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AUTHOR Boyle, Grace TITLE The Cookie Crumbles: A Case of Sensory Sleuthing. BrainLink: Sensory Signals. INSTITUTION Baylor Coll. of Medicine, Houston, TX. SPONS AGENCY National Institutes of Health (DHHS), Bethesda, MD. ISBN ISBN-1-888997-19-2 PUB DATE 1997-00-00 NOTE 169p.; Illustrated by T. Lewis. Revised by Judith Dresden and Barbara Tharp. notations by Nancy Moreno. For other books in the BrainLink series, see SE 064 335-338. CONTRACT R25-RR13454 PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS ; *; Content Area Reading; Elementary Education; Body; Mathematics Education; *; Problem Solving; *Science Activities; *Science Instruction

ABSTRACT The BrainLink project offers educational materials focusing on current neuroscience issues with the goal of promoting a deeper understanding of how the nervous works and why the brain makes each individual special while conveying the excitement of "doing science" among upper elementary and middle school students. Project materials engage students and their families in neuroscience issues as they learn fundamental physical and neuroscience concepts and acquire problem-solving and decision making skills. Each BrainLink unit targets a major neuroscience topic and consists of a colorful science Adventures storybook, a comprehensive Teacher's Guide to hands-on activities in science and mathematics, a Reading Link language arts supplement, and a fun and informative Explorations mini-magazine for students to use with their families at home or in the classroom. This issue offers a unique approach to learning how the work, including visual and how the brain processes sensory information.(ASK)

Reproductions supplied by EDRS are the best that can be made from the original document. The Cookie Crumbles: A Case of Sensory Sleuthing.

Brain Link: Sensory Signals.

By Grace Boyle Illustrated by T. Lewis Revised by Judith Dresden and Barbara Tharp Science notations by Nancy Moreno

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DUCATIONAL RESOURCES INFORMATION CENTER (ERIC) document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality.

Points of view or opinions staled in this document do not necessarily represent official OERI position or policy. 2 BEST COPY AVAILABLE A CASE OF XL ' k 1-41, droakormaminw't...,w, 4/. .'' , . ?! 44 WrittenIllustrated by Grace by T BoyleLewis lor Owl:mom mukras The BrainLink® series for health and science education provides: The Brain Link series includes: EngagingExcitingAdventures hands-on: health/science in learning: Activities Story mini-magazine: GuideBooks for Teachers Explorations for. Children and Adults Brain ComparisonsSkullduggery Ai-1045 Trouble at TsavoMotor HighwaysEXPLORATIONS The Cookie Crumbles Danger at Rocky River Sensory SignalsEXPLORATIONS 40/1, BEST COPY AVAILABLE & Learning 5 s7 BrainLink® Adventures The NeuroExplorersTM A Case of Sensory Sleuthing IllustratedGrace By Boyle inBy Revised by Judith Dresden, M.S. and Barbara Tharp, Science notations by Nancy Moreno, Ph.D. Baylor College of Medicine T Lewis M.S. 7 1 ,, HoustonOication, WOWAll© 1997Printed rights Publications, by reserved.in Baylor the United College Revised Inc. States of edition Medicine of America 1997 TheISBN15 mark 141-888997-19-2 13 "BrainLink" 12 11 10 9 is 8 a7 registered 6 5 4 3 2 service1 mark of Baylor College of Medicine. "NeuroExplorers" is a trademark of Baylor College of Medicine. NoTheDevelopmenttransmitted part opinions, of this or of findingsotherwise bookBrainLink® may and copied be conclusionseducational reproduced for public materials expressed by or any private wasmechanical, in supported,usethis withoutpublication photographic in priorpart, are bywritten solelyfunds or electronic permission fromthose the of National theprocess, of author the Institutespublisher. or and in theproject of form Health, staff of anScienceand audio do notEducation recording, necessarily Partnership nor reflectmay Award the views grant number R25 RR09833. it be stored in a retrieval system, of Baylor College of Medicine,ProductionCoverDesign design bythe T bysponsoring Lewis by Kerrie Bob PerettiKerns agency or the publisher. LeslieMany dedicatedMiller, Ph.D., professionals who initially worked led theto assure project, the and educational to Katherine and Taber, scientific Ph.D. integrity and Karen of this Kabnick, publication. Ph.D., In for particular, their contributions. we are grateful Other to Acknowledgments Appel,WeIlenespecialists also Schwarz, M.D., are who very Professor M.Ed.;provided grateful and and guidance for Quentin Chairman the continuing include: Smith, of Neurology; M.S.Scott support InBasinger, addition, of and James Carlos Ph.D.; many Patrick, Vallbona, Cassius classroom Ph.D., Bordelon, M.D., Professorteachers Distinguished Ph.D.; and and their HeadCelia studenisService ofClay, the M.P.H.; Division Professorprovided Dane of invaluableand Neuroscience; Chetkovich, Chairman feedback. of M.D.,Stanley Community Ph.D.; Medicine at Baylor College of Medicine. BrainLinkBrainLink Project Project Co-Director: Director:Faculty: NancyJudith William Dresden,Moreno, Thomson, Ph.D.M.S. Ph.D. and Barbara Tharp, M.S. For information, call 1-800-969-4996 14 ,\Icdrio, Contents ii TheA Friend BeginningClub ReturnsMembers iii 1 CousinNeuroExplorersMysteryCross-Wired Connie's Cookies inCookie Action Company 8653 EveryoneADarkDecision Sensory Voices Made Needs Plan a Brain 15141112 FeelingMakingVisibleBittersweet Clues forSense? Clues 22211917 CaughtPuttingTheSensing Better inIt AllaDanger to Web HearTogether You With 2826 GlossaryTheABig Sensational Sensible Trouble Solution Ending 35333130 waswaking struck up inby the a car. hospital. His He washadAll beenfractured, Josh riding Kavil and his saw his bicycle wasbrain the without was stop badly sign. a helmet damaged. The nextand thing he remembered was The NeuroExplorers The Beginning Hospital,beginninglearned never some of the to of rideNeuroExplorers. them without became a helmet.When fascinatedSome Josh's Second,good with friendscame hiSthe of Misfortunefieldcame Josh's of to neuroscience. unfortunatevisit was him the at Worthingtonaccident. For Regionalone thing, he nervouspatientsneurologistOn their system. whovisits, and had theya neuroradiologist.problems met a neurosurgeon, involvingIt was These Kylethe awerebrain Christian'sneurosurgical medicalor other idea specialistsparts nurse, to form of a the thehelping club. The members all wanted to someriddlesknow ofmore and the hadaboutmysteries an the interest nervousof science. in investigating system. They also liked to solve puzzles and theNeuroscientists rest' of the study the brain and. SC're . heldforNeuroExplorers the a Neuro-Science rehabilitation have of volunteeredFair brain and injury spent Sinceat apatients,a centerday they in formed the club, the breali4,-'4Thesystem.is17A5V1:1110ing word "neuron"the for "nerve." 12104 comes cell, of Howthe or from neuron. the , . nervous many 13 Theyneuroscience.areandthe lookinghospitalhavenervous learned for onsystem roundsexciting a lot work, aboutwith things and a how neurologist. theyto dothe always with brain words canou find_ -that.start wit 14 KyleThe ClubChristian Members playthatsometimesLastKyle's computer sheyear, father is hea does little istook an things archaeologistKyle withwith thehim NeuroExplorers, games. His hobby is memorizingyoung for fascinating the club. Kyle trivia. likes to read science fiction books and at Dargate onUniversity a short dig and in oftenBelize. is Kelly, Kyle's sister, although some of the members feel away on digs. sentences.WhenandThe neverBrainAntonio Since tried Velasquez-Ruiz, then,to talk. he Onehas been day alias heknown Thesuddenly Brain,as the was smartest a toddler, boy hein town. The troublebegan speaking in complete was very quiet Maxencyclopedias,Theis, onlyMiller Brain his reads best and friend Gray's . a lot, but his most-used books are a very fat dictionary, can understand The Brain's big words and long sentences. a set of troublewithBrainunderstandsMax wood. has withreads, been Max his himMax friends became so often well. with worksinterested They The spendBrain since they memory and was diagnosed with Alzheimer's disease. on models of boats and planes or builds things in neurology whenmost his grandfather of their had together. While The were babies, and that's why he hasaroundLakeisha developed with wantsCrawford her. to She be often thinks about things a good memory. She also likes to play other a chess grandmaster, so she carries a pocket chess in terms of chess problems, and she games and sports. game Karate lessons are her latest passion. Lakeisha has iii a little sister who has epilepsy. 16 soccer,firstIdenticalIs ley names) I and baseball twins, Is areley IsIIalwaysand ley basketball. I andkidding II (even Iseach ley their other.I collects parents They baseball don'tboth lovecall cards them sports and by andhas their aplay 1954 actual B.J.interestedMickeybasketball Armstrong Mantle in freescience in throws good by condition.readingin his school. to Isthem ley Their fromII holds father, the thenotes a recordbird-watcher, of Charles for consecutive Darwin. got them actherB.J.school.but asand spends she advisors uses Heralso a them lotbrotherswants to of the on time to NeuroExplorers.any never be with harda physician.liked her surface drums. to use B.J.sheOne herIn can hasfact, brotherforthal find!two she naine,olderis carriesShe a neurologist wantsbrothers Beverly her todrumsticks playwhoJane, at a insometimes medicalso a they've,withband; alwaysinjured,Shiloh livedNumhuscalled and nowon her a she gameB.J., must andpreserve use so doa wheelchair.in her Africa friends. for Before many years.her injury, While Shiloh there, was her veryback was ; ji Joshfriendsputathletic. together Kavil with Now thejigsaw she NeuroExplorers has puzzles become with an whenexcellentthousands she wheelchaircame of pieces. to her Shilohtennis new school player.was happy in She America. alsoto make likes to decideddogsHefriends.When also and Josh Joshloveshe two wouldrecovered has cats.animals. always like After from toHe likedhisbe has his aexperience physical science, ahead pet lizardinjuries, becausetherapist as nameda patient he he whencouldn't Scooter,loves in hea torehabilitation waitgrows afigure snake to up.join out named thehow center, club thingsSlim, withhe two work. his I KM tiS A Friend Returns the"NeuroExplorers,"basement. meeting?" Here he washe announced, with hisJoshKyle friends, Kavil"how was couldn'tabouttapping sitting believeon the down blackboard it. He looked at thearound front Kyle of the Christian's at last. He was glad to be back! room. so we can start Everyonesee,move Josh against is yelled back, her and andhand-held clapped he finally computer.so ismuch "Guessgoing"Any that to not,"new Kylebe an mysteries?"Kyle couldn't official said, member "but Lakeisha it still of our isasked club!" as she made a very important meeting. As saya crushing chess another word. you He was hit by a car while ridingAll his the bicycle NeuroExplorers eight months knew ago. what He wasn't had happened to their friend, Josh. kneweverymoredamagewearing monthshowday toa for helmet,they'dhis intherapy. brain, a startedrehabilitationand he Somehe was the hit NeuroExplorersinofhis thethe centerhead hospitalkids when and had thenfor hekept Club fell.a continued month.in after Aftertouch hisHe anwith toinjury. spentoperation go Josh, back two so therefor he hememe! said, all And grinning.this I broughttime." "Believe some cookiesme, JoshI'm"All forhappier held everyone, right! up to his Give be hands tohere me thank than cookiesto quietyou you for and hisare sticking friends.I'llto seefollow by"Thanks you anywhere!" for the greeting," Is ley I cried teasedas he hisleaped brother. to get He the grabbed first cookie."Good. Maybe you'll quit following me around for a change," Is ley II theyquestions forgot about about his their progress. wish for TheWhile NeuroExplorers Kyle passed the box of cookies around, Josh Cross-Wireda cookie fora himself. new mystery or adventure. were so glad to see him, answered everyone's Boy,quietonce. was after"Let that B.J.him scary! playedanswer But at a thequestion rehab"Well,"Hold without ityou a interruption."minute," know that shouted I couldn't The Kyle when a drum roll on the table top. move my leg andcenter arm Iat learned all, for toa while.walk again. Look," he everyone was talking to Josh at room became askedmysaid, right walking B.J. arm "I isthought working again, too!""Your right arm? across the room, "I don't even need to use a cane anymore. And Real -life NeuroExplorers yourhurtsideyou thebrain. crackedof your Why skullthe wasn't left and left side of invictims Today,more withways doctors head than areor ever spinalable before. to cord help Better injuries accident thethatit your brain wouldn't left and arm work?" and leg "You remember nervous peopleforhelpingemergency rehabilitation with to theseimprove care, and typesimproved thenew ofrecovery drugs injuries. techniques of are 3 overthepathwaysMost rest from nervous of onefrom the sidesystem bodythe ofbrain cross the .to sayinhappensbody the that tospinal thewe in theother. arecord. prain,itseifcross-Wireal YouThis might or themovementsideThis other isof whythe side ordamagebrain sensations of thecan to bojy.;., affectone 64, added,system openingare cross-wired," a book in said the pileKyle.Just on then,"Look, his shelf. Shiloh here's Nimbus the picture eased of herit," wheelchairhe over to Josh and club,didn'tanintroduced accident and do I permanentknow herself.too, howbut "Hi! mydamage."it feels spinalI'm whenShiloh," cord"Yeah, your was she bodyI said.really doesn't "I'm am alucky worknew tomember right. have I most was of the inof the movement back," Josh injured. You're lucky your injury waslookingsaid, a "but baseball down I still intocard can't the lying hear cookie inin theone box, bottom PickingSuddenlyear." "a baseball of out theJosh the card?" stopped card, HeJosh talking. blinked. held it"What's upWhy and this," said, he"Look said atto this.himself, I've got a box of cookies? baseball carda Mickey Mantle rookie card from 1952." 4 E, sportstheto the best cardcard cards instore." Josh'sthere He is! hand. heldIt "Wow! the card "LetCool! up, me andThat's see that!" cried Is ley I Mystery Cookies must be worth a fortune at the as he shoved his way everyone one of looked at it. "It"What meanslooks does likein it's perfectthat stillmint mean?" in condition,"condition!" perfect asked condition saidShiloh.said Is after all these Kyle. ley I, the expert. itcover explained.years.even and smells waved He like pulled it new.in the the You air card so knowlike carefullyallAs could it waved outsee. of by its his plastic This is a 1952 card, and it's , Josh sniffed the card. "Wow, just like new!" Is ley I a new book." saysemit such an aroma after 40-odd"It'sMax"How funnyturned extremely that to Josh it'san oldfunnyextraordinary as cardhe thatexplained is ain card that The Brain's words for the over 40 years old smells like new." years," The Brain commented.a box of cookies!" Lakeisha added. "Whyan object should group. "He andwhena dobaseball it the had cookies card in it. It doesn'tJoshyou suppose looked puzzled.it's there?" "I don't know," he said. "The box doesn't my name on it. I don't know who sent them." came to my house! A delivery truck brought the package, say there's any surprise. In fact, I was surprised say there's "It was nice of 2 7 you to share them with us, anyway," B.J. said. 4L5 The senSeOf . depends r` taste Youtongueon tinS'_.PF(P:4,11e?,01s1q61 have_ and over inside 10,000P0ofe the mouth.''' duds loCated* ther Cookiefor today," Company, Josh answered. but I don't "It knowsays"I they're anythingthought from they'd else Cousin about be good Connie'sthem." for a celebration, so I saved them messagesinsidesomething,171145i Whenthe.itaste along tiny receptorsnerves buds sendtO, you taste 4". cookiegood," beforesaid Lakeisha. that wasn't "It's sweet." not sweet"Mine"In enough.that case, I sortI have of liketo tell sawdust," you that addedthis cookie Max. isn't very never had a special al.-eaS inside our 44.3. ;- V" imaginaryfinish this one,"cymbal, chimed B. J. inspoke Isley forTapping the"I never rest outof met them. a jazza cookie "There beat Iwith def-in-didn't her like, feet butand I smashingdon't even an want to valuablethem.shivered,ite-ly is...some-thingKyle baseball as whispered though card an wrong...with excitedly stuckelectric in acurrent inbkik Thethethese of suddenhadgroup taste-lesscook-ies." ofsilence, friends cookies? Smash! "Why looked We is at each other. They almost run through all of a mystery.seem to have Josh a looked mystery at afterthe cookie all!"The box club and members found the couldn't company's stop thinking about the cookie NeuroExplorers in Action stepsShilohCousinaddress. of gotConnie's theIt wasn'ton bus, the excitedCookie wheelchairfar away! toCompany! be They lift on The andtheir decided nextthe way. others day,to At take leasttheyclimbed allmost met of on them a corner to take a cityfield bus. trip to up the were. "Are you sure this bogus visit to the cookie company is 6 30 aisle.pretendingprudent?" "It's too said we late alike voice now! their behind We're cookies," Kyle."This"He MaxIt iswonders atranslated. fine time if it's to smart be wondering," for B.J. called on our way." us to be going to this cookie company, was The Brain. out from across the almostneuroscience all human adventure." endeavor involves"He"On"It's disagrees," athe mystery contrary," Maxthat The needssaid Brain simply. solving," added "He Kyle thoughtfully, thinks stated, neuroscience. Think about it." "even if it isn't a "it is evident that ! resistTheyeverywhere." aknew mystery, he neuroscience this trip wouldEverybody be smiled. They knew that The or not. a lot of fun, tooandBrain had he couldn'tfun being difficult. neuroscience is 3 .1 7 :3 Cousin Connie's Cookie Company and"East waiting Adams while Street." the driver operatedThe"This"This bus's the is wheelchair istheengine it, stopeverybody," roared lift foras KyleitShiloh. started said, off leading again theon NeuroExplorersits journey down off the the bus you wanted, son," the bus driver announced to Kyle, yourourwinding auditory ," road. capacity!" "The decibel shouted level emitted"He saysby this the vehicle bus is sois sufficientloud, it could to damage really hurt Max yelled to his friends. They tried to The Brain, covering his ears with his hands. ,-harmingLouel tiny noises hair-like can cellsdamage in the by closeskysputtered offbeginning their off noisily to darken. in a cloudRain cloudsofLooking smoke rolled andaround in oil. to find their way, they noticed the eyes, ears and as the bus ,i,nervesibelleillinermast convert intopart sound signalsof the waves . that inAese can the travelalong'-air' tothe brain. inoverhead. front of Theya large walked gate. down the street"This andis the stopped address on the cookie box-410 East - .motorcycles`t7eExamples or dangeroui trains, veryof include loud loud sounds noiserF that ca )16- Adamsgatepost. Street," "It says Josh announced.There,"That's"There's just the a over sign,"cookie a mound Kyle Company?" said, of weedy pointing B.J. lawn, said to softly.the other Cousin Connie's Cookie Company." rntoic heard through head phoneSbr rock concert, or noise from firebraCkers or gun shots.- ' smallsurroundedrun.a haunted hillHis was brother byhouse a a tall, black heldthan old iron himbuilding.a bakery. fence by the andIt "Ilooked perched more on likea say we go home," Is ley II said as he turned to belt. ;)3 8 3 4

In an instant, dark clouds piled hard.shadows.skyUpon was darker blotted Rain clouds began out .byuntil coming threatening the entire down"We have no choice now," Kyle themherecomeannounced.boom we'll hurryingfor and half get a"The ansoaked."bolt toward hour.. nextof lightning thebusIfA wecrashing house. doesn't stand sent paththroughLakeishaConnie's and the onto Cookiehelped gate the and porchShilohCompany. moved of up Cousin the upKyle thewornIn and a pack, the club shoved Thundereyesdoor.steps. peered Josh boomed boldly at the in knockedNeuroExplorers.the distance. on theThe The door cracked open, and two Adarkness.theyeyes"What large weresquinted woman is Then beingit?" and she theloomedsucked pulled askeddoor inover swungaway,imPatiently. by them. the asopen. if 3 7 BEST COPY AVAILABLE 10 takecookiesyour visitors."bakery. for our We She meetings." thought quickly you stepped might"No! "We'reback be We able and thedon't toslammed NeuroExplorers make do special us the some door. orders," brain-shaped Club," replied Kyle toldthe her, "and we'd like woman, "and we don't to visit astrying he looked to stay around out of the blowingmysteriousThe "Curiouserrain NeuroExplorersbuilding. and Curiouser," flattened The themselves Brain said, against rubbing the wall his hands of the togetherporch, Decision Made as the storm got worse. together more tightly. "We'd better"Walk"What"This"I get think backis are that'sno we towonderland!" thegoinga quote bus to stop from do Lakeishanow?"and 'Alice Is in leysaid, Wonderland'," I asked. Max explained. go home?" Is ley II replied hopefully.out of here." as the NeuroExplorers pushed wehe spoke. can peek "Something's through a weirdwindow here.Kyle "We"Ior believeIsomethingsee looked all agree," there at the issaid other what'sconsensus Max. NeuroExplorers, going "Let's for on." that take endeavor," searching The their Brain replied. say we snoop around a little. Maybe a look." eyes. Finally, waswinding"Can't sealed seepath and a aroundthing." every thedoorIt looked side locked. of as theThe though"Shade's house. NeuroExplorers down," B.J. tiptoed said, pressing her across the creaky porch, following its every shade was down,nose every against crack the first window. 3 11 r0 At the very end of the porch was one last door. Lakeisha jiggled the handle. disappearedheavily"I guess against this from onethe sight, door.is locked as "Well, if too,"she I hadAndDisappointmentguess she been itsaid. that's was! swallowed it,"Because she settled said. upas overLakeishaby the the dark, young leaned old explorers. house.against the Lakeisha door, it sighedopened, and and leaned she intoas each the ofblackness them followed of the closed-up through "Lakeisha,the old door house. from where the aregloom you?" of thea stormy NeuroExplorers day voiced in loud whispers, Dark Voices somethingStaringeveryever beeneven window into moved the was darker darkness toward shaded. than inthem Onlythethe CavesthroughcornerAs a dim far at ofaslight the Calicoon! thethe gloom.came room,Isleys through theTherewere Isleys concerned, werethe werestill-open no lights,startled this door. was and as the darkest place they had wasthe twins. speaking. But there was someoneThe"It's"What's Isleys justspeakinga that?" me,"relaxed. ShilohIs voice, ley Now I said, exclaimed.getting they emerging could closer. see from It the was theother darkness NeuroExplorers. and rolling Nobody closer to anyway.a woman's It's voice. nothing Kyle to waved worry his about, hand,"Yes."Are"What Charlie," you thenI dochecked. sureyouheld they're thinkthehis There's womanfinger I gone?"did?" noto said. histheone a grufflips.voice out front.man's said. They voice"I sent were answered. them just away." a bunch of kids 12 42 "I guess not," said Charlie. "I'm just a little nervous, Connie. After all, anxiously.youwe still know." have more to do today. We"No,"We haven't stilland haven'the gotten said heardallhe'd our order from phone morethe calls if yet,he liked the first one," Charlie guy in Chicago?" Connie asked onereplied. looked at Max, because theyThe understood."A"Okay, voicesmost I'll peculiar stopped stayThey near allconversation," and werethe footsteps phone," thinking disappeared Theshe the said.Brain "You said, into scratching other his chin. go check the press." rooms. No exact same thing. This was very strange. 4,3 13 BEST COPY AVAILABLE 4 A Sensory Plan Therewere in was this a darkmystery house, here, but and they they Theall"Teams,""We wouldknew NeuroExplorers need whatnot Isleya plan,"turn they I said. away B.were didn't J. from said,going know it!twirling to what do. imaginarywas going drumsticks. on or where they sensemysteries out ofis justall this." like sports. We need"The"Right," teamwork." teams continued need to Isley gather II. clues,""We need Josh to added, split into "to teams. try and Solving make some "That's it!" Kyle exclaimed. "You said it!" neuroscience.outthrough of this the in darkness theLet's way use forwe our Josh'sknow senses!" Kyleface.best,"What answered,using did he "Let's say?" make Isley someI asked, peering whisperingandteams," gather she clues backsaid. byand"We'll using forth. divide our Who senses." upExcitedly, Lakeishawould into teams be theunderstood on NeuroExplorers immediately. started "Sense five!"turnedwouldthe teams? Isleytheytoward Wherefind? I said, each would raising other they in 'his the go? hand dark.Isley What and I"High and II were ready to go. They 45 hitting Kyle in the side of the face! Kyle's 14 46 glasses flew off and his head snapped"Ow!" Kyle cried out. "Is ley! Be careful! Where did to the side. my glasses go?" heis said. gone, Kyle, and they're bent,"Is"Sorry,"Scooping ley she II said. gave Is up leyhis Kyle's Ibrother said. glasses, "I hope Lakeisha examined them. a small shove. "This is no time for jokes, klutz,"you don't need those to see!" "One of the lenses plan.eyeglasses. "I know "It's what too dark A"Well, calm voiceI guess spoke outcalm, but also confident. you couldn't help it," said Kyle,we can fingering do," Shiloh his useless announced, "and I know howto see much around here anyway." It was a voice with we a can"We'll do it." split up into four Shiloh gently rocked her wheelchair back Everyonesense teams.Needs Since a Brain tasting and smelling work and forth while she talked. We'llbetogether seeing, look anyway,for touching clues we using and hearing.""IfIs ley we I hadspoke a thinkingfirst. "Is ley II and Kyle can combine them in one team. The otherteam, teams youour will couldn'tvision." be on it, Is ley I!" his brother can be on the seeing team with me. team."said. "Kyle won't be much of "Yes,"But"That's you but right," canonly hear, Shilohout ofcan't added, "and Josh shouldn't one ear," Josh answered. "Whenyou youJosh?" hear asked with Is leya II.vision partner without his glasses!" be on the hearing 15 118 both ears, it's easier to figure out where sounds are coming from. estimatingtheSometimes tasting andoutcomes.that smelling helps!" "Okay," team." sheShiloh"I said have nodded. finally, a cold," "here'sIn Lakeishaher head how shesaidit will was with be. assembling a sniffle. "I teams, won't making be much plans good and for andandLakeisha Kyle smelling will and take team."B.J. thewill Shilohsense form ofthespun Joshtouch, seeing "Whather stepped andwheelchair team. about The forward. Is Brain you,ley to I Shiloh?"face andHe wasIIMax,the will others.lookingKyle hearing."be theasked. "Josh attaste Shiloh with admiration. it.soonsystem."That's I'll astry yourShe's toeasy," put sense going them he said.team toall be together "Shilohdiscovers the brain andobviously "Exactly!" aof makeclue, our sensorycome someis theShiloh backsense center network." answered here of of them." andthis tellexcitedly. me about "I'm going to stay right here. As nervous tobegancerebrum," show to how draw The sensory a Brainbrain messages addedon his tobus himself.go schedule, "You"Ofto the course. canPulling brain. with put Shiloh allalines pen the fromwillfrom sensory be eachhis the pocket,clues sense center together, he of integration Shiloh, and and try analysisour to come up theyNeuroExplorerslikewith clueshadan answer," to from do. allAnd could Max the they sensesseesaid, had clearly. glancing area sensible Itsent Thewas atto mystery almost his theway friend's to as wasdo if in it. drawing.someonedefined. our bodies!" They"It'shad turnedperfect! knew onwhat Just the lights, because now the 16 50 detectedInformation by receptors about the in world the nervous around system.us is oftongueofEach the information. eye kind receive detect of For informationlight, example, and about taste. responds to a certain type receptorsreceptors on in the the back ofsignalsa Thedifferentthe cerebruminformation are partreceived, ofto from thebe theycombinedbrain. each are senseAfter sent with sensory isto other other areas processed in manyinformation. different The kinds amazing of information brain is able together! to put Bittersweet howkitchen. they They would weren't "I"WeAfter feel should creeping like I'm have alongplaying left a basketballtrail of crumbs," with Is get back to where they had been. sure of the path theya dark, had followeddusty hallway, and didn't the Is know ley twins found the a blindfold on," Is ley II said. ley I said. seemedshoweda faint heat to be still boxes lingered of cookies around neatly theThis"What ovens. surelystacked do A was glimmer the kitchen. of light It insmelled the gloom like pots and pans hanging from the ceiling like bats in a cave. There smell?" Is ley I asked his brother. on largesomething tables lining had thebeen walls. baking, and 1 you 17 andcarried Thestimulate sense in air. special of The smell molecules nerve detects cells, moleculesdrift or receptors.into tti.nose that are .. guess," he said. Is"Yes, ley II wascookiesbut unsure. "Bakedthere are things, other I Often,itThe which receptors the senses is sendbeing of signals smellsmelled. and to the taste. brain, work telling smelltheresniffs.things wasoil, too,"He too,freshbent Is likeley closeink Imachine said,on to this a taking table table.oil." top.a fewAnd "I slow Ithink whiletogether. you holdTo test your this, nose. try eating something someHow didthings you I smelldo better all those than you."things?"Is"This"Hey," ley I laughedtastes Is ley salty," II quietly. said, Is "that'sley "Maybe II announcedamazing. there are itDon't suddenlyis!" histaste brother fromanything asaid far unless cornerin a loud you of whisper. theknow kitchen."Over"Where what here," are you? Is ley What II answered. are you doing?"Don't cookietook ais cookie bitter." from him. "Hmm," he said after biting off oneworry. tastes I just sort found of sweet. the cookies. Here, try Hey,Isley one." this I stumbled over to Isley II and a small piece, "this thislittle back differentand to Shiloh." most of them IsleyThearen't"This twins I very didn'tbaker tasted good," understand.has several no Isley sense cookiesI said"What of taste," finally. from for? said differentJust Isley because II.boxes. "I wethink "They tasted all some taste bad we need to report a cookies?" 18 54 taste," Is ley II answered. "Does that"No, tell because it seems like Cousin Connie doesn't us anything?" care how her cookies InIs another"We ley I need shook part to his ofreport head.the tohouse, "AllShiloh," it Lakeisha tells Is ley II walked insisted. into Visible Clues me is that she's a pretty bad cook." "Let's go." a closed door, with a can'tthump. see. "Ow!The lights I can't are out!" she whispered."Shhh," B.J. warned. "Of see a thing!" she cried. course you retinalensLight atbehind enters the back thethe pupilofeye the through focuses eye. The the light retinapupil. The on the Lakeisha,can"Light see, remember?"has "but to it godoesn't into help "Okay, okay, I get the point," said your eyes before you me right now." Thesendconsists primary messages of nerve visual about cells cortex, it that back where detect to the light brain. and large,be better unlit onroom. the otherThis side of thisLakeisha"You're door." andright," B.J. B.J. entered said. "Maybe it will was the third in a yet another processOverbrain,information 20 is visuallocatedother from areasinformation. at thethe of eyesbackthe brain isof receivedthe help head. in the mean?"Lakeisharow. They she said whispered.stumbled with forward unsteadily.B.J."B.J.? swallowed I have a hard. "What we're do not alone," a quiver. you 19 there,"a breathe.sigh of Lakeisha relief. "It's...it's said, just "something a stack B.J.of"Well, boxes bigsquinted andmy covered eyeswhite and are steppedwith over getting by closer the used wall!" to to the the huge, dark, ghostly and there's thing, something not daring over to a sheet!" she said with inks...cardboard...sheetsupflashlight to the lighton my of keyring."the tiny offlashlight. .She plastic. pulledB.J."What's They and it out. Lakeisha saw in "It them?" paper...all works!" quickly Lakeisha kinds opened said.of colored several "Wait! boxes I just andremembered held their I contentshave a "But"These there aren't are baking a few moresupplies," rooms Lakeisha we should said. go "We'd through,"BEST better COPY B.J. go protested. reportAVAILABLE this." 20 "So"You"Are"I don'tam you bet!"I. know,"Let's scared?" said get LakeishaLakeisha. out B.J. of asked.here," said. said "This B.J., is kindand sheof spooky." grabbed Lakeisha's hand. and forth in the dark Rocking her wheelchair back room, Shiloh Making Sense? VA' cookies.machinetheyhadconsidered just foundthe Shilohoil, left theand after sentfirst bad-tastingsmell reporting themclues. of backink The what and Isleys to Shilohheardthesniff strange out between stopped more conversation clues. Connierocking, and tossed they Charlie. had herHer kept returning to theLakeishasecondhead room. back to cried try and to out thinkclosed harder. her "Shiloh, are you all right?" as she entered eyes for a 21 60 whatjust thinking. it means." What did you see? Any"Boxes,""WeShiloh's clues?"think eyes B.J. so," poppedcontinued, said Lakeisha. open. drumming "Wha...0h, "We saw on ayes,something, table of withcourse," buther we'refingers,she said. not "with sure"I was backthose?"paper, out. colored Shiloh See what inks,muttered, else cardboard, you half can to Theand see."herself."Inkssounds twosheets girls"Anyway, of leftplastic." like Shiloh printingwhy alonedon't suppliesbut youwith head her thoughts. why would Shiloh a bakerywas at the need everythingcenter of the together whole investigation,as informationOnce, and came she when in was from he concentrating, waseach a of child, the sense Josh trying hidteams. to in put a hall closet that was filled with Feeling For Clues cloth.darknight.beingwool as coatscaughtItThen this was andbasement.he totalin imagined blackan darkness. elevator rainboots. Every outer without window space. That electrical Nothingwas prettyshuttered power.Josh dark. could and That He covered imagine alsowas remembereddarker by was a black thanas woodenof touch," wall," Kyle Kyle commented. answered Joshcalmly. "No,"Youand Kyle Imean don't inched wethink aren't along so. lost?"We're the walls. Joshin the asked. "We'd basement, be lost moving without along our ansense old 61 22 62 cortexsensory sensationseveralThe sense different is detectedof touch kinds actually byof sensations.a different is made receptorEach up of Thecold,in thesensory . and receptorsThere , are send forreceptors example. messages for hot back and toprightsensoryto of abehind thespecial cortex. head. the part Thismotor of partthe cortex, brain of the called brain thesits across the your sense of touch." Kyle"Ow!""Use"A turned woodenyour Josh fingers,"and cried. wall? squinted, HowKyle butdoreplied. he still "It's couldn't the best you know that?" Josh remarked. seeway Josh to learn clearly. things "What's with warnthe matter, you not Josh?" to do he that said. again.""Right,""That's"Splinter. another Josh In saidmy touch fingertip,"quickly. sensationpain," "It's Josh telling said, shakingsaid Kyle. his hand. me I don't want another splinter, "It lets your brain "Thanks a lot!" so I'm not going to touch thatJosh wall"The"What"Then reached again." vibration youvibration?" out, won't inplaced this feel asked wall,"his the palm vibration,"Josh. his carefully friend Kyle answered. said. on the wall and felt it shaking just the tiniest bit. "Wow, you're right. Why is it doing that?" he t3 23 said. 6 4 passedThe boys through crept slowlya dark doorwayaround the and room,"Let's"I entereddon't clingingkeep know," another moving," to Kyle theunlit responded.wallJosh space. until added. they "Maybe we can find out what it is." in the wall. Somewhere in the distance"Yes,"""It"Stop," a mustprinting was Josh Kyle be a apress,saidfaint, whisperedmachine," excitedly, mechanical like down suddenly.Josh "that's atsaid.rumble. the what...WaitThe "It newspaper soundstwo boys justa building," minute.felt like stronger a..." I can Kyle vibrations feel said. more theclump-clump...likevibrations voice of under a NeuroExplorer, my footsteps." feet. Not likethat"Who's"Someone's themuch steady there?"they coming,"shaking both A knew.strange in Kyle the voice wall.said, boomedaLike little too from loudly. across the,room.,It wasn't WhichFootsteps way were had approaching,Kyle gone? butTurning Inhe"Go! thecouldn't pitch Let'sto his tell blackget left, from out cellar,Josh of which here," ranstraight Josh direction. Kylehesitated. yelled, into Whichthe breaking legs way of intoCharlie,should a run. he the go? man hisrunninggrabbedwith face. Cousin onJosh"How'd air. Connie. and "You're youlifted get himone here? upof thosebyYou're the"What? kids!" shirt. coming Who Josh'sCharlie with are legs said,you?"me." danced holding the terrifyinglycrazily, Josh up tohuge man growled, and he

