Write The Goal, and Then List The Objectives Under That Specific Goal

Multiple Intelligences
Unit Plan
EDUC 526
Unit Title: Exploring Outer Space
Teacher: Joy Bernal
Grade Level: First Grade

Subject: Science
Goals and Student Learning Outcomes:
Time Frame: 15 Days
Write the Goal, and then list the objectives under that specific goal.
Within this unit students will explore the solar system and understand its relationship to life on
Earth. Students will recognize the sun and its relationship to Earth. Second, students will
identify, order, and describe the eight planets in our solar system. Third, students will know and
recognize the eight phases of the moon. Fourth, students will know what a star is and recognize
constellations. Finally, students will understand the role of an astronaut in space exploration.
Goal 1: Students will recognize the sun and its relationship to Earth.
o Student Learning Outcome 1: Using Google drawing, the students will demonstrate
their understanding of the importance of the sun by illustrating the three reasons the
sun is necessary in sustaining life.
o Student Learning Outcome 2: The students will explain why we experience day and
night by creating a Toontastic cartoon on the iPad in small groups.
Goal 2: Students will identify, order and describe the eight planets in our solar system.
o Student Learning Outcome 1: The students will create their own jingle to help them
order the planets correctly from memory using Garage Band.
o Student Learning Outcome 2: In Notability, students will add notes after each lesson on
the eight planets to create their own document of important facts about the planets.
o Student Learning Outcome 3: Working in small groups, the students will create an
interactive poster using Glogster on their assigned planet to showcase their learning
from throughout the unit.
Goal 3: Students will know and recognize the eight phases of the moon.
o Student Learning Outcome 1: The students will make a model of the moon phases
using Oreos.
o Student Learning Outcome 2: The students will create an Animoto video to show the
order and name of each moon phase.
Goal 4: Students will know what a star is and recognize constellations.
o Student Learning Outcome 1: Students will reflect in a blog post showing what they
learned about stars during the Gooru lesson What is a Star?.
o Student Learning Outcome 2: Using Creative Book Builder, students will write their
own legend about a constellation they found using the xSky app.
Goal 5: Students will understand the role of an astronaut in space exploration.
o Student Learning Outcome 1: Students will write a blog post from the perspective of
an astronaut explaining 3-5 ideas they learned about space exploration.
Intelligences:
Verbal/Linguistic, Interpersonal, Intrapersonal, Bodily Kinesthetic, Naturalist, Visual/Spatial,
Musical/Rhythmic, Logical/Mathematical
Technologies in the unit: Chromebooks, iPads, WiFI, Interactive Smart Board, Projector, Creately,
VoiceThread, Haiku Deck, Blendspace (The Sun), Google Forms, Google Drawing, Blogger,
Toontastic, YouTube, Interactive websites (Day and Night), Blast Off Webquest, Notability, Gooru
lesson (Moon Phases, What is a Star?, Space Exploration), Animoto App, Garage Band App,
Mindmeister, Google Docs, Glogster, xSky App, Creative Book Builder App
Common Core standards:
RI 1.1 Ask and answer questions about key details in a text.
RI 1.7 Use the illustrations and details in a text to describe its key ideas.
RI 1.10 With prompting and support, read informational texts appropriately complex for grade
1.
W 1.2 Write informative/explanatory texts in which they name a topic, supply some facts about
the topic, and provide some sense of closure.
W 1.6 With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
SL 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
SL 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be
predicted.
1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the
time of year.
Technology standards:
1.C Use models and simulations to explore complex systems and issues
1.D Identify trends and forecast possibilities
2.A Interact, collaborate, and publish with peers, experts, and others employing a variety of digital
environments and media
2.D Contribute to project teams to produce original works or solve problems
3.B Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
3.D Process data and report results
4.B Plan and manage activities to develop a solution or complete a project
4.C Collect and analyze data to identify solutions and/or make informed decisions
5.A Advocate and practice safe, legal, and responsible use of information and technology
5.B Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
6.D Transfer current knowledge to learning of new technologies
Materials: (digital and non-digital)
1. Chromebook (one per student)
Intelligences:
1. Intrapersonal,
Visual,
Interpersonal,
Bodily Kinesthetic,
Naturalist, Logical,
Musical, Verbal
2. Wifi
3. iPads (one per table group)
4. Interactive Smart Board
5. Projector
6. Creately
7. VoiceThread App
8. Haiku Deck
9. Blendspace
10. Google Forms

