NGSSS SCIENCE SUPPLEMENTAL RESOURCES

STUDENT PACKET

Biology

SC.912.L.14.26DEPARTMENT OF MATHEMATICS AND SCIENCE

SCIENCE

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Perla Tabares Hantman, ChairDr. Lawrence S. Feldman, Vice Chair

Dr. Dorothy Bendross-MindingallSusie V. Castillo

Dr. Wilbert “Tee” HollowayDr. Martin KarpLubby NavarroDr. Marta Pérez

Raquel A. Regalado

Julian LafaurieStudent Advisor

Alberto M. CarvalhoSuperintendent of Schools

Maria IzquierdoChief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de ArmasAssistant Superintendent

Division of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

Introduction

The purpose of this document is to provide students with enhancement tutorial sessions that will enrich the depth of content knowledge of the Biology 1 course. Each tutorial session is aligned to Biology Annually Assessed Benchmarks of the Next Generation Sunshine State Standards (NGSSS) as described in the course description and the Biology Item Specifications and include an ExploreLearning Gizmos activity and/or a science demonstration followed by assessment questions.

The Nature of Science Body of Knowledge (BOK) is embedded in all lessons. Teachers are encouraged to generate an inquiry-based environment where students grow in scientific thinking while creating and responding to higher-order questions.

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Table of Contents

Classification, Heredity, and Evolution - SC.912.L.14.26 Identify the major parts of the brain on diagrams or models.

Activity 1 - A Model of the Human Brain......................................................................................4

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Activity 1 - A Model of the Human Brain

Vocabulary: Cerebral Cortex (Cerebrum), Gyri, Hemisphere, Frontal lobe, Parietal lobe, Occipital lobe, Temporal lobe, Corpus callosum, Cerebellum, Brainstem, Pons, Medulla oblongata.

Our brain is the control center of our body. Everything we do, think or feel involves our brain. Our brain controls our body by sending electrical signals through different parts of our body. Our nerves act like wires because they can carry messages to and from different parts of our body. Discuss the following questions with your partner and respond.

1. How big is the human brain? How much does it weigh? ________________________________________________________________________________________________________________________________________________

2. How fast does information travel to and from our brain and through our nerves? ________________________________________________________________________________________________________________________________________________

3. Look at a picture or model of a brain and name as many different parts as you can. ________________________________________________________________________________________________________________________________________________

4. Let’s do a class interactive activity. We are going to go to this site to the following sites and do one by one:

http://www.purposegames.com/game/label-the-brain-quizhttp://www.purposegames.com/game/label-the-brain-game

I am going to need some volunteers that are willing to come to the front to label the parts of the brain.

5. The right side of the brain controls the left side of your body and the left side of the brain controls the right side of the body. Explain your reasoning for believing this is true or not. ________________________________________________________________________________________________________________________________________________

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Introduction: The brain is divided into hemispheres (right and left), and also classified by four areas called lobes.

1. Let’s first look at the hemispheres. Hemisphere is a Greek word that means half (hemi) of a round shape (sphere). Scientists use Greek and Latin words to describe different shapes and structures. The right hemisphere controls the left side of the body, and the left hemisphere controls the right. Each hemisphere has separate jobs.

2. The outside of the hemisphere is called the cortex (cerebral cortex). The cortex protects the inside of the brain, and helps with such things as thinking, movement, sight, hearing and the sense of touch. The cortex is the outer layer of the hemisphere. A bridge called the corpus callosum connects the two hemispheres. Corpus callosum means “hard body” in Latin.

3. The cerebellum is made up of the two rounded shapes that look like a little brain at the back of the cortex. The cerebellum helps us with balance and coordination. Cerebellum means ‘little brain’ in Latin.

4. The brain stem connects the brain to the spinal cord. The brain stem controls body processes that we don’t think about such as breathing, blinking and heartbeat. The brain stem connects to the bottom of the brain. It is comprised of the medulla, pons, and midbrain.

5. In our model, shapes that look like wads of gum cover the outside of the cortex. Just one of these wads is called a gyrus. Two or more are called gyri. Between the gyri are lines or grooves. Gyrus is a Latin word that means ‘roll’ or ‘fold’. In reality, the entire cortex is made in this fashion.

6. Next, are the lobes; the frontal lobe is located in the front (anterior) portion of the brain and its functions include reasoning, planning, parts of speech, movement, emotions, and problem solving.

7. The parietal lobe is located in the top/back portion of the brain-- behind (caudal to) the frontal lobe. The parietal lobe contains the primary sensory region (touch, pressure, temperature, and pain) and deals with the integration of sensory and motor information.

8. The occipital lobe is located in the back (caudal) portion of the brain just above the cerebellum and it is important for vision (sight).

9. The temporal lobe is located behind your temples under (inferior to) the frontal and parietal lobes. It is important for memory, auditory sense (hearing), and language.

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Explore:

Directions: Today you will make a model of a brain and label the parts - cerebrum, cerebellum, corpus collosum, pons, medulla oblongata, midbrain, frontal lobe, parietal lobe, occipital lobe, and temporal lobe. To do this, we will need to make the different parts of a brain.

You will gather your materials. Your materials may be as basic as 3 different colors of clay and may be embellished by using various recycled materials (i.e. Clay, toothpicks, labels, miscellaneous recycled objects like bottle tops, glitter, gum wrappers, buttons, etc.). Once the model is complete, label each section of the brain.

CEREBRUM:1. Create two equal sized balls of clay for the two hemispheres. 2. Mold them to be shaped like eggs, but flatten each on one side. The outside of the

hemispheres is called the cortex.3. Make a small curved cylinder with pointed ends (like a quarter moon) and place between

the two hemispheres. This is the corpus collosum. It acts as a bridge between the hemispheres, helping them communicate.

4. Roll and mold ‘worm like’ structures to cover the outside of the hemispheres. These are the gyri (gyrus – singular). The grooves between the gyri are called sulci.

CEREBELLUM:5. Roll up two smaller balls of clay that will be the cerebellum. The cerebellum appears to

have two hemispheres, but they are fused together. Add the cerebellum to the hind, lower part of the brain.

BRAINSTEM:6. Now, create the brainstem and add it to the model. Roll clay into the shape of a cylinder.

One end of the cylinder is enlarged. This connects the cerebrum to the spinal cord.

Evaluate:

Label each part of your brain model with the correct term using toothpicks and paper strips. Discuss with your partner to finalize identification.

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Assessment – A Model of the Human Brain

Label the parts of the brain shown.

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Anti-Discrimination Policy

Federal and State Laws

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.

Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against employees or applicants because of genetic information.

Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair opportunity for groups to meet on school premises or in school facilities before or after school hours, or discriminate against any group officially affiliated with Boy Scouts of America or any other youth or community group listed in Title 36 (as a patriotic society).

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited.

Revised: (07.14)