Effective Practices in Teaching and Learning II

The Brain and Learning: BTT Unit Plan

Name: Katie Cone

BTT Unit Plan Rationale: The BTT unit plan provides an opportunity to design classroom experiences for my students to
assist them in developing the skills necessary to be successful in the 21st century (Hardiman, 2012). Ken Robinson
(2006) discusses the need rethink the fundamental principles on which we are educating our children. In Do Schools Kill
Creativity, Robinson outlines that, education system has mined our minds in the way that we strip-mine the earth: for a
particular commodity. And for the future, it wont serve us (Robinson, 2006). I feel one way to better serve our students
is to create classroom based units of study that encourage creativity, problem-solving, and reflection. The BTT model is
one such method that can be used to interweave creativity and content to engage in meaningful, active, real-world
problem-solving tasks (Hardiman, 2012, p.120). Utilizing strategies from course readings and media surrounding Brain
Target Teaching I was able to develop a unit plan for my 7 th grade students, that integrates art and content to
demonstrate mastery of evolution standards.

Unit Plan Overview

7th Grade Life Science: Theory of Evolution

UNIT TOPIC AND LENGTH:

Unit Topic: Charles Darwins Theory of evolution and species adaptations (CCPS Pacing Guide, 2016).
Dates (Allocated Time): 10 days (9 days + Field Trip to Rookery Bay Reserve) 3/20/17 through 3/31/17

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COMMON CORE CONTENT STANDARDS: (All content standards are part of NGSSS)

SC.912.L.15.13 (Moderate)-Describe the conditions required for natural selection, including: overproduction of offspring, inherited
variation, and the struggle to survive, which result in differential reproductive success.
SC.7.L.15.2 (High)-Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and
environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 (High)-Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing
environment may contribute to the extinction of that species.

LEARNING GOALS: (All learning goals are from the CCPS 2016-2017 Pacing Guide)
Based on known details, students will be able to:(Analysis and/or Knowledge Utilization)
Research and Describe an example of how a species was not able to adapt to natural conditions and became extinct as a result.
Predict the future of a species based on a current global issue. (E.g. Rising sea levels, rising temperatures)
Design a new species well suited for survival in the Everglades. Present possible adaptations based on environment, competition,
and resources (CCPS, 2016).
Based on known details, students will be able to:
Apply the principles of the scientific theory of evolution to species in Florida (CCPS, 2016).

BIGIDEAS/ENDURING UNDERSTANDINGS: ESSENTIAL QUESTIONS:

Theory of Evolution What is Darwins Theory of evolution?
Natural selection How did Darwins research in the Galapagos contribute to the Theory of
Evolution?
Genetic Diversity
How does genetics variety contribute to evolution?
Adaptations
What is natural selection?
Invasive species

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 Fossil record evidence How does natural selection connect to evolution?
Classifying organisms What is one example of an organism adaptation? How does the inability
to adapt connect to extinction?
Dichotomous keys
What makes a species invasive? What is one example of an invasive
species in the Everglades?
How do scientists use fossil records to provide evidence for evolution?
How do scientists classify organism?
How would you use a dichotomous key to classify shark species in South
Florida?
Note: Each activity below was selected or designed based on Hardimans (2012) Brain Targets 4,5,&6

Day 1: Day 2: Day 3: Day 4: Day 5:

Objective: Scientists will
be able to outline
important evolution
concepts, by creating a
concept map.
Supporting Daily Activities:
1. Start-up: Journal
activity (page
Keely probe)
2. Students complete
animal fur voyage
Objective: Scientists will be
able to compare and
contrast Gulf shrimp and
Key West shrimp
adaptations. Scientists will
be able to demonstrate an
animal adaptation by
completing the shrimp
chromophore lab.
Supporting Daily Activities:
1. Start-up: Journal
activity
Objective: Scientists will be
able to provide evidence for
the Theory of Evolution by
completing Darwind Finches
lab.
Supporting Daily Activities:
1. Start-up: Journal
activity (page Keely
probe)
2. Students complete
bivalve voyage
3. Quizlet Live
Objective: Scientists will be
able to demonstrate how
camouflage is a type of
adaptation, and explain
how adaptations show
natural selection during the
peppered moth lab.
Supporting Daily Activities:
1. Start-up: Journal
activity
2. Students complete
insect voyage.
Objective: Scientists will be
able to compare and
contrast adaptations in
saltwater vs. freshwater fish.
Scientists will be able to
analyze the peppered moth
lab by correctly graphing
results.
Supporting Daily Activities:
1. Start-up: Journal
activity (page Keely
probe)

