Brain - Teacher Created Materials · · 2010-11-04Senses Reader Senses Reader Lesson Plan . . . . . . . . . .37 ... Brain Reader Senses Reader day 1 ... (pages 30–31) in reading

Brain

Lisa Greathouse

BrainHooray for your brain! Without it, you could not read these words right now! But where is your brain exactly, and what does it do? Use your brain to read this book and learn all about it!

TCM 12428 ■

The Human Body

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One Brain, Many PartsThe cerebrum also helps you move

your body . You cannot hit a baseball or

solve a math problem without it!

Your brain has many parts and each part

has a job . The biggest part of the brain is

called the cerebrum (suh-REE-brum) . It is in

charge of thinking .

Your “Nervy” BrainThere are 100 billion nerve cells in your brain! Nerve cells are so small that you cannot see them.

cerebrum

1� 1�

© Teacher Created Materials #12427 (i5118)—Science Readers: The Human Body 3

introduction and research BaseWhy This Kit? . . . . . . . . . . . . . . . . . . . 4Why a Focus on Science? . . . . . . . . . . . 5Guided Reading in the Primary Classroom. . . . . . . . . . . . . . . . . . . . 7Teaching Scientific Vocabulary . . . . . . . . 9The 5 Es. . . . . . . . . . . . . . . . . . . . . . .12How to Use This Product. . . . . . . . . . . .14Reader Summaries . . . . . . . . . . . . . . . .17Resource Video Clips . . . . . . . . . . . . . .19Correlation to Standards . . . . . . . . . . . .20

Unit 1: Thinking and Feeling . . . . . . 23Timeline for the Unit . . . . . . . . . . . . . .23Unit Learning Objectives. . . . . . . . . . . .23Unit Overview . . . . . . . . . . . . . . . . . . .24Lab Lesson Plan . . . . . . . . . . . . . . . . .27

Brain ReaderBrain Reader Lesson Plan . . . . . . . . . . .29My Brain Does More Than Think . . . . . . .32I Can Take Care of My Brain . . . . . . . . . .34Reader Quiz . . . . . . . . . . . . . . . . . . . .35Brain Answer Key. . . . . . . . . . . . . . . . .36

Senses ReaderSenses Reader Lesson Plan . . . . . . . . . .37How My Senses Work . . . . . . . . . . . . . .40Helping My Senses . . . . . . . . . . . . . . . .41Reader Quiz . . . . . . . . . . . . . . . . . . . .43Senses Answer Key. . . . . . . . . . . . . . . .44

Unit 2: Breathing . . . . . . . . . . . . . .45Timeline for the Unit . . . . . . . . . . . . . .45Unit Learning Objectives. . . . . . . . . . . .45Unit Overview . . . . . . . . . . . . . . . . . . .46Lab Lesson Plan . . . . . . . . . . . . . . . . .49

Heart ReaderHeart Reader Lesson Plan . . . . . . . . . . .51Follow the Path . . . . . . . . . . . . . . . . . .54Changing Your Heartbeat . . . . . . . . . . .55A Healthy Heart . . . . . . . . . . . . . . . . .56Reader Quiz . . . . . . . . . . . . . . . . . . . .57Heart Answer Key . . . . . . . . . . . . . . . .58

Lungs ReaderLungs Reader Lesson Plan . . . . . . . . . . .59The Air I Breathe. . . . . . . . . . . . . . . . .62Huffing and Puffing . . . . . . . . . . . . . . .63Smoking Stinks! . . . . . . . . . . . . . . . . .64Reader Quiz . . . . . . . . . . . . . . . . . . . .65Lungs Answer Key . . . . . . . . . . . . . . . .66

Unit 3: Movement . . . . . . . . . . . . . 67Timeline for the Unit . . . . . . . . . . . . . .67Unit Learning Objectives. . . . . . . . . . . .67Unit Overview . . . . . . . . . . . . . . . . . . .68Lab Lesson Plan . . . . . . . . . . . . . . . . .71

Bones ReaderBones Reader Lesson Plan . . . . . . . . . . .73Bones: Fact or Fiction? . . . . . . . . . . . . .76Your Skeletal System . . . . . . . . . . . . . .77Keeping Bones Strong . . . . . . . . . . . . .78Reader Quiz . . . . . . . . . . . . . . . . . . . .79Bones Answer Key . . . . . . . . . . . . . . . .80

Muscles ReaderMuscles Reader Lesson Plan . . . . . . . . . .81Your Face Muscles . . . . . . . . . . . . . . . .84Three Types of Muscles . . . . . . . . . . . . .85How Many Muscles? . . . . . . . . . . . . . . .86Reader Quiz . . . . . . . . . . . . . . . . . . . .87Muscles Answer Key . . . . . . . . . . . . . . .88

