ST – Mastery 35%

Strategies Planned
• Hands-on experience
• Building marshmallow igloos
• Handling cards, playdough etc at centers
• Direct instruction
• Teaching about engineers and steps of the engineering process
• Teaching what an “idea” is
• Categorizing/Organizing
• Items into groups based on a similar trait
• Cards based on number of syllables
• Ordering events based on their occurrence
• Observing
• Modeling the process of Igloo creating
• Students watch as I share photos from my life
• Memorizing
• The four basic needs of an animal

Multiple Intelligences fostered

• Logical/Mathematical: explore and think about concepts, use manipulatives
• Visual/Spatial: pairing and grouping items

SF – Interpersonal 35%

Strategies Planned
• Group experiences and working with others
• Math and literacy centers, guided reading groups
• Partner activity building the birdfeeder
• Presenting ideas to the class
• Sharing about new information gathered from Igloo video
• Share ways they made groups that add to 8 or 9 using counters
• Role Playing
• Using the human body to create groups that add to 8 or 9
• Responding
• Through questioning after reading the guided reading text
• By giving a thumbs up/down to determine placement of cards on the “I Can Build
Chart”
• Personal Sharing
• Students share with peers and explain their favorite drawing about themselves
• Share their favorite parts of a guided reading text

Multiple Intelligences fostered

• Body/Kinesthetic: moving students to form groups that add to a sum
 • Interpersonal: working in center and guided reading groups, science lesson, sharing
thoughts aloud with a group

NI - Understanding 20%
Strategies Planned
• Inquiry
• Creating/testing a plan that will make an outcome most efficient (igloo and bird
feeder)
• Chances to work independently in hands-on activities.
• Math and Literacy Centers (using manipulatives)
• Concept formation
• Solidifying number pairs through practice
• Revisiting the steps of the engineering process
• Comparing and contrasting
• The events on various pages of text in the story “Who’s on the Broom”
• Applying
• Filling in sentence frames, highlighting sight words/vocabulary
• Using knowledge to influence a physical construction

Multiple Intelligences fostered

• Intrapersonal: Creating a plan to enact, opportunities to work independently in centers
• Naturalist: sees the purpose in creating an object that benefits living things

NF – Self-expressive 10%
Strategies Planned
• Open-ended discussion
• Brainstorming ideas as a class for “All About Me” board display
• Discovery learning
• Uncovering how to use Igloo building materials to promote purpose
• Creating/Creative art activities
• Creating a unique model of an igloo given materials
• Illustrating family structure and favorite foods
• Synthesizing
• A text during guided reading
• Self-Expression
• Dancing to Jack Hartmann video
• Having the freedom to choose a part of their life to depict through illustration
• Evaluating/Debate
• Presenting reasoning for why their Igloo design works

Multiple Intelligences fostered

• Musical: dancing to closure song that reinforces content
• Verbal Linguistic: Uses language to comprehend and communicate learning,
synthesizes, discusses reasoning