Year 5:

The Brain, Learning and Wellness

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.

Caravans Geography Simulation

Student teams learning cultures, surface features of the earth, and strategy as they overcome obstacles in their search for lost treasures.

Literature Classics for Children

An introduction, from the students’ point of interest, to readings, discussions, drama, and writing centered around some of the richest literature of the ages.

*Mathematical Logic

Infused in study units throughout the year including many logic puzzles and possible simulations.

*The analytical focus to be infused into all three units for the year.


The Brain


"The World As I See It" Albert Einstein


Weekly Lessons

Theme of the Day

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

Week 2

The Nervous System

Question:  How does the brain function?







Week 3

Learning and Memory

Question:  How do humans learning and memorize?

     Patterning for Success

     Styles of Thinking and Learning Quiz

     Learning Style test


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

Week 5

Left and Right Brain

Question:  Can a human being be both 'left and right brain'?

     Learning Abilities and Disabilities


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

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:


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



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:

Making Decisions

     Myers-Briggs Personality Test

      Draw a “Myers” Pig

 Decisions! Decisions!

 Odyssey Quest

 Peace Quest

Week 10

Freedom to Express Yourself Day

     Art Pad

 Making Beliefs Comics



 Safire, W. (2006).  Mind Bogglers.  New York, NY:  The Dana Foundation.

     ISBN:  1-932594-19-1

The Brain and Making Choices Unit

GPS Standards


Description: FCS-USF-5 Students will understand the stages of human development and the related needs of individuals and families.


a. Understand the characteristics and changing needs of the various stages of development throughout the life span.


b. Determine the impact of change and transitions over the life span.


c. Know common needs, problems, and adjustments associated with life changes



Description:  HS-TGM-8.  Students will  understand and utilize terminology related to the human body


d. Utilize diagnostic, surgical, and procedural terms and abbreviations related to the nervous system.



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.


e. Explains the three basic human needs and sources of food, clothing and shelter



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.


f. Explain the major leadership styles (authoritarian and democratic).


g. Identify the major personality types and problem solving styles of individuals.


h. Explain the value of a team with diverse abilities, personality types, and problem solving styles



Description: CA-CAI-10 Students will apply fundamentals of human relations and management skills in both personal and professional aspects and levels.


a. Identify and exhibit appropriate oral and written communications on a personal and professional level.


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.


SAGE:  The Brain Unit

Week 1

Essential Question(s):  What are the functions of the human brain?   What does the anatomy of the human brain look like?





brain stem

frontal lobe

parietal lobe

occipital lobe

temporal lobe

Attachments= Lesson Plan for Week 1, Anatomy of the Brain, and Lobes of the Brain

Extras:  Brain Rhyme Time - flexible thinking activity ( )

 Attachments Lobes_of_the_Brain.doc, Anatomy_of_the_Brain.doc, WEEK_1.doc

SAGE:  The Brain Unit

Week 2

Essential Question(s):  How does the human brain control the parts of the body?  What does the anatomy of the human brain look like?



right/ left hemisphere

corpus callosum

spinal cord


nervous system

motor and sensory nerves

Attachments:1list of United Streaming Videos about the Brain 2.  Week 2 outline  3. Brain Review worksheet

Extras:  Brain Origami

United Streaming Videos,

Brain Review worksheet

 Attachments Week_2.doc, parts_of_the_brain_review.doc, The_Brain_Videos_on_Unitedstreaming.doc

 SAGE:  The Brain Unit

Week 3

Essential Question(s):  Which parts of the brain are responsible for the different functions of the body?



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


Phineas Gage


Make a brain using clay and a Styrofoam ball.

Written Assessment of previous learned material

Brain Structures Dominoes (   )

Brain Glossary (to use with Brain Basics Worksheet)  or

Brain resources on  

A Day in the Life of a Brain  

 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

 SAGE:  The Brain Unit

Week 4

Essential Question(s):  What is a neuron and how does it allow learning to take place in the brain? 




