Mimi and the Grands

Educating Through Multiple Intelligences

Feb 6

Big Snow – And Teaching the Letter S

by Nancy "Mimi" Taylor

I love combining a book study unit with teaching a letter of the alphabet. We don’t get snow in the valley where we live, but even so, the grands enjoy learning about snow (and of course, snowmen). So, I developed a study unit on the book Big Snow by Jonathan Bean, and planned activities to teach the younger grands the letter S. 

Big Snow

This delightful book, published in 2013, describes the anticipation of David, a little boy, wanting to see “a big snow” in his neighborhood. I loved the way the mother in the story tried to keep him busy by helping her with chores, but unfortunately everything seems to remind David of snow. Even the dream during his nap is focused on shoveling large drifts of snow that accumulated in his home. When he awakes from his nap, his father has come home early from work, due to the snow.  The whole family dresses warmly to go out and explore all the snow that is now covering their neighborhood.

I have actually spent several weeks on this unit, mostly because the boys and I have taken turns recuperating from colds (or flu), but this would most likely be a four day unit otherwise. As always, I plan a variety of activities in each intelligence and choose the ones that best work for each grandson (Tigger 6, Kona 4, and Tahoe 2). If you use this study unit, I encourage you to use at least one activity from each intelligence.

Linguistic (Word Smart)

Reading- I have read Big Snow to each grandson several times. There is always a discussion of the pictures, new vocabulary, the sequence of events, and the letter S as I read to them.

Writing- Both Kona and Tigger love to type on my iPad, so as I read the story to each of them, they located words that begin with “S” and typed them. We read the words together afterwards. The youngest grand, Tahoe, traced the letter “S” in the air with my help.

Decoding – Tigger worked on decoding words that had s-blends (such as stop and slug) using this website:

http://www.progressivephonics.com/attachments/article/19/Int_Book_2_screen_version.pdf

 Spatial Intelligence (Picture Smart)

Letter crafts- (Snowman Craft)  I planned a simple craft project to use the letter “S” to make a snowman for the two younger grands. I cut out a letter S, some snowman face features, a hat, and some buttons from construction paper. I happened to have scraps of red yarn too which we used as the snowman’s scarf. First, to make the body of the snowman,  we glued the letter “S” to a piece of construction paper. Next I had the boys spread white glue to make two circles within the letter “S” and then had them sprinkle baking soda on top of the glue. After the glue and baking soda had dried, we gently shook off the excess baking soda. We decorated the snowmen with the construction pieces and yarn that I had prepare to complete the picture.(Snake Craft) I had Tahoe create a separate project as well. I cut a large letter “S” out of construction paper and had him trace it with his finger. I told him that “S” starts the word”Snake” and we made the sound a snake makes together. Then he used his dot paints and crayons to turn the “S” into a “Snake”.

Both Tahoe and Kona enjoyed making this snowman with the letter S.

Both Tahoe and Kona enjoyed making this snowman with the letter S.

Videos on Snow- I found several news videos online about the blizzard in New England (Jan. ’15) so I watched them with my older grandsons after reading the book Big Snow. (I always preview videos before showing them to my grandsons, and if necessary, we watch the videos with the audio turned off.) We discussed the similarities that we saw in the videos and the book.

Videos on Letter “S”- I also showed videos on the letter “S” to Kona and Tahoe that I found online. They are so many of these videos available and they are easy to find, so I won’t share the links we used.

   Interpersonal (People Smart)

Dramatic play – After reading the story several times to the grands, we reenacted  the story using dramatic play and any props that were laying around the area where we played.

Cooking – Since my grandsons are still young enough to need lots of supervision during cooking activities, I have placed this activity under Interpersonal. It could go under Logical/Mathematical (for measuring) or Linguistic (for reading directions) as well for older children. I chose two recipes to share with my readers. Since the main character in the book starts making oatmeal raisin cookies, I would use this recipe if my grandsons weren’t on a gluten free diet right now. http://allrecipes.com/Recipe/Oatmeal-Raisin-Cookies-I/

For a gluten free version, I planned to do this recipe: http://kitchensimplicity.com/oatmeal-chocolate-chip-raisin-cookies/

Games- “Snowball Fight” Since we didn’t have real snowballs, the grands and I used rolled up socks as snowballs.

