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Year 5: The Brain, Learning
and Wellness |
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Learning about the brain and the
learning process as students study the psychology of self-acceptance, valuing
others, and tolerating differences; exploring advances in medical research and students designing a
framework for personal healthy living within the community. |
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Caravans Geography Simulation |
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Student teams learning cultures, surface features
of the earth, and strategy as they overcome obstacles in their search for
lost treasures. |
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Literature Classics for Children |
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An introduction, from the students’ point of
interest, to readings, discussions, drama, and writing centered around some of the richest literature of the ages. |
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*Mathematical Logic |
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Infused in study units throughout the year
including many logic puzzles and possible simulations. |
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*The analytical focus to be infused into all three
units for the year. |
The Brain
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"The
World As I See It" Albert Einstein |
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Weekly Lessons |
Theme of the Day |
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Week 1 |
Introduction to The Brain Questions: How does the human
brain differ from the human mind?
What are the functions of the human brain? The Brainstem The Spinal Cord The Cerebellum The Cerebrum The Limbic System Introduction to Neuroscience Brain Function Brain Imaging
Thought, Emotion and Behavior |
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Week 2 |
The Nervous System Question: How does the brain function? Neurons Dendrites Axon Synapse Neurotransmitters
Receptors |
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Week 3 |
Learning and Memory Question: How do humans
learning and memorize?
Patterning for Success
Styles of Thinking and Learning Quiz
Learning Style test http://www.ldcsb.on.ca/schools/cfe/WebQuests/gifted/learn_styles.html |
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Week 4 |
The Five Senses Plus One Question: Why does the loss of
one sense lead to extrasensory perception in another sense?
Sensory Signals Loss
of a Sense
Explorations Into Loss of Certain Important Senses |
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Week 5 |
Left and Right Brain Question: Can a human being be
both 'left and right brain'? Learning Abilities and Disabilities
Ambidexterity |
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Week 6 |
Food for the Brain Question: What foods are most
important for the human brain to function for success? The
Food Pyramid
Experiments with Food |
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Week 7 |
The Multiple Intelligences: Do You Know Your Intelligence? Question: How do innate
intelligences affect the way a student learns and communicates learned
material?
Study and Practical Activities on each
Intelligence What
are your Innate Intelligences? Quiz
Multiple Intelligence Test Online: http://adifferentplace.org/wq_resource.htm#Multiple_Intelligence_Test |
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Week 8 |
So You’re Gifted… Now What? Questions: What is it to be a
gifted person?
Where does Giftedness fit in with a study of the Brain? http://adifferentplace.org/wq_intro.htm http://www.ldcsb.on.ca/schools/cfe/WebQuests/gifted/resources.html#X |
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Week 9 |
Psychology and Personality Question: Can a person's
personality lead to job market success?
How can stress affect decision making? The True Colors Test: http://www.truecolorscareer.com/quiz.asp Making Decisions Myers-Briggs
Personality Test Draw a “Myers” Pig http://www.ldcsb.on.ca/schools/cfe/WebQuests/gifted/myers_pig.html Decisions!
Decisions! http://drb.lifestreamcenter.net/Lessons/decisions/index.htm Odyssey
Quest http://drb.lifestreamcenter.net/Lessons/odyssey/index.htm Peace
Quest http://drb.lifestreamcenter.net/Lessons/PeaceQuest/index.htm |
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Week 10 |
Freedom to Express Yourself Day Art Pad http://artpad.art.com/artpad/painter/ Making
Beliefs Comics http://www.makebeliefscomix.com/ Cartoonster |
Resources
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Safire,
W. (2006). Mind Bogglers. New York, NY: The Dana
Foundation.
ISBN: 1-932594-19-1 |
The Brain and Making Choices Unit
GPS Standards
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Description: FCS-USF-5 Students will
understand the stages of human development and the related needs of
individuals and families. |
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Elements |
a. Understand the
characteristics and changing needs of the various stages of development
throughout the life span. |
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b. Determine the
impact of change and transitions over the life span. |
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c. Know common needs, problems, and adjustments associated with
life changes |
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Description:
HS-TGM-8. Students will understand and utilize terminology related
to the human body |
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Elements |
d. Utilize diagnostic, surgical, and procedural terms and
abbreviations related to the nervous system. |
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Description: AG-BAS-1: The student evaluates human needs and
demonstrates the role of agriculture in meeting the needs of humans:
historically, currently and in the future. |
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Elements |
e. Explains the three basic human needs and sources of food,
clothing and shelter |
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Description: AG-AML-14 Students will practice human resource
management methods for leading individuals and groups to understand the importance,
types, and processes of effective team-building. |
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Elements |
f. Explain the major leadership styles (authoritarian and
democratic). |
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g. Identify the major personality types and problem solving
styles of individuals. |
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h. Explain the value of a team with diverse abilities,
personality types, and problem solving styles |
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Description: CA-CAI-10 Students will apply fundamentals of human
relations and management skills in both personal and professional aspects and
levels. |
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Elements |
a. Identify and exhibit appropriate
oral and written communications on a personal and professional level. |
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b. Identify the need for leadership and describe leadership
qualities such as r leadership and describe
________________________________________________________________________________honesty
and integrity, fairness, responsible behavior, ethical work habits, passion
for goals, positive attitude, enthusiasm and empathy. |
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SAGE: The Brain Unit |
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Week 1 |
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Essential Question(s): What are the functions of the human brain?
