Multiple Intelligences

Unit Plan Template

EDUC 522

Unit Title: The Farm

Teacher: Susana Leon

Grade Level: 5th

Subject: Language Arts

Time Frame: 2 weeks

Objective(s):
1. Students will be
able to recognize how
a farm functions and
contributes to the local
and national economy.
2. Students will be
able to identify farm
animals and the
different way they
contribute to farm life
and economy.
3. Students will be
able to classify and
categorize farm
animals in a variety of
ways based on various
attributes.

Intelligences:

Technologies:

Interpersonal
Intrapersonal
Naturalist
Musical
Verbal/Linguistic
Logical/Mathemati
cal
Visual/Spatial
Kinesthetic

Standards
(Content
Standards and
Technology
Standards)

Desktop computers, iPads,

and/or laptops
Projector
Document camera (ELMO) 1. Creativity and
Digital cameras
innovation

Students demonstrate
creative thinking,
construct knowledge,
and develop innovative
products and processes
using technology.
a. Apply existing
knowledge to generate
new ideas, products, or
processes
b. Create original
works as a means of
personal
or group expression
2. Communication
and collaboration
Students use digital
media and
environments to
communicate and work
collaboratively,
including at a distance,
to support individual
learning and contribute
to the learning of
others.
a. Interact, collaborate,
and publish with peers,
experts, or others
employing a variety of
digital environments
and media
b. Communicate
information and ideas
effectively to multiple
audiences using a

variety of media
and formats
3. Research and
information fluency
Students apply digital
tools to gather,
evaluate, and use
information.
b. Locate, organize,
analyze, evaluate,
synthesize, and
ethically use
information from a
variety of sources and
media
d. Process data and
report results
iste.org/standards
5. Digital citizenship
Students understand
human, cultural, and
societal issues related
to technology and
practice legal and
ethical behavior.
a. Advocate and
practice safe, legal, and
responsible use of
information and
technology
b. Exhibit a positive
attitude toward using
technology that
supports collaboration,
learning, and
productivity
c. Demonstrate
personal responsibility
for lifelong learning
Language Arts
RI.5.1
Quote accurately from
a text when explaining
what the text says
explicitly and when
drawing inferences
from the text.
RF.5.3
Explain the
relationships or
interactions between
two or more
individuals, events,
ideas, or concepts in a

historical, scientific, or
technical text based on
specific information in
the text.
RF.5.4
Determine the meaning
of general academic
and domain-specific
words and phrases in a
text relevant to a grade
5 topic or subject area.
W.5.2.A
Introduce a topic
clearly, provide a
general observation and
focus, and group
related information
logically; include
formatting (e.g.,
headings), illustrations,
and multimedia when
useful to aiding
comprehension.
W.5.4
Produce clear and
coherent writing in
which the development
and organization are
appropriate to task,
purpose, and audience.
(Grade-specific
expectations for writing
types are defined in
standards 1-3 above.)
W.5.7
Conduct short research
projects that use
several sources to build
knowledge through
investigation of
different aspects of a
topic.
W.5.9
Draw evidence from
literary or
informational texts to
support analysis,
reflection, and
research.
SL.5.1
Engage effectively in a
range of collaborative

discussions (one-onone, in groups, and

teacher-led) with
diverse partners on
grade 5 topics and
texts, building on
others' ideas and
expressing their own
clearly.
SL.5.2
Summarize a written
text read aloud or
information presented
in diverse media and
formats, including
visually, quantitatively,
and orally.
L.5.2
Demonstrate command
of the conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
L.5.6
Acquire and use
accurately gradeappropriate general
academic and domainspecific words and
phrases, including
those that signal
contrast, addition, and
other logical
relationships (e.g.,
however, although,
nevertheless, similarly,
moreover, in addition).
MATH

5.NF.A.1
Add and subtract
fractions with unlike
denominators
(including mixed
numbers) by replacing
given fractions with
equivalent fractions in
such a way as to
produce an equivalent
sum or difference of
fractions with like
denominators.

Procedure/Materials:

Intelligences:

Day 1:
Day 1:
Introduce Farm Unit and discuss the importance of farms and agriculture to the
Imperial Valley and the nation. Students will go to posters placed on opposite
Kinesthetic
ends of the classrooms to answer the questions: "Do you know someone who
Intrapersonal
works on a farm or in agriculture?" and "Have you ever been to a farm?" Teacher Mathematical
will record results on the posters and students will determine what fraction of the
Naturalistic
class knows someone who works on a farm and what fraction of the class has
been to a farm. Students will add both fractions to determine how many students
know someone who works on a farm and who has been to a farm. Students will
check their answers using a calculator.
Materials:
Poster paper
Markers
calculator
Day 2:
Day 2:
Students will research different farm animals using the Farm Animals Wildtones
Naturalistic
app (http://wildtones.com/farm-animals-identification-app-for-iphone) before
Visual
brainstorming about what they know about farms in small groups using
Interpersonal
iBrainstorm app (http://www.ibrainstormapp.com/) and share their brainstorm
with the class. Students will independently write what they would like to learn or Verbal
what questions they have about farms on Google docs and submit assignment to
teacher.
Materials:
iPad
Farm Animals Wildtones app
iBrainstorm app
access to Google docs
Day 3:
Class will watch videos that explain an agrarian society
(https://app.discoveryeducation.com/search?Ntt=agrarian+agriculture) and
agriculture (https://app.discoveryeducation.com/search?
Ntt=agrarian+agriculture). In a small group, determine one or two main ideas in
the videos supported by key details and write a summary on Google docs.

