| Subject
Matter: |
Science – Life Science |
| Grade Levels:
|
11-12 |
| Time Allotment:
|
Two 50-minute class sessions |
Overview
The brain processes thousands
of pieces of incoming stimuli from the senses. It organizes the
stimuli and sends them to the appropriate brain centers for interpretation
and response. This lesson provides an introductory look at the basic
structures of the brain and the functions certain parts play in
the interpretation of stimuli.
Learning Objectives
Students will be able
to:
- Locate and identify major parts of the brain.
- Describe the major functions of those parts.
- Identify the senses that pass information from the environment
to the brain for interpretation.
Oregon Standards Available
at:
http://www.ode.state.or.us/cifs
Science - Life
Science
- Understand structure, functions and interactions of living organisms
and the environment.
Organisms
Understand the characteristics,
structure and functions of organisms.
Organisms
- Describe, explain, and compare the structure and functions
of cells in organisms.
Media Components
Video
Check the link at http://www.opb.org/edmedia/trs/
to find access to the video(s) from unitedstreaming™ referenced
in this lesson plan.
- "Human Body Systems: The Nervous System" (27:00)
o Clip: "A Closer Look at the Brain"
(05:23)
Web
Materials
Per Student:
- The Brain Up Close Worksheet (located at end of lesson plan)
Per Class
and/or Group:
- Sheep brain for every two students. (Alternative would be to
find an interactive sheep brain dissection Web site.)
- Instructions for sheep dissection
- Dissection tools and tray for each group of two students
Prep for Teachers
When using media, provide
students with a Focus for Media Interaction, a
specific task to complete and/or information to identify during
or after viewing of video, Web sites or other multimedia elements.
Prior to teaching this
lesson, bookmark the Web sites used in the lesson on each computer
or provide a list of the URL addresses that students can type into
the address bar. Make sure that each Web site is still available
for use before bookmarking. Be sure each Web site displays appropriately
by using appropriate plug-ins and media players.
Download the video clips
onto the computer that will be used for the classroom presentation.
Be sure each video clip displays appropriately by using the most
up to date plug-ins and media players. Make sure the screensaver
is turned off or is on a long delay.
If a computer lab is available,
reserve the lab in advance of presenting this lesson. If a lab is
not available, the lesson can be presented on the computer that
is used for the classroom presentation, and students can participate
as a class.
Order sheep brains for
dissection.
Introductory Activity
Step 1: Students
will participate in an introductory brain activity from the Web
site, Neuroscience for Kids, at http://faculty.washington.edu/chudler/flash/nill.html.
Tell students they will be learning more about our brains. The visual
illusions on this Web site require us to use different aspects of
our nervous systems to interpret the illusions. As a Focus
for Media Interaction, ask students to create a list of
nervous system functions that are utilized to interact and interpret
these illusions. If a computer lab is available, have students work
by themselves. Allow students approximately 10 to 15 minutes to
participate in the illusion activities. If a computer lab is not
available, use the classroom system and have the students participate
as a class.
Step 2: At
the end of the visual illusion activity, have students compare and
share the aspects of the nervous systems they think they used when
they participated in these activities. The list should include visual
senses as well as brain function (memory, reasoning and interpretation).
Step 3:
Explain to students that they are going to use the information they
just discussed to identify the parts of the brain that were involved
in the visual illusion activity.
Learning Activities
Step 1: Have
students create a chart with "Part of the Brain" on the
left side and "Reason for Involvement" on the right side.
(See Brain Structure Identification Activity Sheet at the end of
this lesson plan.)
Step 2:
Provide students with a Focus for Media Interaction
by telling them they are going to access a Web site that identifies
structures of the brain and their functions. Tell students they
are to complete the chart with the information they learn from the
Web site.
Step 3:
Have students access the Web site, The Secret Life of the Brain,
3-D Brain Anatomy, at http://www.pbs.org/wnet/brain/3d/index.html.
Ask students to record information on the chart that they just created.
Step 4: Create
a classroom list by having students share their information.
