Another nice model can be found in the lesson plan called PotatoHead. This lesson was originally from the Brain Power program at thePacific Science Center and Group Health. In this lesson, you mix potatoflakes, sand, warm water and food coloring in a ziploc bag. The resultingmixture is about the size, weight, and color of an adult human brain. This activity also has a remarkable "WOW!" effect on students. If youhave lots of time and money, you can have students in groups make theirown potato head brains. Otherwise, make up 1-4 yourself to pass aroundthe room. They can be rewarmed in the microwave for later classes, tosave on material costs. They can be added to a worm bin or garden fordisposal.

Another nice activity if you have a small class or lots of time is to makeup jello brains using a jello mold. There are several companiesthat sell the jello brain mold.

If you are going to do brain activities for a full week (or even if not!),you should seriously consider assigning the creative videoassignment. You may also wish to tell students ahead about the nextlesson, Brain Drop, so that they can practice and prepare ahead at home. You will certainly get better-thought-out designs this way and increasestudents' anticipation.

Here is a ten-point multiple choice quiz on today's lesson. It could bedone right on paper and graded as is or done on a Scantron form, accordingto your preference. You might choose to make it open-note to reward thosestudents who took good notes as you were using the overhead, or it couldbe closed-note.

QUIZ ON BASIC BRAIN ANATOMY

NAME: _________________________ Date: _______________ Period:____________

Refer to the following diagram of a brain to answer the followingquestions. If you are writing directly on this quiz paper, circle theletter of the answer that you feel best answers the question. If you areusing a scantron form, find the number of each question on the form anduse a Number 2 pencil to color in the letter of the option that you feelbest answers each question.

1.  The lobe of the brain important for vision is called:	a.  the temporal lobe		c.  the parietal lobe	b.  the occipital lobe		d.  the frontal lobe2.  The lobe of the brain important for the sense of touch is called:	a.  the temporal lobe		c.  the parietal lobe	b.  the occipital lobe		d.  the frontal lobe3.  The lobe of the brain important for hearing is called:	a.  the temporal lobe		c.  the parietal lobe	b.  the occipital lobe		d.  the frontal lobe4.  The lobe of the brain important for reasoning is called:	a.  the temporal lobe		c.  the parietal lobe	b.  the occipital lobe		d.  the frontal lobe5.  The lobe on the diagram labeled 1 is:	a.  the temporal lobe		c.  the parietal lobe	b.  the occipital lobe		d.  the frontal lobe6.  The lobe on the diagram labeled 2 is:	a.  the temporal lobe		c.  the parietal lobe	b.  the occipital lobe		d.  the frontal lobe7.  The lobe on the diagram labeled 3 is:	a.  the temporal lobe		c.  the parietal lobe	b.  the occipital lobe		d.  the frontal lobe8.  The lobe on the diagram labeled 4 is:	a.  the temporal lobe		c.  the parietal lobe	b.  the occipital lobe		d.  the frontal lobe9.  An adult brain weighs approximately:	a.  1 lb.       b.  3 lb.     c.  5 lb.    d.  7 lb.10.  A person's brain is about the size of:	a.  their heart	  b. their stomach   c. 1 fist	 d. 2 fistsAnswers:  1.b  2.c  3.a  4.d  5.b  6.c  7.a  8.d  9.b  10. d

Topic B: Protecting theBrain

Objectives: students will think about thefragility of the brain inside its skull and the importance of protectingit with helmets when hard impacts are possible.

Materials needed:

1. Brain drop "Mr.Egghead" lesson plan
2. Eggs - one per student or team, plus somespares!
3. Various containers
4. Various insulating materials such asnewspaper and packing material
5. Possibly, a ladder and permission todrop eggs in containers from a tall spot in your school building. Someteachers have even gotten local fire departments to bring a truck and afirefighter to do the dropping!

Methods: Review the parts andcharacteristics of the brain which students learned yesterday. Remindstudents of the Potato Head model of the brain that they felt. What wasits texture? They should bring up how soft and pliable (squishy) it was.

Ask them to think about what would happen if that brain were dropped orhit hard. Ask what structure we have around the brain to protect it (theskull). Do they think that the brain pushes up right against the skull? Actually, there is a space in between the brain and skull that is filledwith fluid (cerebrospinal fluid) to cushion the brain. However, there arelimits to how much even these can protect the fragile, ESSENTIAL organ wecall the brain. Today they are going to experiment to see what effect ahard impact has on the brain and how that impact can be minimized throughprotective headgear. A raw egg will model the brain and the challenge isto build a container that will best protect it from damage.

Please refer to http://faculty.washington.edu/chudler/chmodel.html for the actualactivity.

To close the lesson, discuss the container designs that best protected theeggs. How are these like helmets? Press students to be very specific. Here's the place to preach helmet use for bicycles, in-line skating,skateboarding, contact sports, etc!

Topic C: The NervousSystem

Introduction: This day's lessonis a brief introduction to the parts of the nervous system. As with thelesson on the brain, it is not intended to be comprehensive but simply adiscussion of the gross anatomy of the nervous system. Students willlearn the locations and functions of the Central Nervous System (brain andspinal cord) and the Peripheral Nervous System. After some brief directinstruction, they will make outlines of their bodies on butcher paper onthe floor, fill in the nervous system, view some slides, overheads, videosand/or videodisc clips about the nervous system and possibly experimentwith some optical illusions or other experiments related to one of thesenses. Classes with computer access might also spend some time exploringthe Neuroscience for Kids web pages or other recommended neurosciencepages from the newsletters.

Objectives: Students will learn thelocations and functions of the Central Nervous System (brain and spinalcord) and the Peripheral Nervous System. As an option, they might alsoexplore the ways that our eyes relay information to the brain andexperiment with ways to "trick" the system.

Materials:

1. Overhead and/or studentcopies of a clear, simple black linediagram of the central and peripheral nervous system or the otherrecommended resources for a master)
2. Butcher paper and markers
3. Optional: overheads, slides, videos or videodiscs about the nervoussystem; computer or computer lab with Internet capability

Introduction: (Review the size,location, parts and characteristics ofthe brain.) What other parts of the body are needed for the brain toreceive and process information? (Most students will eventually arrive at"Nerves and spinal cord".) In this lesson, we will learn where theseparts are located and how they connect to one another. For morebackground information, please refer to:

Divisions of thenervous system.
The nervous systemright down the middle
Functionaldivisions of the brain
Lobes of thebrain
Neurons

1. Show an overhead of the nervous system and point out the centralnervous system (brain and spinal cord) as well as all the other nervesradiating from the brain and spinal cord, collectively called thePeripheral Nervous System. Show how these other nerves make possiblecontact from each part of the body with the brain and spinal cord. Ifstudents have copies, have them color in the central nervous system in onecolor and the peripheral nervous system in another and label bothparts.

2. At this point, you may choose to show some segments from the moredetailed overheads, slides, videos or videodiscs illustrating andreinforcing what you have explained. For older students, it might beworthwhile to briefly discuss processing of sensory input via the brain orthe spinal cord (e.g., reflex arcs). Anticipate lots of questions aboutparalysis - use the diagrams to point out why injuries at various siteswould affect certain areas.

3. For a great activity that will bring this up close and personal forstudents, pull out the butcher paper and markers and have them outline theirbodies, then draw in the locations of the brain, spinal cord andnerves. Circulate among the students and ask them questions aboutwhat part likely does what. Can they locate approximate locations ofvarious nerves on their actual bodies? What do they do?

4. An easy and fascinating exploration of the sensory nerves can be doneusing the sense of sight. There are numerous optical illusion posters and books, as well as theMagic Eye posters. Have students experiment with how they alter thesensory input to "trick" the brain into processing informationdifferently. It's fun to draw a picture on an overhead transparency andhave students just stare at it for minute or so, then remove the overhead. They will see the same image, but in a complementary color, as they havetemporarily "burned out" the cones for the original color. This can bedone with construction paper squares on white copier paper, too.

5. Another popular and relatively inexpensive activity on this subject isto have students dissect a preserved cow's eyeball to see the parts. There is a good description of this activity at the Exploratorium.

6. Various experiments on peripheral vision and blind spots help make thepoint that the spot on the retina where the optic nerve exits the eye isdevoid of photoreceptors (rods and cones) and not capable of processinginput. Ask why we do not normally notice this blind spot.

7. Check the Neuroscience for Kids web site for:
   1. Interesting factsabout the nervous system.
   2. Moreactivities about the nervous system.

