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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: 



_____ 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 




_____ 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 

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

_____ inclusion of running, dancing, 
      jumping or swinging 

_____ other  




_____ 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  




_____ 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 




_____ independent ideas

_____ sense of personal strengths 

_____ knowledge and accommodation of personal 

_____ work done independently 

_____ personal reflections 

_____ creative role playing 

_____ self-motivation evident

_____ self-confident

_____ articulates appropriate ideas, feelings, 
      and preferences 

_____ other 




_____ 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 




_____ 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 

_____ 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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