Draw a Diagram of a Neuron

Beady Neuron

For grades 3-12

Go out those beads and brand a neuron! This neuron with seven dendrites requires 65 beads: 42 beads for the dendrites, 10 beads for the cell body, 12 beads for the axon and 1 bead for the synaptic terminal. Cord the beads using the pattern in the diagrams below. The string can exist yarn, rope, or for the best result utilize flexible wire. You can also create your own pattern or employ a different colored dewdrop for a nucleus in the cell body.

Materials:

• Wire
• 65 chaplet
• or go a full Beady Neuron Kit

Piping Cleaner Neuron

For grades 3-12

Become out those pipage cleaners and make a neuron! This neuron pipe cleaners of v different colors: one color each for the dendrites, cell body, axon, myelin sheath and synaptic terminal. Any colors volition practise.

	1. Take one pipage cleaner and ringlet it into a ball. This is volition exist the prison cell trunk. 2.Take another pipe cleaner and attach it to the new "cell trunk" past pushing it through the ball and so there are 2 halves sticking out. Take the 2 halves and twist them together into a single extension. This will be the axon.
	3.Take other pipe cleaners and button them through the "cell body" on the side opposite the axon. These are dendrites. These can be shorter than your axon and y'all tin can twist more than pipe cleaners to make more dendrites.
	4.Wrap small private pipe cleaners along the length of the axon. These will represent the myelin sheath. v. Wrap another pipe cleaner on the cease of the axon. This will be the synaptic last.

String Neuron

It's a parachute! It's a witch's broom! It's the Eiffel Tower! No, it'southward a NEURON!!!
If you have ever played any "cord games," then this neuron model should exist piece of cake for you to make. Follow the steps on this page to make a neuron from string.

Materials:

• A loop of cord or yarn (virtually 3 ft. in length).

Rope Neuron

This giant model of a neuron illustrates the properties of chemical transmission and the activity potential. Y'all must construct the neuron before y'all use it with a group of people. Cut two to three foot lengths of rope to use as dendrites. Another ten-15 foot slice of rope volition be turned into the axon. The jail cell body and synaptic terminal of the neuron can be plastic containers. Drill holes in the plastic containers for the dendrites and axon. To secure the dendrites and axon in identify, tie a knot in the ropes so they will non slip through the holes of the containers. The activeness potential is modeled with a pool bladder. Thread the pool bladder onto the axon before yous secure the axon in identify. Place small plastic assurance or ping-pong assurance in the synaptic final and your model is ready to go!

Set up the model:

1. Become volunteers to hold each of the dendrites.
2. Get one volunteer to hold the cell torso and one to concord the synaptic terminal. Make sure the person holding the synaptic terminal keeps his or her hands Away from the place the axon attaches (more about this afterwards).
3. Get one volunteer who volition hold more molecules of neurotransmitter (more plastic balls) most the people who are dendrites.
4. Get one volunteer to concur the activeness potential.

Use the model:

1. Have the person property molecules of neurotransmitter TOSS the plastic balls to the people who are dendrites. The "dendrite people" try to catch the plastic assurance. This models the release of neurotransmitters and the attachment (binding) of neurotransmitters to receptors on dendrites.
2. When 3 plastic balls are caught by dendrites, the person holding the activity potential can throw/slide the pool bladder down the axon. This simulates the depolarization of the neuron to a higher place its threshold value and the generation of an activity potential.
3. The action potential (pool float) should speed down the axon toward the synaptic terminal where it volition slam into the container. This should crusade the release of the neurotransmitters (plastic balls) that were beingness held there.
   CAUTION: The pool float will travel very fast! Make sure that the person holding the synaptic terminal keeps his or her fingers and hands Away from the pool float.

If the entire model is stretched tightly, the pool float should travel down to the terminal smoothly. This model can be used to reinforce the "ALL-OR-NONE" concept of the activity potential:

• Once the action potential starts, it continues without interruption.
• The size of the action potential stays the same as it travels down the axon.

