Reflection: Student Ownership Inside Information Part 2 - Section 1: Warm-up


I like to provide time for students to develop their own questions on a topic so that their own curiosity is the motivation for learning.  I feel that sometime between elementary and middle school something causes students to stop channeling their curiosity and focus on the accumulation of points (how many of us have heard the phrasing that sums up to "what do I need to do to get an A?").  

I want students to channel their inner curiosity but that costs time, but I think it is time well spent.  Thinking back on this lesson, I wish I would have given students the task of researching to find some information about reflexes or reflex actions that they did not already know.  At some point during this unit, a student was telling me about the taste buds of a duck and how they are not able to distinguish the same tastes as humans and I remember thinking how that is not something that I would ever have been able to teach them (I mean, who thinks to look up something like that?).  That comment reminded me about the importance of providing students with the opportunity to investigate topics more freely and helped to take my mind off of the time constraints of teaching (the, "I have to cover.... and there is no time" mindset) and now that I am looking back at these lessons I am noticing some missed opportunities.  After all, if I can re-activate student curiosity, they can learn anything both in and out of school!

  Extension Possibilities
  Student Ownership: Extension Possibilities
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Inside Information Part 2

Unit 4: Information Processing
Lesson 7 of 11

Objective: SWBAT explain how the pathway of reflex actions and voluntary actions differ.

Big Idea: Students use a simple computer model to determine how information travels in both reflexive and voluntary motor responses.

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Science, Cause and effect relationships may be used to predict phenomena in natural or designed systems, RST.6
  85 minutes
reflex 1
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