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Investigation 1: PreLab
The Human Brain
Focus Questions
1. How does studying brain structure help us understand human behavior and decision-making?
Studying brain structure allows scientists to link specific regions of the brain to particular functions and behaviors. Different areas of the brain are responsible for tasks such as movement, sensation, emotion, and decision-making. When a specific region is damaged or altered, changes in behavior often follow, helping researchers infer the role of that region. Understanding brain structure helps explain how different parts of the brain contribute to thinking, personality, behavior, and decision-making.
Discussion angles students may raise:
“Different brain parts do different jobs.”
“Damage can change behavior.”
“You can learn about thinking by studying the brain.”
“The brain controls more than just movement.”
Teacher Tip: Reinforce that scientists understand brain function by studying the relationship between structure and function. Help students see that changes in brain structure can influence behavior.
2. What did the case of Phineas Gage reveal about the role of the frontal lobes?
The case of Phineas Gage demonstrated that damage to the frontal lobes can dramatically alter personality, judgment, and social behavior without eliminating basic intelligence or memory. After his injury, Gage retained many physical and cognitive abilities but showed profound changes in self-control and decision-making. This provided early evidence that the frontal lobes are important for planning, self-control, judgment, and other executive functions.
Discussion angles students may raise:
“He was the same person, but also different.”
“Personality can change if the brain is damaged.”
“The frontal lobe affects choices and behavior.”
“You can be smart but still make bad decisions.”
Teacher Tip: Emphasize that the frontal lobes help us plan ahead, exercise self-control, and make thoughtful decisions. Explain that these abilities are examples of executive functions.
3. Why is it important to divide the brain into regions such as the frontal, parietal, temporal, and occipital lobes?
Dividing the brain into regions helps scientists and doctors describe, study, and diagnose brain function more precisely. Each lobe is associated with major functions—such as vision, sensation, language, or planning—helping scientists and doctors better understand injuries, diseases, and brain scans. This organizational framework makes the complex brain easier to understand and communicate about scientifically.
Discussion angles students may raise:
“It’s like a map.”
“Doctors need names for parts.”
“Different jobs need different areas.”
“It helps explain symptoms.”
Teacher Tip: Explain that scientists organize complex information into categories and models to make it easier to study, communicate, and understand.
4. How do neurons communicate information within the brain?
Neurons communicate using electrical signals within the cell and chemical signals between cells. An electrical impulse travels down a neuron’s axon, triggering the release of neurotransmitters at the synapse. These chemicals cross the synaptic gap and bind to receptors on the next neuron, continuing the signal. This process allows neurons to rapidly communicate information throughout the brain, making thought, sensation, movement, and memory possible.
Discussion angles students may raise:
“Electricity and chemicals both matter.”
“Messages jump between cells.”
“Signals can speed up or slow down.”
“Interruptions cause problems.”
Teacher Tip: Reinforce the phrase “electrical within, chemical between.” Explain that efficient communication between neurons is essential for normal brain function and that disruptions can contribute to brain disorders or injuries.
Preparing for Success
Before beginning this Investigation, students should carefully review the Background Reading and Concept Slides provided below. These materials introduce the foundational ideas students will need in order to understand how the human brain is organized and why different regions perform different functions.
Encourage students to read thoughtfully, examine the diagrams closely, and continually ask themselves how brain structure relates to brain function.
Teacher Tip: Remind students that the goal of the Background Reading is not memorization. Encourage them to look for patterns and relationships that will help them understand the Concept Slides, PreLab activities, and Lab Investigation.
1. Structure and Function Are Closely Related in the Brain
Key Idea:
The physical structure of a brain region is closely related to the function it performs. The way brain tissue is organized helps determine how information is received, processed, and acted upon.
Background Reading (Readings open in a new window):
Relevant Concept Slides (Click to enlarge):
Why this matters:
Recognizing the relationship between structure and function allows students to move beyond memorization and begin thinking scientifically about why the brain works the way it does.
Teacher Tip: Encourage students to look for examples of how the organization of a brain structure supports the function it performs. The goal is not simply to name brain regions, but to understand why their structure matters.
2. The Human Brain Is Organized Into Specialized Regions
Key Idea:
- The human brain is not a single uniform structure. Different regions are responsible for different functions, including movement, sensation, language, emotion, and decision-making.
Background Reading (Readings open in a new window):
Relevant Concept Slides (Click to enlarge):
Why this matters:
Understanding brain organization helps explain why different abilities depend on different parts of the brain. This idea explains why injuries or changes to specific brain regions can affect certain functions while leaving others unchanged.
Teacher Tip: Encourage students to compare the functions of different brain regions rather than trying to memorize them individually. Understanding that different structures perform different functions is more important than remembering every detail.
3. The Brain Works as an Integrated System
Key Idea:
Although different regions of the brain have specialized roles, the brain functions as an integrated system. Most behaviors and abilities depend on multiple regions working together.
Background Reading (Readings open in a new window):
Relevant Concept Slides (Click to enlarge):
Why this matters:
This idea helps students understand that complex behaviors are rarely controlled by a single brain region. Instead, coordination among regions is essential for normal brain function.
Teacher Tip: Encourage students to look beyond individual brain regions and ask, “Which other parts of the brain might be involved?” Remind them that even simple tasks—such as reading, speaking, or catching a ball—require multiple brain regions working together. For example, reading requires positioning the body comfortably, adjusting the light on the page or the brightness of the screen, etc.
