Running head: NEUROSCIENCE PROJECT 1

Neuroscience Project

Allie Hack

Arizona State University

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Neuroscience Project

During this ten day biology project centered on neuroscience, 9th grade students at

Camelback High School will explore this driving question: how can understanding the brain help

us better ourselves and our community? This project utilizes problem-based and inquiry-based

learning and integrates technology. Students will learn about the various structures and functions

within the human brain, explore a variety of neuroscience research areas, and create and share a

digital media presentation with the entire school and their community.

Applicant and School Narrative

Applicant Biography

I graduated with a B.S. in Biological Sciences and earned my Secondary Education

Certificate from Arizona State University. I completed a teacher internship at Camelback High

School and residency at Sagauro High School. I have been teaching at Camelback High School

for the past two years and currently teach 9th grade biology, 10th grade Chemistry, and AP

Anatomy & Physiology. I am involved in several extracurriculars as an outdoor adventure club

leader, humane society club coordinator, and equestrian club coach. I spend summers working as

the staff manager at a summer camp.

I believe that the purpose of education is to help students grow and develop and to give

all students the tools to be successful in life beyond the classroom. A teacher’s role is to exceed

standards, successfully teach their specific content area, and to foster an inclusive learning

environment that engages students and prepares them to be productive members of society. A

student’s role is to be an active participant in the classroom and help create a culture of learning

and inclusivity alongside their peers and the teacher. The community should support schools,
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teachers, and students and provide the resources necessary for teachers to help increase student

achievement and success.

Utilizing a variety of learning strategies, including problem-based learning (PBL), is

incredibly important as they help students make meaningful conceptual connections. The student

centric approach to problem-based learning makes it more enjoyable for students and increases

understanding. It encourages students to work together to find real life solutions rather than work

towards comprehending difficult abstract concepts. PBL can be challenging if there are group

dynamic issues and PBL can require more prep time for teachers (Guido, 2016). Integrating

technology in the classroom is also necessary for student success. Using technology keeps

students involved and prepares them for the future and life outside of the classroom. However,

technology needs to be used with intention and it is also important for students to be able to learn

independently of technology.

Student engagement requires active learning and cultural inclusion. Active learning

provides students the opportunity to engage in their own learning. It utilizes different modalities

such as movement, discussion, and reflection (Casale-Giannola & Green, 2012). It requires

students to take initiative. If properly supported by the teacher, active learning is fun and

engaging. An inclusive classroom environment is vital for student success. In an inclusive

environment, both students and teachers recognize, appreciate, and capitalize on diversity in

order to enhance the learning experience (Woods & Barker, 2004).

School Narrative

This project is slated for a 9th grade biology class at Camelback High School. It is

intended for in-person learning, but could be adjusted to accommodate for remote instruction.

According to the Arizona Department of Education (2019), Camelback High School is located in
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an urban, low-income, area with a primarily hispanic population where English is not the

primary language. The student population within the classroom mirrors that of the school’s

community. The average class size at Camelback is approximately 20 students. The classroom

goal for 9th grade biology is to provide students with the necessary knowledge and techniques

that will prepare them to apply scientific skills and processes to major biological concepts.

Students should be able to identify and explain the characteristics of organisms and cells,

including their energy supply and materials necessary for life, the basics of genetics, and the

diversity of life as a result of evolution. Camelback High School’s mission is to educate, engage,

and empower students both academically and socially so they may be productive individuals and

future leaders; the school’s vision is to build socially responsible, lifelong learners who are ready

for active citizenship and their values are represented in the acronym S.H.I.E.L.D. (S - service, H

- honesty, I - innovation, E - engagement, L - leadership, D - determination) (Phoenix Union

High School District, 2020).

Camelback High School is part of the Phoenix Union High School District. According to

the district’s website, their mission is to prepare every student for success in college, career, and

life. The core values are for students to be compassionate, collaborative, committed, courageous,

creative, and conscious. The district’s focus areas are achieving readiness in college, career, and

life, building a strong school community, creating a culture of excellence, and developing an

innovative portfolio of schools. The school year goals are to increase student achievement and

use human and fiscal resources effectively and responsibly (Phoenix Union High School District,

2020).

