MULTIPLE INTELLIGENCES LESSON TEMPLATE
Lesson Title: Bowling with Subtraction Teacher: Kelly Kunsch
Grade Level: Kindergarten
Subject(s): Math Time: Approx. 2 weeks
Objective(s):
SW learn that the term subtraction means to “take away.” SW manipulate objects to solve simple subtraction problems. SW solve subtraction problems through the “act it out” strategy. SW develop a pictorial subtraction problem using the computer software Kidspiration.
Intelligences:
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Logical-Mathematical
Visual-Spatial
Technologies:
Computer Software: Kidspiration
NETS for Students:
3. Technology Productivity Tools – Students use technology tools to enhance learning, increase productivity, and promote creativity
Materials:
Mini bowling set (5 pins and 1 ball)
Paper bowling pins (5 for each child)
List of subtraction problems (with the difference no greater than 4)
Kidspiration computer software
Intelligences:
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Logical-Mathematical
Visual-Spatial
Procedure:
Introduction
Begin by explaining that the term subtraction means to “take away.” You begin with a certain number of objects, take some away, and are left with less that you started with. Using the bowling set as an example, set up five pins. Ask the children to count the number of pins standing. After rolling the ball (and knocking some of the pins over), ask the students to identify how many pins were knocked down. Then have the students identify the number of pins that remain standing. Illustrate the problem in subtraction form (i.e. 5 – 3 = 2; 5 is the # of pins started with, 3 is the # of pins knocked down, 2 is the # of pins left standing). Repeat a few more times, attempting to know down a different number of pins each time. Repeat the same procedure listed above, but this time, have the students act as models for the problem. Allow five students to stand as “pins” and allow another student to roll a ball. Instruct a certain number of the “pins” to fall to the ground and discuss the subtraction problem.
Activity
After the students are comfortable with the term subtraction, give them a list of subtraction problems (at this point, the difference should be no greater than 4). Give each child 5 paper bowling pin manipulatives. Model how to use the pins to represent the subtraction problem. Over the next week or so, continue to practice subtraction through the use of visuals, manipulatives, and the “acting it out” strategy. Bringing it Together
Once students are proficient with solving subtraction problems and stories, they can complete the next part of this lesson. Using a pre-made graphic organizer in Kidspiration, the students will develop a pictorial subtraction problem. Not only should the students illustrate a subtraction problem with pictures, they should be able to input the numbers as well. For students that are not as computer proficient or who may be struggling with the concept of subtraction, allow them to pair up with a student who is more familiar with the program.
Intelligences:
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Logical-Mathematical
Visual-Spatial
Assessment:
Assessment will be ongoing through teacher observation during whole group and individual instruction. The final project developed using Kidspiration will be assessed based on accuracy of the subtraction fact (are the correct number of pictures represented for each part of the problem) and creativity (were the students able to come up with different pictures other than the ones used as an example by me). No formal grade will be given for this assignment, because mastery of subtraction facts is not required in kindergarten.
Intelligences:
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Logical-Mathematical
Visual-Spatial
Reflection:
How did the technologies used accommodate the intelligences you identified?
Using Kidspiration will be beneficial for students who are primarily visual/spatial. Using this concept mapping program will allow students to have a visual representation of a subtraction problem.
If the technologies used were not effective, what can you recommend as an alternate application to use with this lesson the next time it is taught?
How did the intelligences identified improve student mastery of the objective(s)?
Did you observe other intelligences come into play during the lesson? What were they and how did they aid in student learning?
What other intelligences could be included in this lesson?
©2002 International Society for Technology in Education
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4 comments:
I love your lesson. The different activities are so great for keeping the students interested and active. I love that and I know how important that must be at the elementary level. They have so much energy. The combination of a physical bowling activity (great for the visual learners) plus the technology aspect of allowing them to create using Kidspiration, makes for an awesome lesson. I can’t say enough about how I need to more consciously design my lessons and cross-reference them to the Intelligences. It makes for such a more meaningful lesson.
This is a very interesting and concrete illustration of subtraction, especially for kindergarten-level students. I like how the kinesthetic and spatial knowledges are used (to knock down bowling pins), especially in setting up each subtraction problem. In this way, each student will have different subtraction problems with which to work.
I also like how lower-level students are given the opportunity to learn from more advanced students. In this way, you have alowed for a differentiated classroom.
Good job!
Really neat lesson. I like the progression from bowling pins to actual kids to Kidspiration. That is a great way to teach them to make connections. This is a difficult concept for kids that young but it should be very effective.
Awesome idea. I remember when I was a kid how much trouble subtraction was and I think a large part of it had to do with being a visual learner and most of what we did was rote arithmetic. What is a better learning tool for young children than setting something up and knocking things down. You know at the very least, you will have extremely enthusiastic learners.
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