Josh had foundmechanical vibrationsKyle foundthat might his way be backfrom toa printingShiloh and press. quickly reported what he and Sensing Danger worried.lotThen to hethe told Thepicture. aboutIsleys But thehadn't you'd huge returned. betterman,AsShiloh soonandhurry She how asnodded stillback Kyle he hadn't and left,her tryJosh head.heardShiloh to got find "Thanksfrom started separated. Josh!" Max rocking for and the info,"her chair she again. said. "ThatShe was adds a Sound travels a0 waves of NeuroExplorers?The Brain, and now Josh was missing. Was this too dangerous for the turn back. She had better figure outShiloh what shook was goingoff her doubts. It was ioo late to capturescompressed sound air,Molecules. ivaves and The ear: . onand fast! aInformationsystemtranslates special signals part them about of inside intothe; sound nervous the inneris sent ear. to house.connecting Each rooms room somewhereseemed quieter inThe the than Braincreepy the and last.old Max walked through three The Better to Hear You With haven't"Maybe heard we shouldanything." head back, Brain,""Perhaps Max you said.aren't "I listening ,carefully enough," A yourThe"There's Brain voice." offered.just no sound comingThe into"Of Brain mycourse ears had I'm except his listening," hands cupped Max aroundsaid quickly. the 6 9 assistivebacks of technique,his ears. "Perhaps your auditory if you senseapplied would an 26 70 function more efficiently," he said"You mean you're hearing something by cupping to his friend. your hands behind saidearright!"your close very ears?" he softly.to whispered. Maxthe wall, replied. putting"I He copiedhis cupped"I The believe handBrain's she's on suggestion. its talking surface. "Hey,"Listen," you're he can hear a womanon talking."the telephone," The Brain said. He placed his Joshuacard....No,don'tMantle know,Kavil....That's card.... I'm what Whynot should too possible....would worried. I lie? Yeah, Whoever...ItThey should Iheard know. have one Then side of we do?...I see,a conversation. right....Maybe "Yes, there's of course another we sent you the gets it will probably think it's gotten there long ago....I someone else gets the toworth!...Okay.just Shiloh a dumb with prize alacrity," No problem....Right.and throwhe stated. itMaxThe away....Sure, Brain understood. In today's turned I mail....Okay.know andThey'd looked how better at Max. "We must relayreport this inforinationto Shiloh right away! much money it's Bye." t. 4 27 enoughandleave. we may have trouble.After"Don't Kyle telling andlisten Josh Shiloh for gotany what separated. more they clues," had Why Shilohheard, don't Thetold them.Brain "Iand think Max we turned have to Putting It All Together importantputyou theeverythinggo piecesand clues try together?" totogether with find theireverybody forThe senses, her. twoShiloh Alland boys and of bring noddedshefeltthe NeuroExplorerswasthemthat and sheabout back sethad here,tooff the have in whilelast hada thehurry. piecefound Ianswer. just of try the to mystery. The telephone call Whatvibrationwhat?making werePrinting tasty of theya cookies, printing supplies, printing? sopress...Connie theshe Not smellmust Shecookie beof went inkmoreand boxesbaseball andover Charlie interested machine the clueswere in cards!oil, printinginsomething heralong Why head. something.with goelse. Cousin theto Butall Connie wasn't interested in havethisfriendsSuddenly trouble figured were Shilohto out printout what smiled.there, baseball Cousin in She a cards?dark hadConnieBut house,the She Shiloh's answer.was thought with up joy twoto, about atbut criminals. solving the the NeuroExplorers telephone the Shiloh mystery maycall. suddenly turned into pariic. Her couldhe said be ingruffly, danger. tossing She had the to boys saveCharlie into them! a smallhad The room. Brain Max by and the Thearm Brainand Max by the shirt. "Two more," Caught in a Web tumbled to the floor. "Do you think that's all of them ? ", Charlie said. 28 7' 4 behindoutwheelchair. what them to I'lldo with gowith alook twist them." for of her. the Connie Keeplock."Almost," these and bratsCharlie Connie locked stormed answered. in here out until of"I knowthe I figure I room, sawsnapping one more. the door A girl. shut In a answeredcorner. Max Is recognizedley I. it as an Is ley."And"Is"Max?" ley?" Two," a hevoice another said. asked "One," Is leyfrom voice the "Sofromsaid. is NeuroExplorers'every B.J." shadow. voices came"And"I'm here me," too," Josh said said, Lakeisha. appearing Usingroom.togetherfrom the Lakeisha'sIt smelled nearside, the "and dustyflashlight,center Kyle and of too." themusty. they smallThe NeuroExplorers all stood witholdpiecescould books, dustandsee of furniture,a afew rocking no cobweb-covered way some horse out. boxes covered of"This is big trouble," Is ley II said. "These guys are serious.""Why would they be this angry 29 obviouslyjust"and because we haveare we trapped stumbledlooked like around upon insects theiran"This"Things illicitin stupid a web!"isn't enterprise are cookie a notcookie what factory?"operating factory. they seemed,"Is here." These ley I asked. guys The are Brain crooks," announced. Max interpreted, "We mustmaneuvered call the throughpolice. Wheredark hallways. was aThe phone? If wheels she Easingcouldn't of Shiloh's around find herchair corners, friends, glided opening sheacross creaky wooden floors Big Trouble as she forphone.closedlamp her doorsShilohcallon itand to to bedialed eerie aanswered. telephone! 9-1-1.rooms, Each Shiloh SheThen second raced finally she seemedhthdacross found heavy thelike footsteps behind her. A voice §cieeChed, "No, a desk with a dimlyroom litand grabbed thean hour as she waited you strangledaroundanddon't! jammed Get Shiloh's by away ita hugeback wholefrom snake,on there, upperits base. and youbody. sheSomehow trouble-maker."Cousin Shilohcouldn't Connie feltshe move. asseemed grabbedthough to she Shiloh's were beingarm, tore the phone out of her hand wrap herself Shilohothercouldon through NeuroExplorers.hear was familiarpushedthe maze inside. voices. of A the hush Hereold fellhouse. theyConnie in were!the They shoved room Atstopped leastas the the shechairby door awould door,and opened Shiloh beand with and Shiloh across the the room, out the door and Then the NeuroExplorers all talked at once. "Shiloh!...They got you 30 7 8 all."too....Now they've got us aroundCousinoutwhispered, the opentoConnie grab and door him.couldhe beforescooted turn "Not for long," Josh thefumbling"Charlie!"the others big woman for in she theirher yelled. shouted,key prison. to "Helplock "Come back here, kid!" Running.hearsmallme theget band sounds thatYelling. of kid!" prisoners of A telephone could All over the house, the a chase Whatringing.informationShiloh, was and Thengoing sheeach quiet. on? told of theStillthem no quickly Josh.Even Hadwhat as he theyshe been had listened caught? figured for Did clues, he the NeuroExplorers began sense teams had brought her. out from the to question get away? givelittle usprison any trouble.cell. Now Just they take couldFinally, make there was noise again outside the door of the NeuroExplorers' A Sensational Ending us to the kids." This was a voice they hadn't out voices. "Okay, you two. Don't heard before. 2 31 Once"Here. again, This way.a key They're went in over the lockhere." and That the was door Josh! opened. Piling out of the what'sandaroundsmall sat going room theirthem on!and friend. down We into ongetTwo a larger boxeshere police to one,in check officerstheOne now middle ofout lighted, theheld a 911ofofficers Connie the andthe room. NeuroExplorers thistook and boy outCharlie crashes a note by padmobbedtheirinto and myarms said, "All right, now, let's see investigate,cardthey'repartner, in crooks.some here. and horribleThese So we what's came two cookies are thehere. takingstory?" that JoshWe were gotoffjumped downin delivered the right thehouse street, in,to by myhardly accident, andhouse. stoppingthe Weboy and decided says wefor madebreath. to "We found a baseball aupsense field a little. teams, trip. What It's and a were longShiloh story,you was all but thedoing something brain....""We're"Wait inside a the minute,thislooked NeuroExplorers house?" fishyson. Slow about down," thisClub," place, interruptedKyle and explained, a police "and officer. we came "Let's here back on weren'twetry tried to findsure, to find out and outwhat it allwhat was just was goinghappened going on "That's"Especiallyand,on. so Ifast. allguess justof We a weifit," sudden,decided you wentanswered sensed a weto little usewere somethingJosh, tooour in "wefar." sensestrouble. sensedwas to wrong,"We something added was one wrong, of the officers.but we wedidn't all knowrelayed they our were sense crooks clues untilto Shiloh,""And"We"What?" they split justlocked Max asked uplike into offered,us neurons a up." puzzledteams "so reporting and policeman.Shiloh found informationwas sensory "You'vethe clues," to lost the B.J.me brain again!' said. for processing, 81 only one who had all the clues, and she came up with the answer." 32 foundbaseballoperation," is acards, counterfeit. exclaimed they're TheShiloh,counterfeiting cookie somewhat business"Cousin them. proudly. isConnie'sThe Mickey "They Cookie Mantle Company is just The Sensible Solution a fake!"a front for a counterfeit aren't just printing card Josh saidI getunderstand one the officer.general all ofidea," this, but Shiloh"I'm stillcontinued, not sure I hidingvaluableboxesCharlie"Cousin them and baseballwere Connieshippingin forgingcookie cards, and them onenamebyoriginals.to dealersmistake of was their Joshtothe because customers. be same got sold a hisas asbox prettycriminals!"CharlieCousin smart really Connie bunch are and of "Sounds like you're a kids," said the other 8 33 BEST COPY AVAILABLE Glossary hadn'tpolice officer,been there "but to you help could us find have you. been He in helped serious us trouble if Josh,catch here, this pair trying to getfor tooaway, questioning." worried. too." We'll take CousinThe"Come NeuroExplorers on," the officer filed said, out of"let's the gethouse, you stillhome telling Connie and her pal down to the station safely before your folks each other youhowexcitedly back,great how Josh.Shiloh's important brain hadtheir been senseKyle in had lookedputting been at it in Joshall and said, "I think we all sense that it's great to Good work!" friends!"solving Thethe puzzle, Brain together.added, and have his face breaking into a satisfied grin."An admirable case of sensory sleuthing, my fri7,711' p?1 ' 1,-P 4 v.:,--06 34 S 6 neuroradiologistneuronneurology (NU-rahn) (nu-RAHL-uh-gee) (nu-ro-ray-dee-AHL-uh-jist)and others) to identify injury and disease in the nervous system a cell of the nervous system that conducts a signal from one part of the body to another a branch of medical science that deals with the nervous system a medical doctor who uses pictures of the inside of the body (X rays operationneurosurgicalneurosurgeonneuroscience (ahp-uh-RA-shun) nurse(NU-ro-SY-ens) (nu-ro-SUR-jun)the (nu-ro-SUR-ji-kul nervous system with NURS) a neurosurgeon a nurse who is part of the team of people who perform surgery on ana actbranch performed of science ona the medicalrelated body to doctorwith the surgicalstudy who ofspecializes instrumentsthe nervous in operatingsystemto repair theon theeffects brain, of and rehabilitationreceptorphysician (ree-SEP-tuhr) (fih-ZIH-shun) (ree-(h)uh-bil-uh-TA-shun)thedisease ability or injuryto function a cell or group of cellsa medical that receive doctor stimuli from outside the body; a, sense organ - the process of restoring a person to a condition of health or restoring sensesensationretina (SENS)(RET-i-nuh) (sen-SA-shun)touch,travels smellalong or the taste; optic (2) nerve a feeling to the or brain ; (3) to become aware of; (4) clear understanding or good (1) a function of the body by which one is made awaresensory of the membraneworld outside, at the as backsight, of hearing, the eyeball that convertsan awareness light to neuronalof activity of thatany of the senses, as sight, smell, touch, etc. sensory receptornetwork (SENS-uh-reesensoryoutside,judgment informationas the ree-SEP-tuhr)NET-wurk) eyes for (sensory seeing, receptors, ears for hearing, neurons, etc. and the brain) all of the parts of thea part body of theinvolved body byin receivingwhich one and receives transmitting information from the tissuetherapyspinalsoundskull (SKUL) cord(TIH-shoo)wave (THAIR-uh-pee) (SPY-nuhl (SOWND many kord)wayv) cells of the same kind, joined together to do a specific job all the of the head, including the cranium and the facial bones treatment to heal or improve thethe effects thin rope of a of bodilykind nervous of disorder, vibration tissue illnessinside that travels theor injury bones through of the a spinesubstance, such as air, and can be heard visualvibration cortex (vy-BRAY-shun) (VIZH-uh-wuhl KOR-teks) 9 a quivering or trembling motion part of the that receives information from the eyes 36 .JO talentedAdministration students from in the Hofstra Hempstead University. schoolGrace She system. developed,Boyle Ms. was Boyle acoordinated teacher has writtenin Hempstead,and curriculumimplemented New materials York for for 20 several years and textbook received her M.S. degree in Elementary a program for gifted and asscientificpublishers, consultant curiosity. specializing for her Currently, science-based in activity Ms. Boylebooks writing.T Lewis isthat a freelance encouragewas born writer. in children's Texas Her but son, critical has Dr. travelled thinkingThomas extensively, P.skills Boyle, and stories living inthat such locales as Africa, Switzerland and Alaska. a Florida radiologist, serves promote syndication.MousehisartworkCurrently, work comic has are he appearedBedtime livesstrip infor ainRhymes Disneysmall many town Productionsformats,from in Around the he state isand theespecially of is WorldWashington one of andfond the Cinderella: creatorsof with creating his of wife TheOver illustrations and Untold the Hedge, Story. for children. He has Recentdrawn the books Mickey bearing young son. While his broad range of a comic strip in national studentsMorenodeveloped havefrom and beenkindergarten revised working instructional throughtogether materialscollege. at Baylor All Facultyfor for are the several parents Brainmembers years Link® of teenagein on the project. science Division Judith education of School-BasedDresden, projects Barbara involving Programs Tharp teachers atand Baylor Nancy and College of Medicine in Houston, Texas, have or grown children. As a team, they also have evaluationforcreated elementary instructional for publicschool materials and students. private for schools.theJudith My Health Dresden,Editorial My originallywork WorldTM with from aproject, publishing New which York focuses and New England, formerly conducted educational research and company also led to her current interest in on environmental health science centerswritinghealth aroundand professions. editing the country.stories and Other science projects activitiesBarbara involve Tharp, for promotingchildren. originally She minority fromdirects California, students' the Brain access onceLink workedprojectto careers atfor Baylor in the science FBI and in and Washington, the D.C., and later was an at regional classroomeconomicsubjects, analyst teachersscience for and an math.their oil company. students. Currently, MoreSheNancy in directsaddition recently, Moreno, elementary to she creatingoriginally has beenschool educational from an teacher elementary Wisconsin materials, enhancement teacher and sheMichigan, specializing also enjoys is a biologist inworking her favorite whowith specializes in botany. She spent programs at Baylor. many considerablespecialelementaryCurrent interests interests timecurriculum in studyinginclude ecology development involving neotropical and environmental scientists projectsplants inin and issues. Mexicopre-college directs before the education. My completing Health She My heroversees World doctoral theproject, degreescience which at content Rice builds University. of Baylor's !) 1 upon her 0 ') Brain Link® Adventures Developed by 93 Baylor College of Medicine ISBN 1-888997-19-2Houston, Texas 94

The Brain Link® series for health and science education provides:

Adventures in learning: Story Books Exciting hands-on: Activities Guide for Teachers Engaging health/science mini-magazine: Explorations for Children and Adults

The Brain Link series includes:

Skullduggery Trouble at Tsavo Brain Comparisons Motor Highways WIPIaLign UPTORA'11oNt

oc, .,540

The Cookie Crumbles Danger at Rocky River Sensory Signals Memory & Learning

S .ott(:4010'

BEST COPY AVAILABLE BrainLink®

uJ M fi: 4jR TT 1±\ Cr_ fli ss

Sensory Signals Revised Edition

Nancy Moreno, Ph.D. Leslie Miller, Ph.D. Barbara Tharp, M.S. Katherine Taber, Ph.D. Karen Kabnick, Ph.D. Judith Dresden, M.S.

Baylor College of Medicine

Houston, Texas © 1997 by WOW! Publications All rights reserved. Revised Edition 1997 Printed in the United States of America WOW! Publications, Inc.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

ISBN: 1-888997-23-0

The mark "Brain Link" is a registered service mark of WOW! Publications. "NeuroExplorers" is a trademark of WOW! Publications.

No part of this book may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording, nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of the publisher. Black-line masters reproduced for classroom use are excepted. The activities described in this book are intended for school-age children under direct supervision of adults. The authors, Baylor College of Medicine and the publisher cannot be responsible for any accidents or injuries that may result from conduct of the activities, from not specifically following directions, or from ignoring cautions contained in the text. Development of BrainLink' educational materials was supported, in part, by funds from the National Institutes of Health, Science Education Partnership Award grant number R25 RR09833 to Baylor College of Medicine. The opinions, findings and conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the views of Baylor College of Medicine, the sponsoring agency, or the publisher.

Cover design: Bob Peretti Design and production: Kerrie Kerns Illustrations: Kerrie Kerns, Rhonda Flemming and T Lewis Table of Contents

Acknowledgments ii

About Brain Link iii

Where Do I Begin? iv

Sample Sequence of Activities, Adventures and Explorations v

Materials vi

Activity 1.Windows to the World 1

Activity 2.Putting It All Together 4

Activity 3.Sense Phone 8

Activity 4.Vision and Illusions 16 Activity S.Can You Hear Me? 23 Activity 6.Tactile Tests 27 Activity 7.Get the Point? 30 Activity 8. My Sensory Strip 33 Activity 9.Use Your Brains, Create Refrains 36 Glossary 39

Science and Health for Kids!

