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Overview Human Brain and Senses Course FULL OPTION SCIENCE SYSTEM—Middle School OVERVIEW HUMAN BRAIN AND SENSES COURSE Just about every human thought, emotion, and world. And each brain is ultimately different from physical action is initiated and controlled by the every other in its detail and finish. Hence the brain. The brain is a 1.5-kg mass of some 60 billion dramatic diversity in humanity. parts that are in constant communication with each In this course students will have the opportunity to other at all times. The brain has been compared to think about the fact that they have a brain, and to a modern computer. There are similarities. Both engage in activities that explore some of their operate on electricity. Both direct and redirect routine, but outlandishly complex, brain signals through complex pathways. Both reach activities—seeing, feeling, hearing, smelling, outcomes and compare them to previous out- tasting, remembering. A deep current running comes. Both are marvels of computing power. But through the curriculum is the message that proper modern computers are not brains. The human brain function requires a supportive environment. brain has the awesome ability to redesign itself as The old adage, you are what you eat, takes on new it goes about its business, adding components, meaning. Restated it might be, you are what you disconnecting unproductive circuits, and bathe your brain in. Students who take this reconfiguring the network of connections between message to heart will hopefully take conscious parts. The brain is alive, and the architecture is action to ensure a happy, healthy, productive brain. flexible, making it one of the wonders of the 1 Developed at the Lawrence Hall of Science Copyright © The Regents of the University of California HUMAN BRAIN AND SENSES OVERVIEW FOSS AND NATIONAL STANDARDS The Human Brain and Senses Course for grades 7–8 emphasizes the use of knowledge and evidence to construct explanations for the relationship between structure and function in the human sensory and nervous system. This course supports the following National Science Education Standards. SCIENCE AS INQUIRY CONTENT: LIFE SCIENCE Develop students’ abilities to do and Develop students’ understanding of understand scientific inquiry. structure and function in living systems. • Identify questions that can be • Living systems at all levels of answered through scientific organization demonstrate the investigations. complementary nature of structure • Design and conduct a scientific and function. investigation. • Specialized cells perform specialized • Use appropriate tools and functions in multicellular organisms. techniques to gather, analyze, and Each type of cell, tissue, and organ interpret data. has a distinct structure and a set of functions that serve the organism as • Develop descriptions, a whole. explanations, predictions, and models using evidence. • Disease is a breakdown in structures or functions of an organism. • Think critically and logically to make the connections between evidence CONTENT: PHYSICAL SCIENCE and explanations. Develop students’ understanding of • Recognize and analyze transfer of energy. alternative explanations and • Light interacts with matter by predictions. transmission, absorption, or • Communicate scientific scattering. To see an object, the eye procedures and explanations. must gather light emitted by or • Use mathematics in scientific inquiry. scattered from that object. • Understand that different kinds of SCIENCE IN PERSONAL questions suggest different kinds of PERSPECTIVES scientific investigations; current Develop students’ understanding of knowledge guides scientific personal health. investigations; mathematics and • Safe living involves the development technology are important scientific and use of safety precautions and the tools. recognition of risk in decisions. • Understand that scientific explanations emphasize evidence. 2 FULL OPTION SCIENCEEARTH MATERIALSSYSTEM—Middle School FULL OPTION SCIENCE SYSTEM—Middle School FOSS MIDDLE SCHOOL PROGRAM COMPONENTS FOSS Middle School is a general science curriculum for students and their teachers in grades 6–8. The curriculum is organized into topical courses under three strands: Earth and Space Science, Life Science, and Physical Science and Technology. Each course is an in-depth unit requiring 9–12 weeks to teach. This course, designed for students in grades 7–8, includes the following interconnected components: • A detailed Human Brain and Senses • FOSS Human Brain and Senses Teacher Guide in a three-ring binder, Resources book (79 pages) containing including overview, materials images, data, and readings for each preparation, goals and objectives, student. at-a-glance investigation chart, • FOSS Human Brain and Senses Lab science