This lesson incorporates Gardner's Multiple Intelligences learning styles and is aligned with Arizona state standards. Grades: 9-12

Concept 2: Molecular Basis of Heredity

Performance Objective 1. Analyze the relationships among nucleic acids (DNA, RNA), genes, and chromosomes.

Using the strand for high school science 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. Students will record their results in a lab book based on accuracy and time taken to construct the DNA molecule.

Procedure:

Instruction will last a total of 1 introductory hour plus 15 minutes per intelligence measured.

Controlled Exercise:

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 listening to the same classical song played during the first lesson.
• 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.

Self-Analysis:

Students will then chart their averages and reflect which category of multiple intelligences works best for them.

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