ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Chelsea Fouts Social Studies-Geography 4 th Grade Oil Spills

ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: The main goal of this unit on oil spills is for students to gain a better understanding of where oil spills have occurred geographically, how they occur, and how they can be prevented and cleaned up. Objectives: Content/Knowledge: 1.) The student will be able to describe the geographical locations of well- known oil spills that have occurred around the world. 2.) The student will be able to describe the effects that oil spills have on the environment/geographical location in which they occur. Process/Skills: 1.) The student will be able to work collaboratively with partners and small groups, as well as individually. 2.) The student will be able to stay on task and focus on the assignments during in class work time. Values/Dispositions: 1.) The student will be able to reflect on their personal feelings towards the effects of oil spills on the environment. 2.) The student will be able to express their opinions about oil spill prevention in a journal entry format.

ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: This is an important topic for students to learn about because oil spills are a major part of geographic history, as well as present day events. Students need to be aware of the issue of oil spills, as they are problems that can be prevented when societies are knowledgeable about them. Standards: State – Illinois Common Core or Learning Standards 17.A.2a Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. 17.B.2a Describe how physical and human processes shape spatial patterns including erosion, agriculture and settlement. 17.C.2c Explain how human activity affects the environment. National – NCSS Themes -Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. -The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.

Musical/Rhythmic

Musical/Rhythmic Activity: This activity is designed to introduce students to the unit on oil spills. For this activity, students will be shown a short clip about the effects of oil spills on different types of birds. Students will then write a one page journal reflection based on their thoughts on the video and the following questions. What thoughts came to your mind as you watched this video clip? Have you ever heard of an oil spill occurring somewhere in the world? If so, where did it occur/how? Other than birds, what other types of animals do you think are affected by oil spills? Resources/Materials Needed: Link to Video: L4&feature=fvwrelhttp:// L4&feature=fvwrel

Visual/Spatial

Visual/Spatial Activity: For this activity, students will be split into groups of 3 and 4 and instructed to study this map of some of the world’s largest oil spills. They will then answer the series of questions listed below that are based on the information on the map (physical locations of oil spills). 1.) Where did the world’s largest ever oil spill occur? 2.) Where did the 1988 Odyssey oil spill occur? 3.) Where did the 1979 Atlantic Empress oil spill occur? 4.) Which 1979 oil spill occurred in the Gulf of Mexico? 5.) Which 1991 oil spill occurred in the Atlantic Ocean? Resources/Materials Needed: Link to Map:

Body/Kinesthetic

Body/Kinesthetic Activity: For this activity, students will first work in small groups of 3 and 4 to study and watch the stop-motion oil spill tracker of the BP oil spill. Students will discuss the location (geography) of the oil spill, the rising estimated number of gallons spilled (in billions), environmental effects, and the overall area of land/water that was reached by the spill. Students will then demonstrate the growth/spreading of the oil spill using aluminum pie tins full of water and vegetable oil. Using a stopwatch, they will increase the amount of oil in the pan, simulating that of the oil spill. Resources/Materials Needed: Link to oil spill tracker: 01/us/ oil-spill-tracker.htmlhttp:// 01/us/ oil-spill-tracker.html Aluminum pie tins, water, oil, paper towels, etc.

Verbal/Linguistic

Verbal/Linguistic Activity: For this activity, students will work in pairs or groups of three to research about the environmental/geographical effects of oil spills. They will be given library research time to look through some of the pre-approved websites below and take notes about these effects. They will then give a brief (3-5 min.) presentation to the class about what they have learned. Resources/Materials Needed: Links to Approved Websites: ls.htmhttp://library.thinkquest.org/CR /oil_spil ls.htm Spills-Impact-on-the-Ocean.htmlhttp:// Spills-Impact-on-the-Ocean.html protection/educational_resources_and_informa tion/teachers/the_effects_of_oil_on_wildlife.as phttp:// protection/educational_resources_and_informa tion/teachers/the_effects_of_oil_on_wildlife.as p

Interpersonal

Interpersonal Activity: For this activity, students will work with a partner to collaboratively create a map of the famous Exxon Valdez oil spill. Students will be given blank maps and a website to use as a resource to study and create a map of the growing oil spill. Students must also include in their maps a “timeline” of the passing days corresponding to the spreading oil. Finally, students must research and record the estimated number of gallons of oil spilled. After finishing this assignment, the maps will be hung around the classroom for the remainder of the oil spills unit. Resources/Materials Needed: Link to Exxon Valdez Website: il_spill?topic=58075http:// il_spill?topic=58075 Print-outs of blank map Colored pencils/ markers, tape

Logical/Mathematical

Logical/Mathematical Activity: For this activity, students will work independently to answer a series of questions based on mathematical data tables about the geographical locations of oil spills and the amount of oil spilled. The link provided below will be used in correspondence to the worksheet to answer the questions. Resources/Materials Needed: Link to Website: s/oceanography-book/oilspills.htmhttp://oceanworld.tamu.edu/resource s/oceanography-book/oilspills.htm Worksheet

Intrapersonal

Intrapersonal Activity: For this activity, students will be writing a short (1-2 pages) reflection about what they have learned from the oil spills unit. They must discuss the following topics in their reflection, but are not limited to only these. Students will be given the opportunity to share these reflections with the class if they choose. Your personal feelings/opinions towards oil spills and their effects on wildlife/environment What you believe should be done to help prevent/stop oil spills both in the U.S. and around the world Three facts that you learned about oil spills from this unit Resources/Materials Needed: Any materials used throughout this unit may be used to write this reflection

Naturalistic

Naturalistic Activity: For this activity, students will study the effects of oil spills on the environment. Students will be in larger groups (5-8 students) and will work outside. Each group will observe one child-pool filled with water and oil with several objects inside. The activity is meant to simulate that of the effects of oil spills on the environment. Students will observe and take notes on what they see. Students will be allowed to touch the objects in the pools, but must wash hands before returning to the classroom. After the activity, the class will meet for discussion of the observations. Resources/Materials Needed: 3 or more child-pools filled with water 3 medium-sized bottles of vegetable oil Feathers, sand, small tree branches, small toy boats, etc.

ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: I will assess how much my students have learned by observing their individual and group presentations, by grading their worksheets, and also by reading and analyzing their reflections and journal entries. I will also observe their researching and data collecting processes to see how well they work collaboratively with one another. Online Resources: