RET in the Classroom Seth Baker RET Teaching

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

Goals of the Teaching Modules • 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.

Alignment with Illinois State Learning Goals • 12. A. 3 c. Compare and contrast how different forms and structures reflect different functions. • 12. B. 3 b. Compare and assess features of organisms for their adaptive, competitive and survival potential. • 11. B. 3 c. Select the most appropriate design and build a prototype or simulation. • 5. C. 3 b. Prepare and orally present original work supported by research. • 5. C. 3 c. Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

Alignment with District 97 Curriculum • The Comparative Brain Study and Model Design unit enriches the 6 th grade life science curriculum. • The electronic slideshow supports the 6 th grade language arts curriculum.

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

Brain Knowledge • 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?

Comparative Brain Study • Conduct a comparative study of animal brains. Human Baboon Rabbit Raccoon Squirrel 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.

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

Brain Model Design • 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.

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

Assessment 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.

Grading Rubric for Brain Model 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)

Science Research Presentations • 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 Topics • 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 6 th 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.

Slideshow Guidelines • 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.

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

Grading Rubric for Electronic Slideshow Presentation 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

Resources Demetrikopoulos, Melissa K et al. “Build-a-Brain Project”. Science Scope. 2006 vol 29, 28 -31. www. cbn-atl. org/education/braininfo. pdf www. serendip. brynmawr. edu/bb/kinser/Fine 1. html staff. washington. edu/chudler/neurok. html

Acknowledgments • 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