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What is Brainology?
Brainology is a research-based method for teaching students a Growth Mindset, along with the
tools to put it into practice. The Brainology curriculum combines online, interactive animation
with classroom-based activities to teach students how the brain changes with learning, and how
they can use brain-based study strategies to accelerate their progress.
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SUMMARY OF MATERIALS
In these Guides you will find the following materials:
I.
II.
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GET READY!
PART I. CURRICULUM OVERVIEW:
RESEARCH FOUNDATION & PLANNING
GUIDE FOR TEACHERS
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GET READY!
Curriculum Overview
Table of Contents:
I.
II.
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Among these critical academic mindsets, the Growth Mindset plays a central role in helping students to
forge a sense of self-efficacy. At Mindset Works, we have developed the Brainology program to help
teachers and schools cultivate a growth mindset and improve the learning strategies of their students.
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Decades of research show that when people understand that they can develop their intelligence through
learning, they are motivated to seek challenge, value learning, invest effort, and persist through
difficultyand they achieve more highly. Moreover, the Growth Mindset can be taught.
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Are your students losing focus on the lesson? Ask them if they are "using all their channels"!
Are your students struggling with a difficult challenge? Remind them that their neurons are
growing most when things seem most difficult.
Do your students have projects to complete? Have them use the Brainology Study Guide and
Study Plan!
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The Introduction to Brainology presents the curriculum and its purpose, the characters that will
guide the students throughout the program, and the tools available (e.g., the e-Journal, Map, Brain
Book and Help). Users also create an inventory of their personal challenges so they can more easily
relate the Brainology lessons to their lives.
Unit 1: Brain Basics introduces the basics of brain structure and function. This unit also explains
what is required to maintain readiness to learn and how attention and concentration are supported.
This unit teaches students the physical aspect of thinking and learning, which underlie a growth
mindset.
In Unit 2: Brain Behavior, students learn that the brain functions by sending chemical messages
through a network of nerve cells, and that these cells are responsible for thought. This insight
provides a foundation for understanding how learning changes the brain. They also learn how
emotions can influence the brain and are taught strategies for managing their negative emotions and
enhancing their positive ones.
In Unit 3: Brain Building, students discover how learning changes the brain through the growth of
connections in neural networks with repeated use, the key to the growth mindset. Students learn that
intelligence can be developed through mental exercise, and they are introduced to activities that
promote learning.
Unit 4: Brain Boosters extends the concept of the malleable brain to understand the processes of
memory. The unit introduces a variety of study strategies to capitalize on the way the brain works
and learns to deepen and reinforce the students understanding of the growth mindset, and to guide
the student to the study skills resources
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GET SET!
PART II. PLANNING & SETUP:
SCHEDULING & TECHNICAL GUIDE
FOR TEACHERS
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GET SET!
Planning & Setup Guide
Table of Contents:
I.
II.
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You should feel comfortable planning the schedule to coordinate with your own circumstances (length of
class periods, holidays, testing schedules, availability of computer lab time, etc.). We strongly recommend
that you take the time to plan specific dates for Brainology even if you expect to have to adjust them
later.
Scheduling Options
Brainology is a blended learning curriculum that requires a total of about 15 hours of classroom time to
teach, including about 2.5 hours of online activities, in 20 sessions over 5-20 weeks. It can accommodate
different schedules, as follows:
Length of Class Period: The optimal length of a class period for Brainology is 45 minutes, which
permits ample time for each activity to be completed within one session. It can also work within
shorter (30 minute) or longer (60 minute) periods.
Number of Sessions per Week: Brainology can be taught in 1-4 sessions per week.
Number of Weeks to Complete: Depending on the length of class periods and number of sessions
per week, Brainology can take from 5-20 weeks to complete.
Unit
Day
Activity
Day
Activity
Intro
Tuesday
Thursday
Intro
Tuesday
Thursday
Unit 1
Tuesday
Thursday
Unit 1
Tuesday
Thursday
Unit 2
Tuesday
Thursday
Unit 2
Tuesday
Thursday
Unit 3
Tuesday
Thursday
Unit 3
Tuesday
Thursday
Unit 4
Tuesday
Thursday
10
Unit 4
Tuesday
Thursday
Each unit also contains alternative activities to accommodate learners with different needs and skills.
On the next page you will find a blank Brainology Planning Calendar. You can also find an automated
planning tool online at https://www.mindsetworks.com/teacherschedule.aspx. It may be helpful to include
the calendar in your lesson plans and fill in the dates for when you plan to complete the activities.
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Activity #
Activity
I-1
I-2
I-3
I-4
1-1
1-2
1-3
1-4
2-1
2-2
2-3
2-4
3-1
3-2
3-3
3-4
4-1
4-2
4-3
4-4
Date
Intro
1
Brain
Basics
2
Brain
Behavior
3
Brain
Building
4
Brain
Boosters
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Please note that your password is securely encrypted and cannot be retrieved by anyone. If you should
forget it, follow the instructions for resetting your password.
Resetting your password
If you know your Brainology login username and have access to the e-mail account you used when you
registered on the Brainology website, follow these steps to reset your password:
Go to the Brainology website homepage, http://www.mindsetworks.com.
Click on Log In at the upper right corner of the page.
In the left hand column of the Log In page, under the Log In button, click on the words Forgot
password.
Enter your Brainology login username and the e-mail address you used to register on the
Brainology website, and click the Submit button.
Use the password that the system e-mails to you to log in to the Brainology website.
Change your password to one of your own choosing immediately, following the instructions for
changing your password.
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The map on the left tells you where kids are. Click it to
check on students who are behind or going ahead farther
than you want.
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www.brainology.us
GO!
PART III.
LESSON AND MATERIAL GUIDES
FOR TEACHERS
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The Introduction to Brainology presents the curriculum and its purpose, the characters that will
guide the students throughout the program and the tools available (e.g. the e-Journal, Map, Brain
Book and Help). Users also create an inventory of their personal challenges so they can more easily
relate the Brainology lessons to their lives.
Unit 1: Brain Basics introduces the basics of brain structure and function. This unit also explains
what is required to maintain readiness to learn and how attention and concentration are supported.
This unit teaches students the physical aspect of thinking and learning, which underlie a growth
mindset.
In Unit 2: Brain Behavior, students learn that the brain functions by sending chemical messages
through a network of nerve cells, and that these cells are responsible for thought. This insight
provides a foundation for understanding how learning changes the brain. Students also learn how
emotions can influence the brain and are taught strategies for managing their negative emotions.
In Unit 3: Brain Building, students discover how learning changes the brain through the growth of
connections in neural networks with repeated use, the key to the growth mindset. Students learn that
intelligence can be developed through mental exercise, and they are introduced to activities that
promote learning.
Unit 4: Brain Boosters extends the concept of the malleable brain to understand the processes of
memory. The unit introduces a variety of study strategies to capitalize on the way the brain works
and learns to deepen and reinforce the students understanding of the growth mindset, and to guide
the student to the study skills resources.
Differentiating Instruction: Throughout the next five Go! Curriculum Guides, many lessons
have been modified so that you can differentiate and scaffold your instruction for the unique
needs of your students. Several lessons have two options: Option A is intended for On-Level or
Advanced Learners, and Option B is intended for Below-Level Learners (based on a 7th grade
level).
Whenever you see the
icon, look for tips to differentiate your instruction for process,
product, or content, and ways to scaffold the material for all learners.
Process refers to how a student comes to understand the material.
Product refers to the work product in which the student demonstrates mastery.
Content refers to adjusting the material based on prior knowledge of the student.
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Organization: Each unit of the Teachers Guide contains the following sections:
I. Overview and Goals provides a description of the instructional goal of the unit, the key
challenge in student motivation, recommended readings, and key content contained in the
unit.
II. Lesson Plans has suggestions for teacher practice, and an explanation of the researchbased principals underlying these recommendations, and a sample outline of lessons for that
unit.
III. Reproducibles and Handouts contains instructions and printable materials for
classroom activities that support the learning of the key concepts in that unit of Brainology.
These activities are organized as follows:
Connect It activities are intended to be used before the introduction of a new unit of Brainology.
In these activities, students activate their prior knowledge and/or prior learning in the Brainology
program to heighten their readiness to learn and interest in the content of the upcoming unit. These
activities connect to students lives, to their experiences with other texts or learning, and to other
lessons in this program.
Check It quizzes are provided for the purpose of using as a formative assessment. The teacher can
allow the student to fill in the Check It while they complete the online lesson, to keep them focused
on a goal. They may also be used to diagnose the extent to which students have grasped the
information in each unit. If the Check It shows that students have gaps in their understanding and
need further practice, the teacher can differentiate and remediate using the Additional Activities
provided.
Practice It activities are provided for the purpose of deep practice. In these lessons, students have
the opportunity to interact with the information at an instructional level towards the goal of
increasing understanding of the content and learning to use their knowledge independently.
Apply It activities can be used to enhance metacognition by allowing students to apply their new
knowledge in a variety of ways. These scenarios can also be used to assess the depth of student
understanding in relation to the content in Brainology.
Additional Activities are included at the end of each unit. While not a part of the core curriculum,
they are meant to deepen students understanding of the key concepts. The Additional Activities
provide opportunities to express this understanding through a wider variety of learning modalities,
and to apply them to their own learning.
Supplies: Please review the lesson plans prior to instruction to be sure you have the necessary
materials.
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Introductory Unit
Table of Contents:
I.
II.
Lesson Plans
A. Activity 1: Mindset Assessment Profile (MAP) and Reflection .. 34
B. Activity 2: Check It Formative Assessment ....................... 35-36
C. Activity 3: You Can Grow Your Intelligence
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Activities
Activity
#
Intro-1
Intro-2
Intro-3
Intro-4
Key Concepts
Activity
Connect It Complete both:
Mindset Assessment Profile (MAP) survey
Brainology Reflection Questions 1-6
Check It Complete both, together:
Online Brainology Introduction
Formative Assessment
Practice It - You Can Grow Your Intelligence - Choose one:
o Option A. Plain Text Version or
o Option B. Interactive Text Version
Apply It Values Lesson & Reflection Choose one:
o Option A. Advanced Version or
o Option B. Basic Version
Lesson Plan
Handout
p. 34
pp. 42-44
pp. 35-36
p. 45
pp. 37-38
pp. 46-55
p. 39
pp. 56-57
Mindsets are those implicit beliefs we all hold about our most basic abilities
and intelligence. People with a fixed mindset believe their ability and
intelligence are largely fixed and outside of their control, whereas people
with a growth mindset believe that their intelligence and ability can be
developed through their own efforts. Having a growth mindset helps people
be motivated to push themselves to reach their true potential.
