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Information Processing Unit Plan

Corinne Bartow, Stefanie Talpey , Kelly Floyd, and Melissa Bruhn. Information Processing Unit Plan. Life Science Standard 1D. Information Processing: How do organisms detect, process and use information about the environment? Completely new to Biology curriculum. By the end of Grade 12….

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Information Processing Unit Plan

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  1. Corinne Bartow, Stefanie Talpey, Kelly Floyd, and Melissa Bruhn Information Processing Unit Plan

  2. Life Science Standard 1D • Information Processing: How do organisms detect, process and use information about the environment? • Completely new to Biology curriculum

  3. By the end of Grade 12… • Students should know the following: • Regions and circuits of the brain • Where different inputs are processed • How we use our senses to gather information • How the brain interprets this information with emotion and memories • How the brain generates a behavioral response through the analysis of this information

  4. Timeline of Unit: Lesson 1 • Students will be able to: • Demonstrate prior knowledge through Pre-assessment • Investigate the connection between senses and the brain through stations activity • Develop investigable questions generated at stations

  5. Lesson 2 • Students will be able to: • Identify different parts of the brain and state where each input/sense is processed • Label a brain diagram • Use PET scanned images of the brain to predict the subject’s activities

  6. Lessons 3 through 6 • Each lesson dedicated to one sense • Lessons begin with introductory activity • Overall Objective: students will determine how organisms respond to sensory stimuli

  7. Lessons 3 through 6 • Activity Examples: • Visual: match facial expressions to the corresponding emotion and brain image • Auditory: determine how different sounds/music affect mood through a research assignment • Taste/Smell: test the connection between taste and smell and identify which parts of the brain are affected • Tactile: touch different surfaces and record their emotion or memory

  8. Lessons 7 and 8: Inquiry Activity • Students will be able to: • Take an investigable question created during Lesson 1 to design and carry out an experiment • Present their findings to their classmates (this will take place during Lesson 8)

  9. Lesson 9 • Students will be able to: • Evaluate the effect of drugs and alcohol on different regions of the brain through reading different articles and responding to teacher-prompted questions • Goal: draw a conclusion about the connection between the article and the brain, using evidence to support this conclusion

  10. Lesson 10: Summative Assessment • Students will be able to: • Demonstrate their knowledge of information processing through a test

  11. Interdisciplinary Connections • Math: Statistical analysis during experiments • Health/Wellness: Brain trauma/substance abuse • English: Reading for information through article assignment

  12. Assessments • Pre-assessment • Formative assessment through exit slips • Various assessments during lessons (ie. labeled brain diagram, auditory research assignment, etc) • Presentation of findings during Inquiry Experiment • Summative assessment

  13. Modifications • Concepts maps as visual aids • Diagrams as visual aids • Word wall for vocabulary help

  14. Resources • National Research Council (2012). A framework for K-12 education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. • Campbell, Niel (2003). Biology: Exploring Life. Pearson Prentice Hall. • BWH Ventures, LLC (2012). “Optical Illusions.” www.eyetricks.com/illusions

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