AppendicesAppendix A: References Cited . . . . . . . .89Appendix B: Contents of the Teacher Resource CD . . . . . . . . . . . . . . . . . . . .91Appendix C: Contents of the Audio CD. . .93

Table of Contents

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Why a Focus on Science?Over three decades ago, the American Association for the Advancement of Science began Project 2061, a three‑phase project to develop and promote science literacy. The project was established with the understanding that more is not effective (1989, 4). Shortly thereafter, in 1993, the Association developed benchmarks for science literacy. Since every state has its own science standards, these benchmarks were prepared as a tool to assist in the revision of the states’ science, mathematics, and technology curricula (1993, xv).

Values, Attitudes, and SkillsScientists work under a distinct set of values. Therefore, according to the American Association for the Advancement of Science, science education should do the same (1989, 133). Students whose learning includes data, a testable hypothesis, and predictability in science will share in the values of the scientists they study. Additionally, “science education is in a particularly strong position to foster three [human] attitudes and values: curiosity, openness to new ideas, and skepticism” (1989, 134). The Science Readers series addresses each of these recommendations by engaging students in thought‑provoking, open‑ended discussions and projects. Throughout their study, students continuously reflect on the contributions of important scientists and the advancements they have brought to society.

Within the recommendations of skills needed for scientific literacy, the American Association for the Advancement of Science suggests attention to computation, manipulation and observation, communication, and critical response. These skills are best learned through the process of learning, rather than in the knowledge itself (1989, 135). This is exactly what happens when students engage in lesson labs and review labs conducted by others in the Science Readers program. Students follow formulas and calculations to compute numbers; they use calculators to apply computation skills quickly and accurately; they manipulate common materials and tools to make scientific discoveries; they express findings and opinions both orally and in writing; they read tables, charts, and graphs to interpret data; they respond critically to data and conclusions; and they use information to organize their own data and draw their own conclusions.

Inquiry-based LearningProject 2061 recommends pedagogical practices in which the learning of science is as much about the process as the result or outcome (1989, 147). Following the nature of scientific inquiry, students ask questions and are actively engaged in the learning process. They collect data and are encouraged to work within teams of their peers to investigate the unknown. This method of process learning refocuses students’ learning from knowledge and comprehension to application and analysis. Students may also formulate opinions (synthesis and evaluation) and determine whether their processes were effective or needed revision (evaluation). The National Academy of Science views inquiry as “central to science learning” (p. 2 of Overview). In this way, students may develop their understanding of science concepts by combining knowledge with reasoning and thinking skills. Krueger and Sutton (2001, 52) also report an increase in students’ comprehension of text when knowledge learning is coupled with hands‑on science activities.

Introduction and Research Base

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The 5 Es

5 Es Lesson PlanningThe 5 Es instructional model describes five phases of learning that follow the constructivist learning theory. In this theory, new knowledge is built on existing knowledge and experiences. The 5 Es include engage, explore, explain, elaborate, and evaluate . Each of these phases of learning helps to focus students on learning objectives while connecting these objectives to prior knowledge and alternate applications of new knowledge.

EngageDuring the engage phase of the lesson, students are exposed to the concepts and learning objectives for the first time. Engaging students should focus them on learning outcomes and concepts while hooking their attention and interest. The teacher should also connect the learning objectives and concepts to students’ prior knowledge.

ExploreThe explore phase is student centered but teacher facilitated. Students should explore their environment, manipulate materials, and discover concepts pertaining to the learning objectives. Student exploration should be inquiry driven in this phase. They should make predictions, note questions, and explore to discover and formulate answers. The teacher should not provide answers, but ask guiding questions if a group or student is stuck.

ExplainThe explain phase is discussion driven. Students share their discoveries and explain their understanding of the explored concepts. The teacher can introduce any key terms, definitions, or explanations of concepts during this phase. The main goal, however, is for students to verbalize their understanding.

ElaborateDuring the elaborate phase, students are able to extend their understanding. Students should practice and refine the new skills they have acquired while developing a deeper understanding of the lesson’s key concepts and learning objectives. Cross‑curricular connections should be made between the lesson objectives and similar concepts, allowing students to use their gained knowledge in another way.

EvaluateThe last phase, evaluate, is the assessment stage. Students assess their own understanding and abilities. Teachers evaluate student understanding and development pertaining to the key concepts and skills. Teachers should use this phase to help plan future lessons.


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The 5 Es (cont.)

