This five-day unit plan aims to teach high school biology students about the basic anatomy and functions of the human brain through various online resources, lectures, and a group presentation project. On day one, students will learn about amazing brain facts and the overall unit schedule. Day two focuses on brain anatomy, including lobes and functions. Cranial nerves and the central nervous system are covered on day three. Days four and five provide time for students to work collaboratively in groups on a project about the brain, which they will present to the class and teachers on day five with a goal of 95% accuracy. Formative feedback will be gathered from students throughout the unit to improve instructional materials and technology use.

1. Unit Plan:
The Human Brain
PREPARED BY:
CARMEN DIAL

2. Abstract:
The high school biology students will describe the basic anatomy of the human brain as well as
its functions through various online recourses, mnemonic devises, lecture, PowerPoint, and
social media to demonstrate knowledge with a final visual group presentation of the students
choice of media to the class and teachers after four days of instruction and collaboration with
other students with 95% accuracy or above.

3. The Human Brain: Day by Day
1.
Amazing Facts, open Q & A, unit project introduction
2.
Anatomy: Lobes, regional function, vocabulary
3.
Anatomy: Cranial Nerves, Central Nervous System
4.
Project Day I: Project Assignment Work Day
5.
Project Day II: Project Assignment Presentation & Evaluation

4. The Human Brain: Day 1 ASSURE
A: High school biology (14-18 years old), Non-honors course, Could have wide range of learning
styles and backgrounds, Limited time with students per day.
S: At the end of day one, the students will articulate the basic day by day lesson schedule.
S: Instructor will begin with YouTube Video: Your Brain and You and open the class up for a Q & A
from students to instructor. Instructor will present, via PowerPoint, a basic day by day break
down of what will be discussed each day and instruct class that all materials used can be
found on the class Facebook page. Instructor will lecture, assign podcast listening assignment
and introduce end of lesson project.
U: Instructor will preview and prepare all materials for validity, continuity, and that all
technology is in good working order prior to the lesson.
R: This day will be heavily based on learner participation, especially during the question and answer
portion of the lesson.
E: Instructor will ask for questions about lesson plan schedule and Facebook access.

5. The Human Brain: Day 2 ASSURE
A: High school biology (14-18 years old), Non-honors course, Could have wide range of learning
styles and backgrounds, Limited time with students per day.
S: At the end of Day 2, the students
S: Instructor will show YouTube video: The 4 Lobes, introduce the classroom poster, assign a
webquest on mnemonic devices , lecture and will assign extra credit via a QR code posted
on Facebook.
U: Instructor will preview and prepare all materials for validity, continuity, and that all
technology is in good working order prior to the lesson.
R: Learner participation will be gained through discussion of video and proposition of extra credit on
Facebook. Teacher will check in with learners during lecture to ensure all are on pace.
E: Prior to instruction, instructor will check in with students if there are any questions about the
material so far and to see if aids are effective in engaging the students’ attention.

6. The Human Brain: Day 3 ASSURE
A: High school biology (14-18 years old), Non-honors course, Could have wide range of learning
styles and backgrounds, Limited time with students per day.
S: At the end of day three, students will create mnemonic devices for aids in memorization in
cranial nerves and will articulate, in groups, what the expectation of the unit project will
be.
S: Instructor will begin by showing two YouTube videos: 5 Minute Biology Review and Cranial
Nerve Basics and then open up for discussion. Instruction will end with a lecture followed by
group instruction and review of unit project.
U: Instructor will preview and prepare all materials for validity, continuity, and that all
technology is in good working order prior to the lesson.
R: Learner participation will be gained by discussion and review portions of class.
E: Teacher will continue to get student feed back of materials being presented and solicit
improvement suggestions for materials and technology.

7. The Human Brain: Day 4 ASSURE
A: High school biology (14-18 years old), Non-honors course, Could have wide range of learning
styles and backgrounds, Limited time with students per day.
S: At the end of day 4, students, in groups, will have compiled information, collaborated with the
other members of their group, and created a project based on one of the topics in the
unit with 95% accuracy.
S: Instructor will assist and guide students in compiling information from all resources presented
in the unit and additional provided websites.
U: Instructor will preview and prepare all materials for validity, continuity, and that all
technology is in good working order prior to the lesson.
R: Learner participation will gained in one on one interaction of teacher and student.
E: Teacher will continue to get student feed back of materials being presented and solicit
improvement suggestions for materials and technology.

8. The Human Brain: Day 5 ASSURE
A: High school biology (14-18 years old), Non-honors course, Could have wide range of learning
styles and backgrounds, Limited time with students per day.
S: At the end of day five, students will present unit projects in their groups to their classmates
and other faculty, if available, with 95% accuracy.
S: Instructor will allow students to use the smartboard to present projects
U: Instructor will preview and prepare all materials for validity, continuity, and that all
technology is in good working order prior to the lesson.
R: This day will be almost entirely learner driven.
E: Instructor will evaluate the students’ projects and presentation for creativity, organization,
and enthusiasm in presentation.

9. Work Cited: Resources
•Colleagues
•Text books
•YouTube
•Education World (http://www.educationworld.com)
•The Whole Brain Atlas (http://www.med.harvard.edu/AANLIB/home.html)