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Introductory Unit:
Lesson Plans
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Introductory Unit Activity 1, Connect It: Mindset Assessment Profile (MAP) and
Reflection
Description: Survey for getting a quick assessment of the students mindsets
Objective: Students will complete the MAP and reflection to get a baseline on what sort of
mindset they currently hold about learning.
Timeline: Before beginning Brainology 30 minutes
Instructions for the teacher:
This is a tool to get a quick assessment of your students mindsetstheir beliefs about
the malleability of intelligence, the relative importance of learning and perfect
performance, and their attitudes toward effort and mistakes. Its important that students
not feel labeled by this tool. The MAP categories just represent the way they are
thinking and feeling about these questions at the present time. They can change these
beliefs, and they may feel differently on different days.
You can use this assessment tool in a number of ways:
o Individual assessment, scored by the teacher
o Individual assessment, scored by the student
o Individual assessment, scored by a peer
Once students have completed the
Differentiating Instruction:
assessment, you can follow up with a
Process
class discussion. Here are some
A teacher could ask students to process
questions that you might explore:
these questions in several different ways.
o Are there some subjects where you
The class could do an Ink-Pair-Share
dont feel confident that you can
where students first write, then discuss with
learn and do well?
a partner, then participate in a class
o How do you think it feels to get a
discussion. The teacher could have students
bad grade if you believe that you
write about the questions and hold 1:1 miniconferences with some or all students. Last,
cant do any better?
students could be put in groups to make a
o Can you think of a time when you
poster answering each question with the
learned to do something really
teacher choosing which groups get which
hard? How did you learn it?
questions.
o What would you be willing to work
hard to achieve if you knew it was
possible?
o If you knew that you could develop your intelligence through effort, what goals
would you set for yourself?
When students finish the MAP, ask them to complete the reflection. Keep the MAPs
and the reflections so that you can keep track of how your students were thinking when
they began the program. At the conclusion of the Brainology program, re-administer
the MAP to measure the areas where students grew their mindset!
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Introductory Unit Activity 2, Check It: Online Lesson with Formative Assessment
Description: Brainology Program Introductory Unit Formative Assessment
Objective: Students will demonstrate an understanding of the concepts presented in the
Introductory Unit online lesson.
Timeline: Complete with Brainology Introduction Online Lesson - 30 minutes
Instructions for the teacher:
Distribute the Check It questions to the students.
Have students work silently and independently, completing the online lesson while
filling out the Check It.
See the next page for the ANSWER KEY.
When gaps are identified in student understanding, work with them individually to
reteach the concepts, or encourage them to go through the online lessons again for a
deeper understanding. Feel free to re-test if appropriate.
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(6) What is one reason you might use the Brain Book?
The Brain Book can be used for any of the following:
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Introductory Unit Activity 3, Practice It: You Can Grow Your Intelligence
Description: An introductory article about brain science with a follow up activity
Objective: Students will learn about the concept of expandable intelligence.
Timeline: Approximately 30 min
Instructions: There are 2 versions of the article: Option A (Plain Text Version) and Option
B (Interactive Text Version). Choose the one most appropriate for your learners.
Instructions for Option A (Plain Text Version):
To activate students prior knowledge, ask them to generate research questions about
intelligence. Record the research questions on chart paper. (Some examples are below.)
o
o
o
o
What is intelligence?
Do all humans have equal intelligence? How do we know?
What are the most intelligent animals on Earth?
What are the best ways to measure intelligence? How do we know?
Ask students if they would like to learn how to grow their intelligence, and explain that the
class will be reading research today about how to grow their intelligence.
Students will draw 6 pictures to help the students brains add this new information to their
long-term memories.
Pass out copies of the worksheet and discuss non-linguistic representations of concepts
(drawings) as a way to process and remember a new idea. You can connect the idea to the
saying, a picture is worth a thousand words and remind students that the brain has an
amazing ability to remember pictures.
Read the first section as a class and model the drawing and the response to the first one.
Ask students to read silently the next section and complete the second drawing.
Have students check for understanding with a partner using these frames:
o I made a connection to the article when I read because
o The article explores my research question when it talks about
o The article raises a new question for me, which is because
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Introductory Unit Activity 3, Practice It: You Can Grow Your Intelligence, cont.
Instructions for Option B (Interactive Text Version):
To activate students prior knowledge, ask them to generate research questions about
intelligence. Record the research questions on chart paper. (Some examples are below.)
o
o
o
o
o
o
What is intelligence?
Do all humans have equal intelligence? How do we know?
What is animal intelligence measured as compared to human intelligence?
What are the most intelligent animals on Earth?
What are the best ways to measure intelligence? How do we know?
What are some people more intelligent than others?
Ask students if they would like to learn how to grow their intelligence, and explain that the
class will be learning today how to grow their intelligence.
Pass out the copies of the Interactive Text and read as a class as the students complete the
prompts and thought bubbles.
Have students record one research question from the class list that they would like to
search for information about as independent practice (for homework or in a lab setting).
Students can report back their findings to the class individually, with partners, or in small
groups. Use this opportunity to differentiate for all levels of learners.
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Introductory Unit:
Reproducibles and Handouts
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Agree
A Little A Little
Agree
Profile
A Lot
Number
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For questions with odd numbers (1, 3, 5, 7), write the number of your answer into the boxes in the right
column.
For questions with even numbers (2, 4, 6, 8), use the table below to fill in the gray boxes in the right column.
If you chose this answer:
Then write this number in the gray box on the right (Profile
Number).
Disagree (2)
Agree (5)
Add up all the numbers in the Profile column on the right, and write the total in the last box in the bottom right
corner.
Find the group that includes your number in the chart below and circle it.
Now, read what it says about your MAP group.
If your profile
number falls
into this
range:
8-12
F5
13-16
F4
17-20
F3
21-24
F2
25-28
F1
29-32
G1
33-36
G2
37-40
G3
41-44
G4
45-48
G5
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Name____________________________________________Class__________________
MAP Reflection
1. Do you think the description under your MAP group matches the way you think and feel
about your school work? Which parts are true for you and which are not?
2. Now that you have taken the MAP, what do you think we will be learning about while we
do the Brainology program?
3. What if we told you that Brainology might teach us how to be excited about challenges,
how to learn from mistakes, and how to increase your intelligence. What do you think
about that?
4. Would you like to learn how to increase your intelligence? Why or why not?
5. Can you think of a time when you learned to do something really hard? How did you learn
it?
6. If you knew that you could develop your intelligence through effort, what goals would you
set for yourself?
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Check It!
1) Explain, draw or represent what you think youll be learning in the
Brainology program.
2) What makes the brain grow stronger? Explain or draw a picture to represent
your answer.
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
1. ______________________________
2. ______________________________
3. ______________________________
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Brainology Intro Unit Activity 3, Practice It: Reading for Activity Options A and B
Fotosearch
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Axon
Dendrites
Fotosearch
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Nerves in brain
of animal living
in bare cage
Brain of animal
living with
other animals
and toys
2010 Mindset Works
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At birth
At age 6
2010 Mindset Works
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Brainology Intro Unit Activity 3, Practice It: Plain Text Version - Option A
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Everyone has a brain that can be exercised, and what I drew shows
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
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Brainology Intro Unit Activity 3, Practice It: Interactive Text Version - Option B
GUESS WHAT?
New research shows that the brain is more like a
muscleit changes and gets stronger when you use it!
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Most people dont know that when they practice and learn new things, part of their brain
changes, grows, and gets stronger and larger, a lot like muscles do when they exercise.
Scientists have actually been able to show just how the brain grows and gets stronger when you
learn.
So here is an analogy: Muscle is to exercise as the brain is to _________________.
In other words Muscles will grow with exercise and the brain will grow with_______.
The more that you challenge your mind to learn, the more neuron connections
you make in your brain.
If you continue to strengthen these connections, things that you once found very hard to do
like remembering information for a test or doing algebraseem to become easy. The result is
a stronger, smarter brain.
Use the information you have just read to complete the organizer below
IF
THEN
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While the animals that lived alone just ate and slept all the time, the ones that lived with different
toys and other animals spent a lot more time figuring out how to use the toys and how to get
along with other animals.
The animals who lived in the stimulating environment had more connections between nerve
cells in their brains. The connections were bigger and stronger, too. In fact, their whole brains
were about 10% heavier than the brains of the animals who lived alone without toys. The
animals who were exercising their brains by playing with toys and each other were also
smarterthey were better at solving problems and learning new things.
Even old animals got smarter and developed more connections in their brains when they got a
chance to play with new toys and other animals. When scientists put very old animals in cages
with younger animals and new toys to explore, their brains grew by about 10%.
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At birth
At age 6
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At first, I couldnt.
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Brainology Intro Unit Activity 4, Apply It: What Are Your Values? Option A
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Brainology Intro Unit Activity 4, Apply It: What Are Your Values? Option B
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COPYRIGHT 2002-2015 MINDSET WORKS, INC. ALL RIGHTS RESERVED.
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Unit 1:
Brain Basics
II.
Lesson Plans
A. Activity 1: Information Search and ............................................ 66
a. Option A: Brain Health Scan or ......................................... 66
b. Option B: Food and Sleep Brain Inventory ............................................ 67
B. Activity 2: Check It Formative Assessment ......................... 68-69
C. Activity 3: Effective Effort Rubric, Option A or B ................ 70-71
D. Activity 4: Johns History Test ................................................... 72
E. Additional Activities:
a. Using Your Brain: Take an Active Approach ..................... 73
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Unit 1:
Brain Basics
UNIT 1: AN OVERVIEW
Unit Goal
Activities
Activity
#
1-1
1-2
1-3
1-4
Activity
Connect It Complete two:
Information Search and
o Option A: Brain Health Scan or
o Option B: Food and Sleep Brain Inventory
Check It Complete both, together:
Online Brainology Unit 1
Formative Assessment
Practice It Effective Effort Choose one:
o Option A: Advanced Version or
o Option B: Basic Version
Apply It Johns History Test
Key Concepts
Lesson Plan
Handout
pp. 66-67
pp. 76-80
pp. 68-69
p. 81
pp. 70-71
pp. 82-83
p. 72
p. 84
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Unit 1:
Brain Basics
The brain needs certain things in order to function well. Some examples are sleep,
exercise, and foods like eggs, nuts, fish, fruits, and vegetables that contain important
chemicals.
The brain is the bodys control center: it gets information from all your senses, and is in
charge of all of the bodys voluntary and involuntary movement.
Different areas of the brain take in information from different senses and do different
things. The Frontal Lobe handles emotions, reasoning, planning, movement, creativity,
judgment, problem solving, and planning. The Parietal Lobe controls the sense of touch,
pain, taste, pressure, and temperature. The Occipital Lobe is responsible for vision and
recognizing objects. The Temporal Lobe processes sound, memory, and language. Learning
about the functions of the brain can help people learn more effectively.
