Rose Gamez EDUC 522

APU McKendricks

B u t t e r f l i e s ! Abstract Proposal Standards

CA Content Standards

ISTE NET Standards

Comment 1- How to use Bloom’s six taxon

Comment 2- How to use Gardner’s eight MI’s

Comment 3- How do Bloom’s taxon and Gardner’s MI intersect in the Bloom/Gardner grid/matrix?

Comment 4- Give some examples of why IT is ideally situated to use MI

Bloom Gardner Grid

ACT Project

Work Cited

Thematic Unit Proposal Teacher: Rosalva Gamez Unit Title: Butterflies! Grade Level: First grade The purpose of this unit is to use butterflies to teach students different concepts in language arts, math, science and social sciences. Language Arts: Students will use fiction and non-fiction stories to respond to who, what, where, when, why questions, to identify the elements of a story, to summarize and to look for different uses of punctuation. Students will also be able to use butterflies as a topic for writing short narratives or expository texts. Students will listen to, write and critique poetry, music and other literature about butterflies. Math: Students will participate in standards based math related activities such as counting butterflies, adding and subtracting with butterflies, writing number sentences and word problems using butterflies and finding patterns and symmetry using butterflies. Science: Students will explore science standards with butterflies. They will learn about what butterflies need to survive and how they get it from their environment and they will draw and label diagrams to show different parts of the butterfly. Social Science: Students will learn about geography and use maps while learning about the migration of the Monarch butterfly. They will describe the differences in the weather in the two different locations.

CA Language Arts Content Standards Used

READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Concepts About Print 1.2 Identify the title and author of a reading selection. Phonemic Awareness 1.6 Create and state a series of rhyming words, including consonant blends.

2.0 Reading Comprehension

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Respond to who, what, when, where, and how questions.

2.3 Follow one-step written instructions.

2.6 Relate prior knowledge to textual information.

2.7 Retell the central ideas of simple expository or narrative passages.

3.0 Literary Response and Analysis Narrative Analysis of Grade-Level-Appropriate Text 3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending. 3.3 Recollect, talk, and write about books read during the school year.

WRITING

1.0 Writing Strategies Organization and Focus 1.1 Select a focus when writing

1.2 Use descriptive words when writing

2.0 Writing applications (Genres and Their Characteristics)

Using the writing strategies of grade one outlined in Writing Standards 1.0, Students:

2.2 Write brief expository descriptions of a real object, person, place or event, using sensory

details.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

1.0 Written and Oral English Language Conventions

Sentence Structure 1.1 Write and speak in complete sentences Punctuation 1.4 Distinguish between declarative, exclamatory, and interrogative sentences. 1.5 Use a period, exclamation point, or question mark at the end of sentences.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies Comprehension 1.1 Listen attentively

1.2 Ask questions for clarification and understanding Organization and delivery of Oral Communication 1.4 Stay on topic when speaking. 1.5 Use descriptive words when speaking about people, places, things and events.

2.0 Speaking applications (Genres and Their Characteristics) Using the speaking strategies of grade one outlined in Listening and Speanking Standard 1.0, students: 2.1 Recite poems, rhymes, songs and stories

2.3 Relate an important life event or personal experience in a simple se

CA Math Content Standards Used

NUMBER SENSE

1.0 Students understand and use numbers up to 100: 1.1 Count, read and write whole numbers to 100. 1.4 Count and group numbers in ones and tens.

2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems:

2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory. 2.3 Identify one more than, one less than, 10 more than, 10 less than a given number. 2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).

ALGEBRA AND FUNCTIONS

1.0 Students use number sentence with operational symbols and expressions to solve problems: 1.1 write and solve number sentences from problem situations that express relationships involving addition and subtraction 1.2 understand the meaning of the symbols +, -, =. 1.3 Create problem situations that might lead to given number sentences involving addition and subtraction.

STATISTICS, DATA ANALYSIS AND PROBABILITY

1.0 Students organize, represent, and compare date by category on simple graphs and charts: 1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.

MATHEMATICAL REASONING

1.0 Students make decisions about how to set up a problem: 1.2 use tools, such as manupulatives or sketches, to model problems.

