Exploration

• Elementary 2nd – 5th •

IT ALL ADDS UP
MindWorks Resources strives to provide exciting, engaging, and fun lessons and
materials that promote critical thinking, problem-solving, and reasoning skills in
support of the school day. Special care is taken to ensure materials are age
and skill appropriate. MindWorks Resources provides these materials for
differing demographics internationally, and thus asks you, as an individual
program, to review lessons and materials prior to conducting activities for
appropriateness for your particular environment. Often, lessons will indicate use
of specific book pages or game pieces; this is generally to allow access to
compelling materials in a controlled way. All materials should be used with
direct adult supervision. Program instructors may modify lessons and materials
as needed to conform to individual program standards.

© 2017 MindWorks Resources Incorporated

All rights reserved. The activities and illustrations within this manual may be
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This work may not be reproduced or copied in its entirety in any form or by any
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www.MindWorksResources.com

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 MindWorks Curriculum Components
Included in each Teacher’s Guide:

Overview – This section provides a brief description of what students

experience in the subject over the course of the week. Read this to gain an
understanding of the scope of activities for the week.

Project Based Learning Voice and Choice – Project Based Learning (PBL)
activities in the Voice and Choice section are designed for programs utilizing the
optional MindWorks PBL component. Review the driving question included in the
beginning of the Teacher’s Guide at the beginning of each week to support the PBL
daily voice and choice.

Objectives – The activities and topics in each subject are matched to national
standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial
literacy. On occasion, state standards will be listed as well. Reference these standards
as necessary in grant applications, conversations with school district employees, state
education representatives, etc. Objective numbers are not referenced due to the
many duplications across state and national standards.

Career Connections – This component helps instructors guide students in

drawing parallels from the lessons to various related careers. This helps students to link
their career options with their unique skills, encouraging optimal success in families,
careers, and communities. Remind students what they learn now allows them to
discover their individual strengths and interests, to consider and outline career goals,
and to focus their thought processes to achieve desired lifestyles.

Materials List – Divided between materials provided by MindWorks and

materials the instructor should gather, the comprehensive list at the beginning of each
set of lessons includes everything needed for the week. Check the availability of the
listed items on the master list, and gather the materials listed in preparation for a
successful week.

Pre- and Post-Test Questions and Answers – Each subject includes both a pre-
and post-test for students, as well as answer keys for the instructor. This allows both the

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instructor and the students to assess the students’ knowledge, skills, and abilities. Copy
and give students a pre- and post- test, or administer the test as a large group. Modify
the version of the test, if appropriate for your group. Collect data to show
improvements between before and after learning and to measure lesson
effectiveness.

Core Vocabulary – Each subject includes a list of core vocabulary taught in

the lessons, as well as related extension vocabulary. Review this list prior to the unit and
each day’s lessons as necessary to become familiar with words and concepts.

Websites – Near the back of each book, instructors will find a handy list of
websites that are referenced in daily lessons. These websites provide examples to
show during the lessons, pictures that reinforce key lesson concepts, videos that relate
to the topics, and interactive sites for extension activities. Share this list with the
technology department and request assistance to ensure firewalls do not block
access. Preview sites for their appropriateness for your student audience.

Included in each day’s lesson:

Materials List – A materials list for each individual lesson helps the instructor
know what materials he or she should gather in order to complete that particular
lesson successfully.

Preparation – This section provides the instructor with a list of items that need to
be prepared prior to beginning the lesson. Prepare for a successful lesson by
completing the tasks listed in this section.

Entry Event – Each lesson begins with a hands-on or mind-engaging

experience. This component’s purpose is to hook students in the learning process. It
may involve using an object, event, or question to engage students in the topic for the
day, which then seamlessly transitions students into the discussion and activity.

Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

discussions ensure key learning opportunities. The purpose of the pre-activity discussion
is two-fold: first, it transitions students from the entry event to the content of the lesson
and activity; and secondly, it reviews the concepts taught in previous lessons so

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students are consistently receiving review and preparation for the post-test at the end
of each set of lessons.

The post-activity discussion provides a time for students to process, summarize, and
review that day’s lesson and activity. This allows students not only to explain their
understanding of the day’s concepts and processes, but to solidify the concepts
covered in the lesson.

Read these discussions before beginning lessons. Determine if you, as an instructor,

need to read the script as written or read the underlined summary sentences and lead
the content of the discussion to support these.

Activity – This component provides step-by-step instructions to engage

students in a learning experience. Practical as well as fun, the activity component
allows for various degrees of instructor guidance and support based on students’
needs, including young modifications (young mod) to support learning for non-
readers. Follow the outlined instructions to bring excitement, energy, and enjoyment
to learning as lesson concepts “come to life” for each student.