 Bodily-Kinesthetic (Body Smart)

Pretend Snow- Since we don’t get our own snow, we have to make “Pretend Snow” instead. I found an easy recipe at this link (although we didn’t add glitter or lavendar oil to our version.)

 http://www.raisinglifelonglearners.com/snow-dough-science/

Cleaning House- Part of the story Big Snow, includes David attempting to help his mother with household chores (changing the sheets and cleaning the bathroom) to take his mind off the snow that was coming down outside. You might not be able to do this in a classroom, (although you could pantomime these activities), but since I watch the grands in their own home, it is a wonderful activity for us. As you work together, discuss items you are using that begin with the letter “S”, such as suds, spray bottle, soap, etc.

Playing with Scooters-While I’m not sure you can ride on scooters in the snow, I remind my grandsons that “scooter” begins with the sound of “S” as they play with them. Kona and Tigger love to race each other in their scooters, while Tahoe thinks it is fun to try to balance on two scooters at the same time.

Tahoe loves trying to balance on two scooters.

Tahoe loves trying to balance on two scooters.

Winter Clothing Race- In the story Big Snow, David keeps going outside to check on the snow. Each time he leaves the house he has to put on his jacket, scarf, hat, and mittens. I designed a race for Tigger and Kona where I left pieces of their winter clothing around the great room in their house, and they had to race to collect each piece and then put them all on.

Playdough mats- I created my own playdough mat of the Letter S and a snowman for Tahoe and Kona to practice the formation of the letter S and to create their own snowmen with playdough.

 Naturalist intelligence (Nature Smart)

Field trips– If it doesn’t snow where you live, you may be able to take a field trip to a place that does have snow so they can experience and play in the real thing. 

Nature Letters- I took the grands outside and had them make the letter “S” out of natural materials they had found in the yard.

Outdoor Scavenger Hunt– I either make a list or take picture cards of some items  that we might find outside that begin with the letter “S” such as sticks, stones, sand, stars, saplings, sun, or sunshine.

Logical/Mathematical Intelligence (Number/Reasoning Smart)

Counting activities: Tigger worked on a “snowflake” activity which required him to use his counting and measuring skills. He had to create a six sided snowflake with pipe cleaners, count the number of cups of boiling water I poured into a mason jar (3), add nine tablespoons of Borax to the water, and place three drops of blue food coloring in the liquid before stirring. The complete directions for this fun activity can be found here:

http://pagingfunmums.com/2015/01/23/grow-frozen-themed-snowflakes/

Measuring: One of the towns in Massachusetts had 36 inches of snow. I had Kona and Tigger measure 36 inches pieces of construction paper that were taped together and then attached the measured paper to the wall so the grands could easily visualize how much snow had fallen during the blizzard.

 Intrapersonal Intelligence (Self Smart)

Independent reading– I always allow time for the grands to look over the book we are studying on their own. 

Exploration– Since we don’t get “real snow” where we live, I kept the “Pretend Snow” (explained under Bodily-Kinesthetic) in the refrigerator. The boys were able to take it out and play with it on their own. (Tahoe wouldn’t play with it though. He said it was too cold.)

Musical Intelligence (Music Smart)

Finger plays and songs- “Frosty the Snowman”or “Susy Snowflake”  can be sung all during the winter season. The lyrics can be found online. “Five Little Snowmen” is a cute finger play and can be found at this link:

http://wiki.kcls.org/index.php/Five_Little_Snowmen

Listening to classical music-Play Vivaldi’s “Winter” from the Four Seasons Symphony while you have a snowball fight (listed under Interpersonal Intelligence). Or listen to “Waltz of the Snowflakes” from Tchaikovsky’s The Nutcracker while making “Pretend Snow” (see Bodily-Kinesthetic Intelligence).