Vocabulary associated with neurons:  nerve cell, axon, myelin, dendrites, cell body, nucleus, presynaptic terminal, neurotransmitters, synapse, Node of Ranvier


Neuron parts quiz or

Color a Neuron

Neuron Review Test

Build a Neuron (computer game)

Neuron Cookie Lesson Plan

Computer Games  

(Several neat games including Neuron Laboratory, Neuron Navigator, Brain-o-coaster, Ecstasy Invaders, Brain Attack, and Neuron Explosion)  This is a computer activity with Dr. Dendristein to build neurons- titled "Make A Mad, Mad, Mad Neuron."


  SAGE:  The Brain Unit

Week 5

Essential Question(s):  The Senses and the Brain (Part 1)



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:     

  1. What is out in the environment.
  2. How much is out there.
  3. Is there more or less of it than before.
  4. Where is it.
  5. Is it changing in time or place.


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” ).  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:

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: .  Another activity Throw it Out! 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 ( )

Blind Spots

Visual Illusion (Background found at under title “Visual Illusions”.

You can find many activities related to each of the senses.  Choose from the following:

Hearing: ;

A lab experiment on hearing can be found at

A computer activity for younger children related to sound can be found at:

Smell: ;

A lab experiment on smell can be found at:

Taste: ; ; ;

A lab experiment on taste can be found at:  and

Touch: ;

A lab experiment on touch can be found at:;  (This lesson plan will be included with Week 5.)


Several lesson plans on sight can be found at the following links:;;

How the senses work together:

You can print out a booklet entitled Making Sense of Your Brain  at the following website: 

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). .  The resource includes activities for a Touch Bag (pp. 30-31) and Braille (p.33).


Other activities related to the senses can be found at the tab “Sensory Systems”. 

 Videos:  If you ordered the free video Grey Matters:  The Brain Show, may choose to watch it this week. 

 For some interesting ways in which animals have developed their senses, go to

 SAGE:  The Brain Unit

Week 6

Essential Question(s):  The Senses and the Brain (Part 2)



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.


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? 


 The Sense of Touch  (Primary Somatosentory Cortex)

  Begin with the “The Functions of the Human Brain” and diagram from the website .  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 .

3.      View the “Your Really Weird Body Map” at the following link .

4.      Use some of the activities and experiments related to touch from the following website . 

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 .  Another lesson plan related to the “Homunculus” is found at  

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


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   

  1.  If you have access to Bill Nye videos, you might consider watching the video entitled The Skin.  Here’s an overview:
    1.  In this episode, the Science Guy explains that skin is the largest organ in the body and protects us from potential harm in many ways. He tells young science students how skin helps keep the body cool or warm, depending on the temperature outside. Without the touch receptors underneath the skin, they wouldn't be able to perform many of their everyday activities.


Online crossword puzzle-

Read more about the epidermis

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

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.  (Catch the Ruler) Communication)

       3.  Review the Cerebral Cortex with the following quiz

Answer =

  4.  Why does backseat driving happen?



  SAGE:  The Brain Unit

Week 7

Essential Question(s):  Right Side/Left Side Dominance



Brain Disorders


Essential Questions: 

  1. Are you in your right mind?  (right brain/left brain)
  2. What is a neurological disorder and how does it affect the body?


Right Side/Left Side Dominance 

  1. Review how the brain is divided right down the middleinto a right hemisphere and a left hemisphere. Establish that each hemisphere appears to be specialized for some behaviors and that the hemispheres communicate with each other through a thick band of 200-250 million nerve fibers called the corpus callosum.  A good source of information on this topic can be found at:
  2. Consider using the worksheet “Two Brains Are Better Than One” from Teacher’s Helper Feb/Mar. 2002.
  3. Use some of the experiments from the following link to test sidedness in your students.
  4. You can find several sites with brain dominance questionnaires 1..,%20July%2028,%202008/McGuire3-Brain%20Dominance%20Self%20Test%203-2007.pdf   



5.  If you have access to the computer lab, allow students to try the following activity related   

     to handedness:  :

