Justin M. Boucher
Lesson 1: The Neuron
Goal
: To orient the students to the neuron as the basic building block of the brain and the nervous system.
Objectives:
As a result of this lesson the students will be able to
1. Identify the basic parts of a neuron.
2. Describe the function of each of the basic parts of a neuron.
3. Create a diagram, which depicts these parts and their functions.
Materials
:
Board, marker, notebooks, pens, Textbooks
Anticipatory Set
:
The students should list the parts of a cell in their notebooks.
Procedure:
1. The teacher will begin the lesson by asking the students to list the parts of a cell. As the student's list, the teacher puts that list on the board.
2. The teacher will then draw a basic diagram of a neuron on the board, allowing students to volunteer the names of each of the parts; the students may use their books.
3. When this is complete the students will be asked to recreate the diagram in their notebooks, including in their diagrams a description of the function of each part. They should be taking this information from their books.
4. The teacher will use this time to check in with students individually to determine their understanding of the assignment and the process.
5. When the students have completed their diagrams, the teacher will lead the class in going over each of the parts, including function and clarifying any errors.
Closure:
The teacher will wrap up class by briefly discussing with the class the benefits of diagramming cells in this way, as well as the drawbacks.
Assessment:
The students will be assessed based on their contributions and the work that they produce.
Homework:
For homework the students will be asked to do the reading in their textbook on the Nervous System.
Lesson 2: The Nervous System
Goal
: To orient the students to the nervous system in terms of both anatomical and schematic diagramming
Objectives:
As a result of this lesson the students will be able to
1. Explain and diagram the distinctions between the central and peripheral nervous systems.
2. Discuss the functions of the Autonomic and Somatic Nervous systems including these distinctions on their diagram.
3. Evaluate spinal reflexes in terms of their understanding of somatic and autonomic nervous system function.
Materials
:
Board, marker, notebooks, pens, Textbooks, copy paper, colored pencils
Anticipatory Set
:
Referring to the previous night's reading, the students will list the functions of the somatic and autonomic nervous system.
Procedure:
1. The teacher will begin the lesson by passing out the copy paper and asking the students to create a diagram of the central and peripheral nervous systems, leaving plenty of space on either side to add information.
2. Before the students begin their work, the teacher will briefly review the benefits and drawbacks of diagramming physical systems in this way.
3. The teacher will then circulate to check for accuracy, and the students will create their diagrams.
4. When most of the students have finished, they will be asked to write Somatic on one side of their diagram and Autonomic on the other side, and note the functions of each as well as how each function works- they should refer these explanations to the nervous system diagram they have created.
5. The teacher will use this time to check in with students individually to determine their understanding of the assignment and the process.
6. When the this is complete the teacher will lead the class in going over their diagrams, and the information contained in them
7. The teacher will then explain briefly the function of spinal reflexes.
Closure:
The teacher will wrap up class by briefly leading the students in discussing how this specific system (Spinal Reflexes) might relate to the systems discussed today.
Assessment:
The students will be assessed based on their contributions, their homework and the work that they produce in class.
Homework:
For homework the students will be asked to create a diagram which demonstrates how spinal reflexes function.
Lesson 3: The Endocrine System
Goal
: To orient the students to the endocrine system and basic neurochemistry
Objectives:
As a result of this lesson the students will be able to
1. Define and compare Neurotransmitter and Hormone.
2. Hypothesize, using the definitions, the location of various glands, based on their function in the human body.
3. Compare Endocrine and Nervous systems in terms of their control over the body.
Materials
:
Board, marker, notebooks, pens, Textbooks, copy paper, colored pencils
Anticipatory Set
:
Using a book the students will be asked to define Neurotransmitter and Hormone.
Procedure:
1. The teacher will begin the lesson by putting the definitions the students came up with on the board.
2. In pairs the students will then hypothesize the similarities and differences between the function of Neurotransmitters and Hormones based on their definitions
3. The teacher will lead the class in discussing their answers once the students have had some time to discuss.
4. When this is complete the teacher will pass out "Where are my glands" activity (see Resources Section) and discuss the activity with the students
5. Students will then, based on the definition/description of each gland, hypothesize the location of that gland in the body based on its function.
6. The teacher will use this time to check in with students individually to determine their understanding of the assignment and the process.
