Name of expert

Reflection why I chose this person

What I learned about this tren!th

"erbal# $in!uistic

haron %ostello

&his person is my mother so I was confident in my !uess that her 'I is "erbal#$in!uistic. he likes to talk and she is an a(id reader. he reads about )*+ books a week. ,er fa(orite thin! to debate is politics. ometimes it is hard to !et her to stop debatin!- e(en when the discussion is finished. I would say that I correctly !uessed her 'I.

I ha(e learned that the "erbal#$in!uistic stren!th people like to play with words and they like to debate. 'ost people with this 'I can read for lon! periods of time. I think a !ood acti(ity for students with this 'I would be creatin! an online pro.ect or presentation for them to complete as a !roup. Pinterest is a !reat tool for !roup collaboration in the classroom.

Please note: you will need to create a list of questions to ask each person.

/ob %ostello Interpersonal

I chose this person because he is (ery social and he works well in !roups. ,e has been in a mana!er position many times in his life. ,e is also a youth !roup leader at our church. ,e has stron! leadership skills. I ha(e known him my whole life and I ha(e ne(er met anyone more out!oin! than him.

I ha(e learned that people with this 'I are (ery social people. &hey work well in !roups and they ha(e !ood leadership skills. &hey like to be in(ol(ed in social settin!s. 0n acti(ity that I would use with these learners would be creatin! a classroom newsletter on the computer. I think bein! in char!e of this kind of task will allow the students to show their creati(e sides as well. I ha(e learned that someone with this 'I learns best with hands on pro.ects and manipulati(es. I think usin! apps on the iPad or e(en computer apps would work best for people with this 'I because they are learnin! from a hands*on approach. &here are many apps that use manipulati(es to enhance learnin!.

/odily* 1inesthetic

Nick %ostello

2(an $eeper Intrapersonal

I chose this person because he is (ery athletic and I ha(e known him to be a more hands*on learner. ,e is definitely an athlete. I ha(e watched him !row up and ha(e noticed that he learns best when he can actually see a problem (isually. ,e does well at writin! when he is in control of what the topic is. ,e does not en.oy readin!- he would rather watch a mo(ie. I ha(e also noticed that he is always on his phone or computer. &his is why I think includin! an app on a phone or iPad would help learn best. is someone that I am &his him person I chose currently datin! and I know for sure that he is (ery in touch with his emotions. ,e is (ery open with me about how thin!s make him feel and I know him to be sensiti(e about certain thin!s. ,e takes thin!s personal- which I don3t think is a bad thin!.

I ha(e learned that people with this 'I learn best when you can appeal to their emotions. ,a(in! them connect with what they are learnin! will make learnin! and education more (aluable to them. I think the best kind of acti(ity or assi!nment for this type of learner would be to appeal to their emotions. I would like to ha(e them start some kind of blo! or online community where they can share the thin!s they ha(e learned from the current lesson and how they feel about their learnin!. ince people who are intrapersonal typically like to work independentlythis would be a perfect acti(ity for them.

Naturalist

Isabelle 2dmunson

I chose this person because I ha(e known her for a few years and I am certain she fits the naturalist profile. he likes to be outside more often than

I ha(e learned that people with this 'I stren!th like to be outdoors and in the en(ironment. I think a !ood acti(ity for people with this

2xamples include 4a5 what do you en.oy doin!6- 4b5 how do you learn best6- 4c5 where do you like to study6- 4c5 if you could learn somethin! new this month- what would it be and how would you learn it6 4d5 other !uidin! questions to !et to know your inter(iewee7.

Section II: Project One Overview

Teacher name: Ms. Entrikin Unit Title: 8un in the Rain 8orest Unit Objectives: &he tudent will be able to identify (arious types of animals that li(e in the rainforest. &he tudent will be able to identify the characteristics of the (arious animals that li(e in the Rainforest. &he tudent will be able to identify where the 0ma9on Rainforest is located. &he tudent will be able to write a para!raph consistin! of at least : sentences about each type of animal they learn about. &he tudents will be able to describe the type of weather that occurs in the Rainforest. &he tudent will be able to identify the country that the 0ma9on Rainforest exists in. Common Core Standards Addressed !o" can #ind the Common Core standards on the Cali#ornia $e%artment o# Ed"cation &ebsite 'htt%:((www.cde.ca.)ov(re(cc(* +i#e Sciences 'State Standards* ). ;ifferent types of plants and animals inhabit the earth. 0s a basis for understandin! this concept: a. Students know how to obser(e and describe similarities and differences in the appearance and beha(ior of plants and animals 4e.!.- seed*bearin! plants- birds- fish- insects5. b. Students know stories sometimes !i(e plants and animals attributes they do not really ha(e. c. Students know how to identify ma.or structures of common plants and animals 4e.!.- stems- lea(es- roots- arms- win!s- le!s5. &ritin) Standards 'Common Core*

