Exploration

• Middle School •

IT ALL ADDS UP?

MindWorks Resources strives to provide exciting, engaging, and fun lessons and
materials that promote critical thinking, problem-solving, and reasoning skills in
support of the school day. Special care is taken to ensure materials are age
and skill appropriate. MindWorks Resources provides these materials for
differing demographics internationally, and thus asks you, as an individual
program, to review lessons and materials prior to conducting activities for
appropriateness for your particular environment. Often, lessons will indicate use
of specific book pages or game pieces; this is generally to allow access to
compelling materials in a controlled way. All materials should be used with
direct adult supervision. Program instructors may modify lessons and materials
as needed to conform to individual program standards.

© 2017 MindWorks Resources Incorporated

All rights reserved. The activities and illustrations within this manual may be
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www.MindWorksResources.com

Exploration •IT ALL ADDS UP• Middle School 2 © 2017 MindWorks Resources Incorporated
 MindWorks Curriculum Components
Included in each Teacher’s Guide:

Overview – This section provides a brief description of what students

experience in the subject over the course of the week. Read this to gain an
understanding of the scope of activities for the week.

Project Based Learning Voice and Choice – Project Based Learning (PBL)
activities in the Voice and Choice section are designed for programs utilizing the
optional MindWorks PBL component. Review the driving question included in the
beginning of the Teacher’s Guide at the beginning of each week to support the PBL
daily voice and choice.

Objectives – The activities and topics in each subject are matched to national
standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial
literacy. On occasion, state standards will be listed as well. Reference these standards
as necessary in grant applications, conversations with school district employees, state
education representatives, etc. Objective numbers are not referenced due to the
many duplications across state and national standards.

Career Connections – This component helps instructors guide students in

drawing parallels from the lessons to various related careers. This helps students to link
their career options with their unique skills, encouraging optimal success in families,
careers, and communities. Remind students what they learn now allows them to
discover their individual strengths and interests, to consider and outline career goals,
and to focus their thought processes to achieve desired lifestyles.

Materials List – Divided between materials provided by MindWorks and

materials the instructor should gather, the comprehensive list at the beginning of each
set of lessons includes everything needed for the week. Check the availability of the
listed items on the master list, and gather the materials listed in preparation for a
successful week.

Pre- and Post-Test Questions and Answers – Each subject includes both a pre-
and post-test for students, as well as answer keys for the instructor. This allows both the

Exploration •IT ALL ADDS UP• Middle School 3 © 2017 MindWorks Resources Incorporated
instructor and the students to assess the students’ knowledge, skills, and abilities. Copy
and give students a pre- and post- test, or administer the test as a large group. Modify
the version of the test, if appropriate for your group. Collect data to show
improvements between before and after learning and to measure lesson
effectiveness.

Technology Extension Activities – The Technology Extension Activities (TEA) are

designed to provide opportunities for students to explore and apply technology tools or
concepts in meaningful ways. These supplemental activities build upon the learning
throughout the unit and are intended to be flexible in their implementation. Allow time
for students to complete extension activities, communicate extension activities to
families, or use these activities at another program time. All TIEAs are found on the
MindWorks Resources website.

Core Vocabulary – Each subject includes a list of core vocabulary taught in

the lessons, as well as related extension vocabulary. Review this list prior to the unit and
each day’s lessons as necessary to become familiar with words and concepts.

Websites – Near the back of each book, instructors will find a handy list of
websites that are referenced in daily lessons. These websites provide examples to
show during the lessons, pictures that reinforce key lesson concepts, videos that relate
to the topics, and interactive sites for extension activities. Share this list with the
technology department and request assistance to ensure firewalls do not block
access. Preview sites for their appropriateness for your student audience.

Included in each day’s lesson:

Materials List – A materials list for each individual lesson helps the instructor
know what materials he or she should gather in order to complete that particular
lesson successfully.

Preparation – This section provides the instructor with a list of items that need to
be prepared prior to beginning the lesson. Prepare for a successful lesson by
completing the tasks listed in this section.