The 5 Es and This BookThe 5 Es are embedded in the different sections of each lesson. As you become familiar with the flow of each lesson and the suggested timeline, you will find that you can rearrange the activities to fit your 5 E needs.

EngageStudents need to be engaged during the “Introductory Activity” sections in this book. It is worthwhile to use the instructions in this section in conjunction with visuals such as illustrations and objects. The “Before the Lab” and “Introduce the Lab” sections can also be used to engage students.

ExploreThe “Introductory Activity” in each lesson provides a student‑centered activity that allows students to explore what they know, as well as what they think they know, about the learning objective. Students are also able to explore while completing the lab.

ExplainStudents are able to share their understanding of the learning objectives in class discussions during the “Using the Readers” section, particularly before and during the reading. The reading and discussion also allow the teacher to clarify key concepts. During the “After the Lab” activity, students can share their findings and understanding, which also applies to this step.

ElaborateStudents are able to elaborate their information on the student activity sheets found in the “Before Reading,” “During Reading,” and “After Reading” sections. Activities found in the “Concluding Activity” section also allow students to refine and practice their newly acquired knowledge.

EvaluateTo evaluate student progress at the end of each lesson and unit, the culmination of student work, the “Reader Quiz,” and teacher observations can be used. Students are also able to check their own understanding by reviewing their corrected work.


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Resource Video ClipsThe Teacher Resource CD includes video clips for each reader in this kit. These short video clips are included to make science learning engaging and to enhance the background knowledge of all students. All of the videos included correlate to the concepts presented in each unit of this book.

Unit 1 Video Clips:Brain • rotatingbrain.mpg • brainmri.mpgSenses • sight.mpg • sound.mpg • taste.mpg • touch.mpg • smell.mpg

Unit 2 Video Clips:Heart • checkingheart.mpg • beatingheart.mpgLungs • expandinglungs.mpg • lungsbreathing.mpg

Unit 3 Video Clips:Bones • skeleton.mpg • dancing.mpgMuscles • muscleswalking.mpg • usingmuscles.mpg

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Video Credits: rotatingbrain.mpg, Mopic/Shutterstock; brainmri.mpg, luxxtek/iStockphoto; sight.mpg, morganl/iStockphoto; sound.mpg, Spotmatik/iStockphoto; taste.mpg, Losevsky Pavel/Shutterstock; touch.mpg, jurbuccal/Shutterstock; smell.mpg, videologia/iStockphoto; checkingheart.mpg, 4774344sean/iStockphoto; beatingheart.mpg, Creations/Shutterstock; expandinglungs.mpg, weicheltfilm/iStockphoto; lungsbreathing.mpg, irrealix/Shutterstock; skeleton.mpg, eyeidea/iStockphoto; dancing.mpg, QXAnimation/iStockphoto; muscleswalking.mpg, jutos/iStockphoto; usingmuscles.mpg, jheglund/iStockphoto


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Unit 1: Thinking and Feeling

Timeline for the UnitBrain Reader Senses Reader

day 1

Complete the introductory Activity (page 24) as a class.

Before reading (pages 29–30) in reading groups

Use: Can You Tell? PDF file (canyoutell.pdf)

Before reading (pages 37–38) in reading groups

Use: What Senses Are Going On Here? PDF file (whatsenses.pdf)

day 2during reading (pages 30–31) in reading groups

Use: My Brain Does More Than Think activity sheet (pages 32–33; page32.pdf)

during reading (pages 38–39) in reading groups

Use: How My Senses Work activity sheet (page 40; page40.pdf)

day 3

After reading (page 31) in reading groups

Use: I Can Take Care of My Brain activity sheet (page 34; page34.pdf)

Reader Quiz (page 35; page35.pdf)

After reading (page 39) in reading groups

Use: Helping My Senses activity sheet (pages 41–42; page41.pdf)

Reader Quiz (page 43; page43.pdf)

day 4 Complete the lab activity (pages 27–28; brainbox.ppt) as a class.

day 5 Complete the Concluding Activity (page 25) as a class.

Unit Learning Objectives • Studentsusereadingskillsandstrategiestounderstand

and interpret nonfiction. (Reading Objective) • Studentsunderstandthemainideaandsupporting

details of simple expository information. (Reading Objective)

• Studentsknowthatlearningcancomefromcarefulobservations and simple experiments. (Science Objective)

• Studentsknowthattoolscanbeusedtogatherinformation and extend the senses. (Science Objective)


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GBefore Reading (cont.)

4. Review each of the activities. Work as a class to categorize the activities into groups. For example, one group might include “Things done at home.” If an activity pertains to two or more categories, create another sticky note and add it to all the groups that apply.

