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By Meryl Divya Joseph
Arizona State Standards: Gardner-Style Lesson
Concept 2: Molecular Basis of Heredity
Understand the molecular basis of heredity and resulting genetic diversity.
PO 1. Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes.
Grades: 9-12
Using the strand for high school science in the table above, I would implement the following strategies to teach students the structure of the DNA double helix while implementing a targeted focus on each of Gardner’s multiple intelligences.
Materials:
Stop watch, DNA molecular kit (with colors to identify each base and the backbone of DNA), CD player and CD of a classical song, Detailed instructions of how to create the DNA molecule, separate diagrams of how to construct the DNA molecule, separate mathematical formulas to create a DNA molecule.
Preparation: Construct a chart itemizing the multiple intelligences: logical-mathematical, linguistic, musical, spatial, bodily kinesthetic, interpersonal, intra-personal, and naturalist.
Procedure: (Instruction will last a total of 1 introductory hour plus 15 minutes per intelligence measured).
Controlled Exercise:The first class students will be given all materials in order to construct DNA molecules. Student will be expected to perform the task about 2 times in this one hour.
Logical-mathematical test: Students will only be provided calculations as well as the DNA kit. They will have 15 minutes to construct a molecule and record their results.
Linguistic test: Students will perform construction of the DNA molecule with the teacher reading the directions and the students following the directions. They will record their results.
Musical test: Students will be asked to construct a model of DNA while simply listening to the same song in the first lesson. They will record their results.
Spatial test: Students will construct the DNA molecule without any form of direction based on spatial relationship.
Bodily kinesthetic test:Students will time themselves and see how fast they can build a DNA molecule without direction. They will have two tries and record the fastest time.
Interpersonal test:Students will pair off to discuss the learning experience. They will compare notes.
Intra-personal test: Students will write a reflective journal compiling their notes on what they have learned.
Naturalist test: Students will be given a chart of the intelligences. They will rate from 1 – 10 (1 being least effective, 10 being most effective) each intelligence as to how effectively they constructed a molecule of DNA. The first class will be used as a control.
They will then chart their averages and reflect which category of multiple intelligences works best for them.