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 3. Vocabulary intro 2. Students complete 3. Quizlet Live: round 2. Students complete
activity. shrimp voyage 4. Bird Beak Lab 2 fish voyage.
activity.
4. Concept map 5. Graph finch lab data 4. Peppered Moth lab 3. Compare and
3. Vocabulary using pre-taped contrast adaptations
5. Exit: Parking Lot matching game squares on class 5. Exit: Hot seat in saltwater vs
floor and carpet questions freshwater using
HW: Compare and squares hula-hoops as Venn
contrast two of Darwins 4. Shrimp physiology diagram. Similarities
finches. quick lab. 6. Exit- Parking lot and differences are
written on dry erase
5. Exit: Parking Lot H.W: make a 2- cards and placed in
minute paper slide diagram.
H.W: make a 2 video on natural
minute paper slide selection 4. Graph peppered
video on shrimp moth data using pre-
adaptations and taped squares on
upload to Edmodo class floor and
carpet squares.

5. Conclusion for
peppered month lab.
Create a paper slide
video or poster will
conclusion from lab
illustrated. - intro to
animal design
project.

6. Exit- Parking lot/add

pictures to concept
map.

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 Day 6: Day 7: Day 8: Day 9: Day 10:
Objective: Objective: Scientists will be Objective: Scientists will be Objective: Scientists will be Objective: Scientists will be
Scientists will be able to to design a new able to apply concepts of able to to design a new able to present the organism
able to design a species well suited for adaptations, taxonomic keys, species well suited for they constructed utilizing the
new species well survival in the Everglades. and classifying organisms to survival in the Everglades. project method of their
suited for survival Present possible adaptations the oyster, crab, and plankton Present possible choice.
in the Everglades. based on environment, lab stations. adaptations based on Scientists will earn an 80%
Present possible competition, and resources. environment, competition, on the rubric for organism
adaptations based and resources.. presentation.
on environment, Supporting Daily Activities:
competition, and Supporting Daily Activities: Supporting Daily Activities:
resources.. 1. Field-Trip to Rookery Supporting Daily Activities:
1. Start-up: Journal Bay Reserve. 1. Design an
activity (page Keely Students will take on 1. Design an organism project
probe) the role of naturalist organism work presentations (if
Supporting Daily Activities: and work with crabs time: Have laptops movie, game, or
2. Vocabulary quiz (natural selection available for digital skit).
1. Start-up: Journal (100% on matching lab), oysters, and design or
activity game in Quizlet) plankton to complete organisms.
three labs connected
2. Vocabulary 3. Design an organism to ecosystems. 2. Peer review using
Kahoot (round 2) work time: Have rubric for each
laptops available for others organism
3. Video clip on top digital design of design.
20 coolest animal organisms.
adaptations. Use
for inspiration in 4. Exit- Reflective
project. journaling

4. Intro to animal
adaptation project.

Hardiman articulates that educating the citizens of tomorrow will require the redesign of school policies and practices so
that students do not merely acquire information, but also are provided opportunities to apply what they have learned in novel ways
(p.4). In the upcoming sections, I will outline each instructional choice as it relates to the six Brain Targets (Hardiman, 2012).

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 Target 1
#1 Establishing the Emotional Climate for Learning
#2 Creating the Physical Learning Environment
#3 Designing the Learning Experience
#4 Teaching for Mastery of Content, Skills, and Concepts
#5 Teaching for the Extension and Application of Knowledge #6 Evaluating Learning

BT #1 ACTIVITIES

In Brain Target #1 Hardiman suggests that teachers set up an emotional climate for learning Each heading below outlines a method or
contributing factor to establishing that climate during this unit (Hardiman, 2012).

Hardiman (2012) outlines that teacher should find a balance between the need for a climate that demonstrates predictable routines
(Location: 1541). I had established routines for bellwork, turning in-work, and participating in group settings. However, this session pushed
me to think of more ways I can increase predictability (Hardiman, 2012).