Materials:

• Rope (for dendrites and axon)
• Plastic containers (for cell body and synaptic concluding)
• Puddle Bladder (or another object volition slide along the rope; for the activeness potential)
• Plastic balls (for neurotransmitters)
• Volunteers!

Background information: The Action Potential | The Synapse | Neurotransmitters

Neuron Costume

For grades K-12

Tin't think of a costume for Halloween? Why not be a neuron? The idea sent in by Kate Five.; you can see her is wearing her neuron costume in the photograph.)

Cut some pipe cleaners into brusk pieces. Wrap these curt pieces around longer pipe cleaners to make dendrites. Wrap one end of each dendrite effectually a safety pin. Pin the dendrites to a pink curt-sleeved shirt and lid. Put on your costume...be a neuron!

Materials:

• Pink short-sleeved shirt
• Bluish long sleeved shirt
• Pinkish shorts
• Blue tights
• Blue hat
• Safety pins
• Blue pipe cleaners

More neuroscience inspired costumes from Adlai E. Stevenson High School:

Neuron...in a BAG!

For grades 6-12

An edible neuron? Mix one box of Clot-O with h2o past following the directions on the Jell-O box. Afterwards the Jell-O has cooled to a warm temperature, pour it into small plastic bags. Add fruits (canned fruit cocktail works well) and candies to the Jell-O to represent the organelles you would find within of a neuron. For example, standard mandarin orangish slices could exist mitochondria; a cherry half could exist the nucleus; red and black string licorice could be microtubules and neurofilaments. The plastic purse can represent the jail cell membrane. Don't forget ribosomes, the golgi appliance and endoplasmic reticulum. You should also make a "legend" of your cell so you remember which food represents which organelle. Write your fable on some card stock or index carte du jour. After all the "organelles" take been added, tie off the acme of the purse with a twist necktie and place the "cell" in the refrigerator. When the Jell-O gets firm, take information technology out, and compare your neuron to other neurons. So, accept a snack...a neuron snack.

Materials:

• Jell-O - any flavor
• Plastic bags - sandwich size
• Canned fruit
• Candies
• Twist ties
• A picture or diagram of a neuron

Run into cells of the nervous system for more about the organelles found in neurons.

Simple Neuron Model

For grades K-12

Here'south the most uncomplicated model of a neuron I can recollect of...and you don't need whatever supplies. It's your hand! Hold out your arm and spread your fingers. Your hand represents the "cell torso" (also called the "soma"); your fingers represent "dendrites" bringing information to the cell body; your arm represents the "axon" taking information away from the cell body.

Materials: NONE

Model a Brain

For grades K-12

Create a model of the brain by using clay, playdough, styrofoam, recyclables, nutrient, etc. Create a whole encephalon or utilise a encephalon atlas and create cross-sections of the brain at different levels. Use different colors to indicate different structures.

Materials:

• Clay or Playdough or Styrofoam or Recyclables (bottle caps, cups, buttons, etc) OR Nutrient (fruit, jelly beans)
• A pic or diagram of the brain

Encephalon "Recipes"

Here are two recipes for the structure of a model encephalon:

Recipe ane (from the Pacific Scientific discipline Center and the Group Health Cooperative in Seattle, WA)

Materials:

• 1.5 cups (360 ml) instant potato flakes
• 2.v loving cup (600 ml) hot water
• 2 cups (480 ml) make clean sand
• one gallon ziplock bag

Combine all of the ingredients in the ziplock bag and mix thoroughly. It should weigh almost 3 lbs. (i.35 kg.) and have the consistency of a real brain.

Recipe ii (from BrainLink)

Materials:

• two cups water
• two cups flour
• 4 teaspoons foam of tartar
• Ane quarter cup vegetable oil
• one cup salt
• Cherry-red food coloring

Mix the water, salt, flour and cream of tartar in a large bowl or blender until the lumps disappear. And so mix in the vegetable oil. Put the entire mixture into a sauce pan and "cook" it over low oestrus until information technology gets lumpy. Cascade the mixture out and permit information technology cool. Then knead and shape it into the form of a brain. Don't forget to add wrinkles (gyri) to your brain. Squirt in red food coloring for blood vessels.