Your senses serve as different pathways to the brain: using more than one sense to learn
about something lets you use more of your brain and aids learning and memory.
Using two or more complementary modes of learning one thing can help focus your
attention and increase learning. For example, seeing a picture while hearing an explanation
is a very effective way to learn.
In contrast, getting information about competing things through different senses can
interfere with learning. For example, playing music and watching a cartoon while trying to
read may distract you and reduce your learning capacity.
In other words, we can ask ourselves: are my different senses pulling me in the same
direction, or in all different directions?
Active learning approaches are best, because they help to keep your attention focused on
the subject, and increase understanding of the subject.
Self-efficacy is the feeling that you have the power to achieve or do something through your own
efforts. Young people usually do not feel in controlof their environment, of the standards they
must meet, of their success or achievement level. By helping students understand how to use their
brains in a more effective way, you can help your students to feel more in control of what they
can achieve.
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Unit 1:
Brain Basics
Use opportunities in class to praise students for using all the different parts of their brains through
varied learning strategies. Some examples include:
Drawing a diagram to help you see your work is a great problem-solving strategy!
Good job helping each other out with that problem; it really helps to talk things out!
I can see that you are working hard to use all the parts of your brain.
I notice you are using complementary pathways to learn that information. Great strategy!
I see you are reading and then summarizing the text in your own words. That will help
your brain learn the information better!
Remind students that they need to think about whether they have given their brains everything
they need to learn well. Suggest that they be their own brain scientist and use a checklist to make
sure they are giving their brains all the help they need:
By helping your students to understand how their brains work and how they can use this
knowledge to learn more effectively, you are laying the groundwork for them to develop a sense
of self-efficacy and a growth mindset!
Concrete Strategies:
The use of different learning strategies can also be facilitated in classroom learning. Some
examples include:
After reading part of the math text book, or a math problem, ask students to rephrase the
main ideas of the text, or explain the main points of the problem to another student.
Students can design their own cartoon strips to rephrase key parts of a lesson, re-tell a
story problem or sequence problem-solving steps.
Students can use other senses and abilities when they work in small groups to
cooperatively solve problems.
When students present their solutions to problems at the board, ask them to describe what
they thought and what strategies they used as they solved the problem. For example, was
it like a problem they had seen before? Did drawing a figure help them sort through what
to do? Did they use formulas that they knew from the text? Did they recognize that the
problem involved more than one concept? Did they discuss with someone?
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Unit 1:
Brain Basics
Unit 1:
Lesson Plans
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Unit 1:
Brain Basics
Unit 1 Activity 1, Connect It: Information Search and Brain Health Scan or Food
and Sleep Brain Inventory
Description: This activity is a self-assessment. There are two options provided. Please
choose the handout that is most appropriate for your learners.
Objective: Students will activate prior knowledge and actively gather information about
topics related to Level 1: Brain Basics. They will also connect prior knowledge to new
knowledge and increase metacognition by completing a self-assessment of their brain
health. They will use the Brain Scan to target an area in which to improve throughout the
unit.
Timeline: Approximately 25 minutes
Instructions for the teacher:
Information Search:
Pass out a Unit 1 Brain Basics: Connect It activity sheet to each student.
Each sheet contains 8 boxes.
Instruct students to move around the classroom to find a classmate who can help to
answer a question on the sheet.
Adaptations: You can also have students do this activity in pairs or small groups where
moving around the classroom is not possible, or as individuals to assess their level of
prior knowledge.
Option A: Brain Health Scan:
Allow students to complete the Brain Scan and rate their own brain habits. This should
be kept in a notebook.
Students will score their brain health
on page 2, and use the feedback to set
Differentiating Instruction: Option A
goals for improving their brain health
Content & Product
on page 3.
This lesson contains content intended for
On-Level and Advanced Learners. The
Check back at the end of the unit to
task is self-reflective and asks students to
see if the students are making
process feedback about their habits and
improvements.
write a plan for improvement.
*Optional Additional Extensions:
Possible lesson scaffolds are to allow
o Ask students to record the number of
students to make pictorial posters to
hours of sleep they get every night, then
demonstrate the what, when, who, and
graph the results over a two-week
how of their goal as written on page 3
period.
of the Brain Scan and/or to have a class
o Periodically redistribute this inventory so
discussion to process the feedback.
that students can compare their habits
over the course of the program.
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Unit 1:
Brain Basics
Unit 1 Activity 1, Connect It: Information Search and Brain Health Scan or Food
and Sleep Brain Inventory, cont.
Option B: Food and Sleep Brain Inventory:
Allow students to complete the Food and Sleep Brain Inventory and rate their own food
and sleep habits. This should be kept in a notebook.
Discuss how students choices for food and sleep affect brain performance.
Check back at the end of the unit to see if the students are making better choices.
Important Note: Some students may suffer from eating disorders, have limited access to
food, religious or medical dietary restrictions, or other issues, and may feel uncomfortable
sharing information on their eating habits with others. It is recommended that you assure
them that they can keep this information private.
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Unit 1:
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Common Core Connections: While the lesson does not specifically provide instruction in
any of the Common Core Literacy or Math Standards, there is meta-cognitive support in
this lesson for students to reflect on their process as learners. When they are learning to
write a research paper, to solve an equation, or to closely read a complex text, what is their
process? Do they have an effective way to apply effort? This lesson helps students connect
effective efforts to successful learning experiences.
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Unit 1:
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Unit 1:
Reproducibles and Handouts
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Unit 1:
Brain Basics
INFORMATION SEARCH
Walk around the room and find someone who can answer each question about the brain. Have them write
their initials in the box when they answer.
You MUST get 8 DIFFERENT classmates to answer and initial the questions!
The brain
If you could pinch the
uses_______% of the brain, would it feel pain?
energy from the food
you eat.
Initials:
Initials:
Name 2 POWER
FOODS that keep the
brain healthy.
Initials:
Initials:
Name one good way to Name 2 ways your brain How much does the brain How many hours of sleep
help yourself pay
can receive information
weigh?
do teenagers need each
attention.
(Hint: 5 senses).
night?
Initials:
Initials:
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Initials:
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Unit 1:
Brain Basics
2. Nutrition: How many of the following types of food did you eat today?
Fish or lean meat (fish, chicken, or turkey)
Dairy (eggs, milk, cheese, or yogurt)
Fruits & Vegetables (apples, oranges, broccoli, beans, spinach, etc.)
Nuts & Grains (almonds, peanuts, walnuts, pistachios, cashews, whole wheat pasta,
whole grain bread/cereal, bran muffin)
1) None of these food types
2) One of these food types
3) Two of these food types
4) Three or more of these food types
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Unit 1:
Brain Basics
Less than 7
7-11
12 or more
This means:
Your overall brain health for this period was in the Fixed
range. This means that your brain does not have all the
support it needs to grow stronger. Sleep, nutrition, and
exercise all help the brain learn. Look at the feedback below
to see how you can keep your brain healthy and move into
the Growth Zone.
Your overall brain health for this period was in the mixed
range. This means that you are doing some good things for
your brain, but it still does not have all the support it needs
to grow stronger. Sleep, nutrition, and exercise all help the
brain learn. Look at the feedback below to see how you can
keep your brain healthy and move into the Growth Zone.
Your overall brain health for this period was in the growth
range. This means that you are doing lots of good things to
make your brain healthy. Even so, there may be ways that
you can do better. Sleep, nutrition, and exercise all help the
brain learn. Look at the feedback below to see how you can
keep your brain healthy.
Sleep
The recommended amount of sleep is 8 hours or more for young people. When you
sleep, your brain cleans out the junk, locks in new knowledge, and grows new brain
cells. If you are having trouble sleeping, try using square breathing (from
Brainology Level 2see your Study Tips Guide).
Nutrition
Good nutrition makes your brain cells work faster and better. Foods that are best for
brain health are natural foods, like eggs, fish and poultry, low-fat dairy, fruits,
vegetables, and whole grains. Try not to eat lots of sugar, fat, and salt such as found
in processed snacks and fast foodthey are not healthy for your brain.
Exercise
Exercise gets oxygen flowing to your brain and makes you grow more new brain
cells. Doing aerobic exercisewhere your heart rate and breathing go upfor at
least 20 minutes a day is best. This includes activities like dancing, jogging,
swimming, basketball, soccer, or similar sports that get you moving.
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Unit 1:
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What will you do to help your brain stay in the Growth Zone?
I will focus on increasing my:
o
o
o
Sleep
Nutrition
Exercise
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Unit 1:
Brain Basics
Yesterday
Breakfast/ Morning Snacks
Lunch/ Afternoon Snacks
Dinner/Evening or Late
Night Snacks
Today
Breakfast/ Morning Snacks
Lunch/ Afternoon Snacks
Dinner/Evening or Late
Night Snacks
CIRCLE the foods in the list above that are considered BRAIN FOODS.
How many foods are circled? __________
Have you eaten enough BRAIN FOOD for your brain to perform at its best? Yes No
SLEEP: How many hours of sleep did you get last night?
Time you fell asleep last night:
Time you woke up this morning:
Not at All
Not at All
Not at All
Somewhat
Somewhat
Somewhat
Very Alert
Very Energetic
Very Focused
_____________________________________________
_____________________________________________
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Unit 1:
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Check It!
1) Explain, draw or represent 4 things that the brain does (the functions that it performs).
Be specific! In other words, do NOT just say, think!
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
3) Describe or represent 3 things the Brainology program said that you can do to help you
concentrate and learn new information when you study:
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Unit 1:
Brain Basics
Mixed
Growth
Taking on
Challenges
Learning from
Mistakes
Accepting
Feedback and
Criticism
Practice and
Applying
Strategies
Perseverance
(focus on task)
Asking
Questions
Taking Risks
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Unit 1:
Brain Basics
Mixed
Growth
Taking on
Challenges
Learning
from
Mistakes
Asking
Questions
Taking Risks
Accepting
Feedback and
Criticism
Practice
Persistence
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Unit 1:
Brain Basics
Congratulations!
You have just completed Unit 1 of Brainology and are now an
Apprentice. Dr. Cerebrus has taught you well. You know the Brain Basics
and are qualified to give advice. John needs your help!
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Unit 1:
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Brainology Unit 1 Additional Activity: Using Your Brain: Take an Active Approach!
Create an acronym to memorize the 4 lobes of the Cerebral Cortex: Make it something silly and
meaningful to you so you will remember it. For example:
F inally
P eters
O n
T ime !
