Lubna Attal

AMNH: Brain
Final Project
Unit: How is Chemistry involved in the Brain?
Introduction:
As a high school student, I always longed to see the connections across disciplines;
how ELA is important to science, or how science is relevant to math, etc. I would have
never thought to incorporate neuroscience into a chemistry class, but I think that it overall:
1) will allow students to apply chemistry to something that they can all relate to: the brain,
and 2) allow them to think outside of their comfort zone, and hopefully raise super
inquisitive questions. For this unit, I decided to start off day one with an introduction to
the brain and give an overview of its anatomy as well as the functions of the particular
regions. The first concept of the brain that I wanted to introduce was first: understanding
the concept that the brain is divided into two hemispheres, the right and left, with the help
of the midsagital line. Secondly, I decided to dig deeper and focus on the cerebral cortex
because it encompasses the four major lobes of the brain: the parietal, occipital, frontal,
and temporal lobes. Then, it made sense to dig even deeper into the brain and introduce
the different regions within the lobes such as the motor cortex, visual cortex, etc., and
describe their function. The theme of going from a large overview to digging deeper is
something that I think is extremely useful for the unit, and I want students to start
thinking theres more to the picture.
For day two, students are already familiar with the overall anatomy of the brain. I
want them to start understanding how the brain sends messages, and that is through
neurons. Giving an overview of the neurons structure (axon, dendrites, etc) and having
them understand that information from one neuron flows to another neuron across a small
gap called a synapse will help introduce the concept of ion channels and action potentials.
(Students typically take biology or living environment in ninth grade, so they come into
chemistry with an idea of what a neuron is as well as the parts of the neuron because of
the nervous system unit in biology from the previous year, so this is also a good way for
them to recall information and build on concepts they have learned.) Neurons use action
potentials when they send a message down the axon to a receptor neuron. Actions
potentials are an electrical message. For this electrical message to take place, ions are
needed. (This is another key moment for students because they already learned all about
ions in a previous unit. Being able to see that ions are used in the brain gives students a
more concrete example of the importance of ions.) Ions are electrically charged
particles. The protein membrane of a neuron acts as a barrier to ions. Ions move across
the membrane through ion channels that open and close due to the presence only when a
neurotransmitter becomes available. But, what is a neurotransmitter? This is a good segue
into day three.
For day three, the focus of the lesson will be neurotransmitters, which is a great
segue from the previous day. Students will learn that neurotransmitters are the chemical
medium through which signals flow from one neuron to the next at the synapses.
1

Students will learn that neurotransmitters are molecules and will explore their structure,
to seg-way into their unique structure with specific groups hanging off its molecule.
These specific groups are called functional groups. (Since students have already learned
about hydrocarbons and their nomenclature previous to this unit, now students will learn
about the different functional groups seen in chemistry, ex: -COOH, -OH, aldehydes,
ketones, esters, etc., which are seen in the molecules of neurotransmitters). Students will
learn that there are different neurotransmitters such as dopamine or oxytocin that have
effects on emotions/behaviors/decision-making. This lingering point, will allow a nice
segue into day four.
For day four, the focus of the lesson will be understanding the effects of drugs on
neurotransmitters in the teenage brain. Why does this result in negative effects on the
brain causing teens to behave/make poor decisions? Why are they more vulnerable to
these things? They will learn that due to the still developing prefrontal cortex, drugs
really do affect the levels of certain neurotransmitters in the brain. For day five, a wrap
up of all that is learned is essential, and what better way to do that than with a jeopardy
game. Jeopardy is a great way for students to really answer a variety of questions that can
range from easy, medium, and hard, and it is more importantly fun! The jeopardy game is
not traditional, but the template of the game is. Rules will be discussed on handout.
Grade Level:
My unit is based on a high school Regents Chemistry class which is typically taught to
10th or 11th graders.
Population Characteristics:
The population of students that I have always had includes students with very diverse
racial and ethnic backgrounds. There are many different minority groups, which is very
common in an Urban Setting like NYC. There are great deal of students with learning,
emotional, or behavioral disabilities in the classrooms I find myself in. As I made these
lesson plans, I kept my previous students in mind considering how I would adapt my
lesson to best accommodate them as well.
Lesson Groupings:
For every lesson, students will work in pairs, ideally. If there is a variation in the lesson
grouping, it will be mentioned in the specific lesson plan.
Time:
One week (5, 1 hour class periods)