Thinking Cap

For grades 3-12

Display your brain on a "Thinking Cap." Thinking Caps are created from papier (or paper) mache.

Create the Form: Start, create the encephalon grade for the cap. Yous can create a form from wire (e.thou., craven wire) or a balloon or use a bowl to build your cap effectually. Y'all could even brawl up some newspaper and encompass information technology will masking tape. The form should have the guess size and shape of your head and then you can vesture it.

Create the Structure: Cut strips of newspaper and glue them to the course using papier mache paste. Pastes tin can exist made from:

• White glue and water (virtually 2 parts glue to one role h2o)
• White flour, salt and water (well-nigh 1 part flour to 1 part water with a few tablespoons of common salt)
• Liquid starch

Coat the newspaper strips with the paste, and identify them on the course. Let each newspaper layer dry before you lot add a new layer. Add enough layers to give y'all a strong structure. When the structure is dry out, remove the underlying form. You lot may accept to cut the edges of the structure and repair the sides for a adept fit on your head.

Decorate the Thinking Cap: you can paint the Thinking Cap with the lobes of the brain (come across photograph) or with the different areas of the cerebral cortex.

The Thinking Cap

A Brain Hemisphere Chapeau you lot tin can make from paper.

Baked Brains/Baked Neurons

For grades K-12

Broiled brains and neurons may look and smell tasty, just don't eat them. Mix flour and salt in a large bowl. Add h2o and mix. The mixture should start to stick together. If the mixture is besides crumbly, add a little more than h2o.

Spread a little flour on a countertop or cut board. Piece of work the mixture into a ball and knead it on the countertop or cutting board. When the mixture tin can be molded, accept pieces and shape them into brains or neurons.

Identify the finished brains and neurons on an ungreased cookie sheet. Bake in the oven at 350^o for 10-xv minutes. The brains and neurons will turn slightly brown, but don't let them burn. Let the brains and neurons absurd, so paint them.

Caution: Be extremely careful using the oven. The cookie sheet and baked items can go VERY hot. Developed supervision is required!

Materials:

• Flour (1 loving cup)
• Salt (1/4 cup)
• Water (i/3 to 1/ii loving cup)
• Oven for baking
• Paints

Baked Brains/Broiled Neurons
Uncooked Neuron	Baked Neuron	Baked CNS
		Uncooked CNS
	Uncooked Brain	Baked Neurons

Practise You Know Your Brain?

Grades ane-12

Alexandra Colón Rodriguez, a PhD educatee in Comparative Medicine and the Integrative Biology Program, Environmental and Toxicological Sciences Program at Michigan Country University, has created a swell easily-on activity to acquire almost the encephalon.

Know Your Encephalon Activeness

Make a Cat and Rabbit Encephalon

Grades 4-12

Make brains again and over again. BrainLink has developed cat and rabbit brain molds that y'all can buy from the Carolina Biological Supply Company (CBS) for $xvi.95 each (Catalog #MF-95-2849A) . Coat each side of the safety mold with liquid hand lather. Mix up FAST set dental plaster (also available from CBS) with water to the consistency of toothpaste. Cascade the dental plaster into each side of the mold. Sandwich the mold together and wait about 15-20 minutes. Tap the mold a few times to get out all the air bubbles. It can go a bit messy. When the plaster has gear up and is hard, peel dorsum one side of the mold and remove the brain. You lot can add nutrient coloring to the plaster while you lot are mixing the plaster if you want a brain with a fleck of color or you can pigment the dissimilar parts of the brain with different colors.

Materials:

• Encephalon Molds
• Fast set dental plaster (phone call a local dental supply visitor - it is fairly inexpensive - about $fifteen for 25 pounds - enough for many brains). Patterson Dental Supply, Inc. also has the plaster (catalog #48512). Their phone number is 1-800-626-5141 or 1-502-459-7444.
• Nutrient coloring and paint (if you desire to color the brains)
• Water - to mix upwards the plaster

Jello Brain

Grades K-12

Get jello molds in the shape of the brain at Archie McPhee. For most $12 (plus shipping) you get either a gelatin mold of the top one-half of the brain or a side (lateral) view of the brain. Make brains over and over again. You lot can too model the meninges (coverings) of the brain by using layers of plastic wrap on top of your jello brain. Make sure everyone gets a gustatory modality. Now that'south what I call encephalon food!