Predictability: Each class begins with reflective journaling about a probing question based on the previous days lesson (Hardiman, 2010).
On the first day of the lesson students will answer a Page Keeley titled Is it Fitter. This provide will provide me with insight on what prior
knowledge my students have surrounding natural selection. Students are encouraged to share answers with the class, and receive Class
Dojo points for providing input. The same established procedures for distributing materials, organization of work/materials, and general
housekeeping will be followed.

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Studies conducted found that students who engage in learning activities in which they feel they are having fun are important for motivation
and fostering personal connections with the content (Hardiman, 2012). The voyages outlined below are examples of activities where
students can go a naturalist voyage and create their own connections between organisms and their adaptations (Hardiman, 2012).

Personal connection between content and student: Following the journal time, students go on an exploration voyage every day for the
first 7 days. Students will read short excerpts about various animals in differing environments. Students will view the adaptations of these
organisms and hypothesize why these traits were naturally selected. I have listed example voyage activities below:

Day 1: Rabbit fur adaptations voyage- students will have various types of rabbit fur from my fly tying kit on the table. Students will read
about the habitats of these rabbits and make hypotheses in their explorer journal about fur thickness and color.
Day 2: Shrimp adaptations voyage- students will have small touch tanks on their desks with a Key West Pink Shrimp in one tank and a Gulf
Shrimp in the other tank. The local bait shop carries a wide variety of live shrimp species to be used in this activity. Students will read about
the environment from which these shrimps are harvested and make hypotheses in their explorer journal about differing colors and other
adaptations.
Day 3: Bivalve adaptations voyage- Students will have various shells from the local beach on their table. They will read about and identify
the various shells. Students will read about ocean habitats and make hypotheses in their explorer journal about color and shape.
Day 4: Insect adaptations voyage- Students will have various preserved insects on their desks. They will read about their habitats and
identify adaptations and formulate hypotheses in their explorer journals about color/color patterns and structure.
Day 5: Fish adaptations voyage- (images of freshwater vs. saltwater fish species) Students will evaluate various colored images of fish
species here in the Gulf Of Mexico vs. River/Lake Okeechobee fish species. Students will formulate hypotheses in their explorer journals
about coloration, size, structure, and shape.
Day 6: Bird Feather adaptations voyage- Students will have preserved feathers on their desks from local bird species. Students will
formulate hypotheses in their explorer journals about structure, color, and texture.
Day 7: Saltwater plankton adaptations voyage- Students will use microscopes at their lab stations and view water samples taken that
morning from the beach. Students will use the identification guide to determine plankton species and formulate hypotheses about structure
and possible coloration of the plankton.
Day 8: Field Trip to Rookery Bay Reserve- Crab adaptations lab will be the voyage for the day. Students rotate through stations with
different types of crabs. They will use a dichotomous key to determine the species of the crab. In their explorer journals, they will draw a
picture of the crab and determine adaptations based on the background information provided at each station. There are 4 types of crab
species, three species the students can handle and one (blue crab) which will only be based on visual observation.
Day 9: Formative assessment project- no voyage
Day 10: Formative assessment project-no voyage

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Dr. Hardiman discusses the importance of positive relationships and learning. Hardiman outlines that educators must be aware of their
powerful role in establishing and maintain a positive and productive environment in the school and classroom (Location:1163). Educator
Stacey Goodman expands on this idea, stating teaching through relationships is the complex social environment in which students and
teachers converse, share experiences, and participate in activities that, together, make for engaged learning (Goodman, 2015).Below I
discuss how I will foster personal connections with my students, by sharing a story about an interaction with a Dobson fly larvae .

Personal Connection between teacher and student: At the start of the unit I will share my fly box with my students. I will show and pass
around the various flies I have tied for fishing (many of my students fish as well). I will talk about how matching the insect hatch is important
to the success of fishing. I will have students formulate a hypothesis in their explorer journal which boxes of flies I tied would be used for
freshwater fishing and which would be used for saltwater fishing (in places such as key west, Naples, and the Bahamas). I will share with
my students the fly I loathe the most (Dobson Fly Larvae-a image will be projected on the board). I will discuss the adaptations of this insect
(many legs, segmented body, and ability to grasp whatever hard surface it is in contact with). I will share my personal story of how I hooked
a bass with a live larva, that proceeded to spit the larvae, projecting it into the air and onto my face. Sending me into a tizzy as I threw my fly
rod into the river to bat the clinging larvae off my cheek.

https://www.whatsthatbug.com/category/dobsonflies-and-fishflies/hellgrammite/

Wentzel & Wigfield (1998) studies demonstrate that offering students content based choices is associated with increased levels of
motivation and achievement (Hardiman, 2010, location: 1324). Below I utilize one of Dr. Hardimans strategies to provide a choice in
methods for the final design and presentation during the culminating project (Location: 1325).

