Human Anatomy - Brain

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Gervais Hampton
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Lesson Overview The brain is, by far, the most complex and least understood part of the human body! In this activity, students will dissect a virtual brain.

Objectives Observe a model of the human skull and brain Identify the parts of the human brain and their functions Investigate the ways in which the parts of the human brain are connected Standards

com Next Generation Science Standards Life Science - Structure, Function, and Information Processing MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems

Common Core Connections Grade level: 6th - 8th Lesson Time: 45 Minutes Key Terms: Cerebellum Cerebrum Corpus Callosum Fornix Lateral Ventricle Medulla Oblongata Pituitary Gland Pons Skull Thalamus

1 Lesson Overview The brain is, by far, the most complex and least understood part of the human body! In this activity, students will dissect a virtual brain. They will explore the human brain, its parts, nerves, connections, and the skull that keeps it safe. Objectives Observe a model of the human skull and brain Identify the parts of the human brain and their functions Investigate the ways in which the parts of the human brain are connected Standards (NGSS and Common Core) For state specific standards visit edu.zspace.com Next Generation Science Standards Life Science - Structure, Function, and Information Processing MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Common Core Connections Grade level: 6th - 8th Lesson Time: 45 Minutes Key Terms: Cerebellum Cerebrum Corpus Callosum Fornix Lateral Ventricle Medulla Oblongata Pituitary Gland Pons Skull Thalamus Resources: Answer Key Vocabulary Questions Language Arts RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Differentiation (Δ) Group students heterogeneously to allow students with a strong command of the English language to assist in reading or interpreting questions Provide paper copies of diagrams to students to use as a reference Provide a handout with a list of vocabulary terms and definitions that will appear in the activity Enrichment: Students could work on the discussion questions and lead the class discussion 1

2 Introduction The teacher will introduce the concept of the complexities of the human brain. The teacher will lead a discussion about how the brain can make complex calculations in microseconds, respond to stimuli almost immediately, and is constantly growing and changing to adapt to input from the environment. The teacher will tell the students that they will explore the human brain and its parts in this Studio activity. After they investigate the models of the brain, they will complete the Human Anatomy - Brain Questions worksheet and build a model of the human brain. Activity Human Anatomy Brain This section will be completed in Studio along with Questions worksheet. Scene 1 The brain is the command center of the body. How does the brain connect with the rest of the body? Use the Cutting Plane tool to make observations. What helps protect the nerves? Next, use the Dissect stylus mode to remove everything except the brain. Scene 2 Dissect the parts of the brain. Observe their location and how they connect. Teacher Note: The models in this activity are missing the cerebrospinal fluid. Discuss this fluid surrounding the brain in the skull. Explain to students how it is used as a cushion to protect the brain when the skull moves around. Closing After completing the Studio activity, students will complete the questions for discussion. They will discuss their answers. Finally, they will work in pairs to create a model of the human brain to present to their classmates. Questions for Discussion 1. How is the human brain like a computer? How are they different? Answers will vary. Sample Answer: The human brain, like a computer, can take in and store information, recall information, perform calculations, and adapt, based on input. The human brain is also much different from a computer. It is far more flexible in its capabilities, including the ability to change its output based on its environment. For example, we can use formal language in an interview and informal language in conversation with friends. The human brain can also deceive us, such as creating memories of events that never happened. 2

