Kindergarten Science Objectives Lesson Plans from a multiple intelligences perspective Sally D.

Balm 6/95
Five Senses (Body Parts)
Subject Area: Science Concept: Students can name and describe various body parts Materials: Body library books, poster paper, homework paper, dittos, felt body parts, playdoh, overhead (or opaque) projector, songs and fingerplays about bodies, paper

Linguistic Activities: Many books are available about our bodies in our school library. Students can look at books and discuss with others the different body parts and can make drawings which they can label. Name and describe at least ten body parts. Label a class poster. Homework Idea: Draw a picture of a body and get help labeling body parts. Present to class. Logical-Mathematical Activities: Students can count and write the number of body parts on a picture of a body. They could also make up counting, addition or subtraction story problems with felt cutouts of the different body parts on the felt board. Invent a new body part - what would it look like and be used for? Graph what we think is our most important body part (and explain why we think they are the most important). Kinesthetic Activities: Students can touch, name and describe various body parts. Students can make different body parts out of playdoh and have others guess what they made. Play Simon Says naming various body parts.

Visual-Spatial Activities: Draw and label a body with various body parts. Students can create a life-size picture of a body (using an overhead or opaque projector), labeling the body parts. Students can make bodies out of playdoh and name body parts. Musical Activity: Students can sing songs or recite finger plays about the different parts of the body. Interpersonal Activities: Create a class poster as described under linguistic. All four suggested math activities apply here. Intrapersonal Activities: Student can do an individual project by: drawing body parts and dictating what they are. completing a paper entitled If I was a ___ [choose body part] then I would ___ [choose action]. drawing and dictating why various body parts are important Assessment: Draw and label a body with various body parts. (V/S) Lead class in Simon Says. (K) Name and describe at least ten body parts. (Ling)

Five Senses (Explore)

Subject Area: Science Concept: Students can explore items using all five of their senses Materials: Five Senses library books, poster paper, felt sense organs, foods, different kinds of beans, paper, songs and finger plays about the five senses, dittos

Linguistic Activities: Many books are available about our five senses in our school library. Students can look at books and discuss with others the five senses and can make drawings which they can label. Teacher can read a five senses story and then encourage children to go around the group and take turns adding one line to the creation of a new story encorporating all the senses. Logical-Mathematical Activities: Students can make up counting, addition or subtraction story problems with felt cut-outs of the different sense organs on the felt board. Explore (and list?) hot and cold items and other opposites. Kinesthetic Activities: Students can explore various items using all five of their senses. Children can participate in a food activity (which requires most or all of their senses). Visual-Spatial Activities: Draw items and connect them to different sense organs on a picture of a body. Make an art project (such as a mosaic) from different kinds of things. Musical Activities: Children can draw pictures of what senses are used where music is concerned. Students can sing songs or recite finger plays about the five senses. Interpersonal Activities: Create story as suggested under linguistic. Share story problems as created under logical-mathematical.

Intrapersonal Activities: Student can do an individual project by: drawing an item and dictating what sense they used to learn about the item. completing a paper entitled My favorite sense is ___ [draw and dictate a response]. drawing and dictating which sense they think is the most important one Assessment: Teacher observation of students exploring various items using all five of their senses. (K)

Five Senses (Identify)

Subject Area: Science Concept: Students can identify and explain how they use each of their senses Materials: Five Senses library books, poster paper, felt sense organs, overhead projector (or opaque projector), playdoh, paper, songs and finger plays about the five senses, five senses booklet

Linguistic Activities: Many books are available about our five senses in our school library. Students can look at books and discuss with others the names and uses of each of their senses and can make drawings which they can label. Make a class poster labeling the five senses. How do we use each of our senses? Logical-Mathematical Activities: Students can create a family of five paper based on the number of senses there are. They could also make up counting, addition or subtraction story problems with felt cutouts of the different sense organs on the felt board. Make a cause and effect poster. Kinesthetic Activities: Students point to and touch different sense organs, identifying and explaining how they use them. Students can pantomime different senses and how they are used while other students guess which sense they are imitating. Visual-Spatial Activities: Students can create a life-size picture of a body (using an overhead or opaque projector), labeling the sense organs. Students can make bodies out of playdoh and describe sense organs and how they are used. Musical Activities: Children can draw pictures of what senses are used where music is concerned. Students can sing songs or recite finger plays about the five senses.

