and Remembering (Science/Social
recognize that the brain helps a person to recognize and
||cloth or paper bag with
|1. Put a group of
different objects in a bag. These should be items that are familiar to
2. Have students volunteer
to identify the items using only the sense of touch.
3. Explain to the students
that the senses send signals to the brain for interpretation and storage.
4. Hold up one of the
objects. Ask a student to identify the object.
5. Lead the discussion
of how the sense of sight sends a message to the brain. Further discuss
that information obtained previously is stored in the brain helps a person
to recognize and recall the name for the object being identified.
||Each student should use
two different sense organs to name two separate objects and explain how
the sense organs rely on the brain for aid in recognition.
||to state that different
activities are controlled by different parts of the brain.
a large "cutout" representation
of the brain with six different colored circles with the following labels:
container for cards
red - hearing
yellow - seeing
blue - taste and smell
green - speaking
orange - thinking
purple - feeling
||1. Display the large
"cutout" representation of the brain.
2. Provide students
with small cards. Have each student write the name of a pleasurable activity.
3. Deposit cards in
4. Let students take
turns drawing a card and attaching to the correct circle on the brain "cutout."
||Remove the brain "cutout"
from view of students. Provide students with a list of the six areas. Each
student should individually name one activity for each category.
Strong Sense of Smell (Science/Social
to state that the sense of smell
is controlled by the brain
to use the sense of smell to
identify familiar items
||Humans are able to recognize
smells because of receptor cells located at the back of the nose. As the
air passes by the receptors, they send messages to the brain to help identify
the smell. Scientists think that we can identify about 3,000 smells.
samples of various substances
with distinctive smells
(Some suggestions are lemon,
peanut butter, vinegar, peppermint, chocolate, baby powder, cheese, and
recording sheet with four columns
for recording the following information.
easy to recognize
hard to recognize
|1. Place a small amount
of each substance in a separate container. Number each of the containers
and keep a list of the substance and the number of its container.
2. Place each container
at separate stations throughout the room.
3. Divide the class
into pairs. Provide each pair of students with a recording sheet for their
4. Have one of the
partners wear a blindfold. The other partner acts as the "helper" and leads
the blindfolded "detective" to a smell station. The "helper" uncovers the
container and allows the "detective" to smell. The "detective" then attempts
to identify the substance by smell only. The "helpers" record the "detective's"
guess and whether it was hard or easy for the "detective" to identify.
When a pair of students reaches the halfway point in the investigation,
have them switch roles.
5. When the activity is completed,
check the lists with the students and ask for their responses.
||Students respond orally
to the following questions.
Why were the "detectives" blindfolded?
Which things were easiest to
Which things were hardest to
Did some people recognize more
substances than others?
Why do you think some people
were better able to recognize more substances?
How might a cold interfere
with your ability to recognize smells?
Is Stronger than Taste (Science/Language
||to recognize that some senses
which are controlled by the brain are stronger than others
Jello in several flavors
|1. Blindfold a student.
2. Have the student
smell one flavor of the Jello while tasting another flavor. Let the student
guess which flavor is being tasted.
Most often students will
name the flavor smelled.
||Students will recognize
that some senses are more powerful than others. They will make a journal
entry explaining the procedure from the activity and the results.
vs. Unconscious (Science/Social
to recognize that the brain
controls both conscious and unconscious activities
to differentiate between the
two types of activities
||Establish the idea that
as babies we were able to do certain things without being taught. As we
grown older, we learn many behaviors. Discuss actions that are automatic
and those that are learned or conscious.
|1. Have students work
together to make a set of flashcards for conscious and unconscious activities.
On one side of the card, have students draw a picture of the activity and
write a complete sentence telling about the activity. The other side of
the card should remain blank.
2. Divide the class
in teams of four or five students. A student from each team chooses a card
and acts out the activity while other members in the group try to guess
||The students will read the
following selection and identify the conscious and unconscious activities.
Directions for students
- Underline the conscious activities with a red crayon. Underline the unconscious
activities with a blue crayon.
Dan walked through the house.
He picked up some books that were on the living room floor and replaced
them on the bookshelves. He opened the curtains and as the bright sun shone
through the window, he blinked his eyes. He turned and walked into the
Dan immediately began to
sneeze. His eyes began to water. He knew that mother must be making spaghetti
for dinner. He quickly left the room.
Brain: Keeping You Safe
(Science/Health and Safety/Social
Studies/Language Arts/Art Connection)
Problem-Solving Brain (Science/Social
to add the brain to your paper bodies!
This integrated instructional unit was designed by
teachers of the:
||to recognize that the brain
enables us to think creatively and solve problems
||Students need to be encouraged
to think creatively and solve problems relevant to situations that they
encounter. They need to recognize the fact that we operate from a "knowledge
base" and that no one person has all of the answers to problems that arise.
Provide examples of how adults must solve problems creatively based on
their past experiences. Allow children to brainstorm and share personal
experiences where they have been forced to solve problems creatively. Promote
discussion of other possible solutions and how choices effected the end
||Each student identifies
a scenario which calls for a creative solution. Options for their choices
may come from
Students write scenario on a
chart or paper. Divide the class in two or more groups. Students take turns
presenting their scenario and the group offers possible solutions to the
conflict. Each idea should be considered in terms of practicality and effectiveness.
As a group, students select the best choices. They must state why or why
not a solution is acceptable.
personal experiences or experiences
events in the news
events from a story
Individual groups present
their problems to the class.
||Students are presented with
the following situation or one selected by the teacher. They must independently
solve the problem using the considerations addressed in the activity.
Smith's second grade class is planning a party to celebrate the completion
of their unit on the human body. Students must decide on the theme for
the party. One group suggested a "Tasting Party" since the sense of taste
was addressed in the unit. Another group wants to have use "Dem Bones"
as the theme. A third group wants to focus on "Healthy Eating." Come up
with a creative solution to this conflict. Remember that you need to something
to make everyone happy.
Assess on the following :
chooses an appropriate solution
to a problem
communicates effectively using
correct capitalization, punctuation, and spelling
expresses ideas in sentence
organizes ideas for effective
Henry County School
396 Tomlinson Street
McDonough, Georgia 30253