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Linking the Brain, Mind, Teaching and Learning
Mid-Term Project
Stephanie Langner October 21, 2013
The Reasons for the Seasons7th Grade Science
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Goals & Objectives
Rotation vs. revolution Tilted axis causes varied amounts of daylight Model rotation & revolution Graph reading Apply graphical information to models of seasons Communicate scientific information
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Brain Research Neurons
Sensory Input
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Primacy & Recency 3-4 activites during each teaching period to minimize down time
Highly engaging and social activities during down time
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Day 1: Day & Nights vs. Seasons Journal entry
Direct Instruction
Kinesthetic modeling
Analysis of diagrams
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Day 2: Factors Related to Seasons
Formative assessment probe Interpreting daylight hours & temperatures graph Partnered guided practice SMART Board recap – posted as PDF on Moodle
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Day 3: Seasons Model
Journal: Reflect on Vivaldi’s 4 Seasons
Investigate models: Does model A, B, or C best match the data in yesterdays graphs?
Group posters & gallery walk
HW- Post on Moodle Newsfeed about your results
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Sense & Meaning Direct instruction
Modeling
Graph analysis
Journal entries
Formative assessment probe
Gallery walk
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AbstractKinesthetic modeling Concrete
Data analysis of graphs
SequentialDirect Instruction
Guided Practice
RandomSelection of Models
Journals
Learning Styles
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Multiple IntelligencesVerbal/Linguistic
• Communication of scientific ideas
• Direct instruction
Visual/Spatial
• Graph reading• Modeling
Interpersonal
• Group work
Naturalistic
• Understanding seasons
Logical/Mathematical
• Data analysis• Graph reading
Bodily/Kinesthetic
• Rotation/Revolution movements
Intrapersonal
• Journaling memories of seasons
Musical/Rhythmic
• Listening to Vivaldi’s 4 seasons
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Cerebral Lobes Processing diagrams
and pictures
Models, graph analysis
Planning posters, analyzing information
Listening to music, models
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Limbic System Diagrams, music, discussion,
kinesthetic modeling
Multiple activities within the lesson facilitates transfer to long-term storage.
Recalling memories of seasons
Proper homeostasis is required for most effective learning.
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Works Cited Bernice, N. (2007). Extreme Makeover: Classroom Edition. Changing the Environment to Match Students’ Learning Styles . Alexandria, VA: ASCD Express. Buckley, D., Miller, Z., Padilla, M. J., Thornton, K., & Wysession, M. E. (2001). Interactive science:water and atmosphere. Upper Saddle River, NJ: Pearson Education, Inc. Retrieved from https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do? newServiceId=6000&newPageId=10100 Campbell, L. (1997). Variations on a theme – how teachers interpret mi theory. Educational Leadership, 55, 14-19. Checkley, K. (1997). The first seven and the eighth: A conversation with Howard Gardner. Association for Supervision and Curriculum Development , 55, 8-13. Dunn, R., & Dunn, K. (1993). Teaching secondary students through their individual learning styles:Practical approaches for grades 7-12. Boston, MA: Allyn & Bacon. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books. Gardner, H. (1999). Intelligence Reframed. New York: Basic Books. Gregorc, A. (1985). Gregorc Style Delineator. A Self-Assessment Instrument for Adults. Columbia, CT: Gregorc Associates, Inc. McKenzie, W. (2005). Multiple Intelligences and Instructional Technology – A Manual for Every Mind. (2 ed). Washington, D.C.: ISTE. Morrison, C. G., & Maisto, A. A. (2002). Psychology an introduction. (11 ed.). Prentice Hall, Inc. Retrieved from http://cwx.prenhall.com/bookbind/pubbooks/morris5/ Shafer, C. (n.d.). Traumatic brain injury. Retrieved from http://www.catherineshafer.com/images/lobes-of-the-brain_1_.jpg Sousa, D. (2005). How the brain learns. a classroom teacher's guide. (2 ed.). Thousand Oaks, CA: Corwin Press, Inc.