Entry Event – Each lesson begins with a hands-on or mind-engaging

experience. This component’s purpose is to hook students in the learning process. It

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may involve using an object, event, or question to engage students in the topic for the
day, which then seamlessly transitions students into the discussion and activity.

Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

discussions ensure key learning opportunities. The purpose of the pre-activity discussion
is two-fold: first, it transitions students from the entry event to the content of the lesson
and activity; and secondly, it reviews the concepts taught in previous lessons so
students are consistently receiving review and preparation for the post-test at the end
of each set of lessons.

The post-activity discussion provides a time for students to process, summarize, and
review that day’s lesson and activity. This allows students not only to explain their
understanding of the day’s concepts and processes, but to solidify the concepts
covered in the lesson.

Read these discussions before beginning lessons. Determine if you, as an instructor,

need to read the script as written or read the underlined summary sentences and lead
the content of the discussion to support these.

Activity – This component provides step-by-step instructions to engage

students in a learning experience. Follow the outlined instructions to bring excitement,
energy, and enjoyment to learning as lesson concepts “come to life” for each
student.

Social-Emotional Learning – Some daily lessons include a social-emotional

learning component. When applicable, this section provides suggestions for ways to
promote social and emotional development in connection with the daily activity.
Read the information to determine if it is pertinent to the students you serve, and
discuss with them as appropriate.

Reminder – Only certain lessons contain reminders. Look for reminders that are
included when preparation is necessary for an upcoming day.

Extension Activities – These supplemental activities build upon each day’s

learning to provide additional opportunities to explore lesson concepts. Allow time for
students to complete extension activities, communicate extension activities to families,
or use these activities at another program time.

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 Voice and Choice – The Voice and Choice suggestion in each daily lesson
provides ideas for connecting each day’s lesson to the over-arching PBL component
project. Implement these ideas to build to the culminating PBL event, described in the
optional PBL Facilitator’s Guide.

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 Overview
This week in Exploration, students learn how different parts of the brain add up
to enable us to build memories, make decisions, share emotions, and get
balanced and moving. Students will play different types of brain games to
better understand the functions of the brain.

Project Based Learning

Project Based Learning (PBL) Voice and Choice activities included in the daily
lessons are for programs utilizing the optional MindWorks Project Based
Learning component. Campuses utilizing MindWorks PBL Component begin the
week by discussing with students the driving question for the unit.

Driving Question for It All Adds Up: How can we prove that math is in
EVERYTHING?

Social-Emotional Learning
This Exploration provides an opportunity for students to discover and discuss the
parts of the brain that store memories as well as how to express emotions
because of past memories. As students learn about the hippocampus and
amygdala parts of the brain, they will discuss healthful ways to process stress
and talk about the benefit of performing acts of kindness for others.

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 Objectives
 Know that there is a relationship between organisms and the environment
 Understand implicit ideas and information in increasingly complex spoken
language
 Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells
 Gather and synthesize information about how sensory receptors respond
to stimuli by sending messages to the brain for immediate behavior or
storage as memories
 Use a model to describe a phenomenon

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 Career Connections
 Biologist – a scientist who studies living organisms
 Neurologist – a medical professional who studies the brain
 Neuro-pharmacologist – one who studies the effect of medications on the
brain
 Neurosurgeon – a surgeon who specializes in brain functions, diseases,
and injuries
 Pathologist – a specialist who studies body tissue samples
 Physical therapist – one who works with others after an injury to strengthen
different areas of the brain
 Psychologist – a professional who studies mental processes and behavior
 Psychiatrist – a physician who diagnoses and treats mental illnesses
 Therapist – an expert who works to counsel others

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 Materials List
Provided by MindWorks
 Family Feud Strikeout games  Clothespins
 Cross Section Brain Model  Emotions IQ game
 Brain Game Kids game  Sentence strips
 Dance Charades game  Colored pencils
 Chenille stems  White construction paper
 Cups

Not Provided by MindWorks

 CD player or listening device with speakers
 Timing device
 Scratch paper
 Pencils
 Desks or tables
 Table cloth, bandana, or other type of cloth
 Small objects from around the room
 Tape
 Scissors

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 Pre- and Post-Test Answer Key
Give each student a pencil and a copy of the Pre-Test located on page 44, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Collect finished tests.
1. What area of the brain do we use to make decisions?