11. Google Drawing
12. Blogger
13. Toontastic App
14. YouTube
15. Interactive Websites
2. Verbal, Visual,
Bodily Kinesthetic,
Logical
3. Intrapersonal,
Visual,
Interpersonal,
Bodily Kinesthetic,
Naturalist, Logical,
Musical, Verbal
4. Interpersonal,
Visual, Bodily
Kinesthetic,
Musical, Logical
5. Visual, Musical
6. Naturalist, Logical,
Visual
7. Verbal
8. Visual
9. Interpersonal,
Bodily Kinesthetic,
Visual, Musical,
Logical
10. Intrapersonal
11. Visual, Bodily
Kinesthetic
12. Intrapersonal,
Logical
13. Bodily Kinesthetic,
Verbal,
Interpersonal,
Visual
14. Visual, Musical,
Intrapersonal
15. Bodily Kinesthetic,
Visual, Logical,
Naturalist
16. Visual, Musical,
Interpersonal,
Intrapersonal,
Bodily Kinesthetic
17. Verbal, Visual,
Interpersonal,
16. Blast Off Webquest
17. Notability App

18. Headphones
Logical
18. Musical,
Intrapersonal,
Verbal
19. Interpersonal,
Visual, Musical,
Logical,
Kinesthetic
20. Visual
19. Gooru Lesson
21. Musical
20. Animoto App
22. Interpersonal,
Intrapersonal,
Logical
21. Garage Band App
23. Visual, Naturalist,

Logical
22. Google Docs
23. Mindmeister
24. Glogster
25. xSky (app)
26. Creative Book Builder App
24. Visual,
Interpersonal,
Kinesthetic,
Logical, Naturalist
25. Visual,
Interpersonal,
Kinesthetic,
Naturalist
26. Interpersonal,
Intrapersonal,
Kinesthetic,
Visual/Spatial,
27. Kinesthetic
28. Kinesthetic
29. Kinesthetic
27. Oreos
28. Plates
29. Knives
Procedures:
Intelligences:
Week 1
Week 1
Day 1:
Teacher preparation: The teacher will prepare a KWL chart in Creately and
share the link with the students by posting it to the class website. Secondly, the
teacher will create a Haiku Deck slideshow with powerful images to introduce
the key terms of the unit. Finally, the teacher will load the video clip and have
it ready to view before the lesson begins.
Day 1:
Visual/Spatial,
Interpersonal,
Verbal/Linguistic, Bodily
Kinesthetic, Naturalist,
Logical/Mathematical
Learning environment: Traditional (Instruction), Online (Activity)

