Suppose you were designing learning centers for a unit on healthy lifestyles. Create an activity that you would assign your students that would challenge at least (3) of the (8) intelligences as described by Howard Gardner's Multi-Intelligence Learning Theory.
Multiple Intelligences Learning Center
ReplyDelete1. Objectives:
Interpret the USDA food pyramid and previous class lessons
Select the appropriate number/types of food items for a day’s menu
Demonstrate mastery of a healthy meal plan
2. After reviewing the lessons covering a healthy and balanced diet, students may choose an activity from the center.
a. Visual/spatial: Students use magazine pictures to create a collage or draw & illustrate a picture of the day’s menu.
b. Musical / Rhythmic: Create poem or song.
c. Logical/Mathematical: Record the foods in an outline, list, or other graphic aids
d. Verbal/Linguistic: Write a descriptive essay of the day’s meals.
e. Body/Kinesthetic & Verbal/linguistic: Role play a waiter/waitress describing the special of the day. Breakfast, lunch, and dinner requires a three-part presentation.
Unit on healthy lifestyle: Act Responsibly
ReplyDeleteObjective: To behave appropriately when riding to and from school on the bus.
A. Identify and manage one’s emotions and behavior.
B: Apply decision-making skills to deal responsibly with daily academic and social situations.
C. Contribute to the well-being of one’s school and community.
TEACHING EXAMPLES: (Kinesthetic)
1. Students should sit on their bottoms in the seat.
2. Students’ hands and feet should stay out of the aisle.
3. Students’ voices should not be loud. (Verbal)
KID ACTIVITIES/ROLE – PLAYS: (Logical/ Interpersonal)
1. Role play – Get on the bus and show the right and wrong way to sit.
2. Role play – Line the chairs up to look like a bus. Role play the right way to talk and the wrong way to talk.
FOLLOW – UP REINFORCEMENT ACTIVITIES: (Verbal)
1. Before getting on the bus, ask, “What are bus rules?”
2. Praise verbally
Unit on healthy lifestyle: Anti-drug unit
ReplyDelete1. Objective:
Have high school students participate in activities that build their awareness of the specific negative effects of drugs on their bodies & on their relationships.
2. After reviewing the lessons on the negative effects that drugs can have, students may choose from the follow activities:
Interpersonal- have a student do a videotaped interview with a doctor to further elaborate on the bad physical side effects drugs have on the body(i.e. on MRIs, frequent ecstasy users are shown to have large holes in their brain).
Bodily-kinesthetic- have two students act out a scene of a relationship gone bad because one of the partners has a drug problem.
Visual-spatial- have a student try to do a visual spatial task like putting together a puzzle but with some simulated impairment like wearing fake beer googles to mimick the effects that drugs might have. Have the student describe to the class how the simulated impairment made a normally easy task difficult.
Intrapersonal- have a student write about how it feels to interact with someone they are close with who has a drug problem.
Alcohol Abuse Awareness
ReplyDeleteLogical-Mathematical Intelligence:
Students investigate what is meant by a drink in reference to an alcoholic beverage. Demonstrations using food coloring and water illustrate that various types of alcoholic drinks contain the same amount of alcohol although the total volume of liquid is different. Simulated alcoholic drinks are then diluted into a mixture of oil and water that represents the fat- and water-containing portions of the body. This demonstrates how alcohol is distributed within the body.
Bodily-kinesthetic intelligence:
Alcohol Ball - Have a few students volunteer to catch the ball as you throw it to them. Play catch with the students for a minute or two. Now ask the students to spin around 10 times fast, then squint their eyes. As the students finish spinning begin throwing the balls to the students and ask them to throw the balls accurately back to you. (It is usually quite difficult for them to accurately throw the ball at this point.)
Interpersonal intelligence:
Groups of students will compose a collage of alcohol ads and caption them according to what they believe the "real message" is. They will explain their collage and caption rationale to the class. Discussion will follow the presentations as to the targeted age group and messages the media attempts to portray. Students will then redo their captions with alcohol facts mentioned in the video, but not intimated in the advertising.
It is exciting to see how the assignment as a collective and as individual lessons are well thought-out. It is my hope that each of you would take the time to read through the various lessons shared by your classmates, while allowing yourself to savor the similarities and note the differences. It is interesting to see that a simple lesson on health becomes far more interesting when more than one individuals intelligence is addressed.
ReplyDeleteHealthy Lifestyle – Your Image is You!
ReplyDeleteObjective: Learning ways to help our bodies look their best with exercise. The idea is start choosing minimal exercise that builds up rather than starting out at peak and giving it up. For example, instead of getting a gym membership that requires money and specific time commitment, choose instead to take a few minutes at home each day or so and do simple exercises. These can be dancing to your favorite song or a chair exercise.
Bodily-Kinesthetic Intelligence: Demonstrate an exercise using a chair. Each participate will raise their legs seat level for 8-10 repetitions. Next they can raise one leg at a time for 8-10 repetitions. Finally, they can turn sideways in the chair and lean backwards seat level for 8-10 repetitions. Explain that this is an exercise that contributes to leg and lower muscle strength. A gym is not required, and it can be done any time of the day or evening. Learn to use favorite activities instead of structured exercise move. For example, swimming is a fun sport that has the benefit of exercise. Likewise, so do tennis, volleyball and walking. The idea is to keep the body moving.
