Jasmine Bobczynski

EDUC522

Project One

Primary

Intelligence

Used

Name of expert

Reflection – why I chose this person

What I learned about this

Strength

Verbal/

Linguistic

Amie I chose this person because they

are always talking. They are usually on the phone with someone and have someone else on hold at the same time.

Verbal learners like to talk out a problem when trying to solve it. They don’t really need anyone else’s input as much as they need to put the issue into words. They are usually the type of people others call for advice because they are more than happy to discuss problem at length. These learners don’t mind a lecture as long as the lecturer is well spoken. They are also the type that can pick up a book on a topic and learn all they need to know from reading the information themselves. These learners also love word puzzles or games. This type of learner could benefit from using a website or app to make a crossword out of the reading that has been assigned in class.



Mark I chose this person because they

thrive off of interaction with others and even become energized by it.

Interpersonal learners love to be in

Interpersonal

groups and thrive on conversation. They don’t just care about their ideas on a subject they also want to hear everyone else’s. They may lose all track of time when engaged in a team exercise and tend to lead more than follow. These people can usually be found in clubs, serving in church communities or playing team sports. If it provides a chance to be with people the interpersonal learner will be there. These learners can easily be placed in groups or assigned a group project online using a sharing format like Wikispaces to collaborate with a team.

Bodily-

Kinesthetic

Jenny I chose this person because they

Kinesthetic learners enjoy doing always seem to be using their

more than anything else the very hands which seemed like an

act of moving helps them indication that they were a

remember what they learned. kinesthetic learner.

These learners will often doodle in class, drum their fingers or tap their feet. They embody the phrase “actions speak louder than words” and tend to be the first to try any new activity even before they know the rules or have read the instructions. These students are great candidates for energizer activities. These brief action oriented activities can be found online and used in-between each subject to keep them engaged and focused.



Elizabeth I chose this person because I

thought their strengths would be similar to my own and I wanted someone else’s view on those strengths.

Intrapersonal learners enjoy

Intrapersonal

solitude and thrive on reflection. These learners can become overwhelmed by distraction and need a quiet peaceful environment when studying. Given these characteristics these students may do well when allowed to work independently at a computer station in the classroom. Especially if they are given noise canceling headphones to eliminate distraction.

Naturalist

Terrina I chose this person because she

Naturalist learners are drawn to is a huge animal activist and

the relationships between things. even became vegetarian to

They want to know where their avoid eating animals.

food came from and how it was grown. They are usually interested in fitness and in fair treatment of animals and the environment. They enjoy learning what things are made of and will often find more than one use for the same thing. These learners could benefit from conducting research about food, plants or animals online or being allowed to take a virtual tour of a zoo or arboretum and share their findings.



Marie I chose this person because they

are an artist which means they must use their visual spatial intelligence.

Visual learners may like to draw,

Visual-

paint or build things. They enjoy highly visual activities that

Spatial

stimulate their sense of sight such as watching movies, attending plays and even playing video games. They are good at navigation and may find their way by using landmarks. They are also good at determining if things will fit in certain places just by eyeballing the space. A visual spatial learner learns by seeing so informational clips on you tube or watching a live demonstration would be perfect for their learning strengths.

Musical

Rhythmic

Mike I chose this person since they

Musical learners enjoy background exhibit a strong love of music. It

noise and are usually great is no surprise that musical

listeners. These learners don’t mind intelligence was their preferred

lecture or other auditory learning learning style.

but they will retain even more if it is in song form. Though background music can help them concentrate wearing headphones with music can be distracting as they focus on the lyrics. These students would enjoy using technology to create a song about what they have learned or using a sound effects app to create a recorded story.



Logical

Mathematical

Darrell I live with this person and we are

complete opposites. I chose him for this reason because I knew his MI strengths would be different than my own. I was not sure of all the strengths that this person would have but I knew them to be interpersonal.

The logical learner seems to appreciate trial and error and prefers to learn by doing rather than being told. They are drawn towards computers and other things that seem well laid out with absolutes. This is why math is so attractive to this type of learner as well. I suppose the perfect marriage for a logical learner would be math based activities done online since it would combine two logical formats in which they are highly comfortable.



Section II: Project One Overview

Teacher name: Jasmine Bobczynski

Unit Title: Simple Machines/Levers

Unit Objectives:

• Students will learn about simple machines and their uses.

• Students will be able to define what makes a lever and the different parts of a lever.

• Students will research catapults online

• Students will use their knowledge to design a catapult.

• Students will attempt to launch an object farther than the rest of the class using what they have learned.



Common Core Standards Addressed – No official Common Core Standards Available Yet in Science

Range of Reading Standards 2nd Grade

By the end of year, read and comprehend

informational texts, including history/social

studies, science, and technical texts, in the

grades 2–3 text complexity band proficiently,

with scaffolding as needed at the high end of

the range.

Writing Research Standards 2nd Grade

Recall information from experiences or gather

information from provided sources to answer a

question.

Language Arts Vocabulary Acquisition 2nd Grade

Use glossaries and beginning dictionaries, both

print and digital, to determine or clarify the

meaning of words and phrases

Math Standards 2nd Grade Measure and estimate lengths in standard units.

1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and

measuring tapes.

2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the

two measurements relate to the size of the unit chosen.

3. Estimate lengths using units of inches, feet, centimeters, and meters.

4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard

length unit.



Science and Engineering Practices

Developing and Using Models

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

▪ Develop a simple model based on evidence to represent a proposed object or tool. (2-LS2-2) Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

▪ Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-LS2-1)



Technology Standards Addressed –

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.

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.

d. Contribute to project teams to produce original

works or solve problems

Research and information fluency

Students apply digital tools to gather, evaluate,

and use information.

Locate, organize, analyze, evaluate, synthesize,

and ethically use information from a variety of

sources and media

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.

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

Why this subject?

Science is a wonderful subject to diversify types of intelligences with. It provides opportunity for hands on, collaborative and individual learning. It encompasses elements of many other subjects and provides plenty of room for inquiry. In addition the topic of simple machines provides a wonderful platform to then dive into more complex concepts like robotics and advanced technology later on.

Unit Summary:

To begin the unit and provide a shared base of knowledge for all students regardless of background a book on the subject to be studied will be read. Students will exercise their auditory, verbal and visual skills as they listen and follow along with the text “The Mighty Lever” read out loud by the instructor. Following this activity; students will practice comprehension while using their visual, verbal and logical intelligence to fill in the missing words in a definition handout with the assistance of the glossary located in the back of the book. After this activity students will use application as they label the parts of a lever on a diagram. This should integrate visual, spatial, and kinesthetic intelligences. Next students will enjoy an interpersonal activity that engages their musical and visual intelligences as they watch and learn the “I Love a Lever” song from Sesame Street whole class. (http://www.youtube.com/watch?v=SprRX6mSsEg)