1. GK12 STAMP Program 2004-2005 Jessica Penchos & Lance Pearson Timilty Middle School (Grade 8)

2. Timilty MS Stats Over 95% minority students, over 90% free or reduced lunch students. Over 95% minority students, over 90% free or reduced lunch students. Approx. 650 students, grades 6-8 Approx. 650 students, grades 6-8 “Project Promise” means an extended school day (7:30-3:45), uniforms, and extras like Science Family Activity Night and Promising Pals (pen pals in the community). “Project Promise” means an extended school day (7:30-3:45), uniforms, and extras like Science Family Activity Night and Promising Pals (pen pals in the community). Students must apply to the Timilty; Random selection process but students have higher commitment to education than typical BPS MS Students must apply to the Timilty; Random selection process but students have higher commitment to education than typical BPS MS

3. 8 th Grade Science in BPS Topics covered in 8 th grade integrated science: Topics covered in 8 th grade integrated science: Chemistry Chemistry Populations & Ecosystems Populations & Ecosystems Planetary Science Planetary Science 8 th grade Science MCAS in May! 8 th grade Science MCAS in May! Timilty has a partnership with MGH = mentoring programs and assistance with science fair (100% involvement goal!) Timilty has a partnership with MGH = mentoring programs and assistance with science fair (100% involvement goal!)

4. Goals for the Year Address all state Sci/Tech standards prior to MCAS testing (May). Address all state Sci/Tech standards prior to MCAS testing (May). Increase student interest in science through interesting and relevant activities and discussions. Increase student interest in science through interesting and relevant activities and discussions. Use inquiry-based methods to develop students’ understanding of science concepts. Use inquiry-based methods to develop students’ understanding of science concepts. Students should be able to apply the scientific method when tackling a problem or starting an investigation. Students should be able to apply the scientific method when tackling a problem or starting an investigation.

5. Specific Areas of Fellow Involvement Develop context-related design & technology lessons throughout the year. Develop context-related design & technology lessons throughout the year. Develop extensions to the Populations/Ecosystems curriculum: Develop extensions to the Populations/Ecosystems curriculum: The technology of forensics The technology of forensics Field trip to Harbor Islands for ecosystem study Field trip to Harbor Islands for ecosystem study (water and soil sampling) Develop and be the lead teacher of a unit covering the brain and perception: Develop and be the lead teacher of a unit covering the brain and perception: “Things aren’t always what they seem.” Grant application collaboration. Grant application collaboration.

6. Things aren’t always what they seem Overview of Major Objectives Students will be able to explain that there is a difference between reality & perception and give several examples. Students will be able to explain that there is a difference between reality & perception and give several examples. Students will understand the basic role of neurons and some systems in the brain that are responsible for visual perception. Students will understand the basic role of neurons and some systems in the brain that are responsible for visual perception. Students will define “perception” as an inner view of the world as obtained by neural processing of sensory input. Students will define “perception” as an inner view of the world as obtained by neural processing of sensory input. Students will develop a sense of excitement about the developing field of brain research, as well as its relevance and accessibility. Students will develop a sense of excitement about the developing field of brain research, as well as its relevance and accessibility.

7. Things aren’t always what they seem Overview of Lesson Plans Day 1 – Experiment and demonstrations concerning the difference between reality and perception Day 1 – Experiment and demonstrations concerning the difference between reality and perception Day 2 –Individual differences in perception; Perception Thought experiments; Day 2 –Individual differences in perception; Perception Thought experiments; Day 3 – Formally introduce “Perception” and “Sensation” based upon Day1 and Day2 inquiries; Introduce Neurons & Brain Activity Day 3 – Formally introduce “Perception” and “Sensation” based upon Day1 and Day2 inquiries; Introduce Neurons & Brain Activity Day 4 – Zoetropes; Thought experiment & forced-choice activity; Discussion of “What scientists still don’t know…” Day 4 – Zoetropes; Thought experiment & forced-choice activity; Discussion of “What scientists still don’t know…” Day 5 – Assessment Day 5 – Assessment

8. Lesson One Light Refraction Experiment (25 minutes) (1) Students make experimental observations (e.g. drawings) of light refraction of pencil in water from different angles; (2) Propose additional methods of testing whether pencil is really bent (e.g. use sense of touch, remove water, replace pencil with another object) Still Visual Illusion Slideshow (30 minutes) includes forced- choice based discussion McGurk Effect Demonstration

9. Handouts Students will be presented with a handout to guide them through the refraction experiment and provide a place to record data Students will be given a handout with all of the questions accompanying the slideshow which they will fill out as we move through the demonstration

10. Hermann Grid Do you see any black circles?

11. Hering Illusion Are the Two Vertical Lines Straight or Curved?

12. Café Wall Illusion (a) Are the Gray Lines Below All Parallel? Are the blocks all the same size? Are the blocks moving? (b) Are the Gray Lines Below All Parallel? Are the Blocks Rectangles?

13. Checker-Shadow Which Square is Darker, A or B? Do you agree this bar is the same Luminance (shade of gray) from top to bottom?

14. Neon Color Spreading Do you see a Red Ball when there are no Black lines? Do you see a red ball when the Black lines appear?

15. Retinex Theory of Color What colors do you see below?How about here?

16. Retinex Color How many colors do you see? List them.

17. McGurk Effect Watch the video a couple of times. What is the man saying? Watch with your eyes closed. Now what is the man saying?

18. Students are then led through the slideshow again Student discuss their answers about their perception of these phenomena and propose ways to verify their answers (e.g. use a meter stick to check for linearity) Students are prompted to explore the implications these demonstrations have for the confidence they should have in their senses

19. Lesson Two Color Blindness Testing (15 minutes) Blindsight and Neglect Illustrations (10 minutes) Rose-colored Glasses Thought Experiment (with hypotheses) followed by Experiments (30 minutes) What is it Like to be a Bat or a Fly Thought Experiments (20 minutes) What is it Like to be a Bat or a Fly Thought Experiments (20 minutes)

20. Handouts and Materials Red, Blue tinted glasses Handouts with space provided to answer the inquiries during the color blindness and neglect sections Take home handout to explore the Blindsight example

21. What Numbers Do You See?

22. Are any of these objects in the big picture? Which one(s)?

23. Drawings by Spatial Neglect Patients What is different between the drawings on the left and the copy on the right?

25. Patient asked to cross out all lines Do you see a pattern in which lines are crossed out? What is it?

26. Mysterious Case of Blindsight Person has an injury to the parts of the brain that processes most visual information from the eyes (but eyes are fine). When asked whether they can see anything, the person reports they are totally blind. Amazingly, when the person is told to guess what they were shown he/she does much better than chance. Essay HW question: How can this be? What does it tell us about the role the brain plays in perception?

27. Lesson Three Key points to be illustrated from previous demos: (1) Brain cells (neurons) process information the get from the senses (2) Neurons take time to process this information (3) Sensory system only equipped to view certain types of information in the world (4) The sensory system processes information in ways that do not necessarily give an accurate picture of the world (5) Previous experience (our expectations) influences current perception

28. Materials Physical model of brain Physical model of neuron

29. Lesson Four Zoetrope-building Activity (30 minutes) Other Apparent Motion Demonstrations (15 minutes) Discussion of Persistence of Vision and Everyday Examples (15 minutes)

30. Materials Zoetrope Construction paper Thumb tacks Pencils (colored and something with erasers)

31. Assessment See Sample Quiz