Running Head: BRAIN-COMPATIBLE

Brain-Compatible Strategies
Whitney Rasor
EDU 417: Cognitive Studies Capstone
Instructor: Dr. Joanna Savarese
February 15, 2016

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Brain-Compatible Strategies

Teaching children in the classroom is very important. It is important for the children to
learn by different strategies. Using a technique called brain-compatible learning helps the
teacher teach in different ways in the classroom for all the children to learn. Brain-compatible
learning is teaching in a way which the brain learns the best. Using a lesson plan which was
already created, I added modifications to make it more brain-compatible.
The lesson plan I choose was Eggciting Eggsperiments from scholastic. The lesson plan
is for Kindergarten students with content areas in Math and Science. When first looking at the
lesson plan I found it too be very straight forward for teaching the students. The lesson plan was
laid out in a way where it was easy to follow and it provided the grade level, lesson objective,
suggested time, resources, materials, lesson, and I added a few modifications for children with
special needs.
At the beginning of the lesson the children need to be engaged in learning. When starting
a lesson with students it is important to get them engaged, one way to do that is by asking them
questions about the topic which is going to be learned. When asking the children questions gets
their brains working and they use their previous knowledge to help answer the questions. This
also creates an active learning environment for the children.
The next step I added in the lesson was to read the book Whose Egg? This gives the
children the visuals of other eggs to compare their own eggs too. The book also provides the
students with information about the different eggs and what animals come out of the eggs. The
book also provides the students a different space of learning about eggs (Lackney, n.d.). Another
important part of brain-compatible learning is giving the students time to have social interaction

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with other children (Jensen, n.d.). During their activity they are working with other students and
having the social interaction about their eggs.
During the activity the modifications for the students who have special needs is not very
much. The children are going to be involved in the activity along with everyone else. If there is
a student who needs extra help then either place the student with others who can help them the
most. For the teacher, walk around the room and help when needed. Provide as much time for
all the students in the room and those who have special needs.
The lesson plan which was chosen was an easy lesson for all students to complete. The
modifications for children with special needs is not very much. Children need to have the braincompatible learning to help them learn to their full capacity. As a teacher providing all the
opportunities for learn as possible is key to the children learning.

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References

Jensen, E. (n.d.). Brain-based learning strategies. Florida Education Association. Retrieved from
http://feaweb.org/brain-based-learning-strategies
Lackney, J. A. (n.d.). 12 Design principles based on brain-based learning research. Design Share.
Retrieved from http://www.designshare.com/Research/BrainBasedLearn98.htm
Scholastic. (n.d.). Lesson plans. Retrieved from http://www.scholastic.com/teachers/lessonplans/free-lesson-plans

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Modified Lesson Plan

#4209. "Eggciting Eggsperiments"

Mathematics, level: Kindergarten
Posted Thu Jul 3 17:03:02 PDT 2008 by stephanie mullins (stephanie mullins).
Boyd County Schools/Ponderosa Elem., Catlettsburg, Kentucky
Materials Required: Boiled eggs, balance scales, egg recording sheet
Activity Time: 20-30 minutes
Concepts Taught: Estimation, Measurement, Number
"Eggciting Eggsperiments"
Teacher Name(s): Stephanie Mullins
Date: March 23, 2008
Grade level(s): K
Content Areas: Math and Science
Description/Abstract: This lesson is one in a series of 3 lessons on meeting math and science
standards through exploration of boiled eggs
Timeline: This lesson will take approximately 20 minutes/group of students
Goals/Content and Cognitive:
The students will:
count objects up to 20 using one-to-one correspondence.
distinguish between more and less on a balance scale.
Links to Curriculum Standards:

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MA-EP-1.1.2 Students will read, write, and rename whole numbers (o-20)and apply to
real-world and/or mathematical situations.
MA-EP-2.1.6 Students will estimate weight, length, perimieter, area, angles, and time.
AE-1.5-1.9 Students will use mathematical ideas and procedures to communicate, reason, and
solve problems.
AE-2.7 Students understand number concepts and use them appropriately and accurately.
AE-2.10 Students understand measurement concepts and use measurement appropriately and
accurately.
M-P-NC-1,3,6,7
M-P-GM-2,15
Materials and Resources:
four balance scales large supply of teddy bears or other type of counter
recording sheet
1 boiled egg
1 clear cup of water with a line drawn on the cup indicating water level (large enough for egg to
fit comfortably in)