Control and choice: Students design their own organism for a Florida ecosystem, and determine adaptations of that organism. Students
choose to represent the organism through an illustration or computer designed organism using design software such as Paint and Microsoft
(met with technology teacher- and she is working on these two programs with all 7th grade students currently). Students also choose to do

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their presentation on their organisms adaptations and niche in a written/pictorial format, through a paper slide video format, adaptation
designed game, or in a class skit.

Brain-target supports that celebrations for academic success, special events, or reaching academic goals often go a long way in giving
children a sense of belonging and building group cohesiveness (Hardiman, 2012, location: 1202). Below I expanded on my class routines
of celebrating success to include using the Class Dojo story feature and our class Twitter page.

Celebration: Student work and projects and projects are displayed around classroom. Daily photos of students engaging learning activities
and performance tasks are uploaded to Class Dojo story and class Twitter page which many of the parents follow. At the end of the week I
will draft a newsletter to send home with pictures as well, to access and celebrate with families who may not have technology.

Target 2
#1 Establishing the Emotional Climate for Learning
#2 Creating the Physical Learning Environment
#3 Designing the Learning Experience
#4 Teaching for Mastery of Content, Skills, and Concepts
#5 Teaching for the Extension and Application of Knowledge #6 Evaluating Learning

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BT #2 ACTIVITIES

In Brain-target 2 Hardiman presents finding that novelty correlates with increased levels of engagement (Location: 881).
Neuroscientists, Dr. Bernstein presented research that supports this concept. Stating, the novelty fitted model had direct
influence on the learning process (Bernstein, 2013). While these studies are conducted in a lab they demonstrate the
connection between novelty in ones environment and the level of engagement.

Novelty: I will continually change work around the classroom. I will have a Nobel Prize bulletin board that I will update daily with pictures of
students who are demonstrating exemplary work in lab and performance based activities (these pictures will be of the groups in lab and
carrying out daily investigations/voyages. I will have a map bulletin board, and at the end of the class the time keeper (the least fancy job)
from each pod of tables will get to put push pins in the locations we visited in class that day through lab, voyages, media, or outdoor
experiences. Each day students will go on a new voyage after their initial journaling activity. Students will complete a series of lab activities
that change daily.

Day 1: Darwins finches lab- Structural adaptations of birds (lab conducted outside in natural environment). Concepts of natural selection
are introduced in this lab.
Day 2: Shrimp chromatophore lab- Physiological adaptation of shrimp
Day 3: Peppered moth lab- Behavioral adaptation of moths (lab conducted outside in natural environment)

Studies conducted by Hardiman as well Giles (1990) suggest that sounds in the environment can be soothing for students. Hardiman
includes examples of types of sounds to play in the classroom (Hardiman, 2012, location 1616). From this list of examples, I made the
decision to play ocean sounds and an old wooden ship on the ocean to help foster connections between evolution and Darwins voyage
around the Galapagos (Hardiman, 2012).

Background sound: At the start of every class I will play the sounds of a ship on an ocean. This simulate Darwin and his voyage around
the Galapagos.
Link to sounds of an old wooden ship on the ocean:
http://viewpure.com/629wsUP-64c?start=0&end=0

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In order to build upon the classroom environment, I selected strategies to increase levels of learning and engagement through visual
stimulation and room arrangement (Hardiman, 2010). Visual stimulation plays an important role in BTT 2 as a way for teachers to take
advantage of the brains natural propensity to seek novelty, by providing visually stimulating environments that support learning objects
(Hardiman, 2012, location: 1774). I selected Hardimans strategy of turning the classroom and the project into a visual art gallery. Another
strategy I implemented was to arrange the students in a manner that fostered cooperation and positive experiences (Hardiman, 2010).

Visual stimulation: I will hang pictures around the room of all the organisms the students have studied during the unit. Explorer journals will
have paper bag covers that have been made to look crinkled and aged. PTO parent from student in my class has already volunteered to
glue crinkled paper to front of blue books used during the unit. Blue lab books for field trip are designed to look like a real scientists
notebook used in field research at Rookery Bay Reserve.

