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BRAIN E X P L O R E R S
Unit One: The Nervous System
“It’s Your
Brain.
Unit Two: The Cellular Basis of Life
Think
About It!”
Unit Three: Communication in the Nervous System
Table of Contents
Introduction
Ties to the National Standards
The 5 E’s (Engage, Explore, Explain, Expand, Evaluate)
Unit One: The Nervous System
Lesson One: Full Body Tracing............................................6
Lesson Two: Clay Brains....................................................12
Lesson Three: Magic Wand.................................................22
Lesson Four: Quiz...............................................................33
Unit Two: The Cellular Basis of Life
Lessson One: Introduction to Microscopy..........................44
Lesson Two: The Buidling Blocks of Life..........................50
Lesson Three: Neuron Structure..........................................60
Unit Three: Communication in the Nervous System
Lesson One: Reaction Time................................................70
Lesson Two: Neurotransmission Felt Kit............................76
Lesson Three: Neurotransmission Dance............................84
Part Three Part II: Alcohol Reaction Time Dance..............86
Lesson Four: Brain Development.......................................90
We would like to acknowledge NIAAA for their support of this program.
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UNIT ONE
THE NERVOUS SYSTEM
Unit One: The Nervous System
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UNIT ONE
THE NERVOUS SYSTEM
Unit One: The Nervous System
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THE NERVOUS SYSTEM
SUMMARY
KEY POINTS
UNIFYING
CONCEPTS
FULL BODY TRACING • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
In the Full Body Tracing students
work together as a class to create
a model of the nervous system.
The outline of a student’s body is
traced on a large piece of paper.
A cardboard cut out of the brain
and spinal cord are placed in the
outline to represent the central
nervous system. Two colors of
yarn, representing the motor and
sensory nerves, are used to create
motor and sensory pathways of
the peripheral nervous system.
• All our thooughts, movements,
sensations and emotions are
controlled by the nervous system.
• We have a Central Nervous
System (brain and spinal cord)
and Peripheral Nervous System
(nerves extending from the spinal
cord to limbs, trunk, face, organs
and throughout.)
• Sensory nerves communicate
information from the body to the
brain and motor nerves, from the
brain to the body.
• Models help us understand and
explain the world.*
• Systems are made of parts which
connect to create the whole.*
• The brain receives informational
signals from all parts of the body.
The brain sends signals to all parts
of the body to influence what they
do.*
• Humans have systems for
digestion, circulation, movement
and coordination. These systems
interact with one another.*
• Describe the basic structure and
function of human body system.*
CLAY BRAINS • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
In the Clay Brain lesson students
work individually to create a scale
model of the human brain and
learn about the functions of each
part..
• The brain is divided into the
left and right hemispheres which
control opposite sides of the body.
• Other major brain parts
include the corpus callosum, the
cerebellum and the brain stem.
Each has a special function:
keeping the body alive, keeping
the body balanced and allowing
body systems to communicate.
• Models help us understand
complex structures. Such
representations can never be exact
in every detail.*
• Children can begin to view the
body as a system, in which parts
influence one another. Parts do
things for other parts and for the
organism as a whole.*
• Describe the basic structure and
function of human body system.**
MAGIC WAND • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
The Magic Wand lesson teaches
localization of function of the
cortex. Students reenact the
experiments of Dr. Wilder Penfield. They observe the movements and sensory responses of a
human subject being stimulated
and observe what parts of the
brain correspond to different
sensations and movements.
• The left hemisphere controls the
right side of the body; the right
hemisphere controls the left side.
• Sensory and motor function are
controlled by specific regions of
the cerebral cortex.
• Scientific inquiry includes the
process of following specific steps
to verify findings. Students practice
skills of observation, collecting and
recording data, analyzing results
and forming conclusions.*
• Humans have distinct body
structures. Our brain structures
correspond to different body
functions.*
• Describe the basic structure and
function of human body system.**
* Source: National Science Standards
** Source: National Health Standards
Unit One: The Nervous System
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1
Lesson Overview
Engage (5 minutes)
• Pairs of students practice closing eyes and being touched
silently by a partner. How do you know where you were
touched when nothing was said?
• During discussion, two student volunteers create a full-body
tracing outline. (One traces the other who is lying on paper.)
L E S S O N
Explore (10 minutes)
• Discuss how we know we feel something; use a question and
asnswer method to discuss the role of the nervous system in the
experience of being touched. Hand out human body outlines.
Explain (20 minutes)
• Explain motor and sensory nerves, central and peripheral
nervous system. Hang the tracing and have volunteers add
central and then peripheral nervous systems to a large outline
of the human body. Students recreate the model at their desks.
Expand (10 minutes)
• Think of other examples of movement and touch sensations.
How does our nervous system function within our bodies?
Evaluate (10 minutes or while assembling large diagram)
• Students draw and label the nervous system on their handout
of a human body. Label the three major parts of the nervous
system.
• Part II: Complete or write sentences using the words motor
nerves and sensory nerves.
Supplies: Two contrasting colors of yarn, a roll of paper, tape,
two contrasting color markers and a student handout per student.
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Here s an example of a finished full-body image, complete
with the nervous system created by a fourth grade class.
Nerves to
both arms
and legs
This model can be simplified according to time constraints. Be sure
to include one motor nerve, one sensory nerve, and their labels.
Unit One: The Nervous System
FULL BODY TRACING
Color key
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FULL BODY TRACING
Background
The Full Body Tracing
The first lesson of this unit introduces different parts of the nervous
system by constructing a model of the nervous system with a full
body tracing. Students will learn how the brain sends and receives
messages via the nervous system. Any part of the body that can
move or feel is connected to the nervous system.