What does the anatomy of the human brain look like? Topics: |
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cerebrum cerebellum brain stem frontal lobe parietal lobe occipital lobe temporal lobe |
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Attachments= Lesson Plan for Week 1, Anatomy of the Brain, and Lobes of the
Brain Extras: Brain
Rhyme Time - flexible thinking activity (http://faculty.washington.edu/chudler/rhyme1.html ) Attachments Lobes_of_the_Brain.doc, Anatomy_of_the_Brain.doc, WEEK_1.doc |
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SAGE: The Brain Unit |
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Week 2 |
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Essential
Question(s): How does the human brain
control the parts of the body? What does the anatomy of the human brain
look like? Topics |
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right/ left hemisphere corpus callosum spinal cord nerves nervous system motor and sensory nerves |
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Attachments:1. list of United Streaming
Videos about the Brain 2. Week 2 outline 3.
Brain Review worksheet Extras: Brain
Origami http://faculty.washington.edu/chudler/pdf/origami.pdf United Streaming Videos, Brain Review worksheet Attachments Week_2.doc, parts_of_the_brain_review.doc, The_Brain_Videos_on_Unitedstreaming.doc |
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SAGE: The Brain
Unit |
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Week 3 |
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Essential
Question(s): Which parts of the brain are responsible for the different
functions of the body? Topics |
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lobes of the brain (review) parts of the brain (review) Introduce the limbic system (amygdala,
hippocampus, thalamus, and hypothalamus) Broca's Area Wernicke's Area Sulci/Gyri Phineas Gage |
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Extras: Make
a brain using clay and a Styrofoam ball. Written Assessment of previous learned material Brain Structures Dominoes (http://faculty.washington.edu/chudler/pdf/dominobr.pdf ) Brain Glossary (to use with Brain Basics Worksheet) http://faculty.washington.edu/chudler/gloss.html or http://www.enchantedlearning.com/subjects/anatomy/brain/glossary/index.shtml Brain resources on http://www.enchantedlearning.com/subjects/anatomy/brain/index.shtml A Day in the Life of a Brain http://brainconnection.positscience.com/BAW/?main=day/home Attachments The_Strange_Tale_of_Phineas_Gage.doc, Telegraph_Lineuse_Rock.doc, Week_3.doc, brain_basics.doc, Functional_Divisions_of_the_Cerebral_Cortex.doc |
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SAGE: The Brain
Unit |
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Week 4 |
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Essential
Question(s): What is a neuron and how does
it allow learning to take place in the brain? Topics |
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Neurons Vocabulary associated with neurons: nerve cell,
axon, myelin, dendrites, cell body, nucleus, presynaptic
terminal, neurotransmitters, synapse, Node of Ranvier |
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Extras: Neuron parts quiz http://faculty.washington.edu/chudler/revcell.html or http://faculty.washington.edu/chudler/fillin1.html Color a Neuron http://faculty.washington.edu/chudler/color/cbneuron.html Neuron Review Test http://faculty.washington.edu/chudler/pdf/revtype.pdf Build a Neuron (computer game) http://faculty.washington.edu/chudler/flash/makec.html Neuron Cookie Lesson Plan http://www.brainsrule.com/pdf/neuron_cookie.pdf Computer Games http://www.brainsrule.com/kids/games/index.htm#
http://learn.genetics.utah.edu/content/addiction/reward/madneuron.html This is a computer activity with Dr. Dendristein
to build neurons- titled "Make A Mad, Mad, Mad
Neuron." |
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SAGE: The Brain Unit |
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Week 5 |
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Essential Question(s): The Senses
and the Brain (Part 1) Topics |
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The
Senses –an overview Introduction: Week five will introduce the senses and
look at how the senses relate to the brain.
Objectives: How are the five senses related to the
brain? What do I know about the
senses? What do my senses tell me about the world
around me? Our SENSES tell us:
Procedures: 1.
If you have access to Teacher’s Helper from Feb/March 2002, pp. 47-48
have an activity entitled “Sensation Central” that goes along well with the
location of the senses on the brain. 2.
After introducing the senses and how they relate to the brain, divide
students (grades 3-5) into groups and have each group research information
about one of the
senses. Have groups record their
findings in some sort of graphic organizer (possibly a “Describing Wheel” http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf
). Have groups share finding about
their sense with the rest of the class.
Resources for students to use for their research can be found at: http://faculty.washington.edu/chudler/nosek.html http://faculty.washington.edu/chudler/tasty.html http://faculty.washington.edu/chudler/receptor.html http://faculty.washington.edu/chudler/bigeye.html http://faculty.washington.edu/chudler/bigear.html 3.