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I hope you are enjoying my lesson plans using Multiple Intelligence strategies, and finding some ideas that will work for the children in your care. If you are interested in seeing more of my lesson plans,  please sign up to follow my blog.

 

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Book Study Unit Consonant Lessons Education Multiple Intelligence Lessons

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Dec 3

B is for Bethlehem – Book Study

by Nancy "Mimi" Taylor

During the Christmas season, I wanted to plan lessons using a book that would not only tell the story of the birth of Jesus, but also teach academic skills. I found such a book in B is for Bethlehem by Isabel Wilner. With beautiful illustrations and rhymes, the author gives the reader some very important details about the events surrounding His birth.

B is for Bethlehem_I created this plan as an eight day study unit. I read the book aloud to my grandsons each day, and chose one other activity from the plan, making sure by the end of the study unit my grandsons has done one activity from each intelligence.  Additionally I planned differentiated lessons based on each grandchild’s needs:

Tigger (6) would be able to read many of the words, recognize the rhymes, and would benefit from the higher level vocabulary used in the story. My goal for Tigger would be increased comprehension of the events that led up to the birth of Jesus.

Kona (4) already recognizes all the alphabet and most alphabet sounds. His literacy lessons would focus on discussing the rhyming words and being able to explain at least four details from the book.

Tahoe (2) is still learning his letters, so I would focus on the letters B (Bethlehem) and J (Jesus). He should also be able to tell me the names of the main characters when I point to their pictures.

Linguistic Intelligence/Word Smart

  • Read the book aloud to the grands each day of the study unit.
  • In subsequent readings, discuss the alphabet letters, letter sounds, familiar words, new vocabulary, characters, setting, and main events of the book depending on the readiness and literacy goals of each child (grandsons, in my case).
  • Each page has two rhyming words, so discuss and/or write down some of these rhyming pairs. Kona and I discussed the words that rhymed on each page. For Tigger I copied a few rhyming pairs on paper, and had him match them up afterwards.
  • I made picture cards of the main characters, scenes, and events from the story. I had the older grands use them to make a story map of the book.
Picture cards can be used for so many different activities. They can be used with non readers as well as emergent readers. In this picture I've shown how I helped Kona create a story map of the book.

Picture cards can be used for so many different activities. They can be used with non readers as well as emergent readers. In this picture I’ve shown how I helped Kona create a story map of the book.

Musical Intelligence/Music Smart

  • Play a recording or sing songs such as “O Little Town of Bethlehem,” “O Come All Ye Faithful,” “The First Noel,” “What Child Is This?,” “Angels We Have Heard on High,” and/or “Away in the Manger.” You can find recordings or videos for most of these songs on the Internet.
  • Play a recording of “Not That Far from Bethlehem” by Point of Grace. If you don’t have a recording already, you can find videos on the Internet for this  song.

Bodily-Kinesthetic Intelligence/Body Smart

  • Create actions for “Away in a Manger” or use ones found at this website:          http://christmas.lovetoknow.com/Christmas_Songs_for_Preschool
  • Visit a Living Nativity. The one we attend each year at a local church has attendees walk to ten different scenes that explain the events of the birth of Jesus. 
  • Scavenger Hunt-Take a walk in your neighborhood for Christmas displays that show events or characters from the book. Make a list with words or use picture cards of items or characters that you would like the child(ren) to find. Ideas for this Scavenger Hunt include: baby Jesus, Mary, Joseph, manger, Christmas star, shepherds, angels, and wise men. (You could also use this list if you go to a Living Nativity.)

Interpersonal Intelligence/People Smart

  • Use dramatic play to enact a journey to Bethlehem using robes, sheets, or pillowcases to improvise costumes. A baby doll can be the baby Jesus. (Use the manger idea under “Naturalist Intelligence” to make the crib for the baby.)
  • Guessing Game: Have one person call out a letter of the alphabet, and another person name something from the Christmas story that starts with that letter. (You can decide whether it has to be the exact same word from the book or if other responses are allowed. For example, the book has “A is for Augustus,” but if my grandsons answered “Angels” I would consider that a correct answer.)