The Central Nervous System (CNS) is made up of the brain and the
spinal cord. The vertebrae of the spine encase and protect the soft
neural tissue of the spinal cord, just like the skull protects the brain.
The motor and sensory nerves running throughout the body make
up the Peripheral Nervous System (PNS). The PNS sends message
to and from the CNS. The CNS controls the body by sending
messages that flow through the motor nerves to control muscles.
Sensory nerves relay messages about touch, pressure, temperature,
pain, sound, vision, smell, and taste to the CNS. Thus, motor nerve
messages travel from the CNS out to the muscles in the body and
sensory nerve messages travel from nerve endings in the body back
in to the CNS.
Motor and sensory nerve messages do not share the same pathways
in the body. They are like one-way streets, traveling in only one
direction. Another division of the Peripheral Nervous System is the
Autonomic Nervous System (ANS), which usually controls muscles
without conscious awareness. These muscles control heartbeat,
breathing, blinking, pupil dilation, and digestion. The specific
locations in the brain that control the different parts of the body will
be discussed in the following lessons.
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Name _______________________
Class _______________________
The Nervous System
1. Choose two colors of marker or pencil.
2. Draw lines with arrows on them showing motor nerves carrying messages out to the
muscles, and sensory nerves carrying information from the outside world to the brain.
3. Complete the color key below with your colors and labels (motor nerve, sensory nerve).
This person is looking to
their left. Which hemisphere
do we see?
Key
FULL BODY TRACING
Full Body Tracing: Summary
Unit One: The Nervous System
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STEP 1: Choose a student to be traced and one
to do the tracing.
STEP 2:While this is
happening, discuss the
experience of touch.
How do we know when
we are touched if we do
not see it happen?
STEP 3: Volunteers place
paper models of the brain
and spinal cord in the full
body tracing while the
class begins filling in their
own scale version on a
handout.
STEP 4: At their desks,
students complete a 2D
version of the model being created at the front of
the room.
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STEP 6: Add arrows showing the
direction the messages travel.
STEP 7: Create a color key and
label the Central and Peripheral
Nervous Systems.
Vocabulary Terms:
Brain
Spinal Cord
Nerves
Nervous System
Motor and Sensory nerves
Assessment:
Students complete a scale drawing
of the nervous system with parts
labeled, arrows and a color key.
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FULL BODY TRACING
STEP 5: Add yarn and labels to
the model. Use one color for the
motor nerves and another color for
sensory nerves.
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L E S S O N
Lesson Overview
Always a popular activity, the clay brains lesson introduces the parts of
the brain and the function of the parts. This activity challenges students
to really study the 3D brain models and become familiar with the parts
of the brain through simultaneous tactile and auditory experiences. As
students hear about the parts of the brain, they also shape them with
their hands.
Engage (10 minutes)
• Display a model human skull. 1/4 inch thick skull protects the brain;
protect your skull and brain by wearing a helmet.
• Display several life-sized brain models. Introduce names for the
different structures of the brain.
• Point out the Greek and Latin roots.
• Students will be making brain models out of clay!
Explore/Explain (25 minutes)
• Pass out supplies to each student.
• Student volunteers read each paragraph. Class follows along and
assembles models. Circulate and explain as needed.
• Encourage students to refer to the model brains for guidance, and to use
proper vocabulary when asking questions.
Evaluate (10 minutes)
• Use the worksheet checklist to check and correct models. Or, have
students create labels attached to toothpicks,to stick into the appropriate
part of the brain models. See photo on next page for an example.
Supplies: Four differently colored clay chunks stored in a
plastic zip-close bag per student and model brains.
Optional: adhesive address labels, toothpicks
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Unit One: The Nervous System
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C L AY B R A I N S
The clay brain lesson lends itself to a large span of content. Students can
simply mold the five basic parts or go on to add localization of function,
depending on their interest and abilites.
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C L AY B R A I N S
Background
In the Clay Brain lesson, students learn more about the brain and its
major structures. The average adult brain weighs about 3 pounds (1300-1400
grams). Like snowflakes, no two human brains are exactly alike, although
they do have common structures and configurations. Brain size doesn’t equal
intelligence. Someone with a five-pound brain would not necessarily be
“smarter” than a person with a two-and- a- half-pound brain. Albert Einstein
had a smaller than average brain, for instance. It’s more a matter of circuits of
brain cells operate.. An elephant has a fifteen-pound brain, but few elephants
have made significant scientific discoveries.
The brain is made up of many different structures. Like the Earth,
the cerebrum (top part of the brain) is divided in two hemispheres. The word
‘hemisphere’ means ‘half of a circle’ in Latin. There are many interesting things
to learn about the cerebral hemispheres. The left hemisphere controls the right
side of the body, and the right hemisphere controls the left side of the body.
While the hemispheres are similar in appearance, they are not identical and
have different functions.
In most people, the left hemisphere is used for language, speech, In
most people, the left hemisphere is dominant for language, speech, writing,
math, and logical reasoning. The right hemisphere is dominant for music,
spatial awareness, art, intuitive thought, and imagination. A bridge-shaped band
of nerve fibers called the corpus callosum (which means ‘body of hardness’ in
Latin) connects the two hemispheres. There are millions of nerve fibers in the
adult human corpus callosum that send messages back and forth between the
hemispheres. The nerve fibers in the corpus callosum allow the hemispheres
to communicate with each other. Since the two hemispheres have different and
complementary functions, it is important for them to communicate for optimal
mental performance.
