Michele Lockley

Multiple Intelligences Unit Plan

EDUC 522

Teacher: Michele Lockley

Grade Level: Third Grade
Subject: Life Sciences

Unit Title: Biomes: Our Living World

Time Frame: 5 Weeks

Objective(s):
Students will understand the living world around us, the characteristics of the various biomes / habitats, and how animals adapt
to live within them.
Students will develop understandings about threatened and endangered animals as well as extinction and the human role in it.

Student Learning Outcomes:

Students will explore the natural world leading to a deepening of their understandings about life. They will look at the different
ecosystems/habitats/biomes and the life within them. They will develop knowledge that will become a foundation for
understanding about how organisms adapt to environments and how they interact with other life within them.

Standards:
(Include State and NET*S Standards)
California Common Core Standards Third Grade
3. Adaptations in physical structure or behavior may improve an organisms chance for survival. As a basis for understanding
this concept:
3.a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.
3.b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands,
and wetlands.
3.c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to
the organism or other organisms, and some are beneficial.
3.d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new
locations.

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522
3.e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and that some of those
resembled others that are alive today.
ELL CCS
Reading Standards for Informational Text
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in
a text, using language that Text pertains to time, sequence, and cause/effect.
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic
efficiently. 9. Compare and contrast the most important points and key details presented in two texts on the same topic.
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical
texts, at the high end of the grades 23 text complexity band independently and proficiently.
TECS
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other cultures
d. Contribute to project teams to produce original works or solve problems

Intelligences Addressed in Unit:

Verbal, Logical, Visual, Kinesthetic, Musical, Intrapersonal, Interpersonal, Naturalist

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522

Unit Calendar
Week 1

Monday

Tuesday

Wednesday

Thursday

Friday

Land Biomes
introduction/Groups

Land Biomes Group

Work

Land Biomes Group

Work

Land Biomes Group

Work

Land Biomes
Group
Share-Out

Week 2

Water Biome
Webquest

Water Biome Webquest Water Biome Group

Group Work
Work

Water Biome Group

Work

introduction/Groups

Week 3

Animals
Introduction

Week 5

Share-Out
Students work on
research for report.

Animal
Classification
Mind-mapping
Students Choose
animal to research.

Animal Adaptations Food Chain

and Characteristics Students work on
Students start Research
for report.

research for report.

Pop Quiz
Assessment
Socrative APP

Threatened and
Endangered

Extinction

Student
Conferences

Student
Conferences

Students work on
research for report.

Students work on
research for report.

Review of
Concepts

Review of
Concepts

Students

Students

Students

Biomes

Animals

Share-Out Animal
Presentations

Share-Out Animal
Presentations

Share Out Animal

Presentations

Introduction & Animal

Classification Mindmapping

Week 4

Water Biome
Group

Students work on
research for report.

Students work on
research for report.

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522

Materials:

Intelligences:

1. Computers

1. Kinesthetic,

Visual

2. Internet/WiFi

2. ALL MIs

3. Flex cam & Projector

3. Visual-Spatial

4. iPad (Teacher and Students)

UPad lite note taking (app)
Evernote (app)
Sonic Pics (app)
Pages (app)
Haiku Deck (app)
WWF Together (app)
Animals of Planet Earth (app)
Sea Animals of Planet Earth (app)
ATLAS Animals of Planet Earth (app)
ATLAS Birds of Planet Earth (app)
Ecosystems HD (app)
iMovie (app)
ScreenChomp (app)
PowToon (Internet)

4. Visual-Spatial, Naturalist,
Logical Mathematical,
Verbal-Linguistic,
Interpersonal

5. YouTube
http://education.nationalgeographic.com/education/encyclopedia/foodchain/?ar_a=1
https://www.youtube.com/watch?feature=player_detailpage&v=SWvtRf4TAO4
https://www.youtube.com/watch?feature=player_detailpage&v=iWfEn8J5xKM
https://www.youtube.com/watch?v=ZALlp63dm-o
https://www.youtube.com/watch?v=RsZjvBS4Y1g

