Activities
Connect the Dots
Materials needed: paper, writing utensil
Students will draw a column of ten dots on each side of their paper. These dots represent neurons. Each "neuron" must make a connection with every one of the neurons on the other side of the paper; these connections are represented by lines. Therefore, when completed, each dot will have ten lines projecting outward and connecting with the dots on the other side of the page. The drawing will quickly become visually striking in its complexity; some children may have difficulty keeping track of how many connections they've made. It is important to point out that even though this exercise seems complicated, it is a gross simplification; each real neuron in the brain may actually make thousands of connections, and there are billions of neurons in the brain! If we just attempted to count all the neurons (never mind the connections) at a rate of one cell per second, it would take approximately 3,171 years. 35
Ruler Drop
Materials needed: ruler, partner
This activity can be done independently by student pairs, but I have chosen to have students attempt the activity in front of the class to emphasize the emotional component involved in performing in front of a group. Each pair of students will stand facing each other while the rest of the class observes. One partner holds a ruler vertically above the second student's hand and drops the ruler without announcement. The second student should try to catch the ruler between the thumb and forefinger. We will measure how much of the ruler dropped below the fingers before it was caught, and record this data on a chart, proceeding until each student has tried to catch the ruler. This chart will be kept for later use. After all students have tried the activity, we will sequence the events that must occur to successfully catch the ruler and attribute these actions to the responsible components of the nervous system.
Domino Neuron Demonstration
Materials needed: multiple sets of dominoes, marbles, and cardboard
An action could "stimulate" or knock down the first domino, starting a sequence that would replicate the electrical pulses that travel along the sensory neuron. The singular line of dominoes would then increase in width, like a triangle, representing the axon, or the part of a neuron that sends information. The last row of dominoes in the axon would push marbles representing chemical molecules, or neurotransmitters, across a gap, called a synapse. On the other side of the gap, there would be a cardboard barrier with holes cut into it, with a column of dominoes behind each hole. These columns represent dendrites, or branches of the motor neuron that receives information. These would gradually meet and become a column along which the signal would travel, creating some sort of action at the end. When the marbles travel across the synapse, some would be received by dendrites of the motor neuron by passing through a hole, whereas other marbles would not pass through; this demonstrates that some neurotransmitters complete the signal, whereas others can be reabsorbed by the sending neuron. I would definitely try this ahead of time and videotape the trials, hopefully obtaining at least one successful sequence to show in the event of a non-successful event in class.
Abstract Orchestra Activity
Materials needed: large paper, crayons or markers, recording of George Gershwin's Rhapsody in Blue (or other appropriate music)
Each student should have a large piece of paper and a variety of drawing utensils available. Instruct students to listen carefully to the music that will be played, and use a marker or crayon to draw a "pattern" of what they hear. When they hear a new instrument, they should switch to a new color. They should not attempt to draw pictures or objects; the marks should be purely abstract. When complete, each student will have completed an original piece of artwork based upon their own interpretation of the music heard. This visually represents the idea that our brains are unique, and although we may have the same experiences, no two brains make exactly the same connections and therefore we all experience the world differently.
Lizards and Humans Venn diagram
Materials needed: board or chart paper, writing utensils, video segments of lizard catching prey and eating, human eating.
I will have students develop their own theory by using a Venn diagram to compare videos of a lizard eating and a human eating. The systems that both animals use are housed in the Reptilian Brain; for example, obtaining or catching food, moving it into the mouth, swallowing, and unseen functions such as salivation and digestion. We will also analyze the other senses a lizard uses to ensure its survival; quick reflexes to catch prey, ability to move out of the way of predators, instinctually seek and recognize water, and so on. The actions in the "human" circle designate ways humans developed whereas lizards did not, such as cooking food, using tools for hunting, and choosing particular meals rather than whatever is available; these conscious choices take place in the cerebral cortex, a part of the brain not well developed in reptiles but exceptionally well developed in humans.
What Happens Next?
Materials needed: photographs of children in a variety of challenging situations; Second Step Violence Prevention program is a good resource; chart paper, markers.
I will show the students a photograph depicting a child in a challenging situation; for example, getting pushed by another student on the playground, and then pose the question: What happens next? I suspect that student answers will vary widely; one may say "She pushes the kid back", and another could say "She tells the teacher." As students respond, we will attempt to list the responses on a chart, categorizing each response as either "Reacting" or "Thinking", followed by an examination and discussion of the differences between the two categories.
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