Science


Session III – Syllabus

Week 1

Students will:

  • Locate and identify the functions of the thalamus and hypothalamus.

  • Analyze how a pair of Siamese twins use their shared thalamus to see and feel.

  • Play a game to re-enact the functions of a thalamus as a relay center.

 

Week 2

Students will:

  • Determine whether they are right-brain dominant or left-brain dominant

  • Identify the gray and white matter’s location and of what it consists.

  • Locate the cerebral hemispheres.

  • Compare and contrast left brain functions vs. right brain function

 

Week 3

Students will:

  • Create a homunculus of their bodies

 

Week 4

Students will:

  • Explain the functions of the cerebrospinal fluid.

  • Perform activity “Mr. Egghead- cerebrospinal fluid”.

 

Week 5

Students will:

  • Analyze how quickly neurons react to stimuli, speed of neural transmission.

  • Perform “Brain Reaction Time” experiment.

 

Week 6

Students will:

  • Explain how the Blood-Brain Barrier helps protect the brain from harm.

  • Perform “Blood Brain Barrier” activity.

 

Week 7

Students will:

  • Review concepts from the “Nervous System” through games.

 

Week 8

Students will:

  • Be assessed on the concepts of the Nervous System.

 

 

 


Session II – Syllabus

The Breathtaking Respiratory System

We will continue on our journey through the wind tunnels of the body- the respiratory system. We will study the anatomy and physiology of the lungs with a variety of hands-on activities: from measuring our lung capacity to simulating the effects of cigarette smoking on the lungs to dissecting/observing a dried lung section.

Week 1

Students will:

  • Be introduced to the Nervous system.
  • Identify the two main parts of the Nervous System: the peripheral nervous system and the central nervous system (brain and spinal cord).
  • Identify the cerebrum, spinal cord, cerebellum, brain stem, and pineal gland.
  • Sing “Brain” song: https://www.youtube.com/watch?v=Qw8E9WnZTQk
  • Illustrate the brain with crayons and clay.

 

Week 2

Students will:

  • Illustrate the different parts and functions of cerebrum:  frontal lobe, parietal lobe, occipital lobe, and temporal lobe.
  • Recount the story of Phineas Gage and its importance to studying brain functions.
  • Make a mold for the brain.
  • Watch “How Your Brain Works”
  • Review “Brain” song.

 

Week 3

Students will:

  • Name and label the parts of the cerebrum.
  • Color code the frontal lobe, parietal lobe, occipital lobe, and temporal lobe on the mold of the brain.
  • Distinguish and illustrate the different functions of the right and left hemispheres of the brain.

 

Week 4

  • Name and locate the main parts of a neuron:  Axon, dendrites, neurotransmitter
  • Illustrate the neuron.
  • Play  “Neuron Chain” and “Synoptic Tag”
  • Model how neurons work by playing  “Message Transmission” game.ie neuron working.

 

Week 5

  • Identify the connection between neurons and messages sent to brain.
  • Make Braille
  • Identify the 4 types of neurological cells.
  • Activities for neuron games with cotton balls:

 

Week 6

Students will:

  • Identify the gray and white matter’s location and of what it consists.
  • Create a homunculus of their bodies.

 

Week 7

Students will:

  • Play review game on concepts from the Nervous System.

 

Week 8

Students will:

  • Be assessed on the  “Nervous System”.

 

Attachments area

Preview YouTube video The Human Body for Kids/Learn about the Human Body for Children/Brain Song for Kids

The Human Body for Kids/Learn about the Human Body for Children/Brain Song for Kids


Session 1  ~  Syllabus

Week One:

Students will:

  • Review the parts of the Respiratory System
  • Create a paper model of the Respiratory System

Week Two:

Students will:

  • Measure their Total Lung Capacity (TLC), perform the activity on p.169 “Measuring Lung Capacity”
  • Do homework, textbook p.68

Week Three:

Students will:

  • See if there is a difference in lung capacity based on person’s height, weight, or gender. p. 154 activity “Wind Bags”.
  • Explain how pulmonary function tests are used to diagnose diseases of the lungs.

Week Four:

Students will:

  • Identify the various instruments that evaluate and treat the lungs.  homework : textbook p.69
  • Do windbag wonders activity
  • Bernoulli’s Principle

Week Five:

Students will:

  • Describe the effects of smoking on the lungs.
  • Perform experiment “Smoke in Your Lungs”.

Week Six:

Students will:

  • Differentiate the difference between epidemic vs. pandemic.
  • Discuss allergic rhinitis or hayfever, asthma, and tuberculosis.

Week Seven:

Students will:

  • Describe the characteristics of laryngitis and polio.
  • Observe a cow’s lungs.
  • Review the concepts of the respiratory system.

Week Eight:

Students will:

  • Be assessed on the respiratory system.