Camelback High School and the Phoenix Union High School district have strong

connections to the community. The district offers a lot of specialty schools and programs which
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give students and their families numerous options. These specialty schools include a bioscience

high school, and a police and fire high school. There are also a variety of specialty programs

offered throughout the district, including magnet programs, career and technical education areas

of studies, International Baccalaureate Program, Phoenix Coding Academy, Montessori, and dual

enrollment. There are several assistance programs offered including free ACT exams, AVID

(Advancement Via Individual Determination) college preparatory electives, free evening and

summer school. Finally, there is a full array of activities and opportunities for students including

performing and visual arts classes and extracurriculars, interscholastic sports, and almost 700

clubs (Phoenix Union High School District, 2020).

Summary of Project and Impact

This project will have far reaching impacts for students, teachers, and the community. As

students explore different areas of the brain and their functions, and a variety of neuroscience

research areas, they will engage with their community and work towards achieving their school’s

mission and core values of being socially responsible, lifelong learners, productive individuals

and future leaders. Every facet of neuroscience has far reaching implications. By having a greater

understanding of the human brain and how it works, students, teachers, and community members

can work together to build a healthier, safer, and more productive and equitable society.

Student Impact

Initially, the greatest initial impact will be for the students in the 9th grade biology class,

however, the entire school will attend the assembly on the tenth day and so even during the first

year of this project a significant number of students will be impacted by this project. As the

project progresses and more teachers incorporate neuroscience into their curriculum and

participate in this project and the school’s Mental Health Awareness Week, the depth of the
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impact will be even greater. This project requires significant student engagement and

participation, it is very much student led. During the project, students will ask questions, create

and deliver a digital presentation, and make important connections between their lives and their

community.

Teacher Impact

This problem-based learning project encourages the teacher to take on the role of

facilitator. The teachers involved with the project will support, guide, and monitor the students

through the learning process. The teacher will also gain important skills related to integrating

technology. Part of the project is metacognition and learning, this will benefit the students and

teachers in that students will become more aware of how they learn. Teachers can then use that

information to make instructional decisions.

Community Impact

The driving question behind the project is: how can understanding the brain help us better

ourselves and our community? By exploring the answers to this question, students will have to

examine their roles within society and make connections between neuroscience and their

community. This kind of social​ ​awareness aligns with Camelback High School’s mission, vision,

and values, which seek to build active and responsible learners and citizens. The students will

survey their community to find out what kind of neuroscience issues are relevant to them. The

students will also publish their projects so they are accessible to the community. One extension

of the project would be for the students to hold a large scale fundraiser or silent auction in the

community to promote neuroscience research and mental health awareness.

Project Narrative
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This integrated project draws on science, social science, and health. It introduces students

to the idea that our sense of self/identity is contained within the brain and that brain function is

not predetermined; the brain can change with learning throughout life. Since the brain is at the

center of human behavior and life, understanding and bringing awareness to brain

diseases/disorders, brain injury, and mental illness is incredibly important, not only for the

individual, but for the community as well. Moreover, there are also certain behaviors we can

engage in to keep our brains healthy. In this ten day unit, students will explore brain structure

and function and a variety of neuroscience research areas. Greater detail is provided in Table 1,

in which the reader can find the comprehensive calendar and accompanying information.

This project would take place during May, which is Mental Health Awareness Month.

Every day students will submit a mental health check-in. This ten day project is set up so that on

day 1 serves as an introduction to the unit and works to uncover students prior knowledge and

introduce new overarching concepts. Days 2-6 are set up so that each day covers a specific brain

region(s) and neuroscience research area(s). At the start of each of these days the class will

explore the brain region using the 3D Brain and a tangible brain model. They will complete daily

reflections in their science notebooks and exit tickets checking for conceptual understanding.

