Phase 3

Years 3 - 4

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10.4 Fantastic Elastic Brain

Domain: Positive Accomplishment

Module: Mindsets

BOOST IT!

Draw a labelled diagram of a brain and explain why it is important to know about the parts.

DEVELOPMENTAL OUTCOME

Uses growth mindsets to reflect on, and learn from, different experiences

LEARNING INTENTION

Learn that different parts of the brain can be developed through effortful practice

ASSESSMENT OPPORTUNITIES

‘The Brain’ worksheet

‘I used to think…but now I think’ statements

RESOURCES

Audiovisual equipment

Book from the ‘Mindsets’ suggested reading list

Whiteboard and markers

‘The Brain’ worksheet (provided)

Pencils/pens

Dice (one per group)

MINDFUL MOMENT

BRAIN BREAK

REMOTE OPPORTUNITIES

If you would like to teach these activities remotely, please find below the links to this content on SeeSaw. See their Help Centre for further information about this free online platform.

STRATEGIES AND QUESTIONS

Optional: Show ‘Neuron Song | Growth Mindset and Neuroplasticity for Kids | I HAVE A GO’ https://www.youtube.com/watch?v=NzjM1jo_8AU (2:45) as students enter the room, or use it as a lesson transition.


INTRODUCTION – WHERE THE LESSON IS GOING AND WHAT IS EXPECTED

Big questions: What are we learning about? Why?

Introduce the learning intention and contextualise the lesson for your class.


ACTIVITY 1 – YOUR FANTASTIC ELASTIC BRAIN

Read ‘Your Fantastic Elastic Brain’ by JoAnn Deak or another suitable book from the ‘Mindsets’ suggested reading list. Guide students through a summary of the key points from the book. Explain to students that most people are born with all the parts of the brain functioning in the way that the book presents; however, research has shown that when some parts of the brain are damaged, the brain can rewire itself to function in a different way or use a different part of the brain.

TIP: You might like to draw a labelled diagram of the brain on the whiteboard as a reference for Activity 2.

Success criteria: Listen carefully, process and summarise new information


ACTIVITY 2 – PART 1 OF ‘THE BRAIN’

Ask students to complete ‘Part 1’ of ‘The Brain’ worksheet.

TIP: Students will need to reference ‘Your Fantastic Elastic Brain’ to complete this activity. Emphasise this is sophisticated information that students are not expected to already know. (Answers – 1. Hippocampus, 2. Neurons, 3. Cerebrum, 4. Amygdala, 5. Cerebellum, 6. Prefrontal Cortex).

Success criteria: Work independently, match a brain part with its description


ACTIVITY 3 – DIE DIALOGUE

To reinforce the activities that each part of the brain is responsible for, small groups of students should engage in a ‘Die Dialogue’. They need to name an activity that each of the following parts of the brain help them to do. Encourage students to look at their worksheets as a guide.

  1. Cerebellum
  2. Amygdala
  3. Cerebrum
  4. Hippocampus
  5. Prefrontal Cortex
  6. Neurons

Success criteria: Take turns, listen to others


ACTIVITY 4 – PART 2 OF ‘THE BRAIN’

Explain how this new knowledge of different parts of the brain can help students to complete ‘Part 2’ of the worksheet. Ask students to identify a part of the brain that they would like to improve and come up with a plan to make this happen. You might like to model a personal example for students. (E.g. my goal is to shoot 10 baskets in a row. I will grow my cerebellum by playing basketball and shooting hoops.)

Success criteria: Set a goal, create strategies


REFLECTION – RETHINKING AND REVISING

Big Ideas: What have I learnt about different parts of the brain?

Students engage in a verbal ‘I used to think…but now I think’ reflection.

Success criteria: Reflect on your learning