Day 3:
Visual
Interpersonal
Verbal

Materials:
Desktop/laptop/iPad
Projector
Discovery Education subscription
Day 4:
Students will watch the video clip "Greatest Inventions: Farm Equipment"
Day 4:
(https://app.discoveryeducation.com/search?
Ntt=greatest+inventions+farm+equipment). Students, in small groups, will create Visual
Verbal
a timeline that includes a picture, invention date, and function of the following
Naturalistic
farm equipment: tractors, combine harvesters, row units, balers, rotary cutters,
and nutrient applicators using the Time Stream app (https://timestreamapp.com/) Interpersonal
and share their timeline with other students in class.
Materials:
Desktop/laptop/iPad
Projector
Discovery Education subscription
Time Stream app
Google or other search engine
Day 5:
Students will independently find a picture of their favorite meal and trace all of
its components back to the farm. They will create a collage using Glogster
(http://edu.glogster.com/?ref=com) and present it to a small group.
Materials:
Google or other search engine
Glogster
Desktop/laptop/iPad
Projector
Day 6:
Closed reading: "Farmers Farm" (http://www.readworks.org/passages/farmersfarm). Students will find and highlight the answers to the questions on the
reading passage and check their answers in small groups.
Materials:
"Farmers Farm" reading passage from readworks.org
Highlighters

Day 5:
Intrapersonal
Interpersonal
Naturalistic
Visual

Day 6:
Verbal
Visual
Interpersonal

Day 7:
Class will watch video "Down on the Farm" (https://www.youtube.com/watch?
v=hxcZtLl4qww). Students will answer the question, "What products do we get
Day 7:
from farm animals?" by making a list of the products we get from cows,
chickens, sheep, and goats. Students will work in small groups to make a web for Visual

each animal.
Materials:
Desktop/laptop/iPad
Projector
Access to YouTube
Google or other search engine
Day 8:
Students will write a short poem about a farm animal and turn it into a rap using
AutoRap (http://www.smule.com/listen/autorap/79). Students will have the
option to work independently or in a small group. Students will also have the
option to play their song in class or submit it to teacher.
Materials:
Desktop/laptop/iPad
AutoRap app

Naturalistic
Interpersonal

Day 8:
Musical
Intrapersonal
Interpersonal

Day 9:
The class will take a trip to Farm Smart (http://drec.ucanr.edu/). They will be
allowed to take their cell phones or digital cameras in order to take pictures of the Day 9:
Kinesthetic
farm and the activities they will be doing there throughout the day (making a
candle using beeswax, picking vegetables, tasting honey, singing farm songs,
Naturalistic
etc.).
Interpersonal
Intrapersonal
Materials:
Digital cameras (consult principal to see if cell phones can be used)
Day 10:
Students will make a picture collage on Glogster (http://edu.glogster.com/?
ref=com) about the field trip and present it to the class (students who don't feel
comfortable presenting in front of their peer may make their presentation on
Movenote.) Pictures must include captions that describe the activity.
Materials:
Desktop/laptop/iPad
Glogster or Movenote

Day 10:
Visual
Verbal
Intrapersonal
Naturalistic

Product:
Rubric for Glogster or Movie presentation:
Category

Information

Information
included in the
glog is complete
and accurate.

Information in
the glog is
incomplete, but
accurate.

Information is
missing,
incomplete,
and/or
inaccurate.

Title

Title and
subtitles are all
present and
visible.

Title and
subtitles are all
present, but not
easily visible.

Title and/or
subtitles are
missing.

Graphic Design

Graphics are
appropriate and
organized. Text
is easy to read
and follow.

Graphics are
appropriate, but
not organized.
Text is not easy
to read.

Graphics are
missing or not
appropriate.
Text is not easy
to read and
follow.

Media

Required
pictures and/or
video are
present.
Pictures are
linked and
videos play
correctly.

Required
pictures and/or
video are
present.
Pictures are not
linked and/or
videos do not
play correctly.

Required
pictures and/or
video are not
present.

Grammar

There are no
grammar
mistakes in the
glog.

There are less

than three
grammar
mistakes in the
glog.

There are more

than three
grammar
mistakes in the
glog.

Punctuation

There are no
punctuation
mistakes in the

There are less

than 3
punctuation

There are more

than three
punctuation

Intelligences:
Visual
Verbal
Intrapersonal
Naturalistic

Category

glog.

mistakes in the
glog.

mistakes in the
glog.

Spelling

There are no
spelling
mistakes in the
glog.

There are less

than 3 spelling
mistakes in the
glog.

There are more

than three
spelling
mistakes in the
glog.

Presentation

Student was
prepared for the
presentation
and didnt read
from the glog.

Student used
the glog to help
with
presentation,
but appeared
knowledgable.

Student read
the glog to the
class.

Rubric by Jessica Lindsey at:

https://www.teacherspayteachers.com/Product/General-Glogster-Rubric-232247

Presentation Ideas and Notes:

http://youtu.be/jtDdSPZ5IkU