1. Elementary Social Studies Lesson Gardner’s Multiple Intelligences
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences

2. Elementary Social Studies Lesson Gardner’s Multiple Intelligences
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Lyndsay Hawk
Geography
4th Grade
All About Deserts

3. Elementary Social Studies Lesson Gardner’s Multiple Intelligences
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Goals:
Students will develop knowledge of the physical characteristics, animals, and people of the desert. In addition, students will make comparisons between their environments.
Objectives:
Content/Knowledge:
Students will be able to explain physical characteristics of the desert.
Students will be able to locate information about various deserts and the animals, which inhabit it.
Students will be able to identify how people have lived in the desert over time.
Process/Skills:
Students will be able to obtain data from a variety of sources.
Students will be able to support interpretations with evidence.
Values/Dispositions:
Students will be able to formulate a opinion or position regarding life in the desert.
Students will be able to identify actions of people, in order to make connections to their life.

4. Elementary Social Studies Lesson Gardner’s Multiple Intelligences
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Rationale:
Students are able to gain a holistic understanding of our planet and its systems. The study of the Earth’s terrain, including deserts, allows students to develop proper context in their minds. 
Standards:
State – Illinois Common Core or Learning Standards
 17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).
17.B.1b Describe physical components of ecosystems.
National – NCSS Themes
People, Places, and Environments

5. Logical/Mathematical*
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Logical/Mathematical *

6. Logical/Mathematical*
07/16/96
Logical/Mathematical
Activity:
For this project, students will plan a trek across an assigned desert. The final product should include a map, calculations for the distance and the time required to make the trip. Students may also figure how much food, water and gasoline they would need, along with the costs for the trip. They will need to prepare a packing list for what they think they will need on the trip. Finally, students create a diary with five to seven entries they might write when making the trip, including what plants, animals or scenery they would see, what the climate and weather was like and other points of interest.
Materials:
Paper, pencils, computer with Internet access
Resources: *

7. *
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Verbal/Linguistic *

8. Verbal/Linguistic Activity:*
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Verbal/Linguistic
Activity:
Students will be asked to create a six line acrostic poem regarding the desert. Students will conduct research about the desert, particularly about the climate/temperature. The students’ research should be reflected in the poems.
Materials:
Paper, pencils, computer with Internet access.
Resources: *

9. *
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Musical/Rhythmic *

10. Musical/Rhythmic Activity*
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Musical/Rhythmic
Activity
Students will learn the song, “Desert Biome Rap.” Students will examine and analyze the lyrics. Students will choose one desert in the world and create their own rap.
Materials
Computer with Internet access, paper, pencils, song lyrics
Resources *

11. *
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Visual/Spatial *

12. Visual/Spatial Activity:*
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Visual/Spatial
Activity:
Students will discuss plants and animal life in the desert and then draw contrasting scenes representing daytime and nighttime activities in the desert (i.e. What do animals do during the day and night? When and where do they sleep? What/when do they eat?) Students should research and include information in small boxes on their drawing.
Materials:
Paper, pencils, markers/crayons, computers with Internet access.
Resources: *

13. *
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Body/Kinesthetic *

14. Body/Kinesthetic Activity:*
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Body/Kinesthetic
Activity:
As a large group activity, give children a chance to move their bodies like certain desert animals. Provide students with an animal name. Students will create a costume, mask, or photo to accompany their animal. Once the children tell you which basic habitat an animal lives in, ask the students to move across the room as that animal into their habitat. Some examples are snakes, birds, coyotes, camels, etc.)
Materials:
Costumes, plates, scissors, markers, and other miscellaneous props.
Resources: *

15. *
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Interpersonal *

16. Interpersonal Activity*
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Interpersonal
Activity
Students will work in groups to determine what is means to be a nomad. Students will research how people have survived in the desert throughout history and make comparisons to travel in the desert today. Students will develop a poster board containing all of their research.
Materials
Paper, pencils, computer with Internet access
Resources *

17. *
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Intrapersonal *

18. Intrapersonal Activity*
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Intrapersonal
Activity
Students will be given a scenario, “You are traveling through a desert for four days. Your water supply is running very low. If you do not find a water supply soon, you will be in serious trouble. Given a knapsack with rope, cloth, and a plant, what will you do to survive?” Students will share their responses with a partner.
Materials:
Paper and pencils
Resources
No resources are utilized during this activity. *

19. *
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Naturalistic *

20. Naturalistic Activity:*
07/16/96
Naturalistic
Activity:
Students will partake in an experiment, to learn how to make water in the desert through condensation. Students will place 5-10 cm of sand in an aquarium and hollow out a cm depression in the sand. Place a jar lid in the center of the hole and plant material around the container on the sand. Cover with clear plastic. Water from the plants will form on the underside of the plastic by evaporation (from the plants and residual moisture in the sand) and condensation. Students will be instructed to write a hypothesis, take observation notes, and document their findings.
Materials: Aquarium, sand, clear plastic, small container like a jar lid, plant, water.
Resources: *

21. Elementary Social Studies Lesson Gardner’s Multiple Intelligences
ETE 335
Elementary Social Studies Lesson
Gardner’s Multiple Intelligences
Assessment:
Students will be assessed throughout the lessons using anecdotal notes and observations checklists. In addition, students’ comprehension will be evaluated from various journal entries and group discussions. Furthermore, a formative assessment will be given at the end of the lessons, in which students will be asked short-answer questions related to the desert (animals, landscape, locations, etc.) 
Online Resources: