Ruth K. Chaffee
Lesson 1: How Fast Do You React?: Introduction & Lab Report
Grade: High School
Goal: To increase understanding of factors surrounding brain reaction time. Given a research situation, write a lab report in the correct form.
Objectives
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Students will identify the independent, dependent, and control variables.
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Given a research situation, students will develop an appropriate problem
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statement and hypothesis.
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Students will write a correct, specific, and accurate lab procedure
Standards
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D INQ.1
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Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.
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D INQ.2
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Design and conduct appropriate types of scientific investigations to answer different questions.
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D INQ.3
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Identify independent and dependent variables, including those that are kept constant and those used as controls.
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Materials: Computer with Internet access and adobe flash, whiteboard/screen, overhead projector, lab report worksheet
Procedure
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1.
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Introduce the issue of reaction time with a bellwork assignment quick write: What things change how fast you react/do something? (Hint: think about school or sports). Students complete this activity during the first 5 minutes of class.
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2.
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Introduce a mini-lab to explore how fast we react to different situations.
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3.
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Using the overhead projector, navigate to the website with the plug-in application that will measure reaction rate. (http://serendip.brynmawr.edu/bb/reaction/reaction.html). Explain that we are going to be testing everyone's reaction time in the different situations. Walk the students through the steps for each case.
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4.
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Distribute a lab report handout, giving students who need additional help the modified version.
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5.
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Review the components of a lab report: hypothesis, problem statement, independent variable, dependent variable, control variables, and procedure.
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6.
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Using the lab report hand out, have students complete the hypothesis, problem statement, independent variable, dependent variable, control variables and procedure of this lab. They may work in small groups. Circulate to answer questions, prompt, and ensure all students comprehend the task.
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Expected Outcomes
Students will hand in partially completed lab report forms at the end of class.
Completed sections include hypothesis, problem statement, independent variable, dependent variable, control variables, and procedure. They will be prepared to actually complete the mini-lab and collect the data during the following class session.
Lesson 2: How Fast Do You React?: Measuring and Graphing Reaction Time
Grade: High School
Goal: To increase understanding of factors surrounding brain reaction time. To create an accurate graph from data.
Objectives
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Students will graph data, using equal intervals, labeled graph and a title.
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Students will evaluate data, validity, and write a conclusion to lab report.
Standards
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D INQ.1
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Use appropriate tools and techniques to make observations and gather
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data.
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D INQ.2
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Assess the reliability of the data that was generated in the investigation.
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Materials: Computers with internet access and adobe flash, graph paper, rulers, whiteboard, overhead, calculators.
Procedure
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1.
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Hand out a recording grid for students to record each trial and their average speed for each of the four cases. Each student will complete 5 trials of each case, for a total of 20 trials.
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2.
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Set half of the students on a computer, while the other half watch. Go to the website (http://serendip.brynmawr.edu/bb/reaction/reaction.html). It should take approximately 5-10 minutes for the students to complete the task. Circulate, answering questions and ensuring that students are recording their data. Swap and have the other half of the students complete the task. A full-size regular education class should complete this activity in a computer lab or using a class set of laptops.
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3.
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After students have completed their data, regroup and aggregate your data as a class. On the board record individual averages for each case. Pass out calculators and have each student calculate the class average for each case.
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4.
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Record the class averages for each case on the board and have students record them on their worksheets.
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5.
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Distribute graph paper with preprinted axes and the necessary components of a graph: equal scale on axes, title, labels for axes. Differentiate and scaffold support in the graphing activity based on student ability.
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6.
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Students will create two graphs of the data: one of their personal reaction times for each case, and one of the class aggregated and averaged data. Graphs must include all of the necessary components.
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Expected Outcomes
After using this interactive flash program, students should have an average reaction time for each of the four cases. Typically, the reaction times should increase with each case (1-4) so that a graph with a positive correlation will be produced.
Follow-up
In following lessons, students will complete the unfinished sections of their lab reports--results, conclusion, and validity discussion. The teacher will reviews and correct the first portion of the lab reports. Possible validity questions include: Which data set is more reliable and valid, your data or the class data? Explain why?
Lesson 3: Interdisciplinary Writing: Should there be a mandatory seat belt law?
Grade: High School
Goal: To increase student knowledge of seat belt laws and student ability to support a position with evidence.
Objectives
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Students will write a five-paragraph essay supporting a position.
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Students will develop 3 supporting reasons for their position, using concrete
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details from the text.
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Standards
Social Studies Content Standard 7: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority. b. Analyze and evaluate the advantages and disadvantages of limited and unlimited government
Language Arts Content Standard 1: Students will read and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts.
b. Examine the fit between the text and prior knowledge by reconciling differences, extracting clues or evidence, making inferences, drawing conclusions, predicting events, inferring motives and generalizing beyond the text
Materials: white-lined paper, rulers, whiteboard, editorial in response to mandatory seat belt law from UnionLeader.com or other New Hampshire news source, a testimonial article from a person who did not wear a seat belt and sustained a significant brain injury.
Introduction
In earlier lessons and in their regular education classes, students have been exposed to the interdisciplinary writing format from the CAPT test. In Social Studies classes, students learn the role of state government in relationship to the federal government. Throughout this unit, students have learned information about brain function and how to improve their cognitive abilities and how to negatively impact their abilities. Students will independently synthesize this information, as well as primary texts to choose a position on mandatory adult seat belt law in New Hampshire.
Procedure
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1.
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Provide students with background information surrounding mandatory seat belt laws in different states. New Hampshire is currently the only state in the country without a mandatory seat belt law.
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2.
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Given what they have learned about brain function, students must choose a position and write an essay in response to the question: Should New Hampshire adopt a mandatory adult seat belt law?
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Review the steps for writing an interdisciplinary response: Read the question, read the two texts, choose a position, highlight or underline supporting details from the text, create an outline, write the five paragraph essay.
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4.
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Pass out materials and allow students time to complete task.
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Expected Outcomes
After reading the statements from both sides of the issue, students will produce an essay answering the question: Should New Hampshire adopt a mandatory adult seat belt law? Students will support their positions using specific details from the two articles.
Follow-Up
After students complete their essays, arrange a class discussion, with proponents and opponents seated on opposite sides of the room. Using their essays, have them engage in a discussion of the topic. A panel of outside teachers could even be brought in to assess which side did a better job arguing and supporting their position. A similar issue could easily be used in a further lesson involving motorcycle helmet laws.
