Neuroscience

Approved by the NCAA
Girls-Only & ​All-Gender Course; Prerequisite - Completion of one year of high school laboratory science or permission from the administration; Full-year course
COURSE DESCRIPTION
In this project-based course, students learn the structure of the brain and how the brain senses, thinks, behaves, and creates memories for learning and language.  They explore brain diseases, disorders, imaging techniques and treatments, as well as how the environment impacts the brain. Armed with this solid foundation in neuroscience, students spend the second semester learning to think like doctors. Students engage in group and individual research projects and seminar-style problem solving which will help to develop the ability to find answers to questions that may not be addressed specifically in the course.  They review actual cases in the neuroscience field and follow the doctrine of ethical analysis with patients.  Students are guided through a self-designed, long-term research project.  This course is designed for students who are considering college majors in a medical or health related field; by the end of it, students will have a basic knowledge of Neuroscience.  
WHAT STUDENTS SAY

"I think that it is so incredible how much our brain can change over time, and how you can always make improvements on your life. When I learn in this class, I don't feel like I am just checking off a box. Every time I read something I am left with questions, and a desire to learn and explore more. I always want to try my own experiments, to better understand how things work!"

WHAT STUDENTS DO
Learning is an active process at One Schoolhouse. Students design, create and apply. And, they engage with classmates and connect with their teachers through discussions, video conferences, and projects. Specifically, in this class students will:
  • Set goals that drive their learning. Students reflect regularly on their growth, and meet on video chat with their online teacher to review progress towards their goals.
  • Have choice in how they learn new content and practice new skills. Students are given agency to determine the best ways for them to learn.
  • Apply what they are learning to the real world. Learning is meaningful and connects to concepts outside the classroom.
  • Practice constructive engagement in a diverse and changing world. Students interact with classmates from across the country and around the world.
  • Gain academic maturity. Online learning takes greater discipline and independence than a traditional face-to-face classroom. Teachers support students to build this skill.
MEET A TEACHER FOR THIS COURSE
SIGNATURE ACTIVITIES
Examples of signature activities and projects for this course are:
  • Once students have grasped basic brain anatomy and proper function, they are asked to cure a Zombie by creating an anti-Zombie drug. We know that Zombies have specific characteristics like excessive hunger, a staggered walk and aggression. Students, as a group, will utilize the knowledge they have gained about the brain and its chemistry to reverse the Zombie characteristics.
  • Students analyze case studies to diagnose and classify traumatic brain injuries and spinal cord injuries.
  • Students will design a “Mind Blowing Invention” that includes anything to manipulate, enhance, restructure, or heal the brain using neuroscience facts as a basis for their creation. This assignment can be science fiction or a realistic goal to study/design in the future. Students will describe the implication of advances in Neuroscience and discuss the ethical issues concerning their invention. 
Candese Langlois
Science Teacher
BS Richard Stockton College of New Jersey