The “Brain Game”:
Function and Anatomy
Part of:
Inquiry Science with Dartmouth (a new program!)
Developed by: Olivia E. Kang, PhD Candidate
Psychological and Brain Sciences
Overview
Our brains are essential for everything that we do, from seeing, to moving, to thinking. This exercise was
developed to help students differentiate between the main regions of the brain, and use groupcollaboration and critical thinking to discover what kinds of functions these regions are responsible for.
Science Standards (VT Science Curriculum Frameworks)
Inquiry:
S7-8:1- Students demonstrate their understanding of SCIENTIFIC QUESTIONING by… Developing
questions that reflect prior knowledge AND Refining and focusing broad ill-defined questions (DOK2)
S7-8:2- Students demonstrate their understanding of PREDICTING AND HYPOTHESIZING by…
Predicting results (evidence) that support the hypothesis AND Proposing a hypothesis based upon a
scientific concept or principle, observation, or experience that identifies the relationship among variables.
S9-12:2- Students demonstrate their understanding of PREDICTING AND HYPOTHESIZING by…
Developing a testable/guiding hypothesis and predictions based upon evidence of scientific principles
(DOK3)
Focus Question
What are the main functions of different brain regions?
Objectives
Through this lesson, students will:
• Collaborate in groups to read and discuss “case studies” following brain damage
• Record the main functions impaired in each example
• Use these observations to predict the main functions of the four lobes of the brain and the cerebellum
• Modify their original hypotheses after receiving new data
• Diagnose new cases using their modified hypotheses
• Describe how all these regions are necessary for everyday activities, e.g. safely riding a bike.
Background
Despite only weighing about 2% of a person’s body weight, the brain is the most complex organ of the
body—using 20% of our body’s energy and controlling everything we do, feel, perceive, and think. In
mammals, this small structure can be divided into 4 main lobes: frontal, parietal, occipital, and temporal.
Another important structure is the cerebellum, which is tucked at the bottom of the brain. The focus of
this lesson is determining the main functions each of these five brain regions are responsible for.
Vocabulary
• Lobe: A subdivision of a bodily organ or part separated by structural boundaries (e.g. fissures, sulci).
• Case Study: Detailed descriptions or accounts of an individual(s) that can be used to describe or
explore the underlying causes of their behavior.
• Diagnosis: the identification of the nature and cause of something.
Materials (for groups of 2-5)
• “Brain Game” Board and cards (23 each),
• Brain Lobes (and Cerebellum!) and their Functions Handout
• Writing Utensils
• Brain Powerpoint and Case Study videos (5) for diagnosis
Preparation
Collect materials. Arrange cards in the correct place on the Brain board. Pass out handouts.
Procedure
1. Background: Talk about how the brain is essential for everything we do, and go over some basic facts
about the brain. Brief PowerPoint presentation. <5 minutes
2. Hook: Even though the brain is incredibly complex, there are a few different ways to figure out what
functions different brain regions may be responsible for.
3. The Brain Game: Introduce case studies as a way of figuring out (possible) function. In the ‘game’,
each brain-region-shaped card describes a person who damaged that particular area of the brain. Form
small groups (2-4 per group) and read the first 3 cards for EACH of the five brain areas. For each
card, write down the main impairment due to the damage (e.g. seeing color). Then try to come up
with some BROAD functions that explain the lost abilities (e.g. vision). The brain is extremely
complex, so there may be more than one.
4. Extend the Experiment: Next have each group read the remaining cards, and adjust their hypotheses
as necessary. Fill in the final brain diagram (in the handout) with hypothesized functions.
5. More Experimentation: Present the students with videos of new cases, and have them diagnose what
area of the brain was most likely damaged to produce the symptoms.
6. Wrap-up: Talk about the broader context of brain functions: even though each region is responsible
for certain functions, brain areas usually work together. If there is time, have each group think about
what skills are needed to safely ride a bike down a busy street, and what brain areas you would need
to do this everyday action.
Assessment
• Have the students work together to fill out their handouts.
• Ask students to diagnose the brain areas, and to critically think about what brain regions would be
needed in order to do a mundane skill such as riding a bike.