Interpersonal Activities: Make a class poster as described under linguistic. Share story problems as described under logical-mathematical. Make a cause and effect poster as described under logical-mathematical. Use pantomime idea as explained under kinesthetic. Intrapersonal Activities: Student can do an individual project by: drawing an item and dictating what sense they used to learn about the item. identify a picture representing each of the senses in a book entitled: My Five Senses by tracing or writing the word. Assessment: Students point to and touch different sense organs, identifying and explaining how they use them. (K and Ling)

Animals (Comparisons)
Subject Area: Science Concept: Students can communicate observations and comparisons Materials: Animal library books, poster paper, homework paper, animal felt pieces, chalk, pets, playdoh, plastic animals, animal songs and fingerplays, paper, animal dominos, dittos

Linguistic Activities: Many books are available about animals in our school library. Students can look at books and discuss with others what they observe. They can make observations and comparisons verbally and then make drawings which they can label. Create a class poem: ____ (name an animal) can ___, (name something they can do) but they cant ___! (Repeat) Homework Idea: What animal would make a good pet (and why?). Draw and dictate to someone who will write it down for you. Present to class. Logical-Mathematical Activities: Students can count and write the number of each animal in the classroom by a drawing they make (and label?) of each. They can also create a family of ___ paper based on the number of animals (or different kinds of animals) there are. They could make up counting, addition or subtraction story problems with animal cutouts on the felt board. Reproduce the size of various animals with chalk outside. Graph our favorite animals. Make a class poster: How are animals alike? How are they different? Kinesthetic Activities: Students can act out different animals while others guess which animal they are. Animals could be brought in that the kids can touch and feed. Students can make various animals out of playdoh and have others guess what they made and tell how they are different from each other. Students can manipulate plastic animals. Visual-Spatial Activities: Students can draw pictures of animals and label them. Students can play animal dominoes, naming the various animals as they play them. Students can make a mural of various animals, making observations and comparisons.

Musical Activities: Students can sing songs or recite finger plays about animals. Children can sing animal sounds to familiar tunes. Interpersonal Activities: Create a class poem as suggested under linguistic. Create a class poster as suggested under logical-mathematical. Intrapersonal Activities: Student can do an individual project by: dictating exactly what they would like to learn about animals. drawing two animals and dictating why they are different from each other. They could do as many pages of this as they choose to make their own booklet of various animals. completing a paper entitled If I was a ___ [choose animal] then I would ___ [choose action]. completing a paper entitled If I lived in a jungle [or farm or forest] then I would want to be a ___ [choose an animal] because they ___. Assessment: They can make observations and comparisons verbally and then make drawings which they can label. (Ling and V/S) The student can draw two animals and dictate why they are different from each other. They could do as many pages of this as they choose to make their own booklet of various animals. (Intra and Ling and V/S)

Animals (Interactions)
Subject Area: Science Concept: Animals have interactions with their surroundings Materials: Animal library books, taped animal stories, animal felt pieces, pets, animal videos, animal songs and fingerplays, paper, dittos

Linguistic Activities: Many books are available about animals in our school library. Students can look at books and discuss with others what they observe about animals interacting with their surroundings and they can make drawings which they can label. Teacher can read an animal story and then encourage children to go around the group and take turns adding one line to the creation of a new animal story. Provide taped animal stories for the children. Logical-Mathematical Activity: They could also make up counting, addition or subtraction story problems with animal cut-outs on the felt board. Kinesthetic Activities: Students can observe classroom pets and how they interact with their surroundings. Animals could be brought in that the kids can touch and observe how they interact with their surroundings. Visual-Spatial Activities: Students can draw pictures of animals and their surroundings and label them. Students can watch an animal video that deals with them interacting with their surroundings. Musical Activity: Students can sing songs or recite finger plays about animals. Interpersonal Activities: Create a group story as suggested under linguistic. Share story problems as created under logical-mathematical. Students can use think-pair-share technique to tell what they learned from the video mentioned under visual-spatial.