4. Vocabulary Helps Describe Brain Organization Accurately
Key Idea:
Scientific vocabulary provides a shared language for describing brain structures and their functions clearly and precisely.
- Relevant Concept Slides (Click to enlarge):
Why this matters:
Using accurate scientific vocabulary supports clear communication and prepares students to discuss brain structure and function thoughtfully during class activities and future Investigations.
Teacher Tip: Encourage students to use scientific vocabulary naturally during discussions rather than simply memorizing definitions. Hearing and using the terms repeatedly helps students become more confident communicating scientific ideas.
Investigation One Vocabulary
Brain
Definition:
The organ in the head that controls thoughts, movements, senses, emotions, and many body functions.
Teacher Tip:
Help students appreciate that the brain is the body’s control center. Nearly everything they do—from thinking and learning to moving and feeling—depends on the brain working properly.
Classroom Example — Morning Routine:
Teacher asks: “Think about everything your brain helped you do this morning—from waking up and getting dressed to eating breakfast and coming to school. Could you have done any of those things without your brain?”
Brain Stem
Definition:
The part of the brain that connects the brain to the spinal cord and controls basic life functions such as breathing, heartbeat, and swallowing.
Teacher Tip:
Help students recognize that the brain stem carries out many automatic functions essential for life, allowing the brain to regulate breathing, heart rate, and other vital processes without conscious effort.
Classroom Example — Breathing:
Teacher asks: “Do you have to think about breathing? Which part of the brain makes sure it happens anyway?”
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Cerebellum (seh-ruh-BELL-um)
Definition:
The part of the brain located at the back of the head that helps coordinate balance, posture, and smooth, precise muscle movements.
Teacher Tip:
Emphasize that the cerebellum does not start movement—it helps make movements smooth, coordinated, and accurate.
Classroom Example — Catching a Ball:
Teacher asks: “What would happen if your cerebellum didn’t coordinate your movements while catching a baseball or walking across a balance beam?”
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Cerebrum (suh-REE-brum)
Definition:
The largest part of the brain, responsible for conscious thought, memory, language, voluntary movement, and interpreting sensory information.
Teacher Tip:
Emphasize that many of the abilities students associate with being human—thinking, learning, remembering, communicating, and making decisions—depend on the cerebrum.
Classroom Example — Math Problem:
Teacher points to a brain diagram and asks: “Which part of your brain do you think you use most when solving a math problem?”
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Frontal Lobe
Definition:
The front region of the cerebrum involved in voluntary movement, planning, decision-making, problem-solving, and speech.
Teacher Tip:
Explain that the frontal lobe helps people plan ahead, solve problems, and make thoughtful decisions. Later Investigations will explore these functions in greater detail.
Classroom Example — Decision Making:
Teacher asks: “Which part of your brain helps you decide what to say before you say it?”
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Function
Definition:
The job or role performed by a structure or system.
Teacher Tip:
Encourage students to think about what a structure does rather than simply memorizing its name. Understanding function helps explain why each part of the brain is important.
Classroom Example — Structure vs. Function:
Teacher asks: “What is the function of the cerebellum?”
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Nervous System
Definition:
The body’s communication system, consisting of the brain, spinal cord, and nerves that receive, process, and transmit information throughout the body.
Teacher Tip:
Help students understand that the brain does not work alone. The nervous system allows the brain to communicate with every part of the body.
Classroom Example — Hot Stove:
Teacher asks: “If you accidentally touched a hot pan, how would the message travel from your hand to your brain and back again?”
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Occipital Lobe (ock-SIP-it-ul)
Definition:
The region at the back of the cerebrum primarily responsible for processing visual information.
Teacher Tip:
Remind students that seeing happens in the brain, not just in the eyes. The eyes collect light, but the occipital lobe interprets what is seen.
Classroom Example — Reading:
Teacher asks: “When you read a page in your book, which part of your brain helps you understand what your eyes are seeing?”
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Parietal Lobe (puh-RYE-uh-tul)
Definition:
The region of the cerebrum that processes touch, temperature, pain, pressure, and the body’s position in space.
Teacher Tip:
Help students connect the parietal lobe with everyday sensations. It allows them to recognize where they are touched and how their body is positioned.
Classroom Example — Eyes Closed:
Teacher asks: “Close your eyes. If someone gently taps your shoulder, how does your brain know exactly where you were touched?”
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Structure
Definition:
The physical form or organization of something and how its parts are arranged.
Teacher Tip:
Reinforce that scientists often ask how a structure’s design helps it perform its function. This relationship is a central idea throughout HC.
Classroom Example — Bicycle:
Teacher asks: “Why are bicycle tires round instead of square? How does their structure help them perform their function?”
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Synapse (SIN-aps)
Definition:
The tiny gap between two neurons where chemical messengers carry signals from one neuron to the next.
Teacher Tip:
Students often imagine neurons touching each other. Emphasize that neurons communicate across tiny gaps called synapses using chemical signals.
Classroom Example — Passing a Message:
Teacher asks several students to pass a written message down a line. Then ask, “How is this similar to the way neurons communicate across synapses?”
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Temporal Lobe
Definition:
The region of the cerebrum involved in hearing, language, memory, and recognizing objects and faces.
Teacher Tip:
Explain that the temporal lobe helps us understand spoken language and store many of our memories. Students will encounter these functions again in later Investigations.
Classroom Example — Favorite Song:
Teacher asks: “When you recognize your favorite song after hearing only a few notes, which part of your brain is helping you?”