Guiding Questions:
"How can you figure out how much your egg weighs?"
"What happens when you put your egg in the cup of water?"
"How can you figure out how many squares your egg covered?"
Assessment:
I will use a teacher-made rubric checklist to monitor student performance as well as student

BRAIN-COMPATIBLE

work. National and state content were considered in activity selection stage.
Learning Connections:
Since Easter is approaching I felt this would be a motivating lesson because we could use the
clay eggs the students made and painted for the tasks. The students will use their background
knowledge of counting, making and checking predictions, and how to use a balance scale. It
is the perfect time of year for this lesson because the students have had time to develop
these background skills.
Learning Activites or Tasks:

Begin by asking the students questions about eggs. What shape are eggs? Where do eggs
come from? Ask the students to think of different animals which lay eggs. Ask if eggs are

all the same size?

Read the book Whose Egg? By Lynette Evans. The book is about different eggs. It will

help get the childrens brains working to make predictions.

At the beginning of the lesson I will ask the students to mark down their predictions of

the area of the egg, the water displacement, and how much their egg weighs in bears.
The students will work in groups of 4 with me assisting as needed.
They will first find the area of their egg by placing it on a square grid, tracing

around it, then counting the squares it covered.

They will also determine the water displacement of their egg by dropping it into a
cup of water with a pre-drawn water level line then drawing the change in water

level on a drawn cup.

Last, the students will determine how many bears their egg weighed using a balance

scale.
For students with special needs who need extra help, place them into a group of students
who will help. As the teacher go around the room while the children are working and ask

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questions about their work. If a child needs help offer help in a way where they will still

use their knowledge to help them learn. Give the students as much time as they need.
At the end of the lesson have the children gather at their desks. This can be done the next
day also. Create a graph on the board for the child to place their values which they came
up with for the weight, water displacement, and the area of their eggs.

Teaching Strategies:
The teacher will take on the role of facilitator/guide of learning. Questioning strategies and a
recording form will lead the student into figuring out what they could do to find answers to the
guiding questions/assessment. The students will help each other as needed, but will work at their
own pace.
Management:
The students will work in groups of four at the activity table. Students with special needs
will be included 100%, the teacher will increase prompts as needed to ensure the student's
success.
Materials and Resources:
four balance scales large supply of teddy bears or other type of counter
recording sheet
1 boiled egg/student, we will be using our painted clay eggs we made
1 clear cup of water with a line drawn on the cup indicating water level (large enough for egg to
fit comfortably in)
Lesson Evaluation and Teacher Reflection:
Questions:

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Was this lesson worth doing? This lesson was really fun and engaging! The students working at
other centers kept watching and couldnt wait for their turn to analyze their egg. The fact that
we used the student made clay eggs made the results different for everyone and brought some
real relevance to the activity.
In what ways was this lesson effective? The students had to use a lot of different processes and
background knowledge to complete the tasks. Within the number and measurement strands the
students engaged in problem solving, reasoning and proof, communication, connections, and
representation.
What evidence do you have for your conclusion? The student recording sheet
How would you change this lesson for teaching it again? When the clay eggs went into the
water the watercolor paint we used came off a little so if we used painted eggs again I would use
tempera paint.
What did you observe your students doing and learning? As stated in question 2, the students
were meeting the process standards, they were observing and making new connections to what
we have been doing this year. They were also experiencing how science and math work together.
Did your students find the lesson meaningful and worth completing? Yes. While some students
took a little longer to complete the task, they all reported enjoying the task and completed all
parts. Even the students with special learning needs were able to be successful and really enjoyed
the hands-on and putting the egg in and out of the water.
Original Lesson Plan

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#4209. "Eggciting Eggsperiments"