The major concept during this portion of the project is that specialized regions of the brain have

specific functions. These regions are similar between individuals, but each individual's responses

differ. Days 7-9 are research, work, and revision days, respectively, where students will work in

small groups to create an advertisement, survey and digital media presentation. They will

complete peer reviews, have the opportunity to meet with the teacher to discuss their progress,

and complete peer and self evaluations. Day 10 is the final day and students will present their
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projects to the entire school during an assembly promoting mental health awareness and will be

graded using a rubric.

Sustaining The Project and Innovation

Technology

In order to support students’ learning and collaboration with their peers technology is

integrated throughout the course of this project. Students need to be able to access and use

relatively basic technology. Internet use, Google Suite and add-ons, screencast software, etc. are

used heavily throughout the course of the project. However, this project could be modified to be

more low tech if necessary.

After Proposal Period

While this project would be scheduled during May, which is Mental Health Awareness

Month, moving forward the school could designate a week during May to be Mental Health

Awareness Week, where teachers throughout the school and across disciplines could connect

their content to neuroscience and mental health. During this week, the entire school could do

presentations and performances. Studying neuroscience is relevant in every aspect of education,

not just science.

The students' presentations could also be made available to the surrounding community,

whether that means hanging up posters or infographics at local community centers, publishing

their content online, or having the assembly be open to the public.

Further extensions of this project include a potential activity or club to support or help

those who are impacted by the brain disease they researched, like a fundraising walk or silent

auction. Additionally, students could form a club or participate in activities to promote health

brain functions and strength.

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Innovation

The students’ learning will be transformed during the progression of this student driven

project. Students will gain a better understanding of the way the brain works and how the brain’s

function is the basis of individuality. Students will work collaboratively to complete a project

that consists of an advertisement, survey, and digital media presentation. All of those

components are student driven and students have freedom to choose what modalities they would

like to use and exactly what topics they want to study. At the end of this unit, students will be

able to make connections between the brain, themselves, and their community. It promotes

activism and awareness at the individual and community level. The teacher will gain insight into

the student's thinking.

Budget Narrative

The budget above utilizes all $10,000 allotted for this project. The expenditures are

detailed in Table 2. The big item on this list is the Chromebooks since this project relies heavily

on basic internet usage. Students need to be able to do research online and access Google Suite

daily. Their final project requires them to create a digital presentation. Technology needs to be

readily available and I do not want to take students to the computer lab or library everyday since

it takes away from valuable class time. Other classroom supplies include stand up desks and

rolling tables with folding chairs and exercise balls (for alternative seating) in order to provide

students with a flexible learning space that is conducive to group work. The classroom would

also need a couple of brain/nervous system posters and a physical brain model to provide visuals

for students. I would apply for the Stand Up Kids grant for the desks and would rely primarily on

DonorsChoose.org for fundraising the other supplies.

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During the unit, a neuroscientist would come and speak. Hopefully this would be a

volunteer or funded by grant money, but there is a budget set aside for that as well. A

continuation of this project could be a student driven fundraiser or silent auction that would rely

heavily on donations. In addition to the budget $1000.00 for prizes/items, students would reach

out to community members and local businesses and organizations for those donations. In order

to promote the event, there would be radio and newspaper advertisements.

Daily supplies and consumables such as notebooks and writing supplies would be

donated through DonorsChoose.org combined with the power of the PTO in a supply drive.

These items are necessary for the day-to-day activities during the unit and for the students to

create their advertisements. The PTO would play a key role in all of the fundraising aspects of

this project, since they can help promote the project among parents and the community.
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References

Arizona Dept. of Education. (2019). AZ School Report Cards: School Information. Retrieved

from https://azreportcards.azed.gov/schools/detail/5438

Casale-Giannola & Green (2012) - ​Inclusion at the Secondary Level. ​41 Active Learning

Strategies, Grades 6-12,​ Chapter 1. Corwin. Thousand Oaks, CA.