Lesson 1
Topic: The parts of the brain and its functions.
Objective:
Students will be able identify the major parts of the brain and their function!
Standards:
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of
interacting systems that provide specific functions within multi-cellular organisms.
[Clarification: Using the brain as the model, and working inward to specify the regions
and functions of the brain.]
Lesson Grouping: Students will work in pairs for this particular lesson.
Curriculum Links:
Before this lesson, students should have been exposed to aspects of the brain from Living
Environment or Biology taken the previous year. Generally, students should come in with
some understanding of the brain and why it is important for everyday life. When going
through the regions of the brain and describing the functions associated with that
particular region, this should hopefully help students recall different processes the brain
is responsible for; such as sight, memories, etc. After digging deeper into the brain, I
want guide students deep enough to the level of how does the brain allow functions to
take place? and that will lead into day two, on sending and receiving messages via ion
channels/action potentials.
Materials:
Smart Board
Handout
Memory Brain Cards
Scope and Sequence:
1. Do Now:
Start off with the Pinky and The Brain Video called Parts of the Brain. Students will
watch the video on the smart board!
https://www.youtube.com/watch?v=snO68aJTOpM
Students will have the opportunity to watch the video twice and then students are asked
to:
1) Try and catch as many brain region names as possible, WRITE THEM
DOWN!
2) Have you ever heard of any of the regions mentioned? If so, which one (s)?
3

3) Just by hearing some of the names of the regions of the brain, what everyday
functions do you think the brain may be responsible for?
I feel like this activity will allow students to dig deep into what they know about the brain
just by hearing the different regions being called out in the video through a song may
trigger something or even help them remember the names of regions through the lesson.
If one student mentions at least one function the brain may be responsible for, I feel like
the domino effect will occur.
2. Mini Lesson:
After having the discussion, I will transition into the Mini Lesson which is an extension
of the video they watched for the Do Now. They are now able to really learn about the
different regions as well as their function. The Mini Lesson will begin with the
introduction of the brain as a division between the left and right hemisphere. They will
learn that the mid-sagital line is what divides the two hemispheres. Then they will begin
to dig deeper into the anatomy and learn that the cerebral cortex is a major region of the
brain that contains four major lobes:

Peripheral
Occipital
Temporal
Frontal

Then they will learn the major function of each lobe. They are provided with a handout
that has a diagram followed by a chart that allows students to right the name of the region
as well as the function. In total there are three different diagrams and three different
charts. Students handouts will be printed in color. The first chart is primarily for students
to put in information about the left and right hemisphere, while the second chart is for the
four major lobes and their function, and the third chart is for the different cortexes/areas
found in the lobes and their particular function.

Visuals will be presented to the students such as picture of the brain with the
different colors, so that it hopefully makes it easier to remember what the
region and its function are.

3. Activity:
Students will work in pairs and play a memory game that will hopefully help students to
start remembering where the lobes are and what is found in the different lobes. This will
also be helpful to remember the different functions of the regions. Its a challenge
essentially. How many regions of the brain and its function can you get correct in two
minutes, solely based on the lesson, with no notes? (Activity directions can be found in
attached power point called Brain and its Functions)

4. Discussion:
As a group, we will discuss what students thought of the memory game as well as
introduce them to the idea of how the brain sends and receives messages to and from
these regions of the brain, which will hopefully keep them on their toes for day 2.
5. Exit Journal:
In students in-class journal, they will write one thing they were confused about
today and two pieces of information you walked away with that you found fascinating.
Discuss why this particular fact interested you.
6. Homework:
Students will be asked to choose one region of the brain they found interesting
and take on the following research question: If something were to happen to the region
of the brain you chose, how would that affect a persons everyday life? Are there
medications or ways to treat the damage done to the particular region? Students must
use one scientific article for support, as well as cite the source in APA format.
One page minimum, Due Wednesday
*Make sure you are familiar with the parts of the brain and its functions, 10 minute quiz
during Do Now tomorrow*
*Review Ions for tomorrow*
Assessment of Students:
Students will be assessed throughout based on their participation through the class. There
were several questions posed in both the Do Now and midway through the Mini Lesson,
which could be found on the power point. Getting involved in the memory game and
observing the group work is also a basis for assessing student to make sure they are on
task and really stepping up to the challenge. Star cut out will be given to those that are
participating with inquisitive questions and comments relevant to the lesson. Notes will
be taken in my journal. This is a very informal way of assessing the students. The exit
journal is a formal way of understanding what students were confused about as well as
interested in throughout the entire lesson.
Evaluation of the Lesson:
I will use the results from the challenge, student participation, as well as the exit journal
to judge whether my lesson was successful. Reading their exit journals will allow me to
see what students did not grasp from the lesson. If many students have the same
misconceptions and are confused about the same ideas, I know that my lesson was not
completely successful and these issues will be addressed at the start of the next lesson.

Name___________________________

Handout 1
Anatomy of the Human Brain

Complete the Diagrams & Be Sure to Fill in the Charts

Differences in the Left and Right Hemispheres of the Brain

Left Hemisphere

Right Hemisphere

Four Major Lobes of the Brain

The Lobes of the Brain

Function

1.
2.

3.

4.

5. Cerebellum
6. Brain Stem

Regions within the Lobes

Specific Regions of the
Brain

Function

1.
2.
3.
4.
5.
6.
7.
8.

In What Lobe?

Lesson 2
Topic: How does the brain send and receive messages?
Objective:
Students will be able to describe how the brain sends and receives messages via neurons
through ion channels and action potentials. Students will be able to describe ion channels
and their importance as well as action potentials and their significance to the overall
process of sending and receiving the messages.
Standards:
HS-PS1-1:

Use the periodic table as a model to predict the relative properties of elements based on the
patterns of electrons in the outermost energy level of atoms.

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure
of substances at the bulk scale to infer the strength of electrical forces between particles

Lesson Grouping: Students will work in pairs for this particular lesson and then as a
whole class.
Curriculum Links:
Before this lesson, students should have been exposed to aspects of the brain from Living
Environment or Biology taken the previous year. Generally, students should come in with
some understanding of the nerve cell or neuron from the nervous system unit. Students
should be familiar with the parts of the neuron axon, dendrites, synapses, etc. Ideally,
reviewing the neuron and its parts should cause students to go Oh, yeah! By this point
students have already had a unit on ions, so this will be a great place for students to see
how ions are so essential to the brains functions through the ion channels and action
potentials. Students have also learned about the different groupings on the periodic table,
so it will also be good review for students to identify certain elements as metals or nonmetals in order for them to decide whether the element will become a cation or anion.
Either way, knowing the periodic table groups will allow students to decide the charge of
the cation or anion. Students have learned than ions are not neutral atoms, and are
therefore carrying a charge. For this lesson, knowing that concept will hopefully make
understanding the way the brain sends and receives messages easier.
Materials:
Smart Board
Handout
Laptop Cart
Laminated Cards
Yarn
9

Scope and Sequence:

1. Do Now:

Clear your desk, only pencil or pen needed for 10 minute quiz on the parts of
the brain and its functions.
When your quiz is collected take out your notebook and answer the following
questions: How do we send and receive messages today? What makes this
method so efficient?

The quiz will allow me to see how familiar students are with the brain and its functions. I
felt like this was a good idea because it pressured students to really take the time to
memorize the brain region and its function. The Do Now question was intended to link
something they can all relate to on some level to something they are yet to learn. I came
up with these questions to see if students could come up with the answer before we dive
into the mini lesson.
2. Mini Lesson:
After having the discussion, I will transition into the Mini Lesson which will be an
extension of the Do Now question. The mini lesson will cover many key aspects such as:

What is a neuron or nerve cell?