After the research groups present their findings to the class, have students
work with a partner to complete the Sensory Pile On activity
found at: http://faculty.washington.edu/chudler/envelop.html
. Another activity Throw it
Out! http://faculty.washington.edu/chudler/pdf/throw2.pdf
is another good activity to use as a follow up to the research. 4.
Choose a sense to investigate more in depth with your class. For example, you might choose to
investigate the eye using: The
Stroop Test (http://faculty.washington.edu/chudler/words.html
) Blind
Spots http://faculty.washington.edu/chudler/chvision.html
Visual Illusion
http://faculty.washington.edu/chudler/flash/nill.html
(Background found at http://faculty.washington.edu/chudler/chvision.html
under title “Visual Illusions”. You can find many activities
related to each of the senses.
Choose from the following: Hearing: http://faculty.washington.edu/chudler/chhearing.html
; http://faculty.washington.edu/chudler/java/searchear.html
A
lab experiment on hearing can be found at http://faculty.washington.edu/chudler/hearing.html A
computer activity for younger children related to sound can be found at: http://www.scholastic.com/magicschoolbus/games/sound/index.htm Smell: http://faculty.washington.edu/chudler/chsmell.html
; http://faculty.washington.edu/chudler/java/searchsmell.html
A
lab experiment on smell can be found at:
http://faculty.washington.edu/chudler/chems.html Taste: http://faculty.washington.edu/chudler/chtaste.html
; http://faculty.washington.edu/chudler/java/searchtaste.html
; http://www.miamisci.org/ph/lpexcite1.html
; A
lab experiment on taste can be found at:
http://faculty.washington.edu/chudler/pdf/tastetg.pdf and http://faculty.washington.edu/chudler/pdf/tastesg.pdf Touch: http://faculty.washington.edu/chudler/chtouch.html
; http://faculty.washington.edu/chudler/java/searchtou.html
A
lab experiment on touch can be found at:
http://faculty.washington.edu/chudler/twopt.html;
(This lesson plan will be included with Week
5.) Vision: http://faculty.washington.edu/chudler/chvision.html;
http://faculty.washington.edu/chudler/java/searcheye.html
Several
lesson plans on sight can be found at the following links: http://faculty.washington.edu/chudler/eyetr.html;
http://faculty.washington.edu/chudler/pdf/coltg.pdf;
http://faculty.washington.edu/chudler/pdf/colsg.pdf How
the senses work together:
http://faculty.washington.edu/chudler/chtoget.html
You
can print out a booklet entitled Making Sense of Your Brain at the following website: http://faculty.washington.edu/chudler/pdf/brainb.pdf 5.
For younger students, you may want to use the book Through Grandpa’s
Eyes by Patricia MacLachlan. A resource with activities related to this
book is the Teacher Created Materials book on The Human Body (#235). http://www.buyteachercreated.com/estore/product/0235
. The resource includes activities for
a Touch Bag (pp. 30-31) and Braille (p.33). |
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Extras: Other activities related to the
senses can be found at http://faculty.washington.edu/chudler/introb.html#seunder
the tab “Sensory Systems”. Videos: If you ordered the free video Grey
Matters: The Brain Show, http://www.ptei.org/interior.php?pageID=156you
may choose to watch it this week. For some interesting ways in
which animals have developed their senses, go to http://faculty.washington.edu/chudler/amaze.html |
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SAGE: The Brain
Unit |
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Week 6 |
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Essential Question(s): The Senses and the Brain (Part 2) Topics |
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The
Sense of Touch (Primary Somatosentory Cortex) Voluntary
Movement (Primary Motor Cortex) Vision
(PrimaryVisual Cortex) Introduction: Weeks five and six will look at how some of
the senses relate to the brain. On day
six, the activities investigate how the sense of touch relates to the Primary
Somatosensory Cortex. We will also investigate the Primary Motor
Cortex (voluntary movement). The
Primary Visual Cortex will also be discussed. Objectives: 1.
How does the cerebral cortex and the central
nervous system process information related to the sense of touch? 2. How do the Primary Motor Cortex and the
Primary Visual Cortex work together to enable individuals to react to
situations? Procedures: The Sense of Touch (Primary Somatosentory
Cortex)
Begin with the “The
Functions of the Human Brain” and diagram from the website http://health.howstuffworks.com/brain.htm/printable .
As you move your cursor over the words on the chart, it will highlight
the different areas of the brain.
Review the functions of each area: Primary
Somatosensory Cortex = receives tactile
(sensory or touch) information from the body Primary
Visual Cortex
= detection of simple visual stimuli Primary
Auditory Cortex
= detection of sound quality (loudness and tone) Broca’s Area = motor area for speech production Wernicke’s Area = language comprehension Primary
Motor Cortex
= responsible for voluntary body movement 2.
Go over the background
information entitled “The Primary Somatosensory
Cortex” (attachment). This handout is
from the website http://faculty.washington.edu/chudler/brainsize.html .
3.
View the “Your Really Weird
Body Map” at the following link http://faculty.washington.edu/chudler/flash/hom.html .
4.
Use some of the activities and
experiments related to touch from the following website http://faculty.washington.edu/chudler/chtouch.html#two .
5.