Room arrangement: Students will be grouped in lab pods that consist of 4 students. The students will all have jobs. Time Keeper, Materials
Manager, Data Manager, and Research facilitator (does not do all of the lab-facilitates the overall lab).

Target 3
#1 Establishing the Emotional Climate for Learning
#2 Creating the Physical Learning Environment
#3 Designing the Learning Experience
#4 Teaching for Mastery of Content, Skills, and Concepts
#5 Teaching for the Extension and Application of Knowledge #6 Evaluating Learning

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 BT #3 ACTIVITIES

Content Standards: Overall, students will explain ways in which genetic variation and environmental factors contribute to evolution
by natural selection and diversity of organisms. Students will be work to identify adaptations and evaluate how a species must change
and adapt to conditions of its environment, to survive.

Specific Content Standards-

SC.7.L.15.2 (High)-Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and
environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.912.L.15.13 (Moderate)-Describe the conditions required for natural selection, including: overproduction of offspring, inherited
variation, and the struggle to survive, which result in differential reproductive success.
SC.7.L.15.3 (High)-Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing
environment may contribute to the extinction of that species.

At the start of the unit it is crucial to assess prior knowledge, to meet the needs of my students and increase levels of engagement.
Hardiman (2012) discusses how BTT 3 is informed by the notion that we use prior knowledge to categorize stimuli and combine this
prior knowledge with new knowledge to create patterns of thinking and learning (Location: 888). Below are the instructional strategies
I selected to assess what prior knowledge my students have.

Assessment of Prior knowledge: Students will complete 3 Page Keeley probes to determine levels of prior knowledge. I will also
assess prior knowledge when students share out reflection journal entries, and by reading all entries every two days.

To encompass BTT 3 in my unit plan, I incorporated a starting activity where I facilitated students in creating a concept map, that
linked all the ideas and vocabulary surrounding evolution. Hardiman (2012) discusses the importance of concept mapping and student
achievement and understanding. Dr. Hardiman advocates that by providing students with a big picture, we promote understanding of
the connections between prior knowledge and new learning and also demonstrate the relationships among learning goals (location:

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 1819) Taking the correlation between concept mapping and a greater understanding of big picture ideas I incorporated a big picture
idea into my unit plan, as seen below.

Big Picture Activity:

Students will be asked to think of ways that humans have adapted to living on earth. And turn and talk with partners about their ideas.
Students with my guidance will complete a concept which can be found in the link below. The students will keep a copy of this in their
binders I will utilize my side whiteboard and use bright colored expo markers to complete a giant copy of the concept map that will
remain on the board for the entire unit. Pictures from class activities will be added to the map to visual depict concepts. I will print the
pictures out in color and use magnet tape to fix them to the concept map. All students draw a picture for each part of the map that
represents an activity or part of class that connects to the concept.

Evolution.Concept.Ma
p.docx

Target 4
#1 Establishing the Emotional Climate for Learning
#2 Creating the Physical Learning Environment
#3 Designing the Learning Experience
#4 Teaching for Mastery of Content, Skills, and Concepts
#5 Teaching for the Extension and Application of Knowledge #6 Evaluating Learning

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 BT #4 OBJECTIVES AND ACTIVITIES
BTT Four focuses on the connection between learning and memory. One of the biggest take-aways for me from this target was the use of arts-
integration as a pedogeological method for reinforcing learning goals (Hardiman, 2012, location: 2224). Based on this factor, I tried to find ways to
replace the drill and fill pieces with arts based activities to enhance the learning experience (Hardiman, 2012). Buchanan (2007) echoes concepts
of tying emotional experience and learning. Buchanan suggests that long-term memories are influenced by the emotion during learning as well as
the emotions experienced during memory retrieval (Buchanan, 2007). Keeping these connections in mind I worked to integrate activities that would
create positive emotions for my students.
To see specific objectives and the daily activities planned to help students meet each objective, please refer to the unit plan overview on pages 1-4.
Below is a list of some of those objectives and highlighted activities.
1. OBJECTIVE: Students will Explain ways in which genetic variation and environmental factors contribute to evolution by natural
selection and diversity of organisms including adaptations.
-ACTIVITIES- Students will complete daily voyages, where they investigate adaptations that help an organism survive in specific environments (see
list of voyages in BTT #1. Students will complete a Darwins Finches lab that engages students in the process of survival of the fittest. Students will
graph data using taped squares on classroom floor and use carpet squares. Students will complete a daily journal activity where they sketch and
write about organisms studied during previous classes. Students will go on a field trip to Rookery Bay Where they will observe crab adaptations.
Picture of last years students conduct research at Rookery Bay

