The Seven Learning Styles – How do you learn?

Contrary to the traditional educational framework, there is actually a diverse

range of learning styles appropriate for every student. Schools generally
use linguistic or logical learning styles, but other styles may be more
effective for some learners.

When students are not performing as well as they could be, it is likely they
just need to be taught in a different way. It is important to remember;
diversity is not exclusively about qualities, beliefs and faith, it can also
determine how we best learn new skills.

Some people learn through movements and hands-on activities, while

some need visual information to fully understand a concept. A successful
teacher is the one who does not only disseminate knowledge and
encourage learning but can also identify the learning styles of
students and tend to each one of them.

The idea of individualized learning styles started in the 1970s and since
then has greatly influenced education. Neil Fleming’s VARK model is one
of the common and widely used frameworks today. Fleming’s learning
styles are categorised into visual, auditory, reading-writing and kinesthetic.

To expand on Fleming’s model, let’s have a look at Howard Gardner’s

multiple intelligence theory – the seven learning styles…

1.      Visual (Spatial)

Do you need to draw things out?

Are you constantly doodling? If you find it easier to understand something if
it is in a diagram, you are probably a visual learner. Knowledge or concept
maps use visual symbols as a way to express knowledge, concepts,
thoughts or ideas, and the relationships between them. These are a great
tool for visual or spatial learners as you can draw connections or use colour
coding to group ideas.

By representing information spatially and with images, students are able to

focus on meaning, reorganise and group similar ideas easily, and utilise
their visual memory to learn. Visual learners often pursue careers such as
architecture, engineering, project management, or design.

2.      Aural (Auditory-Musical)

Do you dislike reading?

If you need someone to tell you something out loud to understand it, you
are an auditory learner. You depend on hearing the information to fully
understand it, rather than just reading it from a book. Group discussions
are a great way for auditory learners to grasp new ideas.

Auditory learners have the aptitude to notice audible signals like changes in
tone, or pitch to name a few. For example, when memorising a phone
number, an auditory learner will say it out loud first and take note of how it
sounded to remember it. Aural learners often pursue careers such as
musician, recording engineer, speech pathologist, or language teacher.

3.      Verbal (Linguistic)
Do you love words and writing?

People who find it easier to express themselves by writing or speaking can

be regarded as verbal learners. You love to write and read. You like to play
on the meaning or sound of words such as tongue twisters, rhymes and so
on. You’re familiar with the definitions of many words and regularly make
an effort to learn more meanings of new words.

Techniques used by verbal learners involve mnemonics, scripting, role-

playing and anything that involves both speaking and writing. Verbal
learners often pursue public speaking, writing, administration, journalism or
politics.

4.      Physical (Kinesthetic)

Are you a hands-on type of person?

In this style, learning happens when the learner carries out a physical
activity, rather than listening to a lecture or watching a demonstration.
Those who have a preference for kinesthetic learning are called ‘do-ers’
and much prefer hands-on learning. Kinesthetic learners make up about
five percent of the population.

Kinesthetic learners are often interested in careers such as emergency

services, safety representative, physical education, or entertainment (such
as acting or dance).

5.      Logical (Mathematical)
Are you great with numbers?

When you like using your brain for logical and mathematical reasoning,
you’re a logical learner. You easily recognise patterns and can connect
seemingly meaningless concepts easily.  Logical learners often lean
towards classifying and grouping information to help them further
understand it.

You excel in numbers and are fine with doing complex calculations such as
basic trigonometry off the top of your head! Logical learners could pursue
careers in fields such as scientific research, accountancy, bookkeeping or
computer programming.

6.      Social (Interpersonal)

Are you a people person?

Other learners prefer social or interpersonal learning. If you’re at best in
socializing and communicating with people, both verbally and non-verbally,
this is what you are; a social learner.

People often come to you to listen and ask for advice. They do because of
the apparent sensitivity you have to their feelings, moods and even
motivations. You listen well and empathize with what others are thinking
and going through.

Social learners may pursue counselling, teaching, training and coaching,

sales, politics, and human resources among others.

7.      Solitary (Intrapersonal)

Do you prefer working alone?

You have a solitary style if you are more private, independent and
introspective. Your concentration is at its best when you focus on your
thoughts and feelings without the distraction of others.

Authors and researchers often have a strong solitary learning style.

