Teacher's Guide for ODYSSEY^TM Brain Matters

Format:
      Article / Page
      Summary
      Skills

"A Computer in Your Head?", pg. 6

• People often compare brains to computers, but how alike are they? Guest editor Eric Chudler compares and contrasts these two "thinking machines" and tells how they may become more alike in the future.
• Vocabulary, Evaluation

"Mary, Mary, Quite Contrary, How Do Your Dendrites Grow?", " pg. 8

• The dendrites of nerve cells receive messages from other nerve cells at the synapse. Mental, social, physical, and creative challenges increase the number of synapses. Physical exercise increases the brain's blood supply. A sidebar lets you assess your brain-building activities.
• Cause / Effect, Inductive Reasoning

"'Rewiring' the Brain," pg. 12

• Genes and environment affect how brain systems develop. The brain is more adaptable and resilient than scientists once knew.
• Cause / Effect, Deductive Reasoning

"Brain Trip" (Brain Strain), pg. 15

• A maze, masquerading as an electronic brain, challenges you to escape while bumping off charged particles. However, not just any particles will do.
• Following Directions, Trial and Error

"Why We Remember . . . and Forget," pg. 16

• Memory formation involves specific areas of the brain. Memory storage depends on several processes, including protein synthesis. When memory fails, body chemistry, maturation, and emotion play a role. Scientists hope to find ways to stimulate the growth of new brain cells. A sidebar describes brain-scanning techniques.
• Vocabulary, Cause / Effect

"Brainy Experiments," pg. 21

• Three experiments demonstrate how the brain stores memory, processes information, and constructs visual images. Two experiments can be done alone, while the third requires a partner.
• Following Directions, Deductive Reasoning

"Violence!", pg. 24

• Kids are killing kids. What causes violent behavior? What roles are played by genetics, physical injury, environment, and chemicals? Sidebars ask for readers' opinions on free will and on the causes of violence among young people.
• Critical Thinking, Deductive Reasoning

"Pay Attention! Facts About Attention-Deficit / Hyperactivity Disorder," pg. 28

• Many people are confused about attention-deficit / hyperactivity disorder (ADHD). Brain imaging is letting scientists and doctors probe its biological basis, while practical techniques help children, families, and teachers better manage its effects. Sidebars examine the Ritalin controversy and distinguish various names given the disorder.
• Vocabulary, Analysis

"Beware of 'Brain Attacks'," pg. 31

• Strokes caused by blocked arteries or hemorrhages can occur at any age. Learn the symptoms of stroke and how to decrease risk with healthy lifestyle choices.
• Vocabulary, Decision-Making

"No-Brainers," pg. 34

• Jellyfish, brain coral polyps, tapeworms, and horseshoe crabs thrive with little or no brain. Each animal has unique ways to eat, reproduce, and respond to changes in its environment.
• Vocabulary, Structure-Function

"Mental Math and Mozart," pg. 38

• Controversy abounds over whether listening to Mozart will improve test scores or make people more intelligent. Each side of the issue is presented. A companion activity illustrates how "spatial reasoning" is measured in research on the "Mozart Effect."
• Experimental Design, Data Interpretation

"What's Up? (Planet Watch and Backyard Observations)," pg. 42

• March is the month of the vernal equinox. It also gives skywatchers a chance to see Mercury, Uranus, and Mars before dawn. Venus, Jupiter, and Saturn appear in the evening. Take a tour of one of the smallest constellations, Sextans.
• Observation, Following Directions

1. Through discussion, compile a class list of what students want to know about the human brain. After reading the issue, look for answers to questions that remain unresolved.
2. Science has long struggled with the debate over "nature versus nurture." Ask students to list human personality traits and emotions. Which of these traits, in their opinion, arise from the biology or chemistry of the brain? Which develop from how a person is raised or the experiences of that person's life? Discuss how biology (nature) and experience (nurture) affect both behavior and attitudes.