Function
Visual/Color
Frontal
Lobe
emotions, reasoning,
planning, movement,
creativity, judgment,
problem solving, and
planning
Parietal
Lobe
Occipital
Lobe
Temporal
Lobe
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Unit 1:
Brain Basics
______________________
______________________
______________________
______________________
3) Make Silly Connections and Visuals that will help you memorize the function and the
position of the lobes of the cerebral cortex
Function
Frontal
Lobe
Parietal
Lobe
Occipital
Lobe
Visual/Color
emotions, reasoning,
planning, movement,
creativity, judgment,
problem solving, and
planning
relating to the senses
such as touch, pain, taste,
pressure, and temperature
vision, recognizing
objects
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www.brainology.us
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COPYRIGHT 2002-2015 MINDSET WORKS, INC. ALL RIGHTS RESERVED.
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I.
II.
Lesson Plans
A. Activity 1: Overcoming Challenges .............................................. 94-95
B. Activity 2: Online Lesson and Formative Assessment ................... 96-98
C. Activity 3: Emotions & Learning Handout and ................................. 99
a. Option A: Stress Symptoms Scan or ......................................... 99
b. Option B: Personal Stress Symptoms Inventory ....................... 99
D. Activity 4: Alicias Presentation ..................................................... 100
E. Additional Activities:
a. Fill in the Blank .................................................................... 101
b. Stress Event Scan .................................................................. 101
c. Synaptic Similes ............................................................. 101-102
d. Neuron Building .................................................................... 103
III.
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UNIT 2: AN OVERVIEW
Unit Goal
Activities
Activity #
Activity
Lesson
Plan
Handout
2-1
pp. 94-95
p. 106
2-2
pp. 96-98
p. 107
2-3
p. 99
pp. 108-111
2-4
p. 100
p. 112
Key Concepts
Thinking and feeling are physical processes in the neural network of the
brain. Students whose learning and performance are hampered by test
anxiety and other negative emotions can learn to manage their anxiety
with a little knowledge about how the brain works.
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In class, encourage students to use new strategies and stay persistent despite difficulties by
praising their process, rather than their ability. Taking on challenges is the only way to learn, and
making mistakes is an important part of learning. Reminding students that learning a new skill is
usually difficult at first will help them persist until they achieve mastery. Knowing that other
people struggle as well helps students overcome their frustration with difficult new applications.
For example,
If you could already do it perfectly, you wouldnt be learning anything.
I dont know anyone who hasnt struggled with this kind of word problem, until they learn how
to do it.
Your skills have really improved in this subject!
You can use this mistake. Think about why it didnt work, and learn from it.
Dont worry about getting it wrongI just want you to understand how to do it.
You know, if you learn how to do this type of problem it will really help you with ________
(describe how a new skill might be applicable in a students life; for example,
understanding percentages and fractions will help you to keep track of sports statistics).
Remember the feeling you felt when you accomplished something hard after a lot of effort.
Strive to achieve that feeling again.
Concrete Strategies:
Students often have performance anxiety, particularly when it comes to test-taking, giving
presentations, or discussing their questions and problems with the class. This anxiety can interfere
with learning and performance much more often than we may recognize. To deal with anxiety
about performance, address stress in class directly to show that it is perfectly normal to feel
anxious when being tested or performing new skills. Suggest that your students try the following
strategies to manage anxiety:
Change thoughts and preconceptions about test taking from negative to positiveinstead
of saying, Im going to fail, say, Im going to do my best. Set positive and realistic
goals.
Focus on the PROCESS, not the OUTCOME. A learning or test-taking strategy (process)
that includes studying as well as ways to relax before and during the test, if students begin
to panic, will ultimately yield a better test score (outcome) without placing emphasis on
the score alone.
Square breathing can really help students if they start to panic during a test, or at any other
time they feel overcome with anxiety. Use a moment of square breathing to relax your
mind during a testtaking time out can help you finish what you need to do and feel good
about it, too.
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Unit 2:
Lesson Plans
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(2) Explain, draw or represent what is happening in your brain when you think.
An electrical pulse goes down the axon of the neuron, and when it reaches the end, it makes the
neuron release chemicals into the synapsethe space between it and the next neuron. These
chemicals are messenger chemicals. They travel through the space between the neurons, and
when they reach the other cell they fit into it like tiny keys in a lock, turning on the message.
Most thoughts are the result of hundreds or thousands of neurons firing at once.
(3) Explain, draw or represent the brains fight or flight response.
When you feel angry, anxious or afraid, your brain causes your body to release chemicals into
your bloodstream that make your heart beat faster, your skin sweat, and your breathing speed up.
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Unit 2 Activity 3, Practice It: Stress Symptoms Brain Scan or Stress Symptom
Inventory and Emotions & Learning Handout
Description: This activity is a self-assessment. There are two options provided. Please
choose the assessment that is most appropriate for your learners.
Objective: Students will increase metacognition by completing a self-assessment of their
stress symptoms. They will use the Brain Scan to target an area in which to improve
throughout the unit. Students will then learn about four strategies for controlling their
emotions for optimal brain development.
Timeline: Approximately 25 minutes
Instructions for the teacher:
Allow students to complete Stress Symptoms Brain Scan OR Personal Stress
Symptoms Inventory and rate their own brain habits. This should be kept in a notebook.
If using Option A, students will score their stress symptoms on page 2, and use the
feedback to set goals for improving their stress management.
Pass out the Emotions & Learning handout. Talk with students about the fact that fight
or flight responses to stress are normal. Everyone experiences them to some degree
and we all have slightly different physical responses (sweating, butterflies in the
stomach, fidgeting, etc.). Review these strategies from the online program with the class.
Square-Breathing: The purpose is to calm oneself, become present, and to get oxygen into the
blood. Breathe in for a count of 5, hold, breathe out for a count of 5, hold, repeat.
o Positive Self-Talk: Re-frame the negative, fixed-minded, and unkind things we say to ourselves
into language that is process oriented, positive, and solution-focused.
o Chunking: Break down big problems into smaller chunks. Smaller bites are more manageable.
Take a big issue and think about it one piece at a time.
o Visualization: Picture yourself being successful What does it look like? What does it sound
like? What will you do? Visualization helps your brain experience the event as something you
already did and succeeded at. Every time you do this you will be less nervous later!
o
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Pass out the Fill-in-the-Blank handout and ask the students to complete it.
This could be done as a warm-up or exit ticket activity.
Allow students to complete Stress Events Scan and rate these events. This should be kept in a
notebook.
Students will score their stress events on page 2, and use the feedback to set goals for improving
their coping with stressful situations.
Check back at the end of the unit to see if the students are making improvements.
Synaptic Similes
Objective: Students will use new knowledge from the online lessons to create similes or metaphors for
new vocabulary and reinforce what theyve learned. The purpose of learning the vocabulary is to have a
common language when discussing how intelligence can be improved through effort. For example, You
are working hard to grow new dendrites in your brain!
Instructions for the teacher:
Show the class the picture of a labeled neuron on a document camera or an overhead. Print copies
for each student to keep in their notebooks. Use choral response to safely practice the
pronunciation of the terms.
Pass out the Information Search sheets.
Discuss/Review each part of the neuron and its function. (See answer key on page 102.) The
students can fill in the definitions as you are discussing the terms, or you can assign it as a
research project or group activity.
Explain to the class that the strategy of creating similes and metaphors helps our brains to learn
something new by attaching the new concept to something that is familiar.
Allow students to create their own metaphors or similes.
Share/post in classroom. Use as examples and reference as a sound study strategy.
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Vocabulary Word
Simile or Metaphor
(You may write your own!)
Brain
Neuron
Dendrite
Axon
Synaptic buttons
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Unit 2:
Reproducibles and Handouts
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Reflection
How were these people
judged?
Walt
Disney
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Check It!
______________
_____________
______________
(1) Label the parts
of the Neuron!
_____________
______________
(2) Explain, draw or represent what is happening in your brain when you think.
(4) Describe or represent 3 things the Brainology program said that you can do to help
yourself feel calm when you feel nervous before taking a test.
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Brainology Unit 2 Activity 3, Practice It: Stress Symptoms Brain Scan, Option A
Scan Your Stress Symptoms
Stress can make it harder for you to learn, grow your brain, and perform your best. Check all the stress symptoms
you experienced to get feedback on your stress level and how you can manage it.
1. Physical symptoms:
2. Emotional symptoms:
Reflect
What do you think may be causing your stress symptoms?
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This means:
None
Low
2-3
Medium
4 or more
High
What will you do to help your brain stay in the Growth Zone?
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Circle the top 5 symptoms that would significantly affect a students performance in school.
Put a star next to the top 5 symptoms that YOU experience when you feel stress.
Feel sad/depressed
Grind teeth
Feel exhausted/fatigued
Begin crying
Begin sweating
Boredom
Heartburn
Aggression
Muscles tighten up
Can't concentrate
Cramps
Cant sleep
Diarrhea
Feel Sick
Tap fingers/feet
Headache
Feel dizzy
Lose appetite
Bite nails
Think of the strategies that you learned in Level 2 that you can try when you feel nervous and
finish the quote below:
Next time I feel stressed, I will..............
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Alicias Presentation
Alicia has to give an oral presentation about her research on endangered animals. This is a topic
she is very interested in and she has researched it thoroughly.
The last time Alicia gave her presentation, though, she was also very interested in the topic and
thought she was well prepared. To her surprise, when Alicia stood in front of the classroom, she
froze! Her heart was beating fast, she was shaking, and her throat closed up so she couldnt even
speak.
Alicia couldnt understand why, as soon as she stood in front of the class, she couldnt remember
a thing! She thought she did everything she could to prepare- she read all about endangered
animals, took notes, made drawings, watched videos, and even put her notes on index cards!
What could have happened?
Alicia does not want the same thing to happen this time when she stands in front of the class. She
knows her information really well and is prepared to tell the facts. She took notes, made
drawings, and created index cards, just like she did the first time.
But what can she do to make sure she doesnt freeze up again?
Congratulations!
You have successfully completed Level 2 of Brainology and you are now an
Adept. Dr. Cerebrus has taught you well. You know about brain behavior and
you are now qualified to give advice. Your new knowledge is ready to be
applied. Alicia needs your help!
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Word Bank
neurons
trillion
connections
dendrites
Fotosearch
3. The branching parts, called ____________ receive the message and the long part,
called the axon, transmits a signal through the cell.
?
New information!
Axon
Fotosearch
When facing any threat our body releases chemicals that make it hard to think (but
easy to fight!).
There are things YOU can do to counteract these physical responses.
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1. Academic stresses:
2. Social stresses:
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2-3
4 or more
This means:
None
You are not having any stressful events right now. This
frees your mind to stay in the Growth Mindset Zone,
where your brain can focus on learning and perform its
best.
Low
You are having one stress event in your life. Even one
stress situation can keep you from focusing and learning to
your highest levelespecially if it is causing you to feel
unhappy, worried, or angry.