Neurological Disorders 

  1. Much of the research connected to right brain/left brain differences is associated to epilepsy.  Introduce the term “neurological disorder” (a disturbancein structureor functionof the central nervous systemresulting from developmental abnormality, disease, injuryor toxin).  Take the opportunity to educate your students about epilepsy.  Information on epilepsy can be found at
  2. A Split Brain Experiment Game (related to a treatment used for epilepsy) can be found at the following website
  3. For older students, have them complete a research project on a neurological disorder.  A list of some of the neurological disorders (with links) can be found at .  Students would be assigned various neurological disorders to research.  One possible research project idea is to have students create a “Brain Cube”.  Students would begin with a small box.  Once they cover the box, the student place information on each side of the box (description of disorder, symptoms/causes, statistics, pictures related to disorder, etc.) about the disorder which he/she researched.  Once projects are completed, students can share projects with the class so that students will learn about a variety of disorders.
  4.  For younger students, you may choose to read aloud some books about neurological disorders.  A few to choose from are: 

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.

  1. Students can play Neurological Disorders Dominoes using the resource at the following website :
  1. Watch an online 30 minute movie  about the brain entitle “Brain Works” at the following link:



Right-side or Left-side:  Do Snakes Have a Preference for Coiling Direction?

Lopsided Stroke?

Smelly Research

Differences in Male and Female Brains


 SAGE:  The Brain Unit


Week 8


Essential Question(s):  Intelligence




Multiple Intelligence


          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? 



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 .  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.   


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.

3.      You can find a lot of activities and techniques related to memory at the following

      website .

4.      Another website with memory activities is

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:

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
immediately.  Also, any youth athlete who has been removed from play for this reason must receive written clearance from a health care provider to return to play.

The law was named after Zachery Lystedt, a 16-year-old football player
from Maple Valley, WA, who suffered a life-threatening brain injury in
2006 after he returned to play football after he suffered a concussion.
Zachery's injury occurred after he made a tackle during a game.  He sat
out for a short time, but returned to the game in the fourth quarter.
After the game he collapsed, was in a coma for several months and had to
have two emergency brain surgeries.  Zachery still needs a wheelchair and
intensive therapy.

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. 



Information on the Musical Brain

Research on mice related to memory:


  SAGE:  The Brain Unit


Week 9


Essential Question(s):  Which parts of the brain are responsible for the different functions of the body?




Learning Style



Essential Questions: 

1.       What is your learning style?

2.       What factors help to determine your personality?

3.       How creative are you?





 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

5.  An online learning style inventory can be found at:

 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. 


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 .  A lesson plan on how to use this is found at .

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:

4.        Connie Frank suggests the following links to investigate personality:   

             The True Colors Test: 

Making Decisions

 Myers-Briggs Personality Test       

            Draw a “Myers” Pig 

Decisions! Decisions! 

Odyssey Quest 

Peace Quest 


            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.



How the brain reads:


  SAGE:  The Brain Unit

Week 10

Essential Question(s):  Dreams/Deep     Drugs     TLC for your brain

Essential Questions: 


  1. What does your brain do when you sleep and dream? 
  2. How do drugs affect your brain?
  3. How can you take care of your brain?




1.  A set of lesson plans on sleep can be found at .

2.  Easy to understand information about sleep can be found at: .

It also includes information about a sleep experiment that students can conduct and there is an online sleep puzzle .

3.  Discuss how lack of sleep can affect school work .

A more detailed set of information about sleep can be found at:  .


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 .

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:

 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 .

 3.  Consider having students design their own cartoon style posters giving tips about how to take care of their brain. 


To recap the unit on the brain, you might want to play Brain Bingo.  Directions (and resources) for this activity can be found at: .





     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, RoaldMatilda

 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





Multiple Intelligences:  How Are You Smart? Test 

Multiple Intelligences:  Engaging the Intelligences 

A Ride Through the Human Brain 

How Stuff Works:  The Human Brain 

Body Quest Quiz 

The Human Brain

 Inside the Brain:  An Interactive Tour

 Brains Rule!

 Seeing, Hearing, and Smelling the World

 Your Gross and Cool Body

 Health Finder:  U.S. Department of Health and Human Services

 BAM! Mind and Body by the Centers for Disease Control

 Neuroscience for Kids


Halloween Brain Recipes

The Flesh-Toned Brain


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)


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

Food for the Brain Dead (Refritos and Salsa)


  • x Fatfree refried beans
  • x Salsa
  • x Tortilla, baked pot or rice


On Wed, 22 Feb 1995, Janice R. Gordon wrote: > What do yall do when you need to eat/feed your family and would rather > crawl into a cave? Open a can or fatfree refried beans, a bottle of salsa, mix and heat. Good in a tortilla, over a baked potato, or over rice.