A complete lesson plan (with
resources, teacher’s guide, and student guide) for an experiment related to
two-point discrimination can be found at the following link http://faculty.washington.edu/chudler/twopti.html .
Another lesson plan related to the “Homunculus” is found at http://www.accessexcellence.org/AE/AEPC/WWC/1991/homunculus.php
6.. For younger students you may try to find some books about
the senses to share. Some possibilities include: "Hearing,"
"Seeing," "Smelling," "Tasting," and "Touching" by Rebecca Olien,
Mankato (MN): Capstone Press, 2006 (each book is 24 pages). Reading
level: Grades 1-3
Capstone Press has recently published a series of five books
about the senses for young children (grades 1-3). Each book is filled with
large, colorful photographs and illustrations. "Fun Fact" boxes
throughout the books provide readers with interesting bits of trivia about
the different senses. Each book ends with a simple experiment that can be
done to show how the senses work. Another
book to go along with the senses (for younger students) is The Magic
School Bus Explores the Senses by Joanna Cole and Bruce Degen, New York: Scholastic, 1999, 48 pages, ISBN:
0-590-44698-3. A
video to go along with the senses (smell) entitled The Magic School Bus:
Makes a Stink can be found on United Streaming. A
list of other books related to the brain can be found at http://faculty.washington.edu/chudler/bookreview.html#es:
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Extras: Online
crossword puzzle- http://faculty.washington.edu/chudler/java/searchtou.html
Read
more about the epidermis http://faculty.washington.edu/chudler/receptor.html
The Primary Motor Cortex
(voluntary body movement) & The Primary Visual Cortex
1.
Review location of Primary Motor Cortex and the Primary Visual Cortex using
“The Functions of the Human Brain” and diagram from the website http://health.howstuffworks.com/brain.htm/printable.
2. Use lesson plans “Catch the Ruler” and “Quick
Communication” to show reaction time.
These lesson plans investigate how the Primary Motor Cortex and the
Visual Cortex work together to enable an individual to react to his/her
environment. http://faculty.washington.edu/chudler/bex/4rt1.pdf (Catch the Ruler)
http://faculty.washington.edu/chudler/bex/4rt2.pdf(Quick Communication) 3. Review the Cerebral Cortex
with the following quiz http://faculty.washington.edu/chudler/pdf/revcort.pdf Answer
= http://faculty.washington.edu/chudler/pdf/revcortan.pdf 4. Why
does backseat driving happen? http://faculty.washington.edu/chudler/backs.html |
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SAGE: The Brain
Unit |
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Week 7 |
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Essential
Question(s): Right Side/Left Side
Dominance Topics |
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Brain Disorders |
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Essential Questions:
Procedures: Right Side/Left Side Dominance
2. http://www.scs.sk.ca/cyber/Present/brain.htm,
3. http://www.mhhe.com/ps/hrelations/general/brain.html 5. If you have access to the computer lab,
allow students to try the following activity related to handedness: : http://faculty.washington.edu/chudler/java/rldot.html
Neurological Disorders
Singing with Momma
Lou by Linda Jacobs Altman (illustrated
by Larry Johnson), New York: Lee & Low Books, Inc., 2002 ISBN:
1-58430-040-X Remember Me?: Alzheimer's Through the Eyes of a Child
by Sue Glass (illustrated by W. Yunker), Green Bay
(WI): Raven Tree Press, 2003, ISBN: 0-9720192-5-1. Lou Gehrig. The
Luckiest Man by David A. Adler,
illustrated by Terry Widener, Orlando (FL): Harcourt Brace & Company,
1997, ISBN: 0152005234. I'll Hold Your Hand So You Won't Fall. A
Child's Guide to Parkinson's Disease by Rasheda
Ali, West Palm Beach (FL): Merit Publishing, 2005, ISBN: 1-873413-13-0.
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Extras: Right-side
or Left-side: Do Snakes Have a
Preference for Coiling Direction? http://faculty.washington.edu/chudler/snakes.html
Lopsided Stroke? http://faculty.washington.edu/chudler/rlstroke.html
Smelly Research http://faculty.washington.edu/chudler/olfact.html
Differences in Male and Female
Brains http://faculty.washington.edu/chudler/heshe.html
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SAGE: The Brain
Unit |
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Week 8 |
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Essential
Question(s): Intelligence Topics |
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Multiple Intelligence Memory Sports and the Brain Essential
Questions: 1.
What
is intelligence?
2. What does Gardner's multiple intelligence
theory say?
3. How does your brain remember things?
4. How do sports affect the brain?
Procedures:
Intelligence 1. Begin by having
students give their definitions of intelligence. After students have shared their
definitions of intelligence, come up with an overall definition of what
intelligence actually is. A good
source for this topic is It’s All in Your Head: A
Guide to Understanding Your Brain and Boosting Your Brain Power by Susan
Barrett (pp. 23-43).
2.
Discuss
with students the differences between an intelligence test and an achievement
test.
3. With older students, you might even want to
debate where intelligence “comes from”.
It’s All in Your Head introduces the nature vs. nurture
controversy.