Here is the recipe for the summit view jello brain:

• iii large (6 oz) boxes of jello (peach or watermelon recommended)
• 1 can (12 oz) evaporated skimmed/fat-free milk
• A few drops of green food coloring (to change the color to grey)
• 3.5 cups of water (ii.5 cups boiled; i cup cold)

1. Coat mold with vegetable oil or spray
2. Add together 2.5 cups of boiling h2o into jello. Stir and dissolve jello.
3. Stir in 1 cup of cold h2o.
4. Stir in skimmed milk (~2 minutes)
5. Add a few drops of green food coloring
6. Pour entire mixture into jello mold
7. Place mold into fridge overnight.

Make the Bones of the Spinal Column (Vertebrae)

For grades K-12

The human spinal cord is protected past the bony spinal column shown. In that location are 31 segments of the spinal string and 33 bones (vertebrae) that surround these segments. There are vii cervical vertebrae, 12 thoracic, 5 lumbar, 5 sacral and 4 coccygeal vertebrae in the human trunk. To model these bones, get 33 empty spools of thread (buttons may besides piece of work or slices of paper towel holders). Run a string or thread through the middle of one of the spools or buttons. Tie off i stop of the string and put the remaining spools or buttons on the string. Each spool (or button) will stand for i vertebra. When your model is finished, notice how it can bend. In a real spinal column, the vertebrae are held together by ligaments.

Materials:

• Empty thread spools or buttons
• String

Read more about the spinal column.

Cap Head...No, it's your Brain!

For grades K-12

A great manner to innovate the brain. Become a white pond cap - yous know, the kind that pulls on tight over your head. Depict an outline of the encephalon on the cap with a black marker. To introduce the brain to your form, clothing the cap!! It is a great manner to start a word. You could also draw the lobes of the brain or dissimilar areas of the cerebral cortex on your cap with dissimilar color markers.

Materials:

• White Swim Cap
• Black Marker
• Color Markers

Connect the Dots

For grades K-6

This exercise is to illustrate the complication of the connections of the encephalon. Draw ten dots on ane side of a piece of paper and x dots on the other side of the paper. Assume these dots represent neurons, and assume that each neuron makes connections with the 10 dots on the other side of the paper. Then connect each dot on ane side with the 10 dots on the other side. As you tin come across from the diagram below, it gets very complicated after a while. I have only connected 4 of the "neurons".

Remember that this is quite a simplification. Each neuron (dot) may actually make thousands of connections with other neurons. If you tried this your paper would be really messy!!

Materials:

• Pencil, pens, markers
• Newspaper

Compare and Contrast

For grades K-12

What better model of the brain than a REAL BRAIN!! Try to go "loaner" brains (man and brute) from your local university (try medical schools, Departments of Biology, Zoology, Psychology). Some creature supply companies also sell brains (see the Resource Folio). Yous may exist able to find cow or squealer brains at the supermarket or local butcher.

Try to get a "Brain Atlas" or await at some pictures of the brains hither at Neuroscience for Kids or visit the Mammalian Brain Collection at the University of Wisconsin. This will aid the identification of brain structures.

Brand sure you clothing gloves when handling any specimens. Also be aware that some brains may exist perserved with formaldehyde solutions which take an unpleasant odor and also should be handled with care.

After you have nerveless all the specimens:

Compare and Discuss:

1. What are the similarities and differences between the brains?
2. What are their relative sizes?
3. Identify areas of the brain. Cortex? Cerebellum? Cranial fretfulness?
4. Are their noticeable differences in whatsoever particular parts of the brains?
5. Is the cortex smooth or rough?
6. Compare placement of the cerebellum and spinal cord.
7. Compare size of olfactory bulb.
8. Compare size of cognitive cortex.
9. Discuss encephalon weight vs body weight issues.
10. Discuss encephalon size and intelligence.
11. Talk over language and encephalon size.
12. Discuss cortical expansion in higher species.