There are many types of neurons, ex: motor neurons, sensory neurons, etc.
What does the structure of the neuron look like? This is where they will learn
about the axon, dendrites, cell body, etc. The neuron will flow information from
one neuron to another neuron across a small gap called a synapse, this will help
introduce the concept of ion channels and action potentials. Neurons use action
potentials when they send a message down the axon to a receptor neuron. Actions
potentials are an electrical message. For this electrical message to take place, ions
are needed.
For those that dont remember what ions are or did not take the time to review, I
will play a video that will remind them about ions via a brain pop video on ions:
https://www.brainpop.com/science/matterandchemistry/ions/

This will help them recall that ions are electrically charged particles. The protein
membrane of a neuron acts as a barrier to ions. Ions move across the membrane
through ion channels that open and close due to the presence of a
neurotransmitter. This lingering point will allow the next day to take place,
because the focus will be all about neurotransmitters on day 3.
To further demonstrate the concepts of the day, students in pairs will look at a
simulation of a neuron sending a message on their laptop.
http://www.mind.ilstu.edu/flash/synapse_1.swf
While students are working on the simulation, I will go around the room and
work one on one with the pairs. This may take a little time but I feel like it will be
helpful to clarify any confusion.
10

While students are watching the simulation, they are to track what is happening
via a step by step guide.

Visuals will be presented to the students through the video and simulation in
the mini lesson.

3. Activity:
As a whole class, students will model a motor neuron situation. This activity will allow
the entire class to get involved in understanding a neuron sending a message because
each student will already have a laminated card that has a pin that they can pin to their
shirt. The laminated card will tell the student their role. The Brain will stand at one end
of the classroom and the Foot at the other. The Motor Neurons will stand and line up
between the Brain and the Foot. I will emphasize that the Motor Neuron has a
dendrite, cell body, and axon. Students will be asked to recall the function of a dendrite
(to carry messages toward the cell body) as well as ask students the function of an axon
(to carry messages away from the cell body). This just emphasizes the sequence of
events and how a motor neuron located in the motor cortex is able to send a message to
the foot via axons, dendrites, ion channels, and action potentials to motor receptor in the
foot, allowing the foot to move. Procedure can be found in the link below along with
character cards that would be laminated and pinned to student shirt.
http://positivelyaging.uthscsa.edu/curriculum/brain/pa03pdf/0301E-Wires.pdf
4. Discussion:
As a group, we will bring back the importance of a neuron and its ability to send
messages through electrical pathways or action potentials that is caused by the ion
channels. But for the ion channels to even open, they need something called a
neurotransmitter. Students will be asked what they thought of the activity, if it was
helpful, why or why not? It would be interesting to hear the opinions of the students.
5. Exit Journal:
In students in-class journal, they will be asked to write down the ion form of 10
elements, ex: calcium, potassium, chlorine, barium, oxygen, boron, rubidium, lithium,
nitrogen, and copper, using their prior knowledge of the periodic table. Students will be
allowed to use their chemistry reference table, found on page 9.
http://www.p12.nysed.gov/assessment/reftable/chemistry-rt/chemrt-2011.pdf
Then take a review handout from me on the way out. Review handout contains the
structure of a neuron with its labeled parts and functions, as well as a step by step guide
to what is happening when a message is sent and received. [This is for students that like
having something they can refer to at any time]

11

6. Homework:
1. Students will be asked to be extra observant. Take a look around your homes
and see if you can find at least one item with a chemical formula or chemical
name written on it. Look up what the structure of the chemical looks likes, draw it.
Identify any elements in the structure.
Assessment of Students:
Students will be assessed throughout based on their participation through the class. There
were several questions posed in both the Do Now. Getting involved in the whole group
activity as well as working well in pairs to figure out the step by step of how a neuron
send and receives a message, are all ways that I can assess the participation of students.
Star cut out will be given to those that are participating with inquisitive questions and
comments relevant to the lesson. Notes will be taken in my journal. This is a very
informal way of assessing the students. The exit journal is a formal way of seeing
whether or not students remember ions/how to use their reference table. This is essential
for the regents and a good chance to see their current status on: if they understand ions
and if they know how to use their periodic table to get to the answer.

Evaluation of the Lesson:

I will use the results from the class discussion, student participation, as well as the exit
journal to judge whether my lesson was successful. While working in groups with the
students, I will be able to see what points need to further be emphasized in future lessons,
and reflect on what I could do differently to get the point across to my future students. If I
find that many students are lost on a particular point, then I can know whether or not my
lesson was successful.