These Brain Link Activities are designed to be used with other conwohents of the Sensory Signals unit:

rainLink Adventures The Cookie.CrUmbles: The. NeuroExplorersrm irva Case of Sensory Sleuthing

BrainLink Explorations Sensory Signals

BEST COPYAVAILABLE

uv(1 BrainLink Contents @1997, WOWI Publications Sensory Signals ACKNOWLEDGMENTS The BrainLink project at Baylor College of Medicine has benefited from the vision and expertise of scientists and educators from a wide range of specialties. Our heartfelt appreciation goes to James Patrick, Ph.D., Professor and Head of the Division of Neuroscience, Stanley Appel, M.D., Professor and Chairman of Neurology, and Carlos Vallbona, M.D., Distinguished Service Professor and Chairman of Community Medicine at Baylor College of Medicine, who have lent their support and expertise to the project. We also express our gratitude to Leslie Miller, Ph.D., who assembled the original BrainLink development team and guided the BrainLink project through its first years, and to Cynthia Bandemer, M.P.H., Director of Education, Houston Museum of Health and Medical Science, who directed BrainLink activities sponsored by the Harris County Medical Society. Members of the original BrainLink steering committee provided much valued vision and inspiration for shaping the original direction and design of the project: Terry Contant, Ph.D.; Barbara Foots, M.S.; Anne Hayman, Ph.D.; Judith Livingston, M.Ed.; Christina Meyers, Ph.D.; Kathleen Philbin, Ph.D.; Carolyn Sumners, Ed.D.; and Katherine Taber, Ph.D. Several colleagues provided guidance during the production of "The brain is the last and this guide. In particular, we would like to offer our special grandest biological frontier, thanks to: Scott Bassinger, Ph.D.; Francis Catlin, M.D.; Celia the most complex thing we Clay, M.P.H.; Dane Chetkovich, M.D., Ph.D.; Ruthanne Eatock, have yet discovered in our Ph.D.; Ron Fields, Ph.D.; John Maunsell, Ph.D.; Sarah Pallas, universe. It contains Ph.D.; and Samuel Wu, Ph.D. hundreds of billions of cells interlinked through trillions Special thanks go to the National Institutes of Health, Science o connections. The brain Education Partnership Award Program, to Marjorie A. Tingle, boggles the mind." Ph.D. and to Robert Hendrickson, Ph.D. for their support of the BrainLink project. We are especially grateful to the many classroom teachers in the James D. Watson Houston area who eagerly participated in the field tests of these from Discovering the Brain National Academy Press materials and provided invaluable feedback. 1992

BrainLink Project Director: Judith Dresden, M.S. BrainLink Project Co-director: William Thomson, Ph.D. BrainLink Project Faculty: Barbara Tharp, M.S. and Nancy Moreno, Ph.D.

100 Acknowledgments BrainLink Sensory Signals @1997, WOW! Publications ABOUT BRAINLINK - Science and Health for Kids! The Brain Link Project's exciting Activities, Explorations and Adventures "link" students, teachers and parents to advanced knowledge of the brain and nervous system and to vital science and health information. Prepared by teams of educators, scientists and health specialists, each Brain Link unit focuses on a different aspect of the brain and the nervous system. The activity-based, discovery- oriented approach of the Brain Link materials is aligned with the National Science Education Standards and the National Health Education Standards. The three components of each Brain Link unit help students learn why their brains make them special. Brain Link Adventures presents the escapades of the NeuroExplorers Club in an illustrated storybook that also teaches science and health concepts.

Brain Link Explorations for Children and Adults is a colorful mini-magazine full of information, activities and fun things to do in class or at home.

fXPLORATIONS FOR CHILDREN AND ADULTS

Brain Link ActivitiesGuide for Teachers presents activity- based lessons that entice students to discover concepts in science, mathematics and health through hands-on activities.

GUIDE FORT EACHERS

BrainLink materials offer flexibility and versatility and are adaptable to a variety of teaching and learning styles.

BrainLink 10 About BrainLink 01997, WOW! Publications Sensory Signals WHERE DO I BEGIN? The Adventures, Explorations and Activities components of each Brain Linkunit are designed to be used together to introduce and reinforceimportant concepts for students. To begina Brain Link unit, some teachers prefer togenerate students' interest by reading partor all of the Adventures story. Others cover of the Explorations mini-magazine use the as a way to create student enthusiasm and introduce theunit. Still others begin with the first discoverylesson in the Brain Link Activities- Guide for Teachers. If this is your first Brain Linkunit, you may want to use the pacing charton the following pageas a guide to integrating the three components of the unit into your schedule. When teaching Brain Link for 45to 60 minutes daily, most teachers will completean entire Brain Link unit with their students in twoto three weeks. Ifyou use Brain Link every other day or onceper week, one unit will take from threeto nine weeks to teach, depending on theamount of time you spendon each session.

The Brain Link Activities- Guide for Teachers provides background information foryou, the teacher, at the beginning of each activity. In addition, a listing of all materials,estimates of time needed to conduct activities and links to othercomponents of the unit are given as aids for planning. Questioning strategies, follow-upactivities and appropriate treatments for student-generated data alsoare provided. The final activity in each Brain Link Activities- Guide for Teachers is appropriate for assessing student mastery ofconcepts.

Using Cooperative Groups in the Classroom

Cooperative learning is a systematic way for students to work together in groups of two to four. It provides an organized setting for group interaction and enables students to share ideas and to learn from one another. Through such interactions, students are more likely to take responsibility for their own learning. The use of cooperative groups provides necessary support for reluctant learners, models community settings where cooperation is necessary, and enables the teacher to conduct hands-on investigations with fewer materials. Organization is essential for cooperative learning to occur in a hands-on science classroom. There are materials to be managed, processes to be performed, results to be recorded and clean-up procedures to be followed. When students are "doing" science, each student must have a specific role, or chaos may follow. The Teaming Up model* provides an efficient system. Four "jobs" are delineated: Principal Investigator, Materials Manager, Reporter, and Maintenance Director. Each job entails specific responsibilities. Students wear job badges that describe their duties. Tasks are rotated within each group for different activities, so that each student has an opportunity to experience all roles. Teachers even may want to make class charts to coordinate job assignments within groups. Once a cooperative model for learning has been established in the classroom, students are able to conduct science activities in an organized and effective manner. All students are aware of their responsibilities and are able to contribute to successful group efforts.

* Jones, R. M. 1990. Teaming Up! LaPorte, Texas: ITGROUP.

Where Do I Begin? Brain Link iv Sensory Signals @1997,WOW! Publications Sensory Signals Sample Sequence of Activities, Adventures and Explorations

The components of this Brain Link unit can be used together in manyways. If you have never used these materials before, the following outline might help you to coordinate the Activities described in this book with the unit's Adventure story (The Cookie Crumbles) and Explorations mini-magazine (Sensory Signals). Similar information also is provided for you in the Links section of each activity in this book.

Links to Other Components of Unit Class Periods Activity Concepts to Complete Adventures: Explorations: Activity Cookie Crumbles Sensory Signals

1. Windows to the Senses provide us with Read: A Friend Returns; 1 Cross-Wired; Mystery Cover page activity; The World information about the world. Cookies Neuro Side ( p 7)

Different areas of the Read: NeuroExplorers In Action; Cousin Gray Matters (p 2); Is Seeing 2. Putting It All Togethercerebrum receive 1 information from the Connie's Cookie Believing? (p 3) senses. Company

3. Sense Phone The brain receives and Read: Decision Made; Gray Matters (p 2); Sensible integrates information 1 or 2 Dark Voices Games (p 5) from the senses.

Optical illusions provide Is Seeing Believing? (p 3); Use clues about how the brain Read: A Sensory Plan; 4. Vision and Illusions or 2 Your BrainPromote Your processes visual Everyone Needs a Brain Health (p 4); Sensible Games information. (p 5)

Gray Matters (p 2); Decade Some kinds of hearing Read: Bittersweet; 5. Can You Hear Me? 1 of the Brain (p 4); Sensible loss are preventable. Visible Clues Games (p 5)

The sense of touch varies Read: Making Sense?; Cover Activity; Gray Matters 6. Tactile Tests on different parts of the 1 Feeling for Clues (p 2); Careers for body. NeuroExplorers (p 7)

Receptors in the skin Read: Sensing Danger; receive information from The Better to Hear You Cover Activity; Gray Matters 7. Get the Point? 1 within their receptive With (p 2) fields.

The Read: Putting It All 8. My Sensory Strip receives information from 1 Together; Caught in a Gray Matters (p 2) receptors in the skin. Web; Big Trouble

9. Use Your Brains, Summary of concepts and Read: A Sensational Gray Matters (p 2); Decade 1 Create Refrains assessment Ending; The Sensible of the Brain Solution

Brain Link Sample Sequence @1997, WOW! Publications 103 Sensory Signals Materials You will need the following materials to teach this unit. package of popped popcorn, buttered and salted (Activity 1) package of unpopped popcorn, no salt, no butter (Activity 1) hot air or other popcorn popper (Activity 1) Call 1-800-969-4996 two identical opaque plastic bags (Activity 1) for, information about colored markers or crayons (Activities 2 and 3) BrainLink printed scissors (one per student or group) (Activities 3 and 8) materials and supplies. 15 meters of medium weight string per group of six students (Activity 3) six disposable cups (8 oz size) per group of six students (Activity 3) small box of paper clips (Activities 3, 6 and 7) hand magnifiers (one per student or pair of students) (Activity 4) white notecards (one per student) (Activity 4) disposable ear plugs (one pair per student) (Activity 5) cassette or compact disc player and tapes or compact discs (Activity 5) paper lunch bags (one per pair of students) (Activity 6) pairs of similar tactile materials, for example: penny and washer, cotton and fur, fine and coarse sandpaper, newsprint and copy paper, foil and wax paper) (Activity 6) rulers (one per student or group) (Activities 7 and 8; for Activity 8, rulers should be divided in millimeters) clear tape (one roll per group) (Activities 7 and 8) pipe cleaners (one per student) (Activity 8) glue (Activity 8, if not using tape)

Materials 104 BrainLink Sensory Signals @1997, WOW! Publications Windows to the World ACTIVITY 1

BRAINLINK BACKGROUND (for the teacher) CONCEPTS Our senses are our "windows to the world." Through the Senses provide us with information about the world senses, we obtain information necessary for survival. Like all around us. other forms of life, we need to interact with our surroundingsto Senses provide information obtain nutrients, protect ourselves from danger and reproduce. from within the body:, Senses also work within our bodies to provide cues about varying states of our body organs and positions of our muscles and limbs. OVERVIEW Students conduct an 1-3 Simple one-celled organisms, such as the amoeba, detect exploration using all fiVa.. light, and other characteristics of the environment senses. over much of their external surfaces. More complex animals SCIENCE & MATH SKILLS have evolved specialized cells called receptors that respondto specific aspects of their environments by sendingmessages to the Observing, preding and rest of the nervous system. Receptors translate information drawing conclusions about the physical world and conditions inside the body into TIME impulses that travel along neurons. Most receptorsare Preparation: 15 minutes specialized to respond best to a particular kind of . Class: 30 minutes Thus, the simple nerve endings in the skin respond topressure or 443014,,!,t,3 temperature, while rods and cones, receptors in the back of the MATERIALS eye, react only to the presence of different kinds of light. plain, unpopped popcorn Specialized regions within the brain receive and integrate apparatus for POppiritioni buttered; *Salted popcorn information detected by sensory receptors. Through this process, (previously prepared or we are able to interpret and react to our environment. Senses purchased) enable us to participate in the worldto learn, to achieve, to 2 identical opaque plaitic discover, to communicate. bags Taste and smell, in particular, are emphasized as students embark on a sensory exploration that introduces this unit of Brain Link activities. You may wish to highlight some of the interesting facts about taste and smell listed on the following page. LINKS This activity may be taught along with the following components of the Sensory Signals unit.

Cookie Crumbleschapters: A Friend Returns Cross-Wired Mystery Cookies (see science box on page 18) NOTE: If this is your students' first Brain Link Adventure story, have them read the introductory sections of the bookThe Beginning and The Club Membersbefore continuing with the chapters listed above. Explorations: The senses are our "windows to Cover page activity the world." BEST COPY AVAILABLE 0 0 Brain Link 1. Windows to the World C41997. WOW! Publications Sensory Signals SET-UP Taste and Smell Facts Conduct this discovery lesson with the entire class. The activity will lead students to think about the basic scientific questions, Taste and smell depend on What do you think is happening? and How do you know? receptors that normally are stimulated by chemicals. Pop or purchase buttered, salted popcorn before class and Molecules dissolved in liquid put it in an opaque plastic bag. Bring plain, unpopped popcorn are detected by receptors 'on (no butter or salt) to be prepared in class. the . Molecules carried in air are recognized by '71:1-41 PROCEDURE 'receptors inside the nose; 1.Conceal a popcorn popper behind a desk or screen and begin popping the corn. Ask the students to sit quietly at Even though the sense of "- :1 smell is about 10,000 their desks. As the kernels begin to pop, ask, What do you as sensitive as taste, the think is happening behind the screen? When students senses of smell and taste respond that you are making popcorn, ask, How do you usually work in concert,.... know? If only one sense is mentioned, ask, What else tells allowing us to distinguish r}" you it's popcorn? -.among thousands of diffeient:, and .

, . ; There are about 10,000. receptor units or taste buds' organized in small clusteis on- the tongue. While the four basic tastes4, sweet, sour, salty and bitter can be detected over -most the tongue's surface, certain regions are more responsive to a particular taste; The tip of the tongue is most sensitive to sweet, the front 2.Without allowing students to watch, put the warm, newly- and sides to salt, the-side popped corn into a bag identical to the one containing the the very back to sour'and,the- buttered, salted popcorn. Bring out both bags. Ask, How center back to bitter. could you tell which batch was just popped? Let the students touch the bags. Again, ask, Which batch was just popped? What makes you think so? 3. Now ask, Is either batch flavored? How could you tell? Allow students to smell the popcorn from each batch without peeking into the bag. Ask, Are they the same or different? How are they different? 4.Finally ask, Are either or both batches salted? How could you find out? Allow one or all students to taste one kernel from each batch.

5.Conclude by conducting a discussion with the students about how they were able to solve the popcorn mysteryaf students have not yet mentioned "senses," introduce the COn:cept. Ask students which bag contains recently popped corn.

1. Windows to the World 106 Brain Link Sensory Signals 01997, WOW! Publications BEST COPY AVAiiARI f Senses bring information about inside and outside the body to the brain. Very briefly discuss the common senses (sight, hearing, smell, taste, touch/feeling).

6.Ask the students to tell you all the parts of the body and the nervous system that they used in this exploration (eyes, nose, mouth, tongue, ears, fingers, brain, neurons, etc.) Stimulate further discussion by asking, What did your brain do? How did the information get from the senseorgans (eye, ear, fingers, nose, etc.) to the brain? These questions will build interest for Activity 2.

8.Draw a simple diagram on the board, as shown, to illustrate the relationship between detecting a stimulus, sendinga message to the brain and interpreting the message in the sensory brain. receptor BRAIN JOGGING Here are more ideas for you and your students to explore. What do you think a sense is? Is the ability to detect the Make a simple diagram of sensory pathways on the board. passage of time a sense? How about balance? ? Detecting graVity? Can you think of anything that you do or have ever done without using any of your senses? Some people believe that our brains can receive information directly. This controversial phenomenon is called extrasensory (ESP). What does the word, "extrasensory," mean? Do you think that it's possible for the brain to receive information that does not pass through the sensory system?

Brain Link 1. Windows to the World @1997, WOW! Publications Sensory Signals Putting It All Together ACTIVITY 2.

BRAINLINK BACKGROUND (for the teacher) CONCEPTS Certain parts of the brain are dedicated to each sense. Different areas of the Initially, different areas of the cerebrum are responsible for cerebrum receive receiving messages from each kind of sense organ. For example, information from each sense. a specific region of the cerebrum in the back of the brain is OVERVIEW dedicated to receiving information from the eyes. Not only are , Students learn about the areas of the brain specialized with regard to the senses, but special areas of the brain that scientists have discovered that, within each specialized area of receive information from the the brain, neurons respond to particular aspects of sensory senses. . information. In the visual region, for instance, some neuronsare devoted to motion, others to , and yet others to shapes and SCIENCE & MATH SKILLS patterns. The diagram at the bottom of the page shows the Modeling and inferring primary area (sensory cortex) for each of the - five senses. While not shown on the drawing, it should be noted TIME that all sensory information is routed through a central location Preparation: 5 minutes deep inside the brain (known as the ), before being sent Class: 30 minutes't to the appropriate Sensory area. MATERIALS After sensory signals are initially processed, they are copies or. oyerhead..4g. forwarded to other areas of the cerebrum for more complex transparency of *Sensory integration. In addition, there are areas in the cerebrum where Areas of the Cerebrum" on..: page 6 the brain puts together information from all the senses. When = we obtain information from several senses, we often are better copies of "Sensory NeuroKid able to understand a situation than when we have only one form on, page 7 (one per student) of sensory input.

Motor Cortex

The pathway of taste to the cerebrum is still unknown.

Smell Area (Olfactory Cortex) Visual Area ()

Auditory Area () BEST COPY AVAILABLE Primary Sensorygittreas of the Cerebrum 2. Putting It All Together te .108 BrainLink Sensory Signals @1997. WOWI Publications LINKS Unusual Animal Senses This activity may be taught along with the following There are many fascinating ways in which different animals "sense" components of the Sensory Signals unit. their environments through distinct The Cookie Crumbles chapters: sets of "windows," or senses. Each NeuroExplorers in Action organism is sensitive to only a portion of the information available Cousin Connie's Cookie Company .in:the environment. Animals have Explorations: ,evolved different types of Gray Matters (page 2) "windows" dependingupon the Is Seeing Believing? (page 3) Particular environment in which Sensible Games (page 5) they live and what, specifically, they need to know about their SET-UP .Surroundings in order to survive long enough to produce offspring. Conduct this activity with the entire class. "Did you know that: PROCEDURE Mosquitoes are able to detect the presence of potential prey by 1.Project an overhead or distribute copies of the Sensory Areas .sensing the carbon dioxide (CO2) of the Cerebrum page. Have students identify basic parts of the brain (such as cerebrum, and brainstem) ;biven off as waste from animal respiration? before pointing out the special areas where information from e' Crabs and flies taste each sense is first processed. Ask, Can you find where with their feet, allowing information about things we see is sent? About things we = them to know smell? About things we hear? immediately if they have ..7landed upon something edible? 2. Give each student a copy of the NeuroKid page. Have the *Some male moths can smell and students draw a line from each sensory stimulus (lamp, food, then locate a potential mate radio, etc.) to the primary receptor organ associated with it :ri"everal miles away by detecting (eye, ear, tongue), and on to the area of the cerebrum where -airborne chemicals (pheromones) that particular sensory information is processed. produced by the female? *Bats and whales send out sound 3.You may want to assign a specific color for each sense to ---,signals and monitor the echo to make the diagram easier to follow. Students may use that assess the nearness of obstacles, color to fill in the corresponding area of cerebral cortex. danger and food (echolocation)? Homing pigeons and other birds 4.Note that the stimuli may evoke more than one sensory ire believed tosense the response. For example, food can be tasted, smelled, seen and teirth's magnetic fields touched. After their initial responses, urge older students to ."-,kand use that information note all the senses that could be stimulated by each item. foi.navigation? 14Fiectric generate BRAIN JOGGING electric fields around z."`' ,Nthemselves that allow them Here is another idea for you and your students to explore. la.detect objects in their immediate vicinity? z. Which sense do you usually rely upon most? Explain why ?!.Rattlesnakes use a special organ that sense is more important to you compared to all your .:(the pit organ) to locate other senses. pother animals, even in total darkness, by seeing an BEST COPY AVAILABLE .--,;,,indicating the warmth 1,!-.cif,t.he other animal's body? 1 0 Brain Link 2. Putting It All Together @1997. WOW! Publications Sensory Signals tC 0co '90o cf-frY 112 E.iiifL " cra s1 Sensory Areas of the Cerebrum CM 0fD11 5CD istoThe stillthe pathway unknown.cerebrum of taste Touch(Sensory Area Cortex)

Smell(Olfactory Area Cortex) Visual(Visual Area Cortex) Auditory(Auditory Area Cortex) areas is sent to other parts of theInformation brain for further from processing.each sense is processed in a different part of the cerebrum. Information from these L - '1112' Sensory NeuroKid

There are many things in NeuroKid's room that he cansee, hear, smell, taste or touch. Draw a line from some of these things to the place on his body (suchas his eye, ear, nose, mouth or hand) where NeuroKid would receive information about them. Thenconnect the line to the place in NeuroKid's brain where thatsensory information would go.