 Spatial Intelligence/Picture Smart

Tahoe was eager to use his pattern blocks on pre-made mats to make Nativity scenes.

Tahoe was eager to use his pattern blocks on pre-made mats to make Nativity scenes.

  • I gave the grands some pattern blocks to make pictures of Nativity scenes. I used the Nativity pattern block mats I found on this wonderful website: http://thisreadingmama.com/nativity-pattern-block-mats/
  • The Letter “J” project-It just so happened that “J” was our alphabet letter of the week, so we created a picture of the baby Jesus laying in a manger made by the hook of the “J”.
  • Christmas Star project-The book has such gorgeous illustrations and I wanted the older grandsons to notice them. Since the Christmas star appeared on many pages of the book, I designed a project for Kona and Tigger that would look similar to the one in the book.

Logical/mathematical Intelligence/Number Smart

  • I had Tahoe count the images on each page. For example, he counted all the people in the “C is for Crowds” page and the angels on the “H is for Heavenly Host” page. 
  • Using a “child friendly” nativity set as manipulatives, I created story problems for Kona and Tahoe such as, “If two shepherds and three wise men came to see the baby Jesus, how many people visited Him in all?”

Naturalist Intelligence/Nature Smart

  • Find natural items, such as twigs or straw, to make a manger.
  • Gaze at the night sky to find the brightest star you can see. Do you think any of them are bright enough to be the Christmas star? (If you want to go into depth on this topic, there are many articles on the Internet that speculate about the origins of the Christmas star.)

 Intrapersonal Intelligence/Self Smart

  • Let each child engage with a “toddler friendly” nativity set. If you listen to the child while he/she plays, you can get a good sense of their understanding of the events regarding the birth of Jesus. (I loved watching one of my older grandsons play with the set. He was very concerned that the baby Jesus have enough food. Bless. The youngest grand, Tahoe, focused on playing the music that went with the manger. Obviously he is learning a lot using his musical intelligence.)

    Kona enjoyed playing with the nativity set by himself.

    Kona enjoyed playing with the nativity set by himself.

  • Ask each child their favorite letter, picture, or event from the story.
  • Allow each child an opportunity to look at the book by themselves.
Kona loved the illustrations.

Kona loved the illustrations.

 While this book was first written for second graders, and my grandsons are all younger than that, they got a lot out of this book study. This is a book I can use for many years with them and change my literacy goals for them as they mature.

I hope you are finding these Multiple Intelligence activities useful as you plan lessons for children in your care. If you would like to see more of these unit studies as I create them, you can become a follower of this blog.

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Book Study Unit Education Multiple Intelligences

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Nov 20

Teaching the Letter R – The M. I. Way

by Nancy "Mimi" Taylor

I have been teaching a different letter of the alphabet each week to my two youngest grandsons: Kona (4) and Tahoe (2). My focus for Kona has been writing the letter and learning its sound in words. My goal for Tahoe was letter recognition and vocabulary development.

I decided to teach the vowels first, so Kona would be able to blend sounds into words once I taught him some consonants. My first few weeks covered the vowels with the “short” sound. (You can find two posts about teaching short vowels in my sidebar.)

Next I began teaching the consonants and thought I would just go in alphabetical order (mostly so I could easily remember which letters had already been taught).  That was working fine until Kona pleaded, “Mimi, when are you going to teach the letter R? It’s my favorite letter!” How could I disappoint such an eager learner? So I made lesson plans for the letter “R”  (and I had to make myself a note to return to “J” in the coming weeks).

I planned this as a four day lesson plan, doing at least two activities a day until I had taught something from each multiple intelligence. If you use this lesson plan, I encourage you to do one activity from each multiple intelligence.