CA Science Content Standards Used

LIFE SCIENCES 2. Plants and animals meet their needs in different ways. As a basis for understanding this

concept: a. Students know different plants and animals inhabit different kinds of environments and

have external features that help them thrive in different kinds of places. b. Students know both plants and animals need water, animals need food, and plants need

light. c. Students know animals eat plants or other animals for food and may also use plants or

even other animals for shelter and nesting. d. Students know how to infer what animals eat from the shapes of their teeth (e.g., sharp

teeth: eats meat; flat teeth: eats plants).

EARTH SCIENCES 3. Weather can be observed, measured, and described. As a basis for understanding this

concept: b. Students know that the weather changes from day to day but that trends in

temperature or of rain (or snow) tend to be predictable during a season.

INVESTIGATION AND EXPERIMENTATION 4. Scientific progress is made by asking meaningful questions and conducting careful

investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Draw pictures that portray some features of the thing being described. c. Record observations on a bar graph. e. Make new observations when discrepancies exist between two descriptions of the same

object or phenomenon.

CA History/Social Sciences Content Standards Used

A CHILD’S PLACE IN TIME AND SPACE 1.2. Students compare and contrast the absolute and relative locations of places and

people and describe the physical and/or human characteristics of places. 3. Construct a simple map, using cardinal directions and map symbols. 4. Describe how location, weather, and physical environment affect the way people live,

including the effects on their food, clothing, shelter, transportation, and recreation.

NET Standards Used Grades PK–2 (Ages 4–8)

The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK-Grade 2 (Ages 4-8):

1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2)

2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1,3,4)

4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1,2,6)

5. Find and evaluate information related to a current or historical person or event using digital resources. (3)

6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1,3,4)

8. Independently apply digital tools and resources to address a variety of tasks and problems. (4,6)

10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)

Comment 1:

Using Bloom’s Taxonomy

In 1956, Benjamin Bloom created a system for classifying the different levels of learning

(Overbaugh & Schultz, n.a.). Today this system of classification is known as Bloom’s Taxonomy

and is used in classrooms all over and though it has changed over the years the basic premise is

still the same. There are six different levels of learning; remembering or knowledge,

comprehension, application, analysis, evaluation and synthesis or creating.

The first and most basic taxon is knowledge. Knowledge is the most basic level of

learning. It is just a matter of recalling the information that was leaned. For example in a unit

on butterflies for a first grade class students might be asked to memorize and recite a poem

about butterflies. They might be asked how many legs a butterfly has or what the different

stages of a butterfly’s life cycle are. These activities only involve memory recall and check what

the student can remember.

The next level of learning is comprehension. At this level we can see if the child

understood what they learned at the first level. In a unit on butterflies activities at this level of

learning might include: grouping rhyming words in from a poem about butterflies, explain to a

classmate why they do or do not like butterflies, and explaining the differences between

butterflies and moths. These activities take the student beyond the basic knowledge level of

questions with simple answers to giving explanations.

The third taxon in Bloom’s Taxonomy is application. At this level we can see if the

student can use the information that they have learned. In a unit on butterflies we might ask

the student to chart the differences between a moth and a butterfly. A student might also be

asked to use the information they have learned about butterfly migration and research online

the path that the butterfly migration follows. In doing these activities they are using the

information that they have learned in a different way.

The forth level of learning is analysis. At this level of learning the student can take what

they have learned and break it into smaller chunks of information. They could be asked to

explain what happens in each stage of the butterfly’s lifecycle or to diagram the different parts

of a butterfly.

The fifth level of learning is evaluating. At this level of learning students are able to

evaluate and make judgments about what they have learned. An activity at this level of learning

might include critiquing a poem or story about a butterfly.

The sixth and highest level of learning is creating, also called synthesis. At this level of

learning students can be asked to use the information that they have learned to create

something new. In a unit on butterflies students might be asked to use their knowledge on the

needs of butterflies to create the perfect butterfly habitat or they could be asked to write a

story or a poem with the main character as a butterfly.

By using Bloom’s Taxonomy of learning teachers can go beyond basic rote memorization

and take students to a higher level of understanding. While some rote learning may be needed

to start the process out, students will have a much higher quality of education when all levels of

learning are used.

References

Bloom’s Taxonomy Action Verbs (n.d) Retrieved on December 28, 2009. From http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf.

Cruz, Emily (2003). Bloom Revised. University of San Diego. Date accessed: October 22, 2008 http://edweb.sdsu.edu/eet/articles/BloomsLD/start.htm.

Overbaugh, R.C., Shultz, L. (n.d.) Bloom’s Taxonomy. Retrieved on December 28, 2009. From http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm.