Multiple
Intelligence Theory 1. You can
find an overview of information about the multiple intelligence theory at the
following website http://www.businessballs.com/howardgardnermultipleintelligences.htm . The
website has a diagram showing suggested ideas for applying the model and
theories. The website also provides links to some free multiple intelligence
tests that you may want to try with your students. For younger students, you may want to try
to find a copy of the Teele Inventory for Multiple
Intelligences (TIMI). Your school
counselor may have some resources on Multiple Intelligences that he/she could
share with you. Memory 1. It’s All in Your Head: A Guide to Understanding Your Brain
and Boosting Your Brain Power by Susan Barrett (pp. 82-95) discusses
memory. It goes into the six types of
memory and the characteristics of each.
2.
The following link provides information about the
memory and the hippocampus.
http://faculty.washington.edu/chudler/hippo.html 3.
You can find a lot of activities and techniques
related to memory at the following
website http://faculty.washington.edu/chudler/chmemory.html . 4.
Another website with memory activities is http://www.exploratorium.edu/memory/dont_forget/index.html
5. A resource entitled Psychology
for Kids by Jonni Kincher
contains an activity entitled “How’s Your Memory?” (pp. 99-101) that deals
with mnemonic devices.
Sports and the
Brain Establish the need to protect the brain during
sporting activities. Remind students
about how soft and pliable the brain feels.
Discuss the structure we have around the brain to protect it (the
skull). Do they think that the brain
pushes up right against the skull? Actually, there is a space in between the
brain and skull that is filled with fluid (cerebrospinal fluid) to cushion
the brain. However, there are limits to how much even the skull and fluid can
protect the fragile, ESSENTIAL organ we call the brain. Today they are going
to experiment to see what effect a hard impact has on the brain and how that
impact can be minimized through protective headgear. A raw egg will model the
brain and the challenge is to build a container that will best protect it
from damage. 1.
Complete the “Mr. Egghead” lesson plan at the following link: http://faculty.washington.edu/chudler/chmodel.html 2.
To close the lesson, discuss the container designs that best protected the
eggs. How are these like helmets? Press students to be very specific. Here's
the place to preach helmet use for bicycles, in-line skating, skateboarding,
contact sports, etc! 3.
Research the Zackery Lystedt
law passed recently in Washington State. The law was passed to
protect the brains of young athletes. The new law states that youth
athletes who are suspected of sustaining a concussion or head injury in a
practice or game must be removed from the activity 5. If you requested and received the free
information from The Dana Sourcebook of Brain Science you might want
to watch sections 2 & 3 of the DVD that you received. Section 2 is entitled “Sports and the
Brain”. This section focuses on how
the brain learns motor skills related to sports. Section 3 is entitled “The Broken Brain”
and goes into sports related concussions.
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Extras: Information on the Musical
Brain http://faculty.washington.edu/chudler/music.html
Research on
mice related to memory: http://faculty.washington.edu/chudler/smartmic.html |
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SAGE: The Brain
Unit |
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Week 9 |
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Essential
Question(s): Which parts of the brain are responsible for the different
functions of the body? Topics |
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Learning Style Personality Creativity Essential
Questions: 1.
What is your learning style? 2.
What factors help to determine your personality? 3.
How creative are you? |
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Procedures: Learning Style 1. A topic we tend to not spend enough time on
with students is LEARNING. As students gain better metacognitive
skills about their own learning, they become better learners. Introduce 3 most common modalities for
learning and guide students to help determine their learning style: Visual:
Receiving the information best through visual stimulation (reading, pictures,
graphs, etc.) Kinesthetic:
Receiving information best via touch and hands-on activities (craft projects, Cuisenaire rods
or other math manipulatives, science experiments,
etc.) Auditory:
Receiving information best through the ears (being read to aloud, listening
to songs, audio books, etc.) 2. The book Psychology for Kids by Jonni Kincher contains an
inventory entitles “What’s Your Learning Style?” on p. 109-111. This is a good resource for this topic. 3. Consider using the “Cognitive Control”
worksheet from Teacher’s Helper Feb./Mar. 2002 4. A chart to help determine learning styles
can be found at http://www.chaminade.org/inspire/learnstl.htm. 5. An online learning style inventory can be
found at: http://www.engr.ncsu.edu/learningstyles/ilsweb.html. 6. You may also like to investigate
differences in males and females thinking styles. Inventories related to this can be found in
Psychology for Kids II by Jonni Kincher on pp. 82-92. The Neuroscience for Kids
website recommends the following resource: ·
GEMS (Great Explorations in Math and
Science) guide called Learning About Learning. To order it, call (510) 642-7771 or write
to GEMS, Lawrence Hall of Science, University of California, Berkeley, CA 94720-5200. Personality 1.
A “fun”(not scientifically based) introduction that
you might use for personality is “How Do You Eat Your Oreo?” This would be a good tie in to how all of
us are different. This inventory an be found on line at http://www.superlaugh.com/1/oreo.htm
. A lesson plan on how to use this is
found at http://www.education-world.com/a_tech/tech053.shtml
. 2.