Linguistic Intelligence (Word Smart)

  • Read books to your child that focus on vocabulary that begins with the letter R. My grandsons’ favorite books were Round Robin by Jack Kent, and Elmer and the Rainbow by David McKee.  You can find other suggestions for the letter R at this wonderful website:

             http://www.themeasuredmom.com/letter-r-books/

  • Make a list of words that begin with the letter R as you read any book or poem to your child.

Naturalist Intelligence (Nature Smart)

  • Visit a local river for a nature hike or a picnic.
  • Form the letter “R” with natural materials such as rocks. (Or your child could just collect rocks in a bucket which is what Tahoe wanted to do.)

Spatial Intelligence (Picture Smart)

  • Use the letter “R” to inspire artwork. I had Kona make a picture of a robin with the letter “R”.   Since Tahoe loved the book about the rainbow, I helped him make a rainbow out of construction paper and then he used dot paints to decorate the letter “R” to look like a rainbow (sort of).

Interpersonal Intelligence (People Smart)

  • Make rice pudding: Cooking with my preschool-aged grands is an interpersonal activity since they need to work with an adult to follow all the directions in the recipe. I decided to make rice pudding since that is one of their favorite desserts. Here is the recipe we tried.

             http://allrecipes.com/Recipe/Baked-Rice-Pudding/Detail.aspx?evt19=1

  • Play charades: Charades also requires at least two people to play. My grands are still young enough that we have to do some of the charades together. As they get older, charades will be used as a guessing game. Once you’ve chosen the words you want for charades, place the picture and/or spelling of each word on a separate piece of paper or index card. These are some of the “R” words I used for this activity: run, rabbit, robot, rain, and railroad crossing (Kona’s idea).

Musical Intelligence (Music Smart)

  • Teach songs: You can find lyrics and even videos for these songs on the Internet to help you teach them:

              “Row, Row, Row, Your Boat”

             “When the Red, Red Robin Comes Bob, Bob Bobbin’ Along”

             “Somewhere over the Rainbow”

Bodily-kinesthetic Intelligence (Body Smart)

  • Ring toss with cones: I made rings out of pipe cleaners and we tossed them over orange cones we already had at home.
  • Rope climbing: If you have access to a climbing rope on your swing set (we do) or at the park, this would be an activity to help a child develop upper arm strength. (Kona enjoys this very much.)
  • Ring around the Rosie: This nursery rhyme and simple dance is a very traditional child’s activity (but I won’t explain its history to the grands until they are much older). If you aren’t familiar with it, you can find it at this link:

             http://wiki.kcls.org/index.php/Ring_Around_the_Rosie

Logical-mathematical Intelligence (Number/reasoning Smart)

  • Counting/writing numbers: I had Kona paint dots on a construction paper letter “R”. Then as he counted the dots, he wrote the numbers.  You could also have preschoolers count the letters in alphabetical order until they get to “R (which is the 18th letter).
I frequently have the grandsons use dot paint to help practice writing their letter of the week. I had Kona practice writing his numbers as well by counting each dot.

I frequently have the grandsons use dot paint to help practice writing their letter of the week. I had Kona practice writing his numbers as well by counting each dot.

  • Rectangles: Make rectangles out of pipe cleaners, dry spaghetti, etc. and have the child count the sides and corners.

Intrapersonal Intelligence (Self Smart)

  • Give them a construction paper “R” and some art materials to decorate it anyway they want.
  • Give each child a chance to look at the “R”  books by themselves.
  • Ask each child to tell you their favorite “R” word and why it is their favorite.

 

As you can see, some of the multiple intelligence activities do not have to be involved or take a lot of preparation. Preschoolers learn so much from activities that are simple to do. 

I hope you find some ideas in this lesson plan that will work for the children in your care. If you are interested in seeing more lesson plans using multiple intelligence strategies, please sign up to follow my blog.

 

Consonant Lessons Education

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Nov 6

T is for Turkey – Book Study Unit

by Nancy "Mimi" Taylor

image

This week I planned a multiple intelligence study unit for the book, T is for Turkey by Tanya Lee Stone. Not only is this a fun alphabet book with adorable pictures, it contains lots of good information about the Thanksgiving holiday. (I learned some new information too.)

