RET in the Classroom Seth Baker RET Teaching Modules June 19, 2007 Dr. Andreas Linninger, RET coordinator

Goals of the Teaching Modules Learn the structures and functions of the human brain. Conduct a comparative study of different animal brains. Create a brain model of an imaginary animal. Develop communication skills and electronic slideshow to share scientific knowledge and understanding.

Alignment with Illinois State Learning Goals 12.A.3c. Compare and contrast how different forms and structures reflect different functions. 12.B.3b. Compare and assess features of organisms for their adaptive, competitive and survival potential. 11.B.3c. Select the most appropriate design and build a prototype or simulation. 5.C.3b. Prepare and orally present original work supported by research. 5.C.3c. Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

Alignment with District 97 Curriculum The Comparative Brain Study and Model Design unit enriches the 6th grade life science curriculum. The electronic slideshow supports the 6th grade language arts curriculum.

Comparative Brain Study and Brain Model Design Learn the structures and functions of the human brain. Conduct a comparative study of animal brains. Create a brain model of an imaginary animal.

Brain Knowledge Learn the structures and functions of the human brain. Students will study the major regions of the brain and the lobes of the cortex. Students will use a science textbook, laboratory materials and human brain models. Transition into next unit goal - Do you think all animals have these same structures?

Comparative Brain Study Conduct a comparative study of animal brains. Students will use a web site, a fetal pig specimen and human brain models. Students will complete a comparative chart investigating qualities such as the overall brain size, cortical complexity, frontal cortex size, cerebellum size and olfactory bulb size. Students will also analyze the proportion of brain mass to body mass. Human RabbitFrog Baboon Raccoon Squirrel

Comparative Brain Chart Brain QualityHumanBaboonSquirrelRabbitFrogRaccoon Body Mass to Brain Mass % Brain Length Cortex Complexity Cortex size comparison Cerebellum size comparison

Brain Model Design Create a brain model of an imaginary animal. In cooperative groups, students will: Determine animal characteristics (behaviors, mobility, senses, environment, survival adaptations). Draw a map of the imaginary animal’s brain. Use colored modeling playdough to build a model of the imaginary animal’s brain.

Brain Model Construction Students first designed brain model based on the unique characteristics of their imaginary animal. Using colored playdough, students constructed their models.

Assessment Student were assessed on the following criteria: Accuracy and details of the brain model Creativity of the model design Inclusion of each brain region Grading rubrics were used to formally assess students.

Grading Rubric for Brain Model Outstanding (4) Student gives complete descriptions that make logical sense; provides both detailed and specific comparisons; rationale is clearly stated; thinking process is evident. The brain is accurately assembled and highly creative. Good (3) Student gives complete descriptions; comparisons may be less detailed; rationale is consistent; shows a thinking process. The brain is accurately assembled and creative. Weak (2) Student gives incomplete or simplistic descriptions; rationale is not consistent. The brain is accurately assembled with limited creativity. Incomplete (1) Student gives answers that are not complete or understandable; rationale is not consistent. The brain is not accurately assembled. No Attempt (0) Student did not complete model. (modified from Demetrikopoulos 2006)

Science Research Presentations Research a disease or medical condition related to a specific human body system. Write a research paper on the specific disease or medical condition. Create and present an electronic slideshow demonstrating knowledge and understanding of research topic.

Research Topics Topics were based on the following human body systems covered as part of the 6th grade science curriculum: NervousSkeletal Endocrine Reproductive Muscular Students researched issues including causes, symptoms, diagnosis, traditional and alternative treatments, history and the effect on society. Research a disease or medical condition related to a specific human body system.

Slideshow Guidelines Create and present an electronic slideshow demonstrating knowledge and understanding of research topic. In class training on the use of powerpoint or keynote. Guidelines for slideshow based on Michael Alley’s The Craft of Scientific Presentations. A grading rubric was used to formally assess the scientific content, design of slideshow and quality of the presentation.

Powerpoint Presentations Each student presented a 5 minute slideshow based on research topic. Students presented on topics such as Alzheimer’s and Schizophrenia.

Grading Rubric for Electronic Slideshow Presentation Scientific content (15 points) Design of Slides (15 points) Mechanics (10 points) Presentation (10 points) Proper level of details on each slide( no more than 4 bullet points per slide) Accurate scientific information Natural flow and order of scientific content Ariel font and appropriate type size Proper color contrast on slides Heading, text and image on each slide; good balance with slide layout Clear organization of major points Proper spelling and grammar Includes title, introduction and works consulted slides Presentation includes 6-8 slides Includes a printed handout of slide show Clear, concise and engaging presentation Frequent eye contact, no distracting behavior Speaks at a good rate, easily heard Clear beginning, middle and end; appears well rehearsed Stays within time

Resources Demetrikopoulos, Melissa K et al. “Build-a-Brain Project”. Science Scope vol29, staff.washington.edu/chudler/neurok.html

Acknowledgments The National Science Foundation for their continued financial support of the RET summer program and materials for classroom teaching modules NSF EEC Grant Dr. Andreas Linninger and the staff at the LLPD. The University of Illinois-Chicago. Dr. Victoria Sharts