Car board game.

CareerStart lessons: Grade six

LEARN NC was a program of the University of North Carolina at Chapel Hill School of Education from 1997 – 2013. It provided lesson plans, professional development, and innovative web resources to support teachers, build community, and improve K-12 education in North Carolina. Learn NC is no longer supported by the School of Education – this is a historical archive of their website.

Learning outcomes

Students will explore their own multiple intelligences and consider how these talents could be used in a future career.

Teacher planning

Materials needed

  • Student handouts:
    • “Who?” by Shel Silverstein (This poem can be handed out to each student or made into a transparency and projected.)
    • “You are a Marvel” by Pablo Casals (This poem, too, can be used as a handout or a transparency.)
    • “Eight Ways of Being Smart” — multiple intelligences definition sheet
    • “Student MI Questionnaire”
    • “Parent Questionnaire for MI Assessment”
    • “Student Quilt Card”
  • Scissors
  • Crayons or markers
  • Overhead or multimedia projector (Optional. Use if you choose to project the poems rather than handing them out to the class.)

Time required for lesson

60 minutes
Homework time will be needed for parent survey.


  1. Brainstorming: Get the students thinking by reading aloud “Who?” and “You are a Marvel.” Conduct a question-and-answer session with students regarding how they are marvels. (2-3 min.)
  2. Guided instruction: Have a discussion with the students about what makes them marvels and how these traits are very similar to the multiple intelligences listed on the handout “Eight Ways of Being Smart.” Have the students examine the definitions on the handout and ensure that they understand what each intelligence characteristic means. (10 min.)
  3. Independent practice: Have students fill in the student questionnaire individually using the “Eight Ways of Being Smart” handout. (15 min.)
  4. Pass out the “Student Quilt Card” handout and write the following color key on the board:
    • Red - Verbal / Linguistic
    • Green - Interpersonal
    • Blue - Logical
    • Black - Intrapersonal
    • Orange - Spatial
    • Brown - Naturalist
    • Purple - Bodily / Kinesthetic
    • Yellow - Musical

    Have students draw a design on the quilt card and create their own piece of graphic art that represents the multiple intelligences. Explain that larger portions of the square should contain colors corresponding to the intelligence traits on which they ranked themselves the highest on the chart. (30 min.)

  5. Have students turn in their quilt cards when they’re finished. (Students may need to finish these as homework.) Pass out “Parent Questionnaire for MI Assessment” for students to have completed by their parents. This is due the following day for homework.
  6. Closure: The next day in class, discuss the differences in the two surveys between students’ opinions of their personal talents and what their parents think about their talents.

Extended activity

Have students cut out their quilt cards at the end of the lesson. Glue them together on a large poster-board to create a quilt displaying the class’s intelligences. (This would be a fun activity for a couple of eager beavers!)

North Carolina curriculum alignment

English Language Arts (2004)

Grade 6

  • Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
    • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • analyzing the characteristics of expressive works.
      • determining the effect of literary devices and/or strategies on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • determining the main idea and/or significance of events.
      • generating a learning log or journal.
      • creating an artistic interpretation that connects self to the work.
      • discussing books/media formally and informally.

Guidance (2001)

Grade 6–8

  • Goal 3: Understand the relationship of academics to the world of work, and to life at home and in the community.
    • Objective 3.03: Determine the relationship between learning and work.

  • North Carolina Essential Standards
    • Guidance (2010)
      • Progressing

        • P.SE.1 Understand the meaning and importance of personal responsibility and self-awareness. P.SE.1.1 Identify how to set boundaries that maintain personal rights while paying attention to the rights of others. P.SE.1.2 Use self-determination to build independence...