Nervous System
Senses Lab
Day 1: ENGAGE
1. WHAT IS A BRAIN?
Activity: KWL What do I KNOW about the Brain& Nervous System, What I WANT to know about the Brain & Nervous System and What I LEARNED about the Brain & Nervous System
Activity: Watch a clip of BrainWorks: Neuroscience for Kids" video
THINKING: Ask students how the brain may be similar and different from other objects. Using a computer as an example, discuss: How is the brain similar to a computer? How is it different? You may choose to use a T-chart to record your answers. Some prompting questions include:
• Do they both use energy?
• Do they store information in the same way?
• Do they have parts?
• Do they use electricity?
• Do they contain chemicals?
Activity: The brain acts like a computer is a metaphor (A figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them.)
Create a data table with the following information. At the top of the 1st column write, "The Brain is a...". At the top of the second larger column write, "Because it...". In the 1st column write the following words: spider web, prism, lens, lamp, spaceship, map atlas, mirror, tree, and river. Fill in the second column with reasons why the brain acts like the term (a metaphor).
Follow-up: After the exercise read the article called, "The Brain vs. the Computer"
Activity: Students may work alone or in partners to complete this activity using this worksheet. Describe how the brain and a computer are similar for the following:
On /Off Switches
Memory
Learning new things
Evolution
Power
Damage
Ability to change and adapt
Abilities
Studies by Scientists..
Biology Lab: Nervous System Testing the brain
Background: The brain process stimuli from the environment through its five senses: sight taste, touch, sound, and smell. Think of an example of how your brain processes each of these types of stimuli as you go ready for school this morning.
Problem: Is there a measureable difference between the rate at which one can processed sensory information obtained visually, orally, and tactually?
Materials: ruler or meter stick
Hypothesis: The stimulus (sight, sound, or touch) ___________________will process faster in my brain.
Procedure:
Part 1: Visual
1. Obtain a meter stick or ruler
2. Hold a meter stick or ruler with the "0" cm end down and approximately at waist height. (The 100 cm end would be high in the air)
3. Have your partner hold his/her writing hand with the thumb and forefinger held even with the bottom (0 cm end) of the meter stick or ruler with one digit on each side of it as if they were going to squeeze it.
4. Prepare to drop the meter stick or ruler.
5. Drop the meter stick or ruler and have your partner try to catch it as quickly as she can. Don't give any verbal warnings of when you will drop it.
6. Record the distance the meter stick or ruler fell before your partner grabbed it by looking at the number of the meter stick or ruler their fingers grabbed. The person who is grabbing the ruler records HIS/HER data. You do not need to record other person's data.
7. Repeat this procedure until you have recorded 5 data points with your right hand and 5 data points with your left hand.
8. Repeat for all members of your lab group.
Part II: Auditory
9. Repeat the procedure above, but this time have the "catcher" close his or her eyes. The dropper indicates when the meter stick/ruler is dropped by saying "Now" when they drop the stick/ruler. It is very important that the dropper says, "Now" exactly when the meter stick/ruler is dropped!
10. Record the distance the meter stick/ruler fell.
11. Repeat the exercise for the other partners.
Part III: Tactile
12. This time, the catcher closes his or her eyes again, and the dropper indicates the meter stick is being dropped by tapping the catcher on the shoulder when he/she is going to drop it.
13. Record the distance the meter stick/ruler fell.
14. Repeat the exercise for the other partners.
Activity:
1. Copy the data tables for YOUR scores only into Google Sheets. Create a graph comparing your right hand to your left hand for each stimulus completed (Visual, Auditory and Tactile) Create a graph for each stimulus and hand.
2. Add up each score and compare the averages for right hand for each kind of stimulus and the average score for left hand.
3. Place the averages for each stimulus and each hand on a graph together.
“People who believe in the power of talent tend to not fulfill their potential because they are so concerned with looking smart and not making mistakes. But people who believe that talent can be developed are the ones who really push, stretch, confront their own mistakes and learn from them.”
-Carol Dweck, “If You’re Open to Growth, You Tend to Grow” by Janet Rae-Dupree from the New York Times
Lesson 1: Read this article,
- “The Brain: How the Brain Rewires Itself” from TIME Magazine; This article negates the outdated concept that the brain is a static organ, stating, “The first discoveries of neuroplasticity came from studies of how changes in the messages the brain receives through the senses can alter its structure and function.”
- “Nurture the Miracle of Neuroplasticity” from The Huffington Post; This article describes the experience of Dr. Jill Bolte as she recovers from a stroke and how her life provides an illustration for the brain’s ability to change.