As I planned this study unit, I kept the needs of my grandsons in mind.

  • Tigger, 6, already had some knowledge of Thanksgiving, so I wanted to build on this. He would most likely be able to read or decode several words on each page, so I would probably have him read several of the pages with me on the second or third read throughs. Tigger would also benefit from recognizing rhyming words in the story. Additionally, I wanted him to memorize the date in the story.
  • Kona, 4, knows short vowels and most consonants, so I would focus on having him repeat initial sounds of the keyword on each page. He’s at an age when he should be learning some basic facts about Thanksgiving. Since he loves cooking and dramatic play, I definitely wanted to include those type of activities. Crafts should be designed that would develop his fine motor skills.
  • Tahoe, 2,  will really enjoy the pictures in the book, so I’ll spend a lot of time discussing what he sees in the pictures. He will probably enjoy dramatic play and other physical activities. His crafts will focus on shapes and gluing.

I always over plan, and I may list more than one activity for each intelligence so I have choices. If you use this study unit, it is best to do at least one activity from each intelligence, but don’t feel that you need to use every activity I described. This was planned as a four day unit. Each day I read the book to them and provided two other activities from this list.

Linguistic Intelligence (Word Smart)

  • Read the book T is for Thanksgiving daily..
  • Discuss the rhyming words on each page.
  • Discuss the sound each alphabet letter makes at the beginning of the keyword on each page.
  • Make a list of foods served at the first Thanksgiving as shown in the pictures or mentioned in the story.

Logical/Mathematical Intelligence (Number Smart)

  • Have two youngest grands count the number of letters in the alphabet as you turn each page.
  • Create math problems based on the story or pictures. For example, “If two Wampanoags and three colonists sit at the same table, how many people will that be?”
  • Have oldest grand  write or trace the year 1620 on some paper or on a rock in the yard. Teach him how to pronounce this year.
  •  Show oldest grand  how to subtract 1620 from the current year.

.

Spatial Intelligence (Picture Smart)

  • Find Cape Cod on a map or globe. You can also trace the voyage on a globe starting at England, sailing across the Atlantic Ocean, and ending at Massachusetts.
  • Make a poster of foods eaten at the first Thanksgiving by drawing pictures or cutting them out of magazines.
  • Turkey Crafts-I planned two different crafts for the grands:

The first craft was chosen for Tigger and Kona.  For the body and wattle of the turkey I had them fold different size (and color) pieces of construction paper and drew a “half heart” along the fold for them to cut. They also used scraps of construction paper for the head, eyes, beak, legs, and feet. These were all glued to a larger piece of construction paper. The feathers were created the day before using paper towels, markers, and small drops of water from an eye dropper or straw.(Ooooh, Science!) To make each feather, they drew a dark line with a marker on a piece of paper towel. I actually had the grands draw over the line three times with the marker to make sure there was plenty of of ink on the paper towel. Then I had them carefully place small drops of water from a straw all along the line. (An eye dropper would be easier, but we didn’t have one. To use the straw method, I added 1/4 inch of water to a cup. For each drop, one of the grands dipped the straw into the cup to capture some water. He placed a finger on top of the straw before lifting the straw out of the cup to keep the liquid inside the straw. Next he put the straw on the marker line and lifted his finger from the top of the straw to release the water. We practiced this first before using the straw method on the marker lines. Make sure to stay on the line when releasing the water, otherwise you won’t get the desired effect. Repeat this method until water is placed all along the line.) The “capillary” action of the water on the paper towel will spread the ink to make a “feathery” look. I let the paper towels dry thoroughly before cutting them into feather shapes and having the grands glue them on the turkey picture. (See pictures below for more clarification.)

The second craft had less steps and was planned for Tahoe. I cut construction paper circles for the body and head of the turkey. I also cut out eyes, a beak, and legs from scrap paper. He glued these onto another piece of construction paper. Then I used some leaf foam stickers we already had around the house to become the “feathers” for the turkey. I had to begin peeling the paper on the back for him, and he peeled the rest. Then I showed him the spot to place the leaf on the turkey. (See the last picture below for Tahoe’s finished product.)