Guido, M. (2016, December 14). 5 Advantages and Disadvantages of Problem-Based

Learning [ Activity Design Steps]. Retrieved September 05, 2020, from

https://www.prodigygame.com/main-en/blog/advantages-disadvantages-problem-based-l

earning/

Phoenix Union High School District. (2020). Camelback High School. Retrieved from

https://www.pxu.org/camelback

Problem-Based Learning (PBL). (n.d.). Retrieved September 05, 2020, from

https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/problem-b

ased-learning-(pbl)

Woods, P. R., Barker, M. C., & Daly, A. (2004). Teaching intercultural skills in the multicultural

classroom. Paper presented at the 4th Annual International Conference on Business,

Honolulu, June 21-24.

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Table 1

Standards & Learning Learning

Day Assessment Technology Used
Objective(s) Activities

L1:​ Organisms are

organized on a cellular
basis and have a finite life
span.
Essential HS.L1U1.20
Ask questions and/or
make predictions based on
observations and evidence
to demonstrate how
cellular organization,
structure, and function
Technology used:
allow organisms to Daily ​mental health check-in Google Suite
maintain homeostasis.
(including Google
INTRODUCTION
Docs and Drive),
Learning Objectives:
Screencast Jamboard, MindMup,
Students will be able to Introduce the driving question for the
video the screencast software,
1. Build project:​ How can understanding the brain
help us better ourselves and our student will and overall basic
1 foundational
community? create at the internet usage
knowledge about
end of the
neuroscience by
Inquiry-based 5E lesson Plan lesson ​(see ISTE Standards
exploring a
lesson plan) Teacher: #5 Designer
variety of
Inquiry lesson activates student interest and #6 Facilitator
texts/sources
and determines students’ prior knowledge. Student: #1
2. Ask compelling
It encourages students to collaborate and Empowered Learner
questions about
compare their ideas.
neuroscience and
its importance in
their everyday
lives

Essential Question: how

can understanding the
brain help us better
ourselves and our
community?
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Daily ​mental health check-in

Brief introduction to the project and

presentation so they have context for the
unit:
L1:​ Organisms are
- Advertisement
organized on a cellular
- Survey
basis and have a finite life
- Digital project & presentation
span.
Essential HS.L1U1.20
Brain regions:
Ask questions and/or
- Cerebellum ​(Posture, balance,
make predictions based on
coordination)
observations and evidence
- Brain stem ​(consciousness,
to demonstrate how
breathing, heart rate)
cellular organization,
- Spinal cord Journal
structure, and function
reflection: what
allow organisms to
Review structure and function of brain are two things Technology used:
maintain homeostasis.
areas using the ​3D Brain​ and brain model. you learned Google Suite and
today and how overall basic internet
Learning Objectives:
Students use a ​graphic organizer​ to does that usage
2 Students will be able to
illustrate the location of the specialized connect to your
1. Identify the
regions of the brain and their functions life? ISTE Standards
location and
Teacher: N/A
function of the
Nervous system overview ​activity​ (pg. Exit ticket: Student: N/A
cerebellum and
65-88). Label the parts
the brain stem
of a neuron
2. Explain the flow
Part 1: information flow
of information
- Compare cell types (skin cell vs.
through a nerve
neuron)
cell and the body
- Neuron ​video
- Neuron graphic organizer
Essential Question: why is
- Students stand up and model
it important to understand
information flow through a neural
how the nervous system
pathway
and brain work on a
Part 2: students construct two pathways
cellular level?
for information flow through the nervous
system, a voluntary and involuntary
pathway.
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Daily ​mental health check-in

