Wednesday, 26 February

In class

  1. Take the Unit 1 exam.
  2. Complete the teen stress tests.
Deep breath and relax. You’ve got this.
Deep breath and relax. You’ve got this.
Deep breath and relax. You’ve got this.

Monday, 24 February

In class

  1. Return and discuss a) Notebook Check 1 and b) Reference Quiz 2.
  2. Review for the Unit 1 exam on Wednesday.
  3. Make your (required) notecard for the Unit 1 exam.

Assignments

  1. Finish your notecard before the exam on Wednesday.

Thursday, 20 February

In class

  1. Take the second reference quiz on the anatomy and physiology of the brain.
  2. “Is My Blue Your Blue?
    • Use this site to test your color recognition.
  3. Talk through and summarize the discussion prompts for the Stigma, Stereotypes, and Models of the Brain readings.
  4. Turn in your notebook.

Assignments

  1. Begin reviewing for the Unit 1 exam by looking at the Learning Outcomes paper.

Tuesday, 18 February

In class

  1. Prepare your notebooks for collection next class.
  2. Review for Reference Quiz 2 next class.
  3. Watch The Power of Belief (and take notes) on the role of belief, for good and bad, in our lives.

Assignments

  1. Finalize your notebooks to turn in next class.
  2. Review for Reference Quiz 2 next class.
  3. Looking ahead, the Unit 1 exam will be given next Wednesday.
Many climbers of the world’s tallest mountains credit a strong belief they have in their abilities to overcome the incredible challenges of the task.
Many climbers of the world’s tallest mountains credit a strong belief they have in their abilities to overcome the incredible challenges of the task.
Many climbers of the world’s tallest mountains credit a strong belief they have in their abilities to overcome the incredible challenges of the task.

Thursday, 13 February

In class

  1. Summarize the key points of Our Universe Within, Part 1.
  2. Watch and then summarize the key points of The Brain: Our Universe Within, Part 2: (24:15 – 37:15)
    • Describe the changes that occurred during the first evolution of the brain.
  3. Learn about the mind-body problem and complete the problem set questions.
  4. Return and review your performance on Reference Quiz 1.

Assignments

  1. Review the anatomy and physiology of the key sections of the brain as discussed last class for Reference Quiz 2 next Thursday.
  2. Read the following articles in your textbook:
    • Pernicious effects of stigma, p. 82
    • Us vs. them, p. 85
    • Breaking Stereotype, p. 87
Functional Magnetic Resonance Imaging (fMRI) is a noninvasive technique to visualize blood flow in the brain.
Functional Magnetic Resonance Imaging (fMRI) is a noninvasive technique to visualize blood flow in the brain.
Functional Magnetic Resonance Imaging (fMRI) is a noninvasive technique to visualize blood flow in the brain.

Tuesday, 11 February

In class

  1. Discuss the neuroscience of reality articles.
    • What is the Matrix?
    • How do we go about living our lives knowing our experiences might be a bit wrong?
  2. Learn the key anatomy and physiology of our brains.
    • Color code sections of the brain and their primary function.
    • Visualize our brains in 3D at www.brainfacts.org
    • Make a brain hat.
    • Quiz each other on the parts of the brain with the physical brain models.
  3. Learn about the so-called first evolution of the brain.

Assignments

  1. Finish watching Part 1 of the documentary up to time stamp 24:15.
  2. Update your notebook’s table of contents.
  3. Review and quiz yourself on the anatomy and physiology of the brain.
The CT-scanned skull of a 319-million-year-old fossilized fish, pulled from a coal mine in England more than a century ago, has revealed the oldest example of a well-preserved vertebrate brain.
The CT-scanned skull of a 319-million-year-old fossilized fish, pulled from a coal mine in England more than a century ago, has revealed the oldest example of a well-preserved vertebrate brain.
The CT-scanned skull of a 319-million-year-old fossilized fish, pulled from a coal mine in England more than a century ago, has revealed the oldest example of a well-preserved vertebrate brain.

