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MAPPING THE BRAIN
Overview | Procedures for Teachers | Assessment | Worksheet
(Class Period 2)
8. After columns 2-4 are filled in, students no longer need to work at the computers. The final column on the research chart is the creation of a representative icon. Preceding this, there should be a class discussion about what an icon is. Ask students to brainstorm, list their ideas on the board and pick out some salient and familiar examples to explore in depth. For example, the Nike "swoosh" symbol may come up. Ask students "what does the symbol itself represent? Why is it an apt representative of Nike products and philosophy?" (possible answers include that it looks like a fast movement or a wing and Nike is all about sports, speed and freedom/exhilaration through sports and speed.)
9. Also discuss with the class how to represent something that has more than one primary function. Give an example of two or more symbols or meanings being represented in an icon. The eagle icon on US currency gives an example of numerous symbols being used in one icon:
On the right hand side of the dollar is the face of the seal. This side shows an American bald eagle with wings and claws outstretched. Above the eagle's head is a "glory," or burst of light, containing 13 stars, one for each of the thirteen colonies. The right claws hold an olive branch with 13 leaves, representing peace, and the left, a bundle of 13 arrows, symbolizing war; the eagle's head is turned toward the olive branch, symbolizing a desire for peace. The shield with 13 stripes covering the eagle's breast symbolizes a united nation. The top of the shield represents Congress; the head of the eagle, the executive branch; and the nine tail feathers, the Supreme Court. A ribbon held in the eagle's beak bears the Latin motto E Pluribus Unum (13 letters), which means "Out of Many, One."
http://www.pbs.org/newshour/on2/money/design.html
10. Ask for questions and ideas from the class in order to check for understanding, then link the concept of icons as pictures to represent something larger to the brain regions they researched. Ask them to review and/or share what they listed as the functions and specific activities requiring the functions. Discuss how to best represent those functions and/or activities in an icon.
It may be useful to work in pairs or trios and share ideas. Even using similar icons may be acceptable as long as they can explain the meaning of the icon, and each student turns in their own chart and maps.
11. When the maps are finished, ask students to explain their choices of icons to the class.
(Class Period 3)
12. The first level of review involves the teacher pointing to the icon maps and asking students to recall the name of the brain region in question and describe its primary functions and related human activities. This can be done as a non-competitive all class review, or it can be made into a competitive game with 2 or more teams.
13. The second level of review is to show a blank map of the brain and point to an area, asking students to recall the name and functions/activities. As needed clues can be given in the form of pictionary (sketching something resembling the icon) or through charades (briefly acting out the activities). This can be done as a non-competitive all class review, or it can be made into a competitive game with 2 or more teams.
14. Individual levels of review might include index cards with the icon on one side and the name and description on the other. In addition, students can work with the index cards and a blank map to review the location, name and description.
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