Intrapersonal: Ask each person to consider their view of themselves in the mirror. Are they happy with what they see? What would they change? Write down personal parts to target for change or enhancement using simple exercises that will build up to more progressive use of exercise equipment that can be found in the home (cans can be used as weights; a broom stick or mop handle can be used for resistance exercises). Work on developing a personal outlook and attitude that first accepts you as you are, and then progresses to help you as you’d like to be. Be prepared to react to the changes that will be first resisted and then accepted – habits can be hard to minimize or stop. Choose a favorite clothing item that no longer fits and pick a time – every 3 weeks, for example – to try it on. This can replace using the scale to check weight, and emphasizes the image of the body in the skirt rather than how many pounds were lost.
Musical: Select music that motivates exercise. This can be songs that are used at the appointed time set aside for exercise. It can also be songs that you hear at other times that inspire movement or exercise – for example, dancing. Think rhythm and movement! Always choose your favorite style of music or songs that motivate your mood.
Posted for Suzette Porter she is having technical difficulties posting herself
ReplyDeleteMulti-Intelligence Learning Theory
Hope Community Church - Faith and Fitness Center
The objective of this class is to educate individuals who may have struggled in the pass with grasping dieting, incorporating working out/exercising and knowledge of which foods are essential and which ones should be avoided. Individuals were challenged at the beginning of the class to weight in and at the end of the 13 week series weight again for the health and fitness challenge to reveal Hope’s biggest loser!
Logical-mathematical:
Students will be taught to read and calculate the nutritional facts on the back of packages. What amounts incorporate their daily intakes that are needed and what numeric values certain ingredients have and what should not added or deleted for our daily intake of foods.
Music:
Students were taught about the importance of music, its’ tempo, beat and the shear enjoyment as well as benefit of incorporating it daily with exercise. Students will learn that it is a great tool and they will be encouraged to workout, walk or exercise to their favorite upbeat gospel jams! In addition, we will develop a walking/running team that will meet on Saturdays. Individuals will be encouraged to use music or sing songs/chants to help with moving and keeping up the strides of walking/running.
Bodily-kinesthetic:
Students will be taught the importance of working out and incorporating physical fitness/exercise into their daily lives. They will be taught what positive results would come from exercising; increased energy, weight loss, strengthening muscles and reduction of hypertension. Great tools for exercising will be shared with the class. Students were encouraged to workout, walk or exercise to their favorite upbeat gospel jams! In addition, we developed an exercise, walking and/or running team that met on Saturdays. Individuals were again encouraged to use music or chants to help with moving and keeping up the strides of walking/running.
Interpersonal:
Through identify a support partner, the students were able to provide mental, spiritual and physical encouragement to someone they had developed a relationship with. This will provide for support if and when someone is feeling low, unmotivated etc. This will also provide accountability of each individual because they now are in the roll of an extrovert or leader, who has to understand the moods, feelings, personality and or lack of motivation of their partner, all to help bring them and lead them to their desired outcome.
Intrapersonal:
Through personal accountability and a closer relationship with the Lord, individuals were asked to pray about their decision to become a member of this class. Truly searching and self-reflect on where they were and where they wanted to be. They were asked to take the position of an introvert and work personally by recording what their day was like, how successful they were in their commitment to changing, what challenges did the face; how they handled the challenges and to look deep within themselves to identify their emotions, goals and desires.
Unit/Lesson Objectives
ReplyDeleteHealthy Lifestyles: Advertising and Physical Activity
Students will know....
• Differences and benefits from aerobic and anaerobic
exercises
• How much physical activity is
required every day
• Understand what the effects
of not exercising are on the cardiovascular and digestive system
• Understand the complexities of advertising and media and
its role in our food choices
Students will be able to...
• Find their pulse and calculate
their heart rate
• List 3 activities that are
aerobic
• List 2 activities that are
anaerobic
• Identify 1 marketing strategy
• Analyze their own habits for
the effects of influence from
advertisements
After reviewing the lesson,
Visual-Spatial/Kinesthetic
Students will monitor their heart rate
before and after each activity using a stop watch. The results will then be logged and recorded on a chart that the students will create on poster board. All data will be arranged and labeled appropriately using colored markers.
Kinesthetic/Intrapersonal
Students will participate in anaerobic and aerobic games. The anaerobic game will be in the form of calisthenic exercises that will include sit-ups, push-ups and squats. Each exercise will consist of 5 sets with 10 reps to introduce the anaerobic content. Calisthenics provide the anaerobic benefits without using expensive equipment. The aerobic game will consist of the children being involved in a kickball and dodge ball game. The game will last for a total of 30 to 35 minutes.
Visual-Spatial/Linguistic/Logical/Intrapersonal
Students will be assigned homework which requires them to watch television and identify advertisement ads which emphasizes and induces poor eating and lack of exercise. Then with the help of a parent or guardian, they are to create a chart which identifies and labels just much influence the media has on the public. They will then compare their own habits with the habits that are promoted.