Topic D: TheNeuron

Key concepts of this lesson:

1. a nerve cell is called a neuron
2. a neuron consists of a cell body, an axon, dendrites and a myelin sheath
3. message transmission between neurons occurs through special chemicalscalled neurotransmitters
4. learning occurs as more and stronger connections are made betweenneurons

Materials needed:

1. Blackline overhead and/ or copies of a typical neuron or one from your textbook series or from one of theresources referenced in earlier lessons
2. Slides, videodiscs, video clips
   
3. Computer with access to Internet
   
4. Optional: prepared slides of nerve tissue and microscopes orvideomicroscope
5. Pipe cleaners and clear drinking straws

Methods: Briefly review the lessons doneto date on the nervous system. If someone called you a "neuron", howwould you feel? To be called a neuron would actually be a compliment,because a neuron is a nerve cell - the kind of cells in your brain andnerves.

1. Show students the diagram of a neuron, or passout their copies (ideally, do both!) Point out the main structures: axons, dendrites, cell body and myelin sheath. If your students havealready studied cells, you might also point out that the cell body iswhere most of the organelles are located: nucleus, mitochondria, etc.

2. EMPHASIZE the unique shape of the nerve cell - long and thin. Askstudents what the main job of a nerve cell is. (Receiving andtransmitting messages.) How does that long, thin shape help it do itsjob quickly? An analogy that has worked well with my students is to makea comparison with telephone wires. What do we use in everyday life tocommunicate with people across town or across the country? (Telephone) People (and, increasingly, computers) are able to communicate rapidly andclearly through the use of telephones. How is the signal sent? Over along, thin wire. This is a very efficient shape for message transmission- in the outside world and in our bodies.

3. In the early 1900s, scientists were astonished to discover that nervecells do not actually touch one another, but that there are tiny gapsbetween nerve cells called "synapses". Neurons produce tiny quantities ofpowerful chemicals (neurotransmitters) that are released into the synapseas a message is being sent from one cell to the next. The neurotransmitteris released by an axon terminal, crosses the synapse and attaches to areceptor on the other side (in most cases, a dendrite, but synapses arefound on axons and cell bodies too). These neurotransmitters are animportant area of study in neuroscience and scientists are learning moreabout these amazing chemicals all the time.

   (Note: With high school students, one might want to discuss theelectrochemical nature of the neurotransmitters as well as differenttypes of neurons and different types of synapses. More information onneurotransmitters

4. Another thing that neuroscientists have learned in recent years isthat new dendrites actually sprout to make connections with otherneurons, and this is how learning takes place - in the connectionsbetween the neurons! This is very encouraging, because it means that aslong as you have neurons, you can always continue learning, even intovery old age. However, to make these connections occur, you have tocontinue to have new experiences, whether they be actual experiences orthrough reading, computer work etc. This is what school is about: providing new experiences so that new connections can form in yourbrains!

5. Depending on what you want to emphasize, you can go on at this pointto one of several different activities to reinforce this directinstruction.

   For this model, each student will need: scissors and pipe cleaners.

   To make the model of a neuron:

   1. Take one pipe cleaner and roll it into a ball. This is will be thecell body.
   2. Take another pipe cleaner and attach it to the new "cell body" bypushing it through the ball so there are two halves sticking out. Take the two halves and twist them together into a single extension. This willbe the axon.
   3. Take other pipe cleaners and push them through the "cell body" onthe side opposite the axon. These are dendrites. These can be shorterthan your axon and you can twist more pipe cleaners to make moredendrites.
   4. Wrap small individual pipe cleaners along the length of theaxon. These will represent the myelin sheath.

   Different colored pipe cleaners can be used to model different parts ofthe neuron. This activity doesn't take long, but is a powerful visualpicture of a simple neuron. Review what each part represents and whateach does. Emphasize again the long, slender shape with the branches forconnections. One class of my students had so much fun with it, theydecided to link all of their neurons together into a long nerve. We hungit up in the classroom and it stretched all across the ceiling!

6. Depending on your time and resources, you can now make otherobservations of neurons, either
   
   1. in the Gallery of Neurons
   2. using prepared slides of nerve tissue and either student microscopesor a videomicroscope
   3. using slides, videos or videodiscs yourschool has access to.

7. To model transmission of messages, students can use their bodies asmodel neurons. Have them pull one arm up to their shoulder and spreadout their fingers to represent the axons. The other arm should beoutstretched, and fingers also spread out. As they connect to oneanother, they can send a "message" from one person to another. See ifstudents can point out a drawback of this model. (Our fingers can'tsquirt out neurotransmitters between people.)