Brain Link 2. Putting It All Together @1997, WOW! Publications Sensory Signals SensePhone ACTIVITY 3

BRAINLINK BACKGROUND (for the teacher) CONCEPTS Some neurons or other cells act as receptors to translate The brain receives and integrates information from different types of physical information (light, heat, presence of all of the senses. certain molecules, etc.) into nervous system messages or signals. These signals then travel along sensory neurons to the brain. OVERVIEW Most sensory receptors are specialized to respond to a Students create a string and cup model of sensory particular type of information. For example, there are different receptors and the brain that receptors in the skin devoted to receiving and transmitting allows them to explore how information about pain, pressure, heat, cold and touch. the brain puts together Interestingly, there are many aspects of the physical environment information from each of the to which our receptors do not respond. For example, we "see" senses. light only between wavelengths of 400 and 700 nanometers (one nanometer is equivalent to one billionth of a meter) in the SCIENCE & MATH SKILLS electromagnetic spectrum. Other organisms, such as many species Using variables, measuring, of bees, are able to see wavelengths that are invisible to us. modeling, problem solving and inferring The brain continually is being bombarded by sensory signals from inside our bodies and all around us. Incredibly, it is able to TIME filter out much of that input, enabling us to ignore some of the Preparation: 10 minutes signals, but to utilize others. Complex communication and Class: 45-60 minutes processing occur continuously within the brain's neural networks to produce "understanding" of what is happening around us. MATERIALS Each group of six students will This activity is designed to help students discover, in a basic need: way, how the senses work together. It emphasizes the very important role the brain plays in deciphering and integrating copy of "SensePhone Instructions" on page 10 sensory information. set of "What Would You Be LINKS Doing If...?" cards on pages 11-15 This activity may be taught along with the following 6 disposable cups (8 oz size) components of the Sensory Signals unit. 15 m of medium weight cotton string The Cookie Crumbles chapters: 11 paper clips Decision Made scissors Dark Voices colored pencils or markers Also see science boxes on pages 3-4 Explorations: Gray Matters (page 2) Is Seeing Believing? (page 3) Sensible Games (page 5)

SET-UP You will need to copy the What Would You Be Doing If...? pages and cut out the individual cards. Students rifarcio this if you prefer. Divide the class into groups of six studentkt o conduct this activity.

3. SensePhone 113 BrainLink Sensory Signals @1997, WOWI Publications PROCEDURE

1.Have each group construct a model consisting of 5 "sensory receptors" (cups) connected by separate "sensory neurons" (strings) to a central receiver or "brain" (cup) using the Sense Phone Instructions asa guide. The string from each "receptor" will enter the "brain" atan area representing the specific area of cerebrum for that sense. 2.Use the Sense Phones to learn about the brain's role in "making sense" of incoming information. Distribute a set of "What Would You Be Doing If...?" riddle cards among the "sensory receptors" in each group. Retain the answer cards for yourself. Cards for four riddles are provided. Students Students use cups and string to may enjoy creating their own riddles on the blank cards. create a model of the sensory 3.Within the groups, have each "sensory receptor" read his/her nervous system. information in turn into the "receptor" cup so that only the "brain" can hear it. After listening to all of the clues, the "brain" should put all the information together (integrate it) in order to come up with a solution. Allow the "brain" a few moments for thinking after the clues are spoken. 4.There may be many "right answers" to each riddle. The answer cards contain one possible interpretation of the sensory information. Your students may be more creative at answering the question, "What Would You Be Doing If...?" Accept all answers that are plausible! 5.After the "brain" has proposed a solution, have each "receptor" read his or her information to the group. Ask the students, Is the information from any of the individual senses enough to figure out the answer? Does the brain have enough information to solve the riddle? Have students within each group rotate positions after each riddle. Distribute riddle cards to each group 6.Develop a class discussion about the senses and sensory of students. Use the blank riddle integration by asking the students, Do you think that you cards on page 15, if students would like to create their own riddles. could describe an object using only one sense? If so, which sense? If not, which sense might give you the most information? What about describing a whole situation or activity? Why might you be able to describe an object, but not an activity, using only one or two senses?

BRAIN JOGGING If desired, students may experiment with different Here are more ideas for you and your students to explore. types of string, cups, Think of situations in which information from only a single 'attachment sense is not enough to understand what is happening. lengths of siring; indoor and outdoor settings, etc. 77-"n Why do you think the sensory receptors for he ,seeing, to get the best results smelling and tasting are located on your head? from their model:

E:24

4 -1 BrainLink BEST COPY AVAILABLE j. J. tic 3. SensePhone 61997, WOWI Publications Sensory Signals Sense Phone Instructions theYou "brain." will need Make six five dots around the cups. Label one cup as Carefully open a paper clip and use Measure and cut five pieces of string, each Theserepresentpictureprimarybottom on sensory eyes, ofthe the remaining ears, "brain"areas. mouth, Put five a nose labelcups and orto askin. cups will be the "receptors." cup to represent the "brain"eachcenterthe"receptor" end of of tothe the make dots cup.bottom ona Alsosmall the of makeeachbottom hole ain holeof the the in cup. frompapereachstring2.5 m "receptor,"pulling clip(8through ft) inside long. out the andof thePush hole the cuptie onehole.in the to the end keepstring bottom of the eachto stringa of areaAttach of the "receptor""brain" cup by threading the cups to the correct Test your Sense Phone. stringsclipsarea."receptor""sensory insideTie from the neuron" the stringsthroughpulling "brain"115 stringto out.its the cup matching fromends to keep ofeach 5"brain" thepaper keepclearlyReceptors:Brain: the Holdin string low Hold the voices. tight "brain" the while "receptor" "I am speaking. your cups over your mouths and take turns speaking cup tightly against your ear and listen. ... [eyes, ears, nose, mouth, skin]." Be sure to 116 What Would You Be Doing If...?

Riddle 1

I hear something crunching.

Possible brain solution: I am eating a red apple.

BrainLink 3. SensePhone 101997, W014/1 Publications 117 Sensory Signals What Would You Be Doing If...?

Riddle 2

I hear something I see something rounded dripping. and yellow.

Possible brain solution: I am making lemonade.

3. Sense Phone Brain Link Sensory Signals 118 01997, WOW! Publications What Would You Be Doing If...?

Riddle 3

I hear wind blowing and water rushing.

Riddle 3

I smell something fishy.

Riddle 3

I feel something wet. Possible brain solution: I am at the ocean shore or beach.

Brain Link 3. Sense Phone 01997, WOW1 Publications 110 Sensory Signals T11 What Would You Be Doing If...?

I see movement, and many people.

Riddle 4

I feel hot and dusty. Possible brain solution: I am at a rodeo, carnival or fair.

3. Sense Phone 120 Brain Link Sensory Signals 101997, WOW! Publications What Would You Be Doing If...? Blank Riddle Cards

I61 Brain Link 3. SensePhone 101997, WOW! Publications Sensory Signals . Vision and Illusions ACTIVITY 4

BRAINLINK BACKGROUND(for the teacher) CONCEPTS Some optical illusions The provide clues about how the Most of our knowledge about the surrounding world comes brain processes visual information. from the sense of vision. This seemingly miraculous sense The brain can be fooled by transforms signals produced by light entering the eye into insufficient or conflicting of movement, color and form. The abilities to visual input. recognize a face, identify an object under different conditions of light or interpret the different components of a landscape result OVERVIEW from complex processes that take place in many different areas Students learn about the of the cerebral cortex. The strategies used by the brain in vision brain's role in vision, as they cannot be duplicated, even by the most sophisticated existing experience well-known optical computers and software. illusions. We only are beginning to understand how the visual system SCIENCE & MATH SKILLS in the brain works. While it was once believed that vision Observing, identifying worked like a simple camera, we now know that it is a much variables, identifying more complex process. Light enters the eye through the relationships and measuring and is focused by the on the , where it activates special TIME light-sensitive cells (rods and cones). These cells convert light Preparation: 10 minutes energy into electrical signals that travel along the to Class: 30-45 minutes the visual centers of the brain. The primary visual cortex, where signals are first processed, is located at the back of the head. MATERIALS However, there are at least 20 other areas of cerebral cortex white notecards (one per devoted to the processing of visual information. Cells in different student or pair of students) areas of the visual cortex respond to different characteristics of hand magnifiers (one per objects (for example, motion, form, color). Each of these areas student or pair of students) receives special information carried along separate pathways. copies of "The Vanishing This information is assembled along parallel and hierarchical Spot" and "Brain Illusions" routes, not yet fully understood, to form a three dimensional on pages 21 and 22 (one mental perception of the world. copy per student)

Tricking the Eye and Brain Optical illusions provide clues about the ways in which the brain processes visual information. The brain appears to make certain assumptions about what is to be seen in the world. When insuffidient information is provided or the information is conflicting, the brain can be "tricked." In this activity, students will explore several well-known illusions. They are based upon the following principles.

4. Vision and Illusions Brain Link Sensory Signals 122 101997, N/014/1 Publications Inverted Image Light enters our eyes in the same way that it enters a pinhole camera or passes through a simple lens (such as a hand magnifier). As a result, the light that becomes focused on the retina presents an image that is inverted relative to the outside world. Higher levels of the brain adjust for this, so that we "see" the world in its correct orientation. Images are inverted when they are Filling In focused on the retina. Sometimes, when information that the brain receives about the physical world is not complete, it tries to fill in the gaps. This happens with the area in the field of vision that corresponds to the "blind spot" on the retina. The blind spot is the exit point for the optic nerve to the brain. It contains no Retina receptor cells and cannot react to incoming light. (light receptors) However, we do not "see" a blank space in our field of vision, because the brain fills in the missing area with an Pupil estimate of what it should look like. This astonishing process can be experienced in the presented on the student page, The Vanishing Spot. This illusion is constructed so that a Lens black circle or a gap in a line falls exactly on the blind spot of the eye. When the brain "fills in" the blind spot, the image of the circle disappears and the line appears unbroken! Grouping Light coming into the eye is detected as tiny points by the individual receptors in the retina. This information must be processed through many levels in the brain before it becomes useful. In fact, the association of separate points into more meaningful mental images is one of the primary tasks of the The blind spot has no receptors for visual cortex. One of the ways the brain organizes visual light, yet we do not see a blank information is by clustering objects that are close together. As a space in our field of vision. result of this tendency, the groups of dots in the second example on Brain Illusions appear to be arranged either in columns or in rows, depending upon the spacing.

123 BrainLink 4. Vision and Illusions @1997, WOW! Publications Sensory Signals Figure vs. Ground The visual system works on a "winner takes all" basis. The eye and brain can focus intently on only one object at a time. Everything else is reduced to background. When a figure is ambiguous, as in psychologist Edgar Rubin's famous vase example shown on the Brain Illusions page, the brain jumps from one interpretation to another. Thus, the figure can appear as either two faces in profile or a symmetrical vase, but not as both at the same time. Context

One of the most difficult tasks faced by the brain is building Do you see a vase or two profiles? a three-dimensional perception of the world from the two- dimensional image received on the retina. The brain uses several context clues to estimate depth and distance. One clue is shading. Look at the rows of circles in the third example on Brain Illusions. The circles will appear as spheres or cavities, depending upon where you assume the light is coming from. It is virtually impossible to see both rows of spheres as concave or convex (adapted from Ramachandran, V. 1988. Perceiving Shape from Shading. Scientific American 259(2):76-83). Another clue is perspective. Small-appearing or closely positioned objects can be interpreted as being far away, depending upon the relative size or distance of surrounding objects. Examples include railroad tracks that converge in the distance, or an automobile that gradually increases in size as it approaches. The brain uses clues about the relative size of nearby objects to interpret these examples correctly. When provided with insufficient or conflicting information, Context cues provide information about the brain can be fooled. The open cube provided on the Brain distance and size. Illusions page is a good example of this. Since there are no clues about which surface is closest to the viewer, the brain will switch among different interpretations of the cube. (This illusion was first devised by L. A. Necker in 1832.) LINKS This activity can be taught along with the following sections of other components of the Sensory Signals unit. The Cookie Crumbles chapters: A Sensory Plan Everyone Needs a Brain Also see science box on page 19 Explorations: Is Seeing Believing (page 3) Use Your Brain Promote Your Health (page 4 Sensible Games (pages 5-6) The Necker Cube is a well-known The Neuro Side (page 6) optical illusion. Toad Hunt (page 8)

4. Vision and Illusions 124 B rainLink Sensory Signals 61997, WOW! Publications SET-UP Conduct the following explorations in one longer or several short sessions, depending on the ages of your students and the time available. Students may work individually or in pairs. PROCEDURE

1.Inverted Image. Give a hand magnifier and a note card to each student or pair of students. Direct them to stand with their backs to a window as they hold the magnifiers a few The Vanishing Spot inches in front of the note cards. The students should observe the image that is projected onto the card. (If the image is not sharp, have them move the magnifier forward and backward until it becomes focused.) Ask, What do you Hold this sheet about I8 inches from your face. Cloth your right see? Is it right side up? Help the students understand that the eye. Stare at the x using your left eye. Move the sheet back and image projected onto the retina of the eye also is inverted. forth slightly. What happens to the black circle? The brain "flips" the image to its correct orientation as it builds a mental picture of the physical world.

2.Filling In. Pass out copies of The Vanishing Spot and direct Close your right one and try again, this time focusing on the each student to follow the simple instructions listed at the iriangle. What happens? bottom of the page. What happens to the black circle? To

the space in the black line? What do you think is happening? 4. Make and yaw.Nuanialgro le.r Lead the students to conclude that the brain is filling in the space corresponding to the "blind spot" on the retina. 3.Grouping. Give each student a copy of Brain Illusions. Ask students to focus their attention on the rows of dots shown in example A. First, ask them to establish the number of dots in each group. Follow by asking, Are the dots in the first group arranged cross-wise or up-and-down? Why do you think so? What about the dots in the second group? Lead the students in a discussion about the role of spacing in altering their perceptions of the arrangement of the dots. 4. Figure vs. Ground. Let the students look at example B on the Brain Illusions page. Ask them to describe what they are seeing. (Some will see a vase, others a pair of faces, and others may mention that the image switches between the faces and the vase.) Encourage the students to think about what might be happening. Explain that the eye and brain can be busy with only one object or image at a time and that everything else becomes background. In the case of this illusion, the brain jumps from one interpretation of the figure to the other. Follow by asking whether it is ever possible to watch two different things closely at the same time. 5.Context Clues. Direct students' attention to example C. Ask them to imagine that the light illuminating the,Isleres is coming from above. Have them identify whicli`', 416 of BEST COPY AVAILABLE

1 ) Brain Link 141/4) 4. Vision and Illusions 01997, WOW! Publications Sensory Signals spheres looks like it is concave and which row looks convex. Now, ask them to mentally switch the light source to below the figure. Which row is concave and which is convex now? Challenge the students to establish whether it is possible to see both rows simultaneously as concave or convex. Why or why not?

6.Challenge students to identify which side of the open cube in example D is facing forward. Is it possible to tell? What kinds of clues would we need to determine which side is closest to the viewer? Students also may notice that their attention will flip between two (or more) different interpretations of the cube, much in the same way as their interpretation of example B switched between the vase and the two faces. BRAIN JOGGING Here are more ideas for you and your students to explore. Try using different tricks of perspective to create drawings that represent three-dimensional objects or scenes. Possible techniques include using shading, making background objects smaller, and letting linear objects converge in the background. Find other examples of illusions, and ask students to describe what they think the brain is doing (filling in, using context clues, etc.). Be aware that the brain mechanisms behind some illusions still are not understood.

126 4. Vision and Illusions Sensory Signals The Vanishing Spot

x

Hold this sheet about 18 inches fromyour face. Close your right eye. Stare at the x using your left eye. Move the sheet back and forth slightly. What happens to the black circle?

