Neuroscience in High School Biology and Psychology Classrooms: A YearLong NSF GK12 Intervention Chri

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Neuroscience in High School Biology ClassroomsA
Year-Long NSF GK-12 Intervention

• Christopher J. Whalen1 and Matthew Kirkpatrick2
• University of Illinois at Urbana-Champaign 2.
  Neuqua Valley High School. Naperville, IL

Goals
Neurotransmitters
Brain Dissection

• Introduce high school biology students to
• principles and applications of neuroscience.
• 2. Use neuroscience as a thematic framework
• to anchor and extend biological concepts.
• 3. Develop quality and enduring multi-layered
• lessons with utility beyond the GK-12
• intervention.

• Student Objective
• Build 3D molecular models from 2D structural
  diagram.
• Understand the structural relatedness of
  biomolecules.
• Understand the importance of neurotransmitters
  on proper
• nervous system functioning including
  psychopathologies.

• Student Objective
• Identify major anatomical
• brain regions and their
• corresponding functions.
• Lesson
• 1. Coloring Activity - Human Brain
• 2. Dissection Etiquette and Procedures Discussion
• 3. Sheep Brain Dissection and Brain Stations
  (Online atlases, Rat Brain, Human Brain, MRI)

Fellow-Student interactions form the core of the
GK-12 program.
The Hook - Students watch video clips
linking neurotransmitters the psycho- pathologies
of addiction and depression.
Students use coloring books, online atlases,
sheep brains to explore brain anatomy and
function.
Sample Coloring Activity
Students build and research several different
neurotransmitters
Scientific
Student Teams race to learn more about various
neurotransmitters and claim top prize.
Neurotransmitter Fun Fact Treasure Hunt
Method
molecules
Bio-
Anatomy
END OF YEAR
START OF YEAR
Protein
Final
Cell
Function
Project
Structure
The Neuron
Human Brain Imaging
Action Potential

• Student Objective
• Interpret brain imaging data using neuroscience
• knowledge acquired throughout the course.

Stroop Task
???

• Student Objective
• Design a scientific experiment to directly test
  students hypotheses about cerebral
• processing of conflicting information with
  appropriate controls and constants.
• 2. Apply the Scientific Method to test hypotheses
  by collecting and interpreting data.
• Lesson
• Class discussion on brain processes and decision
  making.
• PBS Scientific American Frontiers video clip
  Tough Choices.
• Design and discussion of Stroop Task and
  appropriate constants and controls
• 4. Students are subjects in 4 Stroop experiments.
• 5. Students collect and analyze their data and
  form conclusions based on their
• hypotheses.

Students draw conclusion from a real
state-of-the-art human brain imaging data set.
Acknowledgements
Sample Object-Word Stroop Task Element

• National Science Foundation (Grant 0086455)
• Lisa Bievenue (GK-12 Coordinator)
• Mark Truckenbrod (NVHS Associate Principal)

PBS video clip Tough Choices (https//www.pbs.org/
saf)