The cerebral hemispheres are covered by tissue called the cortex,
which controls movement, sensory processing, and thinking. The cortex
(meaning ‘bark’ in Latin) is only about 2-3 mm thick. The ‘wrinkles’ on the
cortex are called gyri (pronounced jie-rye), which is Latin for ‘roll’ or ‘fold’.
One such roll is called a gyrus. The grooves between the gyri are called sulci
(pronounced sul-sigh). This is the Latin term for furrow, like the lines in a
farmer’s field. The singular form of sulci is sulcus. The surface of the brain is
folded so that more tissue can fit inside the skull. If the cortex were ironed flat,
it would be about the size of a pillowcase.
The structure that looks like a little brain underneath the hemispheres is
called the cerebellum. The cerebellum helps to coordinate movement, balance,
and thinking. Appropriately enough, cerebellum means ‘little brain in Latin.
In front of the cerebellum is the brain stem. The brain stem is a collection of
different structures that connects the brain to the spinal cord. The brain stem
is kind of the ‘automatic pilot of the brain. It helps regulate the autonomic
nervous system, controlling functions like breathing, heartbeat, blinking, blood
pressure, and the pupillary reflex.
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Assessment: Label the parts and the functions of each part. Make
toothpick labels and a list with functions of each part. Create an
annotated illustration to go with the model. Or, make a color a key
with parts and functions defined.
Unit One: The Nervous System
C L AY B R A I N S
The structure that looks like a little brain underneath the hemispheres
is called the cerebellum. The cerebellum helps to coordinate movement,
balance, and thinking. Appropriately enough, cerebellum means ‘little brain’
in Latin. In front of the cerebellum is the brain stem. The brain stem is a
collection of different structures that connects the brain to the spinal cord.
The brain stem is kind of the ‘automatic pilot’ of the brain. It regulates the
autonomic nervous system, controlling functions like breathing, heartbeat,
blinking, blood pressure, and the pupillary reflex.
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How to Make a Clay Brain
Today we are going to build a brain out of clay. To do this, we will need
to make the different parts of a brain. The first part is called a hemisphere.
The Earth has two hemispheres. So does the brain. Make one side of your
hemisphere flat, so that your hemispheres fit together like the picture below.
Two Hemispheres
Hemisphere is a Greek word
that means half (hemi) of
a round shape (sphere).
Scientists use Greek and
Latin words to describe
different shapes and
structures. These are very
old languages that scientists
like to use to describe things
they discover or observe.
After you make one hemisphere, make another one the same size. The
outside of the hemisphere is called the cortex. The cortex protects the
inside of the brain, and helps with such things as thinking, movement, sight,
hearing and the sense of touch. The right hemisphere controls the left side
of the body, and the left hemisphere controls the right. Each hemisphere has
separate jobs.
The cortex is the
outer layer of the
hemisphere.
This is a Latin word that means
“bark”, like the bark of a tree.
The cortex protects the inside
of the brain the way that bark
protects the inside of a tree.
A bridge called the corpus callosum connects the two hemispheres. These
strange sounding words mean “hard body” in Latin. Put a small piece of clay,
shaped like a “C”, in the middle of one of your hemispheres before you press
them together.
Now we need to make the cerebellum. The cerebellum is made up of the
two rounded shapes that look like a little brain at the back of the cortex.
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Roll up two smaller balls of clay. Squish them together a little, because unlike
the hemispheres, the cerebellum is not made up of two separate pieces.
Choose which end of the brain will be the back, and attach the cerebellum
to the back of the brain, underneath the hemispheres (refer to the model).
The cerebellum helps us with balance and coordination.
Cerebellum means
‘little brain’ in Latin.
Next we’ll make a brain stem. The brain stem connects the brain to the
spinal cord. The brain stem controls body processes that we don’t think
about such as breathing, blinking and heartbeat.
The brain stem connects to the bottom of the brain. Pinch the clay so it
attaches well, underneath the brain and in front of the cerebellum. Look at
the model if you are not sure where to put your brain stem. In your body, the
brain stem connects to the spinal cord.
Gyrus is a
Latin word
that means
‘roll’ or ‘fold’.
Shapes that look like wads of gum cover the outside of the cortex.Just one
of these wads is called a gyrus. Two or more are called gyri. Between the
gyri are lines or grooves. Our final step is to make gyri. Roll up clay “snakes”
and press them onto each hemisphere. Remember, the hemispheres are
connected only at the corpus collosum, so be sure the gyri stay on one
hemisphere and do not cross over. In these clay brains, we are making gyri
as a separate feature, but really the cortex is entirely made up of gyri.
Congratulations! You have built a brain! Can you name the different parts of
your brain? Show someone your brain and point out the different parts.
Here is a checklist of the parts your brain should have:
• Right hemisphere
• Cerebellum
• Left hemisphere
• Brain stem
• Corpus callosum
• Gyri
Take your brains home and show the different parts to someone. How many
of the parts did they know? Try and use the Greek and Latin words you have
learned today. Everyone in your family will know they have a scientist living
with them!
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C L AY B R A I N S
How to Build a Brain: Summary
Unit One: The Nervous System
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STEPS
Start with three or four
colors of clay or play
dough.
Create two equal sized
hemispheres, each about
an inch in diameter. Mold
them into an egg shape.
Press each egg shape into
the desk to flatten one
side. Form them so they
fit together. Do not press
so hard that they stick.
Open them apart again.
Make a small curved cylinder with pointed ends
and add it between the
hemispheres. This is the
corpus collosum. It acts
as a bridge between the
hemispheres.
Add the corpus collosum
to the model. The corpuscollosum is the “hard
body” which
connects the left and right
hemispheres helping them
communicate.
