Gardner-Style Lesson Plan - Cardio System: Molecular Basis of Heredity
Multiple Intelligences lesson plan for teaching the Molecular Basis of Heredity.
by Meryl D. Joseph
July 1, 2008
This lesson incorporates Gardner's Multiple Intelligences learning styles and is aligned with Arizona state standards. Grades: 9-12
Concept 2: Molecular Basis of Heredity
Understand the molecular basis of heredity and resulting genetic diversity.
Performance Objective 1. Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes.
Using the strand for high school science above, I would implement the following strategies to teach students the structure of the DNA double helix while implementing a targeted focus on each of Gardner’s multiple intelligences.
Stop watch, DNA molecular kit (with colors to identify each base and the backbone of DNA), CD player and CD of a classical song, detailed instructions of how to create the DNA molecule, separate diagrams of how to construct the DNA molecule, separate mathematical formulas to create a DNA molecule.
Construct a chart itemizing the multiple intelligences: logical-mathematical, linguistic, musical, spatial, bodily kinesthetic, interpersonal, intra-personal, and naturalist. Students will record their results in a lab book based on accuracy and time taken to construct the DNA molecule.
Instruction will last a total of 1 introductory hour plus 15 minutes per intelligence measured.
First class: Students will be given all materials in order to construct DNA molecules. Student will be expected to perform the task about 2 times in this one hour.
Logical-mathematical test: Students will only be provided calculations as well as the DNA kit. They will have 15 minutes to construct a molecule and record their results.
Linguistic test: Students will perform construction of the DNA molecule with the teacher reading the directions and the students following the directions. They will record their results.
Musical test: Students will be asked to construct a model of DNA while listening to the same classical song played during the first lesson.
Spatial test: Students will construct the DNA molecule without any form of direction, based on spatial relationship.
Bodily kinesthetic test: Students will time themselves and see how fast they can build a DNA molecule without direction. They will have two tries and record the fastest time.
Interpersonal test: Students will pair off to discuss the learning experience. They will compare notes.
Intra-personal test: Students will write a reflective journal compiling their notes on what they have learned.
Naturalist test: Students will be given a chart of the intelligences. They will rate from 1 – 10 (1 being least effective, 10 being most effective) each intelligence as to how effectively they constructed a molecule of DNA. The first class will be used as a control.
Students will then chart their averages and reflect which category of multiple intelligences works best for them.
Meryl D. Joseph is an honors graduate from Western Michigan University with a degree in Biomedical Science (Cum Laud). Meryl has taught high school science and will be teaching middle school math this fall. She plans to pursue her Master's in Educational Psychology.
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