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Multiple Intelligences and Geography

Last week we read chapter 2 in our text focusing on History and Geography in the realm of Social Studies.
These are the two dominant branches in the social studies tree, if you will. We worked with history in
creating our own digital history, our local history and Black History Month. We will now take a look at
geography and do some work in that area. At the same time, we will dive into k-8 social studies standards to
use as our starting point. As we have talked about in the past via discussion board and twitter, we need to
make social studies come alive! We need to be able to get up and move around and dig in to the learning
(sometimes, literally dig into the learning, right Sharee? :) ). We also must be cognizant of the fact that we
will have many different types of learners in our classes. So, we will do some work with geography and the
geography standards through the lens of Gardner's Multiple Intelligences.
Objective: Using Gardner's Multiple Intelligences and the social studies content standards of the state of
South Dakota, you will demonstrate your ability to differentiate for a variety of learning styles.
1. You will create 3 activities. Each of the three activities will hit a different learning style. Use the link.
Logical -Mathematical
Gardner's Multiple Intelligences
2. For your 3 activities, you will pick geography standards from the link. You can use any grade level k-8.
Make sure you are looking under the "Geography" section in each grade level standard. You do not need to
write a formal lesson plan. A description of the idea/activity will be sufficient. (see below for example of
what I expect).
Social Studies Standards
3. Upload your doc in the dropbox.
Standard: 7.G.3.2: Describe how cultural patterns, including but not limited to economic and political
decisions, influence environments and the daily lives of people in both nearby and distant places
Gardner's MI: Bodily-Kinesthetic
Activity: Students stand up. Teacher reads a scenario describing a problem that a third world country is
facing. Students must decide if that is a problem that country must handle on its own or if one of the world
super powers should step in and help. Students will walk to the front of the room if they believe the problem
should be taken care of by the country itself, and walk to the back of the room is they believe the world
super powers should step in and help. After each scenario, students will discuss and explain why they made
the choice they did.

Points: 20
DUE: Sunday, February 28. 11:59 pm

Lesson 1:
5.G.1.1 Apply latitude and longitude to find absolute locations on a globe
and map

Gardners MI: Visual-Spatial

Activity: Students will be given a worksheet and map with longitude and latitude. Throughout the classroom,
the teacher will have images of known places. Students will have to write the city and state that has the
known place. Students will then also have to list the coordinance to the location.

Lesson 2:
7.G.2.2 Recognize and apply the Five Themes of Geography: location, place
characteristics, human-environment interaction, movement, and region

Gardners MI: Linguistic

Activity: Students will be placed into groups of 4. Each group will have to make a presentation over 1 of the
Geography themes. Students will be required to present a poster and verbal presentation on recognizing and
applying their geography theme into everyday life. i.e Location: Where students houses are located will
determine what school district they attend.

Lesson 3:

4.G.2.1 Compare and contrast regions of South Dakota to one another

Gardners MI: Interpersonal

Activity: Students will be placed into groups of 2. Students will draw a region out of a hat to determine what
region their group will research. After researching, a group of pairs will be put into a circle and the other
group will be placed in a circle outside of the other circle. Pairs will run through a 5-minute date setting to
learn about each region. Students will record what was learned/interesting into their notebooks.