L1:​ Organisms are
Brain region: ​occipital lobe (​ vision,
organized on a cellular
perception)
basis and have a finite life
span.
Review structure and function of brain
Essential HS.L1U1.20
areas using the ​3D Brain​ and brain model.
Ask questions and/or
Students continue to use the ​graphic
make predictions based on
organizer​ to take notes.
observations and evidence
to demonstrate how
How the brain constructs the visual world
cellular organization,
video
structure, and function
Journal
allow organisms to
Research area: ​developmental reflection: what
maintain homeostasis. Technology used:
is
Google Suite and
Developmental ​video neuroplasticity
Learning Objectives: overall basic internet
and why is it
Students will be able to usage
3 Neuroplasticity ​video important?
1. Identify the
location and ISTE Standards
Neuroplasticity & visual distortion Exit ticket: I
function of the Teacher: N/A
kinesthetic ​activity used to
occipital lobe Student: N/A
- Students explore the ability of the think...but now
2. Explain how the
brain to adapt in response to I know...
brain makes sense
environmental changes, new
of visual inputs
experiences, incoming signals, or
3. Understand how
changes in information arriving
the brain develops
through our senses.
and changes
- The visual distortion goggles alter
throughout an
vision, changing the angle at
individual’s
which you perceive objects in
lifetime
space. When the goggles are
placed, the prism changes the
Essential Question: how
light signals reaching the eye,
does our brain adapt to
showing us a different location of
new experiences?
the target.
 NEUROSCIENCE PROJECT
L1:​ Organisms are
organized on a cellular
basis and have a finite life
span.
Essential HS.L1U1.20
Ask questions and/or
make predictions based on
observations and evidence
to demonstrate how
cellular organization,
structure, and function
allow organisms to
maintain homeostasis.
Learning Objectives:
4 usage
Students will be able to
1. Identify the
location and
function of the
temporal lobe,
Wernicke’s area,
and Broca’s area
2. Define
metacognition and
understand its
importance
Essential Question: how
do ​you​ think about your
thinking?
15
Daily ​mental health check-in
Brain regions: ​temporal lobe​ (hearing,
language, memory), ​Wernicke’s area
(language, comprehension) & ​Broca’s
area​ (speech control)
Review structure and function of brain
areas using the ​3D Brain​ and brain model.
Students continue to use the ​graphic
organizer​ to take notes.
Students will pick one of the 5 ​memory Journal
games​ and spend 5 minutes at the reflection: what
beginning of class playing the game and is
then write a brief reflection. metacognition?
How can you
Processing speech ​video be
Technology used:
- 3 TQEs (thoughts, questions, metacognitive
Google Suite and
epiphanies​) on Jamboard in your
overall basic internet
everyday life?
Aphasia ​activity
- Students watch brief videos about 3-2-1 exit ticket
ISTE Standards
Wernicke’s and Broca’s aphasia 3 things you
Teacher: N/A
and take a short quiz learned today
Student: N/A
2 things you
Research area: ​cognitive, diseases & found
disorders interesting
1 question you
Metacognition ​video still have
Metacognition activity & discussion
Genetic testing discussion: what are the
positives and negatives of genetic testing
for a non-curable disease? A genetic test
can only ever tell you the probability of
acquiring the disorder, rather than a
straight “yes” or “no.”
- Ethical concerns regarding
genetic testing
- If someone in your family had
schizophrenia or Alzheimer’s,
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would you choose to get tested for

the gene mutation? Why or why
not?
- How it might affect your choices
to have children and make other
life decisions.
- How do you think you would
respond to finding out?
- Would your answer change if a
cure were currently available?
What if preventative treatment
was available?

Guest speaker - neuroscientist/neurologist

to give an overview of brain diseases and
disorders (connect to final project)