8. For another variation on this message transmission activity, visitmessagetransmission.

9. Review the parts of the neuron, shape, role of connections, andimportance of neurotransmitters.

10. You may wish to use the following quiz to review and/or assessstudent learning about neurons.

1.  A neuron is another name for :	a. person with below average intelligence	b.  a nerve cell	c.  a skin cell	d.  a new car being developed by FordRefer to the following diagram to answer the following questions:

2.  The part of the neuron labelled "A" is:	a.  an axon		c.  the myelin sheath	b.  a dendrite		d.  the cell body3.  The part of the neuron labelled "B" is:	a.  an axon		c.  the myelin sheath	b.  a dendrite		d.  the cell body4.  The part of the neuron labelled "C" is:	a.  an axon		c.  the myelin sheath	b.  a dendrite		d.  the cell body5.  The part of the neuron labelled "D" is:	a.  an axon		c.  the myelin sheath	b.  a dendrite		d.  the cell body6.  The role of the axon is:	a.  to receive messages		b.  to send messages7.  The role of the dendrite is:	a.  to receive messages	b.  to send messages8.  A synapse is:	a.  a special chemical that goes between neurons	b.  the shorter part of the neuron, next to the cell body	c.  the longer part of the neuron, extending out from the cell 	    body	d.  a gap between two neurons9.  Neurotransmitters are:	a.  the outer covering of the dendrite	b.  chemicals that go between nerve cells	c.  the structure that causes new learning to occur10.  One way for new learning to occur:	a.  the synapses have to become closer together	b.  the cell body has to become wider	c.  new dendrites have to sprout	d.  the myelin sheath has to thin outAnswers: 1.b  2.c  3.a  4.d  5.b  6.b  7.a  8.d  9.b  10.c  

Topic E: Meet a Neuroscientist

Introduction: Inviting guests intoone's classroom can be stressful and risky: it takes extra time tocoordinate, and there's always the question of how the guest will relateto one's students. However, the payoff is tremendous, and I would highlyrecommend working to find a neuroscientist who can come and speak to yourstudents. They have access to cutting-edge research and materials that wecould never get as classroom teachers, and students always benefit fromseeing real live scientists as normal people to help dispel some of thestereotypes that exist.

What you work out with "your" neuroscientist will depend on the timeavailable, his/her interests and desires for what to do and share,resources available to you and him/her etc. However, a day that wouldmove along quickly and likely make a big impression on students mightinclude most of the following:

1. Introduction of the scientist (2-5 minutes)
2. Brief explanation of the scientist's area of research, withconnections to what you have already studied (10 - 15 minutes)
3. A neuroscience activity from these lesson plans or the webpages, or (even better) one that the person has done before withkids with you and the person co-teaching. (20+ minutes)
4. Touch a real human brain (if the scientist can bring one in)(10 - 20 minutes)
5. Miscellaneous neuroscience questions (10+ minutes)

Here are some tips to making the day a huge success:

1. To find a neuroscientist, contact a local college/university orhospital. You can define a neuroscientist loosely as anyone whose workincludes study of the nervous system. Consider practicing neurologistsand anesthesiologists as well as scientists who actively do research eachday. Also, graduate students often have a more flexible schedule thanprofessors and are eager to work with students; they are scientists tooin the minds of students, though they are not titled so in officialscientist hierarchy! Brain Awareness Week is a terrific excuse topersuade someone to volunteer some time in the school. Be aware thattheir time is a very valuable commodity and the nature of some people'sresearch makes it easier or harder for them to be gone for a few hours ora day. If you teach for multiple periods in one prep, and the personcan't stay for all of them, consider videotaping the presentation. Itwill not have the same impact as the flesh-and-blood person, but at leaststudents will know that you tried to give them the same experience astheir classmates in earlier periods had.

2. As you are making contact with "your" neuroscientist, try to find out what their area of research is as well as a little about who they are asa person. Do they have children who attend school in your schooldistrict? (Note: if they have a child who is a student in your class,make sure he/she is comfortable having the scientist introduced ashis/her parent before you do so! Some of my middle schoolers thought itwas great to have their parents introduced that way and others preferredto stay more anonymous.) Unique hobbies? etc. If you know somethingabout them as a person, you can model in your introduction an adultcollegial relationship; students will be more open to listening tosomeone they know their regular teacher likes and respects.

