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REFLECTION 21

ST
OF AUGUST, 2014
YEAR 12 PSYCHOLOGY LESSON STATIONS OF LEARNING
On the 21
st
of August, I assisted my mentor teacher in running an activity in which students were divided in
pairs, and worked their way around the activities set up in a round robin style. We spent the period prior to
the lesson arranging the tables and setting up the stations of learning about the brain, nervous system and
memory. Some of the activities included; answering previous years exam questions, completing tables,
labelling diagrams, and matching definitions with descriptions. My mentor teacher organized students into
pairs according to their abilities a strong student with a weak student. The students spent five minutes at
each table completing each activity. During this time, my mentor teacher and I walked around the room
helping students and correcting answers, using VCAA-accepted terminology. The activity worked really well,
despite the fact that students did not make it through all of the stations. The students verbally expressed their
appreciation for providing the revision lesson, but disliked having no choice over their partner and at times
complained that the work was too hard.
REFLECTION 16
TH
OF SEPTEMBER, 2014
YEAR 10 PSYCHOLOGY LESSON STATIONS OF LEARNING
For this Year 10 Psychology revision class on the brain and the nervous system, I got to the classroom early to
set up the stations. (The lesson plan, activity instructions and activities have been attached below). The room
we were allocated for the lesson was not conducive to running this type of activity as it did not have traditional
chairs and tables, so the students had to sit on the floor. They resented this and it was much more difficult to
keep an eye on what they were doing, than if we were in a traditional classroom. One troublemaking student
actually left the classroom without asking permission or telling anyone, and was consequently punished for it
later.
In this round robin, I attempted to include a variety of activities from the MI domains which covered the
content the students had learned about the brain and the nervous system. The students enjoyed the activities
which was evidenced by their refusal to move on from the station after the five minutes was up, because they
wanted to finish the activity that they were working on. One issue that I would fix if I were to deliver this
lesson again would be to ensure that the activities took exactly the same amount of time to complete, as some
students finished their activity early and messed around at times.
The balloon activity had to be removed from the round robin, because some students were acting stupidly, by
blowing up too many and bursting them which upset the student with the fear of balloons. She had to be
removed from the class to calm down. Aside from that, the assortment of activities included catered to every
students learning styles, and I considered the lesson to be successful as the students enjoyed it so much.
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YEAR 10 LESSON PLAN 9
TOPIC/UNIT/AREA OF STUDY: THE BRAIN AND NERVOUS SYSTEM REVISION
Lesson Length: 50 minutes.
Aims for the Lesson:
To remind students of what we have covered so far the brain and the nervous system.
Learning Outcomes:
Students will have completed a round robin activity on the brain and nervous system.
Resources Used/Attached:
- Fill-in-the-blank diagram and worksheet.
- The Functions of the Four Lobes of the Cerebral Cortex.
- The Nervous System diagram.
- Lobes of the Brain Dominoes.
- Blank Diagram of the Nervous System.
- Cerebral Cortex Word Search.
- Balloons, textas, colouring in pencils.
- Playdoh.
Introduction:
Introduce students to the concept of doing a round robin activity.
There will be different stations. Divide the students up into five groups.
Body of the Lesson:
In their groups, students will spend 5-10 minutes at each station completing the designated activity. These
activities include;
- Colouring and labelling a blank diagram of the brain.
- Using their memory to complete the four functions of the cerebral cortex lobes.
- Drawing in the direction of sensory and motor nerves carrying messages around the body.
- Play lobes of the brain dominoes.
- Complete a diagram of the divisions of the nervous system explaining what each system does.
- Complete a word search of the cerebral cortex.
- Using balloons and textas to distinguish between left and right hemisphere specialisations.
- Use the provided playdoh to create a 3-D model of the brain.
Conclusion:
n/a.
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STATION 1- INSTRUCTIONS
COLOUR IN THIS DIAGRAM OF THE BRAIN AND LABEL EACH LOBE OF THE
BRAIN. TAKE THE SHEET WITH YOU WHEN YOU LEAVE THIS STATION.



STATION 2- INSTRUCTIONS
WORK AS A GROUP TO FILL IN WHAT YOU REMEMBER OF THE FUNCTIONS OF
EACH OF THE BRAIN STRUCTURES. PLEASE ERASE BEFORE YOU LEAVE THIS
STATION.



STATION 3- INSTRUCTIONS
IN PAIRS, USE THE HUMAN FIGURE TO LABEL THE STRUCTURES OF THE
CENTRAL NERVOUS SYSTEM AND THE PERIPHERAL NERVOUS SYSTEM. DRAW
IN THE DIRECTION AND PATH THAT SENSORY AND MOTOR NEURONS
MOVE/CARRY MESSAGES. PLEASE ERASE BEFORE YOU LEAVE THIS STATION.



STATION 6- INSTRUCTIONS
COMPLETE THE WORD SEARCH OF WORDS RELATED TO THE CEREBRAL
CORTEX. PLEASE ERASE BEFORE YOU LEAVE THIS STATION.



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STATION 4- INSTRUCTIONS
PLAY A GAME OF DOMINOES. DIVIDE UP THE DOMINOES EVENLY BETWEEN
YOUR GROUP MEMBERS. TAKE IT IN TURNS TO MATCH A BRAIN STRUCTURE
WITH INFORMATION ABOUT IT. IF YOU ARE UNSURE, USE THE DOTS ON THE
SIDE OF THE DOMINO TO HELP YOU.



STATION 7- INSTRUCTIONS
WORK AS A GROUP TO USE THE BALLOONS AND TEXTAS PROVIDED TO
DISTINGUISH BETWEEN THE SPECIALISATIONS OF THE LEFT AND RIGHT
HEMISPHERES. PLEASE EITHER TAKE THE BALLOON WITH YOU WHEN YOU
LEAVE THIS STATION.



STATION 5- INSTRUCTIONS
COMPLETE THE DIAGRAM OF THE DIVISIONS OF THE NERVOUS SYSTEM.
EXPLAIN WHAT EACH SYSTEM DOES. PLEASE ERASE THE SHEETS BEFORE YOU
LEAVE THE STATION.



STATION 8- INSTRUCTIONS
USE THE PROVIDED PLAYDOH TO CREATE A 3-D MODEL OF THE BRAIN. PLEASE
DISMANTLE BEFORE MOVING ONTO YOUR NEXT SECTION.


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The Nervous System
1. Choose two colors of marker or pencil.
2. Draw lines with arrows on them showing motor nerves carrying messages out to
the muscles, and sensory nerves carrying information from the outside world to the
brain.
3. Complete the color key below with your colors and labels (motor nerve, sensory
nerve).







This person is looking to
their left. Which hemisphere
do we see?





Key






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The brain at its finest




























1. This part of the brain is a lobe found at the front of the brain and controls thinking and
creating. ____________________ Color this part of the brain blue.
2. The ____________________ lobe helps us find our way and recognize objects and their
uses, and experiences sensations (such as pain, pressure, touch, and temperature). Color
this part of the brain green.
3. This part of the brain is a lobe found at the back of the head. It is here that messages from
the eyes are interpreted. ____________________ Color this part of the brain red.
4. This lobe is found next to our ears. It helps us hear, plan our speech, and remember.
____________________ Color this yellow.
5. This part of the brain coordinates our physical skills and balance. ____________________
Color this part of the brain orange.
6. This part of the brain connects the rest of the brain to the spinal cord. ________________
Color this part of the brain purple.
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THE FUNCTIONS OF THE FOUR LOBES OF THE CEREBRAL CORTEX





























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