Brain Cell Delight

Prep Time: 30 minutes


         1 pk (6oz) blueberry jello mix

         1 ct (16oz) small curd cottage Cheese

         1 cn (16 1/2oz) can blueberries in syrup


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


         1 cup orzo pasta for every 6 servings of stew


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


         1 jar chocolate cake icing


         Mini chocolate chips

         Gram crackers


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 package (6 oz) Blueberry JELL-O® mix (brain fluid).
  • 1 carton (16 oz) Small curd cottage Cheese (brain matter).
  • 1 can (16 oz) Blueberries in heavy syrup.
  • 1 bottle food coloring.

1.    Prepare JELL-O® according to package directions. Chill until JELL-O® is firm and set.  

Mini Witches’ Brooms

Prep Time: 15 minutes


         Roll of fruit by the foot

         Thin pretzel sticks



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


         6 oz Package of Blue Kool-Aid

         12 oz Can Orange Juice Concentrate with plup

         1 Gallon Water


In a large container mix all of the ingredients together. Wonderful green slime type drink for Halloween fun.


Prep Time: 5 minutes

Cook Time: 1 hours,


         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



         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


         1 can ecto cooler

         1 quart orange juice with pulp

         1 large bottle ginger ale


         Optional: ice made with things in it like gummy worms


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


         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.



An Adventure Simulation focusing on World Geography

Weekly Lessons

Theme of the Day

Week 1

Introduction to Geography

     Geography Terms to Know

     Axis and Equator


     The Continents

     Continental Drift

Plate-Tectonic Theory

Geography Jeopardy Game Online

Caravans Simulation

     Researching a country

Continent:  Africa

International Dateline

Week 2

Geography activities


     Latitude and Longitude

     Mapping Activites

Caravans Simulation

Continent:  Antarctica

Ocean: South Atlantic- Landmarks and historical events   

Week 3

Geography activities

Caravans Simulation 

Continent:  Asia

Ocean:  Indian- Landmarks and historical events

Week 4

Geography Jeopardy Game Online

Caravans Simulation

Continent:  Australia

Ocean:  South Pacific - Landmarks and historical events

Week 5

Geography activities

Caravans Simulation

Continent:  Europe

Ocean:  North Pacific - Landmarks and historical events

Week 6

Geography activities

Caravans Simulation

Continent:  North America

Ocean:  Arctic - Landmarks and historical events

Week 7

Geography Jeopardy Game Online

Caravans Simulation

Continent:  South America

Ocean:  South Atlantic - Landmarks and historical events

Week 8

Geography activities

Caravans Simulation

Forms of Government

Week 9

Geography activities

Caravans Simulation

International Currency

Week 10

Geography Jeopardy Game Online

Caravans Simulation

International Food Day    



World Geography Games

 National Geographic Games Online

 World Geography Infoplease

 Test Your Geography Knowledge

 World Atlas

 Geography World Online

 National Geographic Magazine Online

 National Geographic Kids

 National Geographic Channel

 National Geographic Expeditions

 Free Videos From National Geographic

 Dive and Discover Antarctica

 Test Your Geography Knowledge


C. Frank

Henry County Schools

SSWG1 The student will explain the physical aspects of geography.
a.  Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.
b.  Explain how human characteristics including population settlement patterns and human activities such as agriculture and industry can describe a place.
c.  Analyze the interrelationship between physical and human characteristics of a place.


SSWG2 The student will explain the cultural aspects of geography
a.  Describe the concept of place by explaining how the culture of a region is product of the regions physical characteristics.
b.  Explain how cultural characteristics of a place can be used to describe a place.
c.  Analyze how physical factors such as mountains, climate, and bodies of water interact with the people of a region to produce a distinctive culture.
d.  Explain the how the development of customs and traditions help to define a culture and a people.