However, having a good solitary grounding is evident for many top
performers in a range of fields. Being able to learn introspectively works
well with some of the more dominant learning styles discussed above.
Learning styles vs. multiple intelligences: Related, but not the same

What are learning styles?

Google has a field day when you look up learning styles. As is the case with most
complicated terminology, some of the definitions make sense and some don’t. Here are
three explanations of learning styles that sit right:

1. Teaching Expertise states that “Learning Styles (LS) can be defined as the way humans
prefer to concentrate on, store, and remember new and difficult information.” OK, so far so
good. That makes sense.
1. Educational scholar Dorothy MacKeracher (2004, p. 71) describes learning styles as “the
characteristic of cognitive, affective, social, and physiological behaviors that serve as
relatively stable indicators of how learners perceive, interact with, and respond to the
learning environment.”
1. On the other hand, Brown University jumps more to the point and expresses that learning
styles are how you process and comprehend information in learning situations.
Brown also breaks up learning styles into six categories (which we’ll revisit later):

 Visual learning
 Kinesthetic learning
 Individual learning
 Tactile learning
 Auditory learning
 Group learning
In short, learning styles have to do with an individual’s preferred way of learning — or,
as Gardner put it, how students approach a task.

Who came up with the learning styles?

Many scholars point out that learning styles have been around since Carl Jung explored
personality types in 1923 and separated them into the following:

 Extraversion vs. introversion

 Sensation vs. intuition
 Thinking vs. feeling
 Judging vs. perceiving
This led to the now-famous Myers Brigg personality test (which yes, could be it’s very
own blog post).

But it was a New Zealand researcher Neil Flemming who discovered that certain

teachers could reach every student if they catered to students’ learning styles. He came
up with VARK in 1987, which stands for the four basic modalities of learning
techniques: visual, aural, auditory, read/write, and kinesthetic. Yes, it’s slightly different
from Brown’s interpretation above, but the general idea holds true that there are
categorized, preferred ways to learn.

VARK states that learning is not so black and white and reminds us to “[r]emember
[that] life (and work) are multimodal, so there are no hard and fast boundaries.”

On the other hand, Gardner’s 1983 Multiple Intelligence Theory aimed to breakdown

learning abilities based on learning styles. According to Gardner, the notion of multiple
intelligences “is a theoretical framework for
defining/understanding/assessing/developing people’s different intelligence factors.”

One could argue that multiple intelligence theory focuses more on evaluating and
understanding an individual’s intelligence than learning styles do. Gardner also
emphasized that individuals possess each of these bits of intelligence, but it’s
the degree to which each one exhibits that’s important to recognize.

*Note that critics of multiple intelligence theory point out that “intelligence” is not a
clearly defined term. Instead, they base learning styles on biological and conditioned
factors.

After sifting through various comparisons of these two terms, we found another
description from the Teaching for Multiple Intelligences that stuck with us:

“[L]earning styles emphasize the different ways people think and feel as they solve
problems, create products, and interact. The theory of multiple intelligences is an effort
to understand how cultures and disciplines shape human potential.”

You’re not alone if you’re still finding the concept tricky to grasp, so let’s go a step
further and breakdown each category.

But before we dig in, note that the notion of “learning” itself is not clear-cut, and we all
possess aspects of all these styles and intelligences.

The 6 learning styles

Here’s a breakdown of learning styles:

1. Visual learning
Using one’s sense of sight to gather information.

Visual learning activities:

 Following maps
 Sketching diagrams
 Watching videos
2. Group learning

Learning well in social settings, with a focus on collaboration and team-building skills.

Group learning activities:

 Team building activities like those on a ropes course, human alphabet, and group sit
 Group projects such as literature posters or presentations
 Group discussions, formally or informally
3. Kinesthetic learning

Learning takes place physically with movement, expressions, and one’s sense of touch.

Kinesthetic learning activities:

 Simulation games like Predator Prey

 Field trips or other outdoor activities
 Board games and other manipulatives
4. Individual learning

Learning alone as opposed to in a group, with greater focus on self-study. This learning
style connects with intrapersonal multiple intelligence.

Individual learning activities:

 Independent reading
 Solo study sessions
 Individualized online projects
5. Tactile learning

Hands-on learning. This relates to kinesthetic intelligence and even nature intelligence. 

