  groups of four receive a small package of candy.
  Students describe what they see estimate how
  many candies are in the package smell the
  package and describe the smells. They graph the
  class favorite first based on sight (do not open
  wrapped candies), second on smell (smell
  unwrapped candies). After opening the package,
  count the pieces to check the number estimates.
  Then students taste the candy and graph their
  favorite.
• Detecting patterns, reasoning, thinking logically

3
Intrapersonal Intelligence

• http//faculty.washington.edu/chudler/chhearing.ht
  ml
• The Walk About an activity
• It's time to go outside to take a walk-about.
  Find a nice place to have a seat. Perhaps in a
  park or on a bench near a busy street. Now
  listen. Write down everything you can hear. Can
  you hear the wind? Cars? Airplanes? Go back to
  class and compare the sounds that everyone heard.
  Did you hear the same things?
• Can be used to allow students to understand
  oneself and appreciate feelings by asking
  students to expand on noises heard and describe
  how they felt with each noise and what personal
  reactions they experienced.
• Can be facilitated with a journaling activity.

4
Interpersonal Intelligence

• http//faculty.washington.edu/chudler/hearing.html
  
• By clicking on the student guide link (at top of
  the page) a group experiment/activity is
  provided.
• This document is also linked as a pdf file from
  the plaza account
• This incorporates interpersonal intelligence
  because students are required to work effectively
  with others in a group setting to accomplish the
  goals of the experiment.
• Group data analysis and generating a consensus
  are also included.

5
Spatial Intelligence

• http//faculty.washington.edu/chudler/amaze.html
• Some animals have developed amazing adaptations
  to their environments. Many different types of
  energy exist in the environment, some of which
  humans cannot detect. Here are some examples of
  how some animals sense the outside world and the
  anatomical structures that allow them to do so.
• This site can be used as a resource where
  students are then asked to recognize patterns in
  the adaptations of multiple animals.
• The noted patterns (comparisons) can then be
  spatially represented through the creation of
  charts or graphs.

6
Linguistic Intelligence

• http//www.sedl.org/scimath/pasopartners/senses/le
  sson7.html
• At the Writing Center
• 1. Students write about their experiences with
  food as a story with the title "Foods That Taste
  Better Than They Look" or about "Foods That Look
  Better Than They Taste.
• 2. The students write and complete frame
  sentences such as
• I can (smell) a peanut and I can (taste) a
  peanut.
• I can (feel) a flower, and I can (smell) a
  flower.
• I can (smell) a (pizza). But I can't
  (smell) a (glass of water).
• I can (feel) air, but I can't (smell) it.
• By scrolling down to the exploring the idea
  section of this internet site, a sample writing
  activity is described and students are then using
  language to accomplish the goal through language
  skills.

7
Additional Activities

• Magic School Bus
• Gets an Earful
• An interactive game created to encourage students
  to match sounds to the correct image.

8
Good References

• http//faculty.washington.edu/chudler/introb.html
  sense
• Neuroscience for Kids http//faculty.washington.ed
  u/chudler/neurok.html