%% .2$0*$iteracy.W.<.) Write informati(e#explanatory texts in which they name a topic- supply some facts about the topic- and pro(ide some sense of closure. %% .2$0*$iteracy.W.<.= With !uidance and support from adults- focus on a topic- respond to questions and su!!estions from peers- and add details to stren!then writin! as needed.

%% .2$0*$iteracy.W.<.> With !uidance and support from adults- use a (ariety of di!ital tools to produce and publish writin!- includin! in collaboration with peers. %% .2$0*$iteracy.W.<.? Participate in shared research and writin! pro.ects 4e.!.- explore a number of @how*toA books on a !i(en topic and use them to write a sequence of instructions5. %% .2$0*$iteracy.W.<.B With !uidance and support from adults- recall information from experiences or !ather information from pro(ided sources to answer a question. ,eadin) Standards 'Common Core* %% .2$0*$iteracy.R$.<.< 0sk and answer questions about key details in a text. %% .2$0*$iteracy.R$.<.+ ;escribe characters- settin!s- and ma.or e(ents in a story- usin! key details. %% .2$0*$iteracy.R$.<.= 2xplain ma.or differences between books that tell stories and books that !i(e informationdrawin! on a wide readin! of a ran!e of text types. %% .2$0*$iteracy.R$.<.> Identify who is tellin! the story at (arious points in a text.
,eadin) In#ormational Te-t 'Common Core*

%% .2$0*$iteracy.RI.<.< 0sk and answer questions about key details in a text. %% .2$0*$iteracy.RI.<.) Identify the main topic and retell key details of a text. %% .2$0*$iteracy.RI.<.+ ;escribe the connection between two indi(iduals- e(ents- ideas- or pieces of information in a text. %% .2$0*$iteracy.RI.<.: 0sk and answer questions to help determine or clarify the meanin! of words and phrases in a text. %% .2$0*$iteracy.RI.<.> ;istin!uish between information pro(ided by pictures or other illustrations and information pro(ided by the words in a text. %% .2$0*$iteracy.RI.<.? Cse the illustrations and details in a text to describe its key ideas. %% .2$0*$iteracy.RI.<.D Identify basic similarities in and differences between two texts on the same topic 4e.!.- in illustrations- descriptions- or procedures5. %% .2$0*$iteracy.RI.<.<E With promptin! and support- read informational texts appropriately complex for !rade <.
Technolo)! Standards Addressed !o" can #ind the technolo)! standards on the International Societ! #or Technolo)! in Ed"cation 'ISTE* &ebsite 'htt%:((www.iste.or)* <. %reati(ity and Inno(ation

tudents demonstrate creati(e thinkin!- construct knowled!e- and de(elop inno(ati(e products and processes usin! technolo!y. tudents: a. apply existin! knowled!e to !enerate new ideas- products or processes b. create ori!inal works as means of personal or !roup expression. c. use models and simulations to explore complex systems and issues. ). %ommunication and %ollaboration tudents use di!ital media and en(ironments to communicate and work collaborati(ely- includin! at a distance- to support indi(idual learnin! and contribute to the learnin! of others. tudents: a. interact- collaborate- and publish with peers- experts- or others employin! a (ariety of di!ital en(ironments and media. b. communicate information and ideas effecti(ely to multiple audiences usin! a (ariety of media and formats. +. Research and Information 8luency tudents apply di!ital tools to !ather- e(aluate- and use information. tudents: a. plan strate!ies to !uide inquiry d. process data and report results =. ;i!ital %iti9enship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. advocate and practice safe, legal, and responsible use of information and technology. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. understand and use technology systems b. select and use applications effectively and productively c. troubleshoot systems and applications d. transfer current kno ledge to learning of ne technologies

&h! this s"bject.