Traditional instruction was chosen to enable the teacher to guide the
students through the activity and engage prior knowledge throughout
the introduction of the new unit.
The online activity will enable students to use the application
VoiceThread and archive their work for reference later in the unit.
Differentiation:
GATE: Students will be challenged to correctly use key terms in a
sentence to demonstrate their understanding of the term on
VoiceThread instead of simply reciting the definitions.
SpEd: The teacher will help students engage prior knowledge through
the use and review of video, the KWL chart, and powerful images.
ELL: The teacher will include powerful images in the Haiku Deck
slideshow when introducing key terms for the unit to help students
visualize what each term means.
Lesson Overview: The teacher will introduce the unit by showing a short clip
of the Magic School Bus goes to Space (10 mins). After the video, the teacher
will explain how to fill in a KWL chart in Creately to help students connect to
prior knowledge before the unit. Each table group will receive a Chromebook
and will work together to add to the class KWL chart what they already know
and what they want to learn about (10 mins). Next, the teacher will introduce
key terms for the study of space unit using a Haiku Deck slideshow (7-8 mins).
In their table groups at the end of the slideshow, table groups will receive an
iPad and using VoiceThread will recite as many terms and definitions as they
can remember (5-7 mins).
Day 2:
Teacher preparation: Before the lesson the teacher will review the
Blendspace lesson and update any content necessary. Upon completion of
review the teacher will share the link to the lesson through the classroom
website.
Learning environment: Traditional (Instruction), Online (Activities)
Traditional instruction will allow the teacher to guide the students
through the Blendspace lesson.
Online activities will allow students to monitor their learning and
archive their work for reference later in the unit.
Differentiation:
GATE: To accompany each Google drawing, the students will also
include a sentence or two about a real life example that shows the
importance of the sun.
SpEd: The students will be permitted to refer back to the Blendspace
lesson to help support memory and understanding of the three
important reasons.
ELL: The teacher will lead a brainstorming session with the students to
help them apply their learning to what they see and know of real life
situations.
Day 2:
Intrapersonal,
Visual/Spatial,
Musical/Rhythmic,
Interpersonal
Lesson Overview: Each student will receive their own Chromebook at the
beginning of the lesson. The students will respond to the Google Form at the
beginning of the Blendspace lesson about the sun to write why they think the
sun is important (4-5 mins). After the students have responded, they will close
their Chromebook and participate in the Blendspace lesson lead by the teacher
(12-15 mins). At the end of the lesson, the students will use Google Drawing
on their Chromebooks to create an illustration to show the three reasons the
sun is important for life to survive. This illustration will be added to their
digital space log blog on Blogger (10 mins).
Day 3:
Teacher preparation: The teacher will review and post the lesson to the class
website for student access. Secondly, the teacher will install Toontastic on each
iPad if necessary and ensure that each is fully charged.
Learning environment: Flipped/Blended (Instruction), Online (Activity)
The flipped/blended model of instruction will allow students to move
through the material at their own pace and check their understanding
with the embedded quizzes.
The online activity will allow students to access the application on
Toontastic, archive their learning for reference later in the unit, and
work together collaboratively.
Day 3:
Intrapersonal,
Logical/Mathematical,
Visual/Spatial,
Interpersonal, Bodily
Kinesthetic
Differentiation:
GATE: GATE students will be paired with SpEd or ELL students to
review the lesson together and help other students with reading and
comprehension. Also, students will be assigned as team leaders to guide
their teams in the creation of their cartoon.
SpEd: Students will complete the lesson in pairs to help support varied
reading levels and comprehension. Secondly, students will be placed in
groups varied by ability to support the expression of their learning.
Additionally students will be able to access lessons from today,
yesterday, and their space blogs to support content integration during
the cartoon creation.
ELL: The teacher will review the terms: axis, spherical, and rotate
before the lesson. Students will complete the lesson in pairs to help
support varied reading levels and comprehension. Also, students will be
placed in groups varied by ability to support the expression of their
learning.
Lesson Overview: Each student will receive their own Chromebook at the
beginning of the lesson. The students will independently explore the Why Do
We Have Day and Night? interactive website and quiz (10 mins). Next, as table
groups students will create a short cartoon using Toontastic on the iPad to
summarize the most important facts they learned about the sun in the last two
days (20-25 mins).
Day 4:
Day 4:
Visual/Spatial,
Teacher preparation: The teacher will review the WebQuest and add it to the
class website for student access. Secondly, the teacher will create a new note
with a T-chart in Notability on each device for students to open to record their
learning. Finally, the teacher will cue and load each video prior to the start of
the lesson.
Kinesthetic,
Naturalist