5. Introduce the vocabulary words students will encounter in the text. Write the words on the board. Have students work in pairs to discuss what they think the words mean. Discuss their meanings as a class.

6. Have students fold a sheet of paper into four sections. Instruct them to write one word and a definition in each section. Then, have them draw an illustration for each word. Use the glossary in the back of the reader as needed.

7. Explain that our brain controls everything we do. Ask students to share what they already know about their brains.

During Reading

8. Decide whether this reader will be read as a group, in pairs, or independently.

9. Have students read pages 4–5. Ask students if they would like to add any activities to the chart from the Before Reading activity. They may make an additional category, if needed.

10. Have students read pages 6–11. Ask students what other messages they think are sent to their brains.

11. Have students read pages 12–15. Discuss and clarify voluntary actions that may be made by the cerebrum and involuntary actions that are controlled by the brain stem.

12. Ask students to explain how the brain sends and receives messages every time they do an activity. Review the activities listed on the sticky notes. Reorganize the activities into two categories: Activities When I Need to Think, and Activities When I Do Not Need to Think. Distribute the activity sheet My Brain Does More Than Think (pages 32–33). Read the prompt and directions to students. Help students complete the sentences. Have students use the reader to help them draw and color the different parts of the nervous system. Have students share their sentences and illustrations with the class.

Brain

Vocabularybrain stem neuron skull spinal cord


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During Reading (cont.)

13. Have students read pages 16–19. Ask students to think about other things our brains help us with, besides activities or actions (moods and senses). Have students share different types of moods and senses.

14. Have students read pages 20–27. Ask students to explain how they will keep their brains healthy.

After Reading

15. Review ways in which students can keep their brains healthy. Distribute the activity sheet I Can Take Care of My Brain (page 34). Read the directions together. Allow time for students to complete the activity sheet. Review the pictures that students circled and the ones they placed an X on. Ask students how the pictures with an “X” over them could be changed so that they become healthy choices. (don’t smoke; eat healthy foods; stay active; limit how much TV you watch). Ask students what they think this means: “If I take care of my brain, it will take care of me.”

16. Use the Reader Quiz (page 35) to further assess student learning.

17. Gather all students together to complete the Lab activity (pages 27–28).

18. As a class, complete the Concluding Activity (page 25).

Extension Ideas • HavestudentsreadA Scientist Today on page 32 of the reader. Discuss why Dr. Tang does

what he does. Ask students whom his work might benefit. Have students draw and write about a favorite memory that they have and hope they never forget. Discuss how the brain affects memory function. Allow time for students to share their pictures and stories with one another.

• Checkoutbooksfromthemediacenter/libraryorsearchonlineresourcesformodelsoftheeye. Allow students opportunities to explore how the optic nerves connect to the brain to send and receive signals, resulting in images.

• Inviteanoptometristtotheclasstodiscusshowoureyesworkandwhathappenswhensomeone needs glasses. He or she may bring eye charts for the class to try.

note: Additional extension ideas may be found in the Differentiation Strategies section (page 26) of this unit.

Brain


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Name _________________________________

My Brain Does More Than Think (cont.)

Directions: Read about how your brain works. Use the key below to draw and color with crayons the parts of the nervous system. Label each part of your drawing.

Brain

Keybrain: gray brain stem: brown

nerves: red spinal cord: blue


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Name ________________________________

Brain

Reader Quiz

Directions: Circle the best answer.

1. How is your brain the “boss” of your body?

a. It makes you stub your toe.

b. It makes your nerves hurt.

c. It looks like a slimy, gray sponge.

d. It controls everything you think, say, and do.

2. What parts of your body does your brain need to work?

a. brain stem

b. nerves

c. spinal cord

d. all of these

3. What is a good way to build up your brain?

a. practice something new

b. repeat one word over and over

c. watch TV

d. drink soda

4. Which one of these is not good for your brain?

a. healthy foods

b. exercise

c. junk food

d. music

Directions: Answer the question. Draw a picture with your answer.

5. How do you use your brain?

_________________________________

_________________________________

_________________________________

_________________________________


Unit 1: The Brain

Can You Tell?

Which set of squares looks farther apart? Measure them! They are both the same!

Do you see the missing shapes? Your brain wants to fill in the missing pieces. It sees shapes that are not really there.

Which center circle is bigger? Look closer! Neither one!

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Brain - Teacher Created Materials · · 2010-11-04Senses Reader Senses Reader Lesson Plan . . . . . . . . . .37 ... Brain Reader Senses Reader day 1 ... (pages 30–31) in reading

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