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 2. OBJECTIVE: Students will identify and/or explain how a species inability to adapt may contribute to the extinction of that species.
(e.g. food, isolation, predator introduction).
-ACTIVITIES- Students will complete a peppered moth lab. Students will engage in a project to design their own organism suited for survival in a
Florida ecosystem. See rubric for project attached in BTT 5.

Target 5
#1 Establishing the Emotional Climate for Learning
#2 Creating the Physical Learning Environment
#3 Designing the Learning Experience
#4 Teaching for Mastery of Content, Skills, and Concepts
#5 Teaching for the Extension and Application of Knowledge #6 Evaluating Learning

LEARNING GOALS:
Students will be able to design and organism that is well suited for survival in a Florida ecosystem of their choosing.
Students will create a presentation (skit, written report, game, or video) to provide information on adaptation type, organism niche,
and justification for being the fittest organism.

BT #5 ACTIVITIES
Brain Target five is based on providing students with opportunities to interweave creativity and content, in order to engage in
meaningful, active, and real-world-problem-solving tasks (Hardiman, 2010). Below I utilized this concept to create a project based
activity for my students to complete where they design an organism that is well suited for survival in a Florida ecosystem. This projects
also provided students with the ability to select the presentation method they preferred. The learning experience below challenges my

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 students to be inventive and creative. Pink (2006) touches on the importance of BTT 5 when he discusses that skills requiring
sequential, literal, and textual modes of thinking are necessary for students but not sufficient (Hardiman, 2012, location: 880). To
provide students with opportunities to develop 21st century skills, the students must be given opportunities to be inventive and activity
creativity.
1. OBJECTIVE:

Students will be able to design and organism that is well suited for survival in a Florida ecosystem of their choosing.

Students will create a presentation (skit, written report, game, or video) to provide information on adaptation type, organism niche, and
justification for being the fittest organism.

-ACTIVITIES
Students will complete a project where they design an organism that can survive in a particular Florida ecosystem. The design can
be illustrated or completed on the computer using digital design software (utilized in the students technology classes). The design
must include the ecosystem of the organism
Students will choose to create a skit, written report, game, or video to provide information on adaptation type, organism niche, and
justification for being the fittest organism. If students select the game, they must demonstrate the animals adaptation and niche
during the game/simulation activity.

Target 6
#1 Establishing the Emotional Climate for Learning
#2 Creating the Physical Learning Environment
#3 Designing the Learning Experience
#4 Teaching for Mastery of Content, Skills, and Concepts
#5 Teaching for the Extension and Application of Knowledge
#6 Evaluating Learning

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 BT #6 ACTIVITIES

Students will peer review the other group members designs using the organism design portion of the rubric linked below. Students
will then present on the last day of the unit.
o If a video project- students will upload to Edmodo
o If a game- students will provide materials and have class play
o If a skit- students will present to class

**The students and I will evaluate the presentation and design using the rubric below

Organism.Design.Ru
bric.docx
o Rubric:

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 Works Cited:

Buchanan, T.W. (2007). Retrieval of Emotional Memories. Psychological Bulletin, 133 (5), 761-779. Retrieved from
http://doi.org/10.1037/0033-2909.133.5.761

Collier County Public Schools (2016). 7th Grade Life Science Pacing Guide. Retrieved from
http://teams.collierschools.com/sites/ci/coordinators/science/secondary/Curriculum%20Library

Goodman, S. (2015, February 25). The Importance of Teaching Through Relationships. Retrieved from
https://www.edutopia.org/blog/importance-teaching-through-relationships-stacey-goodman

Hardiman, M.M. (2010) Brain Targeted Teaching Model Overview [Video File]. Retrieved from
http://www.youtube.com/watch?v=1sf5TwsAhHu

Hardiman, M.M. (2012). The Brain-Targeted Teaching Model for 21st Century Schools. Thousand Oaks, CA-Corwin.

Robinson, K. (2006, February). Do Schools Kill Creativity? [Video File]. Retrieved from
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.

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