THE ART OF CHANGING THE BRAIN

In this book by James Zull explores facts about the brain and translates them into facts about learning.  Zull points out that “We can’t get inside and rewire a brain, but we can arrange things so that it gets rewired…An art, indeed!”

Part I focuses on foundations for learning.  An important concept was that “emotion seems to be the mortar that holds things together.”  Good teachers have always realized that the only way to the head is through the heart!

Part II gives specific suggestions about what teachers should do to produce physical change in the networks in the brain.  Prior knowledge is key!

Part III revisits the major parts of the cerebral cortex.  The only way to get information in the brain is through the senses – seeing, hearing, touching, smelling, and tasting.  The brain reflects on those concrete experiences and then must act on it.

Okay!  So when I start my car I don’t really care about the engine and how it works.  I just want to get where I need to go.  Here are some specific ways Zull suggests teachers can change brains (page 129):

1. Watch for inherent networks (natural talents) and encourage their practice.
2. Repeat, repeat, repeat!
3. Arrange for “firing together.”  Associated things should happen together.
4. Focus on sensory input that is “errorless.”
5. Don’t stress mistakes.  Don’t reinforce neuronal networks that aren’t useful.
6. Try to understand existing networks and build on them.   Nothing is new.
7. Misconnected networks are most often just incomplete.  Try to add to them.
8. Be careful about resurrecting old networks; error dies hard.
9. Construct metaphors and insist that your students build their own metaphors.
10. Use analogies and similes, too.

As I reflect on this book I realize once again that “good teaching is good teaching.”  Thousands of years ago, hundreds of years ago, and in years to come teachers will look in children’s eyes and when they see that twinkle they will know that something special is going on in the brain!

BEAR HUNT BACKPACK

Here’s a backpack the children can make to go along with the COOL BEAR HUNT. 

1st Fold a lunch bag in half lengthwise.

2^nd Cut up in an arch shape toward the middle crease.

3^rd Open and fold down the front and sides of the arch.  Trim off.  Fold down the remaining section.

4^th Cut off a strip from the top scrap.  Cut in half.  Loop around ends to make straps for the back.  Glue to the back.

 5^th Give children pictures of a flashlight, crackers, and thermos to go in their backpacks or let them draw their own items.

6^th Let children write or tell follow up stories to the bear hunt.  What happened after you got home and shut the door???

LET'S PLAY!

The weather is great, so let’s go outside and PLAY!  Here are three simple games that my kids loved.  They don’t require any special skills or equipment and everyone can have fun.

Circle Soccer

Materials:  playground ball

Directions:  Stand in a circle and hold hands.  Place the ball inside the circle.  Children try to kick the ball and keep it inside the circle.  If the ball goes out of the circle between two people, then both people are out of the game.  If a player kicks the ball too high and it goes over someone’s head, then the player who kicked the ball is out of the game.  The game continues until there are just one or two players left.

Jump the Creek

Materials:  2 jump ropes

Directions:  Place the two ropes on the ground a few inches apart to make a “creek.”  Have the children line up single file and try to jump over the creek one at a time without stepping on a rope.  After every child has jumped, move the ropes a little farther apart to make the creek wider.  Continue moving the ropes farther apart and letting the children jump over them.  When a player can no longer jump over the rope, he must stand to the side of the game and be a cheerleader.  The object of the game is to see how far the children can jump.

*You can play a similar game by drawing lines in the sand or dirt.

Build the Castle

Materials:  long jump rope

Directions:  Choose two people to hold the rope.  The other players form a straight line and take turns jumping over the rope.  The rope begins on the ground, but after everyone has had a turn, it is raised a few inches.  If a child’s foot touches the rope, she is out of the game.  Continue raising the rope until there is just one child left who can jump the height.

*A similar game called “school” can be played.  When the rope is on the ground it is called “kindergarten.”  Each time the rope is raised, it is called “first grade,” “second grade,” and so on.

ENDANGERED SPECIES FROM A TO Z

Endangered Species A-Z  (Echo chant)

Endangered animals

are going extinct.

It’s time to protect them

Don’t you think?

I say antelope, you say /a/.   (Children stand and step from side to side to the beat.)

Antelope - /a/                     (Cup hands around your mouth as you make the sound.)

Antelope - /a/

I say bison, you say /b/  (Step to the beat and cup hands around mouth on the sound.)

Bison - /b/

Bison - /b/

C – condor             D- dolphin

E – elephant          F – falcon

G – gorilla              H – hippo

I – iguana              J – jaguar

K – koala                L – leopard

M – manatee          N – numbat

O – otter               P – panda

Q – quoll                R – rhinoceros

S – sea turtle        T – tiger

U – umbrella bird   V – vulture

W – whale              X – ox

Y – yak                   Z - zebra

Activities:

*Make an ABC book to go along with the chant.  Each child chooses a letter and illustrates her animal with crayons or markers.  Put the pictures together to make a book.  Make a front and back cover from a paper grocery sack.  Bind with book rings.  Have children write their names on the cover of the book because they are the “Illustrators.”  On the inside cover write the copyright date (day you make the book) and publisher (your school).  Make sure to write “The End” on the back of the book.  You might also want to add an ISBN number and bar code.

*What are some factors that contribute to animals becoming endangered or extinct?  What can YOU do to help protect animals?

*Brainstorm how you could learn more about endangered species (plants and animals).  For example, you could go to the library, look on the internet, ask a friend, etc. 

*What’s the difference between “endangered animals” and “extinct animals”?  Assign each child a letter of the alphabet and ask him to do “research” and find an extinct animal that begins with his sound.