Comment 2:

Using Gardner’s Theory of Multiple Intelligences

Howard Gardener’s theory of multiple intelligences states that everyone learns in their

own way. He cites seven different types of learners: linguistic, mathematical/logical, musical,

visual, bodily/kinesthetic, interpersonal, intrapersonal and naturalist, which is the eighth kind of

intelligence that was added later on. In traditional classrooms only the linguistic and

mathematical learners are addressed (Fabio, D., 2008), but in a class with 25 students a teacher

cannot focus on these two learning styles alone. By taking into account the different learning

styles of the students in her class a teacher can be sure that her lesson plans will be more

effective.

In a unit on butterflies taught in a first grade class the linguistic learners would benefit

from activities such as reciting poems and summarizing stories. These activities are verbal in

nature and work well with a linguistic learner. Other activities that are appropriate for linguistic

learners are writing a poem about butterflies and reading a book on the differences between

moths and butterflies.

The mathematical/logical learners would better be served by activities that involve

numbers and patterns. One such activity would be creating a pair of symmetrical butterfly

wings or creating math problems that use butterflies. Another activity that would be well suited

for mathematical/logical learners would be sorting and charting butterflies by color.

For the musical learners activities such as listening to songs or singing songs about

butterflies would be effective. Other activities could include clapping out a rhythm with every

rhyming word in a poem or writing a song about butterflies.

Visual learners would be best served with charts and pictures of butterflies. Drawing,

painting or sketching a butterfly and diagramming the different parts would be an ideal activity

for visual learners. Visual learners do not do well with just a verbal explanation. They need

modeling and hands on instruction.

Appropriate activities for bodily/kinesthetic learners would be pantomiming the flight of

a butterfly or acting out the lifecycle of a butterfly. Anything that involves them “becoming” the

butterfly would be appropriate. Bodily/kinesthetic learners learn best when they are using

their bodies. Touching things and moving things work very well for them.

Interpersonal learners do well in group settings. Grouping students to do activities in

groups or presenting information to the whole class are good for interpersonal learners.

Conversely intrapersonal learners do well working on their own. They do well reflecting on

personal experiences and relating personal experiences to what they are learning.

The naturalist is the kind of learner that learns through and about nature (Fabio, D.,

2008). The naturalistic learner would learn best with activities that involve relating their

knowledge to nature. Asking them to think of other animals that can fly like a butterfly, asking

them what it would feel like to be in a cocoon and trying to think of a solution for pollution in a

butterfly habitat would be effective teaching strategies.

While it might not be possible to address every intelligence in all lessons, if a teacher

strives to address as many intelligences as she can, she will do her students a better service

than if she had just focused on linguistic and mathematical intelligences alone.

References

Fabio, Darlene (2008). Howard Gardner’s Multiple Intelligences. University of San Diego. Date

accessed September 15, 2008 http://edweb.sdsu.edu/eet/articles/multiintell/ index.htm.

Guignon, Anne (1998). Multiple Intelligences: A Theory for Everyone. Education World. Date accessed

January 3, 2010 http://www.educationworld.com/a_curr/curr054.shtml

Comment 3:

How Do Boom’s Taxon and Gardner’s MI Intersect?

The Bloom/Gardner matrix is created by arranging Bloom’s six taxon of learning along

the x-axis of a table and Gardner’s eight MI along the y-axis. At each intersection of the table

you get a unique combination of criteria for planning an activity.

For example in the box where the taxon remembering intersects with intrapersonal

intelligence, you need to plan activities that are at the remembering level of learning. This

means that they only involve basic memory recall and ask the student to relate the knowledge

to themselves or something personal. In a unit on butterflies in a first grade class an activity for

this intersection of the matrix could be asking the students to describe a time that they have

seen a butterfly. In using this grid for planning a butterfly unit for a first grade class a teacher

can ensure that the activities that she is planning are going to address all of her student’s

learning needs.

One of the intelligences that can be hard to address is the naturalist learner. Using the

grid, activities for all levels of learning for naturalist learners can be incorporated into the

lesson. At the level of remembering students might be asked to name other animals beside a

butterfly that can also fly. At the level of understanding they can be asked describe what it

would feel like to be in a cocoon. The activity for the application level of learning could be to

determine how pollution hurts butterflies. At the analysis level of learning the naturalist could

be asked to take a walk and take pictures of the different butterflies that they can find. At the

evaluation level a good activity would be writing a letter to persuade people to stop polluting

for the butterflies. At the highest level of learning, creating, a good activity would be designing

and naming their own butterflies. All of these activities address the learning style of the

students with naturalist intelligence.