L1:​ Organisms are Daily ​mental health check-in

organized on a cellular
Brain region: ​parietal lobe​ (sensations,
basis and have a finite life
language, perception, body awareness, Journal
span.
attention) reflection: what
Essential HS.L1U1.20
role does social
Ask questions and/or
Review structure and function of brain media play in
make predictions based on
areas using the ​3D Brain​ and brain model. your life? Do
observations and evidence
Students continue to use the ​graphic you think you Technology used:
to demonstrate how
organizer​ to take notes. have a healthy Google Suite and
cellular organization,
relationship overall basic internet
structure, and function
Research area: ​social, behavioral with social usage
allow organisms to
5 media? Why or
maintain homeostasis.
Activity: watch this v​ ideo​ clip from Black why not? ISTE Standards
Mirror & discuss: Teacher: #5 Designer
Learning Objectives:
- What is happening in this video? Exit ticket: if Student: #1
Students will be able to
- What does this remind you of? you were Empowered Learner
1. Identify the
creating a quiz
location and
Addiction ​activity​: about today’s
function of the
In groups, students select one of the lesson, what
parietal lobe
“interactive explore” and one of the “learn are 2 questions
2. Examine the
more” pages to explore. They will you’d include?
effect of social
summarize their thoughts and findings in
media on our lives
this collaborative ​slideshow​ presentation
3. Understand the
and then share their slides with the class
relationship
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between the brain

and addiction

Essential Question: what

is the relationship between
social media, addiction,
and the human brain?