A

Close your right eye and try again, this time focusingon the triangle. What happens?

r) Brain Link 147 4. Vision and Illusions 01997, WOWI Publications Sensory Signals Brain Illusions

A. B.

C. D.

4. Vision and Illusions Brain Link Sensory Signals 128 001997. WOW! Publications Can You Hear Me? ACTIVITY 5

BFtAINLINK BACKGROUND (for the teacher) CONCEPTS Hearing and the Ear The human ear is designed to trap sound waves and Sound is produced when an object vibrates in air (or another convert information about medium, such as water) and produces alternating bands of high sound into nervous system and low pressure, knownas sound waves. Even though sound signals. waves possess very low levels of energy, our ears and brainare Some kinds of are preventable. able to detect the frequency and loudness of sounds,as well as to locate sound sources. OVERVIEW The human ear is designed to collect soundwaves and detect Students experience the effects minute changes in air pressure. Theouter ear consists of the ear of ear plugs and learnabout flap and a short passageway knownas the auditory canal. The protecting the ear, as an or tympanic membrane is locatedat the inner end of example of how sensoryloss- the auditory canal. The eardrum bulges inwardor outward in can be prevented. response to pressure changes caused by sound waves. This SCIENCE& MATH Slots movement is amplified by the three tiny, interconnected bones residing in the . Observing, considering and calculating variables, Another membrane separates the middle and innerears. The measuring and drawing,,, is a complicated labyrinth of interconnected fluid-filled conclusions chambers and canals. The upper group of canals is important for TIME the . The lower canal is coiled likea snail shell and is filled with fluid. This structure, knownas the , Preparation: 15-minutes converts pressure waves into impulses that are sent along Class: 30 minutes sensory neurons to the auditory centers in the brain. MATERIALS Sensory Loss copies of "How Loud Is Too

Loud?" on page 26. Our ability to detect and process information from the disposable earplugs (one outside world depends on the presence of intact and functioning pair per student) sensory . Whenever any of the components of a cassette/compact disc.2, particular sense is harmed, our capacity to receive information player and one.,di:iiiOr*: through that sense may be diminished, distortedor eliminated. tapes or compact discs In the ear, damage to any of the parts described in the preceding section could result in partial or complete hearing loss.

Some kinds of sensory loss are preventable! Whilewe are , not able to protect our sensory systems from every kind of Protect Your Hearing damage, certain measures can be taken to limit harmful situations. This is particularly true of the sense of hearing. Headphones are a particularly Simple actions, such as wearing earplugs in noisy settings, often insidious contributor tohearing can prevent damage to delicate structures inside the ear. In damage. If the volume on a addition, protective headgear and helmets forsports and certain personal tape player is so loud occupations help avoid serious head injuries. Safety glasses, that another person can hear the sound coming from the shaded lenses, heavy gloves, protective clothing, andsun screens headset, the wearer may be all shield valuable sensory receptors in theeyes and skin. harminghis/herears! ;:k This activity lets children experience how earplugs reducethe amount of sound that enters the ear:

Brain Link BEST COPY AVAILABLE 1 2 23 5. Can You Hear Me? @1997, WOW! Publications Sensory Signals LINKS Middle ear Ear drum This activity may be taught along with the following Neurons to brain components of the Sensory Signals unit: The Cookie Crumbles chapters: Bittersweet Visible Clues Explorations: Gray Matters (page 2) Decade of the Brain (page 4) Cochlea Sensible Games (page 5) Auditory canal SET-UP This activity may be carried out with the entire class or with The ear is designed to capture groups of three students. In either case, the activity requires three sound waves and transform them different categories of participants: (1) students with earplugs, into impulses that can be sent along sensory neurons to the brain. (2) students without earplugs and (3) observers, who also will act as recorders. In advance, select one or more cassette tapes, CD's or radio settings that present different kinds of sounds. Examples include speaking voices, vocal music, classical instrumental music, special sound effects, rock music, etc. For each trial with the students, gradually increase the volume of the cassette or CD player from the lowest setting possible to one that is between medium and high (the actual amount that you increase the loudness will depend on your classroom size and other factors). If possible, have students sit in a circle, all at an equal distance from the sound source. You or some of your students may want to prepare a tape of different sounds to use for this activity. PROCEDURE

1.After dividing them into groups, explain to students that they will be listening to sounds that will increase gradually in loudness. Tell the students in the "earplugs" and "without earplugs" groups to keep their eyes closed during the experiment and raise their hands when they first begin to hear a sound. When they stop hearing the sound, they should lower their hands and wait for the next one. Repeat the experiment several times with different kinds of music or sounds. The "observers" should record which of the other two groups responded to the sound first during each trial. Students should raise their Depending on the age of your students, you may wish to hands when they first begin to have them record the actual time intervals between the hear the sound. responses of each group.

5. Can You Hear Me? 130 Brain Link Sensory Signals @1997, WOW! Publications Have all the "earplugs" participants insert the plugs gently into their ears. The plugs should fit snugly, but not be Sensory Loss uncomfortable. Sensory loss can occur as a result of disease or damage to any of 3. Play each sound, gradually increasing the volume until all or the parts of the sensory system, most of the students have raised their hands. Repeat the as described below. experiment several times with different kinds of music or sounds. The "observers" should record which of the other Sensory receptors (in the eye, two groups responded to the sound first during each trial. ear, skin, etc.). Damage to You may wish to have students calculate the actual time sensory receptors can take intervals between responses by the two groups. place in small increments over time, or can result from a 4.Lead a discussion of the results of the trials. You may do this sudden catastrophe. Hearing informally, or you may wish to tabulate the observations on loss from repeated exposure to the board. Did the students wearing earplugs first hear the loud noise is an example of the sound at lower or higher levels of loudness than the group effect of gradual injury to without earplugs? What does this tell us, in general, about sensory receptors. Severe blows to the eye or ear can cause the usefulness of earplugs? For which types of sounds were permanent blindness or the earplugs most effective? Discuss the information by harmini one-or presented on the How Loud is Too Loud? sheet. ' more of the delicate Parts.1 Extremely loud noises alsocan BRAIN JOGGING cause immediate and Here are more ideas for you and your students to explore. irreversible hearing loss. Imagine a new invention that could help compensate for the Sensory neurons. Whenthes loss of one of the senses or that increases the acuity of a neurons that carry sensory sense. Describe your sense-improvement invention in a short information to the brain paragraph or story, or draw a picture of it. degenerate or are severed, no signal will reach the appropriate Use the SensePhones to investigate the consequences of area of the brain, even if the damage to different components of the sensory system. Have sensory receptor remains intact. Multiple sclerosis is an example different groups simulate "damage" to receptors, sensory of a disease that can lead to loss neurons or the brain by cutting or otherwise modifying the of the sense of touch and/or corresponding component of the SensePhone (i.e., receptor vision through the gradual cups, string or brain cup) and testing whether a message can breakdown of the myelin sheath be sent. .1.protecting some sensory neurons. In the case of hearing, Individuals who are deprived of a particular sense (vision, ..`damage to the nerves between hearing, etc.) often learn to rely more on information ear and the brain viill result obtainable through other senses. Common examples include in deafness. the use of vision by deaf persons to "read" and understand spoken language, or the use of touch in the Brain. Sensory loss as a result fingertips by blind persons to "read" Braille texts. Such of brain damage depends on the:, individuals usually are able to live rewarding and productive region of the brain that is lives by substituting input from one sense with that from affected. Specific injury to a another sense. Can you think of other examples of sense very small area of the cerebrum substitution? can impact only one sense. However, swelling and other secondary consequences often lead to ill effects in many ,areas of the brain. BEST COPY AVAILABLE i31 BrainLink 5. Can You Hear Me? (4,1997, WOW] Publications Sensory Signals How Loud ils TOO Loud?

Ringing or a full feeling in the ear signals that you are being exposed to noise that could be harmful. When this happens, let your ears rest in a quiet place! Remember, loud noises are dangerous! Sounds in the DANGER ZONE can cause hearing loss if exposure continues for too long a time. Sounds at 140 decibels or higher can even cause instant damage to hearing.

Sound is measured in units called decibels (db). See how different types of sound compare.

Sound Units (db)

firecrackers, jet engine, gun shot rock concert DANGER ZONE headphones, car stereo snowmobile, subway train city traffic, lawn mower, motorcycle

alarm clock, hair dryer, factory .10 restaurant, vacuum cleaner 60 normal conversation 50 average home, refrigerator 40 principal's office 30 soft whisper, quiet library

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5. Can You Hear Me? 13 2 BrainLink Sensory Signals C11997, WOW! Publications Tactile Tests ACTIVITY 6

BRAINLINK BACKGROUND (for the teacher) CONCEPTS t The ability to discriminate We often speak of the five senses: vision, hearing,taste, between objects by using the smell and touch. However, the tactilesense, traditionally called sense of touch varies on "touch," actually encompasses a large group of more or less different parts of the body. separate senses. These include pressure, vibration, warmth, cold, heat and pain, detected in the skin and deeper tissues. OVERVIEW The number of different kinds of receptors,or "," Students explore the sense of present in the skin and the ways in which different dimensions touch by comparing skin-. of touch or feeling are detected by those sensitivities on the upper arm receptors are not and fingertips. completely known. We do know thatpressure receptors at the ; base of each hair detect minute movements that correspondto SCIENCE & MATH SKILLS contact, or being touched. Other specialized receptors register Observing, comparing,, temperature. Pain is detected by free nerve endings. drawing concluiloni The perception of different isnot distributed equally TIME in the skin. For example, in any given area, there usuallyare Preparation: 15 minutes more points that are sensitive to pain than there are points that Class: 30 minutes are sensitive to pressure or to temperature. In addition, some areas of the body have more sensory receptors of a particular MATERIALS kind than others. For example, thereare more pressure-sensitive 12 paper lunch bap. pairs of similar materialt-that can be discriminate'dbY..' touch (different grits Of Free nerve sandpaper, washer and a ending (pain) coin, rabbit or synthetic fur Touch receptor and cotton balls or fluff, Temperature \ receptors smooth and rough fabric, smooth and rough cardboard, newsprint and copier paper, aluminum foil. and waxed paper:etc:).

BEST COPY AVAILAL, Cross Section of Skin (Note: Characteristics of skin without hair and skin with hair are combined for purposes of illustration.)

BrainLink @1997. WOW! Publications 6. Tactile Tests Sensory Signals receptors on the tip of the tongue and on the fingertips than anywhere else in the body. This exploration allows students to compare the relative sensitivity of skin on different parts of their bodies (upper arm and fingertips). By trying to feel the difference between two similar objects having slightly dissimilar textures, students discover that some areas are more sensitive than others. This is because there are more sensory receptors for touch in some places than in others. LINKS This activity may be taught along with the following components of the Sensory Signals unit: The Cookie Crumbles chapters: Making Sense? Feeling for Clues (see science box on page 23) Explorations: Cover activity Gray Matters (page 2) Careers for NeuroExplorers (page 7) Try This! Many of the sensations that SET-UP we feel consist of blends of information from different Prior to class, place similar pairs of objects in numbered kinds of receptors in the skin. brown paper lunch bags. (Suggestions for pairs of objects are For example, the feeling of listed in materials.) You will need one bag for each two students. wetness is generated by the simultaneous stimulation of Conduct this activity with students working in pairs. receptors for cold and PROCEDURE pressure. To convince yourself of this, 1.Distribute one of the bags you have prepared to each pair of cover your finger with clear students. Have one student in each pair close his/her eyes. plastic and then place it in Ask the remaining student to remove the objects from the cold water. It will feel wet! bag and gently rub them, one at at time, on the upper arm of the student with closed eyes. Can he or she feel any difference between the two objects?

2.Then have the teams test the same two objects on the fingertips of the students with closed eyes. Are they able to feel a difference this time? Ask them to describe the two things they felt.

3.Rotate the bags among groups, have the students trade jobs and repeat the process as time allows.

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134 6. Tactile Tests BrainLink Sensory Signals (01997, WOW1Publications 4.Use these class discoveries along with the information in BRAINLINK BACKGROUND to lead a discussion about differences in skin sensitivity among body areas. Help students understand by asking questions such as, Could you tell whether objects were the same or different with your fingers? With your arm? From which area of the body do you think the brain gets more sensory information? In which area are there more sensory receptors? Why do you think the hands are more sensitive? BRAIN JOGGING Here are more ideas for you and your students to explore. Try creating long whiskers such as Try taping "whiskers" (straws, pipe cleaners, etc.) onto your those of acat.. cheeks. Imagine that you are a cat or other animal that navigates in the dark. Would your "whiskers" help you judge the nearness of objects or the size of openings? How could you find out? Do you think the hairs on your body improve your sense of touch? Why do you think it is important for our skin to contain sensory receptors for heat, cold and pain in addition to those for simple "touch" (contact, pressure)? Do you suppose there are more receptors in the skin for pressure or for pain?

133 Brain Link 6. Tactile Tests (01997, WOW! Publications Sensory Signals Get the Point? ACTIVITY 7

BRAINLINK BACKGROUND (for the teacher) CONCEPTS Sensations in the skin are The area of skin from which a sensory receptor receives detected by special information is called its . In a part of the body receptors. with more receptors or nerve endings, the receptive fields are Each receptor in the skin smaller because the receptors are closer together. For instance, receives information from an there are many more sensory receptors in our fingertips than in area known as its receptive the upper arm or leg. As a result, the receptive fields are smaller field. on the fingers than on the arm. You might make the analogy Some parts of the body have that there are "more dots per square inch" in the skin on our more receptors in the skin fingertips than in the skin on the upper arm. This makes it than others. possible for the fingers to make finer discriminations of texture OVERVIEW or minute objects than the upper arm. Students experiment to This activity will allow students to experience and quantify discover differences in the sizes of "touch" receptiVe fields the approximate sizes of receptive fields on their fingers, palms in their inner arms,palriis and and upper arms. fingertips. LINKS SCIENCE & MATH SKILLS This activity may be taught along with the following Predicting, measuring,,, components of the Sensory Signals unit: gathering data, and drawing conclusions The Cookie Crumbles chapters: Sensing Danger TIME The Better to Hear You With Preparation: 10 minutes Also see science box on page 23 Class: 45 minutes Explorations: MATERIALS Cover activity rulers (one per group) Gray Matters (page 2) 'paper dips (two per group) SET-UP tape copies of "Get the PoInt?"-or. To conduct this activity, divide the class into pairs of page 32 (one pergroirP)',i,-- ?-5,1 students. PROCEDURE opened paper dip 1.Help each team create a testing tool by attaching two paper clips to a thin ruler as shown. One paper clip is taped in tape place and remains fixed. The other is moved along the ruler 10 11 12 13 14 to create different distances between the points for testing. Each time the distance is set, the tips must be tapped on a flat surface to make them even. 2.Give each pair a Get The Point? data sheet. Diagrams at the top of the sheet illustrate points on the body to be tested (fingertip, palm of hand and forearm) and the amount of tip Two-point testing tool separation for each trial. Space is provided on thelheet for both students to record their results.

7. Get the Point? BEST COPY AVAILABLE 136 BrainLink Sensory Signals -"V 01997, WOW! Publications 3.Each team should test all three points shown on the hand and arm at all four tip separation distances. For each test: Nerve endings and One student looks away and closes his/her eyes. Nerve endings and corresponding corresponding receptive fields The other student sets the distance between the paper receptive fields clips as shown on the Get The Point? sheet and gently touches the first student at the indicated touch point. NOTE: It is important that both paper clip ends touch the skin at the same time and with the same pressure. The first student, whose eyes are closed, says "one" or "two" depending on whether he/she felt one or two Comparison of receptive fields for touch points. Tell students they will not always be able to feel in the finger and forearm. two points. The other student writes a "1" or a "2" in the appropriate column on the Get The Point? data sheet. If the student being tested is not sure, the answer should be recorded as "1." 4.After the tests have been completed based on one student's Ainaziri-g responses, the experiment should be repeated with the We feel only one preskie other student. point (even though the,,. testing tool has two)ii.r.hen 5.Summarize data for the whole class by tallying student both points fall withiti-ige.: observations on the board. Have students compare results same receptive field' for the three test points. Conduct a discussion about Encourage students.to keep differences in skin sensitivities among body areas. Help an open mind as they students to understand by asking questions such as, How far experience this remarkable; apart did the points have to be before they felt like two phenomenon. points on your arm? On your palm? On your fingertip? Were there differences between you and your partner? Were there large differences in the class? Which of these three parts of your body must have the highest density of touch receptors? Which has the lowest density of touch receptors? Do youthink that you can estimate the sizes of the receptive fields on your fingers, palm and upperarm? BRAIN JOGGING

Here is another idea for you and your students toexplore. Do you think that you have many or few sensory receptors in your nose? ears? back? thigh? scalp? sole of foot? elbow? knee? Try the two-point test on these or other parts of your body, if you wish. Why do you think it might be advantageous to have more receptors in one area than another? BEST COPYAVAILABLE

137 BrainLink 7. Get the Point? 01997, WOW! Publications Sensory Signals Get the Point?

TEST POINTS TIP SEPARATION

5 mm 10 mm 15 mm 20 mm

TIP SEPARATION

How many points 5 mm 10 mm 15 mm 20 mm do you feel? 1 or 2? 1 or 2? 1 or 2? 1 or 2?

1. FINGER TIP

Name . . . Name

2. PALM Name Name

3. INNER ARM

Name - Name

7. Get the Point? BrainLink Sensory Signals 13S @1997, WOW! Publications 11,1 My Sensory Strip ACTIVITY 8

BRAINLINK BACKGROUND (for the teacher) CONCEPTS A special part of the cerebrum, known as the sensory A special part of the cortex, receives input only from the skin senses. This area lies cerebrumthe sensory right behind the motor cortex (see drawing on page 4). The size cortexreceives input from the body surface. of the cerebral area that receives information from each region Areas of the body that are of the body depends upon how many sensory receptors the important for the sense of particular body area contains. In other words, areas of the body touch have a larger with many sensory receptors (like the fingers and lips) have representation on the much larger areas of cerebrum devoted to them than areas of sensory cortex. the body with fewer receptors (like the legs). OVERVIEW In this activity, students will construct a "headband" that Students make a model of the shows the relative sizes and approximate positions of the main sensory cortex that they can areas of the body represented on the sensory cortex. They will wear, and they investigate compare the lengths of areas on the sensory cortex which parts of the b60.,_ corresponding to different parts of the body, and combine that coirespond to the lar0st 'areas knowledge with information from the previous activity about on the sensory cortex. ** the sensitivity of the upper arm, palm and fingertips. SCIENCE & MATH SKILLS

Predicting, measuring: -' interpreting data and drawing 1111 \.\ conclusions

V"f- -g a TIME . i9 P. 0 1.5 e Preparation: 5 minutes Class: 45 minutes MATERIALS J9C4' \ . Lower up toweruP copies of "Sensory Strip" on Teeth. gums. and jaws Teeth. gums, and jaw page 35 (one per student) -- Tongue Tongue pipe cleiners (One

Phaninx student) k::abdonunal MAP OF SKIN Intra-abdominal rulers divided into SENSES IN CEREBRUM millimeters (Sensory Cortex) scissors

Adapted with permission from Kandel, Schwartz & Jessell, Principles of Neural Science, Edition 3, Appleton & Lange, 1991.