I chose this sub.ect because durin! my student teachin! my master teacher did a thematic unit on the 0ma9on Rainforest and I fell in lo(e with it. he had so many !reat ideas and acti(ities in the unit. I knew that if I e(er tau!ht first !rade I would want to do this as a thematic unit as well because the students seemed to really en.oy it and lo(e it. I also found it (ery interestin! learnin! about all the different types of animals and animal habitats. &he !reat thin! is that you can switch it up e(ery year so you don3t ha(e to talk about all the same types of animals. &here are endless acti(ities that are found on the Internet and plenty of resources as well. F(erall- I found this idea entertainin! and en.oyable.

Unit S"mmar!: &his unit will pro(ide students with a better understandin! of what the rainforest is and where it is located in outh 0merica. &hey will be shown where other rainforests around the world are located as well. &he students will be explorin! the 0ma9on Rainforest throu!h pictures- audio- and (ideo. &hey will also be studyin! the different types of plants and animals that inhabit the rainforest while completin! acti(ities for each one. &here will be se(eral writin! assi!nments that will !i(e the students an opportunity to share e(erythin! they know about the Rainforest and the animals in the rainforest. &hey will be workin! indi(idually and in !roups for some of the acti(ities. /y the end of the unit- the students will ha(e made connections with what they ha(e learned and will be able to apply it to their writin!. &he students will become more familiar with their enhanced learnin! they will recei(e from this unit.

Section III: /loom ( 0ardner 0rid: add activities #or di##erent MIs alon) the /loom1s contin""m. Incor%orate technolo)! in wa!s that enhance learnin). Please color2code this )rid. P"t /loom1s ta-onom! terms in )reen3 technolo)! terms in red3 and MIs in %"r%le. /loom Remember Cnderstand 0pply 0naly9e 2(aluate %reate 0ardner In small !roupsCsin! the "oice tudents will Csin! ima!es Csin! Gara!e With the help of "erbal# students will read Recorder on a research on the collected from the /and to create a the teacher$in!uistic chorallymobile de(iceinternet < animal internet- students podcast- students students will use @Welcome to the students will they learned about will use the will discuss their the /ook %reator GreenhouseA in e* record a summary from the e*book. peech Hournal animal facts and 0pp to create a book format. of the book. &hey will record 0pp to examine !i(e their opinion short story about tudents will +*= facts 4or more the animal they as to why their their animal that orally summari9e if they wish5 usin! chose. &hey will animal is the best they will share to the main points the "oice report and record animal in the the class. with each other. Recorder 0pp to the facts usin! the rainforest. demonstrate audio and understandin! of attachin! it to the the text. pictures they found. Interpersonal tudents will read- Within their Csin! the hared In their partner Csin! 2dmodoIn their partner @Welcome to the partners !roupsPaper 0pp!roups- students students will type !roups 4and GreenhouseA with students will use students will work will kype with out a summary !roups they chose a partner in e* the Post*it Notes on a creation of another !roup in and post it on the to kype with5book format. &hey 0pp on the iPad to the Rainforest the class to share classroom students will will each explain list their facts. with their partners and explain their newsfeed. &hey participate in and identify at usin! the facts and creation will then read creatin! a report least ) 4or more5 information they of the Rainforest. throu!h ) of the Rainforest thin!s from the learned from the summaries written usin! i'o(ie. text. e*book. by their &his will be classmates. shared with the class.

/odily* 1inesthetic

tudents will explore the 0ma9on Rainforest throu!h a (irtual tour by playin! Hewels of the 2arth !ame on the computer.

Intrapersonal

Csin! the iPad 1indle 0pp- the students will read @2ndan!ered 0nimals of the RainforestA independently. &hen- usin! the ;oc0 0pp- they will report +*= sentences on < animal they learned about.

Csin! the in!in! 8in!ers app on the iPad- students will draw out the animals of the rainforest while makin! the animals sounds out loud. &hese sounds will record while they are drawin! and can be replayed when finished. With a partnerstudents will skype and describe how they felt when they learned about all the endan!ered animals.

Csin! a mobile de(ice to recordstudents will !o outside in nature and explain why the Rainforest is losin! its habitat. &hey will use the nature around them to describe why.

tudents will be !i(en questions about the 0ma9on Rainforest to inter(iew one another around the room. &hey will be recorded with an iPhone or mobile de(ice.

