Kate Gomez

ELED 360
2/2/16
Multiple Intelligences and Geography
Standard: 2.G.1.1 Construct and explain a map that includes directions, labels, and
a key
Gardners MI: Visual-Spatial
Activity: Students will begin by drawing their own map of the classroom that
includes directions to one particular object. The map must include a key for any
symbols used and at least four classroom details in their map. After they complete
their map, they will find a partner and switch maps. They will use their partners
map (one at a time) to follow the directions on the map to find the object.
(Add more linguistic by students being able to write out directions clearly
enough for a partner to follow without help)

Standard: 4.G.2.1 Compare and contrast regions of South Dakota to one another
Gardners MI: Intrapersonal
Activity: Students will be given a specific place or region in South Dakota. They will
be allowed class time to research their place to prepare for a presentation day. In
their final project they will include where it is on a map, different ways to get there,
and reasons they would like to visit. Each student will share their information as a
presentation to the class. They will be given a form to fill out during the
presentation for each place.

Standard: 3.G.2.1 Identify reasons why people move and how it affects their
communities
Gardners MI: Bodily-kinesthetic
Activity: Students will be assigned a role in a new class community. They will each
play a person from a different job. For example, one student will be a farmer, one
will be a chef, and one will be a consumer. After they have played through a couple
of days (the famer grew crops to give to the chef who cooked for the consumer), the
environment will change (a drought occurs). Students will have to discus and decide
on what changes will made (the farmer moves to a new community where he can
still grow crops) and how they will affect their community (the chef has to find a
new way to obtain the crops to cook for the consumer).