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

• 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.

• 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.

• 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.

• Learn the structures and functions of the human brain.
• Conduct a comparative study of animal brains.
• Create a brain model of an imaginary animal.

• 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?

• Conduct a comparative study of animal brains.
Human Baboon Raccoon Squirrel
Rabbit Frog
• 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.

Brain Quality
Human Baboon Squirrel Rabbit Frog Raccoon
Body Mass to
Brain Mass %
Brain Length
Cortex
Complexity
Cortex size comparison
Cerebellum size comparison

• 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.

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

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.

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)

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

• 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.

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

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

Demetrikopoulos, Melissa K et al. “Build-a-Brain Project”.
Science Scope . 2006 vol29, 28-31.
www.cbn-atl.org/education/braininfo.pdf
www.serendip.brynmawr.edu/bb/kinser/Fine1.html
staff.washington.edu/chudler/neurok.html

• The National Science Foundation for their continued financial support of the RET summer program and materials for classroom teaching modules NSF EEC-
0502272 Grant
• Dr. Andreas Linninger and the staff at the LLPD. The
University of Illinois-Chicago.
• Dr. Victoria Sharts