Use a long knife (for LAB USE ONLY!) to brand a midsaggital cut (a cut correct down the eye, the long way from forepart to dorsum) to split the brain in half if you want to encounter internal structures (and if the brains belong to y'all). Identify and compare internal brain structures using the encephalon atlases. Some areas of the brain that should be easy to identify are the:

• corpus callosum
• thalamus
• pons
• inferior and superior colliculus
• cingulate cortex
• medulla
• cerebellum

Try making some sections of the brain. These tin can be coronal (frontal) sections (across the brain, side to side) to see other encephalon structures not visible along the midline. Place and compare what y'all run into.

Materials:

• A brain
• A long knife (this should but be used inside the lab)
• Trays (to concur encephalon specimens)
• Gloves (for handling specimens)
• Masks if the odor is potent
• Brain atlas
• Pointing devices (popsicle stick, probe, toothpick) to identify structures

Model a Retinal Paradigm

Grades four-12

The brain has a tough job. It is works all the time and the centre has to make things difficult. The convex nature of the lens of the eye turns an image upside down on the retina. The brain must make sense of this and plough it "correct-side up". To model what a convex lens does to an epitome, become a magnifying glass. Observe a white wall or record a white piece of newspaper to a wall that faces a window. Hold the magnifying glass close (3 in; 10 cm) to the white wall or newspaper. You should meet an inverted prototype of whatsoever is outside of the window. This is what is projected onto your retina.

Materials:

• Magnifying glass
• White Wall or Newspaper and tape

Read more than about the retina.

Message Transmission

Grades 3-12

Messages can travel in neurons at speeds up to 268 miles/hr! These signals are transmitted from neuron (nervus prison cell) to neuron across "synapses."

Let's make a concatenation of neurons...have everyone stand and form a line. Each person in the line is a neuron. As shown in the figure on the right, your left hand are the dendrites of a neuron; your torso is the jail cell body; your right arm is an axon and your right hand is the synaptic last. Your correct hand should accept a minor vial of liquid or some other detail, such as a button or pebble, to represent neurotransmitters.

Each person should be well-nigh arms length abroad from the adjacent person. When the leader says "Become," accept the person at the beginning of the line starting time the signal transmission by placing his or her "neurotransmitter" into the hand of the adjacent person. Once this message is received, this second neuron places its neurotransmitter into the dendrite of the adjacent neuron. The third neuron then places its neurotransmitter into the dendrites of the side by side neuron and the "signal" travels to the cease of the line. The manual is complete when the "signal" goes all the way to the terminate of the line.

Recollect that each "neuron" will pass its ain transmitter to the side by side neuron in line. Each neuron HAS ITS Own neurotransmitter.

Allow's review

• What are the parts of a neuron? The mitt that receives the neurotransmitter is the "dendrite." The heart part of your body is the "soma" or "cell body." The arm that passes the neurotransmitter to the next person is the "axon" and the hand that gives the slap is the "synaptic last". In between the hands of 2 people is the "synaptic gap". For more than nearly the parts of a neuron, see cells of the nervous organisation and the synapse.
• Mensurate how long it takes the message to go from the get-go neuron to the final. Also, measure the distance from the first to the terminal neuron. Now calculate the speed. How fast did the message travel from first to last neuron? Why do you think the speed of transmission of the model is so slow?

Materials:

• Stopwatch
• Vials for neurotransmitters

Saltatory Conduction

Grades 3-12

Saltatory conduction is a manner that myelinated axons transmit action potentials. Action potentials jump from node to node. To model this, take everyone stand upwardly and form a direct line. Each person should exist at arms length of the next person. Give the last person in line a small-scale object like a brawl or an eraser. This time, each person does NOT brand up an individual neuron. This time, everyone together is a Single neuron and each person is a "myelinated department" of an axon. The space between each person is a node of Ranvier. To outset the axon potential, someone should say "become". The first person will slap the hand of the neighboring person, then that person will slap the hand of the side by side person etc., etc. Call back, in this model, the line of people is simply one neuron.