Social-Emotional Learning – Some daily lessons include a social-emotional

learning component. When applicable, this section provides suggestions for ways to
promote social and emotional development in connection with the daily activity.
Read the information to determine if it is pertinent to the students you serve, and
discuss with them as appropriate.

Reminder – Only certain lessons contain reminders. Look for reminders that are
included when preparation is necessary for an upcoming day.

Extension Activities – These supplemental activities build upon each day’s

learning to provide additional opportunities to explore lesson concepts. Allow time for
students to complete extension activities, communicate extension activities to families,
or use these activities at another program time.

Voice and Choice – The Voice and Choice suggestion in each daily lesson
provides ideas for connecting each day’s lesson to the over-arching PBL component
project. Implement these ideas to build to the culminating PBL event, described in the
optional PBL Facilitator’s Guide.

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MindWorks Curriculum Design:
MindWorks elementary curriculum includes two independent instructor guides.
While these guides are labeled as K-1st and 2nd-5th, instructors are encouraged
to select the guide which is best suited for the reading abilities of individual
groups of students.

The K-1st facilitator guide is designed for students who are considered to be
emergent readers. Emergent readers are those who are beginning to learn
sound/symbol relationships, know some letters of the alphabet, understand
that writing conveys a message, and may recognize some words or letters.
Lessons included in the K-1st facilitator guide do not require independent
reading and writing and are designed to promote early reading skills and assist
in building a strong foundation for language and literacy learning.

The 2nd-5th facilitator guide is designed for students who exhibit early fluent to
fluent reading skills. At the early fluent stage, reading is more automatic with
less time spent on decoding words and more time devoted to comprehension.
Early fluent readers are able to read a greater variety of text and read
somewhat independently. Fluent readers are able to read without decoding
words. Their energy is devoted to comprehending what they read and they
have a good grasp of comprehension strategies. They are able to read
accurately and independently. Lessons included in the 2nd-5th facilitators guide
require independent reading and writing skills and are designed to further
encourage the development of reading fluency. For those students who are in
the early fluent stage of reading development, modifications have been
included in the 2nd-5th guide to facilitate the development of early fluent
readers.

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 Overview
This week in Exploration, students explore each part of the amazing brain and
its function—through engaging discussions, physical challenges, and hands-on
activities. Each learning opportunity presented in these lessons highlights the
interdependence between the brain and the body, showing how the sum of
all their parts add up to create a working body running solely on brain power!
Students had better put on their thinking caps and get ready to have a mind-
blowing good time!

Project Based Learning

Project Based Learning (PBL) Voice and Choice activities included in the daily
lessons are for programs utilizing the optional MindWorks Project Based
Learning component. Campuses utilizing MindWorks PBL Component begin the
week by discussing with students the driving question for the unit.

Driving Question for It All Adds Up: How can we prove that math is in
EVERYTHING?

Social-Emotional Learning
These Exploration lessons provides opportunity for students to build social-
emotional skills by engaging cooperatively in problem-solving scenarios, by
actively listening and participating in group discussions, and by engaging in
team games that explore various emotions. Students have the opportunity to
strengthen emotional intelligence and the classroom community by
connecting with others through opportunities presented in It All Adds Up!

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 Objectives
 Record and organize data, using pictures, numbers, and words
 Compare results of investigations with what students and scientists know
about the world
 Know that information and critical thinking, scientific problem solving, and
the contributions of scientists are all used in making decisions
 Communicate valid oral and written results supported by data
 Ask well-defined questions, formulate testable hypotheses, and select and
use appropriate equipment and technology
 Collect information by detailed observations and accurate measuring
 Demonstrate that repeated investigations may increase the reliability of
results

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 Career Connections
 Cognitive neuroscientist – a scientist who studies the link between
cognitive functions and the brain
 Genetic counselor – a scientist who studies inherited conditions such as
birth defects and genetic brain disorders
 Natural sciences manager – a supervisor who oversees research and
development activities, especially in relation to the brain
 Neurologist – a doctor who provides care for patients in relation to the
structure, function, and diseases of the nervous system
 Neurosurgeon – a doctor who performs surgery on the nervous system,
especially the brain
 Psychologist – a person who studies the mind and behavior
 Scientist – a person who studies one or more areas of natural or physical
sciences or who has expert knowledge in one of these areas
 Science writer – a author who writes about advancements in scientific
fields in terms that people not involved in science professionally can
understand
 Speech language pathologist – a professional who works with others to
diagnose and treat speech and language disorders
 Therapist – a person who helps strengthen or stabilize the mind or body

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 Materials List
Provided by MindWorks
 Brain model by Learning  Emoji balls
Resources  Emotion masks
 5 Second Rule Jr., game  Chenille stems
 Masking tape  Sentence strips
 Dance Charades game  Index cards
 Q-bitz Jr. game  Brain Games for Kids

Not Provided by MindWorks

 CD player  Tarp or cloth (optional)
 Bowls or cups  Table (optional)
 Markers  Timer (optional)
 Pencils  Objects from around the
room, such as a book, eraser,
 Scissors
glue bottle or glue stick,
 Masking tape markers, etc.

