Analysing Phineas Gage

Curriculum Context

Subject: Science
Year Level: Year 11
Australian Curriculum Link:
Science Understanding – Biological Sciences

• ACSSU150: Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment.

Science as a Human Endeavour

• ACSHE135: Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available.
• ACSHE136: Advances in scientific understanding often rely on developments in technology and are closely linked to scientific discoveries.

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Lesson Overview

This 40-minute lesson engages Year 11 students with the iconic case study of Phineas Gage to explore brain function and the historical progression of neuroscience. Through guided media analysis, group discussion, and critical thinking, students will examine how this real-life incident contributed to our understanding of frontal lobe functions and personality.

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WALT (We Are Learning To)

• Understand how the Phineas Gage case study contributed to modern neuroscience.
• Analyse media representations of historical scientific events.
• Evaluate how scientific understanding evolves over time with new evidence and technology.

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Success Criteria

By the end of the lesson, students will be able to:

• Describe key neuroscientific findings derived from the Phineas Gage case.
• Critically analyse a media representation of the case.
• Reflect on how historical scientific events are contextualised for modern audiences.
• Explain how the case demonstrates science as a human endeavour.

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Lesson Duration

40 minutes
Class Size: 8 students (mixed abilities)

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Materials Required

• Printed media article fictionalising Phineas Gage (e.g., magazine or online article rewritten for engagement)
• Access to devices for viewing a short video reenactment (3–4 mins duration)
• Phineas Gage Fact Sheet (teacher-created summary of historical details & scientific findings)
• Analysing Media Worksheet (structured with scaffolds for students to fill in)
• Whiteboard and markers

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Lesson Structure

Introduction (5 minutes)

• Stimulus Question: “Can an accident change who you are?” Write prompt on whiteboard.
• Quick think-pair-share: Students discuss ideas with a peer and then share out.
• Brief framing by teacher: Introduce Phineas Gage as a case that changed the way we think about the brain and personality.

Use storytelling voice to set tone: Gory, gripping—but scientific!

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Media Viewing – Multi-Sensory Analysis (10 minutes)

• Students watch a short, dramatised video clip of the Phineas Gage incident and his life post-injury.
• During the video, students jot down:
  • Factual Elements: What happened?
  • Emotive Language: How is the audience meant to feel?
  • Science Elements: What information was included about the brain?

Purpose: Encourage media literacy and identification of emotional vs scientific narrative styles.

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Group Discussion & Teacher Input (5 minutes)

• Facilitate a whole-class discussion using whiteboard:
  • What did the video emphasise: the injury or the science?
  • What might have been left out or overdramatized?
  • Why might someone create a piece of media like this?

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Critical Media Analysis Task (15 minutes)

Activity: Distribute a summarised media article or fictionalised Phineas Gage profile (teacher-written or adapted for classroom use).

Students work individually or in pairs to complete the Analysing Media Worksheet, prompting them to:

• Identify bias/emotive language
• Cross-reference facts with the Phineas Gage Fact Sheet
• Evaluate for scientific accuracy vs dramatism
• Consider how the case impacted public understanding of neuroscience

🧠 Deep-thinking prompt included: “Would Gage’s injury have had the same scientific impact today?”

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Reflection & Evidence of Understanding (5 minutes)

• Students share one insight or surprise they found in the media piece
• Final discussion: “What does Phineas Gage teach us about science as a human journey?”

Exit Slip (verbal or sticky note):

• One way media can help or hinder science.
• Something new I learned about the brain today.

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Differentiation Strategies

Learning Need	Strategy
EAL/D Students	Guided glossary for scientific terms. Sentence starters included on worksheet. Option to give responses verbally.
High-Ability Learners	Extension question included on worksheet: Design your own modern version of the Gage case. What would you study using today’s science tools?
Students with Processing/Attention Needs	Video segment previewed with images beforehand. Worksheet is fill-in-the-blanks style. Pairs matched to support peer assistance.

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Assessment Opportunities

• Anecdotal notes during discussion
• Completed Analysing Media Worksheet
• Exit slips used as formative assessment of understanding
• Observation of language and understanding during group analysis

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Teacher Reflection Prompts (Post-Lesson)

• Did students critically engage with the media as intended?
• Did all learners achieve the success criteria?
• Should I scaffold further for media literacy?
• How can I link this to future lessons on brain structure and function?

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Links to Cross-Curricular Learning

• English: Critical literacy, evaluation of texts
• History: Case studies in science history
• Ethics / Philosophy: "What makes us who we are?"

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Extension Ideas

• Invite students to create their own 1-minute media explainer about another historical neuroscience case, such as H.M. or Broca’s patient “Tan.”
• Use this case as a springboard to introduce neuroplasticity or frontal lobe theories in further biological science lessons.

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Final Note

This lesson is designed to position students not only as learners of science but as analysts of how science is communicated through media. By anchoring content in a real-life historical case, this lesson bridges narrative and critical thinking—offering a powerful blend of engagement and curriculum alignment.