Csin! i'o(ie on the iPad- students will perform a dance based on the animal sounds and mo(ements of that animal usin! the Rainforest music the teacher has pro(ided.

tudents will create a play#skit of the animals of the Rainforest. &hey will be recorded with an iPhone or mobile de(ice.

Csin! the Paper =+ 0pp on the iPad- students will draw and color their animal and share their animal drawin! with a small !roup of classmates.

tudents will use the i;iary for 1ids 0pp on the iPad to examinein the prospecti(e of the animalwhat if feels like to be endan!ered. &hey can add pictures and draw their animal3s feelin!s in the diary.

Csin! a di!tal portfolio set up by the teacherstudents will e(aluate information they ha(e !athered about their animal for a self* assessment.

tudents will use 1idblo! to start and create a blo! about endan!ered animals. &he first post is to about the animal they chose. &hey will ad(ocate the importance of sa(in! the animals and#or the Rainforest.

Naturalist

tudents will explore the interacti(e website 0ma9on &ours and identify the characteristics of the en(ironment of the 0ma9on Rainforest throu!h the (irtual tour. Csin! the 0ma9on Rainforest ;isco(er 0ppstudents will explore different attributes of the Rainforest and draw out what they see usin! the Pixie ;ust 0pp.

Csin! the Rainforest %oncern websitestudents will find information about the ecolo!ical system of the Rainforest and why plants and animals are so important to the Rainforest. tudents will be shown a PowerPoint presentation that includes se(eral pictures and a Ioutube- (ideo to describe the Rainforest and it3s animals.

tudents will demonstrate their knowled!e of the Rainforest by or!ani9in! a list of why plants and animals are so important to the Rainforest usin! the ;ay Fne ;iary and Hournal 0pp. /y usin! the internet- students will collect pictures to construct a di!ital poster board of the animals in the 0ma9on Rainforest usin! the %olla!e %reator 0pp.

tudents will examine the plants and animals of the Rainforest and create a scrapbook usin! the crapbook* &ell Iour tory 0pp on the iPad. &hey will label the pictures the included. &he students will explore Hourney into 0ma9onia and classify the animals they learn about.

Csin! Inspiration 'aps- students will report the thin!s they ha(e learned about the 0ma9on Rainforest. &hey will (isually map their information and can add pictures to aid in recallin! the information.

"isual* patial

Csin! the Rainforest Ran!ers websitestudents will create their own online Rainforest. &hrou!h this acti(ity 4and !ame5- they will disco(er all the components of a real life Rainforest throu!h the habitat. Csin! the %olor J Csin! the pictures ;raw for 1ids the students ha(e 0pp- students will collected of the draw a picture of Rainforestthe Rainforest and students will color it in usin! create a colla!e of the appropriate the 0ma9on colors. Rainforest usin! the Pic titch 0pp

'usical Rhythmic

tudents will listen to the Rainforest on! on Iou&ube and clap to the beat of the son!.

tudents will listen and follow alon! to the rainforest interacti(e book in the F(er in the Hun!le 0pp.

tudents will summari9e the key facts about the rainforest and speak their summaries into the Recards app for the iPad to con(ert their speech to music.

Fnce they ha(e con(erted their speech to musicthe students will practice sin!in! their son!. &hey will record themsel(es sin!in! usin! Gara!e /and on the computer. &hey will share their son!s in small !roups.

Csin! the information they ha(e collected from the rainforeststudents will construct a rap son! usin! the 0utoRap app on the iPad.

Csin! the Poetry %reator 0pp on the iPad- students will create their own poem based on the Rainforest (ocabulary they ha(e learned. &heir poem will be a description of the rainforest.

$o!ical 'athematical

tudents will read @Welcome to the GreenhouseA in e* book format and list all the animals they learned about usin! a Word Processor.

Csin! the list of animals they made- students will or!ani9e and examine the animals based on what layer of the Rainforest they li(e in usin! creen%homp app on the iPad.

Csin! the !oo!le search en!inestudents will research and collect data on sa(in! the Rainforest.

Csin! the Post*it notes appstudents will assemble a list of ways to sa(e the rainforest. &hey will partner up with one other student to share ideas.

tudents will collect data of the different animals and plants of the rainforest usin! the Wolfram0lpha app and summari9e their findin!s.

tudents will use their critical thinkin! skills on how to sa(e the Rainforest animals to create a presentation with their partner usin! i'o(ie. &his will be share with the class.