Tactile learning activities:

 Building 3D models
 Attending and/or presenting at a science fair
 Measuring items in the classroom
6. Auditory learning

Learning through hearing. Related to linguistic intelligence and musical intelligence.

Auditory learning activities:

 Listening to nursery rhymes

 Writing song lyrics, or even singing
 Creating or listening to podcasts
The 9 intelligence categories
Now that you’re more familiar with learning styles, let’s offer some explanations for
multiple intelligences. Most scholars break up the multiple intelligences into nine
categories (because they added the existentialist one recently).

Although related to learning styles, multiple intelligences focus more on intellectual

abilities. On the other hand, learning styles emphasize preferences or how a person
likes to approach their learning. As you read the descriptions below, you should sense
the overlap.

1. Spatial-visual intelligence

Students with this trait have an uncanny ability to visualize things. Whether it be
manipulating 3D objects or finding the quickest route on a roadmap, this intelligence
goes hand in hand with the visual learning style. It’s how you store visually learned
information in your memory.

2. Verbal-linguistic intelligence

Do you know those students who get excited about writing stories and public speaking?
They favor verbal-linguistic learning. They probably love words, spoken and written. And
they relish word sounds, meanings, etc. These students also tend to listen attentively.

3. Musical intelligence 

People who exhibit musical intelligence learn in an auditory way and have an ear for
rhythm. Instead of favoring words or images, musical learners prefer sounds.

4. Bodily-Kinesthetic intelligence
How you obtain information through moving as well as how you control your body/fine
motor skills. In short, bodily-kinesthetic intelligence involves learning through
movement.

5. Naturalist intelligence 

Learning best outdoors. People who are curious about their natural world, animals, and
plants exhibit naturalist intelligence.

6. Interpersonal intelligence

People in this category are social and empathetic, which allows them to intuitively sense
others’ needs. They can read the moods of others and relate to their peers. They’re also
often strong communicators.

7. Intrapersonal intelligence

On the other end, intrapersonal intelligence focuses more inwardly than out. These
learners ten to be highly reflective and thoughtful within their own minds. They also may
be highly in tune with their own strengths and weaknesses.

8. Logical-mathematical intelligence

People who love analyzing problems and reaching a logical solution fall in this category.
They have strong reasoning skills, typically excel at standardized tests, and are keen on
identifying patterns.

9. Existential intelligence

What’s the meaning of life? What is beauty? How do you define art? These are all big
questions that characterize existentialist intelligence. These deep thinkers with
philosophic minds are always trying to understand the world around them.

The take-away
Familiarity with multiple avenues of learning will benefit you and your students. Stacking
your teacher arsenal with knowledge on learning styles and multiple intelligence theory
will help you reach all your students and not just a select few.

Remember that all learners have unique strengths and weaknesses, and a one-size-fits-
all approach to teaching doesn’t cater to a student’s individualism. By familiarizing
yourself with multiple intelligence theory and the different learning styles, you’ll be able
to tap into all your students’ strengths.

One final thought

How do you learn? Visually? Linguistically? Spatially?

In addition to implementing these sweet teaching techniques into your curriculum, when
you reflect on your own learning styles and multiple intelligences, you’ll be one step
closer to understanding those around you! 

Photo: Google Edu

Multiple Intelligences are not the same as learning styles

Learning styles are how we approach different tasks, whereas Multiple

Intelligences are a representation of different intellectual abilities.

We process information in a variety of different ways – visual (see), auditory (hear)

and kinaesthetic (touch) and reflective (think), etc. However, learning experiences do
not have to relate directly to your strongest area of intelligence. e.g. someone with a
more linguistic leaning does not have to learn primarily through lectures. Often the
easiest path to understanding is through multiple avenues. Limiting learning to a
single avenue can be counter-productive. Our brains are complex, we learn different
skills in different ways. Sometimes it is easier to fully understand a concept by using
multiple avenues. e.g. Seeing, hearing and interacting with a concept to embed
understanding. Think playing monopoly to help understand the intricacies of finances.