L1:​ Organisms are

organized on a cellular
basis and have a finite life
span.
Daily ​mental health check-in
Essential HS.L1U1.20
Ask questions and/or
Brain region: ​frontal lobe​ (movement,
make predictions based on
problem solving, concentrating, thinking,
observations and evidence behavior, personality, mood)
to demonstrate how Journal
cellular organization, reflection: do
Review structure and function of brain
structure, and function you agree or
areas using the ​3D Brain​ and brain model.
allow organisms to disagree with
Students continue to use the ​graphic
maintain homeostasis. this statement:
organizer​ to take notes. Technology used:
the frontal lobe
Google Suite and
Learning Objectives: is the most
Research areas: ​emotional, mental health overall basic internet
Students will be able to important area
usage
1. Identify the of the brain.
6 Mirror emotions ​activity
structure and
ISTE Standards
function of the Exit ticket:
Activity: mental illness on TV - Teacher: #3 Citizen
frontal lobe what is
In pairs, students find video clips from Student: #2 Digital
2. Explain how the something you
movies or TV shows that portray some Citizen
neural are confused
form of mental illness. Show these videos
information about from
and discuss:
regarding emotion today’s (or
- Is this illness accurately
flows to and from previous day’s)
portrayed?
the brain. lesson?
- Are other characters sympathetic
3. Explain why
or unsympathetic towards the
accurate reading
character with mental illness?
of another
- Is the disorder presented a good
person’s emotions
thing (e.g. superpower), a bad
builds social thing, or a complex mix?
cohesion and
promotes
evolutionary
fitness.
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4. Examine the
portrayal of
mental illness in
society by
exploring video
clips
Essential Questions: What
role do emotions play in
our lives? How does the
media’s portrayal of
mental illness affect
society?
L1:​ Organisms are
organized on a cellular
basis and have a finite life
span.
Essential HS.L1U1.20
Ask questions and/or
make predictions based on
observations and evidence
to demonstrate how
cellular organization,
structure, and function
allow organisms to
maintain homeostasis.
7 usage for research
Learning Objectives:
Students will be able to
1. Research a
specific brain
disease/disorder
or mental health
issue using 4
sources
2. Develop a survey
3. Synthesize their
research and
survey results in
order to create a
presentation
18
Daily ​mental health check-in
RESEARCH DAY
In small groups, students research their
one chosen brain disease/disorder or
mental health issue that is the central
focus of their research presentation.
Students also identify and explain one
way to keep their brain healthy. The
Technology used:
project needs to address the compelling
Google Suite
question: How can understanding the
(Google Docs and
brain help us better ourselves and our Research guide
Google Forms) and
community? What healthy habits can we
overall basic internet
engage in to take care of our brains? Student
generated
Students need to find 4 sources using this survey (Google
ISTE Standards
research guide Form)
Teacher: #3 Citizen
Student: #3
Students can supplement their sources
Knowledge Creator
with those found ​here
Using that research and what they have
learned about over the course of the unit,
they will create a questionnaire to survey
other students/community members to
gain insight on their issue in the
community
- Example 1
- Example 2
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Essential Question: why is
it important that we, as a
society, understand brain
diseases/disorders and
mental health issues?
L1:​ Organisms are
organized on a cellular
basis and have a finite life
span.
Essential HS.L1U1.20
Ask questions and/or
make predictions based on
observations and evidence
to demonstrate how
cellular organization,
structure, and function
allow organisms to
maintain homeostasis.
Learning Objectives:
8 Students will be able to
create a digital media
presentation examining
one brain disease/disorder
OR one mental health
issue with an accuracy of
80 out of 100 on the
rubric.
Essential Question: why is
it important that we, as a
society, understand the
brain’s structures and
functions and brain
diseases/disorders and
mental health issues?
19
Daily ​mental health check-in
WORK DAY
Develop one piece of advertising material
for the upcoming assembly and promote
Technology used:
mental health awareness to distribute
Google Suite and
throughout the school
overall basic internet
Advertisement
- Poster, announcement over PA usage
system, social media blast, etc. Depends on the
Checklist to
students project
monitor
Using the knowledge acquired throughout (provide them with
progress while
the unit and the results of their survey, access to a variety of
creating their
students create a digital media tech)
presentation
presentation. The purpose of the
presentation is to link the structures of the ISTE Standards
Rubric
brain to their functions and the impact Teacher: #5 Designer
those functions have on your life and your Student: #6 Creative
community. Communicator
- Weebly, GoogleSites, Powtoon,
Bitmoji Slideshow, social media
site/page, blog, infographic, etc.
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L1:​ Organisms are
organized on a cellular
basis and have a finite life
span.
Essential HS.L1U1.20
Ask questions and/or
make predictions based on
observations and evidence
to demonstrate how
cellular organization,
structure, and function
allow organisms to Peer revision and feedback
maintain homeostasis.
Learning Objectives:
9 access to a variety of
Students will be able to
1. Give and receive Teacher meetings
peer feedback on
their presentations
2. Make revisions to Work day
their project based
on feedback from
their peers and
instructor
Essential Question: why is
feedback an important
step in developing a
professional,
research-based project?
L1:​ Organisms are
organized on a cellular
basis and have a finite life
span.
Essential HS.L1U1.20
10
Ask questions and/or
make predictions based on
observations and evidence
to demonstrate how
cellular organization,
structure, and function
20
Daily ​mental health check-in Technology used:
Google Suite and
FEEDBACK & REVISION DAY
overall basic internet
usage
Depends on the
- Groups present their projects in Complete
students project
front of another group feedback
(provide them with
- Use peer review ​feedback protocol
protocol
tech)
Meeting with
- Groups set up 15 minute meetings teacher
ISTE Standards
with the teacher
Teacher: #4
Collaborator
- Students make revisions to their
Student: #6 Creative
project
Communicator
Daily ​mental health check-in
Technology used:
PRESENTATION DAY Google Form and
overall basic internet
Rubric
Students present their digital media usage
presentations during a school assembly Depends on the
Peer and Self
promoting brain and mental health students project
Evaluation
awareness (provide them with
Form
access to a variety of
Afterwards, students will record a 3-5 tech)
minute Flipgrid video reflecting on the
unit and what they have learned ISTE Standards
NEUROSCIENCE PROJECT 21

allow organisms to Teacher: #6

maintain homeostasis. Facilitator
Student: #6 Creative
Learning Objectives: Communicator
Students will be able to
present their digital media
presentations during a
school assembly with an
accuracy of 80 out of 100
on the rubric.

Essential Question: why is

it important that we
communicate scientific
findings to a broad
audience?

