BRAINOLOGY

MASTER TEACHER  Roni Wymore

GRADES 4-6

OVERVIEW
This lesson will provide all students with an understanding of the human brain and how information is processed.  During the lesson the students will test their memory, participate in viewing several different optical illusions and construct a brain model.  These activities will provide all students with several hands-on approaches geared to every type of learner.

ITV SERIES
Bill Nye The Science Guy #134:  Brains

LEARNING OBJECTIVES
Students will be able to:
  *construct a brain model
  *discover four types of memory
  *measure reaction time
  *view optical illusions

VOCABULARY
Short-term - memory of recent events, can last for just a few hours
Long-term - memory of events that occurred in the past, important
                   events, things we've done over and over
Eidetic - photographic memory
Ancestral - animals remember how to do things when they're born,
                  ex.birds build nest, babies suck a bottle 

MATERIALS
(per class)
overhead
overhead screen
transparency of "MEMORY MADNESS"
television with 4-head VCR
ITV Series

(per activity)
Previewing Activity:
transparency of "MEMORY MADNESS"
paper and pencil provided by student

Constructing a Brain Model Activity
(per student)
copy of Activity #1, "Brain Model"
copy of Brain Model Diagram
(per group of 3-4)
gallon sized ziploc baggies
800 ml flour
500 ml warm water
red food coloring 
4 small post-it notes
resources:  encyclopedias, books, internet, etc.

Memory Madness Activity
(per student)
Copy of Activity #2, "Memory Madness"
pen/pencil

Measuring Reaction Time Activity
(per student)
copy of Activity #3, "Measuring Reaction Time"
(per group of 2)
small plastic meter stick
pen/pencil
data tables
graphing paper

Optical Illusions Activity
(per group of 3-4)
various optical illusions gathered 
Some optical illusions have been attached

PREVIEWING ACTIVITIES
In their groups as arranged in their class, students will be shown the 
"MEMORY MADNESS" transparency.  Give each student one clean sheet of paper.  Inform the class that they will be shown a transparency full of different images.  They will look at the images for 30 seconds. At the end of this time, turn off the overhead.  Each student then lists as many images as they can remember from the transparency.  Have the students graph the results.  For example, students can graph, per class, the number of images each student remembered, which image was remembered most often, or which images were not remembered by anyone.

FOCUS FOR VIEWING
To give students a specific responsibility while viewing say, "The video we are about to see is about the human brain.  Bill Nye the Science Guy is going to present some important information.  He is going to discuss the four kinds of memory.  Look for which kind of memory was used for our 'MEMORY MADNESS' activity."

VIEWING ACTIVITIES
Start at Bill Nye the Science Guy's opening song. Pause after Bill says, "even while you're asleep."  Ask, "Is it true that we only use 10% of our brains?"  (No we use 100% of our brains all day and night and even when we are sleeping.)  Resume tape. 

Pause right after Bill says, "the central nervous system."  Ask, "What is the brain?"  (group of special cells that send signals all over our bodies)  "How are these signals sent?"  (through the central nervous system, down the spine and through nerves that branch out all over)  Students will begin Activity #1, Constructing a Brain Model, at this point.

Fast forward and resume video where Bill is standing in his lab right after the girl racing in the video game car.  Pause after Bill says, "So, there you have it."  Ask, "What are the four types of memory?" (short-term, long term, ancestral, eidetic)  "Which type of memory was tested with the previewing activity?"  (short-term)  Students will begin Activity #2, Memory Madness, at this point.

Fast forward and resume video at "Consider the Following." Pause at the end of "Consider the Following" segment where Bill gets hit on the head with the soccer ball.  Ask, "Why does your brain fit so nicely in your head and not take up so much room?"  (because it is folded)  "If all of the information you knew was spread out end to end how much space would your brain take up?" (time to discuss)

Fast forward and resume video at Bill holding the baby girl.  Pause after Bill says, "Are you thinking about them?" as he is looking down at the baby. Say, "Bill says we are born with about 100 billion brain cells.  Do we ever grow new brain cells?"  (no)  What can cause us to lose brain cells?" (drug use, alcohol use, crashing your bike without a helmet) Students will begin Activity #3, Measuring Reaction Time, at this point.

Fast forward and resume video at  "Hey!  Look at this!" segment with Jerry Andress.  Pause after Jerry is standing on the wooden crate.  Say, "This next segment is really cool.  Everyone needs to do just as Jerry asks. Ready?"  (yes)  Resume tape. 