The great thing about the Bloom/Gardner grid is that every taxon of learning intersects

with every different MI. At each one of these intersections on the grid there is an opportunity

to create unique learning experiences for all students, no matter have their learning style is.

Comment 4:

Why IT is Ideally Suited for Use with MI

In a classroom with limited technology, the chances of being able to address all the different

types of intelligences are slim. When looking at testing and benchmark testing it is easy to understand

why. By using technology teachers can address all intelligences. Even simple technology such as an

overhead projector can really change a student’s learning experience.

Imagine a teacher trying to explain to students a butterfly’s proboscis. Students with

verbal/linguistic intelligence might be able to understand a description if the proboscis without any

difficulty, but a student who is stronger in the visual/spatial intelligence would need to see a picture of

the proboscis to understand it. And while a picture on the overhead would be nice, the effect of

watching a video of a butterfly eating with its proboscis would be even more effective.

When teaching a math lesson a teacher might write the numbers “4+3” on the white board and

ask students to solve the equation. Students that have a strong mathematical/logical intelligence will

not experience great difficulties in adding the two numbers together. However, student with

visual/spatial intelligence might have trouble adding two arbitrary numbers together. Using a special

butterfly font on Word the student can create a number sentence using pictures to represent the

objects being added together. This way instead of adding “4+3” now they are adding 4 butterflies to 3

butterflies. The students with the verbal/linguistic intelligence will benefit from this because they can

create a story to go along with the number sentence such as, “There were four butterflies sitting on a

leaf. Three more butterflies few over and landed on the same leaf. How many butterflies are there on

the leaf now?”

Technology such as CD players, or voice recorders would be good for the students with the

musical/rhythmic intelligence. Document cameras and projectors would be useful for the students with

the interpersonal intelligence so that they can work in groups and present their information to other

students. There are many different uses of technology in the classroom that would be suited for

addressing all types of intelligences.

Bloom → ↓Gardner

Remember Understand Apply Analyze Evaluate Create

Verbal/ Linguistic

Recite a butterfly poem

Use the computer to research and read about the diffs. b/w butterflies and moths

Chart the differences between butterflies and moths

Analyze a story about butterflies to find different punctuation

Summarize a story about butterflies (Story elem.)

Write a poem about butterflies. Type it out in Word and print it on butterfly paper

Interpersonal Using the document camera, as a class define the parts of a butterfly

Describe to a partner how a butterfly eats

Research online then use a map to show the class the course of Monarch migration

Explain to the class the diffs. b/w a butterfy and a moth

As a class critique a story about butterflies (likes/dislikes)

As a class create a butterfly habitat with everything a butterfly needs to survive

Bodily/ Kinesthetic

Match the movements of a butterfly as you “fly” around the room

Estimate how fast a butterfly can fly, then time, with a stopwatch, how fast you can run

Act out the life cycle of a butterfly

Build a picture diagram of the life cycle of a butterfly

Build and critique a butterfly puzzle.

Use geoblocks to design and build a butterfly

Intrapersonal Describe a butterfly that you have seen and where

Explain why you like/don’t like butterflies

Class disc. “If you were a butterfly where would you live?”

Compare and contrast how you are the same or different from butterfly

Explain why you would/would not like to be a butterfly

Write a journal entry “If I were a butterfly”

Naturalist Name other animals that can fly

Describe how it feels to be in a cocoon

Do research online to determine how pollution hurts butterflies

Take a walk and take pictures of all of the butterflies you see

Using word write a letter to persuade people to stop polluting for the butterflies and send to district office

Using “Paint” on computer design and name your own butterfly. Print and mount for display

Visual/ Spatial

Copy a picture of a butterfly out of a book/ or from an image search online

Distinguish between and arrange butterflies into different catagories

Illustrate a Monarch’s path on an online maze www.billybear4 kids.com

Draw a butterfly and diagram the different parts

Look at pictures of butterflies and pick out the ones that are different.