Emotional Intelligence is essentially an extension of the theory of multiple

intelligences proposed in 1983 by Dr. Howard Gardner, professor of education at
Harvard University. He suggests that the traditional idea of IQ was too limited.
Instead Gardner proposed his theory to account for a broader range of human potential
in children and adults. These include:

1. Linguistic/verbal (“word smart”)
2. Logical-mathematical (“number/reasoning smart”)
3. Musical (“music smart”)
4. Spatial (“picture smart”)
5. Body-Kinesthetic (“body smart”)
6. Interpersonal (“people smart”)
 7. Intrapersonal (“self smart”)
8. Naturalist (“nature smart”)
9. Spiritual/Existential (“religion and ‘ultimate issues”)

ntegrating Learning Styles and Multiple Intelligences

In integrating these major theories of knowledge, we moved through three steps.
First, we attempted to describe, for each of Gardner's intelligences, a set of four
learning processes or abilities, one for each of the four learning styles. For linguistic
intelligence, for example, the Mastery style represents the ability to use language to
describe events and sequence activities; the Interpersonal style, the ability to use
language to build trust and rapport; the Understanding style, the ability to develop
logical arguments and use rhetoric; and the Self-expressive style, the ability to use
metaphoric and expressive language.

Figure 1. Sample "Kinesthetic" Vocations by Style

Integrating Learning Styles and Multiple Intelligences-table

"Mastery The ability to use the body

"Interpersonal The ability to use the body to
and tools to take effective action or to
build rapport, to console or persuade, and
construct or repair. Mechanic, Trainer,
to support others. Coach, Counselor,
Contractor, Craftsperson, Tool and Dye
Salesperson, Trainer"
Maker"

Kinesthetic

"Understanding The ability to plan "Self-Expressive The ability to appreciate the

strategically or to critique the actions of aesthetics of the body and to use those
the body. Physical Educator, Sports values to create new forms of expression.
Analyst, Professional Athlete, Dance Sculptor, Choreographer, Actor, Dancer,
Critic" Mime, Puppeteer"

Next, we listed samples of vocations that people are likely to choose, given particular
intelligence and learning-style profiles. Working in this way, we devised a model that
linked the process-centered approach of learning styles and the content and product-
driven multiple intelligence theory.
Figure 2 shows how you might construct a classroom display of information about
intelligences, styles, and possible vocations. Consider kinesthetic intelligence and the
difference between a Tiger Woods and a Gene Kelly: People who excel in this
intelligence, with an Understanding style, might be professional athletes (like Tiger
Woods), dance critics, or sports analysts; people with a Self-expressive style might
be sculptors, choreographers, dancers (like Gene Kelly), actors, mimes, or
puppeteers.

Figure 2. Student Choice: Assessment Products by Intelligence and Style

LINGUISTIC
Mastery

 Write an article
 Put together a magazine
 Develop a plan
 Develop a newscast
 Describe a complex procedure/object

Interpersonal

 Write a letter
 Make a pitch
 Conduct an interview
 Counsel a fictional character or a friend

Understanding

 Make a case
 Make/defend a decision
 Advance a theory
 Interpret a text
 Explain an artifact

Self-Expressive

 Write a play
 Develop a plan to direct
 Spin a tale
 Develop an advertising campaign

 Mastery: The ability to use language to describe events and sequence

activities (journalist, technical writer, administrator, contractor)
 Interpersonal: The ability to use language to build trust and
rapport (salesperson, counselor, clergyperson, therapist)
 Understanding: The ability to develop logical arguments and use
rhetoric (lawyer, professor, orator, philosopher)
 Self-expressive: The ability to use metaphoric and expressive
language (playwright, poet, advertising copywriter, novelist)

 Mastery: The ability to use numbers to compute, describe, and

document (accountant, bookkeeper, statistician)
 Interpersonal: The ability to apply mathematics in personal and daily
life (tradesperson, homemaker)
 Understanding: The ability to use mathematical concepts to make conjectures,
establish proofs, and apply mathematics and data to construct
arguments (logician, computer programmer, scientist, quantitative problem
solver)
 Self-expressive: The ability to be sensitive to the patterns, symmetry, logic,
and aesthetics of mathematics and to solve problems in design and
modeling (composer, engineer, inventor, designer, qualitative problem solver)

 Mastery: The ability to perceive and represent the visual-spatial world

accurately (illustrator, artist, guide, photographer)
 Interpersonal: The ability to arrange color, line, shape, form, and space to meet
the needs of others (interior decorator, painter, clothing designer, weaver,
builder)
 Understanding: The ability to interpret and graphically represent visual or
spatial ideas (architect, iconographer, computer graphics designer, art critic)
 Self-expressive: The ability to transform visual or spatial ideas into imaginative
and expressive creations (artist, inventor, model builder, cinematographer)