6. When the this is complete the teacher will lead the class in going over their work, including corrections as necessary
7. The students will wrap up class by creating a Venn diagram comparing the endocrine and nervous systems in terms of their control over the body.
Closure:
The teacher will wrap up class by leading the class in a brief discussion of their diagrams.
Assessment:
The students will be assessed based on their contributions, their homework and the work that they produce in class.
Homework:
For homework the students will be asked to read about the brainstem in their textbooks.
Lesson 4: The Brainstem
Goal
: To orient the students to the structure of the brainstem
Objectives:
As a result of this lesson the students will be able to
-
1. Discuss how information is transferred from the brain to the nervous system.
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2. Analyze the structure of the brainstem through print resources creating a preliminary schematic diagram.
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3. Evaluate their work based on the diagrams provided.
Materials
:
Board, marker, notebooks, pens, Textbooks, copy paper, colored pencils
Anticipatory Set
:
Students will list the parts of the brainstem.
Procedure:
1. The teacher will begin the lesson by putting the students' list on the board.
2. The teacher will then lead the students in discussing the different parts of the brainstem- what do they do as far as the students know?
3. When this is complete the teacher will demonstrate on the board, the drawing of a schematic, asking the students to recall their neuron diagram and their diagram of the endocrine system. (The teacher can diagram just about any system- as long as they do not diagram the Brainstem at this point)
4. When this is complete the students will create their own schematic of the brainstem, from print resources (primarily their book, or articles the teacher provides) the diagrams should include the main parts of the brainstem, and directions/pathways for various types of information to travel.
5. The teacher will circulate at this point to ensure that the students are on the right track.
6. When this is complete, the teacher will pass out the provided schematics (see resources) asking students to compare their work to the diagrams provided.
7. Students will then note similarities and differences between their own diagrams and those provided.
Closure:
The teacher will wrap up class by leading the class in a brief discussion of their diagrams and the flaws, or successes in them.
Assessment:
The students will be assessed based on their contributions, their homework and the work that they produce in class.
Homework:
For homework the students will be asked to read about the cortex in their textbooks.
Lesson 5: The Cortex (2 Days)
Goal
: To orient the students to the cortex, as the locus of control for higher order thinking
Objectives:
As a result of this lesson the students will be able to
1. Discuss phrenology in terms of its utility, accuracy and inaccuracy in studying the brain.
2. View and discuss examples of modern radiology, as means of understanding and studying the brain.
3. Create a schematic diagram of the Cortex including major centers of function.
Materials
:
Board, marker, notebooks, pens, Textbooks, copy paper, colored pencils, examples of fMRI scans, Computers with Internet Access
Anticipatory Set
:
Students will respond to the question "How do we know what we know about the brain?"
Procedure:
1. The teacher will begin the lesson by leading the class in brainstorming answers to the Anticipatory question
2. When this is complete the students will be broken into pairs, and they will be given 15 minutes to explore http://pages.britishlibrary.net/phrenology/
3. When this is complete the teacher will lead the class in discussing their findings, specifically the teacher will ask what the successes and failures of phrenology were.
4. After discussion has been exhausted (or when it has run too long) the teacher will transition back to the means by which we know what we know.
5. Students will then go back to their computers to explore http://www.ee.duke.edu/~jshorey/MRIHomepage/fmri1.html in which they will learn about fMRI as a means of studying brain function. The students will list similarities and differences between historic phrenology, and modern fMRI.
6. When the this is complete the teacher will lead the class in going over their work, including corrections as necessary
7. The teacher will then ask the students to compile a list of centers and structures in the cortex, including the function of each structure and center.
8. When this is complete the teacher will lead the students in a discussion of their findings.
9. When this is complete the students will create a schematic diagram of the cortex. This will likely take some time, and so it will probably require a second day of work.
10. The teacher will circulate, monitoring the process, and offering suggestions/ corrections where necessary.
11. When the diagrams are complete the students will switch diagrams with a partner, and they will peer edit each other's diagrams, looking for inaccuracies and problems.
12. Finally the teacher will wrap up the process by leading the class in a discussion of the challenges of such a project as well as their feelings on it.
Closure:
The teacher will wrap up class by briefly going over the advantages and disadvantages of this kind of diagramming.
Assessment:
The students will be assessed based on their contributions, their homework and the work that they produce in class.
Homework:
For homework the students will be asked to compile the diagrams they have done thus far.