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THE SECRET LIFE OF THE BRAIN
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DISORDERS OF THE BRAIN

Overview | Procedures for Teachers | Assessment | Worksheet | Internet Resource List

Grade Level: 9 - 12

Time Allotment: 4 to 5 class periods

Overview

Students will learn about brain disorders in terms of how they affect the brain itself, and how the person who has the disorder is affected.

Learning Objectives

Students will be able to:

  • Carry out directed research on a specific disorder of the brain
  • Work as part of a cooperative research team
  • Individually give an instructional presentation to a small group of peers
  • Take notes and learn from presentations of peers
  • Create a character study of a person with a certain brain disorder
  • Identify brain disorders by symptoms and behavior


Standards

Massachusetts Curriculum Frameworks
http://www.doe.mass.edu/frameworks/current.html

Science and Technology/Engineering Curriculum Framework May 2001 Skills of Inquiry:
  • Present and explain data and findings using multiple representations, including tables, graphs, mathematical and physical models and demonstrations
  • Pose questions and state hypotheses based on prior scientific observations, experiments and knowledge
Science and Technology/Engineering Curriculum Framework May 2001 Human Anatomy and Physiology
  • 4.1 Explain how major organ systems have functional units with specific anatomy that perform the function of that organ system.
  • 4.2 Describe how the function of individual systems within humans are integrated to maintain a homeostatic balance in the body.
Arts Curriculum Framework October 1999 Theatre Arts
  • Acting: students will develop acting skills to portray characters who interact in improvised and scripted scenes
  • Acting 1.14 Create complex and believable characters through the integration of physical, vocal, and emotional choices.
  • Acting 1.17 Demonstrate an increased ability to work effectively alone and collaboratively with a partner or ensemble.
  • Critical Response 5.7 Articulate and justify possible criteria for critiquing classroom dramatizations and dramatic performances.
  • Critical Response 5.13 Use group-generated criteria to assess their own work and the work of others.
  • Interdisciplinary Connections: Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering


Media Components

General Brain Information:
http://faculty.washington.edu/chudler/neurok.html

The Secret Life of the Brain:
http://www.pbs.org/wnet/brain/

General information on brain functions:
http://www.rainbowrehab.com/news/articles/

General information on neurons:
http://faculty.washington.edu/chudler/synapse.html

Source of information on traumatic Brain Injury:
http://www.neuroskills.com/index.html?main=tbi/brain.shtml

Source of information on Epilepsy:
http://www.pbs.org/wnet/brain/episode2/faq/index.html

Source of information on Schizophrenia:
http://www.pbs.org/wnet/brain/episode3/cultures/index.html

Source of information on several types of disorders(under Neurological and Mental Disorders):
http://faculty.washington.edu/chudler/introb.html

Search for disorders of the brain:
http://www.neuroguide.com/neurodis.html
http://faculty.washington.edu/chudler/disorders.html

Information on Brain Awareness Week March 11-17:
http://faculty.washington.edu/chudler/baw.html

Movie on video: As Good as it Gets starring Jack Nicholson and Helen Hunt

Materials
  • VCR and videotape of As Good as it Gets
  • Computers with internet access (at least enough for 3-4 kids to a computer)
  • Library with print resources on the brain and brain disorders
  • Research guidelines sheet (see student materials)
  • Character description guidelines sheet (see student materials)
  • List of Internet resources (see student materials)
  • Blank "Jeopardy" game board (see student materials)
  • Hat, box, or bag to allow for random selection of topics


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