Mathematics, level: Kindergarten
Posted Thu Jul 3 17:03:02 PDT 2008 by stephanie mullins (stephanie mullins).
Boyd County Schools/Ponderosa Elem., Catlettsburg, Kentucky
Materials Required: Boiled eggs, balance scales, egg recording sheet
Activity Time: 20-30 minutes
Concepts Taught: Estimation, Measurement, Number
"Eggciting Eggsperiments"
Teacher Name(s): Stephanie Mullins
Date: March 23, 2008
Grade level(s): K
Content Areas: Math and Science
Description/Abstract: This lesson is one in a series of 3 lessons on meeting math and science
standards through exploration of boiled eggs
Timeline: This lesson will take approximately 20 minutes/group of students
Goals/Content and Cognitive:
The students will:
count objects up to 20 using one-to-one correspondence.
distinguish between more and less on a balance scale.
Links to Curriculum Standards:
MA-EP-1.1.2 Students will read, write, and rename whole numbers (o-20)and apply to realworld and/or mathematical situations.

10

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MA-EP-2.1.6 Students will estimate weight, length, perimieter, area, angles, and time.
AE-1.5-1.9 Students will use mathematical ideas and procedures to communicate, reason, and
solve problems.
AE-2.7 Students understand number concepts and use them appropriately and accurately.
AE-2.10 Students understand measurement concepts and use measurement appropriately and
accurately.
M-P-NC-1,3,6,7
M-P-GM-2,15
Guiding Questions:
"How can you figure out how much your egg weighs?"
"What happens when you put your egg in the cup of water?"
"How can you figure out how many squares your egg covered?"
Assessment:
I will use a teacher-made rubric checklist to monitor student performance as well as student
work. National and state content were considered in activity selection stage.
Learning Connections:
Since Easter is approaching I felt this would be a motivating lesson because we could use the
clay eggs the students made and painted for the tasks. The students will use their background
knowlege of counting, making and checking predictions, and how to use a balance scale. It is the
perfect time of year for this lesson because the students have had time to develop these
background skills.
Learning Activites or Tasks:
The students will work in groups of 4 with me assisting as needed. They will first find the area of

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their egg by placing it on a square grid, tracing around it, then counting the squares it covered.
They will also determine the water displacement of their egg by dropping it into a cup of water
with a pre-drawn water level line then drawing the change in water level on a drawn cup. Last,
the students will determine how many bears their egg weighed using a balance scale.
Teaching Strategies:
The teacher will take on the role of facilitator/guide of learning. Questioning strategies and a
recording form will lead the student into figuring out what they could do to find answers to the
guiding questions/assessment. The students will help each other as needed, but will work at their
own pace.
Management:
The students will work in groups of four at the activity table. Students with special needs will be
included 100%, the teacher will increase prompts as needed to ensure the student's success.
Materials and Resources:
four balance scales large supply of teddy bears or other type of counter
recording sheet
1 boiled egg/student, we will be using our painted clay eggs we made
1 clear cup of water with a line drawn on the cup indicating water level (large enough for egg to
fit comfortably in)
Lesson Evaluation and Teacher Reflection:
Questions:
Was this lesson worth doing? This lesson was really fun and engaging! The students working at
other centers kept watching and couldnt wait for their turn to analyze their egg. The fact that
we used the student made clay eggs made the results different for everyone and brought some

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13

real relevance to the activity.

In what ways was this lesson effective? The students had to use a lot of different processes and
background knowledge to complete the tasks. Within the number and measurement strands the
students engaged in problem solving, reasoning and proof, communication, connections, and
representation.
What evidence do you have for your conclusion? The student recording sheet
How would you change this lesson for teaching it again? When the clay eggs went into the
water the watercolor paint we used came off a little so if we used painted eggs again I would use
tempera paint.
What did you observe your students doing and learning? As stated in question 2, the students
were meeting the process standards, they were observing and making new connections to what
we have been doing this year. They were also experiencing how science and math work together.
Did your students find the lesson meaningful and worth completing? Yes. While some students
took a little longer to complete the task, they all reported enjoying the task and completed all
parts. Even the students with special learning needs were able to be successful and really enjoyed
the hands-on and putting the egg in and out of the water.