Your final for the Nervous System Unit is to make a model of the brain.
You may use any materials that you can find around the house. Some ideas for things to use are: dry noodles, beans, clay, play dough, cardboard, Legos, baked pan cookies with icing. Just about anything will work as long as it does not create a mess in the classroom; no ice sculptures or ice cream models.
You may not just draw a picture on paper, but you may glue things to poster board or cardboard, or build the model any other way you would like to. This is your unit ending final grade. I am looking to see what you have learned during this unit and how you are able to communicate that learning to me. Please show me that you care by spending some time and effort on this project and it will reflect in your grade. The majority of your grade will be the oral interview, but your project will be at least 1/3 of it. The entire project will have 30 possible points to earn.
You brain model will need to include: • Cerebrum • Cerebellum • Brain stem/medulla • Spinal cord
You will need to explain each area of the brain and what its function is to me during our oral interview.
Extra credit: it is not necessary but if you are looking for 5 extra points you can also include a model of a nerve. It must include the cell body, dendrites and an axon.
You can turn in this project any time before the 3rd, but it must be turned in by the 3rd. If it is turned in late, you will lose 5 points for each day it is late.
If you are in need of supplies to create your project, please let me know ASAP.
Tara Whalen
Nervous System Study Guide
Please practice with your child as they present their model
to you.
Cerebrum-
Actions that take place in the cerebrum:
85 %
of the weight of the brain
9/10
the size of the brain
The
outer layer of the cerebrum is the cerebral cortex.
Voluntary
muscles. (voluntary muscles are those that we can control- for skiing,
walking, jumping, writing, etc)
Thinking
Learning
Personality
5
senses
Emotions
Intelligence
Memory-
long term and short term
Left
side of the cerebrum controls the right side of the body. Right side
controls the left side of the body.
There
is a thick bundle of nerves that connects the hemispheres so that they can
“talk” to each other.
Left
hemisphere of the cerebrum:
Math
Science
Logical
reasoning
Right
hemisphere of the cerebrum:
Art
Music
Creativity
Cerebellum-
Balance
and Coordination- using both sides of the body in order to do something
Brain stem (also called the Medulla)-
“central
computer”
“Post
office”- sorts messages received
from the body and sends them to the brain. Sorts messages from the brain and sends them to the body.
Involuntary
muscles (involuntary muscles work on their own such as breathing, heart
beating and digestion)
Reflexes
Spinal cord-
Carries
messages from the body to the brain
Carries
messages from the brain to the body
Nerves-
Are what the messages
travel on
Messages are “caught” by
the dendrites and passed down through the axon where they “jump” to the
next nerve.
We are coming up on conference in just a few weeks- Oct 30th and 31st to be exact. You can click on the links below to sign up for conference with the 3rd grade team.
Please concentrate on how
Canada is alike and different from the United States.You may use this guide to study, as well the
guide (Venn diagram) that you have completed in class.The test will be in a Venn diagram format.On your Venn diagram you will be required to
summarize at least one historical
development and how it has shaped the development of present day Canada and also identify that Canada is divided
into provinces and territories. I
will bold print these points on this study guide. You will need to write at
least 3 facts for each category plus and one additional fact, any category; it
must include some of the bolded facts.
Alike:
Native Americas lived in both first
Totem poles
Tepees
Hunted buffalo
Native people were treated poorly by settlers
Both were colonies of England at one time
Both are no longer Colonies of England
Both speak English
The money is called dollars
and cents
TV shows
Food (hamburgers, cornflakes)
Multicultural
USA:
Rebelled against England and fought a war for their
independence
The start of a new school year means that confusing math problems linked to the Common Core are circulating again on Facebook and blogs. The conservative Heritage Foundation picked out the latest example, originally from RedState.com editor Erick Erickson: a textbook that uses six steps to explain how to subtract two numbers.
This math is frustrating to parents and to some students — with good reason. Elementary school math has become more complicated since the introduction of the Common Core state standards, which require that elementary school kids not just know how to subtract, multiply and divide, but understand what they're doing and why. Common Core still requires students to learn and understand the standard algorithm, the techniques for adding, multiplying, and dividing that generations of schoolkids have learned. (Erickson says the standard algorithm is derogatorily called the "granny method," but if so, that term is not widely used in math education or textbooks.) But it also requires them to understand other methods, and those methods can make easy math look more difficult. How Common Core math is different Arithmetic has usually been taught like it's a recipe: Take the raw ingredients (the numbers), follow a series of steps, and end up with a result (the answer). While an experienced baker knows why you cream butter and sugar before adding eggs, then add flour last, a beginner just following the steps is in the dark. They might know what to do, but they can't explain why.
In the past, "students had this sense that math was some kind of magical black box," says Dan Meyer, a former high school math teacher studying math education at Stanford University. "That wasn't good enough."
One goal of the Common Core math standards is to make American students better at applying math in real life — a skill that's crucial for science and technology jobs, but one at which American students are particularly weak compared with peers around the world.
The theory is that if students understand why they do math the way they do, they'll be able to apply their skills more flexibly.
Do you have number sense?
Number sense means that you have a sense of how and why the tricks you call "math" work.
That seems abstruse and philosophical, but it's really not. You'd probably be flummoxed if someone ambushed you right after you finished a meal to demand that you multiply two decimals in your head — say, 18.5 x 0.2. That's a complicated arithmetic problem on a full stomach.