3. Ask the scientist to dress the way they normally would go to work(unless they really do wear a lab coat and pocket protector every day!) Blue jeans and tennis shoes are terrific if they wear those to work, asmany career scientists do. It helps students to see that scientists arenormal, warm-blooded people, not the "mad scientist" stereotype that manystudents laugh about, but still secretly believe in.

4. Ask the scientist to prepare a 10-15 minute explanation of their areaof research, using the smallest words possible. Students are easilyintimidated by multisyllabic words, even when they are very logical anddescriptive. The more visuals the scientist can bring in, the better(pictures such as overheads and slides as well as research tools). Letthem know what subjects you have already studied and what terms they canexpect students to be familiar with. If their research involves animals,they should be prepared for some questions about animal care. Have thememphasize the potential benefit to people of their area of study - apossible new drug to help treat some disorder, etc. In a college setting,people are used to lecturing and then taking questions afterward. Students in a K-12 setting usually cannot wait that long, so if they canentertain questions as a part of the presentation, that is ideal. Youmight even consider "planting" a few questions to help break students'shyness.

5. Tell the scientist a little about the developmental level of thestudents he/she will be working with, as well as what you have studied sofar in science. This will help him or her tailor the talk to the correctlevel for your students. Consider ordering the "survival guide"referenced at the bottom of this plan.

6. Let the students know ahead of time that you will have a very specialguest the next day who is taking time from a busy schedule to spend timewith them, and who can help answer lots questions that you can't. Remindthem that you expect them to show excellent behavior and make a goodimpression of their school on this person.

7. You might plan to have the scientist lead the class in one of theneuroscience activities you have not had time for to date. This willkeep the talk from getting too long and "losing" the students. Oftenscientists will jump at the chance to do science with kids, and they canadd interesting real-life applications as well as model tremendouscuriosity and enthusiasm for neuroscience topics. Your presence willhelp keep students from a "substitute teacher" mentality and helpmaintain good classroom management as well as model an adult collegialrelationship.

8. If it is at all possible, see if the scientist can bring in apreserved human brain and lots of boxes of gloves (even if this is nottheir particular area of research). Other brains are interesting, too,but here is something magical for students in seeing a brain that oncecontrolled the body and entire identity of a living person. If they canactually put on gloves and touch the brain, the effect is magical! However, I would do this after the person has spoken about their work soas not to detract from students' attention from that talk.

9. If the scientist is comfortable with it, have students share whatthey have learned so far and then open up the floor for any questionsabout the brain and nervous system. Kids will likely ask: "Why do wedream? What is a coma? How does a person get paralyzed? Why are somepeople smarter than others? Why are some people left-handed and othersright-handed?" etc. Write down all the questions on the overhead orbutcher paper for future study. Hopefully the scientist will have someinsights on some of the questions but will also model an attitude of, "Idon't know. How do you suppose we could find out?" and point kids towardother resources or people who study particular areas different from theirown area of study.

10. An outstanding resource for those teachers and scientists is:"Sharing Science With Children: A Survival Guide for Scientists andEngineers" from:

    The North Carolina Museum of Life and Science
    P.O. Box 15190
    Durham, North Carolina 27704
    Attn: Georgiana M. Searles, Director of Education

    Note: They also have a guide for Teachers and for Parents, bothexcellent too.

    Hopefully this day will be the beginning of a nice partnership betweenyou and "your" scientist!

Topic F: OptionalTopics

Introduction: This day (or beginning ofan additional unit of study onthe brain and nervous system) features a potpourri of ideas aboutneuroscience-related topics of high interest to students. You will wantto pick and choose from among these ideas, but perhaps the tips and ideaswill give you a starting point!

1. An excellent use of another day of study would be to have students dooral presentations on their video assignment (Movie Review Lessonrecommended in the February NFK Newsletter). Since I did not come upwith that lesson, I don't mind saying that I think it is a highlycreative and excellent assignment idea! I'd suggest having students ingroups prepare oral reports on the video they chose to watch, being sureto include the answers to the suggested questions in their presentations.This method of reporting (with the possible addition of a written report,according to your preferences) would have three major benefits: a)students would get valuable practice in speaking in front of a group,something many of them dislike intensely, but a skill they will need intheir adult lives; b) students will learn about videos other than the onethey personally chose to view; and c) your grading time will be reduceddramatically, especially if you make a scoring guide/rating scale. Youwill be able to get most of it done in class! I'd suggest that therating scale include components for a) presentation skills (eye contact,volume etc.); b) completeness (answering all of the questions for theirvideo); c) accuracy (correctly stating events and conclusions from thevideo); and d) creativity, with greater points being assigned to thecompleteness and accuracy components.