Draw and color a butterfly mask

Musical/ Rhythmic

Sing a song about a butterfly

Group the rhyming words in a poem about butterflies

Produce a show to go with a song or a poem to be performed in front of a camera and presented to the class

Compare and contrast a sad song and a happy song played on a CD player about a butterfly

Write and critique a butterfly song/poem

Collaborate as a class to write a butterfly rap then record on a voice recorder

Logical/ Mathetatical

Collect different color paper butterflies and sort on a chart

Using Word and a butterfly font use groups of butterflies to create number sentences

Use butterflies in addition and subtraction problems

Use words to explain a number sentence using butterflies

Play a butterfly memory game on www.billybear4 kids.com

Create a butterfly that is symmetrical

ACT Assessing Classroom Technology

The following is a list of things that are available in my classroom right now. 4 desktop computers

1 black and white printer

1 Document camera

1 LCD projector

1 CD/Cassette player

1 Television

The following is a list of the technologies available to me and my students at home. Home computers/laptops with internet access (not available to all students)

DVD players

PSP, DS, Xbox, Wii (not available to all students)

Cell phones/Smart phones

Also available at our school is a computer lab with 20 computer stations. In assessing the technology that I have available, both at home and at school, I can see that there are some things that I will need in order to be able to do all the activities that I have planned. In my classroom there is only one computer that is connected to the internet. To fix this problem I will need an Ethernet hub, and some Ethernet cables. The Ethernet hub can be found for $89.99 and the cables can be found for $12.99 on staples.com. I would need four cables, so the cost for connecting all of my computers to the internet would be $141.95.

Another problem that I found in assessing my classroom technology was that I did not have a computer connected to the LCD projector. Without a computer connected to the LCD projector I can’t show the students different websites up on the large screen. For this I would need to either use my personal laptop with an extra long Ethernet cable or have an extra long s-video cable to connect my teacher station to the document camera. A 50’ Ethernet or s-video cable costs $49.99 at staples.com. That would be the only expense for this technology upgrade. Some other technologies that I need for this unit are voice recorders, digital video recorders and digital cameras. An Olympus digital voice recorder can be found on Amazon.com for $21.77 plus shipping. Also on Amazon.com is the KODAK Easy Share camera for $84.00. Amazon also offers the Vivitar DVR 810HD for $76.98. For my classroom I would like to have 2 of each of these, so the total for this technology would be $687.46. The computer lab at the school is a valuable asset. It has Microsoft Word and internet on all the stations. The only problem is that there are only 20 stations and I have 24 students in my class. For this lab to be truly useful we would need to add 4 more computer stations. Overstock.com offers the Gateway DX-4300-11 computer tower keyboard and mouse for $665.99. They also have an LG 20’’ monitor for $106.49. For four complete computer stations it would cost $3,085.92. The total improvements to the technology available to me would cost $3,965.32.

Work Cited

Bloom’s Taxonomy Action Verbs (n.d) Retrieved on December 28, 2009. From

http://www.clemson.edu/assessment/assessmentpractices/referencematerials/docume

nts/Blooms%20Taxonomy%20Action%20Verbs.pdf.

CA Department of Education (1997) English Language Arts Standards. Retrieved December 19,

2009 from http://www.cde.ca.gov/be/st/ss/

CA Department of Education (1997) History Social Science Standards. Retrieved December 19,

2009 from http://www.cde.ca.gov/be/st/ss/

CA Department of Education (1997) Mathematics Standards. Retrieved December 19, 2009

from http://www.cde.ca.gov/be/st/ss/

CA Department of Education (1997) Science Standards. Retrieved December 19, 2009 from

http://www.cde.ca.gov/be/st/ss/

Cruz, Emily (2003). Bloom Revised. University of San Diego. Date accessed: October 22, 2008

http://edweb.sdsu.edu/eet/articles/BloomsLD/start.htm.

Fabio, Darlene (2008). Howard Gardner’s Multiple Intelligences. University of San Diego. Date

accessed September 15, 2008 http://edweb.sdsu.edu/eet/articles/multiintell/ index.htm.

Guignon, Anne (1998). Multiple Intelligences: A Theory for Everyone. Education World. Date

accessed January 3, 2010 http://www.educationworld.com/a_curr/curr054.shtm

International Society For Technology Education (2007) NETS for students. Retrieved on

December 19, 2009 from http://www.iste.org/Content/NavigationMenu/NETS/For

Students/2007Standards/ NETS _for_Students_2 007.htm

Overbaugh, R.C., Shultz, L. (n.d.) Bloom’s Taxonomy. Retrieved on December 28, 2009. From

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm