It’s All in Their Heads –
or should be!
The Center for Effective Learning
January 2011 Webinar ~ Sue Pearson
WELCOME
RESOURCES
NEUROSCIENCE
FOR KIDS
HET
PRINCIPLES
BRAIN
AWARENESS
WEEK
KEYPOINT ONE
Intelligence Is A
Function Of
Experience
We are not born
intelligent—only with
a capacity to be so.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEY POINT ONE
Learning is the real, observable
physiological growth in the brain that
occurs as a result of sensory input
and the processing, organizing, and
pruning it promotes.
“Experience is food
for the brain.”
~Bill Watterson~
KEYPOINT TWO
Learning is an inseparable
partnership between the
body and the brain:
Emotion is the
gatekeeper to learning
and performance
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEY POINT TWO
 Much of the information processed in the brain
comes from “information substances” produced
throughout the body, many of which are the
“molecules of emotion” that drive attention
which, in turn, drives learning and memory.
 The movement centers of the brain also help
sequence our thought.
“Life is like topography, Hobbes. There
are summits
of
happiness and success,
flat stretches of boring routine,
and valleys of
frustration and failure.”
- Calvin and Hobbes
KEYPOINT THREE
There are
multiple
intelligences.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEY POINT THREE
 We have not one, generic intelligence, but at
least eight, each of which operates from a
different part of our brain.
 As defined by Howard Gardner, intelligence
is a “problem-solving and/or product
producing capability.
Calvin:
Hobbes:
Calvin:
“You can't just turn on creativity
like a faucet. You have to be in
the right mood.”
“What mood is that?”
“Last-minute panic!”
KEYPOINT FOUR
Learning is a twostep process of
pattern detection
and program
building.
©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
KEY POINT FOUR
Learning is a two-step process.
 Step One of learning is the extraction, from
confusion, of meaningful patterns.
 Step Two of learning is the acquisition of a
mental program (planned sequence to
accomplish a purpose or goal).
What is Brain Awareness Week?
 It is an inspirational global campaign
that unites those who share an interest
in elevating public awareness about the
progress and benefits of brain and
nervous system research.
March 14-20, 2011
BAW FOCUS
The intent of BAW is to:
 Inspire the next generation of scientists
 Contribute to general understanding of basic
brain functions
 Improve public health by expanding awareness
of neurological disorders
 Make the connection between increased support
for biomedical research and benefits to public
health
Absence of Threat/
Nurturing Reflecting
Thinking
Mastery/Application
Adequate Time
Immediate
Feedback
Enriched
Environment
Bodybrain
Compatible
Elements
Sensory-Rich Being
There Experiences
Choices
Movement
Meaningful
Content
Collaboration
BAW CONCEPTS
 SYSTEMS
 INTERDEPENDENCE
FORM/FUNCTION
 CHANGE
 ADAPTATION
COMMUNICATION
 IDENTITY
 DEVELOPMENT
Lifelong Guidelines/LIFESKILLS
Lifelong Guidelines
 Active Listening
 No Put Downs
 Personal Best
LIFESKILLS
 Curiosity
 Common Sense
 Problem Solving
 Resourcefulness
 Responsibility
Subject Integration
 Science: Body systems; influence of drugs/alcohol;
effect on learning; research for brain diseases and
injuries; science processes (brain dissection)
 Social Studies: citizenship-laws protecting the brain
(safety laws-seatbelts, bike/motorcycle helmets, DUI),
bullying prevention; cost of courts/jails, etc., DrugFree Schools, D.A.R.E.
 LA: contests, journals,
 Math: cost of “fixing” brains on drugs/alcohol;
 Arts: posters, songs, chants
 Technology: brain training/re-training programs
BAW Resources
 Event Ideas and Planning
 Outreach Tools
 Publications
 Activities
 Educations and Science Resources
 Puzzles and Graphics (flyer, poster, clip art,
certificate, bookmark)
 BAW Promotional Piece
http://www.dana.org/brainweek
To receive information
SIGN UP AT:
Society for Neuroscience
www.sfn.org
or
The DANA Foundation
http://www.dana.org/brainweek/
Brain Awareness Week
Curriculum
and
Learning Experiences
Anatomy of the Brain
Primary Grade Students
Learn about the senses (6 - add balance)
Perform experiments relating to the senses
(seeing, hearing, feeling, smelling, touching and
balancing)
Identify ways to protect the brain from injury
(car seats, “buckle up,” bike helmet, sports
helmets)-create brain safety posters
Anatomy of the Brain
Intermediate/Middle School Students
 Dissect a sheep brain
 Make a model of the brain. Learn the names and
function for basic parts of the brain (e.g. brain stem,
limbic system, four lobes (parietal, occipital,
temporal, frontal)-also learn the names and
functions of cells.
 Observe a cow/human brain for similarities and
differences
 Determine the effects of alcohol and drug on the
brain and learning. Review local laws.
Nervous System
Intermediate/Middle School Students
Learn names of parts and functions of the
central nervous system. Make life-size drawing
of self and add basic nervous system
parts/names
Identify brain cells and their tasks.
Make
models.
Research various malfunctions of the nervous
system and their symptoms.
Nervous System
High School School Students
 Understanding neurobiology:
http://drugabuse.gov/Curriculum/HSCurriculum.html
 Sleep, Sleep disorders and Biological Rhythms
http://science.education.nih.gov/customers.nsf/HSSleep.htm
 Brain Games for High School
http://www.ehow.com/way_5232492_brain-games-high-school.html
 Modeling the brain
http://faculty.washington.edu/chudler/chmodel.html
Let me introduce you to . . .
Intermediate/Middle School Students. . .Invite a
neuroscientist to visit your class/intermediate grades
 Introduction of the scientist (2-5 minutes)
 Brief explanation of the scientist's area of research, with
connections to what you have already studied (10 - 15
minutes)
 A neuroscience activity from these lesson plans or the
web pages, or (even better) one that the person has done
before with kids with you and the person co-teaching.
(20+ minutes)
 Touch a real human brain (if the scientist can bring one in)
(10 - 20 minutes)
 Miscellaneous neuroscience questions (10+ minutes)
If you have . . .
One Day:
1) Basic Brain Anatomy Lesson
Two Days:
1) Brain Anatomy Lesson + 2) protecting the brain OR nervous system OR
neurons
Three Days:
1) Brain Anatomy Lesson + 2) protection AND 3) nervous system OR
neurons AND 4) meet a neuroscientist
Four Days
1) Brain Anatomy Lesson + 2) protection and 3) nervous system and
neurons AND 4) meet a neuroscientist
Culmination of week
NEUROSCIENCE
FOR KIDS
Dr. Eric Chudler
University of Washington (Seattle)
http://faculty.washington.edu/chudler/neurok.html
SIMPLE NEURON MODEL
Here's the most simple model of a neuron I can think
of...and you don't need any supplies. It's your hand!
 Hold out your arm and spread your fingers:
 your hand represents the "cell body" (also called the
"soma");
 your fingers represent "dendrites" bringing
information to the cell body;
 your arm represents the "axon" taking information
away from the cell body.
Neuron Model
 Create a model of a neuron by using clay, playdough, pipe
cleaners, beads, Styrofoam, recyclables, food or anything
else you can get your hands on.
 Use pictures from books to give you an idea of where the
components of a neuron should go and what shape they
should be.
 Use different colors to indicate different structures. Make
a neural circuit with a few of the neurons.
 Create sensory or motor systems. Eat your model if you
made it out of food!!
BRAIN MODEL
 Create a model of the brain by using clay, playdough,
styrofoam, recyclables, food, etc.
 Create a whole brain or use a brain atlas and create
cross-sections of the brain at different levels.
 Use different colors to indicate different structures.
 Explain two or more different parts of the model
brain to a partner.
THINKING CAP
1. Create the Form: First, create the brain form for the cap. You can create a
form from wire (e.g., chicken wire) or a balloon or use a bowl to build your
cap around. You could even ball up some newspaper and cover it will masking
tape. The form should have the approximate size and shape of your head so
you can wear it.
2. Create the Structure: Cut strips of newspaper and glue them to the form
using paper Mache paste. Pastes can be made from:
 White glue and water (about 2 parts glue to 1 part water);
 White flour, salt and water (about 1 part flour to 1 part water with a few
tablespoons of salt);
 Liquid starch
3. Coat the newspaper strips with the paste, and place them on the form. Let
each newspaper layer dry before you add a new layer. Add enough layers to
give you a strong structure. When the structure is dry, remove the underlying
form. You may have to cut the edges of the structure and repair the sides for a
good fit on your head.
BRAIN CHARADES
 Although it's not too difficult to describe what the brain does,
it's not too easy to act it out. Try to describe the functions of
the brain and nervous system with this game of "Brain
Charades."
 Write down words that describe brain functions on small
pieces of paper. This table of words will help you get started:
Vision
Emotions
Breathing
Control
Smell
Taste
Touch
Movement
Memory
Speech
Thinking
Planning
Reading
Hormones
Sleep
Balance
Hearing
Heart Rate
Eating
Drinking
2011 Drawing Contest
5 Categories: Fill in the sentence and draw a picture about...
Kindergarten to Grade 2 students: "My brain helps me
_____________."
Grade 3 to Grade 5 students: "Brain Fitness: I keep my brain
healthy by______."
Grade 6 to Grade 8 students: "My brain is like a _______ because
_________."
Grade 9 to Grade 12: "My favorite part of the brain
is________because it_____."
Parents and Teachers: "My favorite neuroscientist is______
because_____."
Drawings must be received by Feb. 1, 2011
ALL RULES AT: http://faculty.washington.edu/chudler/contest11.html
Online Jigsaw Puzzles
 Click on one of the puzzle pictures to scramble the
pieces.
 Drag pieces of the puzzle to fit them together.
Change the shape and number of the puzzle pieces
by clicking on "Change Cut".
 Send the puzzle by e-mail to a friend by clicking on
the "Tell a Friend" or "Share" button on the left side
of each puzzle (red arrows at left).
http://faculty.washington.edu/chudler/jpuz.html
I’ve Been Working on My Neurons




I've been working on my neurons,
All the livelong day.
I've been working on my neurons,
Just to make my dendrites play.




Can't you hear the synapse snapping?
Impulses bouncing to and fro,
Can't you tell that I've been learning?
See how much I know!
Tune: I’ve Been Working on the Railroad
The Dendrite Song
Use your dendrites,
Use your dendrites,
To connect throughout your brain.
Take in info, analyze it,
Grow some new ones
Unrestrained.
Axons send out
Neurotransmitters
To the dendrites all around
Across the synapse
Jumps the impulse
New ideas can now abound.
Tune: Clementine
VIDEO CLIPS
Pinky and the Brain
http://www.youtube.com/watch?v=Li5nMsXg1Lk
Brain Anatomy and function
http://www.youtube.com/watch?v=HVGlfcP3ATI
Cool Nucleus of the Brain Clip
http://www.youtube.com/watch?v=7B08itXiXok&feature=channel
Brain Food for Kids
http://www.youtube.com/watch?v=-hXGkZ-Slcg
Pre-check any video clip for content and age-appropriateness
Books and Articles
 Elementary, middle school and
high school resources
 Online and offline books and materials
 Why Files, Discover Magazine, American
Scientist, Brain Briefings, National Public
Radio recordings, Online News Hour, PBS
Specials, Neuroscience videos
http://faculty.washington.edu/chudler/books.html
G.E.M.S.
Great Explorations in Math and Science
Lawrence Hall of Science
http://www.lhsgems.org/
G.E.M.S: Learning About Learning
 Students learn about the human
nervous system and form research
teams working on two real-life
mysteries in which clues unfold
about nerve-damaging chemicals.
 Students assess the dendritic
growth of neurons, with references
to the effects of enriched
environments on brain growth.
Grades 6-8. $28.00
http://www.lhsgems.org/GEMSLearning.html
D.A.R.E. Curriculum
Intermediate Grades
Grades 5-6 New Curriculum:
 Decision-making skills that they apply
to real life situations about the use of
alcohol, tobacco, marijuana and
inhalants.
 Set of group and paired activities. The
students are actively engaged as they
learn how to cope with the pressures
associated with adolescence.
http://www.dare.com/officers/Curriculum
D.A.R.E. Curriculum-Middle School
 Keepin’ it REAL is a multicultural, schoolbased substance use prevention program
for students 12-14 years old.
 10-lesson curriculum in 45-minute sessions
over 10 weeks, with booster sessions
delivered the following school year.
 Help students assess the risks associated
with substance abuse, enhance decisionmaking/resistance strategies, improve
antidrug normative beliefs and attitudes,
and reduce substance use.
http://www.dare.com/officers/Curriculum
D.A.R.E. Curriculum-High School
The aim of the senior high school D.A.R.E.
project is to extend the information and
reinforce the skills students need to enable
them
 (1) to act in their own best interest when
facing high-risk, low-gain choices and
 (2) to resist peer pressure and other
influences in making their personal choices.
Equal emphasis is placed on helping students
to recognize and cope with feelings of anger
without causing harm to themselves or
others and without resorting to violence or
the use of alcohol and drugs.
http://www.dare.com/officers/Curriculum
FREE Neuroscience
Education Resources CD
This resource collection is for use in K-12
classroom activities and is available as a CD
ROM or download. The program is a
gateway to SfN educational resources as
well as movies, curriculum supplements and
activity ideas from other sources.
http://web.sfn.org/index.aspx?pagename=PublicEducation_braincd
A Primer on the Brain and
Nervous System
Brain Facts is a 74-page primer on the brain and nervous
system, published by SfN. Designed for a lay audience as an
introduction to neuroscience, Brain Facts is also a valuable
educational resource used by high school teachers and
students who participate in Brain Awareness Week.
The 2008 edition updates all sections and includes new
information on brain development, learning and memory,
language, neurological and psychiatric illnesses, potential
therapies, and more.
Request FREE print copy or download FREE copy.
http://www.sfn.org/index.aspx?pagename=brainFacts
Brain Power: 6 Modules
1: Ooey! Gooey! Making Sense of Scientific Inquiry
2: Brains in a Box: What Your Brain Can Do
3: Sending and Receiving Messages
4: Medicine and Drugs: What’s Helpful? What’s Harmful? MODULE
5: The Science Behind Smoking
6: How Drugs Affect the Brain
MODULE CONTENTS:
•Introduction/Learning Objectives
•Nat’l Science Education Standards
•Background
•Materials/Preparation
•Procedures/Discussion Questions
•Extensions
•Assessment
•Additional Activities
•Resources
•Introductory Story
MODULE DOCUMENTS
• Instruction Sheet [PDF]
• Fact Sheets [PDF]
• Log Sheet [PDF]
• Cards [PDF]
• Parent Newsletter
FREE DOWNLOADS-http://www.drugabuse.gov/JSP/MOD1/page1.html
The Brain: Our Sense of Self
Grades 7-8: Expand basic understanding of brain function
and the nervous system.
Activities Science Content
Web Version
Print Version
Teacher’s Guide
State Standards
1. A Difference of Mind Brain functions; each person's
brain responds differently.
2. Regional Differences Specialized regions of the brain
process information from specific sources; individual
responses vary.
3. Inside Information The nervous system processes
information; reflex pathways and voluntary response
pathways differ.
4. Outside Influence Learning as a key brain function,
affected by various factors; lab animals can serve as
models.
5. Our Sense of Self Damage to the nervous system
through injury or disease; impact of spinal cord or brain
damage.
FREE DOWNLOAD: http://science.education.nih.gov/customers.nsf/MSSelf.htm
The Brain: Understanding Neurobiology
through the Study of Addiction~9-12
Discover the fundamentals of neurobiology, and learn how
drugs of abuse change the brain. Learn that drug addiction
is a treatable, chronic brain disease.
1.
2.
3.
4.
5.
The Brain: What's Going On in There?
Neurons, brain chemistry and Neurotransmission
Drugs Change the Way Neurons Communicate
Drug Abuse and Addiction
Drug Addiction is a Disease-So What Do We Do About It?
Web Version
Print Version
Teacher’s Guide
State Standards
FREE DOWNLOAD: http://science.education.nih.gov/customers.nsf/HSAddiction.htm
Brain Awareness Week
~Schools~
SCHOOL ACTIVITIES
School Brain Fair
Each class develops and shares a project/inquiry having to
do with the brain. E.g. include:
 Sheep/Cow brain dissection
 Neuron Models and explanations
 Nervous system experiments-balance, vision, taste,
touch, smell
 Brain teasers
 Neuroscientist
 Young/Teen/Adult brain
SCHOOL ACTIVITIES
 Provide lectures, multi-sensory, hands-on
demonstrations, and experiments about the brain
 Incorporate daily brain facts and/or brain fitness tips in
your school-wide announcements throughout Brain
Awareness Week.
 Create a bulletin board display about Brain Awareness
Week and post it in a high traffic area of your school.
 Organize a brain art, essay, or drama competition for
your students. Choose a topic that is relevant and of
interest to a younger audience.
 Design a “brain” immersion wall in your classroom.
SCHOOL ACTIVITIES
 Assign students a project to create brain-related lesson plans
on a topic of their choice. Present these lessons to their
classmates or to younger students.
 Coordinate a shadow program. Local high school students can
shadow neuroscience faculty and students, and discover what
it means to be a neuroscientist and why it is important to
study the brain.
 Get involved in the International Brain Bee, a live Q&A
competition that tests the neuroscience knowledge of high
school students. Visit the official International Brain Bee Web
site at: http://www.internationalbrainbee.com/
Brain Awareness Week
~Community~
COMMUNITY ACTIVITIES
 Contact your local radio and television stations. Invite them to
incorporate a brain-related segment into their programming
schedule during Brain Awareness Week. Volunteer your
organization as a resource for speakers, topics, and content.
 Set up and staff an exhibit table at a local hospital, doctors’
office, community center, or shopping center and distribute
brain-related information and materials.
 Connect with a hospital and recommend that grand rounds be
scheduled during Brain Awareness Week to provide continuing
education to physicians, nurses, and other medical
professionals about breakthroughs in the treatment of
neurological diseases and disorders.
COMMUNITY ACTIVITIES
 Connect a research facility, consider holding an “open
lab” for local high school and university audiences or the
general public.
 Use Crossword Puzzles, Brain Quizzes, Anagrams, and
Scrambles as fun activities for your audiences at the start
of your program or during a break in your activities.
 Invite your local government representatives to
participate in Brain Awareness Week.
COMMUNITY ACTIVITIES
 Invite your local government representatives to
participate in Brain Awareness Week.
 Display fact sheets and BAW event notices and other
materials on bulletin boards in libraries, hospitals, local
churches, synagogues, gymnasiums, grocery stores,
parks and recreation departments, health clinics,
universities, and other public places.
 Provide information/research based on sports injuries in
football, soccer, etc. and helmet design improvement.
COMMUNITY ACTIVITIES
 Team up with local businesses to sponsor classes and
workshops for employees to raise awareness about brain
function and fitness, brain diseases and disorders.
 Write your local government representatives
encouraging their support of brain research.
 Write an article about Brain Awareness Week and the
importance of brain research to your constituents for
inclusion in your newsletter. Even articles which appear
post-campaign will help spread the word about this
important effort.
COMMUNITY ACTIVITIES
 Include notices about Brain Awareness Week with
employees’ paychecks and newsletters. Use this as a
means to promote BAW activities taking place in your
community.
 Write letters to the editors of your local newspapers
about the importance of brain research to your
constituents. Encourage your constituents to do the
same.
 Include an advertisement about Brain Awareness Week in
your newsletter.
 Run a Brain Quiz or Mind Boggle in your newsletter.
FREE Education Resources
 Brainy Kids-online science resources for kids
and teachers
 The Mindboggling Workbook - grades K-3activity book about the brain
 It’s Mindboggling-Mid/high School booklet
 Q&A about the Brain
 Brain books for Budding Scientists
 Dana Alliance Lending Library
http://dana.org/resources/brainykids/
NERVE
Neuroscience Education
Resources Virtual Encycloportal
 Neuroscience explores the nervous system:
brain, spinal cord, and nerves.
 Neuroscientists advance science by expanding
knowledge of such functions as sleep, memory,
movement, learning, and neurological disorders
such as Parkinson’s Disease, hearing and vision
loss, traumatic brain injury, depression and
more.
http://www.ndgo.net/sfn/nerve/
Neuroscience Core Concepts
Neuroscience Core Concepts offer fundamental
principles that one should know about the brain and
nervous system, the most complex living structure
known in the universe. They are a practical resource
about:
 How your brain works and how it is formed.
 How it guides you through the changes in life.
 Why it is important to increase understanding of
the brain.
http://www.sfn.org/index.aspx?pagename=core_concepts&section=publications
National
Science Education Standards
The goals for school science that underlie the National Science
Education Standards are to educate students who are able to:
 experience the richness and excitement of knowing about and
understanding the natural world;
 use appropriate scientific processes and principles in making
personal decisions;
 engage intelligently in public discourse and debate about matters of
scientific and technological concern; and
 increase their economic productivity through the use of the
knowledge, understanding, and skills of the scientifically literate
person in their careers.
These goals define a scientifically literate society.
National Institute of Neurological
Disorders and Stroke
•
•
•
•
•
Night of the Living Brain
Learning and memory 101
Brain Derby (game)
Alcohol and Brain Nonsense
The Wonders of the Brain
http://tinyurl.com/24kdhdz
BRAIN AWARENESS WEEK
You are invited to participate in
“Brain Awareness Week”
March 14-20, 2011
Place: Your School
Time: All the time!
R.S.V.P. Sue Pearson
susanpiti@aol.com
Schools Exceeding Expectations
“From Ordinary to Extraordinary”
Excellence in Education
April 27-30, 2010
Site: Columbia, SC
On-Site District: Richland School District Two
 Classroom visitations demonstrating Highly Effective Teaching (HET) in action
• Breakout sessions and focus strands with HET master associates
• Interactive presentations on instructional practices and leadership
approaches
• Networking opportunities with other schools and districts
• Developing Effective First Teaching curriculum and instruction
HET, Common
Core
State
Bullying
and
the
Standards, and
National Tests
Brain
Visit: http://www.thecenter4learning.com/html/events/2011/see.htm
SUMMER INSTITUTE
Granlibakken Conference Center
Tahoe, CA
July 6-9, 2011
Accommodates ALL levels of HET
implementation
The Center for Effective Learning-S.E.E. © 2011
It’s All in Their Heads –
or should be!
Webinar will be posted at:
http://www.thecenter4learning.com/html/events/webinars.htm