Self-knowledge Grade Level 6

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Career & College Readiness Lesson Plans
I Have “M.I.” Strengths!


Grade Level 6


This lesson will provide students an opportunity to understand the different ways they can display their intelligences: Multiple Intelligences (M.I.) such as Music Intelligence, Visual Intelligence, Language Intelligence, Nature Intelligence, Math Intelligence, Physical Intelligence, People Intelligence and Self Intelligence. Students will take an inventory to assess their M.I. strengths, determine how M.I. relates to career decision making and identify an occupation that is a match to their M.I. strengths.

Learning Outcomes

At the end of this lesson, students will be able to:

  • Assess, score, and analyze their M.I. Checklist results.

  • Discuss and present their MI results with peers.

  • Identify an occupation or occupations that match their M.I. results.

Language Objectives

At the end of this lesson, students will be able to:

  • Interpret their MI results by expressing the information and ideas in a verbal discussion where they justify their M.I. using textual evidence from their MI Checklist results.

  • Expand and enrich their ideas using verb phrases and noun phrases that justify their career interests based on their M.I. Checklist results.

Standards Alignment

  • California Common Core State Standards: College & Career Readiness
    Anchor Standards:

    • RI. 2, 4, 8–10; W. 1, 2, 4, 6, 7, 8, 9, 10; SL. 1, 2, 4; L. 1, 2, 3, 6

  • California Career Technical Education Anchor Standards:

    • 2–5, 7, 9, 10, 11
  • California Standards for Career Ready Practice:

    • 1, 2, 4, 5, 7, 9, 10, 11, 12

  • National Career Development Guidelines:

    • PS 1, 2; ED 2; CM 1, 2, 3, 5

  • International Society for Technology in Education Standards:

    • 1, 2, 3, 4, 5, 6

  • English Language Development Standards:

    • Part 1: 1, 2, 3, 5, 6, 8, 9, 10, 11, 12

    • Part 2: 1, 4, 5, 6

  • American School Counselor Association Mindsets & Behaviors:

    • M 1, 5; BLS 9


  1. Computers with Internet access for students

  2. Computer with projector and Internet access for instructor

  3. Projector

  4. Scissors

  5. Student Handouts

  • Activities I Can Do to Show What I Know (p. 5)

  • Multiple Intelligences Vocabulary & Definitions (p. 6)

  • Multiple Intelligences Checklist Summary (p. 7)
  • Multiple Intelligences Checklist (pp. 8–10)

  • Multiple Intelligences and Occupations (p. 11)

  1. Online Resource

    • I Have M.I. Strengths Start-Up Video

Academic Vocabulary

  • Intelligence: is the ability to acquire, understand, and use knowledge and skill.

  • Language Intelligence, also known as Linguistic Intelligence: is an individual's ability to understand both spoken and written language, as well as their ability to speak and write.

  • Math Intelligence, also known as Logical-mathematical Intelligence: is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations.

  • Multiple: consisting of, including, or involving more than one.

  • Music Intelligence, also known as Musical Intelligence: is the capacity to discern pitch, rhythm, timbre, and tone.

  • Nature Intelligence, also known as Naturalist Intelligence: is the ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).

  • People Intelligence, also known as Interpersonal Intelligence: is the ability to understand and interact effectively with others.
  • Physical Intelligence, also known as Bodily Kinesthetic Intelligence: is the capacity to manipulate objects and use a variety of physical skills.

  • Self-intelligence, also known as Intra-personal Intelligence: is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directing one’s life.

  • Visual Intelligence, also known as Spatial Intelligence: is the ability to think in three dimensions.


Students will complete the M.I. Checklist, score it, analyze the results, and discuss their findings. They will then identify occupations that relate to their MI strengths.

Getting Ready

  • Preview the “I Have M.I. Strengths” start-up video (link in Materials section)

  • Review the vocabulary and be prepared to lead a discussion about multiple intelligences

  • Review the handouts and make copies for your students

  • Consider pre-cutting the handout “M.I. Vocabulary and Definition Game”

Lesson Procedures

  1. Introduce the lesson by showing the “I Have M.I. Strengths” start-up video (link in Materials section) and confirm students understand what to expect. Or you can introduce the lesson without the video by describing the topic and activity.

  2. Ask students, “Is there more than one way to be smart?” and have them Think-Pair-Share response.

  3. Introduce the concept of multiple intelligences by sharing the definitions found in this lesson’s Academic Vocabulary then use the “Activities I Can Do To Show What I Know” handout to help illustrate the different intelligences.