Traditional instruction will allow the teacher to guide the discussion of
the WebQuest content and help students to pull out the most important
information in the videos.
The online activity will enable students the ability to collaborate and
record their learning, while archiving it for reference later in the unit.
Differentiation:
GATE: Students will apply what they have learned by narrating a short
story in their space log blog that describes what it would be like to live
on these planets. In their groups, students will work as leaders to help
guide their groups in completion of the T-chart.
SpEd: The students will work in their varied ability groups to complete
a T-chart to help organize their learning. Students will be able to use the
voice-recording feature of Notability instead of writing down their
learning.
ELL: The lesson will include powerful images and video to help show
students what is meant by the written explanations. The students will
work in their varied ability groups to complete a T-chart to help
organize their learning.
Lesson Overview: The teacher will use the Blast Off WebQuest to begin
learning about the characteristics of the different planets with the class.
Students will watch videos and explore Keynote presentations about the
planets Mercury and Venus together (15 mins). Next, in their table groups,
students will use an iPad to list and organize everything they can remember
about Mercury and Venus in Notability (10 mins).
Day 5:
Teacher preparation: The teacher will add a T-chart to each note in Notability
for students to open to record their learning. Finally, the teacher will cue and
load each video prior to the start of the lesson.
Differentiation:
Day 5:
Visual/Spatial,
Interpersonal,
Bodily Kinesthetic,
Naturalist
learning.
Lesson Overview: The students will continue to learn about the inner planets
today using the Blast Off WebQuest. The teacher will guide the class in
exploring videos and the Keynote presentations about the Earth and Mars (15
mins). At the end of the presentation, the students will work with their table
group to add their notes about Earth and Mars in Notability on the iPad (10
mins).
Week 2
Week 2
Day 1:
Teacher preparation: The teacher will purchase Oreos, paper plates, Ziploc
bags and plastic knives prior to the lesson. One bag of eight Oreos will be
assembled for each student. Secondly, the teacher will review and upload the
Gooru lesson to the class website for student access. Finally, the teacher will
ensure that each iPad has Animoto installed and is fully charged.
The flipped/blended instruction model will enable students to work
collaboratively to explore the Gooru lesson and create their own model
of the moons phases using Oreos.
The online activity will provide students access to the application
Animoto and enable them to demonstrate and archive their learning for
reference later in the unit.
Differentiation:
GATE: Students will be challenged to come up with a creative way to
remember the 8 phases of the moon and present it to the class.
SpEd: The student will be supported through the use of songs and
pictures to help teach the phases of the moon. The use of varied ability
groups will support the student by listening to their peers and working
together with them to carve the Oreo cream into the shape of the eight
phases.
ELL: Prior to the start of the lesson the teacher will review key terms
and concepts to engage prior knowledge and prepare students for the
activity.
Lesson Overview: The students will learn about the phases of the Moon
through the Gooru lesson Moon Phases. The students will work in their table
groups using one Chromebook and walk through the blended lesson. The
lesson will take the students through the various phases of the moon in song
and pictures. The students will create a plate of Oreos molded into the eight
Day 1:
Visual/Spatial,
Musical/Rhythmic, Bodily
Kinesthetic,
Interpersonal
phases of the moon (20-25 mins). At the end of the lesson the group will create
an Animoto video depicting the eight phases of the moon on the iPad (20-25
mins).
Day 2:
for students to open to record their learning. Finally, the teacher will cue and
load each video prior to the start of the lesson.
Day 2:
Visual/Spatial,
Kinesthetic,
Naturalist

Differentiation:
learning.
Lesson Overview: The students will continue to learn about the outer planets
today using the Blast Off WebQuest. The teacher will guide the students in
exploring the videos and webpages for Jupiter and Saturn (15 mins). At the end
of the presentation, the students will work with their table group to add their
notes about Jupiter and Saturn in Notability on the iPad (10 mins).
Day 3:
for students to open to record their learning. Also, the teacher will ensure that
each iPad has the Garage Band App installed and is fully charged. Finally, the
teacher will cue and load each video prior to the start of the lesson.
Differentiation:
Day 3:
Visual/Spatial,
Kinesthetic,
Naturalist,
Musical/Rhythmic
learning. Secondly, students will benefit from the creation and sharing
of the planet jingles to help them remember the order of the eight
planets.
organize their learning. Secondly, students will benefit from the
creation and sharing of the planet jingles to help them remember the
order of the eight planets.
Lesson Overview: The students will learn about the last two outer planets
today using the Blast Off WebQuest. The teacher will guide the students in
exploring the videos and webpages for Uranus and Neptune (15 mins). At the
end of the presentation, the students will work with their table group to add
their notes about Uranus and Neptune in Notability on the iPad (10 mins). Now
that students have completed all the planets, they will work with their table
groups and write a jingle to help them remember the order of the planets. The
Day 4:
students will record their jingles using the Garage Band App (10-15 mins).
Visual/Spatial,
Day 4:
Teacher preparation: The teacher will review and upload the What is a Star? Kinesthetic, Intrapersonal
Lesson to the class website for student access. Secondly, the teacher will
ensure that each iPad has the app xSky and is fully charged.
The flipped/blended model of instruction will allow students the
opportunity to work in groups and collaboratively explore the Gooru
lesson and xSky app.
The online activity will allow students access to their online space
blogs where they can demonstrate their learning and archive the
information for reference later in the unit.
Differentiation:
GATE: Students will be challenged to write short answer quiz
questions to test the class on what we have learned today. The teacher
will ask the class each question at the end of the lesson.
SpEd: Students will be able to choose to narrate their blog post aloud
instead of typing it or create an illustration of their learning through
Google Drawing.
ELL: The teacher will engage prior knowledge by reviewing key terms
using the Haiku Deck slideshow from the first lesson of the unit.
Lesson Overview: The students will learn about what is a star and
constellation today using the Gooru lesson What is a Star?. The students will
work in groups using one Chromebook to watch the embedded videos, answer
the quiz questions, and build your own star in the lesson (15 mins). Next the
students will use one iPad per group to look at the night sky using the app
xSky to explore constellations in the sky above our schools city and each
childs hometown (5 mins). Finally, students will each use their own
Chromebook to write a blog about what they have learned about stars and
constellations today (5-7 mins).
Day 5:
Teacher preparation: The teacher will ensure each iPad has the Creative
Book Builder App installed and is fully charged. Secondly, the teacher will
locate a few legends about constellations to share with the class.
Day 5:
Bodily Kinesthetic,
Visual/Spatial,
Interpersonal,
Verbal/Linguistic

