News
Student Scientists Scrutinize the Brain
Seventh grade scientists, learning on campus and remotely, had some hands-on experience with the three-dimensional structure of the brain in a recent lab involving the time-tested scientific process of dissection.
Sheep brains were on the agenda for exploration, as master teacher and Science Department Co-Chair Angela Miklavcic Brandon led students through a close examination of the organ using most of their senses. Miklavcic Brandon even offered remote learners the option of picking up kits.
After their initial introduction to the brain they would be studying, students conjured up questions and took careful observations of their assigned brain’s physical characteristics. Next, they examined each other’s assigned brains to see the similarities and differences among different individual animals.
After these observations, students learned terms to specify the location of various brain structures. Miklavcic Brandon presented dorsal, ventral and lateral views of her brain using cameras that broadcast her visual aids to the big screens on-campus learners used, as well as remote screens of the students learning from home. Miklavcic Brandon used this same technology throughout the lab to guide students identifying the pineal body, corpus callosum, thalamus, hypothalamus, cerebellum, brain stem and cerebrum on their brains and their various functions. Students carefully cut the cerebrum in half near the front of the brain and were able to feel the difference in resistance texture between the brain’s white and dark matter as well.
Throughout the lab, students documented the views and structures they were investigating by taking photos and videos on their iPads for later reference.
Following the hands-on portion of the lab, Miklavcic Brandon asked her students to consider the human brain in light of what they had learned as well as the similarities and differences between the brain of a sheep and that of a human being.
She shared, “Dissections offer students a ‘wow’ moment, which heightens their emotions and hooks them into the lesson. The excitement, wonder and, sometimes, disgust or fear make them more receptive to the learning process and help them better encode what they are learning into their long-term memory. We are literally learning about the brain in a way that takes advantage of educational neuroscience!”
Observing the students in action was proof positive that dynamic lessons can still exist despite the hurdles of this unique school year.
Sheep brains were on the agenda for exploration, as master teacher and Science Department Co-Chair Angela Miklavcic Brandon led students through a close examination of the organ using most of their senses. Miklavcic Brandon even offered remote learners the option of picking up kits.
After their initial introduction to the brain they would be studying, students conjured up questions and took careful observations of their assigned brain’s physical characteristics. Next, they examined each other’s assigned brains to see the similarities and differences among different individual animals.
After these observations, students learned terms to specify the location of various brain structures. Miklavcic Brandon presented dorsal, ventral and lateral views of her brain using cameras that broadcast her visual aids to the big screens on-campus learners used, as well as remote screens of the students learning from home. Miklavcic Brandon used this same technology throughout the lab to guide students identifying the pineal body, corpus callosum, thalamus, hypothalamus, cerebellum, brain stem and cerebrum on their brains and their various functions. Students carefully cut the cerebrum in half near the front of the brain and were able to feel the difference in resistance texture between the brain’s white and dark matter as well.
Throughout the lab, students documented the views and structures they were investigating by taking photos and videos on their iPads for later reference.
Following the hands-on portion of the lab, Miklavcic Brandon asked her students to consider the human brain in light of what they had learned as well as the similarities and differences between the brain of a sheep and that of a human being.
She shared, “Dissections offer students a ‘wow’ moment, which heightens their emotions and hooks them into the lesson. The excitement, wonder and, sometimes, disgust or fear make them more receptive to the learning process and help them better encode what they are learning into their long-term memory. We are literally learning about the brain in a way that takes advantage of educational neuroscience!”
Observing the students in action was proof positive that dynamic lessons can still exist despite the hurdles of this unique school year.
Click here to enjoy photos.
Francis W. Parker School educates students to think and act with empathy, courage and clarity as responsible citizens and leaders in a diverse democratic society and global community.