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 Pre- and Post-Test Answer Key
Give each student a pencil and a copy of the Pre-Test located on page 48, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Collect finished tests.
1. What is the biggest part of the brain?

A. the cerebrum B. the right hemisphere C. the amygdala

2. What part of the brain is responsible for movement?

A. the frontal lobe B. the cerebellum C. the left hemisphere

3. What part of the brain is responsible for memory?

A. the hippocampus B. the hippopotamus C. I do not remember

4. What part of the brain is responsible for feelings?

A. the parietal lobe B. the spinal cord C. the amygdala

5. The brain is divided into . . .

A. left and right B. front and back C. top and bottom

hemispheres portions sections

6. Your brain is mostly made up of . . .

A. cells B. water C. happy thoughts

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 Day 6: Brain Power!
2nd – 5th Grade

Materials

Provided by MindWorks Resources:

 Brain model
 Brain Games for Kids game

Not provided by MindWorks Resources:

 No other materials are needed

Included in Subject Guide:

 No other support materials are needed

Preparation
 A large, open space is needed for the Entry Event.
 Become familiar with the instructions included with the Brain Games for
Kids box in preparation for the Activity.

Entry Event
 Tell students they will play a brain challenge game.
 Divide students into pairs.
 Have pairs sit together and face the instructor.
 Demonstrate a round of the game with students prior to beginning the
Entry Event.
 Tell students to keep their eyes on the instructor and follow his instructions,
not actions. Note: The instructor reads the instructions below while
performing the opposite action.
 Provide the following instructions to students, one at a time
- Touch your right ear.

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 - Touch your nose. (Instructor touches left ear)
- Raise your eyebrows.
- Touch your chin. (Instructor touches nose)
- Shake your head “yes.”
- Touch your left ear.
- Shake your head “no.” (Instructor shakes head “yes”)
- Stick out your tongue.
- Touch both ears. (Instructor touches both eyes)
 Once the instructor has demonstrated a round of the game, pairs play
rounds of the game on their own for the remaining time.
 Have pairs stand and look at each other. One student calls out instructions
while performing the opposite action. The other student performs what he
hears, not what he sees. After 3 – 5 instructions, students switch roles.
 Allow time for students to play the brain challenge game.

Pre-Activity Discussion
 During the Entry Event, you played a game in which you exercised your
brain by following the instructor’s verbal directions, rather than physical
actions. Was it challenging to follow the directions when you saw a
different action during the game? Why or why not?
- (Answers will vary.)
Discuss the importance of healthy brain function for daily activities.
 Have the brain model displayed as a visual aid during the discussion.
 Share the following information with students:
- It might have been challenging to follow the directions in the game
when seeing a different action, especially if you were distracted by
something such as feeling tired or hungry. The brain is the most
important organ in the body. A healthy brain can perform all kinds of
activities, but it needs certain things such as exercise and proper
nutrition to fully function. Making healthy choices helps improve the
way your brain performs.
 What healthy choices might help the brain perform its best?
- (Answers will vary.)

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 Discuss what the brain needs to stay healthy.
 The brain is constantly working night and day, even when you are asleep.
Getting enough sleep helps your brain organize new information, solve
problems, and have energy for the next day. How much sleep might you
guess an elementary student needs for his brain to work well during the
day?
- (Answers will vary.)
 Elementary students need about 10 hours of sleep each night and
approximately 1 – 2 hours of exercise each day to keep their brains healthy
and working well. The brain also needs an important liquid to work well.
What liquid should people drink to keep their brain healthy?
- (Answers will vary.)
 People should drink water. A person’s brain is made of 75% water, and
drinking plenty of it is one of the best choices you can make for a healthy
brain. Without water, it is difficult to do things like solve math problems or
remember new information. When you have a choice, what do you
choose to drink?
- (Answers will vary.)
Discuss how healthy habits add up to a fully functioning brain.
 Choosing healthy habits each day, such as eating the right foods, getting
enough sleep and exercise, and drinking water, all add up to increased
brain power. What healthy choices do you make that give your brain
power?
- (Answers will vary.)