Intrapersonal Activity: Student can do an individual project by: drawing two animals and dictating why they are different from each other. They could do as many pages of this as they choose to make their own booklet of various animals. completing a paper entitled If I was a ___ [choose animal] then I would ___ [choose action]. completing a paper entitled If I lived in a jungle [or farm or forest] then I would want to be a ___ [choose an animal] because they ___. Assessment: The student can draw animals and their surroundings. They could do as many pages of this as they choose to make their own booklet of various animals. (Intra and V/S) Teacher observation of students and their remarks about classroom pets (and/or other animals brought in) and how they interact with their surroundings. (Ling and V/S)

Animals (Structures)
Subject Area: Science Concept: Animals (such as fish, earthworms, and chickens) have various structures which can be observed and described Materials: Animal library books, poster paper, animal felt pieces, pets, animal songs and fingerplays, paper, dittos

Linguistic Activities: Many books are available about animals in our school library. Students can look at books and discuss with others what they observe about the structures of different animals and they can make drawings which they can label. Make a class poster comparing two animals and describing how their structures differ. Logical-Mathematical Activities: They could also make up counting, addition or subtraction story problems with animal cut-outs on the felt board. Invent a new animal - what would it look like? Kinesthetic Activities: Students can observe and describe the structures of classroom pets. Animals could be brought in so the kids can observe and describe their structures. Visual-Spatial Activities: Students can draw pictures of animals including (and labeling) their key structures. Students can create a life-size picture of an animal (using an overhead or opaque projector), labeling the key structures. Musical Activity: Students can sing songs or recite finger plays about animals. Interpersonal Activities: Make the class poster as described under linguistic. Share story problems as created under logical-mathematical. Use the think-pair-share technique with the new animal theyve invented as told about under logical-mathematical.

Intrapersonal Activity: Student can do an individual project by: drawing an animal and dictating what they are like. They could do as many pages of this as they choose to make their own booklet of various animals. completing a paper entitled If I was a ___ [choose animal] then I could ___ [choose action]. completing a paper entitled If I lived in a jungle [or farm or forest] then I would want to be a ___ [choose an animal] because they ___. Assessment: Have each student explain class poster comparing two animals and describing how their structures differ. (Ling and V/S) Students can observe and describe the structures of classroom pets (or other animals brought in). (Ling and K)

Water, Sand & Soil (Explore)

Subject Area: Science Concept: Students can explore the texture and characteristics of sand and water with various containers and tools Materials: Water and sand library books, clean sand, clean water, water spray bottles, ping pong balls, sensory table and/or tubs, mural paper, heavy art paper, songs and fingerplays about water, sand, and soil, whate sounds tape, glasses for water instruments, paper

Linguistic Activity: Many books are available about sand and water in our school library. Students can look at books and discuss with others the texture and characteristics of sand and water and can make drawings which they can label. Teacher can read an appropriate story and then encourage children to go around the group and tell what they have learned exploring at the sensory table. Logical-Mathematical Activity: What rules do we need concerning using these items? How can we use these items? What should we do with the items when its clean-up time? Why? Kinesthetic Activity: Students will explore the texture and characteristics of sand and water at a sensory table (or in tubs) in small groups or by themselves with various containers and tools. Children will use water in spray bottles at the sensory table with two ping pong balls to note the strength water can have. Visual-Spatial Activity: Students will make a mural of water, sand, and soil. Children will make sand art (either on a picture or in a bottle). Musical Activity: Students can sing songs or recite finger plays about water or sand. Make water instruments. Listen to whale music. Interpersonal Activity: Use the group story idea as listed under linguistic. Explore sand and water in small groups as suggested under kinesthetic.