12

Name_________________________

The Neuron
Cell Body: Produces all the proteins for the
dendrites, axons and synaptic terminals and
contains specialized organelles such as the
mitochondria, Golgi apparatus. Etc.

Dendrites: Carry
message towards
the cell body

Axon: Carry
message away
from the cell
body

National Institutes of Health

Summary
1.
2.
3.
4.
5.

An action potential arrives at the axon terminal

Triggers the release of the neurotransmitter
Neurotransmitter binds to receptor sites on the ions
Ions cross the membrane through open channels
The influx of ions causes a synaptic potential in the receptor neuron

http://www.mind.ilstu.edu/flash/synapse_1.swf
13

Lesson 3
Topic: What is a Neurotransmitter and what are functional groups?
Objective:
Students will be able to describe the importance of a neurotransmitter as well as know a
few key neurotransmitters such as dopamine and serotonin and their function in the brain
and their effects on our everyday lives. Students will know the key functional groups
found on their chemistry reference table such as the hydroxyl group, carboxylic acid,
ketone, aldehyde, etc. They will use the molecule structures of the neurotransmitters to
identify functional groups they recognize.
Standards:
NYS: Standard four: Key Idea 3
3.1ff, 3.1gg, 3.1hh: Classify an organic compound based on its structural or
condensed structural formula (i.e., CH3COOH or -C-C-OH) Draw a structural
formula with the functional group(s)
Lesson Grouping: Students will work in pairs for this particular lesson.
Curriculum Links:
Before this lesson, students were asked to complete a homework assignment that will
hopefully help stimulate some ideas that chemicals are found in our everyday lives.
Students have learned from the previous lesson that in order for ion channels to open, a
neurotransmitter needs to be present.
Materials:
Smart Board
Handout
Laptops
Scope and Sequence:
1. Do Now:

Why are the ion channels and action potentials so important to our brain?
What do you think will happen if ion channels or action potentials did not
work in our brain? Work with a partner; see what you can come up with.

The Do Now question is meant to further their knowledge on ion channels and action
potentials. I feel like working in pairs will allow students to have stimulating
14

conversation that I hope will be present when the class comes together to discuss these
two questions. They already know what ion channels and action potentials are meant for,
now they are asked to really think about what would happen if they didnt work.
2. Mini Lesson:
After having the discussion, I will transition into the Mini Lesson which will introduce
the neurotransmitter. The mini lesson will cover many key aspects such as:

What is a neurotransmitter?
What is the role of a neurotransmitter?

I will introduce a few examples of neurotransmitters found in our brain. I will start with
dopamine and ask to see if anyone has ever heard of dopamine and if they have, I am
interested in hearing what they know about it. I will describe how dopamine affects our
brain and our everyday lives. I will emphasize that dopamine has an effect on our
emotions/behavior/decision-making and explain how and why. I will then ask students to
take a closer look at dopamines structure and point out anything interesting they find
about it. Hopefully students will point out some elements that they recognize sticking out
of the molecule. If not, I will point out that there are groups hanging off the dopamine
molecule. Students will find out that those groups hanging off are called functional
groups. Students will then learn the different types of functional groups as well as the
specific nomenclature associated with the presence of a particular functional group. They
will use their reference table to look at the functional group chart on page 8:
http://www.p12.nysed.gov/assessment/reftable/chemistry-rt/chemrt-2011.pdf
Students will be introduced to the next neurotransmitter: serotonin. The function of
serotonin and its effect on the body will be presented. In pairs students will take a few
minutes to identify all the functional groups they see on the serotonin molecule. When a
pair feels like they identified all of the functional groups on the serotonin molecule, they
will write their names on the chart paper with their findings. The first group to find all the
functional groups of serotonin wins. There is nothing better than some friendly
competition within the classroom.
3. Activity:
1. In pairs students will take on two activities. The first will be a fun quiz that students
will take to identify what neurotransmitter they are. The neurotransmitter they get will be
the basis for their research project.
http://archives.drugabuse.gov/havefun/what_neurotransmitter_popup.php
2. The second activity will be based on the activity the to eat or not to eat the cookie
simulation. This will allow students to see exactly what is happening to dopamine levels
and serotonin levels, but also allows them to think further and notice that there are other
15