5. Visual-Spatial, Natualistic,
Musical

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522
6. TeachersPayTeachers Resources
http://www.teacherspayteachers.com/Product/Biome-Characteristics-SortingCards-98261
http://www.teacherspayteachers.com/Product/Biomes-of-the-World-Map-847023
http://www.teacherspayteachers.com/Product/Biome-Postcard-Persuasive-Writing1041677

6. Visual-Spatial, Kinesthetic,
Naturalist

7. Paper, pencils, makers, crayons

7. Visual-Spatial,
Naturalists,
Logical Mathematical,
Verbal/Linguistic,
Interpersonal, Intrapersonal

8. Handout pages for each student to start their own Book of Life on Earth (as an
alternative to paper, this can be sent to the students and filled in through the
iPad in either Pages or annotate a PDF version in Notes HD Free.
9. WebQuest handout and cite at http://zunal.com/webquest.php?w=235658

8. Verbal/Linguistic,
Naturalist, Intrapersonal
9. Visual-Spatial,
Naturalists,
Logical Mathematical,
Verbal/Linguistic,
Interpersonal, Intrapersonal

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522

Procedures:
Week 1 - 5 Days

Intelligences:
Biomes, Collaborative Groups

Day 1 - Introduce and Groups

1. Teacher will introduce unit on ecosystems and animal adaptations using My Biome
Song on YouTube utilizing computer, internet and projector. Student tech manager
can set up the computer and projector as usual in the classroom.
http://www.youtube.com/watch?v=0A5eeE93uEA&list=PLTkgZd0Ai362Vdu2gD
eN335qdbhKpXU0q Students will hear the song twice.

1. Musical,
Visual-Spatial, Naturalist

2. Teacher will introduce vocabulary (tundra, taiga, deciduous forest, grasslands,

savannah, desert, tropical forest) using map from TPT
http://www.teacherspayteachers.com/Product/Biomes-of-the-World-Map-847023
and pictures of each biome.

2. Visual-Spatial, Naturalists,
Logical Mathematical,
Verbal/Linguistic

3. Teacher will divide students into groups of four (done by teacher beforehand, with
consideration to student levels, ELL status, SPED status) and assign roles (leader,
note taker, timekeeper, and researcher) to investigate their biome in Ecosystems
HD (app) and other appropriate apps and internet to complete several tasks.
Leaders will draw their teams biome card, a copy of the rubric, a procedures
checklist for the activity, and collect a habitat page for each student. Once students
are sitting with their groups, teacher will review the procedures that students will
follow and what is expected on the rubric.

3. Interpersonal, Naturalist,
Logical Mathematical,
Visual, Intrapersonal,
Verbal/Linguistic

4. Teacher will Students will get their iPads from the groups basket and follow the
Procedures Checklist instructions for activity. Items 5-8 are the procedure. Note
takers will get their notes page set up for the group (The file will be shared
within the group when completed.) Students may also start to explore the
Ecosystems HD app, as well as start looking at other apps and web pages. And

4. Interpersonal, Naturalist,
Logical Mathematical,
Visual, Intrapersonal,
Verbal/Linguistic

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522
Day 2-4 - Group Collaboration
5. Students will search for and explain vocabulary (words they dont know) from their
assigned ecosystem/biome in a mind map created in UPad lite note taking (app)

5. Naturalist,
Verbal/Linguistic,
Interpersonal, Kinesthetic

6. Students will google pictures to identify vocabulary, plants and animals and add
into their mind map about their subject.

6. Naturalist,
VisualSpatial, Kinesthetic

7. Students will fill in the Habitat page for their ecosystem/biome utilizing the
information from their research.

7. Naturalist,
VisualSpatial, Kinesthetic

8. Students will create (according to checklist and rubric guidelines) and then share /
teach about an ecosystem with talking photographs using Sonic Pics (app)

8. Visual-Spatial, Naturalistic,
Interpersonal, VerbalLinguistic

Day 5 - Groups Share Outs and Review

9. Students will share one of their Habitat Pages (see example at end of lesson plan)
so other students can complete their pages in order to compile a complete book.