LINKS This activity may be taught along with the following components of the Sensory Signals unit: The Cookie Crumbles chapters: Putting It All Together Caught in a Web BEST COPY AVAILAbLL Big Trouble Explorations: Gray Matters (page 2)

BrainLink 33 1:3J 8. My Sensory Strip 01997, WOW, Publications Sensory Signals SET-UP Sensory Strip

Divide the class into small groups of 2-4 students to share The mem metre. a men som arr..... um Pow me oi the beam about *re memo war a set en headphones, hes net remael and mum materials. Each student will make a Sensory Strip. Pop Priem pre at me mu. cortex rectme mbenumoo nun to. ream. to M.= mem of . bola. I, me au uneor, con. ot PROCEDURE nur Mau Seno dus mu ca. weaa Era one ea so miermanon Inzeo Mel pre of bode mom.d ut vos. Mama 1.Tell students that they are going to create a model of the I. Coo out the lame now. oo asne leteded Pm L Observe du M. as tee side of de sensory cortexthe part of the brain that receives ante 1hp Mde our. tor each arta . other Pe oi am"... 6Iaeled sule peao Sun the information about the sense of touch. If they already have tredpone bM side dmddtr pa. du sane. created Motor Strips as described in the Brain Link Motor 3. 5.de rodande ... e. Ma pat eleana mode the loided reemeMM ustl doe ma M. as the Highways unit, mention that the sensory cortex is similar to Meet and ght m mne. 5. bend rho sons Po a IL., lekea the motor cortex. In fact, it sits directly behind the motor beadlued oe .30.am end the nod Cao fired about Muee par Map rem. naula *mu. trom cortex across the top of the brain. f ]G. N. Mel Put mut tram rems odormaboo from rum !!! Ina arza tales more goer on the moon COM. Wtry do pee Mok n se, 2.Have the materials managers pick up copies of the Sensory MOM..Oroin1.1. Strip page, pipe cleaners and clear tape or glue for all members of their groups.

3.Explain that the areas marked on the Sensory Strip represent the approximate lengths of sensory cortex dedicated to information from the skin on different parts of the body. Larger areas of the sensory cortex correspond to regions of the body that have more receptors per unit area. Relate this information to the students' discovery about the sizes of receptive fields in the skin in Activity 7: Get the Point?.

4.Have students measure the lengths of areas in the Sensory Cortex strip corresponding to the upper arm, palm (hand) and fingertips. Write the numbers on the board or make a bar graph to compare them. Ask, Which area is longer? Next, have them use their Get the Point data sheets. Ask, Which part had the smallest receptive fields (and, thus, the most receptors)? Which part had the largest receptive fields (fewest Students will make Sensory Strips receptors)? Relate this information to the measurements that that demonstrate approximate they have made. regions of the brain where touch information is first processed from 5.Let students make their strips by following the instructions on different parts of the body. the Sensory Strip page. BRAIN JOGGING

Here is another idea for you and your students to explore.

Like , other have more sensory receptors for touch in certain parts of their bodies than in others. They also have correspondingly more cerebrum devoted to receiving input from the areas with more sensors. Based on their lifestyles, try to deduce which body areas might occupy more of the sensory Animals also have more sensory cortex in the following animals: rabbit, monkey, horse, cat. receptors in some parts of their bodies than in others.

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8. My Sensory Strip 1 4 Q BrainLink Sensory Signals @1997, WOW! Publications Sensory Strip

The sensory cortex is a thin strip of nerve cells that sits across the top of the brain about where you would wear a set of headphones. It lies just behind the motor cortex. Different parts of the sensory cortex receive information from touch receptors in i. different areas of the body. You can see where the sensory cortex of your brain is located by makinga 1. Sensory Strip that you can wear. Each area of the strip will sit about where information from that part of the body is processed in your brain. 1. Cut out the large rectangle on this page. 2. Observe the labels on one side of the strip. Write in the names for each area on the other side of the strip, using the leg labeled side as a guide. Start at the hip I/ trunk midpoint. Both sides should be exactly head/neck the same. N I upper arm EN elbow 3. Fold the rectangle along the dotted line. forearm wrist 4. Put a pipe cleaner inside the folded II hand rectangle, and close the edges of the fingers sheet with glue or tape. eye S. Bend the strip into a U-shape like a headband or headphones, and try it on. Iface upper Can you find about where your brain receives touch information from your lower lip fingers? Can you find where your brain jaw receives information from your wrist? Which tongue area takes up more space on the sensory throat cortex? Why do you think that this is so?

,/ 4. .1.. Brain Link BEST COPY AVAILAK 3 8. My Sensory Strip C01997, WOW! Publications Sensory Signals Use YourSrains, Createefrains ACTIVITY 9 BRAINLINK BACKGROUND (for the teacher) CONCEPTS Concepts presented in The basic concepts covered in this unit follow. preceding activities are" What are senses? Senses are our "windows to the world." It reviewed. is through our senses that our brains obtain information OVERVIEW about what is going on inside and outside our bodies. Students read a poem and Why do we have senses? Senses evolved to take in the create' their own verses ba-se information needed for survival. on concepts presented throughout the unit. How do senses work? External information is gathered by SCIENCE & MATH SKILLS specialized receptors in the sense organs. Signals are then translated into a language that the entire nervous system Modeling, problem solVing and applying prior knowledge,to understands, and relayed to the brain via sensory neurons. new situations Specialized parts of the cerebrum receive the signals. Other areas process, integrate and interpret the sensory signals. TIME LINKS Preparation: 5 minutes. Class: 45 minutes This activity may be taught along with the following components of the Sensory Signals unit: Overhead or copies The Cookie Crumbles chapters: "Senses! Oh, Senseir'bry. A Sensational Ending page38. The Sensible Solution Review science boxes throughout storybook Explorations: Gray Matters (page 2) Decade of the Brain (page 4) SET-UP

Senses. Oh Senses The poem "Senses, Oh, Senses!" has been written by the J BrainLink creators (with inspiration from Jack Prelutsky's poem "Homework, Oh, Homework!" in his book, The New Kid on the Block). Many of the concepts that were taught in this series of activities on sensory systems are included in the poem. Students may add to the verses on the following page or create their own poems. Each student's poetry may be added to his/her portfolio of activities as an assessment measure. n),)

I0.1.10111.11. 01107..1. c... Seamy Wirme. BEST COPY AVAILABLE

9. Use Your Brains, Create Refrains 14 ° BrainLink Sensory Signals @1997, WOW1 Publications PROCEDURE

1.Review the major concepts to which students were exposed in this unit as outlined in BRAINLINK BACKGROUND. There are several options for this activity. Distribute the entire poem to the students and then ask them to create their own verses, or After reading the poem, let students write their own sensory poems, or Read a few of the verses to get them started, and then suggest that they write verses of their own, or Share the first few lines of each verse and have the students complete them with their own inspirations, or Devise your own way to inspire the students to "Use Your Brains, Create Refrains." BRAIN JOGGING Here is another idea for you and your students to explore. Can you imagine a sense that you don't have that you think would be fun to have? Describe how you could use it. Design a sensory receptor for it, and show where it would be. Describe how that sensory information would get to your brain, and where in your brain it would go.

11;3 Brain Link 9. Use Your Brains, Create Refrains @1997, WOW] Publications Sensory Signals Senses, Oh Senses

Senses! Oh, Senses! I need you. You're great. Without you I couldn't taste what I ate, or hear the homework my teachers assign. Senses! Oh Senses! You're truly divine.

Smelling's a sense that all of us use. Specialized neurons give brains all the cues to odors that smell good and those that do not, so we eat what smells yummy and throw out the rot.

Thanks to those neurons that signal my brain, it's easy to tell when I am in pain. My fingertips have such a keen sense of touch, I can feel and not fumble. I like that so much!

I think that my eyes give the best clues of all. They show me what's out there so I will not fall right into a hole or trip over a log, or miss reading the comics or seeing my dog.

Senses! Oh, senses! Oh, what would I do without you to guide me? I'd have not a clue to what's going on in the world all about. My brain would be empty. I'd really miss out! 9. Use Your Brains, Create Refrains 144 BrainLink Sensory Signals @1997. WOW1 Publications Glossary

auditory canalpart of the ear that leads from the outside of the head to the eardrum auditory cortexpart of the cerebral cortex that receives information from the ears axontail-like branch of a neuron along which messages are transported in the nervous system blind spotplace in the back of the eye that contains no receptor cells and is the exit point for the opticnerve to the brain brainthe control center of the nervous system, located within the skull and attached to the spinal cord; the command center of the body central nervous systemthe part of the nervous system in vertebrates that consists of the brain and spinal cord cerebellumpart of the brain located directly above the brainstem that controls the sense of balance and helps the muscles work together for learning and coordination of rote movements cerebral cortexthe outermost component of the brain's cerebrum; controls our most advanced abilities, suchas speech and reasoning cerebrum - the large rounded outer layer of the brain where thinking and learningoccur, sensory input is received and voluntary movement begins cochleacoiled structure of the inner ear, which is filled with tiny hairs that convert information receivedas sound waves by the eardrum into impulses that are sent along sensory neurons to hearing centers in the brain corneaclear membrane covering the front of the eye decibela unit for measuring intensity, or loudness, of sound dendrite- one of many tree-like branches extending from the body of a neuron on which signalsare received ear canalpart of the ear that leads from the outside of the head to the eardrum eardrum - a thin membrane, stretched tight inside the ear, which helps transmit sound waves to the innerpart of the ear inner earthe inside part of the ear that functions in balance and in converting pressurewaves originating as sound into nervous system signals integrationputting or bringing parts together to make a whole iris - colored portion of the front of the eye; surrounds the pupil lens - part of the eye that focuses light on the retina; any clear object with at least one curved surface that focuses light middle eara small cavity between the eardrum and the inner ear where three small bones pass sound waves along to inner ear motor cortexthe region of the cerebrum responsible for starting and controlling voluntary movement, located ina narrow strip across the top of the brain motor neurona type of nervous system cell, originating in the brain or spinal cord, that conducts signals to muscles, resulting in movement multiple sclerosisnervous system disease in which the myelin sheath covering nerve fibers is broken downresults in a gradual weakening of the muscles nanometerunit of measurement equivalent to one billionth of a meter nerve cellneuron; a cell of the nervous system that conducts a signal from one part of the body to another nervea bundle of nerve fibers and associated cells nerve ending one of many tree-like branches extending from the body of a neuron on which signals are received; also called a dendrite nervous system- the brain, spinal cord and network of nerves in the body BEST COPY AVAILABLE

.1 BrainLink A -39 Glossary @1997, WOW! Publications Sensory Signals neurosciencea branch of science related to the study of the nervous system olfactory cortexpart of the cortex that receives information about smell from receptors inside the nose optic nervebundle of leading from the back of the eye to the visual cortex pupilopening in the front of the eye where light enters receptive fieldthe area from which one sensory receptor cell receives information receptora cell or group of cells that receives stimuli from inside or outside the body retinaportion of the eye upon which light is focused; consists of specialized light-sensitive cells (rods and cones) sensationan awareness of stimulation of any of the senses, such as sight, smell, touch, etc. sense(1) a function of the body by which one is made aware of the world outside, as sight, hearing, touch, smell or taste, or of conditions inside the body, as pain or hunger; (2) a feeling or awareness; (3) to become aware of sense organbody part specialized to receive sensory information, such as the eye, ear, nose, tongue or skin sensory cortexportion of the cerebrum dedicated to receiving information from the skin senses (touch), located just to the rear of the motor cortex sensory neurona type of nervous system cell that transmits impulses from a sense organ or receptor toward the sensory receptora cell or group of cells that receives sensory information from inside or outside the body sound wave- alternating bands of high and low pressure, detected as sound, produced when an object vibrates in air (or another medium, such as water) stimulusan agent that influences the activity of sensory nerves taste budreceptor units located on the tongue that are stimulated by chemicals and are responsible for providing information about taste to the brain tissuemany cells of the same kind, joined together to do a specific job tympanic membrane eardrum; thin membrane in the that transmits sound waves to the inner part of the ear visual cortexpart of the cortex that receives information from the eyes

146 Glossary BrainLink Sensory Signals 101997, WOW! Publications BEST COPY AVAILABLE

Brainlink® Activities

Developed by Baylor College of Medicine Houston, Texas ISBN 1-888997-23-0 J-1 THE REAPING LINK

Reading activities to use with

JXW

The NeuroExplorers in

A Case of Sensory Sleuthing

Brainlink® : Sensory Signals

The Reading Links have been created as ready-to-use reading and writing activities that are directly related to BrainLink adventure stories. They are not intended to represent a comprehensive reading program. The activities are related to reading objectives common to many curricula and covering a range of grade and ability levels. Teachers may wish to select from these activities those that are most appropriate for their own students.

Prepared by Baylor College of Medicine Houston, Texas 1997

148 THE READING LINK BrainLink Word Meanings The Cookie Crumbles

Word Meanings

Here are some words from The Cookie Crumbles that have more than one meaning. Look at the meanings for each word, and then decide which meaning goes with the word in each of the sentences following. Write the number of the correct meaning next to the sentence.

roll 1.to move forward on a surface by turning over and over 2.to wrap around on itself; shape into a ball 3.a continuous, rapid beating sound 4.a list of names of the people in a group 5.a small, round piece of baked bread-dough

To be sure that everyone was there, Shiloh called the roll. Isley I rolled all the way down the hill. This bakery doesn't make bread or rolls, only cookies. Lakeisha saves pieces of string and rolls them into a big ball. B.J.'s tapping on the table top sounded like the roll of a drum.

mint 1.a plant whose leaves often are used to foods 2.a food or candy flavored with mint extract 3.a place where coins are made 4.unmarred; in perfect condition as if it were new

Shiloh carried a package of mints in her pocket. The baseball card was in mint condition! Max's mother grows mint in her garden. Kyle learned that United States mints are located in Philadelphia, PA; Denver, CO; San Francisco, CA; and West Point, NY. THE READING LINK BrainLink Word Meanings The CookieCrumbles

Here are definitions of some words used in The Cookie Crumbles. Write a sentence using each word as it is defined. Your sentences should tell something about the story.

1.rehabilitation the process of restoring the ability to do something 2.receptor (sensory) a cell or group of cells that receive stimuli from outside the body; a sense organ 3.sense to become aware of 4.analysis close examination; breaking information into small parts and then putting them together for better understanding S.vibration very rapid back-and-forth movement 6.counterfeit to make a copy or imitation of something genuine

1.

2.

3

4

5.

6.

2 15lJ Brain Link THE READING LINK The Cookie Crumbles Word Meanings

2

The Cookie Crumbles CrosswordPuzzle 5 .1------13-11111111111111 ACROSS 7 1.Sensory information is put together in the S.Shiloh is one of the Neuro- 7.Body organ used in the sense of touch 8.Lakeisha's last name 11. What Kyle said when Is ley I hithim in the face 12. Children (slang) 19 20 14. A sensation of extreme temperature 18 23 24 15. When you use your visual sense, you 21 22 16. I am; you 18. A combination of sweet andbitter tastes 26 21. Good friend; buddy 25 29 23. Much; for example, a of fun 27 28 her hand-held 25. Lakeisha played chess against 30 27. Body part used in the sense ofsmell 3t00 K IE 30. A single thing R Company 33 34 31. Cousin Connie's 32 U 32. Cells of the same kind, joinedfor a specific job (plural) 35 36 33. NeuroExplorer who holds clubmeetings in his basement M 35. Body organ used in the senseof sight 37 .37. Part of the brain that is importantfor thinking L .38. To live; exist 39 39 39. Where cookies are baked 41. The senses of smell and often work together. 40 5" Josh's cookies, 46 43. When the NeuroExplorers 43 44 they discovered that the taste was odd. 50 46 47 48 49 46. The Brain's translator 52 53 47. Consonants in the words "to go" 51 55 49. Related to the sense of sight 54 51. Form of a that is used beforewords beginning with a vowel 52. A word The Brain uses for the senseof hearing 54. Josh ran right into legs, and was caught. 55. The color of Cousin Connie'shair

DOWN 31. Falls apart into little pieces 1.Method of cooking cookies system 34. To gain knowledge or skill 2.Study and knowledge about the brain and nervous coming from, the other 36. To figure out where sounds are 3.Either one it helps to be able to hear with both 4. To question the sensory Comic book word for the sound of ablow or explosion 37. Touch information is received in 6. , acrossthe top of the brain. 9.Connie talked on the phone to the Josh Kavil. he made a 38. Sport played by Mickey Mantle 10. When The Brain drew his diagram, because to show the locationof each sensory organ. 40. Josh had trouble with his right arm large on the left sideof his brain. 13. Mickey Mantle really knewhow to swing a of 42. When they entered the old house,they found 15. Dogs have a better sense of than we do. themselves in darkness. 17. Sense organs are sensory 44. A color lighter than brown 19. We can taste sweet, sour, bitterand 45. To move quickly 20. In a direction toward 48. To show the way; lead 22. Yellow fruit that tastes sour is dependent upon the eyes. 24. Our fingers are useful for the senseof 49. The sense of 50. An old-fashioned way of saying"yes" (Pirates often said 26. Each one 27. Negative reply it.) 28. Eyes, ears, nose, mouth and skinprovide input. 53. A, B, C, 29. Name of the NeuroExplorer twins AVAILABLE 31 BESTCOPY THE REAPING LINK BrainLink Word Meanings The Cookie Crumbles

Vocabulary Link for Super -Sleuths: Embedded Sentences

Sometimes we can figure out the meaning of new vocabulary by seeing how a word is used in the context of the story. Find these words used by The Brain in The Cookie Crumbles, and see if you can tell what they mean. Use a dictionary or other resource tocheck the definitions.

prudent, p. 7 consensus, p. 11 endeavor, p. 7 alacrity, p. 27 illicit, p. 30 sleuthing, p. 34

Now complete the following "embedded sentences," using the same words. Embedded sentences have two parts: 1) adependent clause with the vocabulary word surrounded by, or embedded within, other words; and 2) an indepen- dent clause that you will create, using your knowledge of what the vocabulary word means, to make a sensible statement.