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The.cerebellum is now
added to the hind, lower
part of the brain. The
cerebellum coordinates
messages in and out of
the brain, and helps with
balance and motor coordination.
The cerebellum has two
hemispheres. They appear
connected and should
be pressed together until
they fuse. The long, thin
horizontal folds can be
carved in with a toothpick.
Lastly, add the brainstem.
The brainstem helps with
automatic functions of
heartbeat, breathing and
coordination..
You re finished! Often, the atmosphere is ripe for brain jokes.
“What a lovely brain you have!” Please hold up your brain to
show the class.
Assessment ideas: Label the parts and the functions of each
part. Make toothpick labels and a list with functions of each
part. Create an annotated illustration to go with the model. Or,
make a color a key with parts and functions defined.
Unit One: The Nervous System
C L AY B R A I N S
The gyri (blue rolls) can
be added now or afterthe cerebellum. Roll and
mold long “worms” to
wrap onto the cortex as
gyri; the sulci are the
grooves between the gyri.
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3
Lesson Overview
Note: This lesson lends itself to different approaches. Students can either be shown the
structures in advance and told what parts of the body they control, then do the acting out as
a way to reinforce the content, or, the class can observe human subjects (student volunteers)
responding to pretend electrical stimulation with the Magic Wand, observe the movements,
take notes, and try to determine through their observations which area of the brain controls
which part of the body. Both methods are detailed on the following pages.
L E S S O N
Lesson Plan Version 1: Magic Wand Demonstration
Engage (5 minutes)
• Ask: We have learned that we have sensory and movement centers in our
brain - but where are they exactly? Using a brain model, review terms:
cortex, brain stem, cerebellum.
• The brain is compartmentalized; different parts of the brain have different
jobs. The lower parts of the brain have jobs we don’t tend to think about.
The brain stem, for example, helps with breathing, blinking and heartbeat.
A little higher up, the cerebellum helps us with balance and coordination.
Explore (10 minutes)
• Guess which part of the brain has the movement and sensory centers.
• Different parts of the cortex are responsible for seeing, moving, feeling,
and hearing. Remember, each hemisphere controls the opposite side of the
body. Students point out where they think these functions occur.
Explain (15 minutes)
• Display poster of the brain, highlighting the movement and touch cortices,
the visual cortex, and the hearing cortex. (Continued next page)
NS
HAPPE
WHAT EN
WH
ED?
ULAT
STIM
ER
NUMB
E
OF TH
AREA
NAME
A
E ARE
OF TH
1
2
3
4
5
6
Supplies: Giant Functional Brain,
Magic Wand and handouts.
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the functions of these cortices.
describe how Dr. Wilder Penfield used electric current to
stimulate different areas in the brains of conscious patients.
Expand (10 minutes)
• Worksheet 1: 3/4 view of the brain with six empty boxes.
• Write the function of each cortical area in the boxes.
• Display the ‘magic wand’ used to stimulate the six areas of the brain.
• Point to the numbered area on the large brain poster, and then ‘stimulate’
the same area on the head of a volunteer student and have them move or
describe sensations as listed in the answer key for actors.
• Repeat with numerous volunteers, varying the number and hemisphere
stimulated. Use the giant functional brain instead of a poster if
available.
• Ask the class if the student is correctly responding to the stimulation.
• The volunteer student may ask a fellow student for help with the correct
response. Keep going until everyone has a handle on it. Then, have
students come up in pairs to be stimulator/stimulatee.
Evaluate (15 minutes)
• Worksheet 2:cross-section of the brain with cortical areas shaded. Write
the responses to the stimulation for the different regions of the cortex.
• Color each cortical area a different color. Create a corresponding color
key. (Hint: Avoid using black since numbers cannot be seen.)
Unit One: The Nervous System
M A G I C WA N D
• Explain
• Briefly
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M A G I C WA N D
Lesson Plan Version 2: Magic Wand Experiment
Engage
Ask: How do we know what part of the cortex is in charge of what part of the
body? Tell the story of Dr. Wilder Penfield and of his experiments. Tell them we
will be reenacting that experiment today. Show the Magic Wand.
Explore
• Choose six student volunteers. Assign each a number, give them the Answer Key
for Actors, and have them step outside to learn their roles.
• Ask: When we electrically stimulate parts of the brain, what happens?
• Touch the back of the head of the first volunteer and say you are stimulating area
#1. The volunteer pretends to see a flash of light even with eyes closed. As you
touch the hearing gyri, the volunteer will pretend to hear a sound, and so forth. See
the brain poster answer key for points to touch and reactions to expect.
• Students observe the experiment, and recording their observations on the
worksheet.
Explain
• Students review their answers.
• Do you see a pattern in your answers? Can you determine which area of the brain
is the motor cortex? Where is the sensory cortex? Auditory? Visual?
Expand
• Show a picture of the homunculus, the illustrated human cartoon map of the
somatosensory cortex.
• Ask why some parts of the illustrated human seem to be drawn in an exaggerated
way. Prompt: Are your lips more sensitive than your elbows? How does that
correlate with the area dedicated to the lips on the illustration?
Evaluate
• Ask: Do your results match those of Dr. Penfield?
_____________________________________________________________
Background
The Magic Wand lesson deals with localization of function on the cerebral cortex. It took
scientists a long time to figure out that different parts of the cortex performed specific
tasks. Early efforts to ‘map’ the brain included the early 19th century pseudo-science of
phrenology, where the bumps on a person’s head were thought to give insights into their
intelligence and character.
