A Day in the Life of the Brain (Brain Works) by Ana Maria Rodriguez

By Ana Maria Rodriguez

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Extra resources for A Day in the Life of the Brain (Brain Works)

Sample text

Now that the students had finished working the clay, Mr. Velásquez asked them to draw a picture of their plate on a white piece of paper. Next, he asked the class to draw a design within the outline of the plate and color it. This would allow them to try a few different designs and color combinations on paper before deciding which design they would draw on the finished plate. Mark traced a few oval shapes on his paper that represented the plate, and drew different designs within each shape. In one oval shape, he drew a combination of different geometric figures—circles, triangles, squares, and polygons.

If you could see inside Mark’s brain, you would see that he uses different areas of his brain to do exact calculations and estimations. Mark uses left frontal cortex areas when he calculates exact results. 1). Scientists do not know exactly why the brain approaches math this way, but they think that it may have to do with the “tools” the brain needs to do exact calculations versus estimations. The left frontal cortex, which Mark uses to do exact calculations, is the same brain area Mark uses to speak.

Jordan, the PE teacher, announced that the class would practice basketball skills and later play a short game. They began by stretching their arms, legs, and back. Mark felt that stretching helped his muscles relax and relieved some of the tension he felt after the performance. Next, Mr. Jordan asked the students to jog four times around the basketball court. After jogging, Mark felt his heart racing and sweat sprinkled his forehead. This reaction, however, although it looks just like a “fight or flight” response, occurs for different reasons.

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