neurotransmitters at play, such as oxytocin, etc. This simulation allows students to not
only map the route they chose, but also describe what is happening at each stage to the
neurotransmitter levels. They will be able to further their inquiry and use the links on the
simulation to learn about neurotransmitters such as oxytocin. This will all be helpful
because it will allow students to not only learn about the neurotransmitters in the brain,
but see how they affect our emotions/decision making/behavior/body responses, etc.
Students will share what route they chose.
4. Discussion:
As a group, we will bring back the importance of a neurotransmitter. Students will
be asked to discuss things they observed when neurotransmitter levels increased or
decreased and I am really looking for specific examples from the simulation. I will ask
the question of how they think drugs affect the neurotransmitters of kids their age. It
would be interesting to see their take on that, which is also a good segue into day 4s
objective.
5. Exit Journal:
In students in-class journal, they will be asked to write down two things that they
found interesting about the neurotransmitters they came across in the simulation and why?
6. Homework:
Students will be asked to start their research project based on the neurotransmitter
they got through the first mini activity. Students will pair with someone with a different
neurotransmitter. [Refer to research project handout] Presentation Monday
Assessment of Students:
Students will be assessed throughout based on their participation through the class. There
were several questions posed in both the Do Now. Getting involved in the two pair
activities as well as getting involved in the discussion after the two mini activities are all
basis for informal assessment. Notes will be taken in my journal. The exit journal is a
formal way of seeing what students took from all the neurotransmitter talk and what
really struck them the most.
Evaluation of the Lesson:
I will use the results from the class discussion, student participation, as well as the exit
journal to judge whether my lesson was successful. While walking around, I will be able
to see how involved students are in the simulation. Asking questions while they are
working on the simulation to the individual groups and hearing their responses, as well as
asking if there is any confusion will allow me to decide how successful my lesson plan
was for the day.

16

Research Project Prompt

After taking the What Neurotransmitter are You Quiz, you will base your research
project on the neurotransmitter you received. A minimum of three reliable sources must
be used. Sources must be cited using APA format.
The research Project is due on Monday.

Your presentation should be displayed for students to easily see, either through power
point, a poster, etc. The following questions should be addressed in your research
project:

1. What is the name of your neurotransmitter?

2. Draw the molecule of your neurotransmitter and be sure to identify the functional
groups associated with the molecule.
3. What lobe(s), region(s), etc. of the brain does your neurotransmitter effect?
4. If that particular lobe or region is injured, how would that affect someones everyday
function? Is there medication or treatment to fix the injury?
5. If there is too much of the neurotransmitter, how would that affect someones
emotions/behavior/decision-making? What if there is too little? What would happen in
both cases?

Feel free to add any interesting information you may come across while doing your
research.

*Be sure to use reliable sources for your research. If scientific journals or articles are
used from reliable resources, and cited correctly using APA format, then an extra five
points will be added to your overall presentation grade.*
17

Lesson 4
Topic: What effects do drugs have on the neurotransmitters of the teenage brain?
Objective:
Students will be able to describe the negative effects of different drugs on the teenage
brain. Students will be able to identify WHY drugs have negative effects on the teenage
brain as well as discuss how these drugs affect behavior/emotions/decision-making while
under the influence.
Standards:
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems
that provide specific functions within multi-cellular organisms
Lesson Grouping: Students will work in groups of four.
Curriculum Links:
Before this lesson, students were introduced to a few neurotransmitters and were able to
further their understanding through a simulation they conducted with their partner in class.
Students were asked the question of how drugs affect neurotransmitters in the brain the
previous day, some thoughts were shared.
Materials:
Smart Board
Laptops
Handout
Scope and Sequence:
1. Do Now:

What are some drugs/beverages that you have heard students have been in
contact with? What are some effects that are common with taking/over-using
drugs that you have heard of? Now that you have learned about the different
regions of the brain and learned about the pathway of how messages are sent
and received in the brain, what do you think makes this happen?

The Do Now question is meant to get students to think about the role of drugs on the
neurotransmitters which in turn affects the brain of kids their age. This will help them
begin thinking about the behaviors/decision-making/emotions seen when teenagers are
under the influence.