2. Another topic we tend to not spend enough time on with students isLEARNING. As students gain better metacognitive skills about their ownlearning, they become better learners. There are many good resources forthis subject, including learning style surveys to test whether one ismore strongly a visual, auditory or kinesthetic learner. The Brain Powercurriculum from Pacific Science Center and Group Health is quick andeasy. If you don't have one in your files, you might also check with aschool counselor or Advisory teacher. However, the BEST resource I havefound on the subject of learning is a new GEMS (Great Explorations inMath and Science) guide called Learning About Learning. They state thelevel as Grades 6 - 8, but it could easily be used with older students aswell. The guide has sections on Tactile Mazes, Sensory Information, Howwe as a community of humans work together, Health-related mysteries(including product safety issues), How the scientific community learns,Effects on humans of being raised in isolation (based on a true story),"Brain research" based on impoverished and enriched environments (again,based on actual research but explained at kids' level), Benefits andcosts of various kinds of research in humans, animals and in vitro. Ithas many simulations based on real-life situations and very engagingactivities, and like all of the GEMS activities, is highly motivating tostudents. The Hexacarbon solvent mystery in particular received ravereviews from a teacher in the latest issue of GEMS Network News. Thecost is unfortunately $25.50 plus $4 shipping and handling - but at 205pages of excellent lessons, I think it is a worthwhile guide for yourschool to invest in. To order it, call (510) 642-7771 or write to GEMS,Lawrence Hall of Science, University of California, Berkeley, CA 94720-5200.

3. Other topics of great interest to students include: sleep, dreams,comas, pain, stress, handedness, creativity...their questions will prompt all sorts of study! The Neuroscience forKids web pages are filled with information and ideas about thesesubjects.

4. Another great whole-class activity would be to have students bring upall the disorders of the brain and nervous system they can think of. (Ifthey have done the videos assignment, they will have a lot of examplesfrom that, too.) Start a list and add more that they may not have heardof: ex. Multiple sclerosis, Bell's Palsy, Brain Tumors, Epilepsy,otherseizure disorders, Alzheimer's Disease, Parkinson's Disease,Manic/Depressive Disorder etc. Have students work in small groups tochoose a disease to study and research the disease, symptoms, causes,treatments currently available, research going on, etc. They should usethe library, the neuroscience web sites (and more general browsing),local and national agencies/ support groups, hospitals and universitiesetc to find out the available information. They can then report to theclass on what they find - again, in a written and oral report with ascoring guide. Everyone will learn a great deal from this assignment!

5. This is also a great time to kick off one's anti-drug unit, usingresources from DARE, your health curriculum, the web pages, or any othersource. I found that my students still remember the "This is your brainon drugs" slogan from TV many years ago. Take advantage of BrainAwareness Week to preach the benefits of taking care of this pricelessresource each of us carries inside our skull!

Suggested Schedule of Activities

Ifyou have just ONE DAY to devote to this subject,it should probably be the basic Brain Anatomy Lesson (Topic A).

For TWO DAYS, a good sequence would be the BrainAnatomy Lesson plus either: Protecting the Brain, Nervous System, orNeurons (depending on your curricular goals and the age level of yourstudents). Younger students would likely do better with the Protectingthe Brain Lesson, while high school students should be able to handle themore abstract concepts of neuron anatomy and physiology.

A nice THREE DAY sequence would be:

1. Brain Anatomy Lesson, Nervous System and Neurons OR
2. Brain Anatomy, Nervous System and Meet a Neuroscientist if you canrecruit a neuroscientist. It would be good for students to have somebasic background about the area of research of the scientist.

1. Brain Anatomy, Nervous System, Neuron and Neuroscientist or
2. Brain Anatomy, Protecting the Brain, Nervous System and Neuron

Best of all would be to devote the ENTIRE WEEK tothis important subject and do the following: Brain Anatomy, Protectingthe Brain, Nervous System, Neuron and Neuroscientist or Optional Topics ifno neuroscientist can be found.

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