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ST – Mastery 35%

Strategies Planned
 Demonstration (of potential/kinetic energy, main idea picture sort)
 Hands-on experience (to build a catapult, experiencing the moon phases as the earth,)
 Direct instructions (about potential/kinetic energy, moon phases, writing with voice, and
long division strategies)
 Behavior Expectations (students always had behavior expectations in beginning of lesson,
so they knew exactly what was expected of him/her)
 Students are seeing tangible results of their creations including the effectiveness of their
catapults, their ability to describe an experience in their writing, their artistic representation
of a main idea of a book

Multiple Intelligences fostered


 Body/Kinesthetic – Building catapults for demonstration
 Verbal/Linguistic – Engaging in grand discussions about experiments, stations, and
investigations

SF – Interpersonal 35%
Strategies Planned
 Multiple group projects to practice social and collaboration skills (building the
catapults, around the world long division activity, small group guided reading discussions)
 Incorporation of positive affirmation and encouragement to give attention to
appropriate behavior during independent work
 Students get the chance to demonstrate knowledge and share personal experience at the
end of lessons (demonstration of catapult, sharing pieces of narrative writing, explaining
what they discovered about the moon phases)
 Students practice use of the writing trait of voice by writing from the perspective of an
astronaut/citizen

Multiple Intelligences fostered


 Intrapersonal – extension activity to further personal application and meaning of acquired
content
 Interpersonal – working in groups, sharing ideas with classmates, practicing problem-
solving
 Verbal/Linguistic-development of language and communication skills when
participating in grand discussions

NI - Understanding 20%
Strategies Planned
 Providing real world application during direct instruction (long division/real world
problems, moon phases and our interpretation of them, organizing materials to
create the most effective catapult)
 Gaining information through direct instruction and searching multiple resources for
information (videos, articles, textbook, internet)
 Students work collaboratively in groups, but are then given opportunity to work
independently and explore their own interests and preference (“voice” written response,
literature station during guided reading, act of kindness station to demonstrate
understanding of main idea)
 Analyzing the effectiveness of catapults and discussing what could be changed to improve
effectiveness

Multiple Intelligences fostered


 Logical/Mathematical – Studying multiple concepts and performing personal
investigations to gather data to support concept
 Verbal/Linguistic – Explaining personal findings during science investigations, discussing
within small groups personal opinions about activity/topic

NF – Self-expressive 10%
Strategies Planned
 Inclusion of multiple student-led creative opportunities (constructing catapult, writing
personal narrative, representing the main idea of children’s literature using posters, comic
strips, video responses)
 Discovery based learning in both science lessons-based on inquiry and independent
investigation of moon phases and potential and kinetic energy (students create their own
hypothesis to lead investigations)
 Multiple open-ended discussions about social issues (equal rights/civil rights movement,
kindness, responsible risk-taking, individualism)
 Identifying alternative solutions/perspectives on a topic due to discovering the solution
independently instead of through direct instruction

Multiple Intelligences fostered


 Logical/Mathematical – given a question of inquiry, which students must then investigate
and formulate a hypothesis
 Visual/Spatial – constructing a catapult on a smaller skill to visualize potential/kinetic
energy, creating posters and comic strips to demonstrate main idea
 Naturalist –discovering and discussing how a person views the moon and the role it serves
in our solar system through independent investigation
 Bodily/Kinesthetic—Students are actively engaged, moving during the entire lesson while
they are using their imaginations and creating