18

2. Mini Lesson:
After having the discussion, I will transition into the Mini Lesson which will introduce
different types of drugs such as cocaine, LSD, alcohol, etc. Students will look at the
structure of the different drugs and compare it to the structure of the neurotransmitters:
dopamine, serotonin, etc. Are there any similarities in their structures? [Neurotransmitter
structures as well as the different drug structures will be provided] Are their similar
functional groups? Students will learn that the teenage brain is still developing, and the
pre-frontal cortex is a region of the brain that is definitely still developing. The question
will be asked: what is the pre-frontal cortex responsible for again? Hopefully, students
will be able to see the connection of why teenagers act poorly, have poor decision making,
and experience a series of moods while under the influence. How does the drug cause all
this to happen in the brain? In order to answer that question we have to look at what is
happening, and what better way to do that than through an activity.
3. Activity:
1. In groups of four students will be assigned a drug, either: cocaine, alcohol, LSD,
methamphetamine, marijuana, ecstasy, or heroine. Using their laptop, they are to take on
the Mouse Party simulation.
http://learn.genetics.utah.edu/content/addiction/mouse/
Students will describe what is happening to the neurotransmitter, what the drug is doing,
what effects it has on the mouse brain, what part of the brain is being affected, what is
happening to the ion channels? On the piece of chart paper they are given, they are to
write the name of their drug, and answer the above questions. Students may include other
information they want to share with the class!
4. Discussion:
After students present their findings to the class, a general discussion will take
place about what they felt was interesting. General questions such as: how did the drug
affect the neurotransmitter, what were some things that they noticed as they were going
through the simulation of their assigned drug?
5. Exit Journal:
In students in-class journal, they will be asked; whether the idea of doing drugs /
the idea of drugs in general has been altered after learning what happens when teenagers
do drugs.
6. Homework:
Students will be asked to finish their research project based on the
neurotransmitter they got through the first mini activity. Students will pair with someone
19

with a different neurotransmitter. [Refer to research project handout] Presentation

Monday
*Review Notes from the Week. HIGHLY RECOMMENDED, in for a treat tomorrow.
May the odds ever be in your favor*

Assessment of Students:
Students will be assessed throughout based on their participation in the simulation and
really through the work that they put in on their chart paper/presentation of their findings.
This is a formal assessment. The informal assessment will be based on their comments
and questions in both the Do Now and discussion, cut out stars will be given, if
comment/question is relevant and stimulates discussion.
Evaluation of the Lesson:
I will use the results from the class discussion, student participation, as well as the
student presentation to determine whether my lesson was successful. While walking
around, I will be able to see how involved students are in the simulation. Asking
questions while they are working on the simulation to the individual groups and hearing
their responses, as well as asking if there is any confusion will allow me to decide how
successful my lesson plan was for the day.

20

Neurotransmitter

Oxytocin
__________________________________________________________________________________________________

Drugs

Heroine

1.
Marijuana

Methamphetamine
21

Lesson 5
Topic: Review/Wrap-Up of the Unit: How is Chemistry Involved in the Brain?
Objective:
Students will be able to work in groups and assess their knowledge through a classroom
game of jeopardy.
Standards:
HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of
interacting systems that provide specific functions within multi-cellular organisms.
[Clarification: Using the brain as the model, and working inward to specify the regions
and functions of the brain.]
HS-PS1-1:

Use the periodic table as a model to predict the relative properties of elements based on the
patterns of electrons in the outermost energy level of atoms.

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure
of substances at the bulk scale to infer the strength of electrical forces between particles
NYS: Standard four: Key Idea 3
3.1ff, 3.1gg, 3.1hh: Classify an organic compound based on its structural or
condensed structural formula (i.e., CH3COOH or -C-C-OH) Draw a structural
formula with the functional group(s)
Lesson Grouping: Students will work in four groups of 6
Curriculum Links:
Throughout the week students learned about the overall regions of the brain and their
functions and were able to dig deeper and learn about neurons, the parts of the neuron,
and later learned about the neurotransmitter as well as common neurotransmitters, and
lastly the affects of neurotransmitters. Throughout there was the overarching theme of the
presence of chemistry in these brain processes, for example the ions/the functional groups
in the molecular structure of the neurotransmitters/drugs. This was a way to link some
chemistry concepts to some dense concepts of the brain. This jeopardy games allows
22