While phrenology didn’t pan out as a career choice, others were making deductions based
upon observations of patients who had suffered strokes and other brain traumas. A French
doctor named Paul Broca had a patient who had suffered a stroke and subsequently could
not say anything but the word “tan”. After the patient died in 1861, Dr. Broca discovered
that a specific area on the left hemisphere was damaged. This speech center is now referred
to as Broca’s Area. In 1874, a German doctor named Carl Wernicke made a similar
discovery involving a patient who could speak but not understand words. This language
comprehension center (located in the left hemisphere, behind the ear) is now called
Wernicke’s Area.
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Unit One: The Nervous System
M A G I C WA N D
The next major step in mapping the cortex occurred in the 1940’s, when a
neurosurgeon named Wilder Penfield performed experimental surgery on patients with
severe epilepsy. Epilepsy is caused by episodes of unregulated electrical activity in the
brain, which often produce seizures of varying intensity. Dr. Penfield operated on patients
who were still conscious, stimulating various parts of their brains with small amounts of
electric current. Using a local anesthetic, Dr. Penfield would make an incision through the
scalp and skull to expose the brain. The cortex has no pain receptors, so the patient felt
no pain during the electrical stimulation. Systematically, different areas of the patient’s
brain were stimulated and marked with little numbered or lettered pieces of paper. Physical
responses such as movement of different body parts and sensory experience were noted.
The patient answered questions about what they might have felt, seen, heard, or thought.
These operations laid the foundation for our current understanding of the functional
divisions of the human cerebral cortex.
The Magic Wand lesson focuses on four major cortices. The first is the primary
motor cortex, which is located on a single large gyrus near the midpoint of the brain.
Stimulation of the primary motor cortex causes involuntary muscle movement. The
mechanics of sending these messages (called neurotransmission) will be addressed in
later lessons. Specific points along the motor cortex control specific muscles in the body.
Interestingly, the points at the top of the motor cortex control the muscles of the lower
body. The points that control the face and head are located at the bottom of the motor
cortex. Remember, the left hemisphere controls our body’s right side, so the left motor
cortex controls the muscles on the right side of the body.
Directly behind the primary motor cortex is the primary somato-sensory cortex.
This cortex controls our sense of touch. The organization of the somato-sensory cortex
mirrors that of the motor cortex, with the lower body’s sense of touch controlled at the
top of the gyrus, the face and head at the bottom. On both the motor and somato-sensory
cortices, either hemisphere controls midline structures like the nose and lips.
The auditory cortex is located directly behind the ears (finally something in the
brain that makes sense!). However, when the left auditory cortex is stimulated, a buzzing
is most often heard as if the sound were directed toward the right ear. In Dr. Penfield’s
experiments, stimulation of the auditory cortex had the most curious results. Many
different sounds were heard in one or both ears, or not heard at all. This happened because
everyone’s brain is unique. No two brains reacted exactly the same way to the stimulation.
Where would you guess the primary visual cortex was located? If you said at the
very back of the brain, you are right! Information from our retinas has to travel through the
optic nerves, eventually reaching the back of the brain. Another interesting aspect of vision
is that our eyes actually ‘see’ things upside down because of the shape of the lens and the
way light is bent between the lens and the retina. Our primary visual cortex turns the image
right side up again.
When Dr. Penfield stimulated the patients’ visual cortex, they saw a variety of
lights, shadows, and colors instead of specific objects. There were also a wide variety
of responses concerning which hemisphere stimulated which field of vision. During the
lesson, we simplify this by saying the patient sees a flash of light, without mentioning the
affected right or left field of vision.
The centers for taste and smell are very small in humans and are located near each
other, at the bottom front of the cerebral cortex. These cortices are functionally connected
to nearby structures called the amygdala and the hippocampus that are associated with
emotions, learning and memory. This may be one reason why tastes and smells can easily
trigger vivid memories.
This lesson emphasizes The Nature of Science as a human endeavor. Science is
collaborative: scientists work in teams, or alone, but they all communicate extensively with
others.
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23
Name _________________
Observation Sheet for Experiment
NUMBER
OF THE
AREA
1
2
3
4
5
6
24
WHAT HAPPENS
WHEN
STIMULATED?
NAME OF THE AREA
The Scientific Method
EXPERIMENTAL STEPS:
1. BACKGROUND INFORMATION
Previous studies by other Scientists had indicated some functional
specialization in the cortex. However, no one yet understood which parts
of the brain had which job.
2. HYPOTHESIS
Dr. Wilder Penfield wondered if different areas of the brain had
specific jobs. He thought they might.
3. METHOD
To test his idea, he electrically stimulated patients’ brains while they
were awake. They felt no pain. He watched them and listened as they
described what was happening in their bodies.
3. OBSERVATIONS
He wrote down what they said or did. When he wrote these things
down, he was recording his observations.
4. DATA COLLECTION AND RESULTS
Dr. Penfield saw that when he electrically stimulated different areas
of the brain, he got different responses in the body. And, from patient
to patient, if he stimulated the same exact area, he observed the same
response.
5. CONCLUSIONS
After recording observations, he studied his results and came to
some conclusions. He concluded that different areas of the brain have
different jobs, and that these areas are the same in everyone. For
example, the sense of sight is controlled in an area at the back of the
cortex.
25
Answer Key (and roles for actors)
NUMBER OF WHAT HAPPENS
THE AREA
WHEN
STIMULATED?
