ETE 335

Elementary Social Studies Lesson

Gardners Multiple Intelligences

ETE 335

Elementary Social Studies Lesson

Gardners Multiple Intelligences

Rachel Bauer
Social Studies/Civics and Government
4th
Election Day!

ETE 335

Elementary Social Studies Lesson

Goals:

Gardners Multiple Intelligences

The students will gain more knowledge on the electoral college.

The students will learn about the election process and what it takes to be
president.

Objectives:
Content/Knowledge:
The students will be able to describe the electoral college.
The students will be able to compose a song about the requirements for
President of the United States.

Process/Skills:
Students will be able to infer what makes a good candidate for President.
Students will be able to compare ideas on the electoral college with other
students.

Values/Dispositions:
Students will be able to propose ideas about the electoral college.
Students will be able to organize the election process.

ETE 335

Elementary Social Studies Lesson

Rationale:

Gardners Multiple Intelligences

The importance of this event is to allow the children to understand how the
President and officials of the United States are elected.

Standards:
State Illinois Common Core or Learning Standards
SS.IS.4.3-5. Gather relevant information and distinguish among
fact and opinion to determine credibility of multiple sources.
SS.IS.6.3-5. Construct and critique arguments and explanations
using reasoning, examples, and details from multiple sources.
SS.CV.2.4. Explain how a democracy relies on peoples
responsible participation, and draw implications for how
individuals should participate.

National NCSS Themes

People, Places, and Environments
Individuals, Groups, and Institutions.
Power, authority, and Governance
Civic Ideals and Practices

Logical/Mathematical

Logical/Mathematical
The students will take some notes on the electoral
college. After that, the students will be given a map of
the electoral college votes that each state gets. While,
they look at the map. They will be given a series of
different scenarios about different outcomes of mock
presidential elections. Some of these scenarios would
include: If candidate Johnson, has 200 electoral votes,
how many more votes does the candidate need to win a
majority?
Resources Needed;
Notes on electoral college
Electoral college map (on next slide)
Worksheet with electoral college votes
scenarios

06/09/16

Verbal/Linguistic

Verbal/Linguistic
In this activity, the students will do a think pair share. The
students will come up with ideas on how they think the
president is elected. They will then partner or group up and
share those ideas with their classmates. After this, the pairs
or groups will share their ideas with the whole class. The
teacher will keep these ideas on a list on the board. After this,
the teacher will tell the students the way that the president is
elected. The class will then review this by conversing and
answering questions to review the material.
Resources:
Election graphic (found on next slide)
Paper
Writing utensil
Timer (to keep track of how long the students think
up ideas and share them in their pairs)

06/09/16

Musical/Rhythmic

Musical/Rhythmic
In this activity, the students will listen/watch the video/song for Ill
Be the President from Flocabulary.com. They will watch the
video/listen to the song once. The second time, they will recite the
song by using the lyric sheet. After, listening and watching the video.
The students will create their own song about the requirements for
being president by splitting into groups. The requirements are 35
years old, American born, and a resident of the USA for 14 years.
These requirements will be written on the board. After they make their
raps/songs, the students will perform them.
Resources:
Video:
https://www.flocabulary.com/unit/presidential-election-process
/video/
Paper
Rubric for the performance and song/rap (found on following
slides)
President requirements graphic (found on next slide)

06/09/16

Student Name: ________________________________________

CATEGORY
Stays on Topic

4
3
2
Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the Stays on topic some (89%-75%) of
time.
the time.

1
It was hard to tell what the topic
was.

Preparedness

Student is completely prepared and Student seems pretty prepared but

has obviously rehearsed.
might have needed a couple more
rehearsals.

The student is somewhat prepared,

but it is clear that rehearsal was
lacking.

Student does not seem at all

prepared to present.

Speaks Clearly

Speaks clearly and distinctly all

(100-95%) the time, and
mispronounces no words.

Speaks clearly and distinctly all

(100-95%) the time, but
mispronounces one word.

Speaks clearly and distinctly most

( 94-85%) of the time.
Mispronounces no more than one
word.

Often mumbles or can not be

understood OR mispronounces more
than one word.

Content

Shows a full understanding of the

topic.

Shows a good understanding of the

topic.

Shows a good understanding of

parts of the topic.

Does not seem to understand the

topic very well.

Enthusiasm

Facial expressions and body

language generate a strong interest
and enthusiasm about the topic in
others.

Facial expressions and body

language sometimes generate a
strong interest and enthusiasm
about the topic in others.

Facial expressions and body

Very little use of facial expressions or
language are used to try to generate body language. Did not generate
enthusiasm, but seem somewhat
much interest in topic being
faked.
presented.

Volume

Volume is loud enough to be heard Volume is loud enough to be heard

by all audience members throughout by all audience members at least
the presentation.
90% of the time.

Volume is loud enough to be heard

by all audience members at least
80% of the time.

Volume often too soft to be heard by

all audience members.

