1. Linking the Brain, Mind, Teaching and Learning Mid-Term Project Stephanie Langner October 21, 2013 The Reasons for the Seasons 7 th Grade Science

2. Goals & Objectives  Rotation vs. revolution  Tilted axis causes varied amounts of daylight  Model rotation & revolution  Graph reading  Apply graphical information to models of seasons  Communicate scientific information

3. Brain Research  Neurons  Sensory Input

4. Primacy & Recency  3-4 activites during each teaching period to minimize down time  Highly engaging and social activities during down time

5. Day 1: Day & Nights vs. Seasons  Journal entry  Direct Instruction  Kinesthetic modeling  Analysis of diagrams

6. Day 2: Factors Related to Seasons  Formative assessment probe  Interpreting daylight hours & temperatures graph  Partnered guided practice  SMART Board recap – posted as PDF on Moodle

7. Day 3: Seasons Model  Journal: Reflect on Vivaldi’s 4 Seasons  Investigate models:  Does model A, B, or C best match the data in yesterdays graphs?  Group posters & gallery walk  HW- Post on Moodle Newsfeed about your results

8. Sense & Meaning  Direct instruction  Modeling  Graph analysis  Journal entries  Formative assessment probe  Gallery walk

9. Abstract Kinesthetic modeling Concrete Data analysis of graphs Sequential Direct Instruction Guided Practice Random Selection of Models Journals Learning Styles

10. Multiple Intelligences Verbal/Linguistic Communication of scientific ideas Direct instruction Visual/Spatial Graph reading Modeling Interpersonal Group work Naturalistic Understanding seasons Logical/ Mathematical Data analysis Graph reading Bodily/ Kinesthetic Rotation/Revolution movements Intrapersonal Journaling memories of seasons Musical/ Rhythmic Listening to Vivaldi’s 4 seasons

11. Cerebral Lobes  Processing diagrams and pictures  Models, graph analysis  Planning posters, analyzing information  Listening to music, models

12. Limbic System  Diagrams, music, discussion, kinesthetic modeling  Multiple activities within the lesson facilitates transfer to long- term storage.  Recalling memories of seasons  Proper homeostasis is required for most effective learning.

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