Sample Multiple Intelligence Activities

for a Unit on Snow

Verbal Linguistic

• Research snow using books and/or the Internet. Pretend you are a snowflake. Write a story from that point of view. Include what you have learned about snow and the water cycle
• Read one of Jean Craighead George’s A Day in the... series and write an adventure story where snow plays a major role using the same daily journal form she uses
• Find as many words as you can that describe different kinds of snow. Use books and the Internet. Make a book or a slide show to teach other people what you learned. Include a bibliography of your sources
• Research snow in books and on the Internet. Write a book of poems celebrating and/or denouncing snow. Be sure to include at least six different kinds of poems (haikus, couplets, cinquains, ballads, etc.). Show what you have learned about snow, including the different kinds and how it behaves
• Write and put on a short play that includes characteristics and behaviors of snow as a part of the plot.
• Research and write an essay about a certain phenomenon related to snow (e.g avalanches, blizzards, etc). Include a bibliography of your sources. At least one should be from the Internet.

Logical Mathematical

• Look a Robert Bentley’s book Snowflakes. Select six different snowflakes and enlarge them on the copier, then measure all the angles with a protractor. Describe any observations you made. Did you find any patterns? What else did you discover? What are your inferences about why this might be? Design your own snowflake using the protractor and/or compass. Upon what polygonal shape is the snowflake based? Research to find out why do you think that might be? Present what you learned in a slide show presentation.
• Measure metrically the depth of the snow in six different environments around your school (under a tree, next to the building, etc.). Record your measurements and show them in graphic form (map and graph). Think about why the depths might be different. Share your map, graphs, and ideas with your class.
• Set up an experiment where you test the insulation value of six different materials by seeing how fast the snow will melt in insulated containers in the classroom. You could also put thermometers outside in the snow in different insulated containers to see the rate of cooling. Be sure to control your variables and do your tests at least three times. Make a graph of your results. Think about an explanation for your results and give a presentation to your class.
• Record your predictions about how much water will be left when you melt 100 ml of snow. Gather the snow from six different sites and see how much water is left when you melt it. Record your results. Find the average and compare it to each site. Show what you have learned graphically and try to explain what you observed.
• Select ten snowflakes from Robert Bentley’s book Snowflakes and design a dichotomous key classification system that will have only one snowflake in each category when you get to the bottom. Use numbers (number of points, angles, size, etc.) for at least three categories. Write up your key so that a friend could use it and present it to the class.

Visual/Spatial

• Snowflakes are generally hexagonal, but there are many other polygons. Select two other "regular polygons." Study the snowflakes in Robert Bentley’s book Snowflakes. Try to make "snowflake-type designs" in two other polygonal shapes (i.e. using pentagons, squares, or octagons, etc.). Use a protractor, compass, and a ruler to make your designs. Use color to make your designs more aesthetic if you would like. Share your designs with the class.
• Research an artist who painted a lot of snow scenes. Learn about his/her life, art, and ideas. Paint a picture of a snow scene in the style of that artist. Be ready to share your artist and art with the class.
• Research the history of ice and snow sculpture. Research how ice/snow sculptures are made by talking to a local snow/ice sculptor. Make your own sculpture on the school grounds or at home. Share the sculpture with your class and explain the process that you used.
• Design a poster to teach you classmates about the different forms of snow or how snowflakes are formed

Musical Rhythmic

• Research different kinds of snow in books and on the Internet. Share what you learned with your class in the form of a song or a rap. Include at least five types of snow and the characteristics of each.
• Make a tape collection of songs about snow. Keep a bibliography. Set up a center to share it with your class.
• Design a dance or instrumental performance with snow as the theme.
• Sit quietly in the snow for ten minutes. Make a sound map recording your ideas about what you hear, how far away it was, and what you think might have made the sound. Listen especially for patterns of sound.
• Design a song to help you classmates remember the different kinds of snow

Kinesthetic

• Research different kinds of snow shelters. Select one and build it at home or at school with adult supervision. Use a thermometer for a week to chart the temperatures inside and outside of the shelter. Graph your results. Be ready to share what you did and what you learned with the class.
• Learn how to cross-country ski or teach a friend. Make a flow chart of the steps you took in order. Share it with the class.
• Learn how to build a fire in the snow. Make a flow chart. Teach the class.
• Build a snow pit. Observe the snow (crystal structure) carefully at different levels using a hand lens. Gather information about the kinds of snow, layering, temperatures, and pollution. Draw a profile to show how and where the snow changes. It might help to look at a resource describing different types of snow
• Build a portable snow/winter survival kit. Research what should go into the kit and then put one together. Share it with your class

Interpersonal

• Work with a small group to research different snow activities in books or on the Internet. You may even want to interview the physical education or science teacher. Plan a snow field trip or field day for your class. Be sure there is something fun for everyone to do and that the activities are safe
• Design a learning center about snow for little kids (first or second graders). Take it to their class, introduce it to them, and help them with it
• Design a hands-on activity to teach little kids (first or second graders) about some aspect of snow. Take it to their class, introduce it to them, and help them with it
• Write and direct a play about snow or with snow as an important part of the plot

Intrapersonal

• Spend ten minutes a day observing the snow. Keep a journal of careful observations, as well asyour thoughts and questions concerning the snow.
• Think about how your life would be different if there were no snow. Figure out a way to express or explain your thoughts and ideas.
• Spend time in the snow. Observe using all five senses, then write a poem or design a picture expressing how it affected you emotionally (your feelings) and physically (your body). Refer to all five senses.

Naturalist

• Research the snow/winter survival strategies of six different animals that live in the Interior. Select a means to share what you learned with the class
• Dig three pits in the snow down to ground level (subnivean layer). Observe carefully for at least a week. Record your observations in a journal using words and drawings.
• Keep an animal track and animal sign journal. Draw a line down the middle of your journal pages. Record tracks (only as a series, not in isolation) and signs on the left side of your journal pages and write words that describe your ideas about what the animal is doing and why on the right side. If you would like to try to identify the animal, you might want to research them in a track field guide.
• How do plants survive the winter? Talk to a local scientist and prepare a short presentation for the class. Be sure to include at least three visual aids.