Brain Interactive

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Objective

SWBAT create a detailed model of the exterior and interior brain regions and apply this information to justify an argument on the most and least destructive areas to have a brain injury.

Big Idea

Students apply their new knowledge of the brain to determine the effects of different brain injuries.

Warm-up

5 minutes

During the prior lesson on multitasking, students found that it is far more challenging to multitask than it is to single task.  To get students to begin to think about the reason for this, I ask them to respond to the following prompt in their journals:

Think about the experiments you conducted and participated in and/or saw during the presentations yesterday.  Your results clearly support what the experts say: our brains are wired to do only one thing at a time.  Why do you think people have come to think that they are capable of multitasking?  Based on what you know about the brain, why do you think it is so difficult to multitask?

After students finish writing, I ask a few students to share their thoughts on these questions.

Activity

75 minutes

One of the goals that I have for this unit is for students to gain a basic understanding of the different regions of the brain; however, at this introductory level I do not feel that it is necessary for students to memorize this information.  Rather, I have determined that this is the perfect type of information to use to teach students about the value of taking good notes and referring back to those notes to find the answers to questions.

Before I have students log on to Brain Interactive, a website that shows an awesome image of both the exterior and interior parts of the brain and states what each region does, I give them a brief overview of how to navigate through the website. 

To allow the students to work independently at their own pace I provide students with the Interactive Brain Anatomy Student Checklist.  The checklist has students complete the following:

On exterior view:

  • Draw (from the side perspective) a scientific drawing of the brain shown  
  • Label each of the 5 sections
  • Color each section a different color (you may follow the interactive color scheme)
  • Describe what each section "does"

On interior view:

  • Draw (from 3/4 view) a scientific drawing of the inner brain shown
  • Label each of the 9 sections
  • Color each section a different color (you may follow the interactive color scheme)
  • Describe what each section "does"

 

This lesson provides a great opportunity for students to once again apply the skills they learned during our unit on field journals on creating scientific drawings.  It is good for students to see that what they learn in one unit is applied throughout the year. Student Drawing Example 1 and Student Drawing Example 2 demonstrate great work on the note taking portion of the assignment.  

Whenever I invest class time for students to take notes on a topic, I want to ensure that I give them a task that has them apply that information somehow.  This helps students see that there is value to the task, and to completing the task well, and is not just a waste of their time.  For this purpose I have them write a paragraph or two that responds to the following prompt:

Use this information to create an ARGUMENT BASED ON EVIDENCE that states the most and least destructive locations for a brain injury to occur based on the amount of impact to a person's life.

This is primarily an opinion paper that requires students to explain the reasons behind their responses using their notes.  Student Examples: Most Destructive/Least Destructive Areas for Injury illustrate what I was looking for with this part of the assignment.

Wrap-up

15 minutes

Students are once again be asked to apply the information in these notes a few days after completing this lesson.  The video explains how I plan on using Exterior and Interior Color Brain Images to create an opportunity for students to use their notes to "diagnose" a patient who has suffered a brain trauma.