The Brain (condensed)

Activate:

Activity:

• Quick group brainstorm: Students list what they know about brain functions (e.g., memory, movement, or senses).

• Show a simple diagram of the brain and direct their attention to the brain poster in the room.

• What do you notice about the different areas of the brain?

• Why might the brain have distinct parts with different functions?

• Can you identify any lobes or regions on the poster that you’ve heard about before?

Apply:

Activity:

Split Brain Experiment Simulation:

1. • Briefly explain Michael Gazzaniga’s split-brain research.

   • Students perform a hands-on activity simulating hemispheric tasks:

     • Use your non-dominant hand to draw a simple cat.

     • At the same time, you must describe a drink bottle aloud, focusing on its shape, size, texture, and function.

After the task, ask students how they felt while completing it. Did they notice how challenging it was to focus on both tasks?

Explain how the two hemispheres specialise in different tasks but must work together through the corpus callosum.

1. • How do these tasks demonstrate hemispheric specialisation?
     Drawing a cat requires creativity and spatial skills (right hemisphere).
     Describing a drink bottle involves language and analytical skills (left hemisphere).

Discuss how similar coordination happens during activities like playing an instrument, driving, or sports. 

Extensions to Deepen Understanding

• Observation Component: Pair students and have one observe how their partner tackles the task. This fosters a discussion on divided attention.

• Ethics Link: Reflect on what might happen in cases of brain injury or split-brain surgery and how tasks like this could reveal insights into brain function.