Table 2

Where to Possible Funding

Item # and Cost
Purchase Source

Supplies for Classroom

Chromebook Quantity: 30
Best Buy DonorsChoose.org
Computers Cost: $219.00

Quantity: 15+
Stand up desks Cost: free w/Grant StandupKids Standupkids.org Grant
money

Quantity: 3
Rolling Tables School Outfitters DonorsChoose.org
Cost: $313.88

Quantity: 1 pack of 6
Folding Chairs Amazon DonorsChoose.org
Cost: $127.00

Quantity: 15
Exercise balls Amazon DonorsChoose.org
Cost: $21.97

Quantity: 1 Anatomy
Brain model DonorsChoose.org
Cost: $265.00 Warehouse

Quantity: 2 All Posters

Posters DonorsChoose.org
Cost: $25.99, $19.99 All Posters
NEUROSCIENCE PROJECT 22

Extensions following Project Impact

Inquire with local

Neuroscientist guest Quantity: 1 hospitals - Mayo Safeway Foundation
speaker Cost: $300.00 Clinic, Banner, Grant
Honor, etc.

PR materials (ad Arizona Daily

Quantity: TBD
spots in newspaper, Sun GoFundMe.com
Budget: $303.96
radio, etc) iHeart Radio

GoFundMe.com
Silent auction items Would also ask for
Quantity: TBD TBD​ Local
and/or fundraising donations from
Budget: $1000.00 Businesses
prizes community members
and organizations

Daily Supplies and Consumables

Quantity: 3 packs of 12
Notebooks Amazon
Cost: $19.36

Quantity: 1 box of 144

Pens Amazon
Cost: $13.99

Quantity: 1 pack of 150

Pencils Amazon
Cost: $12.49

Quantity: 1 pack of 50
Poster board Amazon PTO Supply Drive in
Cost: $26.78
combination with
Quantity: 1 pack of 64 DonorsChoose.org.
(regular)
Cost: $16.88
Markers Amazon
Quantity: 1 pack of 64
(skinnies)
Cost: $12.98

Quantity: 2 packs of 12
White board markers Amazon
Cost: $7.47
NEUROSCIENCE PROJECT 23

Appendix

5E Inquiry Based Lesson Plan - NEUROSCIENCE ​DAY 1  

 

Engage 
Introduce the driving question for the project:​ How can
  understanding the brain help us better ourselves and our
community?

Watch this ​video​ and make a copy of and complete the

accompanying ​viewing guide​.

Post your response to the first and third questions to

this ​Jamboard​.

Explore 
Driving question: ​How can understanding the brain help us
  better ourselves and our community?
Individually, make a copy of this ​graphic organizer​. Watch the
NEUROSCIENCE PROJECT 24

video, read the texts, and examine the infographic and answer
the corresponding questions.

Once you are finished upload the document to the class Google
Drive. Make sure you put your organizer into your specific
groups’ folder.  
 

Explain  
Share your thoughts and answers from the graphic organizers
with the rest of your group members via Google Drive.
  You will access your group members’ organizers and give
feedback. Leave one comment/reaction/question in each of the 5
sections.  
 

Apply/Elaborate 
Compelling question:​ is there one area of neuroscience
  research that is more important than the others? Why?

With your group, go to this ​MindMup​ and choose one of the

following areas: social, developmental, neurological disorders &
diseases, mental health, cognitive, emotional, and behavioral.
Once you have chosen your particular area, map the information
you learned from the previous activities and the questions you
have about that branch of neuroscience. Craft a compelling
question for that particular research area.

Once your group has finished mapping out your

specific research area, investigate and add to
the other areas.

The compelling questions that you and your

peers come up with will drive your research and
investigation throughout the course of the unit.
 
 

Reflect/Evaluate 
Review your answers from the TedTalk viewing guide and
  reflect on the feedback your peers gave you on the graphic
NEUROSCIENCE PROJECT 25

organizer. Have your thoughts or opinions changed? What did

you learn about neuroscience? What
previous misconceptions did you have
about the brain? What are you most
excited to learn about in the next 9
days?

Using Screencastify, create a 5 minute video summarizing your

group's contribution to the MindMup, sharing your compelling
question, and reflecting on today’s lesson.