3 2. Why do you think scientists still know so little about the brain? Answers will vary. Sample Answer: The brain is so very complex! It sends information in the form of electrical signals to the rest of the body. It is difficult for scientists to study these processes in action, because they are happening immediately and inside a living human. Also, the brain includes complex processes that are subjective, like ideas, memories, emotions, and perception. Because these processes are subjective, it is difficult to scientifically compare them to signals in the brain. 3. Your skull acts like a helmet for your brain. If you were to get into a car accident, causing your head to get thrown forward without hitting anything, do you think your brain would be completely protected? Explain your thoughts. Answers will vary. Sample Answer: Although the brain is protected by the skull, the skull can also be damaging to the brain in certain situations. If a head got thrown forward in a car accident, the brain would hit the inside of the skull, causing it to get hurt. Luckily, the brain is protected a little bit more by the cerebrospinal fluid that surrounds the brain inside the skull. Δ Investigate Further Follow-up Activity: Human Anatomy - Muscles in the Head - Studio Follow-up Activity: Human Anatomy - Digestive System - Studio Follow-up Activity: Human Anatomy - Muscles - Studio Follow-up Activity: Human Anatomy - Medical Bone Scans - Studio Follow-up Activity: Human Anatomy - Circulatory and Respiratory System - Studio Extension Activity: Students could create a model of the human brain using any technique, including modeling clay, drawing, found materials, 3D software, or any others. Students should be able to label the parts of the brain and briefly explain the functions of each part. Answer Key Activity Questions Provided in Studio 1. The brain is the command center of the body. How does the brain connect with the rest of the body? Answers will vary. Sample Answer: The brain connects with the rest of the body through the spinal cord, which runs down the human back, inside the vertebrae (backbone). 2. Use the Cutting Plane tool to make observations. What helps protect the nerves? Answers will vary. Sample Answer: I can see that the bones of the spine are protecting the nerves in the spinal cord. 3

4 Human Anat o my - Br ai n Cer ebel l um - t he o u t s i de l ay er o f t he br ai n - w her e al l t hi nk i ng pr o c es s es happen (vo l u nt ar y mu s c l e mo vement, w o nder i ng, s o l vi ng mat h pr o bl ems, et c.) Cer ebr um - s mal l er par t o f t he br ai n near t he bas e o f t he s k u l l at t he bac k o f t he head - i nvo l ved i n c o o r di nat i o n, bal anc e, and i nvo l u nt ar y mu s c l e mo vement Co r pus Cal l o sum - l o c at ed deep i ns i de t he br ai n, bet w een t he t w o hemi s pher es (hal ves ) - c o nnec t s t he t w o hemi s pher es (hal ves ) o f t he br ai n, al l o w i ng t hem t o c o mmu ni c at e Fo r ni x - l o c at ed deep i ns i de t he br ai n - a c -s haped bu ndl e o f f i ber s t hat c ar r i es s i g nal s t o par t s o f t he br ai n Lat er al Vent r i cl e - l o c at ed o n eac h s i de o f t he br ai n - c o nt ai n c er ebr o s pi nal f l u i d Medul l a Obl o ng at a - l o c at ed at t he bas e o f t he br ai n - i nvo l ved i n i nvo l u nt ar y pr o c es s es l i k e br eat hi ng, r ef l ex es, hear t r at e, and bl o o d pr es s u r e Pi t ui t ar y Gl and - s mal l, pea-s i z ed g l and deep i ns i de t he br ai n - i nvo l ved i n g r o w t h and pr o du c t i o n o f ho r mo nes u s ed i n t he bo dy Po ns - par t o f t he br ai n s t em - w o r k s as a mes s eng er bet w een t he t w o hemi s pher es (hal ves ) o f t he br ai n, as w el l as bet w een t he br ai n and t he s pi nal c o r d Sk ul l - t he bo ne s u r r o u ndi ng t he br ai n and t he r es t o f t he head - ac t s t o pr o t ec t t he br ai n, l i k e a hel met Thal amus - deep i ns i de t he br ai n - i nvo l ved i n s i g ht, s mel l, and r eg u l at i o n o f s l eep

5 Hu man Anat o my - Br ai n 1. The br ai n i s t he c o mmand c ent er o f t he bo dy. Ho w do es t he br ai n c o nnec t w i t h t he r es t o f t he bo dy? 2. Us e t he Cu t t i ng Pl at e t o o l t o mak e o bs er vat i o ns. What hel ps pr o t ec t t he ner ves?

Lesson Overview Activity video available at edu.zspace.com. Objectives

Gravitational Force Evidence Lesson Overview Activity video available at edu.zspace.com Students will plan and build a structure in Newton's Park to demonstrate the concept of gravity pulling objects "down."