 Mastery: The ability to use the body and tools to take effective action or to
construct or repair (mechanic, trainer, contractor, craftsperson, tool and dye
maker)
 Interpersonal: The ability to use the body to build rapport, to console and
persuade, and to support others (coach, counselor, salesperson, trainer)
 Understanding: The ability to plan strategically or to critique the actions of the
body (physical educator, sports analyst, professional athlete, dance critic)
 Self-expressive: The ability to appreciate the aesthetics of the body and to use
those values to create new forms of expression (sculptor, choreographer,
actor, dancer, mime, puppeteer)

 Mastery: The ability to understand and develop musical technique (technician,

music teacher, instrument maker)
 Interpersonal: The ability to respond emotionally to music and to work together
to use music to meet the needs of others (choral, band, and orchestral
performer or conductor; public relations director in music)
 Understanding: The ability to interpret musical forms and ideas (music critic,
aficionado, music collector)
  Self-expressive: The ability to create imaginative and expressive performances
and compositions (composer, conductor, individual/small-group performer)

 Mastery: The ability to organize people and to communicate clearly what needs
to be done (administrator, manager, politician)
 Interpersonal: The ability to use empathy to help others and to solve
problems (social worker, doctor, nurse, therapist, teacher)
 Understanding: The ability to discriminate and interpret among different kinds
of interpersonal clues (sociologist, psychologist, psychotherapist, professor of
psychology or sociology)
 Self-expressive: The ability to influence and inspire others to work toward a
common goal (consultant, charismatic leader, politician, evangelist)

 Mastery: The ability to assess one's own strengths, weaknesses, talents, and
interests and use them to set goals (planner, small business owner)
 Interpersonal: The ability to use understanding of oneself to be of service to
others (counselor, social worker)
 Understanding: The ability to form and develop concepts and theories based
on an examination of oneself (psychologist)
 Self-expressive: The ability to reflect on one's inner moods, intuitions, and
temperament and to use them to create or express a personal vision (artist,
religious leader, writer)

As the final step in constructing the intelligence-learning style menus, we collected

descriptions of products that a person with strengths in each intelligence and style
might create. For example, in the linguistic intelligence domain, a person with
the Mastery style might write an article, put a magazine together, develop a
newscast, or describe a complex procedure. By contrast, a person with a Self-
expressive style might write a play, spin a tale, or develop an advertising campaign
(see fig. 2). In the kinesthetic intelligence domain, a person with
an Understanding style might choreograph a concept or teach a physical education
concept; a person with a Self-expressive style might create a diorama or act out
emotional states or concepts. A class display of such lists might accompany charts
like the sample shown in Figure 2.

How to Use the Integrated Intelligence Menus

Several years ago, Grant Wiggins reminded us that we can't teach everything. It is
also quite obvious that we can't use every teaching method nor every form of
assessment. Here are some ways to use the Integrated Intelligence Menus—
particularly for performance assessment—without trying to do everything at once.
1. Use the menus as a compass. Keep a running record of the styles and
intelligences you use regularly and of those you avoid. When a particular form of
assessment doesn't work, offer the student another choice from another part of the
menu.
2. Focus on one intelligence at a time. Offer your students a choice in one of the four
styles, or urge them to do two assessments: one from a style they like and one from a
style they would normally avoid.
3. Build on student interest. When students conduct research, either individually or in
groups, show them the menus and allow them to choose the product or approach that
appeals to them. They should choose the best product for communicating their
understanding of the topic or text. Students thus discover not only the meaning of
quality, but also something about the nature of their own interests, concerns, styles,
and intelligences.

 Does it help us develop every student's capacity to learn what we believe all
students need to know?
 Does it help each student discover and develop his or her unique abilities and
interests?

