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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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