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ST – Mastery 35%

Strategies Planned
  Demonstration of drawing representations to solve word problems.
 Demonstration of writing a descriptive piece.
  Hands-on experience to build ziplines and solve word problems with manipulatives.
 Hands-on experience to explore condensation and evaporation.
  Direct instructions on how to create a hypothesis and use recording sheets.
  Categorizing main ideas and details with graphic organizers.

Multiple Intelligences fostered
  Body/Kinesthetic – Building ziplines and conducting experiments.
 Body/Kinesthetic—Evaporation puddles and cloud in a jar experiments.
 Body/Kinesthetic—Using manipulatives to solve word problems.
 Visual-Spatial—Using graphic organizers to separate main ideas and details. Pictures
are placed on each problem solving card. Videos are used to introduce ziplines, main ideas,
and problem solving.
 Visual-Spatial—Using anchor charts to introduce adjectives and science terms.

SF – Interpersonal 35%
Strategies Planned
  Group experiences and working with others to build ziplines and solve word problems.
 Group experiences and working with others to perform Cloud in a Jar experiment.
 Working with a partner to draw a scary monster.
  Chances to share ideas with other students during guided reading sessions.
 Chances to share monster writings with whole group.
 Chances to share what they learned during closure discussions.

Multiple Intelligences fostered
  Musical/Rhythmic – Classical music playing in the background during writing time.
 Musical/Rhythmic—Adjectives video (plays music).
  Interpersonal – Working with others to form hypotheses and test ziplines. Working
with others to solve word problems. Reading to others during down time at guided reading
stations.
 Interpersonal—Working with others to form a cloud in a jar.

NI - Understanding 20%
Strategies Planned
  Relating and connecting main ideas and details during lesson presentation and closure
discussion.
  Gaining information through direct instruction and guided reading discussions.
 Gaining information through adjectives minilesson.
  Chances to work independently with hands-on activities and guided reading stations.
 Chances to work independently on puddle evaporations and final weather assessment.
  Comparing and contrasting (verbally) main ideas and details.
 Comparing and contrasting key words for + ,-, x, / in word problems.

Multiple Intelligences fostered
  Intrapersonal – Writing a descriptive piece about a monster.
 Intrapersonal—Read to self or listen to book on iPad.
  Verbal/Linguistic – Presenting new ideas to group members.
 Verbal-Linguistic—Students are given verbal instructions (listening).
 Verbal-Linguistic—Students collaborate with each other during problem solving
stations, Cloud in a Jar experiment, and constructing ziplines.

NF – Self-expressive 10%
Strategies Planned
  Discussion and chance to ask questions during minilessons, writing conferences,
science experiments, and in guided reading groups.
  Discovery learning in creating ziplines.
 Discovery learning in condensation and evaporation activities.
  Creating hypotheses for designing ziplines and solving word problems with the correct
operations.
 Developing a descriptive piece of writing using adjectives.

Multiple Intelligences fostered
  Mathematical-Logical—Solving word problems at several stations in the room.
  Visual/Spatial – Using graphic organizers to separate main ideas and details. Pictures
are placed on each problem solving card. Videos are used to introduce ziplines, main ideas,
and problem solving.
 Visual-Spatial—Using anchor charts to introduce adjectives and science terms.
  Naturalist – Discuss how and why ziplines work in the real world.
 Naturalist—Discuss weather patterns in Indiana throughout the four seasons, and
going more in depth about spring time and the water cycle.