| Grade Level | |||
| Standards | Inquiry Skills | ||
| Students will communicate scientific procedures and explanations | |||
| Human Anatomy And Physiology Content | |||
| Students will use a standard set of terms to describe body structures and functions | |||
| Students will understand the role of the nervous system in coordinating body activities | |||
| Objectives |
|
| Materials and Activities | |
| Materials | |
| Activities | |
| Engage | Discuss how early brain research was done. Ask students to "think about the smell of an orange". (Can they imagine a smell? How?) |
| Explore | Given a diagram of the brain students will predict the functions of the labeled areas of the brain and give reasons for their predictions. |
| Explain | Ask students to explain their reasons for their answers. Discuss the regions of the brain and the functions of each reason. "Do areas relate to functions?" |
| Elaborate | Given different colors of clay have students make a model of the brain. Different colors should reflect different areas. Use matching colored pencils to describe the functions of each area on a piece of paper. |
| Evaluation | Play "SIMON SAYS" with the class using a brain areas and functions for questions. |
| Homework | Students will take home a quiz that will be administered and graded by parents (meeting SIP-School Home Partnership) |
Teacher notes/reminders: This activity allows
the student to design their own clay model of the brain.
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