But this happens frequently in real life, where it looks like this: Your lunch cost $18.50. You want to tip 20 percent.
Cell phones with built-in calculators have made it easy to get the tip ($3.70). But many adults still do it in their heads: Move the decimal point over. OK, that's 10 percent, or $1.85. Now you need to double it. But multiplying a three-digit decimal still isn't easy. So you think about it this way: $1.85 can be broken down into $1.50 plus 35 cents. $1.50 times 2 is $3, and 35 cents times 2 is 70 cents. Tip $3.70.
Taking a challenging problem (18.5 x 0.2) and breaking it down into manageable parts ($1.85, $1.50, 35 cents) — that's number sense.
Can you teach number sense?
The Common Core standards aim to impart number sense. Although the standards don't tell teachers how to to teach or what materials to use, they say that students need to understand how to solve problems and why those methods work. 'NUMBERS AREN'T THESE BRITTLE, FRAGILE THINGS THAT BREAK'
The underlying lesson: "Numbers aren't these brittle, fragile things that break," Meyer says. "They can play with them in fun, flexible ways."
Students will still learn what's known as the standard algorithm, the way that their parents learned to multiply, divide, add, and subtract. But they'll also learn other methods that try to make the underpinnings of the standard method more obvious.
One example is subtraction with a number line. This went viral this spring after a father posted his child's confusing homework assignment with his critique:
The idea behind using a number line for subtraction is that students get a visual representation of what subtraction is: figuring out the "distance" between two numbers.
Here's what a clearer version of the problem above would look like: Students put the two numbers at opposite ends of the number line.
Then they travel from one number to the next to figure out the distance. It's 4 steps from 316 to 320, 100 steps from 320 to 420, 7 steps from 420 to 427.
Then they add the steps together: 4 + 100 + 7 = a distance of 111. LearnZillion, a company that creates lesson plans for teaching to the Common Core standards, has a 5-minute video explaining this technique. Here's what it's supposed to look like on another sample problem:
Multiplication, too, is explained visually. Most people learned to multiply two-digit numbers like this: What's really happening there: 16 is broken down into (10 + 6). Then the multiplication is done in two parts (27 x 6) and (27 x 10) and the answers are added together. But most students see math as a series of steps or even tricks — line up the numbers, write a zero on the second line — without a rationale, says Diane Briars, president of the National Council of Teachers of Mathematics, which helped to write the math standards.
One way to explain the rationale, according to Common Core standards, is an "area model." Here's an explanation from the tutors at Khan Academy using the same problem:
Still, few adults would sit down to draw an area model or number line to do a math problem. (Most wouldn't do it by hand.) Students are still expected to learn the standard approach, which is indisputably faster. But the emphasis is switching from speed to understanding.
"Students should be able to understand any of these approaches," said Morgan Polikoff, an assistant professor of education at the University of Southern California who is studying how the Common Core is implemented in the classroom. "It doesn't mandate that they necessarily do one or the other."
Parents should brace for frustration
Other nations whose students have stronger math skills focus their education on problem-solving and understanding underlying concepts. But there might be other factors in play; research found a popular American math textbook is more challenging than South Korea's textbook, but South Korean kids still are much better at math.
A key question is whether elementary school teachers can learn to teach the conceptual side of math effectively. If not, number lines and area models will just become another recipe, steps to memorize in order to get an answer, Polikoff says.
Much of this is bound to confuse parents. When parents see their kids frustrated by math homework, their first reaction is to step in and help. It's natural for them to teach the step-by-step way that they learned to solve problems.
"What we want to tell parents to do is they don't need to teach the math," says Briars, the president of the National Council of Teachers of Mathematics. "What they need to help their children do is figure out, What is the problem asking you?"
Students also have a packet
of bones that is used as a study guide.
Students should be able to:
Label
20 bones of the human body. (word bank will be provided)
Identify
the number of bones in an adult human body. (206).
Name
the three functions of the skeleton as form, protection and movement.
Name
the largest, longest bone in the body as the femur.
Describe
how bones are made up of four layers: “bone skin”, compact bone, spongy
bone and bone marrow.
Explain
the reasons how we know that bone is a living thing. They heal themselves.
They grow. They make blood.
Name
the five types of joints and be able to label them on the skeleton.
Hinge
joint- Opens and closed only. (fingers, toes, knees and elbows)
Pivot
joint- swivel- up and down and back and forth. (wrists, elbows and neck)
Ball
and socket- can move in any directions (shoulders and hips)
Gliding
joint- bones must move together- (spine)
Locked
joint- anywhere two bones have grown together and will never come apart.
(Skull)
Identify
the largest muscle in your body as the gluteus maximus.
Name
the three types of muscles as voluntary, involuntary and cardiac. They
will also need to give examples of how each is used. Voluntary muscles are
muscles that we can control such as kicking a ball or writing a letter.
Involuntary muscles are muscles that we do not control such as our brain
functioning, our lungs breathing, our digestive system working. Our
cardiac muscle is our heart.
Define
ligaments
as tissue that connects bone to bone
Tendons
as tissue that connects muscle to bone
Cartilage
as the tissue that is known as soft bone like that in our nose and ears.
Also, as the jelly like substance found in between bones which reduces
friction.