Medium
High
What will you do to help your brain stay in the Growth Zone?
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Name _____________________________________
The Neuron
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Name _____________________________________
Vocabulary Word
Function
Simile or Metaphor
Brain
Neuron
Dendrite
Axon
Synaptic buttons
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2. Explain why you chose to use the material(s) that you did. How are those materials a good
representation of a brain neuron?
3. When you look at your neuron, what does it remind you of from the Brainology program? (This
connection doesnt have to be about neurons, but it can be.)
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Next:
Lastly:
1. Which of the art materials was your favorite one to work with? Why was it?
Use this language frame: The art material I most enjoyed using was ___because ___.
2. How would you explain to another student what a brain neuron is? Write a short explanation of your
brain neuron below.
3. When you look at your neuron model, what does it remind you of from the Brainology program?
(This connection doesnt have to be about neurons, but it can be.)
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www.brainology.us
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COPYRIGHT 2002-2015 MINDSET WORKS, INC. ALL RIGHTS RESERVED.
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V.
Lesson Plans
A. Activity 1: The Two Mindsets Part 1 ....................................... 128
B. Activity 2: Online Lesson and Formative Assessment ........ 129-130
C. Activity 3: Mindset A ssessment
a. Option A: Scan Your Mindset ................................................................ 131
b. Option B: Review Your Mindset ............................................................ 132
D. Activity 4: Scientific Research Briefs ................................ 133-136
E. Additional Activities:
a. What Leads to Success? ................................................... 137
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UNIT 3: AN OVERVIEW
Unit Goal
Students discover how learning changes the brain through the growth of
connections in neural networks with repeated usethe key to the
growth mindset. Students learn that intelligence can be developed
through mental exercise, and what sorts of activities promote learning.
Activities
Activity
#
Activity
Lesson Plan
Handout
p. 128
pp. 140141
pp. 129130
p. 142
p. 131
p. 132
143-145
146-147
pp. 133136
pp. 148150
3-1
3-2
Formative Assessment
3-3
3-4
Key Concept
When you learn something new, you develop new connections between
neurons in the brain, and they grow and get stronger and faster when you
practice. Students have difficulty learning, especially in certain subjects,
because they dont put in effective effort and practice over time.
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The brain and intelligence are not fixed; they both change when you learn.
The brain grows more new cells and the cells make new connections when you learn.
You get smarter by exercising your brain, much the same way that you get stronger by
exercising your muscles.
How can you exercise the brain?
o You exercise the brain by exploring new information, learning new concepts,
and practicing skills.
o Practice is the key to learning. Only by practicing something over and over again
can you ensure that you grow new connections in the area of your brain
responsible for learning that thing.
o The more connections you make, the easier it gets to make new ones.
Learning actually causes the brain to grow denser (as shown in studies with lab rats) and
areas of the brain to grow larger and more active (in studies with people).
Different environments can influence brain growth; stimulation and active learning are
the keys.
You are never too old to learn and develop your brain!
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Concrete Strategies:
Do reps or sets of types of problems over time: Much like when you exercise in the
gym, you can build up your brain muscles by practicing a skill repeatedly through
multiple problems or tasks. You also build a mental skill more effectively when you vary
the task enough to make more connections. Finally, allowing some breaks between
practicing a skill conditions your brain, as rest breaks between exercises builds strength.
All of these forms of practice help to build long-lasting connections between neurons.
Isolate key skills and practice these: If you are learning a complicated physical skill,
you can practice small parts of the skill by themselves to make your whole performance
stronger. For example, in learning to dance or to play ball, you practice one move over and
over to perfect it and make it automatic. You can do the same for your mental abilities by
picking one skill that you find difficult by practicing it many times.
A new
Concept
or Skill is
introduced
Students
engage with
(see/ hear/
discuss/
read about)
the new
concept, or
perform the
skill once
Unintelligence
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Neurons in
the part of
the brain
related to
that concept
or skill are
stimulated
Repeated
practice of
new
concept or
skill;
connection
of new to
existing
knowledge
The
branches of
the neurons
start to
grow and
make new
connections
with lots of
other
neurons
The
network
of neurons
is more
efficient
and
powerful;
the brain
becomes
denser
Intelligence
126
Unit 3:
Lesson Plans
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5) You grow new neurons when you are learning a lot of new things.
T
F
7) If you learn too much, you will use up all of your neurons.
8) A good way to make brain connections strong is to practice.
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Unit 3 Activity 3 Practice It: Mindset Assessment: Scan Your Mindset Option A
Description: Brainology Program Unit 3 Mindset Scan
Objective: Students will increase metacognition by completing a self-assessment of their
mindset and targeting an area in which to improve. There are two options provided. Please
choose the one most appropriate for your learners.
Timeline: At the beginning of Unit 3 Approximately 25 minutes
Instructions for the teacher:
Explain to the class that this activity will help them give themselves a kind of checkup on strategies, challenges, and mindset for learning. Theyll be able to score
themselves to see where they are now, and how to get into the Growth Zone, through
smart strategies. Explain that they wont be graded on their answers, so dont worry
about trying to look good.
Allow students to complete the Mindset Scan and rate their own mindset. This should
be kept in a notebook.
Students will score their mindset on page 2, and use the feedback to set goals for
improving their mindset on page 3.
Check back at the end of the unit to see if the students are making improvements.
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The process in this lesson is intended for BelowLevel Learners. The content of the research briefs
is written at multiple lexile levels. Teachers can
differentiate by assigning different readings to
individual students or groups/partners. Modeling
and explicit directions for scaffolding are included
in this option.
Lexile Levels: Babies Brains: 870; Learning
Languages: 890; Clever Cabbies: 1010;
Remarkable Rats: 1070; New Neurons: 1110;
Musical Mastery: 1190
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Name:
Teacher Model
Directions: In the graphic organizer below, explain what your research brief tells us about human potential. Then write two
pieces of evidence that support your claim and explain why. Finally, after hearing from your classmates, write a final response
to the last question.
The research brief, Musical Mastery, reveals thatAnyone could get better at playing an instrument if
Evidence 1:
Explanation 1:
grew larger.
Evidence 2:
Explanation 2:
fingers.
After hearing everyones share-out, the one about languages made the biggest impression
on me. I want to learn a few languages but it is hard. I guess that its just fuzzy right
now and if I keep at it I can improve and learn by growing that part of my brain.
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Differentiating Instruction
Process & Product
For Advanced and On-Level Learners,
teachers can differentiate by not using the
handout and holding a class discussion
instead. Students could then individually
write an informational paragraph to the
teacher explaining with evidence how/in what
way this is true in their own experience.
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Unit 3:
Reproducibles and Handouts
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Brainology Unit 3 Activity 1, Connect It: The Two Mindsets Part 1 Reflection
Name: ________________________________________ Class: _________________________
1. Write about a challenge you have. It may be a relationship with a friend or family member, a class or
subject, or a sport or art form. What is one area where you are not feeling successful, but you would like
to be successful?
2. Now explain what steps you have taken to overcome this challenge. Have those steps worked? Why? If
they havent worked, why do you think they havent?
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Check It!
1) What happens to the brain when you learn
something new?
True or False?
T
7) If you learn too much, you will use up all of your neurons.
5) You grow new neurons when you are learning a lot of new things.
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Brainology Unit 3 Activity 3, Practice It: Mindset Scan: Scan Your Mindset Option A
2. Effort and Practice: How much effort did you put into this?
1) I did not work hard or practice.
2) I worked only as hard as I needed to.
3) I worked hard and did extra practice.
Please give an example:
3. Persistence: What did you do when you failed or struggled with something?
1) I gave up on it right away.
2) I kept trying but not as much as before.
3) I tried harder than before.
Please give an example:
4. Learning from mistakes and feedback: What did you do when you made a mistake or got
criticized?
1) I tried to forget about it or made an excuse for it.
2) I tried to keep from making the mistake again.
3) I thought about what I could have done differently and tried to improve.
Please give an example:
5. Thoughts and feelings: When you had a challenge or setback, how did you feel?
1) I was so upset, worried, or angry that I wanted to give up.
2) I was a little embarrassed or bummed out and felt less motivated.
3) I felt okay because I knew that I could do better next time.
Please give an example:
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Brainology Unit 3 Activity 3, Practice It: Mindset Scan: Scan Your Mindset Option A
Score Your Mindset
Add up all the numbers that you circled (1, 2, or 3) and look at the feedback chart below.
If your total
points were:
Less than 7
8-13
14 or more
This means:
You were in the Fixed Mindset Zone this time, and this may have held
you back from doing your best. Its great that you were able to reflect
honestly and recognize this. You can learn from it and work on using a
growth mindset the next time you have a challenge. Look at the feedback
below to see how you can move into the Growth Zone.
You were in the Mixed Mindset Zone this timeyou may have used
some growth mindset thinking, but in other ways you may have held
yourself back. Its great that you were able to reflect honestly and
recognize this. You can learn from it and work on using a growth mindset
the next time you have a challenge. Look at the feedback below to see
how you can move into the Growth Zone.
You were in the Growth Mindset Zone this timeyou used strategies
that will help you grow your brain and get smarter. Look at the feedback
below to see how you showed a Growth Mindset approach and ways that
you can continue to build your Growth Mindset strategies.
Challenges
Take a look at your answers to each of the questions. Where did you
circle a 3? Those were your Growth Mindset areas! Where did you circle
a 1 or a 2? Those are the places to work on. Look at the categories below
to see how moving yourself into the Growth Zone can help.
When you take on challenges and stretch outside your comfort zone, you learn more and your brain
gets stronger and smarter. Whether or not you succeeded, you will grow as a result! Take on a goal
thats a little hard for you next time.
Practice gives your brain the exercise it needs to be at its best. When you put in a lot of effort and
practice something, its like a workout for your brainit makes you stronger mentally. Like exercise,
it also takes time to build your brain.
Persistence
When things get hard, dont quitkeep at it! Thats the way to growwhen you stick with something
difficult, it builds up the connections in your brain over time. Remember, it doesnt happen
overnightbut it will happen.
Mistakes
Making mistakes happens to everyone. In a Growth Mindset, you see them as an opportunity to grow
and stretch your brain musclesyou actually use the mistake to learn and get better. This will help
you have a better result over time.
Thoughts &
Feelings
Thoughts & feelings are an important clue to our mindsetwhen we feel like we dont have control or
we are failing, negative feelings can interfere with new learning unless we understand them and deal
with them. Remember that you are in charge of your own learning, and if you want to grow, you will.
When you feel stressed or mad, talk to a friend, use strategies like square breathing and positive selftalk, and make a plan for success.
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Brainology Unit 3 Activity 3, Practice It: Mindset Scan: Scan Your Mindset Option A
What will you do to help your brain stay in the Growth Zone?