 

 Musical Intelligence (Music Smart)

  • Play Aaron Copland’s “Appalachian Spring” while doing craft activities or when reading the book aloud.
  • Transform “Old McDonald Had a Farm” into “Plymouth Pilgrims Had a Feast” and add verses to go along with information from the book such as…

“Plymouth Pilgrims had a feast,

A-E-I-O-U,

and at this feast they ate some corn,

A-E-I-O-U,

with a kernel here, and a kernel there,

kernel here, kernel there, lots of kernels everywhere,

Plymouth Pilgrims had a feast,

A-E-I-O-U.”

 

Interpersonal Intelligence (People Smart)

  • Guessing Game- After reading the book several times, have the youngest grand say an alphabet letter and have the older grands say the keyword from the story to match the letter.
  • Cooking- We made a corn pudding recipe I found online. I adjusted the directions slightly by having the grands add all ingredients except the butter in a mixing bowl (so they didn’t have to work with a hot buttered casserole dish). I also had them add two eggs, which other reviewers of the recipe had recommended. After they mixed all the other ingredients, I poured the concoction into the hot buttered casserole dish, stirred again, and placed the dish in the oven. Tahoe set the timer for 30 minutes, but I kept the pudding in the oven about ten more minutes because it didn’t look done after 30 minutes. The two youngest grands had this for their mid-morning snack when it came out of the oven. Here is the link for the recipe:

http://allrecipes.com/Recipe/Easy-Corn-Pudding/

Naturalist Intelligence (Nature Smart)

  • Visit a farm stand or actual farm to see what foods are being harvested at this time of year.
  • Plant seeds for beans, squash, or any vegetable that will grow this time of year in your geographic location.
  • Walk around the neighborhood or park. Notice the rocks that you see  on your walk. Do you think any if them are large enough to be Plymouth Rock? If you see a special rock, give it a name.

Intrapersonal Intelligence (Self Smart)

  • Ask each grand to name their favorite page in the story.
  • Ask each grand what they are thankful for at this time of the year.
  • Give each grand the opportunity to explore this book or other Thanksgiving themed books by themselves.

 

Bodily-Kinesthetic Intelligence (Body Smart)

  • Dramatic Play-Reenact the first Thanksgiving meal. Don’t forget to use the phrase “Good Morrow ” as you greet each other.  
  • Gathering Logs-Place several packaged paper towel rolls at one end of a room or hallway. Have a grand start at the other end of the room or hallway and run to collect one log. Then return to the starting line to stack the “log”. Repeat back and forth until all the “logs” have been collected. (Sorry the pictures below are blurry, but my camera is not very good at focusing on running toddlers). 

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I hope you are finding these Multiple Intelligence activities useful as you plan lessons for children in your care. If you would like to see more of these unit studies as I create them, you can become a follower of this blog.

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I love to add my blog posts to link parties such as:

 

 

Book Study Unit Education Multiple Intelligences

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Learn Play Imagine

Educating Through Multiple Intelligences

What We Do All Day

Epic Fun for Kids

Educating Through Multiple Intelligences

No Time For Flash Cards

Educating Through Multiple Intelligences

Real Life at Home

printables, worksheets, activities, and crafts for kids

Lemon Lime Adventures

Teaching & Being a Mom

Educating Through Multiple Intelligences

Carrots Are Orange Montessori

Educating Through Multiple Intelligences

A Mom With A Lesson Plan

The OT Toolbox

Educating Through Multiple Intelligences

Crystal & Co.

Simple Homeschool

Educating Through Multiple Intelligences

Coffee Cups and Crayons

Simple play ideas, learning activities, kids crafts and party ideas, plus acts of kindness for kids!

Playdough To Plato

Empowering teachers with the tools, training, and support you need to help EVERY student learn to read.

This Reading Mama

The Measured Mom

Educating Through Multiple Intelligences