*Make a peek-a-boo book of extinct animals.  Each child chooses an endangered or extinct animal.  She writes or dictates a riddle or clue about the animal at the top of a sheet of paper.  Then tape the top of a 4” square to the middle of the page.  Children can lift the square and draw the animal underneath.

WHAT WILL I BE WHEN THEY RECYCLE ME?

What Will I Be When They Recycle Me?  (Tune:  “Oh, Dear, What Can the Matter Be?”)

What will I be when they recycle me?   (Roll hands in a circle.)

What will I be when they recycle me?

What will I be when they recycle me?

I’ll come back to life—you will see!   (Clap your hands and then point your finger.)

I am an empty soda can  (Pretend to hold a soda can in front of you.)

Made of precious aluminum.

I can save lots of energy

If you will recycle me.  (Roll hands in a circle.)

I’m an old bottle of plastic   (Pretend to hold a plastic bottle.)

But I could be fantastic!

Toys, pipes, car bumpers, and much more—

That’s what my plastic is for.   (Roll hands in a circle.)

A pile of used boxes and papers we  (Make an invisible square in the air.)

Come from the precious wood of trees.

Recycled we’ll be as good as new   (Roll hands in a circle.)

And save some other trees, too.

I am a fine jar made of glass—    (Cup hands to make a bowl.)

Please don’t treat me like plain old trash!   (Shake head “no.”)

I’ll make new jars again and again

Recycle me—yes you can!    (Roll hands in a circle.)

Though we may look like old used stuff,   (Open palms.)

Stop, wait! Please don’t give up on us!  (Make sign language for “stop.”)

Think of the great possibilities—  (Put index finger on your head and tap.)

Recycle us, set us free!  (Roll hands in a circle and then throw up hands in the air.)

Activities:

*Let children write original stories about “My Life as a Can” or “There’s Another Life for This Bottle.”

*Make a time line of the life of a can, bottle, and/or piece of paper.

*Take a field trip to a recycling center in your area.

*Visit reusableresources.org to learn more about renewable resources.

*Start a recycling center in your classroom, school, or community.

*Have a book fair where children bring old books from home and exchange them with friends.

THE GREEN TEAM

The Green Team  (Tune:  “When Johnny Comes Marching Home”)

We are on the Green Team.   (March in place as you swing your arms.) 

Hoorah!  Hoorah!    (Fist in air as if cheering.)

We can recycle every day.  (March in place as you roll your arms around.)

Hoorah!  Hoorah!  (Fist in air as if cheering.)

Aluminum, glass, tin,  (March in place.)

Put paper and cans in recycle bins.  (March in place.)

Join the Green Team,  (March in place.)

Defend the earth and keep it clean.  (Put both fists in the air like a hero.)

We are on the Green Team.  Hoorah!  Hoorah!

We can reduce what we use.  Hoorah!  Hoorah!

Turn off water and the lights.

Walk, take a bus, or ride your bike.

Join the Green Team.

Defend the earth and keep it clean.

We are on the Green Team.  Hoorah!  Hoorah!

We can reuse many things.  Hoorah!  Hoorah!

Share old toys and old clothes, too.

Give away what you don't use.

Join the Green Team,

Defend the earth and keep it clean.

We are on the Green Team.  Hoorah!  Hoorah!

We can keep our planet clean.  Hoorah!  Hoorah!

Pick up all the trash you see.

Protect wildlife and plant new trees.

Join the Green Team.

Defend the earth and keep it clean.

Activities:

*Make a language experience chart of children’s suggestions for what it means to be on the “Green Team.”  Have children dip their thumb in green paint and “sign” it on the list to signify that they are going to join the “Green Team.”

*Walk around the school and encourage the children to draw pictures or write suggestions for conserving energy and making the learning environment “green.” Compile results and ask the principal to visit your class and discuss improvements that can be made.

*Make a naturalist kit by recycling a detergent box or similar container with a handle.  Make binoculars by cutting a cardboard paper towel roll in half.  Tape the halves together and hole punch at the top.  Tie on a piece of string so children can easily take the binoculars on and off their heads.  Add a magnifying glass, field guide, tweezers, film canister (for collecting specimens), paper, pencil, etc.  Talk about what naturalists do.  Can you be a naturalist?  Divide children up into groups of two and let them take turns playing “naturalist” on the playground.

*Put out scrap materials in the art center and encourage children to make “Green Team” badges.  You can also let them decorate sheets of newspaper and staple them around their necks to make “Super Green Hero” capes.  Let children dramatize what they would do if they were a “Super Green Hero.”

BOXTOP BONANZA

Hint!  Ask each child to save cardboard food boxes for a week and bring in what their family uses.  Recycle those boxes with some of these projects.

Cardboard castle – Let children use masking tape to create a castle or other play sculpture.

Puzzles – Cut box fronts into puzzle shapes.  Store in zip bags.  For younger children use two like boxes.  Cut one up and let them place the pieces on the second box.

Fronts and backs – Cut front and back panels off of boxes.  Mix them up and then ask the children to match up the ones that go together. 

Play a memory game where you place the fronts and backs face down on the floor.  Children try to match up pairs.

Stencils and templates – Cut geometric shapes out of box fronts.  Children can trace these with colored pencils, crayons, or markers. 

Cut seasonal shapes or objects that relate to a unit of study for the children to trace.

Sewing cards – Punch holes around the sides of boxes.  Children can sew these with yarn, string, or old shoelaces.

Weaving – Cut notches around the sides of boxes and let children weave through these with yarn.

Fractions – Give each child the front panel off a box.  Can you cut it in half?  Fourths?  Eights?

Math – Have children sort the boxes by product, size, etc.  Graph favorite cereals, cookies, crackers, etc.

Nutrition – Cut the side panels with nutritional information from cereal boxes.  Have children rank them according to sugar content, food value, etc.