In conjunction, both multiple intelligences and learning styles can work together to
form a powerful and integrated model of human intelligence and learning—a model
that respects and celebrates diversity and provides us with the tools to meet high
standards.
Summary of the Eight IntelligencesIntelligence AreaStrengthsPreferencesLearns best
throughNeedsVerbal / LinguisticWriting, reading, memorizing dates, thinking in words, telling storiesWrite,
read, tell stories, talk, memorize, work at solving puzzlesHearing and seeing words, speaking, reading,
writing, discussing and debatingBooks, tapes, paper diaries, writing tools, dialogue, discussion, debated,
stories, etc.Mathematical/ LogicalMath, logic, problem-solving, reasoning, patternsQuestion, work with
numbers, experiment, solve problemsWorking with relationships and patterns, classifying, categorizing,
working with the abstractThings to think about and explore, science materials, manipulative, trips to the
planetarium and science museum, etc.Visual / SpatialMaps, reading charts, drawing, mazes, puzzles,
imagining things, visualizationDraw, build, design, create, daydream, look at picturesWorking with
pictures and colors, visualizing, using the mind’s eye, drawingLEGOs, video, movies, slides, art,
imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.Bodily /
KinestheticAthletics, dancing, crafts, using tools, actingMove around, touch and talk, body
languageTouching, moving, knowledge through bodily sensations, processingRole-play, drama, things to
build, movement, sports and physical games, tactile experiences, hands-on learning, etc.MusicalPicking
up sounds, remembering melodies, rhythms, singingSing, play an instrument, listen to music,
humRhythm, singing, melody, listening to music and melodiesSing-along time, trips to concerts, music
playing at home and school, musical instruments, etc.InterpersonalLeading, organizing, understanding
people, communicating, resolving conflicts, sellingTalk to people, have friends, join groupsComparing,
relating, sharing, interviewing, cooperatingFriends, group games, social gatherings, community events,
clubs, mentors/ apprenticeships, etc.IntrapersonalRecognizing strengths and weaknesses, setting goals,
understanding selfWork alone, reflect pursue interestsWorking alone, having space, reflecting, doing self-
paced projectsSecret places, time alone, self-paced projects, choices, etc.NaturalisticUnderstanding
nature, making distinctions, identifying flora and faunaBe involved with nature, make distinctionsWorking
in nature, exploring living things, learning about plants and natural eventsOrder, same/different,
connections to real life and science issues, patterns

Multiple Intelligences: Classroom Application (Table added by Brandy Bellamy and Camille Baker, 2005)

Teacher Centered Student Centered

  Student Presents Material
 Present content verbally
 Students read content and prepare
 Ask questions aloud and look for student feedback
presentation for his/her classmates
 Interviews
Verbal/Linguistic  Students debate over an issue

 Students categorize information in

 Provide brain teasers or challenging questions to logical sequences for organization.
begin lessons.
 Students create graphs or charts to
 Make logical connections between the subject matter explain written info.
and authentic situations to answer the question
“why?”  Students participate in webquests
Logical/Mathematical associated with the content

 Students use computers to researc

 Use props during lecture
subject matter.
 Provide tangible items pertaining to content for
 Students create props of their own
students to examine
explaining subject matter (shadow
 Review using sports related examples (throw a ball boxes, mobiles, etc…)
to someone to answer a question)
 Students create review games.
Bodily/Kinesthetic

 Have students work individually or

groups to create visuals pertaining
When presenting the information, use visuals to the information:
explain content:</br>PowerPoint Slides, Charts,  Posters; timelines; models;
Graphs, cartoons, videos, overheads, smartboards powerpoint slides; maps;
illustrations, charts; concept
Visual/Spatial mapping

 Create a song or melody with the

 Play music in the classroom during reflection periods
content embedded for memory
 Show examples or create musical rhythms for
 Use well known songs to memorize
students to remember things
formulas, skills, or test content

Musical

 Encourage collaboration among

peers
 Be aware of body language and facial expressions  Group work strengthens
interpersonal connections
 Offer assistance whenever needed
 Peer feedback and peer tutoring
 Encourage classroom discussion
 Students present to the class
Interpersonal  Encourage group editing
  Encourage journaling as a positive outlet for
expression  Journaling

 Introduce web logging (blogs)  Individual research on content

 Make individual questions welcome  Students create personal portfolios

Intraperso  of work
Create a positive environment.
nal

 Take students outside to enjoy nature while in  Students organize thoughts using
learning process (lecture) natural cycles
 Compare authentic subject matter to natural  Students make relationships amon
occurrences. content and the natural environmen
(how has nature had an impact?)
Natural Relate subject matter to stages that occur in nature
istic (plants, weather, etc)  Students perform community servic