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The
traditional notion of intelligence, based on I.Q. testing, is far
too limited. Instead, eight different intelligences have been
identified to account for a broader range of human potential in
children and adults. These intelligences are:
- Linguistic intelligence
("word smart"):
- Logical-mathematical
intelligence ("number/reasoning smart")
- Spatial intelligence
("picture smart")
- Bodily-Kinesthetic
intelligence ("body smart")
- Musical intelligence
("music smart")
- Interpersonal intelligence
("people smart")
- Intrapersonal intelligence
("self smart")
- Naturalist intelligence
("nature smart")
Outlined here are
the eight multiple intelligences and how they have been incorporated
into the Atoms and Elements unit. |
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| Naturalist |
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Observation Logic,
Nature Manipulation |
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Day 10
& 12: Conclusions made by Aristotle based on the
logical
observation
of nature, we look at a number of objects in nature and brainstorm
how one could
logically
manipulate observations
to argue that they are composed of earth, wind, fire, or water. |
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| Logical Mathematic |
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Calculations, Cause and
Effect, Charts, Classification Systems, Computer Projects & Data
Gathering, Number Sequences, Observations, Symbols, Use of a
Calculator |
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Day 1, 2, 3, 5, 6, 7, 8, & 9: Students have a
computer
project
and must
gather
data
by using logical searches on the internet. Particular attention is
directed toward developing skills associated with the Google and
Yahoo search engines.
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Day 2, 3, 7, 8, 9, & 10: Students are called upon to make a number
of different
calculations.
Some can be done manually, but isotope calculation on Day 9 and 10
require the use of a
calculator.
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Day 10, 11, & 12: Students see the
cause and
effect
of scientific discovery, new information may mean the abandonment of
prior beliefs and the search for new models that fit the criteria
that must now be satisfied.
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Day 7, 8, 12, 13, 17, & 18: Students have to fill or create a number
of
charts
to help organize information. This includes charts that isolate
charge, nuclear contents, atomic theory contributors, models, and
scientific discover that influenced change in the atomic theory.
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Day 18: Students look for
number
sequences
in data related to atomic radius and ionization energy. From these
observations,
students try to rationalize the
cause and
effect
that has produced the numbered data being studied.
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All Days: Students use
symbols
to represent elements, atomic mass, atomic number, unknown elements,
and a number of other variables throughout the unit. |
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| Intrapersonal |
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Impersonations, Hero
Stories, Subjectively Analyze Situations, Explain Point of View
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Day 5-11:
Students are asked to make a presentation based on a contributor to
the atomic theory. The students are led towards making a video or
conduction a play which roughly 90% of students will
impersonate
the historical figure and often, especially in the early days of the
atomic theory, share
stories of
heroism.
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Day 12: While we recap the history and development of the atomic
theory, we try to
subjectively analyze the situations
under
which the theory was developed and students share and
explain
their point of view
when it comes to the science's sexist past, the strong influence of
the church, and the prominent role logic takes when technology is
lacking. |
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| Interpersonal |
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Discussions, Group
Projects, Lab Partners, Role Plays, Simulations |
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All Days:
Discussions
take place about cause and effect. Students are led to ask questions
which are opened to the class, in the event that a consensus is not
met, the question is called, arguments heard and students vote (most
often the majority makes the right decision).
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Day 5-11: The large student presentation is a
group
project,
students need to develop a method of presentation, research
together, and write a script. In the vast majority of presentations,
the students choose to
role play.
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Day 16 & 17: The students are issued
lab
partners
and conduct the flame spectrum test.
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Day 18: Students conduct a
simulation
of atoms (with all its working parts) increasing in complexity.
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Day 1-18: Students are sat with a desk partner and are expected to
work cooperatively with that person. It is stressed that there is
something that we can learn from everyone and that by working
together, our understanding and our partners understanding of the
subject is greatly deepened. |
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| Verbal Linguistic |
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Creative Writing,
Dialogues, Foreign Languages, Interviews, Oral Reports, Pamphlets |
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Day 5-11: Students have to create a presentation, often by video or
live performance that requires the
creation
of dialogue
and, in presentations by motivated students, a large amount of
creative writing.
The majority of scientists are foreign and the information found has
numerous references to locations and objects as well as terms and
phrases presented in
foreign
languages.
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Day 1-5: Students create an
oral
report
that includes a visual aid that contains information that is to be
shared with the class, not in the form of a
pamphlet,
but contains similar information. |
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| Visual/Spatial |
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Drawings/Models,
experiments, graphs, |
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Day 1-5: Students make
drawings
of elemental squares and the class produces a "patch work quilt" of
the periodic table.
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Day 2: The Red River cart and a Lego man are used as
models
to help students learn about components of chemical formulas.
Day 12: Students look at
models
and
graphic
depictions
of the
atom as we go through the development of the atomic theory.
Day 14: Balloons are used to
model
the shape of s and p orbitals.
Day 16 & 17: Students conduct an
experiment
where they
visually
identify
unknown
samples by using information gathered from prior observation.
Day 18: Students organize material
graphically
to determine trends in atomic radius and ionization energy. |
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| Musical Rhythmic |
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Songs, Jiggles, Rap |
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Day 5-11:
Students are encouraged to include
songs,
jingles, or raps
in their presentations or as accompanying music for the video they
might make. |
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Body/Kinesthetic |
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Acting, Dramas, Video
Productions, Typing, Experiments, Demonstrations, Body Formulas
(Area, Perimeter...) |
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Day 1-3:
Students spend time researching by
typing
information on the computer and actively looking for library
materials.
Day 5-9: Students spend time researching by
typing
information on the computer and actively look for library materials,
they coordinate
video
productions
based on material found and create
dramas
that they
act
out with their partner and/or other friends.
Day 16 & 17: Students conduct an
experiment
moving from station to station around the room.
Day 18: The dimensional size/body
formula
of the
atom is discussed and compared to other atoms of different elements.
Students also
demonstrate
the inner workings of an atom by
acting
like protons and electrons. |
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A&E title page
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