Reflection: Student Ownership Brains....Brains...Must Have Brains - Section 2: Activity


I try to incorporate as much student choice into every unit as possible.  For this lesson, I did not tell students exactly how to create their model; I only required they have 6 sections of the brain.  When students first looked this information, each lab group was finding different information.  I like when this happens because it forces students to talk to each other to determine the "correct" information.

Additionally, I did not tell students exactly what their model had to look like.  When students asked me questions, I responded by telling that that it was their model so only they could answer that question.  Because of that, there was a nice variety between the models even though they all had the same information.  The Student Model Examples PowerPoint has a few examples.  This type of independence helps students take ownership of the project and helps develop the skills students will need as they take more control over their learning.

  Student Ownership: Let the Students Choose
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Brains....Brains...Must Have Brains

Unit 4: Information Processing
Lesson 1 of 11

Objective: SWBAT state the pros and cons of different brain models.

Big Idea: Students create models to recognize that models can be used to represent systems and their interactions.

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25 teachers like this lesson
Science, models
  45 minutes
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