a shared template for profiling the diseases and then break into groups to conduct the research needed to complete the profiles, with each group focusing on a particular disease. You should co-construct the template with the students, but they might include headings for the following: Name of disease: Symptoms: Cause: Diagnosis: Management: Avoidance (if possible): Significant scientific breakthroughs: Ethical issues: As the students complete their investigations, encourage them to think about how well they are communicating the information. Afterwards, have them share their profiles with each other so that everyone gets an overview of the diseases that were investigated. Discuss what the students have learned about how people cope with these diseases and how science and the community can help: How is science supporting people with brain diseases? What can friends and whānau do to support people with brain diseases? What might people in the wider community do to support people with these diseases? What about support for those who care for them? Extension The students could investigate brain health and identify ways that we can look after our brains, stimulate the brain, and avoid head injury. They could think about who needs to know this information and explore an appropriate way of communicating it. RESOURCE LINKS Background information for teachers Common Sense Tenets of Brain-Based Learning” from ASCD. “Four Gray, A. (2000). Huntington’s and Me: A guide for young people. Huntington’s Disease Association: Wellington. This book provides useful information for young people who are learning to cope with Huntington’s in their family. the brain of a struggling reader: Why a one-size-fits-all approach does not work for every child” from District “Inside Administration. Connections in a Brain-Friendly Classroom” from ASCD. “Strengthening More on Melanie Cheung career with moments of pure magic” from New Zealand Science Teacher. “A Women Series Dr. Melanie Cheung” from Mindfood. “Celebrating – Melanie Cheung Chur Ep.3” from Totes Māori, TVNZ. “Dr – Cheung Neurobiologist” from Māori Futuremakers. “Melanie – Science Learning Hub “Brains” brain development” “Understanding MRI looking at the over time” “Functional is normal?” “What connections in the brain” “Making Other sources on the Brain” from the Neuroscientist. (an article from 1995 examining Aristotle’s ideas about the function of the “Aristotle brain)
a shared template for profiling the diseases and then break into groups to conduct the research needed to complete the profiles, with each group focusing on a particular disease. You should co-construct the template with the students, but they might include headings for the following: Name of disease: Symptoms: Cause: Diagnosis: Management: Avoidance (if possible): Significant scientific breakthroughs: Ethical issues: As the students complete their investigations, encourage them to think about how well they are communicating the information. Afterwards, have them share their profiles with each other so that everyone gets an overview of the diseases that were investigated. Discuss what the students have learned about how people cope with these diseases and how science and the community can help: How is science supporting people with brain diseases? What can friends and whānau do to support people with brain diseases? What might people in the wider community do to support people with these diseases? What about support for those who care for them? Extension The students could investigate brain health and identify ways that we can look after our brains, stimulate the brain, and avoid head injury. They could think about who needs to know this information and explore an appropriate way of communicating it. RESOURCE LINKS Background information for teachers “Four Common Sense Tenets of Brain-Based Learning” from ASCD. Gray, A. (2000). Huntington’s and Me: A guide for young people. Huntington’s Disease Association: Wellington. This book provides useful information for young people who are learning to cope with Huntington’s in their family. “Inside the brain of a struggling reader: Why a one-size-fits-all approach does not work for every child” from District Administration. “Strengthening Connections in a Brain-Friendly Classroom” from ASCD. More on Melanie Cheung “A career with moments of pure magic” from New Zealand Science Teacher. “Celebrating Women Series – Dr. Melanie Cheung” from Mindfood. “Dr Melanie Cheung – Chur Ep.3” from Totes Māori, TVNZ. “Melanie Cheung – Neurobiologist” from Māori Futuremakers. Science Learning Hub “Brains” “Understanding brain development” “Functional MRI looking at the over time” “What is normal?” “Making connections in the brain” Other sources “Aristotle on the Brain” from the Neuroscientist. (an article from 1995 examining Aristotle’s ideas about the function of the brain)
Reconnecting+the+Brain+Connected+L4+TSM.docx