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LESSON THREE

Overall Unit Question: How have world religions shaped who I am today?

Lesson 3 Includes:

  1. Lesson Question
  2. Learning Standards Addressed
  3. Performance Objective Addressed
  4. Resources Listed
  5. Learning tasks
  6. Assessment tasks
  7. Rubrics for assessment
  8. Reflection guide

Lesson Question:
How would you describe, illustrate, and present the main beliefs of Islam, Hinduism, Buddhism, Confucianism, Animism, Judaism, or Christianity if you were a believer and follower of that religion?

Learning Standards Addressed:
Standard 2 - World History of Learning Standards for Social Studies.

  • Students can analyze changing and competing interpretations of issues, events, and developments throughout world history.
  • They can analyze the roles and contributions of individuals and groups to cultural and religious practices and activities.
  • They can understand the development and connectedness of world religions over time.

Performance Objective Addressed:
Describe, illustrate, and support main beliefs of Islam, Hinduism, Buddhism, Confucianism, Animism, Judaism, and Christianity as a believer of that religion might.

A. Set: Continue interview presentations. Share with one peer your most significant fact recorded about each leader interviewed.

B. Teaching and Learning Tasks:

Using at least five of your intelligences, present the main beliefs of one of the main world religions or philosophies, in groups of three or four. Using charts in the room, review eight intelligence possibilities:

  • Logical mathematical
  • Bodily-kinesthetic
  • Linguistic
  • Spatial
  • Musical
  • Interpersonal
  • Intrapersonal
  • Naturalistic

C. Assessment Tasks:
Use the checklist below as a guide to completing the project and recording how many of the intelligences were used in this presentation.

Checklist for Assessment of MITA Projects at Cuba-Rushford School

Use this list to check your use of multiple intelligence activities in your projects. The list will help you to make sure that you have included at least five of these listed ways of knowing your topic. Please pass in this checklist with your final project:

 



Student's or Group's Names:



__________________________________________. 



 



Project Title:



_________________________________________. 



 



Main question addressed by this project: 



                



 



Materials or resources used: 



                



 



Criteria to be used for assessment of project: 



 



 



 



 



 



 



 



 



 



 



Checklist for multiple intelligences used: 



 



Linguistic: 



_____ clearly focused main idea 



_____ well - written or spoken 



_____ well documented facts, such as names, 
      places or events 



_____ relevant sources used 



_____ correct spelling and grammar 



_____ creative ideas communicated verbally 



_____ appropriate vocabulary to express ideas 



_____ appropriate narratives used 



_____ inclusion of word games, such as puns,
      lyrics, or poetry 



_____ other 



               



 



Logical - Mathematical: 



_____ clearly focused problems demonstrated 



_____ well organized 



_____ number games or strategies 



_____ relevant computer demonstration 



_____ correct facts and calculations 



_____ creativity such as puzzles, games or 
      brain teasers 



_____ appropriate abstract and concrete 
      examples to express ideas 



_____ appropriate cause-effect illustrated 



_____ organized into appropriate categories
      or clusters 



_____ other 



               



 



Bodily-kinesthetic: 



_____ clearly focused moves used 



_____ well - coordinated fine-motor skills evident 



_____ appropriate role plays or mimes 



_____ relevant building projects evident 



_____ correct assemblies of pieces 



_____ creative and dramatic expression 



_____ appropriate large motor skills 
      evidenced 



_____ tactile activities such as clay 
      modeling or building mock-ups 



_____ inclusion of running, dancing, 
      jumping or swinging 



_____ other  



               



 



Spatial: 



_____ well - drafted maps, charts and diagrams 



_____  creative pictorial expression 



_____ relevant sources used 



_____ clearly focused visual images 



_____ sculptures or paintings included 



_____ creative ideas communicated visually 



_____ appropriate graphics, brainstorming 
      diagrams, or charts 



_____  three-dimensional constructions 



_____ inclusion of mazes, puzzles or visual games 



_____ other  



               



 



Musical: 



_____ clearly focused sounds 



_____ well sung 



_____ well documented musical facts 



_____ musical compositions 



_____ correct timing and rhythm 



_____ creative sounds and expressions 



_____ appropriate instrumentals 



_____ listening activities



_____ inclusion of rhyming, tapping, or 
      appropriate sound effects 



_____ other 



               



 



Intrapersonal: 



_____ independent ideas



_____ sense of personal strengths 



_____ knowledge and accommodation of personal 
      weaknesses 



_____ work done independently 



_____ personal reflections 



_____ creative role playing 



_____ self-motivation evident



_____ self-confident



_____ articulates appropriate ideas, feelings, 
      and preferences 



_____ other 



               



 



Interpersonal: 



_____ works well with others 



_____ includes others' ideas and input 



_____ affirms others' strengths and abilities 



_____ forms close friendships 



_____ shows care and concern for others 



_____ involves committees, clubs or groups  



_____ appropriate collaboration and 
      communication evident 



_____ requires contributions of others 



_____ inclusion of team teaching and 
      learning opportunities. 



_____ other 



               



 



Naturalistic: 



_____ collection of data from the natural world 



_____ well-labeled specimens from nature 



_____ well-organized collections 



_____ sorts natural data, categorizes and 
      classifies information 



_____ visiting museums and natural historic sites 



_____ demonstrates research about nature 



_____ appropriate vocabulary for experiments in 
      nature 



_____ narratives from expert naturalists 



_____ evidence of magnifiers, microscopes, 
      binoculars or photographs 



_____ other 



 








Checklist taken from the book, STUDENT ASSESSMENT THAT WORKS: A PRACTICAL APPROACH. (Allyn and Bacon 1999)

D. Rubrics for Assessment:
Use the criteria students listed on their assessment guide above, and add any criteria that you feel is significant but that students may have omitted. Make sure these are added before students present or pass in projects.

E. Closure:
Students briefly present projects and classmates critique the presentations. All critiques are passed in and returned to students with their corrected assignment.

F. Lesson Reflection:
Jot down a few notes about the process of this lesson. Look at it from the students' eyes and adjust the work so that they learn more successfully as the unit progresses.

Workshop: Tapping Into Multiple Intelligences
Explanation | Demonstration | Exploration | Implementation | Get Credit

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