When the action potential gets to the last person holding the object, take this person toss the object into the air. This represents the neurotransmitter (the object) floating out into the synaptic cleft (the air).

You can likewise measure the time information technology takes the point to move down the axon using a stopwatch. Measure the guess distance the signal must travel (the total distance of the all the people). If you then divide the distance past the fourth dimension, you will go the speed (conduction velocity) of the point. The conduction velocity of this model neuron will most likely be much slower than in the fastest of real neurons (about 268 miles/60 minutes).

Don't forget to read more about saltatory conduction

Materials:

None

Action Potential Game

Grades 4-12
Game designed by Jessica Koch

Objective: Race to raise the resting potential to a higher place threshold to fire an action potential.

Background: When neurotransmitters cantankerous a synapse, they tin demark with receptors on dendrites. This binding can result in a change in the electrical potential of a neuron. An excitatory postsynaptic potential occurs with the neuron becomes depolarized, raising the electrical potential from its baseline of about -70 mV and bringing it closer to threshold and increasing the hazard that an action potential will fire. An inhibitory postsynaptic potential occurs when the electrical potential is lowered, making it less likely an action potential will be generated. If the electrical potential is raised so that it reaches the threshold, an action potential will fire down the axon of a neuron.

How to Play: Players should be divided into ii teams: the Excitatory Postsynaptic Potential (EPSP) Squad and the Inhibitory Postsynaptic Potential (IPSP) Team. The teams will race to see who tin get the greatest indicate to their team'south cell body in 30 seconds. Each squad lines up to act like a dendrite. A indicate, (a small ball), is passed from person to person much like how an electrical indicate travels down a dendrite toward the cell torso. Each EPSP team signal successfully transferred to the cell body is worth +5 or +10 mV (millivolts); each IPSP Team signal is worth -5 or -10 mV. The signals are passed down the dendrites until they achieve the end and are tossed into the cell body container. Only i signal ball can be passed at a time meaning that a dendrite must drib the brawl (point) into the cell torso container before the first person in the dendrite can pass the next ball (bespeak).

To Win: The typical resting potential of a neuron is -70 mV. To cause an action potential the membrane potential must reach -55 mV. Therefore at the end of 30 seconds the signals are summed from the cell body container. The total corporeality of millivolts is added to -lxx mV to see if an action potential is fired. If an action potential is fired the EPSP team wins! If non and so the IPSP team wins!

Materials:

• 3 large containers or tupperware
• Well-nigh 32 ping pong balls, labeled with black mark -v, +five, -10, +10 (8 of each). Each ball should as well exist labeled with the team name: EPSP or IPSP.
Game Set-up

Nervous System Kid

Grades K-6

It's a bird, it's a airplane....no it's "Nervous System Kid" (as well known every bit "Encephalon Male child" or "Gyri Girl")! Get a large piece of butcher paper - large enough for a student to prevarication downward on. Have a pupil lie down on this newspaper and outline his or her body. At present backup and color this outline with parts of the nervous organisation or use the pictures of the organs supplied beneath. The brain and spinal cord should exist like shooting fish in a barrel. Don't forget the sense organs (optics, ears, mouth, nose, skin). Follow a diagram of the peripheral nerves to add more features to your drawing. Also, characterization the structures that are fatigued.

Materials:

• Butcher paper
• Markers (to outline and color the picture)
• Pens and pencils (to label the structures)
• Pictures of internal and sense organs - cutting out, paste on your body outline and color (use the "back" button of your browser to bring you back to this page):
  • Encephalon
  • Nose
  • Optics
  • Mouth
  • Ears
  • Heart/Lung
  • Digestive System

Mr. Egghead - The Cerebrospinal Fluid

Grades 3-12

The cerebrospinal fluid (CSF) has several functions. One of these functions is to protect the brain from sudden impacts. To demonstrate how this works, we demand to bring in "Mr. Egghead." Mr. Egghead is a raw egg with drawn-on face. The inside of the egg represents the brain and the egg trounce represents the pia mater (the inner nigh layer of the meninges or coverings of the brain).