students to recall information they learned throughout the week, through a fun and
interactive way.
Materials:
Smart Board
Jeopardy Template
Scope and Sequence:
1. Do Now:
Put away all books. You will get a number in a few minutes.
2. Mini Lesson:
Students will learn the rules of Lubnas Jeopardy. Students will be assigned a number 1-4.
After receiving their number students will group up based on their assigned number. The
rules of the jeopardy game are simple. All students must take part in the jeopardy game.
There are four buzzers on the four desks in the center of the room. One student from each
group will step up to the buzzer. The order of who goes first will be based off the rolling
of the dice. Whichever student gets the highest number, will get to choose the first
question on the jeopardy board. However, if the student is unable to answer the question
within the 1 minute [sound will go off when time is up], any of the other players are able
to buzz in and take a go at the question. No notes should be out. If there is any form of
bullying or inappropriate behavior, team will be disqualified. This is meant to be fun for
everyone. Good luck.
3. Activity:
Lubnas Jeopardy Game. This game will allow students to really dig into the weeks
content and hopefully create a fun environment for everyone.
4. Discussion:
After Jeopardy game, I am interested in talking about what the students thought of
the game, if they found it helpful, what they think should change for the following year,
etc.
5. Exit Journal:
In students in-class journal, students are asked to write a reflection of the weeks
content. The likes and dont likes. Their thoughts on the simulations, their thoughts on
the content of the week, whether they think they understand ions/functional groups when
seeing it applied to a real world example like the brain, and whether or not they felt like
they learned more this week than in other weeks, if so why?
23

6. Homework:
Students will be asked to finish their research project based on the
neurotransmitter they got through the first mini activity. Students will pair with someone
with a different neurotransmitter. [Refer to research project handout] Presentation
Monday
Assessment of Students:
Students will be assessed throughout based on their participation in the jeopardy game.
Watching for good team work and encouragement, even with students that are not in their
own group.
Evaluation of the Lesson:
I will use the results from the class discussion/exit reflection/jeopardy game to decide
whether students really understood the weeks content. This will help to determine
whether or not the lessons were a success.
Works Cited

http://www.mind.ilstu.edu/flash/synapse_1.swf
http://learn.genetics.utah.edu/content/addiction/mouse/
https://faculty.washington.edu/chudler/jeopardy.html
http://www.wisegeek.org/what-is-the-prefrontal-cortex.htm
http://biology.about.com/od/anatomy/p/brocas-area.htm
http://positivelyaging.uthscsa.edu/curriculum/brain/pa03pdf/0301E-Wires.pdf
http://www.p12.nysed.gov/assessment/reftable/chemistry-rt/chemrt-2011.pdf

https://www.brainpop.com/science/matterandchemistry/ions/

https://www.youtube.com/watch?v=snO68aJTOpM

Brain images from AMNH

Simulation on to eat the cookie or not to eat the cookie [could not find
exact link or the name of the simulation, hopefully will put it in when the
blackout period is removed]

Conclusion
This project was a great challenge. This is the first time I ever put together a week
unit or any unit in general, so it was a great learning experience. The amount of time
required putting something interacting, inquiry based, and educational together, while
also ensuring that there is enough time to do everything you set out to do in a class period
as well as making sure the content is flowing from day to day is very challenging. Overall,
putting this together was a great experience. I think the unit will be challenging in terms
of the time. In an idealistic world, all this could be done in an hour, but realistically
24

things like technology problems arise, and certain activities taking longer than expected
etc. I would try and cut certain things out just for the sake of time, or ideally extend the
unit to more than a single week, so that students have more time to process certain
concepts or ideas. Ideally, I would want to do a unit on the brain and connect it to things
like the periodic table, ions, functional groups, perhaps hydrocarbons. I would want to
possibly teach this unit a month before the regents, as a way to touch on chemistry
concepts they learned throughout the year and apply them to something like the brain. It
provides a more concrete example and will most likely help them remember things for
the regents. This unit made me think a lot and I think it was a very beneficial assignment.

25