Activity
 Tell students they will play a game called Brain Games for Kids.
 The instructor stands at the front of the room with the game board,
challenge cards, and the game pawns. Note: Shuffle the challenge cards
prior to game play.
 Divide students into four teams.
 Have each team sit in a circle.
 Assign each team a colored game pawn, and place the pawns on the
start space of the game board.

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  Provide students with the following instructions:
- The instructor begins the game by randomly choosing four challenge
cards with varying difficulty levels. Note: Tell students that while cards
that show a higher number are harder challenges, they could allow
their team to move more spaces on the board. For example, a level 4
card is the most difficult, but teams winning this challenge move four
spaces on the board.
- Each team chooses one of the challenge cards and decides to “play”
or “pass” the card. Note: Students see only the difficulty level, not the
challenge, before they choose the challenge card. Rotate the order
in which teams choose cards so each team gets a chance to choose
its card first.
- If the team plays the card, the instructor reads the card aloud to the
team, holding up the card so students can see the picture. Note: The
instructor may need to stand near the team when reading or have a
student volunteer on an opposing team assist with this step.
- If the team passes the card, the instructor discards the challenge card
and chooses a new card for the team. After passing a challenge card,
teams must play the next card chosen by the instructor.
- Teams must work together to answer the challenge card question. If a
team answers correctly, the instructor moves the team’s game pawn
the appropriate number of spaces. Note: Teams whose game pawn
lands on a “special” space must follow the “special space rules” listed
in the instructions included with the game box, on their next turn.
- If the team answers incorrectly, the instructor does not move the game
pawn.
- Teams continue to take turns repeating the process above.
- The first team to reach the “finish” line is declared the winner.
 Allow time for students to play the game.

Post-Activity Discussion
Review that the cerebrum is the biggest part of the brain.
 During the Activity, you used many parts of your brain to play the game.
What is the biggest part of the brain?
- (The biggest part of the brain is the cerebrum.)

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 Review that the brain is divided into the left and right hemispheres. Review
the parts of the brain responsible for memory and feelings.
 The biggest part of the brain is the cerebrum. It covers the two sides of the
brain, or the left and right hemispheres, and communicates with many of
its parts such as the hippocampus. The hippocampus is responsible for
memory and storing information, like how to play a game. If you
remember how to play a game a year from now, was the information
stored in your short-term or long-term memory?
- (The information was stored in your long-term memory.)
 Information stored for years becomes part of your long-term memory. The
hippocampus and the amygdala, the part of the brain responsible for
feelings or emotions, often work together in situations like winning a game.
How might you feel when winning a game?
- (Answers will vary but may include the following: feeling happy,
excited, surprised, etc.)
Review the cerebellum and healthy choices regarding brain performance.
 When winning a game, you might feel happy, excited, or surprised. Some
games require a strategy to win while others require you to move your
body. The cerebellum is the part of the brain responsible for movement.
What types of games require you to move your body?
- (Answers will vary but might include the following: sports, relay races,
etc.)
 Sports and relay races require you to move your body and think quickly.
For your brain to think quickly, you need to make healthy choices. What
are some healthy choices that are good for your brain?
- (Healthy choices include exercising, eating well, and drinking water.)
 Healthy choices include exercising, eating well, and drinking water. Your
brain is mostly made up of water, so all its parts need water to function.
When all the parts of your brain have what they need, it adds up to a
whole lot of brain power! How do you use your amazing brain each day?
- (Answers will vary.)

Extension Activities
 Play the original version of Brain Games for Kids.
 Use art materials to create posters that represent lifestyle choices that help
your brain function, such as drinking water, eating healthy foods, and

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 getting enough sleep. Ask permission to hang the posters in your school as
part of a healthy living campaign.
 Practice using the left side of your brain by playing logic games on the
following website:
- https://www.learninggamesforkids.com/logic_games.html
 Practice using the right side of your brain by creating art on the following
website:
- http://www.tate.org.uk/kids/games-quizzes/spin

PBL Voice and Choice

This suggestion is designed for programs utilizing the optional MindWorks
Project Based Learning component. Reference the driving question, included
on page 7, and read the additional PBL Facilitator’s Guide for more
information.
 Students can poll participants about the amount of water they drink daily.
Students can gather the information and create a bar graph representing
their findings as part of a presentation featured during the math fair.

Give Post-Test
Give each student a pencil and a copy of the Post-Test located on page 49, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper. Collect the finished papers.

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