Reflection: Lesson Planning Regions of the Brain - Section 2: Practice


In classes in which time ran short I opted not to spend time having students present their work.  Rather, I led a discussion similar to the following:

Raise your hand if you had all 6 areas of the brain colored in your diagram?

Only about half the class raises their hand.

Let's go through them all.  At any point during either the incoming information from the senses or outgoing information from your response did you have to see anything?

They all say yes.

Then the vision part should be colored.  Did you have to move at all? 


Then the motor part should be colored.

This conversation goes on until we have the memory and touch centers left as these are the 2 areas in which we have disagreement.  I ask students who have the memory centered colored to explain why they made that decision.  They explain that they had to remember how to ride a bike (which was met by "oh yeah!" by the students who did not initially color that area.  Touch led to a longer discussion as students had difficulty recognizing that holding the bike was the same as touching something.  Students also mentioned that a person would likely feel the wind from the storm and the vibrations from the approaching truck and this helped everyone agree that touch should also be included in the diagram.

  Alternate Option to Presentation
  Lesson Planning: Alternate Option to Presentation
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Regions of the Brain

Unit 4: Information Processing
Lesson 5 of 11

Objective: SWBAT identify that different brain regions are responsible for processing information from specific sources.

Big Idea: Students create a map of the brain as it responds to stimuli.

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10 teachers like this lesson
Science, brain, information processing
  50 minutes
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