The traditional instruction model will allow the teacher to read and
share several examples of constellations legends with the class to
engage and kick-start their brainstorming for a legend of their own.
The online activity will provide students with access to the application
Creative Book Builder and will allow them to collaborate to
demonstrate their learning and share their legends with their peers.
Differentiation:
GATE: Students will be challenged to complete a legend on their own
that also has a moral lesson in it.
SpEd: Students will be responsible for creating relevant pictures and a
narrated story but will not be required to include written text on their
story pages.
ELL: The teacher will provide a guiding outline and graphic organizer
to help the students structure their story.
Lesson Overview: In their groups today, students will work together to write
their own legend about a constellation they create using the Creative Book
Builder App. The teacher will begin class by reading a couple of legends
associated with two or three constellations (5-7 mins). These stories will be
used as inspiration for the students own legends about a constellation.
Students books will include a written legend narrated aloud and relevant
pictures to illustrate their story (25 mins).
Week 3
Day 1:
Teacher preparation: The teacher will review and upload the Space
Exploration Gooru lesson to the class website for student access.
The traditional instruction will enable the teacher to guide the learning
and discussion through the Gooru lesson about space exploration.
The online activity will provide students with access to their space
blogs where they can document and archive their learning.
Differentiation:
Week 3
Day 1:
Interpersonal,
Visual/Spatial,
Intrapersonal
GATE: Students will be challenged to write their blog post from the
perspective of a traveling astronaut instead of merely summarizing the
facts they learned.
SpEd: The students will be required to include three things they have
learned about space travel in their blog and will be permitted to narrate
it aloud instead of typing it.
ELL: Students will be paired off to brainstorm writing ideas together
before beginning to write their own blog posts.
Lesson Overview: The class will walk through the Gooru lesson Space
Exploration with the teacher to learn about significant advancements in space
exploration. The students will watch videos and read (with the teacher)
websites that detail the space exploration (20-25 mins). At the end of the
lesson, students will use their own Chromebook to write a new blog post to
summarize a minimum of 4 things they have learned about space travel (5-7
mins).
Day 2-5:
Teacher preparation: The teacher will create a collaborative Google Doc for
each group to use and post the link on the class website for student access.
Secondly, the teacher will create a mind map for each group to use to collect
and organize their information. Thirdly, the teacher will create a template for
the interactive poster to give each group a starting point in Glogster. Finally,
the teacher will post the interactive posters to the class website so the students
can explore their classmates work on the last day.
The flipped/blended model will allow students to engage with the
content of the unit collaboratively and allow them access to all their
archived learning throughout this unit.
The online activity will show the culmination of the students learning
throughout the unit and provide an attractive presentation of the
information.
Differentiation:
GATE: Students will be assigned as team leaders again to help guide
their group in the creation of their poster. They will help their group by
being responsible for adding written content to their poster.
SpEd: Student will be able to add verbal notes and images to the
Google notes. Students will be assigned a part that does not require
adding written content, but instead focuses on images and video clips.
ELL: ELL students will benefit from the creation of the mindmap in
Mindmeister. Verbal discussion with their peers in their varied abiliy
group will also support their students learning.
Lesson Overview: The students will work in groups to create an Interactive
Planet Poster in Glogster. The teacher will assign each group one planet. The
students will list in a collaborative Google Doc as many facts as they can
remember about their planet. Next, students will research their planet further
by watching videos from the Blast Off WebQuest and adding the additional
facts to the groups Google Doc (Day 2). Next, the groups will create a mind
Day 2-5:
Interpersonal,
Intrapersonal,
Verbal/Linguistic, Bodily
Kinesthetic,
Naturalist, Visual/Spatial
map using Mindmeister to organize their collected information. Each student