1
HAND MOVES
MOTOR CORTEX
- HAND
2
MOUTH MOVES
MOTOR CORTEX
- MOUTH
3
HAND FEELS
TOUCH
TOUCH CORTEX
- HAND
4
LIPS TINGLE
TOUCH CORTEX
- MOUTH
5
HEAR A BELL
SOUND
HEARING
CORTEX
6
26
NAME OF THE
AREA
SEE A FLASH OF VISION CORTEX
LIGHT
27
28
4
THE MAGIC WAND POSTER
2
1
5
3
6
KEY to Magic Wand Skit
#1: Motor Cortex (Hand region)
#3: Touch Cortex (Hand region)
#4: Touch Cortex (Mouth region)
#2: Motor Cortex (Mouth region)
1
3
4
2
5
6
#5: Hearing Cortex
#6: Vision Cortex
29
30
6
5
4
3
2
1
NUMBER
OF THE
AREA
WHAT HAPPENS
WHEN STIMULATED?
NAME OF THE AREA
Observation Sheet for Experiment
Name _________________
•
•
•
•
Movement is associated with the MOTOR CORTEX
The sense of touch is associated with the TOUCH CORTEX
Sight related activity is associated with the VISUAL CORTEX
Hearing activity is associated with the HEARING CORTEX
Below are the terms that Dr. Wilder Penfield used.
Use this list of terms to complete the third column.
Match the action you saw with the term he used.
There are four (4) choices and six (6) boxes to complete.
31
(Color the six areas.)
2
1
NAME________________
4
5
3
6
M A G I C WA N D
The Magic Wand: Summary
KEY ELEMENTS
Begin with a demonstration
of the functional areas of
the brain, or tell the story
of Dr. Wilder Penfield.
Here, the instructor uses the
Magic Wand and demonstrates how the giant functional brain fits in the skull
1
3
4
2
5
Unit One: The Nervous System
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32
6
Hang the functional poster
showing six areas of the
brain that Dr. Penfield
tested. These are the areas
to be tested by the students.
Student volunteers act as
subjects and testers as they
magically stimulate each
of the six areas of the brain
as indicated on the poster.
The wand represents the
electrical stimulus used
by Dr. Penfield to test and
discover which areas of the
brain controlled which parts
of the body.
Students fill out a handout
as they observe the responses of the subjects to
the “electrical” stimulus.
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The fourth lesson is a review of the concepts covered so far.
Collect, grade and return their work to use as a study sheet.
Alternate Assessment
There is an alternate assessment option. Students act out
performances of the Magic Wand activity that they prepare in
pairs. This reviews the magic wand lesson and the functional
areas of the brain. This approach gives non-paper test takers an
opportunity to share what they know. This is a more challenging
assessment to administer, since it requires time to watch and
record each performance for content and accuracy.
Students might also draw a brain, color and label functional areas.
The example here has two functional areas highlighted.
Unit One: The Nervous System
R E V I E W
Preparation for Assessment
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REVIEW SHEET
NAME: ____________________________
Think first! Where do the nerves end? In
which direction do the messages travel?
1. Label the brain and spinal cord.
2. Draw and label a line to show a sensory
nerve from the leg. Draw arrows showing
the direction that the messages travel.
3. Write a sentence answering, “What is the
job of sensory nerves?”
4. Draw and label a line to a motor nerve
going to the hand. Draw arrows showing
the direction that the messages travel.
5. Write a sentence answering, “What is the
job of the motor nerves?”
6. This system is called ___________________
7. What kind of message will tell the hand
about the flame? _______________________
8. What kind of message will tell the foot
to kick the ball? ________________________
34
Fill in the blank.
Label the three major parts of the brain.
Write the name on the line. Choose
from the following:
• brain stem
• cerebellum
• cortex
Write a sentence listing one or two jobs performed by each of the three major parts of the brain.
Example: The __________ is in charge of____________ and _________________.
1.
2.
3.
35
In the picture above,
color in the following
regions and fill in the
squares to create a color
key.
• motor gyrus
• sound
• vision
• touch
36
37
UNIT TWO
THE CELLULAR
BASIS OF LIFE
Unit Two:The Cellular Basis of Life
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The CELLULAR BASIS of LIFE
SUMMARY
KEY POINTS
UNIFYING
CONCEPTS*
INTRODUCTION TO MICROSCOPY • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Students use hand-held microscopes to explore and consider
how this tool helps extend the
senses. They then observe a photo
using the scopes and discover
that the pictures are made of dots.
Like a picture is made of dots,
our body is made of building
blocks called cells.
• Big things (such as photos) are
made up of little things (dots) that
do not necessarily look like the big
thing.
• Complicated things are made up
of simple building blocks.
• Microscopes magnify things
so that their smaller structural
components are visible.
• Scientific instruments extend our
Sensory experiences. Tools help
scientists make better observations. They help scientists see
measure and do things that they
could not otherwise see, measure
and do. *
• Students practice skills of
observing, discovering, and
describing.*
CELLS: THE BUILDING BLOCKS OF LIFE • • • • • • • • • • • • • • • • • • • • • • • •
Students use the Virtual Microscope to explore cells. They
become familiar with the parts
and operation of a microscope,
and view plant and animal cells.
In part II, they are shown posters
of elodea and human body cells,
then draw these and label the
parts.
• The cell is the basic building
block of all living things.
• There many different kids of cells
in our bodies.
• Every organ in our bodies is
made up of cells.
• The form of the cell relates to its
function.
• Cells have different structures
that serve distinct functions in the
body.*
• Specialized cells perform
specialized functions in
multicellular organisms. *
• Simple instruments such
as magnifiers provide more
informtation than scientists obtain
using only their senses.*
•Describe the basic structure and
function of human body sysrtems.**
NEURON STRUCTURE • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Students learn the parts of the
neuron and their function by
creating models of neurons out
of clay or craft materials. This
lesson is followed by a Jeopardy
game or quiz to assess learning
from the unit.