10. Students will reflect in their Evernote (app) journal on how they connect to the
natural world around them.

9. Visual-Spatial, Naturalistic,
Interpersonal, VerbalLinguistic
10. Intrapersonal,
Verbal/Linguistic

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522
Week 2 - 5 Days

Water Biomes WebQuest, Collaborative Groups

Day 1 - Introduce and Groups

Teacher will introduce WebQuest and beginning video.
Teacher will have students separate into their cooperative groups and give them
WebQuest Notes (as an alternative to paper, this can be sent to the students and filled in
through the iPad in either Pages or annotate a PDF version in Notes HD Free.)
Teacher will have groups pull a card with the name of a water habitat on it
Teacher will explain the WebQuest task to the students while modeling chart and rubric
for presentation. (use iPad and Apple TV or AirPlay)
Teacher will answer any questions as needed.
Students will get their iPads from the baskets by group and find a location to work
Students will work in their groups to complete the activities and accomplish the task in
the WebQuest.
Student groups will need to decide how they are going to present so they will know how
to proceed in their WebQuest (Options are Prezi, Haiku Deck, PowerPoint or iMovie
with other options at teacher discretion).
Day 2-4 - Groups Collaboration
Student groups will work on WebQuest activities and start preparing for presentation.
Teacher will assist groups as necessary and check on progress with group conferences.
Day 5 - Groups Share Outs and Review
Students will share their presentations and provide key information for the biomes
chart.
Students will update their biomes chart at the end of the presentations.
Students will write a journal entry in Evernote (app) about their favorite biome, why,
what they would do if they could go there.

Verbal/Linguistic, Interpersonal,
Bodily-Kinesthetic, Naturalist,
Visual/Spatial, Musical,
Logical/Mathematical

Interpersonal, Verbal/Linguistic,
Kinesthetic

Intrapersonal, Verbal/Linguistic

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522
Week 3 - 5 Days, Animals
Day 1-2 - Animal Classification, Students choose animal for independent project
Teacher will introduce Animal Project and review expectations (rubric)
Student will choose an animal to study and consider how they would like to present.
Options for presentation are PowerPoint, iMovie, Sonic Pics, ScreenChomp (app)
Day 3 - Animal Adaptations and Characteristics
Teacher will share adaptations song
https://www.youtube.com/watch?v=0N0wVq4nUBU
Teacher will show pictures of animals and biomes and have students discuss in groups
what adaptations animals would need to live in the different areas (photo examples
from the following apps)
Animals of Planet Earth (app)
Sea Animals of Planet Earth (app)
ATLAS Animals of Planet Earth (app)
ATLAS Birds of Planet Earth (app)
WWF Together (app)
Students will summarize why adaptations benefit life through commenting on Fakebook
(app) posts.
Students will take their new understandings and apply them to their research on their
animal report
Day 4 - Food Chains
Teacher will introduce vocabulary: producers, consumers, decomposers utilizing
National Geographic Education Website
http://education.nationalgeographic.com/education/encyclopedia/food-chain/?ar_a=1
Teacher will share YouTube video on food chains,
https://www.youtube.com/watch?feature=player_detailpage&v=SWvtRf4TAO4
Teacher will share YouTube video Food Chain Song,
https://www.youtube.com/watch?feature=player_detailpage&v=iWfEn8J5xKM
Teacher will introduce activity website Food Chain, Kids Corner.
http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm
Students will explore website and activities.
Students will utilize apps and google to discover the food chain of their animal.

Interpersonal, Interapersonal,
Verbal/Linguistic, Logical,
Natualist

Verbal/Linguistic

Naturalist,
Logical/Mathematical

Naturalist, Kinesthetic

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522
Students will create a mindmap about their animal they like and how it is connected to
its environment in Simplemind (app).
Studetns will use google to add pictures with the words, and will be included in their
animal report.
Day 5 - Project Work
Teacher will monitor and conference with students as they work on their projects
Student will work towards completion of their projects