will be assigned one category and will be responsible to collect images and
videos for their section of the poster (Day 3). On the third day, the students will
spend all the time designing and inserting their collected information in their
Interactive Planet Poster (Day 4). On the last day, the students will explore the
other groups planet posters, comment on their classmates work and create a
final blog post about the favorite thing they learned during our Space Unit.
Product:
1. Interactive Planet Posters
2. Cartoon about the Sun
3. Animoto video of Moon Phases
4. Constellation Legend
5. Garage Band Song about Planets
Assessment (quantitative rubric):

Interactive Planet Posters
Intelligences:
1. Interpersonal,
Intrapersonal,
Bodily
Kinesthetic,
Logical/
Mathematical,
Naturalist,
Visual/Spatial
2. Bodily
Kinesthetic,
Interpersonal,
Visual/Spatial,
Logical/
Mathematical,
Verbal/Linguistic
3. Visual/Spatial,
Interpersonal,
Logical/
Mathematical
4. Interpersonal,
Visual/Spatial,
Intrapersonal,
Naturalist,
5. Verbal/
Linguistic,
Musical/
Rhythmic
CATEGORY
Content
The poster includes

All required elements
planet name, location in (see score 4) are
the solar system, size, included on the poster.
how many Earths fit
inside, temperature,
how many moons, 1-2
interesting facts and
uses a minimum of 4
vocabulary/key terms;
as well as includes
additional information.
All but 1 of the required 2 or more required

elements (see score 4) elements (see score 4)
are included on the
are missing.
poster.
Content - Accuracy
All information reported 1-2 facts reported

accurately.
inaccurately.
3-4 facts reported

inaccurately.
5 or more facts reported

inaccurately.
Grammar
Spelling,
Punctuation
There are no more than There is 3-4

1-2 grammatical
grammatical mistakes
mistakes on the poster. on the poster.
There are 5-6

on the poster.
There are more than 7

on the poster.
Graphics/Videos
5 or more
graphics/videos used
and are related to the
theme/purpose
of the Glog and
enhance reader interest
or understanding.
4 graphics/videos used
theme/purpose
of the Glog and
enhance
reader interest or
understanding.
2-3 graphics/videos
used and are related to
the theme/purpose
of the Glog and
enhance reader interest
or understanding.
0-1 graphics/videos
used and are related to
the theme/purpose of
the Glog and enhance
reader interest or
understanding.
Use of Class Time/

Participation
Used all time well and

needed no warnings to
stay focused and on
task.
Used all but 5-10

minutes well and/or
needed 2-4 warnings to
stay focused and on
task.
Used all but 15-20

minutes well and/or
needed 5-8 warnings to
stay focused and on
task.
Wasted 25 minutes or
more of class working
time and/or needed 9 or
more warnings to stay
focused and on task.
Cartoon about the Sun

Category
Content
Cartoon reports 4 or
more facts about
the sun.
All information
reported accurately.
5 graphics/
backgrounds used
and are related to
the theme/purpose
of the cartoon and
enhance listeners
Cartoon reports 3 facts

about the sun.
Cartoon reports 2 facts

about the sun.
Cartoon reports 1 fact

about the sun.
1-2 facts reported

inaccurately.
4 graphics/
backgrounds used and
are related to the
theme/purpose
of the cartoon and
enhance listeners
3-4 facts reported

inaccurately.
2-3 graphics/
are related to the
theme/purpose
of the cartoon and
enhance listeners
5 or more facts
reported inaccurately.
0-1 graphics/
are related to the
theme/purpose
of the cartoon and
enhance listeners
Content - Accuracy
Cartoon Characters
Use of Class Time/

Participation
interest or
understanding
Used all time well
and needed no
warnings to stay
focused and on
task.
interest or
understanding
Used all but 5-10
minutes well and/or
needed 2-4 warnings
to stay focused and on
task.
interest or
understanding
Used all but 15-20
minutes well and/or
needed 5-8 warnings
task.
interest or
understanding
time and/or needed 9
or more warnings to
stay focused and on
task.
Animoto Video of Moon Phases