background, lesson plans, Notebook containing 55 student transparency masters, teacher answer sheets and organizers for the sheets, assessments with masters and investigations. This can be a scoring guides, CD-ROM user guide, consumable book for each student or and references (books, multimedia, serve as a set of duplication masters websites). Each chapter of the for the teacher. teacher guide is separated by tabs for • FOSS Human Brain and Senses easy use. Human Brain and Senses CD-ROM for use as a whole-class has nine investigations, each with demonstration tool as well as an two to four parts. individual or small-group • Kit of student laboratory equipment interactive instructional tool. The packaged for multiple classes of 32 CD-ROM is woven into the students each. The kit also contains instruction and is linked to each class resource materials such as investigation through the on-line posters and videos. Each course is Teacher Guide. designed for one teacher working with five sections of students per day. The kit also includes 50 transparencies for the investigations. MAGNETISMHUMAN BRAIN AND AND ELECTRICITY SENSES OVERVIEW 3 HUMAN BRAIN AND SENSES COURSE MATRIX SYNOPSIS SCIENCE CONCEPTS PROCESSES 1 Learning and Memory (4 sessions) • Learning is a skill enhanced by • Conduct experiments. Students investigate learning by trying repetition. • Compare results of techniques for to learn mirror writing. They test their • The sensory input that results in enhancing memory. ability to memorize a set of objects the most effective memory • Practice a skill and monitor using various single and complex input retention is different for different improvement. modes—hearing, seeing, hearing and people. seeing, and so forth. They explore • Memory is enhanced by firsthand mnemonics to enhance memory. experience and associations. 2 Eyes: Inside and Out (3 sessions) • The mammalian eye has predictable • Compare structures found in Students study the external structures parts, like cornea, iris, pupil, lens, different kinds of eyes. of the eye by inspecting their own and optic nerve, retina, and sclera. • Investigate the pupil to discover if it a partner’s eyes. They study pupil • The cornea bulges out from the is a hole or a dot. response to light. They study the surface of the eye. • Determine the relationship between anatomy of a cow eye, first externally • The pupil is an opening into the eye light and pupil response. and then internally by dissection. that changes size in response to light. 3 Lenses (3–4 sessions) • Lenses bend (refract) light; lenses with • Investigate objects and materials to Students investigate the lens found in greater curvature bend light more. determine lens characteristics. the eye. They explore containers of • Lenses can project images on surfaces • Conduct experiments with lenses. water and glass marbles, followed by like screens and retinas. • Discover the relationship between commercial lenses, to discover the • The cornea and lens in the eye are lens curvature and image focus characteristics of lenses and images. convex lenses. distance. They make cameras obscura and • The number and shape of lenses affect • Explain how a model eye is like a model eyeballs. where an image will focus. real eye. 4 Retina (3–4 sessions) • A receptor cell responds to a • Collect, organize, and analyze data Students investigate the quality of stimulus and sends an electric dealing with peripheral vision and vision in their field of vision. They message to the brain. field of view. observe motion, color, and detail • Photoreceptors (rods and cones in • Relate retina structure to visual regions, as well as a blind spot in the retina) are sensitive to different function. each eye. They learn about aspects of light. Rods function in • Use mathematics to explain the photoreceptors and attribute visual dim light and cones in bright light. blind spot on the retina. variation to the rods and cones. 5 Into the Brain (5–6 sessions) • The brain has three major parts. • Construct three-dimensional models Students study MRI images to • The blind spot can be used to locate to understand brain structure and determine the connection between the the connection of the optic nerve. imaging processes. eyes and the brain. They construct a • An MRI is a cross-section picture • Transform and analyze data. model brain to explore the major showing the structure of a part of • Sequence images using relational structures and orientation. They data. analyze EEG data to locate the area of the body. the brain active during vision. • An EEG is an image of the electric activity on the surface of the brain. 4 FULL OPTION SCIENCE SYSTEM FOSS CD-ROM FOSS READINGS EXTENSIONS Teacher Guide • Learning and Memory • Write in a different way. • Crime Scene • Helen Keller and
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