Step 5: Tell
students they are going to watch a video clip about the brain. Preview
the worksheet, The Brain Up Close, so students know what information
they should be looking for. (This worksheet is available at the
end of the lesson plan.)
Step 6:
Provide students with a Focus for Media Interaction
by asking them to record information on The Brain Up Close worksheet
as they watch the video. Play the video clip, "A
Closer Look at the Brain" (05:23), from the video, "Human
Body Systems: The Nervous System" (27:00).
Step 7:
At the end of the video clip, review The Brain Up Close worksheet
as a check for understanding.
Culminating Activity
Activity 1:
Step 1:
Have students access the 3-D Browser of the head at http://www.cs.uoregon.edu/~tomc/jquest/SushiPlugin.html.
Allow students to explore three-dimensional images of the head.
Provide students with a Focus for Media Interaction
by asking them to record features of the brain. Examples should
include the coloration of the brain structures, shape, crinkled
surface, two hemispheres, medulla and brain stem.
Step 2: Have
students share the information that they recorded from their explorations
of the brain.
Activity 2:
Step 1:
Have students dissect a sheep brain and identify the major structures
of the brain.
Cross-Curricular Extensions
Health
- Have students select a brain disorder to research and prepare
a classroom presentation about the disorder.
Social Studies
- Have students research and compare the past and present practices
of caring for individuals with brain disorders.
Community Connections
- Invite a nurse or doctor into the classroom to answer questions
about the brain and addiction or using outward physical visible
evidence to determine the part of the brain that has been affected
by a stroke or injury.
- Tour a rehabilitation facility to discover the types of activities
that take place to rebuild brain function that was caused from
a stroke or injury.
Brain Structure Identification
Activity
Part of the Brain |
Reason for Involvement |
Parietal Lobe |
Interprets information from the senses, including vision.
|
Temporal Lobe |
Responsible for some kinds of memory. Memory is needed to
help interpret the visual clues. |
Frontal Lobe |
Reasoning abilities are stored in this part of the brain.
The ability to reason is needed to draw conclusions about
the illusions. |
Occipital Lobe |
Responsible for processing and interpreting information
that is collected visually. |
Corpus Callosum |
Connects the right and left brains to allow integration
of information between the brains. |
Lumbic System - Thalamus |
Thalamus is the relay system to the cerebral cortex for
most of the senses. Parts of the limbic system are essential
for forming memories. |
The Brain Up
Close
1. What are the five senses?
2. What are the responsibilities
of the senses?
3. What protects the brain?
4. What sense provides
the greatest amount of stimuli for the brain?
5. Cerebrum
-Two Halves:
Right Half:
Left Half:
6. Cerebral Cortex
Frontal Lobe
Parietal Lobe
Temporal Lobe
Occipital Lobe
7. Cerebellum
8. Medulla
9. Midbrain
10. Pons
11. Thalamus
12. Hypothalamus
13. Limbic
The Brain Up
Close Answer Key
1. What are the five senses?
touch, taste, smell,
hearing, sight
2. What are the responsibilities
of the senses?
Relay signals to
the brain for interpretation
3. What protects the brain?
Skull
4. What sense provides
the greatest amount of stimuli for the brain?
Sight
5. Cerebrum
Largest part of
the brain
-Two Halves:
Right Half:
controls the
left side of the body, artistic, creative, music
Left Half:
controls the
right side of the body, math, logic, writing
6. Cerebral Cortex
Four lobes
Frontal Lobe
thinking
Parietal Lobe
recognizing objects
Temporal Lobe
hearing, speaking,
remembering
Occipital Lobe
what is seen by
the eyes is turned into pictures
7. Cerebellum
balance, coordination
8. Medulla
involuntary actions,
heartbeat, blood pressure
9. Midbrain
muscles that move
and coordinate the eyes
10. Pons
waking and sleeping
11. Thalamus
messages from the
senses pass through here to other parts of the brain, pain receptors
12. Hypothalamus
control body temperature,
food intake, drink
13. Limbic
experience emotion
and memory
|
