Things by their Basic Needs Lesson/Comparing Living and Nonliving X X Things by change Lesson/Comparing Living and Nonliving X X Things by Growth Lesson/Comparing Living and Nonliving X X Things Needs- Multiple Intelligences/Learning Styles Chart Address each MI was addressed in your unit. Give where 5b. Meeting Learners’ – the part of the lesson (i/e., Teacher Input, Guided Practice, Explore, Elaborate, etc.) and a brief phrase to describe the activity. (Example: Explain labeling rocks) – Verbal Visual Math Inter- Music Intra- Body Naturalist Gardner’s Intelligences Linguistic Spatial Logical Personal Rhythm Personal Kinesthetic Learning Auditory Visual Tactile Style Lesson 1/ Teacher Teacher Focus and Guided Living Input- Things Listing Classifying Input/ Observing what is Guided pictures at of living living practice- stations Discussing things Teacher what living Focus and things are Review- Practice- Chart Sorting living things
Things by their Basic Needs Lesson/Comparing Living and Nonliving Things by change X X Lesson/Comparing Living and Nonliving Things by Growth X X Lesson/Comparing Living and Nonliving Things X X 5b. Meeting Learners’ Needs- Multiple Intelligences/Learning Styles Chart – Address where each MI was addressed in your unit. Give the part of the lesson (i/e., Teacher Input, Guided Practice, Explore, Elaborate, etc.) and a brief phrase to describe the activity. (Example: Explain – labeling rocks) Gardner’s Intelligences Verbal Linguistic Visual Spatial Math Logical Inter- Personal Music Rhythm Intra- Personal Body Kinesthetic Naturalist Learning Style Auditory Visual Tactile Lesson 1/ Living Things Teacher of living things Focus and Chart Teacher Input- Classifying what is living Teacher Practice- Sorting living things Focus and Input/ Guided practice- Discussing what living things are Guided pictures at stations Review- Listing Observing