I will focus on increasing my:
o
o
o
o
o
Challenge-seeking
Effort and practice
Persistence
Learning from mistakes
Growth Mindset thoughts and feelings
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Brainology Unit 3 Activity 3, Practice It: Mindset Scan: Review Your Mindset - Option B
Name: ___________________________________ Class: _________________
For this activity, think about a time when you failed at something that was important to you. Maybe it was
a try-out for a team, a big test, a sports game, a performance, or a project.
Briefly describe the event:
For each of the categories below, check the appropriate box. In the above situation, how did you
respond? Then finish the statement on the right.
Growth Mindset:
Avoided challenges
Took on challenges
Gave up easily
Kept trying
Found inspiration in
anothers success
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Brainology Unit 3 Activity 3, Practice It: Mindset Scan: Review Your Mindset - Option B
Reflection Question:
In the situation you described on the previous page, what could you have done differently to get a better
outcome? Think about the growth mindset choice
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Here are some different research studies that all showed how learning changes the brain.
Babies Brains: Newborn babies have plenty of neurons (over 100 billion), but the cells
have very few connections between them. Because they are learning so much in their first
few years, babies develop many new connections between their brain cells. This
development of connections (or synapses) is called plasticity. Brain plasticity is the
process that allows people to continue learning into adulthood and throughout their lives.
By the time you become an adult you will have a trillion or more of these connections! As
babies, our brains develop connected pathways needed to respond to new experiences.
One instance of this is learning to speak. No baby is born knowing how to speak a
language. Our brains, however, are "wired" to respond to the sound of speech. When
babies hear people speaking, their neurons receive stimulation. As babies hear more and
more speech, their synapses become stronger. If they do not hear a lot of speech, the
pathways for speech can be weak. This is sometimes referred to as the concept of "use it or
lose it." It is through exposure and practice that babies develop strong language and
speaking abilities.
Clever Cabbies: In New York, the streets are a user-friendly grid of streets that are often
named by a number (5th avenue comes before 6th avenue, for example). In London, the
streets look like a tangle of Christmas lights that someone forgot to wrap up after the
holidays. Whats more, the streets have names like Piccadilly and Shaftesbury Avenues.
London cabbies have to memorize the locations of many different places, and calculate the
fastest route from one place to another. Researchers measured the hippocampus--the area
of the brain that remembers information about places--in London cabdrivers and compared
them to other people. The London cabbies were bigger, and the longer they were on the
job, the bigger this area of the brain became! This shows that learning and practicing this
skill made that area of their brain grow. Final Thought: Researchers also found that animals
that hide their food (like squirrels) have a similarly strong hippocampus. Why do you think
that is?
Musical Mastery: When people play an instrument, they use a special area of the brain to
coordinate the movement of their fingers. Researchers found that when people practiced
playing an instrument (especially string and keyboard players), the area of the brain that
controls the fingers (the motor cortex) grew larger! At the same time, these neurons are
more efficient, meaning that the messages are faster and more accurate. Even more
remarkably, researchers found that when a musician listens to a song that s/he can play,
the musicians motor cortex responds. So the fingers move to respond to the sounds the
brain hears! This shows that when you learn and practice a new skill, you can build up that
area of the brain in a way that connects various systems in our body (like hearing and
movement). Final Thought: If hearing and movement can be connected, what else could be
connected in our bodies and senses?
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New Neurons: Scientists used to think that we had a fixed amount of brain cells and that
we could never grow new ones. But in the past decade research has shown that the brain
grows new cells every day! The cells are grown in the hippocampus, an area important in
memory, and they travel to other areas of the brain. They also found that the brain grows
even more new cells when you are learning new information and skills. Whats more, deep
practice over time helps both new and existing neurons become stronger. These stronger,
thicker neural connections are what make people more easily able to access information, be
more accurate, and sometimes faster at thinking or at a skill. At any age you can and
should continue to build your brain and expand your mind. So, by learning and practicing,
you actually add brain cells as well as new connections. A healthy, strong neuron can be
directly linked to tens of thousands of other neurons, creating more than a hundred trillion
connections!
Remarkable Rats: Twin rats were raised in two different environments: either in a bare
cage with food and water, or in a cage with lots of toys and exercise equipment to explore.
In the bare cages, the cage potato rats just ate and drank and lay around, while in the
enriched environment, the summer camp rats were busy exploring and learning,
exercising their brains. In fact, the summer camp rats also got lots of exercise for their
bodies while the cage potato rats did not. It turned out that the summer camp rats
became much smarter than the cage potato ratsthey were better at learning new things.
And their brains were heavier too: they had more connections between the neurons in
their brains. This research shows that active mental exercise builds up the brain and
makes it smarter. It even suggests that physical exercise can have a positive effect on
brain growth. Even old rats were able to develop their brains in the enriched environment,
proving that youre never too old to grow your brain!
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Name: _____________________________________________
Directions: In the graphic organizer below, explain what your research brief tells us about human
potential. Then write two pieces of evidence that support your claim and explain why. Finally,
after hearing from your classmates, write a final response to the last question.
Essential Question: What does this brain research reveal about human potential?
The research brief, ________________ reveals that
Evidence 1
Explanation 1
Evidence 2
Explanation 2
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Name: _____________________________________
Dr. Carol Dweck is a psychologist who is fascinated with why some people are successful and why some
fail. Here is what she discovered after decades of research:
When people believe they failed because they are not smart, they stop trying to learn.
When people believe that they failed because of not working hard enough, they work harder and
learn.
How does a persons attitude affect his/her success?
Fill in the sentences below to show how our new learning about neurons supports Dr. Dwecks
research findings about successful people!
When I am learning something, my practice and my studying grow _______________________
_________________________________.
_______________________________________.
__________________________________________________________________________.
It can be very hard to learn when _________________________________________________, because
____________________________________________________________________.
If I work hard, _______________________________________________________________.
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www.brainology.us
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COPYRIGHT 2002-2015 MINDSET WORKS, INC. ALL RIGHTS RESERVED.
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Activities
Activity
#
4-1
Activity
Lesson Plan
Handout
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4-2
4-3
4-4
Key Concepts
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Memory is stored in the new connections that your brain makes between neurons
when you have a new experience.
There are different stages in memory, each lasting different amount of time: sensory
memory, working memory, and long-term memory.
Memory is a process, and if you skip one stage, the memory will not last.
All information enters through sensory memory, which lasts less than a second.
Things you pay attention to go on to working memory, which lasts from seconds to
minutes. This memory can only hold 4-7 separate pieces of information at once.
Information moves from working memory to long-term memory through a process
called encoding. In order for encoding to happen, you must pay attention, attach new
information to existing information that supports it, and repeat the information.
An example of connecting information together to help expand memory is chunking,
where you remember several bits of information together in a pattern. Other
mnemonics (memory strategies) that connect information together in multiple ways
include visual images and acronyms.
Most good study strategies are those that reinforce this memory process, helping your
brain to make many strong connections between neurons and build a strong
communication network of knowledge.
Some examples of good study strategies can be remembered through the acronym
BRAIN:
o Break down information into basic elements
o Repeat, review, practice skills and information to strengthen memory
o Actively practice new information
o Information-seeking through expert sources
o Never give upstay with the task long enough to let learning and memory take
hold!
What are the most important study skills for a student to know?
By encouraging your students to focus on effort, strategy, and learning, you are laying
the foundations for a constructive approach to learning and supporting a growth
mindset. To help them turn that positive motivation into practical achievement gains,
remind them of the importance of using the right strategies. Many students fail to
understand their role in controlling their own learning. There are a few key skills and
principles that underlie the majority of study strategies, yet are unknown to many
students. Focusing ones attention, taking an active role in learning, repetition,
deliberate practice, and monitoring ones own knowledge are among these strategies.
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By encouraging students to emphasize their learning strategies, you will help them remember that
they can control how much they learn. When we associate the things we want to remember with
the things we already know and find to be important, the move from working to long-term
memory can be more easily made! Suggestions for feedback include:
Remember, nothing gets in unless you shine your attention spotlight on it!
Take charge of this, get active!
Think about what you need to do: what strategies can you use?
Question yourself: What do I already know about this subject? What do I need to know?
Am I using the right strategy?
If you dont understand something, ask!
See if you can explain it to someone else. Thats the best way to learn.
Concrete Strategies:
Like a network of neurons, a class lesson is a series of ideas connected together to make
mastering a new skill or concept possible. The following strategies are examples of ways to make
connections between new and old knowledge, and will help to move the new knowledge into
long-term memory:
PEMDAS (Please Excuse My Dear Aunt Sally) is a mnemonic that helps you remember the
order of mathematical operations you must follow in solving a problem. Have students
create their own mnemonic devices and post them around the classroom for inspiration.
In class, learning the most basic way to complete a task (e.g., to solve a problem, compose
an essay) leads us to figure out how to manage similar problems with more complexity and
more steps. Have students create a graphic organizer to map out tasks, showing the series of
steps needed to complete that task.
Write a problem on a sheet of paper that is solved in several lines. Cut the paper into strips
so that each step is on a separate strip. Have students put the pieces together in small
groups.
Consider things students have strong emotional attachments to and make school connect
with those topics, for example keeping a diagram of the Final Four, or tracking the rate at
which a tropical storm is approaching the city. Making connections with things students are
interested in will help them remember concepts. Link a new concept with a popular song.
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Unit 4:
Lesson Plans
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Working memory: a few seconds to a few minutes. Anything that you pay attention to will go
into working memory.
Long-Term memory: days, weeks, months, or years. These are created when new connections
are built between nerve cells.
Sensory memory: Less than 1 second--just as long as the nerve signal takes to fade away.
2) What has to happen before something can get into working memory?
You have to pay attention to something for it to make it into working memory. Before new information
gets into your working memory, it has to go through sensory memory.
3) What has to happen before something can get into long-term memory?
Before something gets into your long-term memory, it has to go to working memory. Things that you
repeat and practice will go into long-term memory. Things that you feel strong emotion about will also go
into long-term memory.
4) Name 5 things you could do to improve your memory and get smarter in school: (NOTE: Variations
and/or combinations on the following answers are possible)
Pay attention - Dr. Cerebrus says, turn on the spotlightattention or active learning
Organize the information - Attach the new information to a network of other information that can
support it (as you did when you practiced chunking). Figure out how it fits with other things you already
know, and think about all of them together.
Repetition When you repeat something, you help to move it from short-term to long-term memory
thats when you can say that you really learned something new.
Make it more interesting Connect new information to something youre interested in. (Chris tries to
relate his math problems to basketball stats.)
Find a good strategy practice aloud, talk through your problems with your friends, rewrite notes or
main ideas in your own words, etc.
Break it down large problems can often be broken into smaller, easier ones
Information search look for a person who knows more than you do, or for a website, a magazine, or a
book on the topic.
Create a mnemonic a memorable phrase, song, rhyme, etc. that can help you connect to the newlylearned information.
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Sample Class Motto from David Reese ES, Elk Grove USD, CA:
I.
II.
III.
IV.
V.
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Memory Sort
Objective: Students will
complete a manipulative sort to
practice the three levels of
memory.
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Sensory Memory
Working Memory
Long-Term Memory
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How Do I Study?
Objective: Students will make connections between their own experiences with studying
and the content of Brainology Level 4: Brain Boosters.
Instructions for the teacher:
Explain to students that the focus today will be on how we study and build our skills. In
Brainology Level 4, they learn about how memory works, and about study strategies
that they can use to make it work better.
To study effectively you need to study smart--find the right strategy and use time
well. Here are two ways of studying. Each takes 45 minutes.
i.
Method 1: Sit and stare at your math book, but dont open it up. Stare at
it REALLY HARD for 12 minutes. Then open it up and read one
problem. Get frustrated when you dont understand it in 3 minutes, and
close the book. Turn on the TV for 10 minutes. Spend 20 minutes
looking for your math homework sheet. Give up when you cant find it.
ii.
Method 2: Write down math rules and problems on index cards (15
minutes). Read them a few times (15 minutes). Then find a friend to quiz
you on the problems (5 minutes). Pick the ones you had trouble with and
read them over again (10 minutes).
Students will write an essay to compare and contrast the two methods described.
Provide the following questions to guide them:
o
o
o
o
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Unit 4:
Reproducibles and Handouts
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2. You have a friend who is more skilled at sports than you. You are both on the same team, s/he gets more
playing time, and you feel s/he gets more attention from the coach. How do you react?
3. You made a big mistake on the English essay and wrote to the wrong topic. Your paper came back with
an Incomplete and a zero at the top. What do you do?
4. You are selecting classes to begin High School. You may choose Honors/advanced English, or regular
English. Both qualify you for college. Which do you choose? Why?
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Brainology Unit 4 Activity 1, Connect It: The Two Mindsets Part 2 cont.
5. Review your answers to the four (4) questions on the previous page. Which Mindset (growth or fixed) did
you use in those situations? Did it depend on the question? If so, what do you think makes you hold a
fixed mindset in one area and a growth mindset in another?
6. Pick one scenario where you used Fixed Mindset thinking, and explain how you could respond differently
using a Growth Mindset.
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Check It!
1) There are 3 types of memory. How long does each kind of memory last?
Sensory
Working
Long Term
4) Explain or draw a visual representation of 5 different things you can do to improve your
memory and get smarter in school:
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Break It Down:
Repeat and Review:
Active Learning:
Information Search:
Never Give Up:
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BREAK IT DOWN
Highlight the action words (verbs) in a set of directions. Use these words as a guide
to break down the directions into steps.
While reading, use different colors to highlight different types of important
information (for example, highlight important people and places in yellow,
highlight important dates and times in blue, highlight important concepts or ideas
in green, etc.)
Create a checklist of tasks that you need to accomplish. Check off each one as you
complete the task.
Break long term assignments into smaller, more manageable chunks. Plan on
doing a certain piece of the assignment each day.
Plan ahead: Make a schedule of your non-school responsibilities during the week
so you can manage your school responsibilities (homework, study time, etc.).
Create an outline of key points and facts as you read (SQ3R).
Use mnemonics to help you memorize lists and/ or series of information.
Chunk related bits of information together to help you remember them.
When studying with index cards, separate cards into chunks of 5-7. Study each
chunk until you memorize them before continuing with the next chunk.
Find a pattern.
Create acronyms, such as BRAIN, to remember information.
Use mnemonic devices, such as PEMDAS, to remember information.
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ACTIVELY LEARN
Use post-its or bookmarks to jot down questions or connections that you make as
you are reading.
Create a cartoon strip or a story to help remember information.
Draw a picture to represent a word or concept.
Arrange information into a mind map or visual web.
Make personal connections to the text.
Create your own problems or questions.
TEACH SOMEONE ELSE THE INFORMATION!
Put the information into your own words.
Discuss the information with someone else.
Role-play the information.
Use the information to create lyrics to a tune you know well.
Create or find visual images.
Make a video about the topic.
Put the main ideas into a song using a tune you know.
Move around while studying (bounce a basketball to a beat while studying facts).
Use a highlighter to help you focus on important facts.
Use index cards to record and sort information.
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Ask the teacher to explain something in a different way if you do not understand
the first time.
Raise your hand and ask for clarification as SOON AS you dont understand
something.
Attend extra help sessions.
Ask a classmate to explain a concept.
Know the contact information of at least 3 classmates so you can contact them
with questions about schoolwork.
Ask a parent or older sibling.
Use the internet (there are many tutorials for all subjects online).
Use the reference sections in the textbook (index, glossary).
Look for examples in your textbook to help remember steps to a problem.
Look back in your notes.
Mark or star anything you do not understand so that you can be prepared to ask
specific questions.
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HOW CAN I
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Strategy Used
Reflection:
Which of the strategies you tried worked the best for you?
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Less than 3
3-5
6 or more
This means:
You didnt use many brain-wise learning strategies this time, and
this may have held you back from doing your best. Its great that
you were able to reflect honestly and recognize this. Now you can
learn from itchoose a couple of areas to build your growth
mindset learning muscles and plan some strategies. Look at the
feedback below to see areas where you can improve and ideas for
how you can move your learning into the Growth Zone!
You used some good strategies but skipped some others, and this
may have held you back from doing your best. Take a look to see
which steps you may have missed, and choose a couple of areas to
build your growth mindset learning muscles and plan some
strategies. Look at the feedback below to see areas where you can
improve and ideas for how you can move your learning into the
Growth Zone!
Overall, your use of learning strategies was in the growth Zone this
timeyou used lots of good strategies that will help you grow your
brain and get smarter. Look at the feedback below to see where you
used growth learning strategies and see ways that you can continue
to build on them to continue getting smarter and better.
Setting the
stage and
focusing the
spotlight
These strategies help you to have a clear focus and plan and be ready to learn. If you skip
them, you may end up being unclear about what you need to do, lack some materials you
need, be distracted, or not have enough time to complete your work. If you skipped any of the
steps, you can add them next time.
Reaching out to
grow new brain
connections
These strategies help you to start growing new brain connections by finding many ways to
connect and wire in the new material. If you skip these strategies, you may find it harder to
learn and remember new material, especially after a little time goes by. Next time, use these
strategies to break down and preview the new information, connect it to what you already
know, and engage all your pathways (5 senses). If you do those things, youll start growing
new connections faster.
Keeping your
mood and
motivation
positive
Negative emotions can harm your learning. These strategies keep your brain in a positive
state and ready for growth. As a result, you feel calmer and more motivated, even when
things are difficult. Use these strategies to focus your mind on can do thoughts, seek out
positive people, and calm your mind and body.
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What will you do to help your brain stay in the Growth Zone?
I will focus on increasing my:
o
o
o
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.
.
.
.
.
.
.
Step One: Choose two frames (or use your own language if you like) and complete the statements using
growth minded ideas, strategies, and language.
Step Two: Share with your elbow partner. Work with your elbow partner to check your work and theirs
for coherence (does it make sense?). You will be sharing your statements with the class. Make sure that
your partners motto statement is something that everyone in the class would understand. Feel free to
change the response frame if you need to.
Use the following sentence frames when discussing with your partner:
o
o
o
o
o
Step Three: Edit or revise your statements based on your conversation with your elbow partner. Decide
which and how many statements you want to share with the class to propose as part of a class motto.
Step Four: Present your statements to the class. (Ideally this would be done on a document camera or
overhead projector. Another option is to have students write them on the board or chart paper.)
If others have similar statements, do not say, They took ours. Instead use a sentence frame below to
show how statements are similar, build on others, or contradict one another.
o
o
o
o
o
o
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Lucy has to learn and memorize the main information in Chapter 15 of her
textbook.
Break It Down:
Repeat and Review:
Active Learning:
Information Search:
Never Give Up:
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Ana has a History test in 3 days. For the test, she has to remember all of the
major events of the Revolutionary War in order.
A- Erin looked in the glossary of her text book. She found 15 terms,
but 5 of the terms she needs to define are not in the glossary.
reak It Down:
B- Erin has 3 days to learn and memorize the terms before the test.
Active Learning:
Information Search:
Never Give Up:
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Matt has to learn and remember the parts and functions of the digestive
system of the human body.
Break It Down:
Repeat and Review:
Active Learning:
Information Search:
Never Give Up:
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Break It Down:
Repeat and Review:
Active Learning:
Information Search:
Never Give Up:
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Active Learning:
Information Search:
Never Give Up:
Brainology Unit 4 Brain Builders: End-of-Course Presentation
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Sensory
Memory
Working
Memory
Long-Term
Memory
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Reciprocal Teaching
Your Audience:
Presentation Time:
Requirements:
Assignment:
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Presentation Outline
Opener/Beginning
Body
Closure
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5
Score ________
Multimedia Component:
Presentation is engaging, helps
make information clear, and
the visual media is
appropriate.
5
Score ________
5
Score ________
Audience: presentation is
clearly appropriate for the
intended audience and context.
5
Score ________
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COPYRIGHT 2002-2015 MINDSET WORKS, INC. ALL RIGHTS RESERVED.
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II.
Introductory Unit
A. Assessment ....................................................................................................... 201-202
B. Answer Key ...................................................................................................... 203-204
C. Re-Teaching Guide.................................................................................................. 205
V.
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If you find it necessary to grade the assessments for points and record the grade in your gradebook, let
your students know that they can improve their grades by learning more. Use the Re-Teaching
Suggestions at the back of each unit for addressing gaps in student learning individually, in small groups,
or whole class.
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Name:_____________________________
3. What are some common brain function issues that many people deal with? Choose all that
apply.
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4. Highlight or underline at least three pieces of evidence from this passage that show how
you can make your brain stronger.
5. What is the truth about smart and dumb according to the article You Can Grow Your
Intelligence? Choose all that apply.
Some people can learn math and some people really cannot.
People who are very skilled at something probably have practiced it quite a bit.
Everyone starts out in life not knowing much, but our brains grow as we learn new
things.
When we practice and learn, our brain neurons grow and connect to each other.
If people arent good at something right away, then they should stop doing it.
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5. What is the truth about smart and dumb according to the article You Can Grow Your Intelligence?
Choose all that apply.
Some people can learn math and some people really cannot.
People who are very skilled at something probably have practiced it quite a bit.
Everyone starts out in life not knowing much, but our brains grow as we learn new things.
