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

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Chelsea Fouts Social Studies-Behavioral Sciences 4 th Grade Cultures Around the World

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: The main goal of this lesson is for students to gain a better understanding of and respect for the characteristics of the different cultures around the world. Another goal of this lesson is to teach students to be respectful of others’ traditions, lifestyles, and beliefs. Objectives: Content/Knowledge: 1.) The student will be able to explain key concepts of different cultures from countries around the world. 2.) The student will be able to demonstrate the importance of cultural awareness and respect. Process/Skills: 1.) The student will be able to work collaboratively in partners and small groups as well as individually. 2.) The student will be able to present information in different formats, including presentations/speeches, written responses, and worksheets/assignments. Values/Dispositions: 1.) The student will be able to express their thoughts and opinions on cultural respect in different formats. 2.) The student will be able to share their thoughts and opinions with others in open discussion.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: It is very important for students to study the many different cultures of countries around the world because it will allow them to be conscious and aware of other’s actions, traditions, and beliefs. Learning about these cultures will encourage students to be respectful of others, a skill that will serve them throughout their lives. Standards: State – Illinois Common Core or Learning Standards 18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture. National – NCSS Themes -Human beings create, learn, share, and adapt to culture. -Cultures are dynamic and change over time. -Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place.

5. Logical/Mathematical

6. Logical/Mathematical Activity: For this activity, students will be researching, studying, and gathering information on the various cultures represented in the United States. Students will work independently to research tables, charts, and graphs, representing the many cultures of the U.S. Students will then create their own graph (pie, line, or bar) that is representative of the averages they have researched. These charts will then be hung around the classroom for the remainder of the unit on cultures around the world. Resources/Materials Needed: Access to library/research time Materials to create graphs-posters/paper, colored pencils, markers, scissors, tape, etc.

7. Verbal/Linguistic

8. Verbal/Linguistic Activity: For this activity, students will be exploring the different languages of cultures from around the world. Students will be working in pairs and will be researching the language of a country that they will draw from a hat. Students will take notes of the following to be included in a brief (2-3 minutes) presentation. How to say “hello/goodbye” in that country’s language Some common hand motions/gestures or facial expressions associated with that culture’s language Where that country’s language is derived from Three short phrases (3-4 words) in that country’s language Resources/Materials Needed: Access to library/research time

9. Musical/Rhythmic

10. Musical/Rhythmic Activity: For this activity, students will be writing a short (5-10 lines) poem that best represents their personal culture. After completing their poems, students will read their poem aloud to the class. Students will be given the option to include props and/or costumes/attire that best represent their culture. However, these items must be pre-approved by the teacher. A list of some suggestions of topics that students may include in their poems include the following: Traditions, Holidays, etc. Values, Goals, Beliefs, Practices, etc. Attire (Clothing), Housing, etc. Resources/Materials Needed: Costumes/Attire (optional)

11. Visual/Spatial

12. Visual/Spatial Activity: For this activity, students will each draw a culture/country from a hat which they will then research and gather pictures that are representative of that culture. These pictures can include, but are not limited to, they topics listed below. Students will then print these pictures, and the class will create a map of the pictures to be hung in the classroom for the remainder of the unit on cultures around the world. Dress/attire of culture Foods of the culture Traditions/Holidays celebrated in the culture Physical Environment of culture Resources/Materials Needed: Access to library/computer time Access to working printer Map

13. Body/Kinesthetic

14. Body/Kinesthetic Activity: For this activity, students will get to bring in a food dish that is representative of their culture. Students will write a brief (one page) summary of what the dish is, where it originated from, why it is special/significant to that student, and a recipe card of the dish. The dish may fit into any food group, but the student must justify why it is significant to them/their culture. If the student is unable to bring in the dish for any reason, they may create a drawing of the dish which will be hung up in the classroom for the remainder of the unit on cultures around the world. Resources/Materials Needed: Food dish that is culturally significant (one from each student)

15. Interpersonal

16. Interpersonal Activity: For this activity, students will be divided into small groups of 3 or 4. The students will each draw a country out of a hat. The students will then research the most commonly celebrated holidays in that country and prepare a brief presentation about the country’s holidays to give to the class. The students will create a poster that is representative of their country’s holidays. These posters will be hung around the room for the remainder of the unit on cultures around the world. Resources/Materials Needed: Poser Boards Colored pencils, markers, crayons, scissors, glue, tape, etc. Access to a library/research center

17. Naturalistic

18. Naturalistic Activity: For this activity, students will research the different physical environments of countries/cultures around the world. They will be given an “Environment Facts Worksheet” where they will research, gather, and record data about the various countries. Students will then create a poster representing the different physical environments of the countries. These posters will be hung around the classroom for the remainder of the unit on cultures around the world. Resources/Materials Needed: Environmental Facts Worksheet

19. Intrapersonal

20. Intrapersonal Activity: For this activity, students will write a one- page journal entry reflecting on their beliefs about multicultural awareness/respect. Students must include, but are not limited to, the following key points for their entries. After completing these entries, students will be given the option of reading their entry aloud to the class. Why is cultural respect important? What are ways in which you can personally practice cultural respect/awareness? Can you think of a time when you had to practice cultural respect/awareness? Explain. Resources/Materials Needed: Student Journals

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: I will assess how much my students have learned by observing their individual, partner, and group presentations, including the posters that they have created for these presentations. I will also assess my students by reading their journal entries/reflective responses, and by grading their worksheets that correspond to some of the activities. I will also engage in class discussions to further assess my students’ knowledge. Online Resources: http://www.delicious.com/cefouts/BehavioralScience