Psychology for Kids by Jonni Kincher contains several
inventories related to different aspects of personality that you can use with
your students. There are several
inventories in each area (attitudes, feelings, social styles) that could be
used to investigate personality. 3.
The following website discusses how psychologist use
inkblots to determine personality: http://faculty.washington.edu/chudler/flash/ua/inkblots.html
. 4.
Connie Frank suggests the following links to investigate personality: The True Colors Test: http://www.truecolorscareer.com/quiz.asp Making Decisions Myers-Briggs
Personality Test Draw
a “Myers” Pig http://www.ldcsb.on.ca/schools/cfe/WebQuests/gifted/myers_pig.html Decisions!
Decisions! http://drb.lifestreamcenter.net/Lessons/decisions/index.htm Odyssey
Quest http://drb.lifestreamcenter.net/Lessons/odyssey/index.htm Peace
Quest http://drb.lifestreamcenter.net/Lessons/PeaceQuest/index.htm Creativity
1. A good resource for information related to
creativity is It’s All in Your Head by Susan L. Barrett. Pages 96-114 contain a lot of interesting
information about creativity. 2. Psychology
for Kids by Jonni Kincher
contains two inventories related to creativity on pp. 83-87. 3. SCAMPER
is a creative thinking checklist. The
following resources relate to SCAMPER:
Consider having your students use SCAMPER to create something
new. http://forpd.ucf.edu/strategies/PDFs/SCAMPER_RSM.pdf http://www.brainstorming.co.uk/tutorials/scampertutorial.html |
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Extras: How the brain
reads: http://webs.wofford.edu/sloanjd/Fall07/COSC235/daily/Scramble.pdf |
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SAGE: The Brain
Unit |
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Week 10 |
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Essential Question(s): Dreams/Deep Drugs
TLC for your brain Essential Questions: |
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Procedures: Dreams/Sleep 1. A set of lesson plans on sleep can be found
at http://faculty.washington.edu/chudler/bex/5sintro.pdf
. http://faculty.washington.edu/chudler/bex/5s1.pdf
http://faculty.washington.edu/chudler/bex/5s1.pdf
http://faculty.washington.edu/chudler/bex/5s3.pdf
http://faculty.washington.edu/chudler/bex/5s4.pdf
http://faculty.washington.edu/chudler/bex/5s5.pdf
2. Easy to understand information about sleep
can be found at: http://faculty.washington.edu/chudler/sleep.html
. It also includes information about a
sleep experiment that students can conduct http://faculty.washington.edu/chudler/chsleep.html
and there is an online sleep puzzle http://faculty.washington.edu/chudler/java/searchsle.html
. 3. Discuss how lack of sleep can affect school
work http://faculty.washington.edu/chudler/sleept.html
. A more detailed set of information
about sleep can be found at: http://science.education.nih.gov/supplements/nih3/sleep/guide/info-sleep.htm
. Drugs 1. Depending on the age of your students, you might
want to have them research how some of the following drugs affect the
brain. Information about how the
following drugs affect the brain can be found at:
2. You can order free posters about how
the brain responds to drugs from the following website http://www.nida.nih.gov/NIDA_Notes/NNVol12N5/MOMTearoff.html
. 3. If you ordered the free information from The
Dana Sourebook of Brain Science, Sections 7
& 8 of
the DVD is about drugs. Preview
before using. 4. The following links discuss how drugs
affect the brain and show actual images of the brain: http://faculty.washington.edu/chudler/flash/ua/healthybrain.html
http://faculty.washington.edu/chudler/flash/ua/walktheline.html
http://faculty.washington.edu/chudler/flash/ua/headtrip.html http://faculty.washington.edu/chudler/flash/ua/delayedreaction.html
http://faculty.washington.edu/chudler/flash/ua/lockandkey.html
TLC for
the Brain 1. It’s All in Your Head by Susan L.
Barrett contains an interesting section with tips for TLC for your brain on
pp. 115-122. 2. Information about nutrition and the brain
can be found at http://faculty.washington.edu/chudler/nutr.html
. 3. Consider having students design their own
cartoon style posters giving tips about how to take care of their brain. |
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Extras: To
recap the unit on the brain, you might want to play Brain Bingo. Directions (and resources) for this
activity can be found at: http://faculty.washington.edu/chudler/bingo.html . |
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BRAIN PROJECT 1
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We have been studying the parts of the
brain and their many functions, as well as geniuses such as Albert Einstein,
so we know how important it is to utilize our brains in the best possible way
for success. Since writing and
creating are too important skills that scientists must have, your first brain
project is based on your skills as a writer.
Pretend that your brain is going on an
interview for a job that you want, such as Teacher, Principal or Basketball
player. Why would your brain be best
for the position? What parts of your
brain are best for the job? Your project assignment is to develop a
resume (a summary of the qualifications, experience and education) for your
brain. You may want to pick an
occupation so it will be easier to create the resume. Here’s an example. Ask yourself why is your brain best suited
for a teacher? or Why is your brain best suited for
a basketball player? This project is due when you return to
class the week of September 7. If your
class is on Monday, September 7 Labor Day, you may bring your resume by our
classroom on Tuesday, October 13. Your
resumes will be displayed in the hallway, so you may write them legibly (readable)
or type them. See you then! Ms.
