(ELA B10: Environment and Technology)
Type of intelligence |
How someone with this type thinks |
Culminating project suggestions |
Linguistic |
In words |
Develop a portfolio of stories or poems that contain ideas and themes from the unit readings and class discussions or develop and deliver a speech |
Logical-mathematical |
By reasoning
|
Perform a series of experiments in which you document the results or design a web page that highlights some of the issues related to the environment and technology |
Spatial |
In images and pictures |
Create a photo/art exhibit, video/ documentary, or scrapbook that documents how a particular piece of technology provides both benefits and risks to the local community |
Bodily-kinesthetic |
Through somatic sensations |
Create a dance sequence, tableau, mime sequence, or drama in context that portrays one of the passages from the unit readings |
Musical |
Via rhythms and melodies |
Create a sound piece, rhythmic sequence, or song that highlights the relationship between a particular piece of technology and the local environment |
Interpersonal |
By bouncing ideas off other people |
Do a survey of at least 100 of your peers regarding their views about how a particular technological development relates to, or is affecting, the local environment and document the results |
Intrapersonal |
In relation to their needs, feelings, and goals |
Spend an hour outdoors or at a museum during the week and design a journal based on the ideas gained through your experiences, the readings in this unit, and your personal reflections |
Naturalist |
Through nature and natural forms |
Explore a local park, and create a guide for the park using passages from the unit readings for inspiration |
(based on Armstrong, 1994 and Ruggieri, 2002)