When we practice and learn, our brain neurons grow and connect to each other.
If people arent good at something right away, then they should stop doing it.
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Think-Pair-Share: Allow students to individually reflect and/or write a response to the prompts in
the Re-Teaching Opportunities column. Then give students time to discuss their ideas or thinking
with a partner or triad. Finally, open up the conversation to the whole class. Encourage students to
share something their partner said.
Small group-Whole group discussions: In small groups students can discuss the prompts and then
share their thinking with the class. Sharing could be short presentations, posters or slides, or a class
discussion.
Revisit the Brainology Program: Brainology has many on-ramps for re-teaching. The online
program contains the labs in each unit and the Brain Book, as well as the e-Journal for reviewing
and reinforcing the concepts (see below for specific locations). Additionally, there are
differentiated lesson options that can be delivered if the students need re-teaching. Choose a lesson
that you didnt do the first time around. It may be that it resonates better with your students a second
time with the concept in a different format.
Questions
Content Location
Re-Teaching Opportunities
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Name:_____________________________
1. What might be some reasons your brain has trouble learning? Choose all that apply.
2. Which of these strategies is most difficult for you? In the box, explain why. You may
choose more than one if you like.
3. Which strategies from the previous question would help YOU to learn one thing better?
Explain why.
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4. In the scenario below, highlight the things Serena should STOP doing.
Serena has a presentation tomorrow in her History class and she must speak on her topic
for 4 minutes. She has her outline of what she wants to talk about and is looking it over
in her room while she is texting Pre-Algebra homework help to her friend. She has music
playing on her laptop and her email account open in case her swim coach sends out
Saturdays race times soon.
The presentation will be graded on public speaking skills as well as content. She feels
like she knows the material, but needs to memorize the order of her speech. Between texts
and email check-ins she re-reads the outline at least 6 times. When her friend calls to get
more help on Pre-Algebra, she answers the phone, puts the outline in her folder, and puts
the folder on her floor.
5. For the above scenario, make recommendations in the box below for what Serena should
do instead. How could she use more channels to make sure she has a great presentation
tomorrow?
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3. Which strategies from the previous question would help YOU to learn one thing better? Explain why.
Answers will vary.
4. In the scenario below, highlight the things Serena should STOP doing.
Serena has a presentation tomorrow in her History class and she must speak on her topic for 4 minutes. She has her
outline of what she wants to talk about and is looking it over in her room while she is texting Pre-Algebra homework
help to her friend. She has music playing on her laptop and her email account open in case her swim coach sends out
Saturdays race times soon.
The presentation will be graded on public speaking skills as well as content. She feels like she knows the material, but
needs to memorize the order of her speech. Between texts and email check-ins she re-reads the outline at least 6 times.
When her friend calls to get more help on Pre-Algebra, she answers the phone, puts the outline in her folder, and puts
the folder on her floor.
5. For the above scenario, make recommendations in the box below for what Serena should do instead. How
could she use more channels to make sure she has a great presentation tomorrow?
Answers will vary. Possible responses:
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Think-Pair-Share
Small group-Whole group discussions
Revisit the Brainology Program
Questions
Content Location
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Name:_____________________________
Vocabulary
1. What grows on the ends of neurons, like branches, and connects to other neurons to grab
information and send it through the brain?
a. Cell Bodies
b. Dendrites
c. Axons
2. What is the space between neurons where messages are connected to the next neuron?
a. Axon
b. Synapse
c. Brain
3. What is the tube that carries the messages down the neuron?
a. Cell Body
b. Axon
c. Neuron
4. Which strategy would you be most likely to use to get control of your brain? Explain
why and how you will use this strategy.
a. Square-breathing
b. Planning a strategy
c. Positive self-talk
d. Chunking
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5. Choose the re-framed statement that changes this negative thought into a positive one:
I always have trouble in this class no matter what I do.
a.
b.
c.
d.
I should never take this class again to spare myself the trouble.
It is probably time to ask for help because what I am doing is not working.
Its OK, I dont have to be good at everything.
There are just some things I wont ever be able to do.
6. Hearing an old song on the radio can make you remember your familys old car, your
favorite shoes from 1st grade, going to the zoo one summer, and getting stung by a bee.
Using language and information from Unit 2, explain how all these thoughts can happen
just from hearing a song on the radio.
7. When many people face a challenge, such as public speaking, taking tough tests, or having
arguments, they experience these physical symptoms: sweating, racing heart, forgetfulness,
blushing, dry mouth, stomach ache/butterflies. Why do people experience these physical
symptoms when they face a challenge?
a. It shows that they are too weak to handle the challenge.
b. The symptoms are normal because everyone feels fight or flight syndrome, which
comes from the brains reaction to threats.
c. It helps them see when they should quit and try something easier.
d. These symptoms dont mean anything.
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I should never take this class again to spare myself the trouble.
It is probably time to ask for help because what I am doing is not working.
Its OK, I dont have to be good at everything.
There are just some things I wont ever be able to do.
6. Hearing an old song on the radio can make you remember your familys old car, your favorite shoes from
1st grade, going to the zoo one summer, and getting stung by a bee. Using language and information from
Unit 2, explain how all these thoughts can happen just from hearing a song on the radio.
Answers will vary. See main ideas below.
Your brain neurons are connected so that neurons that deal with different senses can all be connected
somehow.
The old song makes you think about being that age, so you think of other things from that time
because the neurons are connected
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7. When many people face a challenge, such as public speaking, taking tough tests, or having arguments, they
experience these physical symptoms: sweating, racing heart, forgetfulness, blushing, dry mouth,
stomach ache/butterflies. Why do people experience these physical symptoms when they face a challenge?
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Think-Pair-Share
Small group-Whole group discussions
Revisit the Brainology Program
Questions
Content Location
Re-Teaching Opportunities
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Name:_____________________________
Highlight or underline at least three of the words and phrases in the research brief below
which show that the London cabbies were learning something challenging.
Clever Cabbies: In New York, the streets are a user-friendly grid of streets that are
often named by a number (5th Avenue comes before 6th Avenue, for example). In
London, the streets look like a tangle of Christmas lights that someone forgot to wrap up
after the holidays. Whats more, the streets have names like Piccadilly and Shaftesbury
Avenues. London cabbies have to memorize the locations of many different places,
and calculate the fastest route from one place to another.
Researchers measured the hippocampus--the area of the brain that remembers
information about places--in London cabdrivers and compared them to other people.
The London cabbies hippocampuses were bigger, and the longer they were on the job,
the bigger this area of the brain became! This shows that learning and practicing this
skill made that area of their brain grow.
2. The brain gets _____ as we learn.
a. Heavier
b. Flatter like a newspaper
c. Larger
d. More gray
3.
4.
Why does it seem easier for some people to learn in school than others?
a. Some people are naturally smarter than others.
b. Some people have already had some practice and experience in that area.
c. Some people are not able to learn some school subjects.
5.
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6.
What can you do if you are trying to learn something challenging? Choose all that
apply.
Find the easiest way to get it done quickly.
Find out what strategies other people use to get good at this challenge.
Be persistent, dont give up, and keep practicing.
Use strategies to get control of your brain in a positive way.
Make sure you are making good lifestyle choices (sleep, nutrition, attitude).
7.
Scenario: Chris is signing up for high school English class and is offered a choice
between an Honors English program and a Standard English program. He wants to be a
professional blogger who writes for a famous sports magazine or a writer who helps
Professional Athletes write their autobiographies. He does really well in Spanish and at
Science and is already taking Honors classes in those subjects. He has always had
trouble in English-Language Arts, but with hard work usually gets Bs on essays. He
knows that the Standard English class will be easier, and he will probably get As
without having to work too hard. What should Chris do?
a. Chris should take the Standard English class.
b. Chris should take the Honors English class.
8.
Explain why you recommended that choice for Chris in the previous question.
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8. Explain why you recommended that choice for Chris in the previous question.
Answers will vary.
Chris will learn more by taking the honors class. Learning is more important than a good grade. He has
learned to perform like an Honors student in other courses; he can learn to do it in this situation as well.
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Think-Pair-Share
Small group-Whole group discussions
Revisit the Brainology Program
Questions
Content Location
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Name:_____________________________
1. When a person tries to memorize a lot of facts the morning of a test, where is that
information stored?
a. Sensory memory
b. Working Memory
c. Long-term memory
2. What is the purpose of the BRAIN acronym?
a. To help us remember the brain foods
b. To help us remember how to use our sensory memory
c. To help us remember how to learn to do something new and/or challenging
3. What are some ways to move information from working memory to long-term memory?
a. Cram for hours the night before a test, performance, or due date
b. Practice and review repetitively over a period of time
c. Make a detailed plan for studying the information
Read the scenario below. Then answer the questions provided.
Estefania decided to take an Early Engineers after-school class from 3:30-5:00. She
heard that learning about engineering can be a great way for young people to be prepared
for 21st century jobs. She had no idea what engineering is, but thought a class for kids
was a great way to find out.
When she walked in on the first day, she noticed that she was the only girl in the room,
but she knew several classmates. As class began, she started to see that engineering
includes a lot of math. She was having a lot of trouble in her math class (she never
seemed to get the right answer), but she decided to give the class a chance anyway.
The first day activity involved building bridges with materials the teacher provided. The
students worked in teams and at first Estefania couldnt understand what to do. She
started asking questions of the other group members, such as, Why did we decide that
the bar goes there and not over there? She then got up and visited two other teams. One
of them had a great idea to ask the teacher for more materials to make their structure
more eye-catching. Another team had begun their supports the same way her team had,
but they were working faster and the whole bridge collapsed.
Estefania went back to her team to let them know what she learned. At the end of class,
her team had a stable bridge that could hold the small sack of flour. It looked nice and it
didnt collapse. Estefania was really proud. She didnt totally understand engineering yet,
and was sure she would make some mistakes along the way, but she was excited for the
next class.
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4. Which of these is an example of Estefania embracing a challenge? Choose all that apply.
She had no idea what engineering is, but thought a class for kids was a great way to find
out.
The students worked in teams and at first Estefania couldnt understand what to do.
She was having a lot of trouble in her math class (she never seemed to get the right
answer), but she decided to give the class a chance anyway.
6. Which words in the passage show that Estefania behaved in a growth-minded way in this
scenario? Choose all that apply.
She didnt totally understand engineering yet, and was sure she would make some mistakes
along the way, but she was excited for the next class.
She was having a lot of trouble in her math class (she never seemed to get the right
answer), but she decided to give the class a chance anyway.
As class began, she started to see that engineering includes a lot of math.
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Think-Pair-Share
Small group-Whole group discussions
Revisit the Brainology Program
Questions
Content Location
Re-Teaching Opportunities
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