Intrapersonal Activity: Students can complete an individual project such as: dictate (and draw) a story about a day in the life of a drop of water. dictate (and draw) why water is important to them. make a sand art project as mentioned under Visual-Spatial. Assessment: Teacher observes students exploring the texture and characteristics of sand and water at a sensory table (or in tubs) in small groups or by themselves with various containers and tools.

Water, Sand & Soil (Sink/Float)

Subject Area: Science Concept: Students will experiment with materials that sink or float Materials: sink and float library books, poster paper, homework ditto, paper for graphing, large (and small) sink and float labelled cards, large (and small) picture cards of sink or float items, water in sensory table and/or tubs, items for sink/float experiments, small papers for drawing sink/float items, songs and fingerplays about sink and float, glasses for water instruments, paper

Linguistic Activities: Many books are available about water in our school library. Students can look at books and discuss with others objects that sink or float and can make drawings which they can label. Make a class poster: What items sink? What items float? Homework Idea: Experiment with various items at home and create a sink/float sheet to share with the class. Logical-Mathematical Activities: Graph what we think will float or sink. Students can count and write the number of items that float and the number that sink on a paper where theyve drawn the items in two columns. Kinesthetic Activities: Teacher distributes large picture cards (with words) of various items. Large sink and float cards are posted up front and students take turns bringing up picture cards and placing them under the suspected correct heading. Changes can be made after actual experimenting. Students will experiment with various items to determine what will sink and what will float. Visual-Spatial Activities: Students will draw pictures of various items that sink and float. Children will align small picture cards under small sink and float labels. Musical Activity: Students can sing songs or recite finger plays about water. Make water instruments.

Interpersonal Activity: Brainstorm for class poster idea as explained under linguistic. Use graphing activity as described under logical-mathematical. Intrapersonal Activity: Students can complete an individual project such as: the actual experimenting as mentioned under kinesthetic. using the small picture cards as suggested under visual-spatial. use water instruments as mentioned under musical. Assessment: Teacher observation of students experimenting with various items to determine what will sink and what will float. (K)

Water, Sand & Soil (Where & How)

Subject Area: Science Concept: Students will observe and communicate where we find water, sand, and soil in our school and neighborhood and how we use them Materials: Water, sand, and soil library books, poster paper, taped water-related stories, homework ditto, paper, songs and fingerplays about water, sand, and soil, landform materials, glasses for water-musical instruments

Linguistic Activities: Many books are available about water, sand and soil in our school library. Students can look at books and discuss them with others and can make drawings which they can label. Make a class poster: Where do we find water at school and in our neighborhood? How do we use it? Where do we find sand at school and in our neighborhood? How do we use it? Where do we find soil at school and in our neighborhood? How do we use it? Provide taped water-related stories for the children. Logical-Mathematical Activities: What if we ran out of water? What would change? How can we prevent that from happening? Make a whole group cause and effect poster. Kinesthetic Activities: Students will go on a walking field trip and look for examples of where water, sand, and soil are located around school (and note how they are used). Homework idea: Students will look for examples of where water, sand, and soil are located around home (and note how they are used). Students can dramatize actual uses of water by themselves or with one other student. Visual-Spatial Activities: Students will draw a picture of where we find water, sand, or soil. Children will draw a picture of how we use water, sand, or soil. Students can make a land form and show how water moves near or through it. Musical Activities: Students can sing songs or recite finger plays about water, sand, or soil. Make water instruments.

Interpersonal Activities: Use class poster idea as listed under linguistics. Use cause and effect poster idea as listed under logical-mathematical. Use walking field trip idea as listed under kinesthetic. Intrapersonal Activities: Students can complete an individual project such as: a paper with a sentence starter such as There is water ___(fill in where) and we use it by ___. Student draws picture and dictates response. dictate and draw a story about a day in the life of a drop of water. Assessment: Students will go on a walking field trip and look for examples of where water, sand, and soil are located around school (and state how they are used). (K and Ling) Children can draw a picture of where we find water, sand, or soil and explain how we use them. (V/S and Ling) Students can complete a paper with a sentence starter such as There is water ___(fill in where) and we use it by ___. Student draws picture and dictates response. (Intra)