Introduction Lesson to Brain Science
This lesson is taught at the beginning of this unit. Students may stay in their normal seating arrangements. This introductory lesson is intended to introduce the brain science in a safe and welcoming learning environment. The introduction to new academic vocabulary on brain structure and function may be more challenging for ELL (English Language Learner) and the disabled. This introductory dialogic approach will encourage and allow all students at all levels of competency to participate safely. In this process, teachers and students will generate and chart common and academic vocabulary for students, so they can relay new information in complete sentences effectively to the class on brain science information.
Materials: markers, scrap paper, and chart paper.
Teacher Task
Teacher should ask students to work on the Due Now. A due now is a sentence that is to be completed immediately when students arrive to the classroom to help set the tone for the lesson. The Due Now is " Is the brain the same as the skull?" Teacher should next ask students to clear their desk and assist in generating a list of guidelines for group participation and discussion. Give each student a piece of scrap paper and marker. Ask students "What is the brain?" Have students write their responses quietly on scrap paper. Allow one minute for each response. Ask them to raise their papers up and record the responses on large chart paper. One sheet of chart paper is dedicated to correct responses and one sheet for questionable responses. It is helpful to ask students to talk about why they think the responses on the "questionable" chart paper aren't accurate.
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