Category
Content
Video demonstrates
all 8 phases of the
moon.
All information
8 graphics used
and are related to
the purpose
of the video and
enhance viewers
interest or
understanding
Used all time well
and needed no
warnings to stay
focused and on
task.
Video demonstrates 67 phases of the moon.
1-2 facts reported

inaccurately.
6-7 graphics used and
are related to the
purpose
of the video and
enhance viewers
interest or
understanding
Used all but 5-10
minutes well and/or
needed 2-4 warnings
task.
3-4 facts reported

inaccurately.
are related to the
purpose
of the video and
enhance viewers
interest or
understanding
Used all but 15-20
minutes well and/or
needed 5-8 warnings
task.
5 or more facts
are related to the
purpose
of the video and
enhance viewers
interest or
understanding
or more warnings to
stay focused and on
task.
Category
Content
Complete legends
for 3 constellations.
All information
reported uniquely
and adds to the
legend.
8 or more graphics
included and are
related to the
purpose
of the legend and
enhance viewers
interest or
understanding
Used all time well
and needed no
warnings to stay
focused and on
task.
Complete legends for 2

constellations.
1-2 facts retract from
the legends.
Incomplete legends for

1-2 constellations.
3-4 facts retract from
the legends.
Incomplete legends for

3 constellations.
5 or more facts retract
from the legends.
6-7 graphics included

purpose
of the legend and
enhance viewers
interest or
understanding

purpose
of the legend and
enhance viewers
interest or
understanding

purpose
of the legend and
enhance viewers
interest or
understanding
Used all but 5-10

minutes well and/or
needed 2-4 warnings
task.
Used all but 15-20

minutes well and/or
needed 5-8 warnings
task.
or more warnings to
stay focused and on
task.
Content - Accuracy
Graphics
Use of Class Time/

Participation
Constellation Legend
Content - Creativity
Graphics
Use of Class Time/

Participation
Garage Band Song about Planets

Category
Content
Song includes all 8

planet names.
Song includes 6-7

planet names.
Song includes 4-5

planet names.
Song includes 2-3

planet names.
Content - Accuracy
Use of Class Time/

Participation
All information
Used all time well
and needed no
warnings to stay
focused and on
task.
1-2 names reported

inaccurately.
Used all but 5-10
minutes well and/or
needed 2-4 warnings
task.
3-4 names reported

inaccurately.
Used all but 15-20
minutes well and/or
needed 5-8 warnings
task.
5 or more names
or more warnings to
stay focused and on
task.

Write The Goal, and Then List The Objectives Under That Specific Goal

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Write The Goal, and Then List The Objectives Under That Specific Goal

Diunggah oleh

Hak Cipta:

Format Tersedia

Multiple Intelligences

Teacher: Joy Bernal

Grade Level: First Grade

Time Frame: 15 Days

3. iPads (one per table group)

4. Interactive Smart Board

10. Google Forms

16. Blast Off Webquest

17. Notability App

19. Gooru Lesson

20. Animoto App

21. Garage Band App

23. Visual, Naturalist,

22. Google Docs

25. xSky (app)

26. Creative Book Builder App

Learning environment: Traditional (Instruction), Online (Activity)

Learning environment: Traditional (Instruction), Online (Activity)

Learning environment: Traditional (Instruction), Online (Activity)

Learning environment: Traditional (Instruction), Online (Activity)

map using Mindmeister to organize their collected information. Each student

2. Cartoon about the Sun

3. Animoto video of Moon Phases

5. Garage Band Song about Planets

Assessment (quantitative rubric):

The poster includes

All but 1 of the required 2 or more required

All information reported 1-2 facts reported

3-4 facts reported

5 or more facts reported

There are no more than There is 3-4

There are 5-6

There are more than 7

Use of Class Time/

Used all time well and

Used all but 5-10

Used all but 15-20

Cartoon about the Sun

Cartoon reports 3 facts

Cartoon reports 2 facts

Cartoon reports 1 fact

1-2 facts reported

3-4 facts reported

Use of Class Time/

Animoto Video of Moon Phases

Video demonstrates 67 phases of the moon.

Video demonstrates 45 phases of the moon.

Video demonstrates 23 phases of the moon.

1-2 facts reported

3-4 facts reported

Complete legends for 2

Incomplete legends for

Incomplete legends for

6-7 graphics included

4-5 graphics included

2-3 graphics included

Used all but 5-10

Used all but 15-20

Use of Class Time/

Use of Class Time/

Garage Band Song about Planets

Song includes all 8