Frank Instructor
of the Gifted Fairview
Elementary School Student Novels to Read on the Brain
and Intelligence Baum,
Frank. The Wonderful Wizard of Oz series Card,
Orson Scott Card. Ender's Game series Clements,
Andrew. Frindle Clements,
Andrew. The Report Card Dahl,
Roald. Matilda Fitzgerald,
John D. The Great Brain series Jacques,
B. Redwall Konigsberg,
E. L. The View From Saturday Manes,
Stephen. How To Be a Perfect Person in Just Three Days Sobol, Donald J. Encyclopedia Brown THE HUMAN BRAIN Multiple Intelligences: How Are
You Smart? Test http://literacyworks.org/mi/assessment/index.html Multiple Intelligences:
Engaging the Intelligences http://literacyworks.org/mi/practice/index.html A Ride Through the Human Brain http://library.thinkquest.org/J002952F/favorite.htm How Stuff Works: The Human Brain http://health.howstuffworks.com/brain3.htm Body Quest Quiz The Human Brain http://www.fi.edu/learn/brain/index.html Inside the Brain: An Interactive Tour http://www.alz.org/alzheimers_disease_4719.asp Brains Rule! Seeing, Hearing, and Smelling
the World Your Gross and Cool Body http://yucky.discovery.com/body/ Health Finder: U.S. Department of Health and Human
Services http://www.healthfinder.gov/scripts/SearchContext.asp?topic=14314 BAM! Mind and Body by the
Centers for Disease Control Neuroscience for Kids http://faculty.washington.edu/chudler/neurok.html Halloween Brain Recipes The Flesh-Toned Brain Instructions Ingredients: * 3 large boxes (net
weight 6 ozs. each box) peach or watermelon
flavored gelatin (use any flavored gelatin of your choice if flesh tone is
not desired) * 1 can (net weight 12 ozs.) lite evaporated skimmed milk (99.5% fat free). No other
milk will work! * 2 tsps. of vegetable oil (for
lubricating plastic mold) * Green food coloring (I recommend 3 drops) * 3 1/2
cups water total (2 1/2 cups boiled, 1 c. cold) Directions 1.
Spray or smear
small amount of vegetable oil (2 tsps.) inside
entire cavity of the plastic mold, wipe out excess oil from cavity and set
mold aside. Make sure cavity of mold is completely dry before applying the
oil. 2. Put flavored gelatin in a large bowl. Add 2 1/2 c. of boiling water.
Stir until completely dissolved, about 3 minutes. Use whisk or large fork for
stirring. 3. Stir in 1 c. cold water 4. Stir in skimmed milk for 2 minutes 5.
Add a few drops of green food coloring to darken (for flesh tone). 6. Pour
gelatin mixture into the plastic mold, but do not fill to the top. Leave
approximately one inch of space from the top. Set the mold on the stand and
refrigerate overnight. If clear brain is desired, leave out skimmed milk and
add an additional 1 1/2 c. of cold water. Don’t tell my doc, but I’m planning
on making him a red and green brain for Christmas. This is a festively
gruesome addition to any party! The catalogs also feature eerily lifelike
molds of hands, too...imagine, a brain and a hand at your next Halloween
soiree! Like "The Monster Mash", this has "graveyard
smash" potential! Gruesome Giz
Recipe By : Gizmowidge From: Sykes.Kaye@uniface.Nl |
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Prep Time: 30 minutes Ingredients: 1 pk (6oz) blueberry jello mix 1 ct (16oz) small curd cottage Cheese 1 cn (16 1/2oz) can blueberries in
syrup Preparation: Prepare jello according to package directions. Chill until firm.
Scoop cottage cheese into a bowl. Drain and set aside the syrup from the
blueberries. Add the berries to the cottage cheese and mix well. Add food
coloring to turn the cottage cheese a nice grayish color when blended. To serve
put a couple of spoonfuls of jello (congealed brain
fluid) on a plate, some of the syrup on that, and a scoop of the cottage
cheese & blueberry mix(brain matter) on top.