Pause after Jerry says, "Because you've been staring at the space warper disk."  Discuss at this point the students reactions. Resume after discussion. 

Pause after Bill says, "What do you see?" as he is standing in front of the black and white image.  Ask, "What do you see?"  (some might see the old lady while other will see a younger woman)

Fast forward and resume video at En Lobe singing "Whatta Brain."  Stop video at end of song.

POST VIEWING ACTIVITY
At this time, students will start Activity #4.  Each group of students will look at various optical illusions.  Some examples are attached at the end of this lesson.  Explain to students that optical illusions are so popular because they "confuse" the brain.  The occipital lobe, part of the brain which senses vision, seems to believe what it sees because of past experiences or prior knowledge. 

ACTION PLAN
Call in any neurosurgeon, if available, or other doctor that can share more information.  Health workers can be brought in to hand out pamphlets on the harmful effects of drugs and alcohol on the brain.  Various law enforcement agencies can provide information on the importance of using seat belts and helmets.

EXTENSIONS
History
Research old medicinal practices and beliefs about the brain.

Language Arts
Create a book of diseases that affect the human brain and nervous system. Such diseases could include:  bell's palsy, multiple sclerosis, tumors, Parkinson's disease, Alzheimer's disease, epilepsy, headaches, Huntington's disease, dyslexia, strokes, hydrocephalus, meningitis, Creutzfeld-Jacob disease.

Math
"Brain Gym"  Mental Math activities to increase BRAIN POWER.

Technology
Research from the internet how different parts of the brain control different senses, emotions, and functions of our bodies.  Provide a coloring page for students to shade in these areas along with a key.  Other topics:  What causes dreams? What causes phobias? Are boys smarter that girls?

LINKS
IllusionWorks -- The fascinating world of illusions; a very nice
 window into how the brain works.
http://illusionworks.com/html/introductory_level.html
Neuroscience for Kids-- Neuroscience for Kids has been created for all students and teachers who would like to learn more about the nervous system. Enjoy the activities and experiments on your way to learning more about the brain and spinal cord.
http://faculty.washington.edu/chudler/neurok.html

BRAIN MODEL
ACTIVITY #1

OBJECTIVE:
To construct a model of the brain to represent its relative size and weight. To label the frontal, parietal, occipital, and temporal lobes of the brain. To learn the function of the four lobes of the brain.

BACKGROUND:
The brain of an adult human weighs about 3 pounds.  It is roughly the size of your two fists pushed together.

MATERIALS: (per group of 3-4)
gallon sized ziploc baggies
800 ml flour
500 ml warm water
red food coloring
4 small post-it notes
encyclopedias, internet, other brain resources

PROCEDURE:
1.  Add the flour and warm water to the baggie.
2.  Add 3-4 drops of red food coloring..
3.  Close the baggie well and start to knead into a dough.
4.  Once the misture is completely kneaded, label each post-it note:
     frontal lobe, parietal lobe, temporal lobe, occipital lobe.
5.  Using research materials provided, time spent on the internet, 
     or other resource books, list the function of each lobe on the post 
     it note.
6.  Place each post-it note on the correct area of your "brain".

MEMORY MADNESS
ACTIVITY #2
List below some examples of the four types of memories.  They can be personal examples of situations.

A.  Short term memory-
B.  Long term memory-
C.  Eidetic memory-
D.  Ancestral memory-

MEASURING REACTION TIME 
ACTIVITY #3
BACKGROUND: Everyone has a time in which they react to a certain situation.  This is a reaction time.  reaction time is different in everyone and can be measured.

PROBLEM:  What is the reaction time of students in this class/group in seconds?  Who has the fastest reaction time?

HYPOTHESIS:
______________________________________________
______________________________________________

MATERIALS:
small plastic meter stick
pen/pencil
data tables
graphing table
partner

PROCEDURE:
1.  Use the thumb and forefinger of your hand to hold the ruler
     vertically in
     front of you at the "0" mark with the "0" mark down.
2.  Hold the ruler about 6 cm above your partner hand.
3.  Your objective is to let it go without your partner knowing when.
4.  Record the distance it took your partner to catch the ruler with 
     his/her thumb and forefinger.
5.  repeat steps 2-4 two more times.
6.  Now switch roles.  Perform steps 2-5.  Record this data as well.

DATA TABLE:
reaction time in centimeters
Student                                   trail 1             trial 2         trial 3

Updated:  April 01, 2008