Analyze Brain Damage Using Claim–Evidence–Reasoning | Frontal, Parietal, Temporal Lobes, Cerebellum, Brainstem, Limbic System.
This case-based neuroscience lesson invites students to apply structure–function reasoning to diagnose neurological damage.
Students begin by analyzing a set of observable “zombie” symptoms. They then examine major brain regions one at a time, using Claim–Evidence–Reasoning (CER) to determine whether each structure is likely damaged, intact, or abnormally active. Throughout the investigation, students connect anatomical structures to behavioral outcomes and support their conclusions with scientific reasoning.
The lesson concludes with a written case study in which students synthesize their findings and explain the neurological cause of the patient’s condition.
This resource is designed for middle and high school biology courses during a nervous system or human body systems unit. While the zombie context increases student interest, the instructional focus remains firmly on structure–function relationships, diagnostic reasoning, and evidence-based explanation.
Interactive Google Slides case investigation
Guided CER tasks for major brain regions
Brain structure diagrams and comparison activities
EEG and amygdala/hypothalamus activity analysis
Multi-paragraph summative case study
Teacher key with completed responses
Printable literacy-based exit ticket
Editable structure for differentiation
Students will:
Identify major brain structures and explain their functions
Use symptoms as evidence to diagnose neurological disruption
Apply structure–function logic to behavioral outcomes
Interpret diagnostic-style brain activity data
Construct evidence-based written explanations
Reinforces structure–function reasoning in a concrete context
Integrates CER writing into core content instruction
Moves beyond memorization to applied analysis
Fully digital and ready to implement
Flexible for 1:1 devices, in-person, or independent work
This lesson supports rigorous nervous system instruction while providing a memorable, phenomenon-based case study that promotes analytical thinking and scientific writing.
To preview this lesson, click here.
NGSS Alignment (High School):
HS-LS1-1; HS-LS1-2; HS-LS1-3
Science & Engineering Practices (SEPs):
Developing and Using Models
Analyzing and Interpreting Data
Constructing Explanations
Engaging in Argument from Evidence
Crosscutting Concepts (CCCs):
Structure and Function
Cause and Effect
Stability and Change
Common Core (Literacy in Science):
CCSS.ELA-LITERACY.RST.9-10.1; CCSS.ELA-LITERACY.RST.9-10.7; CCSS.ELA-LITERACY.WHST.9-10.2; CCSS.ELA-LITERACY.WHST.9-10.9
Analyze Brain Damage Using Claim–Evidence–Reasoning | Frontal, Parietal, Temporal Lobes, Cerebellum, Brainstem, Limbic System.
This case-based neuroscience lesson invites students to apply structure–function reasoning to diagnose neurological damage.
Students begin by analyzing a set of observable “zombie” symptoms. They then examine major brain regions one at a time, using Claim–Evidence–Reasoning (CER) to determine whether each structure is likely damaged, intact, or abnormally active. Throughout the investigation, students connect anatomical structures to behavioral outcomes and support their conclusions with scientific reasoning.
The lesson concludes with a written case study in which students synthesize their findings and explain the neurological cause of the patient’s condition.
This resource is designed for middle and high school biology courses during a nervous system or human body systems unit. While the zombie context increases student interest, the instructional focus remains firmly on structure–function relationships, diagnostic reasoning, and evidence-based explanation.
Interactive Google Slides case investigation
Guided CER tasks for major brain regions
Brain structure diagrams and comparison activities
EEG and amygdala/hypothalamus activity analysis
Multi-paragraph summative case study
Teacher key with completed responses
Printable literacy-based exit ticket
Editable structure for differentiation
Students will:
Identify major brain structures and explain their functions
Use symptoms as evidence to diagnose neurological disruption
Apply structure–function logic to behavioral outcomes
Interpret diagnostic-style brain activity data
Construct evidence-based written explanations
Reinforces structure–function reasoning in a concrete context
Integrates CER writing into core content instruction
Moves beyond memorization to applied analysis
Fully digital and ready to implement
Flexible for 1:1 devices, in-person, or independent work
This lesson supports rigorous nervous system instruction while providing a memorable, phenomenon-based case study that promotes analytical thinking and scientific writing.
To preview this lesson, click here.
NGSS Alignment (High School):
HS-LS1-1; HS-LS1-2; HS-LS1-3
Science & Engineering Practices (SEPs):
Developing and Using Models
Analyzing and Interpreting Data
Constructing Explanations
Engaging in Argument from Evidence
Crosscutting Concepts (CCCs):
Structure and Function
Cause and Effect
Stability and Change
Common Core (Literacy in Science):
CCSS.ELA-LITERACY.RST.9-10.1; CCSS.ELA-LITERACY.RST.9-10.7; CCSS.ELA-LITERACY.WHST.9-10.2; CCSS.ELA-LITERACY.WHST.9-10.9