• Neurons have a very complicated
structure compared to other cells.
• Neurons are an integral part
of a communication network
throughout the body.
• The shape of neurons of neurons
relates to their function of sending
and recieveing messages.
• All organisms are composed
of cells - a fundamental unit of
life. Cells carry on the many
functions to sustain life. *
• Specialized cells perform
specialized functions in
multicellular organisms. *
• Explain how health is
influenced by the interaction of
body systems.**
* Source: National Science Standards
** Source: National Health Standards
Unit Two:The Cellular Basis of Life
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4
Lesson Overview
Students explore the world of the classroom with hand-held microscopes.
This ever-poplular activity engages them and helps introduce the concepts
of extending the senses with tools and the idea that little things, or building
blocks, makle up larger things. This is the core idea of the next lesson
introducing cells.
L E S S O N
Engage (5 minutes)
• Using an LCD projector, introduce the Virtual Microscope.
• Students explore the images in the miucroscope. Encourage questions.
Explore (10 minutes)
• Pass out hand-held 30x microscopes. Review: location of the light
switch, the magnifying glass and microscope features, and how to
focus. Teach a few and have them show their peers.
• Students explore the world around them: e.g. hair, clothing, skin.
Explain (20 minutes)
• Students discuss how big things are made up of little things that don’t
resemble the big things. What are some examples? (e.g. a brick wall)
What tools do we need to use to see very little things? (Magnifying
glasses and microscopes.)
• Write magnify, magnifying glass and microscope on the board.
What does magnify mean? (Discuss). What does the prefix “micro”
mean? (Discuss). These are 30x microscopes. What does 30x mean?
(Explain that 30 x means that objects look 30 times bigger with a 30x
microscope.) Can we see things with a microscope that we can’t see
with just our eyes?
Expand (10 minutes)
• Distribute mounted color pictures to the students to observe with the
30X microscopes. What do you see? The pictures are made up of little
dots that do not in any way resemble the pictures themselves.
• This is an example of both big things made up of little things, and
seeing something with a microscope that you can’t see with just your
eyes.
Supplies:
Colored pencils, mounted
magazine images, handheld microscopes, and
student handout.
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Evaluate (Grading)
• Pass out drawing paper and colored pencils. Some circles can be predrawn on the paper to simulate the microscopeís field of vision. Ask the
students to draw something they saw with the microscopes around their
desks. Then ask the students to draw what the pictures looked like under
the microscope.
• Collect and examine the drawings. Collect their drawings: credit for
observations, following instructions and labeling their work.
Unit Two:The Cellular Basis of Life
MICROSCOPY
Students observe the world of the classroom, and then draw what they
have seen. They observe photos and discover that they are made of little
colored dots. They draw what they see under the microscope.
Introduction to
• The small dots look nothing like the final image, and only four different
colors make an infinite variety of images. Discuss the printing process: the
printer spits a few colors (e.g. CMYK: cyan, magenta, yellow and black)
and the colros blend to create the image they see. We are made the same
way, from a few basic parts that combine in many ways to make us.
• Solicit examples of little things that make up big things.
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Introduction to
MICROSCOPY
Background
Unit Two begins by introducing the concept of magnification,
and ends with learning about the anatomy of a neuron. We use
magnification to get a closer look at the world around us. In lesson
one, students are given hand-held 30x microscopes and encouraged
to explore their environment from a different perspective. The 30x
designation means that objects viewed through these microscopes
appear 30 times larger than their normal size. To properly use these
microscopes, the students must learn to use the focus mechanism
to gain a clear view of the object being observed. Scientists make
observations and manipulate tools to gain a better understanding of
our environment. Humans have always been interested in taking a
closer look at the world around them. Ancient observers used crystals
to get a better look at things. Around the end of the 13th century,
glass was first ground into lenses to make magnifying glasses and
spectacles. The first microscopes were simply tubes with lenses on
one end. The compound microscope, featuring two or more lenses,
was invented around 1590. Galileo used this same technology to
develop telescopes around the same time.
Anton van Leeuwenhoek (1632-1723) is regarded as the father
of microscopy. Using new methods of grinding and polishing, he was
able to fashion lenses capable of 270x magnification. Using these
lenses, he was the first to describe bacteria, blood corpuscles in the
capillaries, and microorganisms in drops of water. A contemporary
of his named Robert Hooke (1635-1703) built upon Leeuwenhoek’s
research to make his own discoveries. In 1665, Hooke published
a book called “Micrographica” that detailed his observations. He
observed that when cork (a type of tree bark) was examined under
a microscope, it appeared to be made up of rows and rows of tiny
boxes. Similar structures were observed in plants. Hooke called
these structures ‘cells’, because they reminded him of the tiny rooms
inhabited by monks.
Vocabulary Terms
Microscope
micro
magnifying glass
magnify
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Name: __________________________
Draw and label something you saw with the hand held microscope.
Draw how a photograph appears when viewed through the hand-held microscope.
43
Summary
Introduction to
MICROSCOPY
Introduction to Microscopy:
Unit Two:The Cellular Basis of Life
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Students
draw what
they see
under the
microscope.
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45
5
L E S S O N
Lesson Overview
Students learn the basic parts of a cell and explore different microscopic
images. They use a Virtual Microscope and/or view large poster-sized
images of cells.
Engage (10 minutes)
• A cell is the basic building block of all living things. Are brick walls
living? Trees? A rock? What are some of the differences between living
and non-living things? Find examples from the room of objects with cells..
Are you made out of cells? We are living things; we are made out of cells.