SSWG3 The student will describe the interaction of physical and human systems that have shaped contemporary North Africa/Southwest Asia.
a.  Describe the location of major physical features and their impact on North Africa/Southwest Asia.
b.  Describe the major climates of North Africa/Southwest Asia and how they have affected the development of North Africa/Southwest Asia.
c.  Analyze the impact of natural resources, especially oil have on North Africa/Southwest Asia.
d.  Analyze the impact of water supplies on the growth of population centers.
f.  Explain why this region contains areas on two different continents.
g.  Describe the major ethnic and cultural groups in North Africa/Southwest Asia including major customs and traditions


SSWG4 The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa.
a.  Describe the location of major physical features and their impact on Sub-Saharan Africa.
b.  Describe the major climates of Sub-Saharan Africa and how they have affected the development of Sub-Saharan Africa.
c.  Describe the pattern of population distribution in the countries of Sub-Saharan Africa in relation to urbanization and modernization.
d.  Explain how Sub-Saharan Africa's physical features have impacted the distribution of its population.
e.  Analyze how the migration of people such as the Bantu and Zulu have impacted the economic cultural and political aspects of Sub-Saharan Africa.
f.  Analyze the strengths and weaknesses in the development of Sub-Saharan Africa including factors such as linguistic, tribal, and religious diversity, literacy levels, and the colonial legacy.
g.  Describe the ethnic and religious groups in Sub-Saharan Africa including major customs and traditions.
h.  Analyze the impact of drought and desertification on 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.
a.  Describe the location of major physical features and their impact on the regions of Asia.
b.  Describe the major climates of each region and how they have affected each region's development.
c.  Analyze the impact of the topography and climate on population distribution in the regions.
d.  Describe the various ethnic and religious groups in the region and the affect of geography on their development and their major customs and traditions.
e.  Analyze the impact of population growth in the region on both the region and on other regions of the world including China, India, and Japan.
g.  Describe the Pacific Rim and its cultural, political, and economic significance.



SSWG6 The student will describe the interaction of physical and human systems that have shaped contemporary Europe.
a.  Describe the location of major physical features and their impact on Europe.
b.  Describe the major climates of Europe and how they have affected Europe.
c.  Analyze the importance of Europe's coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence.
d.  Describe the various ethnic and religious groups in Europe and the influence of geography on those groups and their major customs and traditions.
e.  Explain why Europe has a highly integrated network of highways, waterways, railroads, and airline linkages.
f.  Analyze the impact of geography on Russia in terms of population distribution, trade, and involvement in European affairs.
g.  Analyze the environmental issues associated with industrial and natural resource development in Europe including Russia.


SSWG7 The student will describe the interaction of physical and human systems that have shaped contemporary Latin America.
a.  Explain why the region is known as Latin America including cultural reasons.
b.  Describe the location of major physical features and their impact on Latin America.
c.  Describe the major climates of Latin America and how they have affected Latin America.
d.  Explain how geographic features and climatic patterns affect population distribution.
f.  Describe the various ethnic and religious groups in Latin America including South America, Central America and the Caribbean including major customs and traditions.
g.  Analyze the impact of deforestation on Latin America and explain actions being taken.
h.  Explain how Latin American countries are developing their resources to compete in the global market and develop industry such as Brazil.


SSWG8 The student will describe the interaction of physical and human systems that have shaped contemporary Canada and the United States.
a.  Describe the location of major physical features and their impact on the Canada and the United States.
b.  Describe the major climates of Canada and the United States and how they affect Canada and the United States.
c.  Explain the reasons for the population distribution in Canada and the United States.
d.  Explain how the physical geography of Canada and the United States contributed to regional growth and development.
e.  Describe the ethnic and religious groups in Canada and the United States including major customs and traditions.
f.  Analyze how transportation and communications improvements led to the growth of industry in the United States and the consequences of such growth especially environmentally for both 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.
a.  Describe the location of major physical features and their impact on the region.
b.  Describe the major climates and their impact on the region.
c.  Analyze the impact isolation has had on the cultural and biological development of the region.
d.  Describe the various ethnic and religious groups including major customs and traditions.
e.  Explain how the migration of diverse ethnic groups and available natural resources have affected the economic and political development.
f.  Explain why it was necessary for world governments involved in the exploration of Antarctica to develop and sign the Antarctic Treaty of 1961