  4. Distribute and have students cut up the “M.I. Vocabulary and Definition Game” handout and play it once in pairs. Have students match each intelligence with its definition. To save class time, precut the pieces.
  5. Provide and administer the “Multiple Intelligences Checklist.” Explain to students they are going to learn about their own types of intelligences by using this checklist. Remind students what the various categories are and instruct them to complete the M.I. checklist, add up the category totals, and transfer those totals to the M.I. table on page one of the checklist.

  6. Have students score it themselves, analyze their findings, and discuss what their primary intelligences are.

  7. Engage students in discussion around the types of M.I. by asking questions like:

    • Do you feel that this M.I. Checklist is accurate in identifying your M.I. strengths? Why or Why not?

    • Why do you think it is important to know these Multiple Intelligences?

  1. Give students the “Multiple Intelligences and Occupations” handout. Ask them to find their primary intelligence and identify an occupation(s) that looks interesting to learn more about. Continue the discussion on M.I. by asking additional questions like:

    • How can the concept multiple intelligences help you when it comes to making career decisions?

  2. Wrap Up. Tell students they’ve learned more about themselves by identifying their strengths and knowing their strengths helps them choose a career they’ll like and be good at.

  3. Remind students to put their worksheet into their career portfolios.

Estimated Time

One class session


  • Review and discussion of M.I. Checklist results.


  • Locate a video on the Internet that you can show students about Howard Gardner’s Theory of Multiple Intelligences.

This lesson and all other lessons and materials are posted on the

California Career Resource Network Web site at

Activities I Can Do To Show What I Know









  • Make a flow chart of a process you’re studying.

  • Create diagrams of the information (paint, draw, or sculpt with clay).

  • Visualize how to use the learning in your life.

  • Mind map the information on a page.

  • Make a montage of the information using pictures cut from a magazine.

  • Role-play or act out concepts of the learning.

  • Make body movements for the parts of the information.

  • Turn the information into a physical game.

  • Watch an expert and copy what she does.

  • Perform the learning with your body, do it in your mind, then do it again with the body.

  • Memorize steps involved in what you’re learning.

  • Explain why each part is necessary to the whole.

  • Make graphs of related facts and figures.

  • Make an outline of the key points and sub points.

  • Use different thinking patterns to analyze the information.

  • Find equivalents for your information in the animal world.

  • Do your study and learning outdoors.

  • Visualize how to use the learning in your life.

  • Mind-map the information on a page.

  • Make a montage of the information using pictures cut from a magazine.









  • Make up a song about the information.

  • Think of background sounds you associate with the learning.

  • Match the concepts with appropriate background music.

  • Imagine different rhythms or beats for the information.

  • Experiment with different ways of speaking to explain the information (loud, soft, fast, and slow).

  • Turn the information into a limerick or a poem.

  • Write it up as a front- page newspaper story.

  • Memorize the terms & vocabulary of the topic.

  • Turn the information into a children’s story.

  • Make up riddles, jokes, or puns based on the information you’re learning.

  • Interview experts in the area you’re studying.

  • Explain your learning to a group of friends.

  • Learn with others, with each person learning a part then teaching it.

  • Join a group that has expertise in what you’re learning.

  • Find mentors to coach you in what you’re learning.

  • List personal implications of the knowledge for you.

  • Keep a journal of thoughts and feelings as you learn.

  • List 10 ways to use what you’re learning right now.

  • Reflect on how the learning is changing you.

  • Think about the spiritual or universal implications of what you’re learning.

Multiple Intelligences Vocabulary & Definitions

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Multiple Intelligences Checklist Summary

Everyone has natural intelligences (“smarts”) that can be used to find successful and fulfilling career paths. Each type of intelligence is a sought after talent essential in certain types of jobs.

You’re going to find out in which ways you are smart and you can use that information to find the kind of career you’ll be happiest in. Read through the sentences in the list and place a check next to those that describe you. When you’re finished, total the checkmarks in each section and write the totals in this table:

Multiple Intelligences

Total number checked

Physical Intelligence:

People Intelligence:


Language Intelligence:

Math Intelligence:

Music Intelligence:

Nature Intelligence:

Visual Intelligence:

This Checklist is from the California Career Planning Guide which was adapted from one developed by Thomas Armstrong, which appears in Multiple Intelligences in the Classroom, a 1994 publication of the Association for Supervision and Curriculum Development, Alexandria, VA. This exercise was prepared by Cal Crow, Ph. D., (National Training Support Center-Seattle, and America’s Career Resource Network) Phone 206 870-3783 / FAX 206-870-5915 / E-mail

Multiple Intelligences


Total number checked

Physical Intelligence:

___ I am good at sports.

___ I fidget when asked to sit for very long.

___ I am good at mimicking others’ gestures.

___ I like taking things apart and putting them back together.

___ I like touching/holding objects and moving them around.

___ I enjoy being on the go: running, jumping, moving, wrestling, etc.

___ I like working with my hands, such as repairing and making things.

___ I use many gestures when expressing myself.

___ I experience different physical sensations when thinking or working.

___ I enjoy expressing myself through movement, such as dance.

People Intelligence:

___ I enjoy socializing.

___ I am a natural leader.

___ I am a good listener when friends have problems.

___ I make friends easily.

___ I enjoy clubs, committees, and organizations.

___ I like teaching things to others.

___ I have many good friends and close acquaintances.

___ I am good at seeing another person’s point of view.

___ I enjoy talking to groups.

___ I enjoy exchanging ideas with others.


___ I know how to set goals and reach them.

___ I clearly know my strengths and weaknesses.

___ I am comfortable with myself and enjoy my own company.

___ I feel good about who I am and what I stand for.

___ I would be described as someone who has my “act together.”

___ I stand up for what I believe, regardless of what others think.

___ I am continually learning from my successes and failures.

___ I am not much concerned about fads, fashion, or what is “in.”

___ I am always honest and up front about how I am feeling.

___ I almost never feel bored or “down.”

Multiple Intelligences, p. 2


Total number checked

Language Intelligence:

___ I write well and enjoy putting thoughts on paper (or in the computer).

___ I enjoy telling stories or jokes.

___ I can remember names, places, dates, or trivia.

___ I enjoy word games.

___ I enjoy reading books and magazines.

___ I am a good speller.

___ I enjoy nonsense rhymes, limericks, puns, etc.

___ I enjoy listening to the spoken word.

___ I have a good vocabulary.

___ I enjoy communicating by talking or writing.

Math Intelligence:

___ I ask questions about how things work.

___ I can do arithmetic problems in my head.

___ I enjoy math classes.

___ I enjoy math games, such as, computer math games.

___ I enjoy chess, checkers, or other strategy games.

___ I enjoy logic puzzles or brainteasers.

___ I like to put things in categories or hierarchies.

___ I like to use a variety of thinking skills to figure things out.

___ I am good at thinking on an abstract or conceptual level.

___ I clearly see cause-effect relationships.

Music Intelligence:

___ I can distinguish among different sounds/tones.

___ I remember melodies easily.

___ I can carry a tune.

___ I can play a musical instrument.

___ I often hum or sing to myself.

___ I am sensitive to noises, such as rain or traffic.

___ I like doing things in a rhythmic way.

___ I can hear music in my head.

___ I enjoy reading music.

___ I can keep time to a variety of music.

Multiple Intelligences, p. 3


Total number checked

Nature Intelligence:

___ I am good at classifying plants, animals, rocks, & other natural phenomena.

___ I would describe myself as having a “green thumb.”

___ I enjoy collecting and studying items from nature.

___ I have “a way” with animals.

___ I learn more from “the great outdoors” than I do in a classroom.

___ I can name many different types of plants and animals.

___ I have always been interested in and fascinated by nature.

___ I watch many nature programs on TV.

___ I can detect subtleties in appearance and texture.

___ I view a walk in the woods as a great learning experience.

Visual Intelligence:

___ I can visualize things clearly in my mind.

___ I like maps, charts, and diagrams better than words.

___ I often daydream.

___ I enjoy artistic activities.

___ I am good at drawing things.

___ I like movies, pictures, and other visual presentations.

___ I enjoy mazes, jigsaw puzzles, and Rubik’s Cubes.

___ I can manipulate three-dimensional drawings in my head.

___ I frequently doodle or sketch.

___ I enjoy creating designs on paper or by computer.





computer game design
doctor of sports
forest ranger
personal trainer
Phys Ed teacher
physical therapist
recreation specialist
yoga instructor

communications manager
conflict resolution specialist
cruise director
customer service rep
dental hygienist
group mediator
human resources manager
marketing specialist
Peace Corps
religious leader
social director
social worker

trainer facilitator

travel counselor

career counselor
energy healer
futurist or trend predictor
intelligence officer
personal counselor
program planner
small business 
spiritual counselor
wellness counselor

editor in publishing
marketing consultant
talk-show host
language translator





computer analyst
computer technician
computer programmer
database designer
network analyst

choir director
disc jockey
music conductor
music camp counselor
music critic
music lawyer
music librarian
music publisher
music promoter
music retailer
music teacher
music therapist
orchestra director
piano tuner
recording engineer
sound editor
speech pathologist

air quality specialist

animal health tech
dog trainer
environmental lawyer
forest ranger
nature photographer
veterinarian assistant
water conservationist
wetlands ecologist

3D modeling
computer programmer
film animator
graphic artist
interior decorator
outdoor guide
strategic planner
truck driver
urban planner
Multiple Intelligences and Occupations

rectangle 1California Career Resource Network, California Department of Education

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