Pg. 10 - "TA Computer in Your Head?"

• Talk It Over:
  1. Re-read the first sentence of the article. Dr. Chudler uses this statement to describe the human brain. How might the sentence apply to a computer? What similarities and differences does Dr. Chudler point out in his article?
  2. What is consciousness? Do humans alone have it? What definitions would allow other animals or machines to have it?
• Connections:
  1. Art: Draw cross-sections of the human brain and a desktop computer. Label parts of the computer and indicate their function. Connect the labels to brain regions that perform the same function.
  2. Visual and Language Arts: Research Brain Awareness Week on the Internet. Summarize and illustrate what you learn in a brochure to advertise the event. Print copies to distribute to students, teachers, and the community.
  3. History: Consult an encyclopedia to learn about the history of computers. From what you find, create a time line marking highlights in the development of computers. Extend the time line into the future with your predictions of dates and events that will make computers and human brains more alike.
• Student Assessment:
  1. Write a letter to Dr. Chudler, explaining why you agree or disagree that the human brain is like a computer. Support your opinion with facts.
  2. Create a Venn diagram showing those characteristics unique to computers, those unique to the human brain, and those common to both.

pg. 24 - "Violence!"

• Talk It Over:
  1. Are kids more violent today than in the past? What evidence supports your opinion? Do you think you school has become more violent in recent years? Why or why not?
  2. Is violence a product of biology and brain function (nature) or of experience, upbringing, and drug use (nurture)? What evidence supports arguments on both sides?
• Connections:
  1. Math / Statistics: The U.S. Surgeon General said, "(V)iolence claims the lives of between 13 and 15 young people in communities across the nation every day." Find the following statistics for comparison: the number of young people killed by drunk drivers daily; the number who die by suicide; the number who are injured in accidents. How do these numbers compare with death and disability from disease? Make a graph showing the major causes of injury and death among America's youth.
  2. Creative Writing: Tell the story (perhaps as a drama, perhaps as a diary) of a young person who has difficulty controlling violent behavior. Through your story's character and plot, reveal what you believe to be the causes of violent behavior.
  3. Sociology: Have the whole class (and, if possible, other classes) complete the questionnaire on pg. 27. Collect and analyze your data. Can you reach any conclusions about the causes of youth violence? What information would you like to gather that wasn't included? Send questionnaires and your analysis to ODYSSEY^TM.
• Student Assessment:
  1. Decide whether you think violence is mostly nature, mostly nurture, or both. Present your point of view in a persuasive paper. Don't ignore opposing arguments. Refute them.
  2. Should music with violent lyrics be banned? Organize teams for a debate. Or pretend you are a congressional representative. Introduce a bill that would either control music with violent lyrics or protect it from censorship. Speak to the House of Representatives, persuading them to vote for your bill.

"Rudy, Rudy, neurological cutie,"

Whole-Class Project: Build an exhibit titled "The Living Brain" for your school. Break the class into teams charged with researching and depicting the structure and function of particular brain regions. Decide what text and visuals to put into your exhibit. Challenge each team to create a quiz or puzzle to accompany their part.

"How do your dendrites grow?"

Community Connection: Contact someone who works in a brain-injury rehabilitation facility to speak with the class. Ask your visitor to discuss brain trauma and safety issues and to tell stories of successful rehabilitations.

"Well, I think . . . oh, me . . . maybe I . . . gee. . . "

Small-Group Presentations: Break the class into groups of 3 or 4. Ask each group to find puzzles or activities like those in "Brainy Experiments" on pg. 21. Have groups organize activities for the class. After performing them, talk about the brain functions involved.

"I guess that I really don't know!"

Whole-Class Experiment: Research mnemonic (memory-enhancing) strategies. Conduct a series of memory experiments that yield individual scores and compute the class average. Practice the mnemonics and try the experiments again. Do individual scores improve? Does the class average rise? Make effective mnemonics part of the class routine.

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Updated: 8/8/08 01:50 pm
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