Put Mr. Egghead in a container (tupperwear works fine) that is a bit larger than the egg. The container represents the skull. Now put a tight peak on the container and shake it. You should observe that shaking the "encephalon" (the egg) in this situation results in "impairment" (a cleaved egg).

Now repeat this experiment with a new Mr. Egghead, except this time, make full the container with water. The h2o represents the cerebrospinal fluid. Note that shaking the container does non cause the "encephalon damage" as before because the fluid has cushioned the brain from injury.

Yous could make this into a science off-white projection: test the hypothesis that "The cerebrospinal fluid and skull protect the brain from impact injury." Drop Mr. Egghead from a standard acme (or heights) in different weather: 1) with fluid in the container, two) without fluid in the container, 3) with unlike fluids or materials (sand, rocks) or four) in different shaped containers, etc. Make sure you go along notes to record your observations!

Materials:

• Eggs (at to the lowest degree 2)
• Markers to draw on a confront (waterproof)
• Plastic container with top.
• Water (to fill up the container)

Slice and Dice - Learning Directions and Planes of Department

Grades 3-12

One way to learn the planes of sections and anatomical directions is to model the encephalon with fruit. That's correct, fruit....the bigger the amend...a melon (love dew or cantaloupe) works nicely. Make eyes, a nose, ears and a mouth out of cork and stick them on the melon head with toothpicks. Or better notwithstanding, get a set of "Mr. Potato Head" body parts and stick them into the melon. The eyes, nose, ear and mouth give a sense of "which fashion is the forepart" to the round melon. At present make your sections with a large knife...a coronal (frontal) section first, then a horizontal section, then a sagittal department. Encounter the "slice page" for the correct directions and planes.

Materials:

• A melon - a dear dew or cantaloupe work
• Cork or Mr. Potato Head body pieces
• Knife - to cutting melon

Emotion Notion

Grades Grand-6

How many emotions do you have? Happy, deplorable, mad, surprised? Make an "Emotion Collage" by cutting out magazine pictures of people expressing different emotions. Glue the pictures on a piece of newspaper or make a poster to prove the unlike emotions. You could make split papers or posters of unlike emotions.

Materials:

• Magazines with pictures of people
• Scissors
• Glue
• Paper or poster board

Brain Comparisons

Grades 3-12

How is your brain similar to other objects? For example, how is your encephalon like a bowl of Jell-O? How is it different? Are they both soft? Exercise they accept layers? Can they store information? Do they use electricity? Do they contain chemicals? Give each person a dissimilar object. Each person must make a list of similarities and differences between their object and a brain.

Materials:

• Suggested objects: Jell-O, tape recorder, airship, apple, camera, estimator, telephone, book, ball.

Brain Charades

Grades 3-6

Although it'southward non as well difficult to describe what the encephalon does, it'due south non also easy to human action it out. Endeavor to draw the functions of the brain and nervous system with this game of "Brain Charades."

Write downwardly words that describe brain functions on modest pieces of paper. This table of words will help you get started:

Vision	Olfactory property	Gustatory modality	Touch	Hearing
Emotions	Motility	Memory	Speech	Heart Charge per unit
Breathing	Thinking	Planning	Problem Solving	Reading
Control Hormones	Sleep	Balance	Eating	Drinking

Mix the papers in a basin, bag or a hat. A player should selection a paper out of the bowl then act out the function. Everyone else should try to guess what the player is acting out. Actors must remain silent. When someone guesses the activity, write the give-and-take on the board. Another player should select a new discussion and human activity information technology out. Repeat the game until all of the words accept been identified correctly.

Materials:

• Paper
• Pen or pencil
• Container for words

Become TO:

Hearing

Olfactory property

Taste

Touch

Vision

Working Together

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Source: https://faculty.washington.edu/chudler/chmodel.html

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