Friday, 7 February

In class

  1. Take Reference Quiz 1 on the neuron and nervous system.
  2. Fatigue your neurons and note the effects in the Habituation Stations activity.
  3. Answer The Big Picture questions regarding neurons in your notebook.

Assignments

  1. Review the readings on the parts and function of the brain before next class.

Wednesday, 5 February

In class

  1. Review for the neuron and nervous system quiz on Friday.
  2. Classify the four types of illusions.
  3. Complete the Illusions Stations activity in your notebook.

Assignments

  1. Review for the quiz on Friday.
  2. Read the following two articles before next class:
    • Reality is Constructed… p. 71 – 81 and
    • The Neuroscience of Reality p. 90 – 98
The Brick Wall. A point of focus illusion.
The Brick Wall. A point of focus illusion.
The Brick Wall. A point of focus illusion.

Monday, 3 February

In class

  1. Review neuron action potentials.
  2. Describe the main parts of the nervous system.
  3. Watch the documentary on perception and then begin classifying the common types of illusions.

Assignments

  1. Begin reviewing for the first quiz on Friday covering Unit 1, learning outcomes 1 – 4.
Point of focus illusions often confuse our orientation in space.
Point of focus illusions often confuse our orientation in space.
Point of focus illusions often confuse our orientation in space.

Thursday, 30 January

In class

  1. Make a graph of how a person’s LoC score would change over time.
  2. Summarize the basic anatomy and physiology of neurons.
  3. Describe the phases of the neuron action potential.

Assignments

  1. Begin reading and taking notes on p. 16 – 34 in the textbook.
An artistic interpretation of a collection of neurons.
An artistic interpretation of a collection of neurons.
An artistic interpretation of a collection of neurons.

Tuesday, 28 January

In class

  1. Describe the differences between positivity and optimism.
  2. In your randomly assigned group, describe a setback or obstacle and how an optimist and pessimist would respond using the Three Ps.
  3. Analyze the questions asked in the Measuring Optimism Questionnaire and explain the differences between validity and reliability.
  4. Learn about where in your life you feel the power lies by measuring your Locus of Control.

Assignments

  1. Submit your About Me to Classroom before the start of class on Thursday.
  2. Finish reading and taking notes on p. 1 – 15 in your textbook.
  3. Extra Credit Opportunity: The Mental and Physical Benefits of Handwriting
    • Due in class on Friday, 7 February.

Friday, 24 January

In class

  1. Get a copy of the Brain Studies textbook.
  2. Share your reactions to the Finnish Schools and Digital Devices video.
  3. Read and watch research about of the benefits of writing my hand.
  4. Learn a little more about me and begin thinking about your About Me project.
  5. Watch the video, Learned Optimism by Martin Seligman and take the Optimism Survey.

Assignments

  1. Begin work on your About Me presentation. Due in Classroom by the end of the day on Thursday, 30 January.
  2. On a new page in your notebook (With the title Optimism vs Positivity), explain how you understand the difference between positivity and optimism based upon the two surveys you have taken.
  3. Begin reading and taking notes (using whichever method you prefer) on p. 1 – 15 in the textbook. Finish this before the start of class on Thursday the 30th next week.
Optimism can take many forms.
Optimism can take many forms.
Optimism can take many forms.

Wednesday, 22 January

In class

  1. Hello and introductions.
  2. Read through the course syllabus and ask any questions about course expectations and procedures.
  3. Compare and contrast the school system in Finland versus in the United States.
  4. Learn five behaviors that are commonly seen in successful students.
    • SLANT
  5. Read about the link between a positive attitude and wellbeing. Take a survey to gauge how positive an outlook you have.

Assignments

  1. Create a table of contents in your course notebook.
  2. At the top of a blank page, write the title Why I Took Brain Studies.
    • Neatly write a 1 -2 paragraph of why you took Brain Studies and what you are hoping to gain from the course.
  3. Watch Student screen time: Finnish schools reverse policy on digital devices. At the top of a new page in your notebook write a brief reflection of how it compares to what we are doing here at Glenbrook North.
Actions that you take today that become behaviors make changes to your brain.
Actions that you take today that become behaviors make changes to your brain.
Actions that you take today that become behaviors make changes to your brain.