Created by Amanda Beyea, Kathleen Bittinger, Karen Hennessy, Sonya Kim, Kara Senich, and Val Wise

A 4th Grade Brain Targeted Teaching Unit

SAVE THE BAYBrain Target 1: Setting the Emotional Climate for Learning

• Designate a section of the room for students to post questions about the topic.

• Discuss how to have debates and discussions.

• Provide extra materials for students to continue their learning.

• Arrange desks in a u-shape to encourage discussion.

Creating the Climate for Learning

SAVE THE BAYBrain Target 1: Setting the Emotional Climate for Learning

Show pictures of the bay

Put on an ocean sounds cd.

Have the students feel sand, shells, etc.

Create the Setting of the Bay:

SAVE THE BAYBrain Target 2: Creating the Physical Learning Environment

• satisfying the brains need for novelty, interest and beauty

• Interest influnces learning in all academic areas (Resnick, Bill, Lesgold & Leer, 1991; Renninger & Wozniak, 1985)

• providing a sense of order• Orderly environments are associated with better functioning

and less organized environments are linked to negative outcomes (Wachs, 2000).

• Studies examining crowding demonstrate a negative impact on learning (Wachs, et. al., 1981; Evans, Lepore, Shejwal , Palsane, 1998)

• Facilitating a sense of community• Young children especially feel more relaxed in “homelike

environments” (Greenman,2006).

• Provide a framework for learning new schema

The environment is a powerful ally and can become the third teacher:

Brain Target 2: Creating the Physical Learning EnvironmentSAVE THE BAY

Physical Environment Activities

• The students participate in recreating a “bayscape” in the classroom. This area expands as the students learn new information and complete projects.

• Animals can help to contribute to the classroom climate. The class will raise oysters and bay grasses to release back into the bay.

• The sounds of birds of the bay used as a signal to gather the students for community meeting each morning

• Writing samples are carefully matted by the students featuring a bayscape.

• Many areas in the classroom where students can touch and manipulate materials related to the bay (shells, sand, feathers, grasses, water, etc.)

• The classroom is arranged to provide space for movement and flow.

• The children participate in keeping the classroom orderly and in rotating the displays.

• The environment also includes the outdoors: field trips and out door explorations will be incorporated.

SAVE THE BAYBrain Target 2: Creating the Physical Learning Environment

SAVE THE BAY

Activities:

1. Students will review the concept map. As the students brainstorm ideas, their responses will be added to the map.

2. Students will complete a KWL chart, indicating what they already know about the animals and plants of the Chesapeake Bay and what they anticipate learning during the unit.

Brain Target 3: Designing the Learning Experience

Learning Goal: Students will demonstrate an understanding of the Chesapeake Bay ecosystem and threats to its well-being.

SAVE THE BAY

CONSERVATION

Materials:Bay Portrait/ Conserve Art

Materials

Animals:Chesapeake Bay Animal Debate/Trial

Animals/Plants:Beneficial

Interactions: Tableau work

Habitat:“Fish out of Water”

role play activity

Water:Handel’s “Water Music” Activity

Food Chain/Web:

Digital Media Presentation

Interconnectivity: Machine Movement

Exercise

FLOW OF MATTER & ENERGY

Energy:Thermostat Movement Exercise

Photosynthesis:Light Box Art Activity

From the Classroom to the

Field..experiential learning

Prior KnowledgeKWL Chart

SAVE THE BAY

• ENERGY• Thermostat Movement Exercise: Conservation of

energy within body

Brain Target 4: Teaching for Mastery

CONSERVATION

• MATERIALS• Chesapeake Bay Portrait: Conservation of Art

Supplies

• ANIMALS• First Person Play: Chesapeake Bay Animal

Debate/Trial; how do we decide what animals to protect?

SAVE THE BAY

• INTERCONNECTIVITY• Machine Movement Exercise: Interaction between

animals; survival = dependency

Brain Target 4: Teaching for Mastery

FlOW OF MATTER & ENERGY

• FOOD CHAIN/WEB• Digital Media Presentation: Food Chain of

Chesapeake Bay; Predator/Prey Game

• PHOTOSYNTHESIS• Light Box Art Project: Light Sensitive Paper,

Scented Oils, and Paint representing parts of photosynthesis

SAVE THE BAY

• ANIMALS/PLANTS• Beneficial Interactions: tableaus emphasizing

connections between animals/plants

Brain Target 4: Teaching for Mastery

ECOLOGY

• WATER• Handel’s Water Music Suite: identifying the

significance of water for many people

• HABITAT• “Fish out of Water” role play: recognizing

beneficial/harmful changes as well as competition in an animals habitat

SAVE THE BAYBrain Target 5: Teaching for Extension and Application of Knowledge

•Neural Connectivity in Real Life Problem Solving• Associative Learning Outside of the Classroomand Outside of the Student Role

1 .The Clinicians: 4th Grade Class2 .The Patient: The Chesapeake Bay

Clinical Model:Assess Plan Implement Evaluate

SAVE THE BAYBrain Target 5: Teaching for Extension and Application of Knowledge

Assessment of the Chesapeake Bay on a Field Trip

1 .Observation and recording of the habitat and environment using journal writing, journal drawings, taking pictures2 .Create questionnaires to use for informationalinterviews – local fisherman, local industry owners, maritime museum experts3 .Water quality testing

Action Plan1 .Divide class into groups and analyze info from assessment2 .Each group comes up with an action plan to make an improvement and presents to class - i.e. recycle campaign, fundraiser for money to buy and grow bay grass, letters to Congress, bay awareness day3. Establish a budget 4. Class votes on one plan

SAVE THE BAYBrain Target 5: Teaching for Extension and Application of Knowledge

Implementation of Action Plan1 .Class as a whole designs the steps that will be needed for the plan and a timeline for completion.2 .Class divided into groups – each group is delegated a role in the action plan3 .Each group elects a project manager that is responsible for that’s group plan following the timeline.4 .Plan implemented

Evaluation1 .Group evaluation as well as project as a whole2 .How was the implementation received?3 .Are there measurable outcomes4 .Recommendations for changes

SAVE THE BAYBrain Target 6: Evaluating Learning

• Have students self-evaluate by continuously updating KWL chart

• Check bayscape for validity • Use checklist to evaluate expository writing• Use rubric to evaluate oral argument • Provide on-going self-reflection through

experiential learning journal• Have students share journal entries with

team members• Use rubric to evaluate action plan project

SAVE THE BAYBrain Target 6: Evaluating Learning

• Oral Argument Rubric•  

1 2 3

Content The argument is developing. It lacks a strong research-based support in its defense.

The argument is partially clear. More supporting details could make this a stronger argument.

The argument is very compelling and cohesive. Extensive research and knowledge is evident in the large amount of supporting

Presentation The presenter states his case in a weak manner. Verbal and non-verbal means of communication are not both utilized.

The presenter states his case somewhat clearly. Verbal and non-verbal means of communication are not always used appropriately.

The presenter articulates his position clearly. Both verbal and non-verbal means are employed to communicate the message.