A. cerebrum B. thyroid C. pituitary gland

2. What does the cerebellum control?

A. how foods taste B. vision C. balance

3. What part of the brain helps store memory?

A. hippocampus B. hypothalamus C. pituitary gland

4. What part of the brain processes emotions?

A. the cyndril B. the amygdala C. the brain stem

5. The left side of the brain is used in which of the following situations?

A. decorating cookies C. listening to an audio

B. illustrating a book
book

6. What do you call the study of how parts of the nervous system work
together?

A. neurobiology B. pharmacology C. astrobiology

Exploration •IT ALL ADDS UP• Middle School 11 © 2017 MindWorks Resources Incorporated
 Day 3: Do You Remember?

Materials

Provided by MindWorks Resources:

 Cross Section Brain Model
 Chenille stems
 Cups
 Clothespins

Not provided by MindWorks Resources:

 Timing device
 Scratch paper
 Pencils
 Desks or tables
 Table cloth, bandana, or other type of cloth
 Small objects from around the room

Included in Subject Guide:

 No other support materials are needed.

Preparation
 Read Background Knowledge and Fun Facts for Instructor in preparation
for the discussion with the students. This information is designed to give the
instructor background knowledge to guide the discussion. It is designed to
be used organically rather than as a scripted discussion.
 Gather four small tablecloths, bandanas, or other type of cloth in
preparation for the Activity.
 Collect several small items from around the room in preparation for the
Activity. Some examples might include buttons, erasers, markers, etc.

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 Lesson Focus
 Students will learn about how different functions of the hippocampus work
together to form memories.

Reminder
 The cups, chenille stems, and clothespins provided in the materials kit must
be equally distributed for use throughout the entire nine weeks. Failure to
monitor the amounts being used by students may result in a shortage of
supplies toward the end of the nine weeks. Note: The materials will be
reused with future groups of students.

Background Knowledge and Fun Facts for

Instructor
 The hippocampus is named after the Greek word for seahorse because
of its shape.
 The hippocampus helps with memory and expressing emotions.
 Fun facts about the hippocampus and memory:
- The world record for the most digits memorized is 132 numbers; this
record was set by a 13 year old.
- The first World Memory Challenge was held in London in 1991.
- Researchers have discovered that the hippocampus can actually
shrink in people who have been in an accident or with a disease such
as Alzheimer’s.
- A traumatic brain injury such as a car accident or a fall from a tree can
injure or damage the hippocampus.
- Researchers believe that we cannot remember pieces of information
before the age of three or four because the hippocampus may go into
overdrive with so much new information.

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 Suggested Discussion Starters
 What is your earliest memory as a child? Describe some of the details of
your memory.
 Some people enjoy smelling cinnamon while others enjoy peppermint or
lemon. What is your favorite scent? Describe why you enjoy this scent.
 What are some of the sounds you remember hearing the last time you
were at a park or other outdoor area? Describe the sounds.

Activity
 Share the following information with students:
- The hippocampus is a seahorse-shaped part of the brain that controls
your memory. The hippocampus is located in the center of the brain
and is about 3.5 centimeters, or the size of a large marble.
- Along with memories of people and places, the sounds you hear and
scents you smell become memories stored in the hippocampus.
 Tell students they will play a memory game in which they will create a
structure using a variety of different items, and other teams will have a few
seconds to remember how the items were placed and create a drawing
to replicate the placement of the items. Note: If possible, have groups
create their structures away from other groups’ structures.
 Divide students into four groups.
 Give each group the following materials:
- Cups (6 per group)
- Clothespins (6 per group)
- Chenille stems (4 per group)
- Tablecloth, bandana, or other type of cloth (1 per group)
- Access to the following materials:
 Scratch paper
 Pencils
 Timing device
 Small objects from around the room