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Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522
Week 4 - 5 Days, Animals continued
Day 1 - Pop Quiz - Socrative App
Teacher will quiz students with Socrative in a check for understanding
Student will answer questions to the best of their ability.
Students will
Day 2 - Threatened and Endangered
Teacher will share YouTube video https://www.youtube.com/watch?v=ZALlp63dm-o
Students will explore the web site
http://www.konicaminolta.com/kids/endangered_animals/ and then utilize that source
as well as other apps and approved web sites for topic application to their animal report.
Students will post news items to Fakebook about important issues in animal or habitat
conservation
Day 3 - Extinction
Teacher will share video of animals that have gone extinct in the 21st Century
https://www.youtube.com/watch?v=wWFBbTkkn2E
Students will view and learn the Extinction Song
https://www.youtube.com/watch?v=RsZjvBS4Y1g
Student will research their animal to look for the status of their animal, and work to add
that into their report
Day 4-5 - Student Research and Work Days, Reflection and Conferences
Teacher will monitor and conference with students to aid where needed.
Student will work on research and process information towards their final project.

Interpersonal, Kinesthetic,
Verbal/Linguistic

Naturalist, Visual/Spatial,
Kinesthetic

Musical, Naturalist,
Visual/Spatial

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Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522
Week 5 - Review of Concepts, Assessments and Presentations
Day 1 - Review of Biomes (Land and Water)
Students will return to their groups and author 5 questions about each of their biomes
for Class Review
Teacher sill demonstrate how to write the question cards. Question on one side and
answer on the back.
Teacher will share questions through Socrative
Students will collaborate in teams and make judgments in a game to earn team points
using Socrative Clicker (app)
Day 2 - Review of Animals
Students will complete question cards regarding animals, adaptations and the topics
covered
Teacher will share questions through Socrative
Students will collaborate in teams and make judgments in a game to earn team points
using Socrative Clicker (app)
Day 3 - 4 Students Share Animal Reports
Day 5 - Remaining Presentations and Unit Wrap-Up
Students will comment on Teacher Questions on Fakebook.
(4-5 sentences) (Credit/No Credit)
How can you make a difference in the living world?
How might the world be different if we still had saber tooth tigers and mastodons in
Southern California?

Verbal/Linguistic, Interpersonal,
Bodily-Kinesthetic,
Intrapersonal, Naturalist,
Visual/Spatial, Musical,
Logical/Mathematical

12

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522

Product:

Intelligences:

Students will have three main products:

1. Group Biome Project Presentation
2. Group Water Biome Project Webquest Chart and Presentation
3. Individual Animal Reports

All activities have been chosen

to provide an opportunity to
touch each of the
Intelligences

Other products:
1. Mind maps
2. Fakebook comments
3. Vocabulary notes
4. Charts and graphic organizers

Verbal/Linguistic, Interpersonal,
Bodily-Kinesthetic,
Intrapersonal, Naturalist,
Visual/Spatial, Musical,
Logical/Mathematical

13

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522

Assessment:

Intelligences:

Biome Group Project

Verbal/Linguistic, Naturalist,
Logical/Mathematical, Visual,
Intrapersonal

VISUALS

Location,
Temperatures,
Rainfall

Interesting Plant
Life

15 POINTS

10 POINTS

5 POINTS

0 POINTS

Presentation
includes at least 5
pictures that
represent the
subject

Presentation
includes 3 or 4
pictures that
represent the
subject

Presentation
includes only 1 or
2 pictures that
represent the
subject

Presentation doesnt
include pictures that
accurately represent
the subject

Presentation
provides 4 or
more details
about the location
of the ecosystem
/biome

Presentation
provides 3 details
about the location
of the ecosystem
/biome

Presentation
provides 1 or 2
details about the
location of the
ecosystem /biome

Presentation does not

provide any details
about the location of
the ecosystem/biome

Presentation
provides 4 or
more details
about plant life of
ecosystem/biome
and provides
examples

Presentation
provides 3 details
about plant life of
ecosystem /biome
and provides
examples

Presentation
provides 1 or 2
details about plant
life of
ecosystem/biome
and provides
examples

Presentation does not

discuss plant life of
ecosystem/biome or
provide examples

Presentation
provides 3 details
about animal life
of
ecosystem/biome
and provides
examples

Presentation
provides 1 or 2
details about
animal life of
ecosystem/biome
and provides
examples