Example: Because the 1952 baseball card was in mint condition, Is ley I knew that it must be worth a lot of money.

1.As soon as the NeuroExplorers had reached a consensus about visiting Cousin Connie's Cookie Company,

2.Although The Brain usually wasprudentabout his activities,

3.Since Max was skillful in his constant endeavor to translate The Brain's words,

4. When their illicit entry of the Cookie Company was discovered,

5.Because of Josh's alacrity in scooting out the open door,

6.Although each team was successful in sleuthing for some clues, THE REAPING LINK BrainLink Main Idea The Cookie Crumbles Summary of a Selection

Main Idea

In the story, The Cookie Crumbles, there are nineyellow "science boxes," that provide infor- mation about the brain and nervous system (pages 3,4, 6, 8, 17, 18, 19, 23, 26). Look at the boxes on pages 3, 4, 6 and 8. Choose the sentence ineach one that states the main idea of the information in the box (1st, 2nd, last, etc.) and writeit on the line below.

Page 3: The main idea is in the sentence.

Page 4: The main idea is in the sentence.

Page 6: The main idea is in the sentence.

Page 8: The main idea is in the sentence.

Summary of a Selection

Re-read the chapter called "Everyone Needs a Brain" on pages 15-16. In this chapter, the NeuroExplorers figure out a complicated plan for solving a mystery. Describe their plan in 40 words or less.

e

BEST COPY AVAILABLE 51:53 THE READING LINK SrainLink Details/Supporting Ideas The Cookie Crumbles

cxs

Si

Details/Supporting Ideas

Giving as many details as you can, describe the house in which Cousin Connie's Cookie Company is located.

Describe the woman who opened the door.

Which senses did the Isley twins use in Cousin Connie's kitchen?

What clues did the Isleys discover about the cookies? Name as many as you can. THE READING LINK BrainLink Recalling Sequence of Events The Cookie Crumbles

Recalling Sequence of Events

Read the chapters about the NeuroExplorers' search for clues on pages 17-27. Find the event below that happened last. Write4next to it. Then number the order (1-3) in which the other events happened.

Lakeisha andB.J.stumbled upon paper, ink, and sheets of plastic.

The Brain and Max found out that there's probably another Josh Kavil.

The Is ley twins discovered ink, oil and bad-tasting cookies.

Josh and Kyle heard footstepsit was Charlie!

ao"

After you have read the whole story, number the order in which the following events took place.

Shiloh was grabbed while making a phone call.

Is ley I got excited about a Mickey Mantle rookie baseball card.

The NeuroExplorers explained that they had used their senses to find clues, and that Shiloh's brain had put them all together.

Josh brought cookies to his first NeuroExplorers Club meeting.

The NeuroExplorers hurried to get out of a thunderstorm.

7 155 THE-READING LINK Brain Link ;au se and Effect The Cookie Crumbles

Cause and Effect

When the NeuroExplorers approached the large woman to ask if her company could make them some brain-shaped cookies, what was the result? What effect did that have on them?

Why did a baseball card in a box of cookies arouse suspicion? What did the NeuroExplorers do as a result, and what was the ultimate effect of their actions? THE READING LINK BrainLink Comparing and Contrasting The Cookie Crumbles

Comparing and Contrasting

Compare Shiloh, Josh, and The Brain. Write some of their characteristics in the circles. Write characteristics shared by two or all three of them in the sections that overlap. Are they more alike or more different from each other?

9 157 THE READING LINK Brain Link Inference/Generalization/Drawing Conclusions The Cookie Crumbles

Inference/Generalization/Drawing Conclusions

What inferences might be made when a 1952 baseball card looks and smells like new?, List as many different possibilities as you can.

5'

...4;s W. ."..).k.k.. .> 4

s".

What was the weather like when the NeuroExplorers arrived at the Cookie Company? How might it have affected their moods? Their feelings? Their reasoning? Their senses?

10 158 rHE READING LINK BrainLink nference/Generalization/Drawing Conclusions The Cookie Crumbles

Re-read "Dark Voices" on pages 12 and 13. Which of the following conclusions can be reached with the information given on those pages? Fill in the circle by each statement that you think is correct.

O The Is ley twins are frightened in the darkness. O Connie hates kids. O Connie and Charlie are running a mail-order business. O In order to sell more cookies, they are trying to improve their baking techniques. O They have something to hide. O The NeuroExplorers couldn't hear the conversation. O Connie and Charlie know the NeuroExplorers are in the house.

'N.

"Vs

BEST COPY AVAILABLE

159 11 THE READING LINK BrainLink Inference/Generalization/Drawing Conclusions The Cookie Crumbles

You Be The Judge

Pretend that one of the characters from the book is on trial. This character may have committed a serious crime or may be accused of being mean, selfish, lazy, silly, etc. For instance, Is ley II might be accused of "not paying attention."

Choose a character, fill in his or her "crime," and write down all of the evidence you can find.

Note:Sometimes it's fun to use one of the good guys!

Name of the accused:

Crime:

Evidence:

1.

2.

3.

4.

VERDICT: Guilty

Not Guilty

(Your signature)

JUDGE Master of Details, Fact-opinion, Cause-effect, Inferences and Conclusions

160 12 THE READING LINK BrainLink Related Writing: Think About What I Read The Cookie Crumbles

Related Writing: Thinking About What I Read

Make a Double Entry Journal: Choose a passage from this story that you find especially interesting or wonder about, or, that reminds you of something else you have experienced. Copy the passage on the left side of your journal or notebook page. Then write your thoughts on the right-hand side. Journal entries can be done every day and then brought to discussion groups or shared with the whole class.

WHAT I READ WHAT I THINK

"THUNDER BOOMED IN THIS CHARACTER REMINDS

THE DISTANCE. THE EYES ME OF CARS. WHATSIT

SQUINTED AND PULLED FROM "A WRINKLE IN

AWAY, AS IF THEY TIME.' BECAUSE SHE WAS

WERE BEING ... STRANGE LOOKING AND .c JII III A LARGE WOMAN ECCENTRIC, SAYING SHE

LOOMED OVER THEM." WAS BLOWN OFF COURSE BY A HURRICANE.

(THE COOKIE CRUMBLES

PG. 10) THIS WOMAN...

Example

Other ways to begin your journal thoughts might be:

a. This character reminds meof myself because ...

b. I wonder what this means ...

c. This scene reminds me of asimilar scene in because...

d. I think this setting is important because ...

e. I think the relationship between and is interesting because..

f. This situation reminds me of a similar situation in my own life. It happened when ...

g. Here's what I think will happen next ...

h. I'm confused about ...

i. A question I would like to ask these characters right now is ...

j. This part is realistic/unrealistic because ...

161 13 9/11/97 a

What do all of these have in common?

Turn to page 2 and push these dots through with the tip of a pen. Feel them withyour fingers. Do you know what they mean?

Make these shapes with your hands. Look at them. Do you know what they mean? _ 16. WAhl Say a short "beep" for each dot anda Can you see the letters? long "be-e-e-e-e-p" for the dash. Doyou Do you know what they mean? know what the sounds mean?

Read Gray Matters on page 2 to find the answers.

nervecells, Bil°111153Aor feel. ofneurons,timewe each something. woillonrktogethersee orhear to the taste, "windows smell, areour LITsenses world." 12 \VIEFF,mormatipeniuM

The pathway to the cerebrum for the sense of taste still is unknown.

Push dots with pen to for cover activity

Could you figure, out that all the symbols on So many messages come in to the brain all the front page are ways to communicate the the time, it is almost as if a thousand balls of word "senses"? Even though you see the text different kinds were being thrown atyour brain and the sign language, you feel the braille dots, at once! Incredibly, your brain can sort out the and you listen to the morse code, your brain signals, knowing which ones to pay attention to has the ability to decode each of the different and which to ignore. In an amazingly complex kinds of information as the same word,senses! process, the brain combines information from Why do we have senses? It is our senses that different senses and of past experiences let us know what is going on inside and outside to reach conclusions and begin actions. our bodies. The information we get from our The senses give the brain information from senses helps us to stay safe and healthy. What inside and outside the body. They are our would it be like without senses? How hard windows to the world! would it be to find food or shelter or protect

ourselves from danger? Even the ability to feel -'s.. pain is important! Pain alerts the brain that senses something is wrong. ./..-.4:___,_ ot.`nev tasting, we`nave not, touck-iIng,balance, What do senses have to do with your brain? 'at ov seeing, ok Believe asensethat wecan Every moment, your brain is bombarded by teaving,\Ne`nave besides beVeve senses sensory signals. It receives messages from srne1ling. 1-lave weace and scientists\Nealso sensory receptors in your eyes, ears, nose, andsofne te11 us cA any rnagne:lsnA.t\Aat tWynk mouth, skin, and from inside your body. All the sense bodies you CAIT Can thirsty lAave? messages travel along neurons to the brain. inside ov wen-gat httngcy 'bat Signals from each kind of sensory receptor go othersenses to different areas of the cerebrum. IS ING BELIEVING? Most of the time the eyes and brain work together to tell us what is around us. Sometimes, though, the brain can be fooled or confused by what the eyes take in.

What do you see in the picture at right? What you see depends upon which part of the picture you look at! Do you see the twin faces or do you see a vase? You may notice that you cannot focus on both the faces and the vase at the same time. The brain is selecting part of the information available to it in order to make sense of what you are looking at! We do this all the time without being aware of it. This may be one reason why different people will describe the same scene or occurrence in very different ways.

Read the names of the colors. Is it easy or hard? RED BLUE Now try saying the colors instead of reading the words. Do you find that you have to go slowly GREEN YELLOW PINK in order to get the colors right? Seeing the words, the brain expects the colors and names RED BLUE GREEN to match. They do not match, so the brain has YELLOW RED 0 NGE to rethink and decide which information to use and which to ignore. Often we will be fooled V:,LUE GREEN YELLOW and think we see something that is not present (or not see something that is) because of what BLUE PURPLE PINK we expect to see. YELLOW RED ORANGE LAVENDER k LITE awaaasii The has 125million YELLOW RED BLACK rods andcones receptors electrical whichturn light ORANGE GREEN signals. into 4 u o

E Although we take glasses, contact lenses and hearing aids for grantednow, o o they have been important inventions to improve our vision and hearing. Scientists 3 still are discovering new ways to help people who have become deafor blind by -r; O illness or accident. A tiny device called a cochlear (KOK-lee-er) implantcan be an ,:13 I. p lacedace within the innerr e ear by asur g eon.. Itectl ystimulatesneurons thatth t Id c,` from the ear to the brain, sending messages about sound. Another technologymay help blind people with damage to their eyes or to thenerves connecting the eyes to the brain. This 9.

system uses a television camera that is able to send signals directly to the visual center of the brain. LL

0

Use Your Brain 2- Promote Yourealth E 90 mm Have you ever had your eyes checked by a doctor, or by the school nurse? How many lines of letters could you read? Having your eyes 2. checked regularly is very important for p45 mm protecting one of your most important senses, your vision. s' z30 mm How would you like to make an eye chart to test your own vision or that of your friends and Y. family? Here are instructions for making the D25 mm chart and using it. 3". E C F 020mm 6. E D F EYE CHART Z 15 mm 1.Cut a sheet of poster board or paper 7. FE LOP approximately 25 cm by 75 cm. Z Dlimm 2. Make 11 rows for letters on the chart. Draw rF POTE 9MM 9. F O a line for the first row 12 cm from the top P r 7mm of the poster board. The other 10 rows I0. U. 5 mm should be drawn 6 cm apart. Number each Pexo Ica"4 mm row near the edge of the chart, starting at the top. 3. Write the letters on each row in the size shown. letters on line 8, your vision is aboutaverage.If To use your eye chart, place it on the wall at you wear glasses, test your eyesight with and eye level. Mark off a distance of 3 meters (10 without them. feet) away from the chart. This is where you should stand when you use it. Cover one eye at Now you are ready to test friends and a time and read the letters on the chart, starting family. As an amateur eye doctor, haveyou at the top. Have a friend compare your answers discovered any vision problems? Ifyou think to the letters on the chart. How did you do? you have uncovered any, you may want to Can one eye see the letters better than the suggest a visit to the school nurse or family other eye? If you are able to read all of the .,doctor. 1 t; 5 We often use information from just one sense to figure out what is going on around us. What happens when we use other senses to explore the world? Try these games to find out!

Focusing In! Sit outside with your eyes open and list all the sounds you can hear. Now close your eyes. Can you hear any new sounds? Often you will find that there are softer sounds you hadn't noticed before. Why do you think it is easier to hear faint sounds if you close your eyes? Sit in a room you are very familiar with. Put on a blindfold. Walk around the room. How well can you remember where the furniture is? Practice until you feel comfortable getting around the room. Take the blindfold off and place an unbreakable object on a table..With the blindfold on, walk around the room again and Who's Talking? then try to find the object. How hard was it to This is a good one to do with a few friends. find the object? What senses did you use as you Put in earplugs. Have several people talk softly learned to walk around the room without your or pretend to talk to you. Can you tell who sight? really is making sounds and who is pretending? How might you be able to tell? What sense or senses could you use? Can you figure out what they are saying by watching their lips or by touching their throats?

Tasteless! You need a piece of peeled apple, a piece of Barn owls and bats bothuse sound peeled, raw potato and a friend to do this one. at night.Bats hunt to hunt Close your eyes and hold your nose, and have listening by makingsounds and to the echoesmade when your friend place a piece of apple or potato in bouncesoff their the sound your mouth. Can you tell which one it is? Now, prey. Barnowls hunt listeningto the by try the other one. Once the second piece is in sounds madeby small animals. Byturning their your mouth, unplug your nose. Can you tell the differences heads,owlscan use betweensounds them apart now? How do the senses of taste theirears to find coming to and smell work together? prey evenin total clth-kness. 1166 continued on next page... PPall--B14II ...continued from previous page Unbalanced! Often we use a sense without really being aware of it. Did you know that your brain uses visual information as one of the ways to help you keep your balance? Check it out yourself. Balance on one foot with your eyes open. How long could you stay up? Now try it with your eyes closed. Most people find that they wiggle around a lot more and have a much harder time balancing when their eyes are closed!

I r,

Somebirds magnetic areable informationfield tosense of theearth, the toknow and are exactiy usethis intheworld!wherethey

thatenables lay ascenttrail pathThe Ants their ants tofollow asmore otherants stronger becomes ai scent usethetrl. SHE FAR SIDE By GARY LARSONTHE NEURO SIDE

Have youever watched a black and white movie? A dog's view of the world is just like thatshades of gray. But dogs have sharper senses than we humans do when it comes to smelling and hearing. Odors that we can't detect are easy for dogs to smell. They can sniff objects and tell which ones were touched by a particular person. Dogs can hear sounds far beyond the range of human ears.

Why do you think that humans can see color and dogs can't? What other animals see color? Why do some animals have sharper senses of smell or hearing than we do? Think about it and check it out.

"...And please let Mom, Dad, Rex, Ginger, Tucker, me and all the rest of the family see color."

Careers for Neuro-Explorers: Nurse Anesthetist Have you or anyone you know ever had an oper- What do you ation? Operations would be very painful if it were find the most not for special pain-killing medicines called anes- fun or most thetics (an-is-THET-icks). Normally, pain sensors interesting about in your skin and throughout your body give your your work? brain important signals that something is hurting you. Meet a person who is responsible for easing I use my nursing skills to the maximum; which I pain, a nurse anesthetist (uh-NES-thuh-tist). find to be satisfying. It is rewarding to know that I am helping people to feel comfortable instead Neuro,Explorer: Ismay Wilson, CRNA of feeling pain, and I like working with lots of dif- Certified Registered Nurse Anesthetist ferent kinds of people. The Methodist Hospital Houston, Texas What advice do you have for future nurse anesthetists? Ms. Wilson, what do you do? You need to set your goal to become the best I give people in the hospital who are having an possible nurse. Getting good grades in science operation special medication that stops the sig- and mathematics also helps. You also have to be nals from their pain sensors from getting to their very calm under pressure because you are part of a team responsible for someone's life. brains. 1b8 Some animals avoid being eaten by tricking their predators. They are able to hide by fooling the predator's sense of vision. Many different kinds of animals use camouflage. Imagine that you are a toad in the forest. What type of protective coloration would help you most to hide from your predators? Here is a fun game to try with some friends or family members that illustrates how toads are almost able to disappear from sight. 1. Make enough copies of the toad below by tracing it onto another piece of paper. 2. Look around and decide where you are going to put your toad so that it blends into the background when colored. 3. Secretly color the toad with crayons and cut it out. When no one else is in the room, tape your toad onto a surface so it blends into the background. How successful was your toad at escaping the 4. Now, ask your partner to hunt for predator? Did the toad fool the vision of the the hiding toad. predator with its camouflage? Can you think of any other sensory tricks that prey might use to escape being eaten by predators?

used tonavi boatcaptainsTheywould knowthat echoes? return- Did you, byusing forthe thefog and listen and gatein distances shortwhistle estimate by blow a could ofshorelines echo.They types thatthey ing differentof theecho to recognizesound aretrained even and people with thetiming blind sounds back.Now bymaking heard strategy for theechoes. thesame andlistening use clicker acaneor

"BrainUnk" is a registered service mark of, and "NeuroExplorers" is a trademark of, Baylor College of Medicine. No part of this publication may be reproduced through any means, nor may it be stored in a Did retrieval system, transmitted or otherwise copied for public or private use without prior written permission you knowthat there of the publisher. one kind of is morethan Activities described here are intended for school-age children under direct supervision of adults. The Insects eye in theanimal kingdom? publisher, Baylor College of Medicine and the authors cannot be responsible for accidents or injuries that havecompound may result from the conduct of the activities. imageslook like eyes thatmake Development of Brainlink® materials was funded, in part, by the National Institutes of Health, somewhat a mosaicof sp Science Education Partnership Award grant number R25 RR09833. The opinions, findings and likea needlepoint ots- conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the picture. views of Baylor College of Medicine, the funding agency or the publisher. 01997 Revised Edition, by Baylor College of Medicine. All rights reserved. Printed in the United States of America. WOW Publications, Inc. (800-969-4996). ISBN 1-888997-27-3

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