Visual/Spatial

Visual/Spatial
In this activity, the students will look at a
picture of a flowchart of how a president is
elected. The students will talk about what the
flowchart shows. After the discussion, the
students will create their own picture
depicting the election process.
Resources:
Paper
Coloring utensils
Picture of flowchart

Body/Kinesthetic

Body/Kinesthetic
In this activity, the students will hold a
mock election. The student will split
into two parts of the classroom and as
that group will decide on one person to
be their candidate. After this, the
candidates will give a short speech on
why they should be the president of the
class. After this, the students will step
into the voting booth and make their
decision. The teacher will count the
votes and announce the winner.
Resources:
Paper
Voting booth (homemade or a
curtain to separate that part of
the room)

Interpersonal

Interpersonal
In this activity, the students will listen/
watch the video about the speech that
made Obama famous. While they are
watching this, the students will be
thinking and writing down words that
they feel when they are watching the
video. After the video, the students will
talk about the words that came to their
mind to describe the speech/Obama.
The teacher will write these on the
board. After the discussion, the
students will create a mind map in
groups of 3 or 4 to show off their
feelings about the speech as a group.
Resources:
Video:
https://www.youtube.com/wat
ch?v=OFPwDe22CoY
Poster board
Paper
Writing utensils
Coloring utensils

Intrapersonal

Intrapersonal
After reviewing the election
process in the United States, the
students will write about how they
would change the election process.
They would have to describe the
events of their election, what
parties there would be, and how
many people could run.
Additionally, they would have to
give a name for their election
process. They would be assessed
based on the rubric.
Resources:
Paper
Rubric for grading( found on
next slide)
Writing utensils

Student Name: ________________________________________

CATEGORY
Position Statement

4-AboveStandards
3-MeetsStandards
The position statement provides a clear, The position statement provides a clear
strong statement of the author\'s
statement of the author\'s position on
position on the topic.
the topic.

2-ApproachingStandards
1-BelowStandards
A position statement is present, but does There is no position statement.
not make the author\'s position clear.

Evidence and Examples

All of the evidence and examples are

specific, relevant and explanations are
given that show how each piece of
evidence supports the author\'s position.

Most of the evidence and examples are

specific, relevant and explanations are
given that show how each piece of
evidence supports the author\'s position.

At least one of the pieces of evidence

Evidence and examples are NOT relevant
and examples is relevant and has an
AND/OR are not explained.
explanation that shows how that piece of
evidence supports the author\'s position.

Support for Position

Includes 3 or more pieces of evidence

(facts, statistics, examples, real-life
experiences) that support the position
statement. The writer anticipates the
reader\'s concerns, biases or arguments
and has provided at least 1 counterargument.

Includes 3 or more pieces of evidence

(facts, statistics, examples, real-life
experiences) that support the position
statement.

Includes 2 pieces of evidence (facts,

statistics, examples, real-life
experiences) that support the position
statement.

Sentence Structure

All sentences are well-constructed with

varied structure.

Most sentences are well-constructed and Most sentences are well constructed, but Most sentences are not well-constructed
there is some varied sentence structure there is no variation is structure.
or varied.
in the essay.

Grammar & Spelling

Author makes no errors in grammar or

Author makes 1-2 errors in grammar or Author makes 3-4 errors in grammar or Author makes more than 4 errors in
spelling that distract the reader from the spelling that distract the reader from the spelling that distract the reader from the grammar or spelling that distract the
content.
content.
content.
reader from the content.

Capitalization & Punctuation

Author makes no errors in capitalization

or punctuation, so the essay is
exceptionally easy to read.

Author makes 1-2 errors in capitalization Author makes a few errors in

or punctuation, but the essay is still easy capitalization and/or punctuation that
to read.
catch the reader\'s attention and
interrupt the flow.

Includes 1 or fewer pieces of evidence

(facts, statistics, examples, real-life
experiences).

Author makes several errors in

capitalization and/or punctuation that
catch the reader\'s attention and
interrupt the flow.

Score

Naturalistic

Naturalistic
In this activity, the students will
work in groups of 3 or 4 to come up
with a organizer to show what they
would like to see done in nature by
the president. Some examples could
be national parks, setting aside land,
cutting down on toxics in the air, etc.
The students will present their
organizer.
Resources:
Rubric (found on next slide)
Poster board
Coloring utensils

Student Name: ________________________________________

CATEGORY
Graphics -Clarity

4
Graphics are all in focus and
the content easily viewed and
identified from 6 ft. away.

3
Most graphics are in focus and
the content easily viewed and
identified from 6 ft. away.

2
1
Most graphics are in focus and Many graphics are not clear or
the content is easily viewed
are too small.
and identified from 4 ft. away.

Required Elements

The poster includes all required All required elements are

elements as well as additional included on the poster.
information.

All but 1 of the required

elements are included on the
poster.

Several required elements were

missing.

Knowledge Gained

Student can accurately answer

all questions related to facts in
the poster and processes used
to create the poster.

Student can accurately answer

most questions related to facts
in the poster and processes
used to create the poster.

Student can accurately answer

about 75% of questions related
to facts in the poster and
processes used to create the
poster.

Student appears to have

insufficient knowledge about
the facts or processes used in
the poster.

Attractiveness

The poster is exceptionally

attractive in terms of design,
layout, and neatness.

The poster is attractive in terms The poster is acceptably

of design, layout and neatness. attractive though it may be a
bit messy.

Title

Title can be read from 6 ft.

away and is quite creative.

Title can be read from 6 ft.

away and describes content
well.

The poster is distractingly

messy or very poorly designed.
It is not attractive.

Title can be read from 4 ft.

The title is too small and/or
away and describes the content does not describe the content
well.
of the poster well.

ETE 335

Elementary
Socialand
Studies Lesson
Visual Learning
Gardners Multiple Intelligences
Assessment:

Visual Learning, Assessment, and

Online Resources:
Visual Learning:
There is a visual for the teacher
to show in class on each slide or after
the slide.
Assessment:
The students will be assessed based
on the rubrics provided. Additionally,
the students will be informally
assessed based on how they work in
groups and are actively participating.

Online Resources:
http://del.icio.us/rbauer3235/Civics