Serves six. Maggot
Stew Ingredients: 1 cup orzo pasta for every 6 servings of stew Preparation: Cook orzo pasta
according to package directions. When your favorite stew is ready, stir in
the pasta just before turing off the heat. It
really looks like maggots invaded your stew. S’More
Eyeballs Prep Time: 15 minutes Ingredients: 1 jar chocolate cake icing Marshmallows Mini chocolate chips Gram crackers Preparation: Spread a heaping
helping of chocolate icing on 1/2 a gram cracker. Push two marshmallows into
the icing. Dab a little icing on one chocolate chip per marshmallow. Place
the chocolate chips on the marshmallows to form the pupils of the eyes. Serve
with extra gram cracker halves, in case anyone wants to smash the eyeballs. Brain
Cell and Fluid Delight Halloween Recipe Brain
Cell and Fluid Ingredients:
1. Prepare JELL-O®
according to package directions. Chill until JELL-O® is firm and set. Mini
Witches’ Brooms Prep Time: 15 minutes Ingredients: Roll of fruit by the foot Thin pretzel sticks Water Preparation: Cut
the fruit by the foot in 2-inch lengths. you'll need
one piece for every pretzel stick. Using clean kitchen scissors or a sharp
knife and cut board, fringe one side edge of the 2-inch piece - leave a 1/4
inch at the top. Wet the top edge and roll it onto the pretzel, so that the frindge flares out off the bottom of the rod. Slime Juice Prep Time: 15 minutes Ingredients: 6 oz Package of Blue Kool-Aid 12 oz Can Orange Juice Concentrate with plup 1 Gallon Water Preparation: In
a large container mix all of the ingredients together. Wonderful green slime
type drink for Halloween fun. Ghoul-Ade Prep Time: 5 minutes Cook Time: 1 hours, Ingredients: 1 Envelope Kool-Aid grape flavor unsweetened mix 1 Envelope Kool-Aid orange flavor unsweetened mix 2 Cups sugar 3 Quarts cold water 1 Bottle(quart) ginger ale – chilled Preparation: Mix
Kool Aid's together with sugar in large pitcher.
Add water and mix. Just before serving, add ginger ale. Swamp Water
Punch Prep Time: 15 minutes Ingredients: 1 can ecto cooler 1 quart orange juice with pulp 1 large bottle ginger ale ice Optional: ice made with things in it like gummy worms Preparation: Chill
all ingredients before making. Mix ecto cooler and
orange juice together in your punch bowl. Add ginger ale and ice just before
serving. Glook To Make Ingredients: 1 cup Cornstarch 1/2 cup Water Food Coloring Mix all ingredients. Great for squeezing through your hands.
You can change the consistency by adding more water, then more cornstarch. |
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Weekly Lessons |
Theme of the Day |
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Week 1 |
Introduction to Geography Geography Terms to Know Axis and Equator Hemispheres The Continents Continental Drift Plate-Tectonic Theory Geography Jeopardy Game Online Caravans Simulation Researching a country Continent: Africa International Dateline |
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Week 2 |
Geography activities Compass Latitude and Longitude Mapping Activites Caravans Simulation Continent: Antarctica Ocean: South Atlantic- Landmarks and historical events |
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Week 3 |
Geography activities Caravans Simulation Continent: Asia Ocean: Indian- Landmarks
and historical events |
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Week 4 |
Geography Jeopardy Game Online Caravans Simulation Continent: Australia Ocean: South Pacific -
Landmarks and historical events |
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Week 5 |
Geography activities Caravans Simulation Continent: Europe Ocean: North Pacific -
Landmarks and historical events |
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Week 6 |
Geography activities Caravans Simulation Continent: North America Ocean: Arctic - Landmarks
and historical events |
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Week 7 |
Geography Jeopardy Game Online Caravans Simulation Continent: South America Ocean: South Atlantic -
Landmarks and historical events |
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Week 8 |
Geography activities Caravans Simulation Forms of Government |
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Week 9 |
Geography activities Caravans Simulation International Currency |
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Week 10 |
Geography Jeopardy Game Online Caravans Simulation International Food Day
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Resources
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World Geography Games http://www.sheppardsoftware.com/Geography.htm National Geographic Games Online http://kids.nationalgeographic.com/Games/ Geographic.org World Geography Infoplease http://www.infoplease.com/ipa/A0873835.html Test
Your Geography Knowledge http://www.lizardpoint.com/fun/geoquiz/ World
Atlas http://geography.about.com/library/maps/blindex.htm Geography
World Online http://geographyworldonline.com/ National
Geographic Magazine Online http://www.nationalgeographic.com/ National
Geographic Kids http://kids.nationalgeographic.com/ National
Geographic Channel http://channel.nationalgeographic.com/ National
Geographic Expeditions http://www.nationalgeographicexpeditions.com/ Free
Videos From National Geographic http://video.nationalgeographic.com/video/ Dive
and Discover Antarctica http://www.divediscover.whoi.edu/antarctica/infomod.html Test
Your Geography Knowledge |
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CARAVANS GEOGRAPHY Henry
County Schools |
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SSWG1 The student will explain the physical aspects of
geography. SSWG2 The student will explain the cultural aspects of geography SSWG3 The student will describe the interaction of physical and
human systems that have shaped contemporary North Africa/Southwest Asia. SSWG4 The student will describe the interaction of physical and
human systems that have shaped contemporary Sub-Saharan Africa. SSWG5 The student will describe the interaction of physical and
human systems that have shaped contemporary South Asia, Southeastern Asia,
and Eastern Asia. SSWG6 The student will describe the interaction of physical and
human systems that have shaped contemporary Europe. SSWG7 The student will describe the interaction of physical and
human systems that have shaped contemporary Latin America. SSWG8 The student will describe the interaction of physical and
human systems that have shaped contemporary Canada and the United States. SSWG9
The student will describe the interaction of physical and human systems that
have shaped contemporary Oceania, including Australia, New Zealand, and
Antarctica. |