COMPREHENSIVE SCIENCE
REGULAR/ADVANCED
ENRICHMENT
Teacher’s Note: The generic enrichment strategies below correlate to Howard
Gardner’s Theory of Multiple Intelligences. Following the Science Pacing Guides,
students should be encouraged to identify a science topic from the curriculum
and select from the following instructional strategies to complete an enrichment
experience.
Linguistic Intelligence
 Design a brochure about a specific topic and ask students to share in
classroom.
 Create foldable books on scientific topics/concepts.
 Create crossword puzzles/ word searches using vocabulary words from
chapter(s) as a review activity.
 Do oral reports/presentations on a variety of current research topics.
 Design PowerPoint presentations on a variety of topics and share in
classroom.
 Create poems using scientific vocabulary or themes.
 Write creative short stories incorporating scientific ideas.
 Deliver an informative speech on a famous scientist/discovery/inventor.
 Conduct projects that require specifying a problem, designing an
experiment, analyzing data and reporting results/solutions.
 Write essays on a variety of topics.
 Write a newspaper article about a topic of interest.
 Write diary entries as if you were a famous historical figure describing your
role in a famous scientific discovery.
 Create study guides/questions for chapter review.
 Write a letter to the editor about a current issue/topic and take sides.
 Create a scrapbook documenting a famous scientific event/discovery.
Logical-mathematical Intelligence
 Design concept maps/webs/graphic organizers on topics dealing with Life
Science, Earth and Space Science, and Physical Science to present to
others.
 Develop scientific/mathematical models for a complex situation.
 Create flowcharts/charts/time lines on scientific discoveries.
 Conduct Internet research and outlines on Life Science, Earth and Space
Science, and Physical Science topics.
 Design scale drawings of science concepts.
 Create trivia games that others can play.
 Develop crossword and other puzzles for classmates to solve.
 Write a how-to book on a specific science concept.
 Diagram procedures of an experiment.
 Conduct research and laboratory experiments to investigate concepts.
 Categorize facts and information.
 Compose analogies.
Curriculum and Instruction
Page 1 of 3
Adapted from: Coil, C. (2004) Standards-based Activities and Assessments for the Differentiated Classroom.
Pieces of Learning.
COMPREHENSIVE SCIENCE
REGULAR/ADVANCED
ENRICHMENT
Spatial Intelligence
 Create cartoons/comic strips/comic books that illustrate a scientific
concept/idea in sequential order.
 Construct scale drawings/collages/mosaics/murals to demonstrate
understanding of science concepts.
 Make illustrated booklets on a variety of scientific topics.
 Design maps and graphs to illustrate data.
 Design picture postcards/posters to illustrate science concepts.
 Make an informative video about a scientific concept/idea/theme.
 Write book reports on scientifically accurate novels.
 Create drawings of different types of cells in the human body.
 Create a T-shirt design/logo that represents a specific theme/idea.
 Create an ABC book/illustrated children’s book that demonstrates
understanding of science concepts.
 Make a sculpture of a famous scientist/inventor.
 Create mnemonic devices from vocabulary words or scientific concepts.
 Draw or paint a picture, poster, chart, or sketch representing science
concepts learned.
 Make a three-dimensional model of a science concept learned.
 Sketch an illustration of how historic scientific figures might have changed
events.
 Take photographs or video to create a pictorial report.
 Construct props and costumes to dramatize an event in science.
 Create Venn diagrams or concept maps to explain information to others.
 Build a shadow box or diorama display to illustrate science concepts.
Bodily-Kinesthetic Intelligence
 Perform a skit/play depicting the life/ part of the life of a famous
scientist/inventor.
 Create informational TV Commercials on topics of interest.
 Dance and explain the science concepts involved in movement.
 Make a mobile demonstrating a scientific topic such as how traits are
inherited.
 Role-play science concepts and discoveries.
 Create a dance or movement that explains a science concept.
 Take a fieldtrip to further explore a science concept.
 Act out vocabulary words or a sequence of events.
 Construct projects and make diagrams and/or models of science
concepts.
 Perform charades of key science vocabulary and concepts.
Curriculum and Instruction
Page 2 of 3
Adapted from: Coil, C. (2004) Standards-based Activities and Assessments for the Differentiated Classroom.
Pieces of Learning.
COMPREHENSIVE SCIENCE
REGULAR/ADVANCED
ENRICHMENT
Musical Intelligence
 Perform songs/raps to help review vocabulary or scientific concepts.
 Make a slide show dealing with a scientific concept/idea.
 Write an original song, rap, jingle, or cheer to review important science
concepts and/or discoveries.
 Play instruments and describe the science concepts involved.
 Compose music that conveys the theme or mood of the science lesson.
 Create a rhythmic way to remember science concepts.
Interpersonal Intelligence
 Create Interactive/Review games on scientific concepts/topics.
 Conduct interviews/email interviews of scientists, engineers, and/or
persons working in science fields.
 Debate a controversial or current scientific issue.
 Pantomime science concepts as a review activity.
 Participate in activities, where each person in a group is responsible for
specific tasks.
 Participate in a global collaborative project.
 Peer tutor a classmate on a science topic.
Intrapersonal Intelligence
 Perform/write a monologue as if you were a famous scientist/inventor
about your discovery/ invention.
 Write journal entries with personal reflections on science concepts
learned.
 Research scientific topics.
 Schedule a meeting with a science teacher/scientist to investigate a topic
further.
 Conduct an independent investigation of a scientific concept.
 Self-assess projects and products and recommend improvements.
Naturalist Intelligence
 Participate in field trips and nature walks to explore science concepts.
 Make observations of the natural world; make predictions, and record
findings.
 Record changes or developments of certain scientific and/or engineering
discoveries over time.
 Photograph events in the natural world.
 Sort, categorize, and classify items in the natural world.
 Care for plants and animals in an ecosystem and study the
interconnectedness of the living and nonliving parts.
 Forecast and track the weather.
Resources
Learning Style Quiz at Edutopia.org http://www.edutopia.org/multipleintelligences-learning-styles-quiz?gclid=CLPvwd_-0psCFRKAxgodKGOomw
Curriculum and Instruction
Page 3 of 3
Adapted from: Coil, C. (2004) Standards-based Activities and Assessments for the Differentiated Classroom.
Pieces of Learning.