Presentation does not

discuss animal life of
ecosystem/biome or
provide examples

Credit is given for

sources used
(specifies internet
address or app)

No credit is given for

sources used
(specifies internet
address or app)

Interesting Animal Presentation

provides 4 or
Life

more details
about animal life
of ecosystem
/biome and
provides
examples

BIBLIOGRAPHY

POINTS
EARNED/P
OSSIBLE

/15

/15

/5

/5

TOTAL

/10
/45

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Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522

Water Biome Group Project - WEBQUEST

15 POINTS

10 POINTS

5 POINTS

0 POINTS

Presentation
includes at least
5 pictures that
represent the
subject

Presentation
includes 3 or 4
pictures that
represent the
subject

Presentation
includes only 1
or 2 pictures that
represent the
subject

Presentation
doesnt include
pictures that
accurately
represent the
subject

/15

Location,
Temperature,
Water type
(salinity)

Presentation
provides 4 or more
details about the
location of the
ecosystem /biome

Presentation
provides 3 details
about the location
of the ecosystem
/biome

Presentation
provides 1 or 2
details about the
location of the
ecosystem /biome

Presentation does
not provide any
details about the
location of the
ecosystem/biome

/15

Interesting Plant
Life

Presentation
provides 4 or more
details about plant
life of
ecosystem/biome
and provides
examples

Presentation
provides 3 details
about plant life of
ecosystem /biome
and provides
examples

Presentation
provides 1 or 2
details about plant
life of
ecosystem/biome
and provides
examples

Presentation does
not discuss plant
life of
ecosystem/biome
or provide
examples

Presentation
provides 4 or more
details about
animal life of
ecosystem /biome
and provides
examples

Presentation
provides 3 details
about animal life of
ecosystem/biome
and provides
examples

Presentation
provides 1 or 2
details about
animal life of
ecosystem/biome
and provides
examples

Presentation does
not discuss animal
life of
ecosystem/biome
or provide
examples

VISUALS

Interesting
Animal Life

TOTAL

POINTS
EARNED/P
OSSIBLE

Verbal/Linguistic, Naturalist,
Logical/Mathematical, Visual,
Intrapersonal

/15

/15
/60

15

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522

Animal Reports - Independent

15 POINTS

10 POINTS

5 POINTS

0 POINTS

POINTS
EARNED/
POSSIBLE

Visuals

Presentation
includes at least
5 pictures that
represent the
subject

Presentation
includes 3 or 4
pictures that
represent the
subject

Presentation
includes only 1
or 2 pictures that
represent the
subject

Presentation
doesnt include
pictures that
accurately
represent the
subject

/15

Writing

Writing contains
less than 3 errors

Writing contains
4-5 errors

Writing contains
6-7 errors

Writing contains
more than 8
errors.

/15

Animal
Classification and
Habitat

Presentation
discusses 2
elements, animal
classification and
habitat of the
animal.

Presentation
discusses 1
element, animal
classification or
habitat of the
animal.

Presentation
does not
discusses animal
classification or
habitat of the
animal.

/10

Adaptations and
Characteristics

Presentation
discusses 2
elements in
animal
adaptations and
characteristics of
the animal.

Presentation
discusses 1
element in
animal
adaptations or
characteristics of
the animal.

Presentation
does not discuss
animal
adaptations or
characteristics of
the animal.

/10

Food Chain

Presentation
discusses
animals place in
the food chain

Presentation
does not discuss
animals place in
the food chain

/5

BIBLIOGRAPHY

Credit is given
for sources used
(specifies
internet address
or app)

No credit is
given for sources
used (specifies
internet address
or app)

/5

TOTAL

/60

Verbal/Linguistic, Naturalist,
Logical/Mathematical, Visual,
Intrapersonal

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Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522

Presentation Ideas and Notes: (optional)

https://www.youtube.com/watch?v=Tcnjd3mYI9A

Technologies to be used:
Computer, Camtasia, SnagIt,
iPad, Haiku Deck, PowToon,
Internet

17

Michele Lockley
Multiple Intelligences Unit Plan
EDUC 522

18