Part of Unit: Head and Face
Lesson Plan Overview / Details
This engaging activity has students create a "Brain Hat" outlining the lobes of the brain with their functions as well as a few other key functional areas. This enables students to view the brain in a 3 dimentional model as concussions are discussed in future lessons.
Original documents and activities located at
- 1 period of
- 55 Minutes
California Career and Technical Education Standards
- HSMT.E.E1.1 Know the process for evaluating the ability of patients and clients to understan...
- HSMT.E.E5.1 Use the appropriate evaluation tools to assess patients and clients.
- HSMT.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
California Academic Content Standards (Reinforced)
- ELA.8.R.VCD.1.3 Use word meanings within the appropriate context and show ability to verify thos...5
- ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
Common Core Standards (Reinforced)
Students will be able to:
- Label the different lobes of the brain and their major function
- Define gyrus, sulcus, fissure, and homunculus.
- Follow instructions to successfully complete the "hat"
Activities in this Lesson
- The Crown of the Kingdom is the Brain - Hooks / Set
Students are given the “Brain Cut Out” packet as they enter and a "ready to assemble" Burger King Crown. (see image below, go to Burger King a week before, they are happy to give out if they are going to local school) As the teacher, you can opt to be wearing one when students enter the room as a light attention grabber. When students ask what the crown is for, just tell them that at a certain point in today's lesson, those that can figure out what the crown is for will find that it makes their activity incredibly easier.
Ask students to proceed to desks and get our their un-assembled crowns and await specific instruction before doing anything with them. Once students are prepared to follow instructions, ask them to stand up next to their desks and follow as you go through the 4 steps of assembling the crown. When done, ask them to close their eyes, stand on one foot, and place crown on head. Lower foot, and open eyes...does everyone have crowns on head? Yes? Then everyone has a fully functioning brain with all lobes doing what they are supposed to and we can proceed through today's lesson to learn the major parts and functions of the brain...most of which were just called on during that simple opening activity.
- Discovering the Lobes of the Brain - Demo / Modeling
Now, have students take off crowns if they'd like (some will want to keep them on, that's fine), but not to discard them. THEY WILL BE UTILIZED LATER in the lesson. Students should take out their diagram sheets out for the brain. You can explain to students that the opening simple activity they used could not have been accomplished if one or more parts or lobes of their brains were not functioning correctly and they will learn exactly what parts of the brain help you perform various tasks both physical and cognitive.
Students are responsible to either research or listen to instruction on filling in the diagrams from their packets accurately. You can use one or more of the following methods to identify the items identified below and their functions. You as the teacher may choose a variety of ways to present this information depending on student ability and personality, access to personal laptops, or simply showing on overhead to whole class.
Method 1 – Using an overhead projector, walk students through each lobe/ aspect using a different color for each lobe/aspect as to visually discern the separations using the following 3D Brain animation site http://www.brainline.org/multimedia/interactive_brain/the_human_brain.html?gclid=CP7Xtfqv-akCFcTBKgodnGpsaQ.
Method 3 – Students may use a chosen text book(s) to label each lobe/ aspect including major function(s) of each.
Items labeled are also discretionary. Items that are included:
- 4 Lobes of the brain (Frontal, Parietal, Temporal, Occipital)
- Wernike’s Area - Cerebellum
- Broca’s Area - Brainstem
- Motor sulcus - Sensory sulcus
- Head Injuries and Concussions - Lecture
Now that we can see what is going on inside the skull, it is time to look at a couple external injuries as well as injuries that can happen to these areas of the brain.
*Always make sure to emphasize that there are numerous concussion grading scales out there, so present this one simply because it is the simplest scale to present.
- Head Injuries Notes [ Download ] Skull Fractures, Hematology Issues, Concussions
- Concussion Animation [ Watch Video ] [ Download Original Video ] (included in PowerPoint)- Shows how the brain reacts to forces within the skull.
- High school Concussions [ Watch Video ] [ Download Original Video ] (included in PowerPoint)- A high schooler talks about how severe concussions have affected his life.
- Concussions and Impact Testing Video [ Watch Video ] [ Download Original Video ] (included in PowerPoint)- Discusses Second Impact Syndrome and Impact Testing
- Assessment Types:
- Projects, Observations,
Students create "brain hats" with lobes and specified areas correctly documented.
Brain hats show that students have followed instructions throughout the project.
The Burger King Crowns provided at the beginning of the lesson work as a nice under-structure when the diagrams are stapled to them. They stay propped up on students' heads better and allow the included activity to go better.
As a closure activity, have students put on their "brains" and go through a couple scenarios with the Application Activity. You can also recite the instructions given to students at the beginning of class when assembling their crowns, standing on one foot and placing them on their heads, but this time, as you go through the steps, all students point to the part of their own brain (crown) that would be utilized to follow each step as a visual assessment of lobe location and function.