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  Provide groups with the following instructions:
- Brainstorm ideas for a unique structure using all of the materials.
- Add small items to make the structure as unique as possible.
- Once the structure is complete, place a cloth over the items.
 Allow time for groups to create their structure.
 Once each group creates its structure, have teams take turns revealing
their structure to the other groups. Note: Set the timer for 15 seconds to
allow the other teams time to view each structure.
 The students on each team work together to create a drawing of the
structure they just viewed that includes as many of the pieces as possible.
Note: Set the timer for one minute to allow each team time to create its
drawing of the structure it just viewed.
 Award one point for each object that the team correctly placed in the
drawing. For example, if three blocks were used but only two were drawn
in the correct place, then two points would be awarded.
 Play continues as teams take turns viewing and drawing each of the
structures.
 If time allows, have each team build another structure as another
challenge for the other teams.
 The team with the most points at the end of the playing time is declared
the winner.

Post-Activity Discussion
Discuss different strategies students used to memorize the objects in the
structure.
 What were some of the strategies you used to memorize the correct
placement of the objects? Share some of your strategies.
- (Answers will vary.)
 Our visual working memory allows us to view and remember objects,
people, animals, and other pieces of information. For example, you might
learn to spell a difficult word by looking at it on paper and visualizing it as
you write it down or spell it aloud. In what other ways might you use your
visual memory in school? Share some examples.
- (Answers will vary but may include the following: remembering a math
procedure, studying for a test, creating a map, etc.)

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 Talk about the hippocampus and short-term memory versus long-term
memory.
 Some pieces of information we see are stored in our short-term memory
while other pieces are stored in our long-term memory. Experts believe we
have to study or look at an item several times before it can be stored in
our long-term memory. This is why teachers encourage students to study
a few minutes every evening for a test, rather than try to memorize all the
information at one time. What are some different tests you have taken in
which you had to remember something you saw? Share some examples.
- (Answers will vary.)
 Our hippocampus is used to remember items in both our short-term
memory and our long-term memory.
 Show students the area of where the hippocampus is located on the Cross
Section Brain Model. Note: The hippocampus is not labeled on the Cross
Section of the Brain, but it is located just above and to the right of the
cerebellum.
 Share the following information with students:
- Our brains can only store about 5 to 10 pieces of information in our
short-term memory while our long-term memory can hold unlimited
amounts of information. Items in our short-term memory might only last
a few seconds or minutes while information in our long-term memory
can be stored for months or years.
 Experiences or events of your first day of school are examples of
information stored in your long-term memory. What can you remember
from your first day of school? Share some examples.
- (Answers will vary.)
Briefly discuss how smells affect our memory and emotions.
 Share the following information with students:
- Just as you thought about some of those memories of the first day of
school, you might have also recalled some of the smells such as
sharpened pencils or the lunch served in the cafeteria. Scents are
processed through the olfactory (ol – fact – or – ee) bulb inside the
nose.
- Because the olfactory bulb is attached to the hippocampus, scientists
believe we sometimes recall specific scents years later. These scents
can also affect our emotions.

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  What are some of the emotions you feel when you walk into a room with
the scent of birthday cake or gingerbread cookies? Describe your
emotions when you smell these items.
- (Answers will vary.)

Optional Review of Previous Concepts

 What area of the brain do we use to make decisions?
- (The cerebrum is used to make decisions.)
 What does the cerebellum control?
- (The cerebellum controls balance, heartbeat, breathing, sleeping,
etc.)

Extension Activities
 Create an original memory game to teach to others, and then play the
game.
 Learn more about the hippocampus by watching an episode of Brain
Games on the following website:
- http://channel.nationalgeographic.com/brain-games/articles/brain-
games-remember-this-memory-facts/
 Learn more about the hippocampus on the following website:
- https://www.kidsdiscover.com/quick-reads/meet-hippocampus-
memories-go-make-sense/

PBL Voice and Choice

This suggestion is designed for programs utilizing the optional MindWorks
Project Based Learning component. Reference the driving question, included
on page 7, and read the additional PBL Facilitator’s Guide for more
information.
 Students can create a game based on items such as sounds and smells
that add up to a memory challenge.

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