What are some types of cells in humans? Are plants and animals made out
of the same kinds of cells? Why or why not?
Explore:
• Display image of the plant cell (elodea or aquatic wisteria, at either 100x
or 400 x.) Display posters of red blood and white blood cells, striated
muscle cells and neuron cells. Ask the class to guess what kind of jobs
each type of cell does. See “guide to Posters” for more information.
Explain (25 minutes)
Discuss how form reflects function. Give hints by pointing out features of
each cell.
Expand (25 minutes)
• Pass out Venn Diagram handout and colored pencils. Ask the students
to draw and labeltwo different kinds of cells. Write all the pertinent
information on the board if it is not already there.
Evaluate (Grading)
• Collect and grade their work for clarity of detail and comprehension.
Unit Two:The Cellular Basis of Life
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Supplies:
LCD projector and computer
access with the Virtual
Microscope. Posters depicting
red and white blood, striated
muscle, and neuron cells.
Handouts (1 per student) and
colored pencils for groups of
students.
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Unit Two:The Cellular Basis of Life
CELLS:BUILDING BLOCKS of LIFE
Above: Student points out chloroplasts on the elodea poster.
Below: Student explores with the Virtual Microscope.
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CELLS:BUILDING BLOCKS of LIFE
Background
The cell is now recognized as the basic building block of all living
things. Plants and animals are both made up of cells, although there
are a few basic differences between the two. Plant cells have cell walls
that give the cells rigidity for structural support. Plant cells also contain
organelles that produce food for the plant through the process of
photosynthesis. Animal cells have less rigid membranes instead of cell
walls.
The cell theory, first developed in the 19th century, states that all living
things are made up of one or more cells. All cells come from preexisting
cells and contain organelles that provide all the functions necessary
for the cell to live. Finally, all cells contain the genetic information
(DNA) needed to regulate cell function and pass all the needed genetic
information to future generations of cells. The DNA is located in the
nucleus, the control center of the cell. All living things are made up of
cells, from single celled organisms like the amoeba up to humans whose
bodies are made of hundreds of billions of cells.
The human body is made up of over 200 different kinds of cells. Each
of these kinds of cells has a specific structure dictated by their function
within the body. In the Brain Explorers lessons, we examine blood cells,
muscle cells, and nerve cells (neurons).
Blood Cells: Whole blood is living tissue that circulates through the
body carrying nourishment, electrolytes, hormones, vitamins, antibodies,
heat, and oxygen. Whole blood contains red blood cells, white blood
cells, and platelets suspended in yellowish liquid called plasma. Blood
cells are made in the marrow of flat bones such as the skull, ribs,
sternum, and pelvis.
Red blood cells carry oxygen throughout the body. They do this by
mean of a protein called hemoglobin, which is also what makes red
blood cells red. There are about 1 billion red blood cells in two or three
drops of blood. For every 600 red blood cells, there are 40 platelets and
one white blood cell. Red blood cells live for about 120 days and are
eventually removed by the spleen. Unlike other cells in the body, mature
red blood cells do not have a nucleus.
White blood cells protect the body from bacteria, fungi, and viruses.
There are five different types of white blood cells. Some surround and
destroy bacteria and viruses, while others help the immune system keep
us healthy.
Platelets are very small cells that help in the clotting process. Without
platelets, we would not stop bleeding when we got a cut. When you see
a scab form on a cut, you are seeing platelets at work.
Unit Two:The Cellular Basis of Life
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UNC-CH Brain Explorers
.
Vocabulary Terms
red blood cells
neuron
nucleus
slide
light
objective
white blood cells
muscle cells
cell wall
stage
focus
10X, 20X, 30X, 40X magnifications
Unit Two:The Cellular Basis of Life
CELLS:BUILDING BLOCKS of LIFE
Muscle Cells: muscles are made up of bundles of cells that stretch
and contract to create movement. There are 3 types of muscle cells:
skeletal, smooth, and cardiac. Skeletal or striated muscle moves our
skeletons when our brains direct them to. The smooth or involuntary
muscles line the blood vessels, digestive tract, stomach, and other
internal organs. We don’t have to think about these muscles moving,
because all these things happen automatically like blinking and
breathing. Cardiac or heart muscle is a cross between striated and
smooth muscle. Heart muscles are also involuntary muscles that keep
on working without conscious thought on our part.
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CELLS:BUILDING BLOCKS of LIFE
50
Guide to the Posters: Form and Function
Introduction:
Allow a few moments for students to observe images without dialogue.
Then entertain questions.
Red blood cells
White blood cell
This is human blood. You can
see the individual cells which
float in plasma. You can see
here both a white blood cell
(leucocyte) and red blood cells.
These little packages carry
oxygen through the bloodstream. They seem to float like
little boats through the long
veins and arteries of the circulatory system.
These are muscle cells. You
can see they are striated, or,
long and stretchy. Think of
this form, and their function.
Why would a muscle cell need
to have these characteristics?
What are muscles like? Are
they stretchy?
These are neurons. You can see
the network. Communication
happens along these networks.
Can you think of other examples of lines of communication? Maybe telephone wires,
or the Internet. Such netwroks
are complex and deeply interconnected. These kinds of cells
use chemical and electrical
signals to do their job.
Conclusion:
All of these cells are in our body. Yet they are so DIFFERENT from each
other! They are different because they have different jobs, or functions.
Name
Draw a picture of Elodea
Draw another cell and label it.
Make a Venn Diagram:
Label and describe each cell individually on the left and right sides, then write
what they have in common in the center.
Unique to cell #1
Unique to cell #2
Common characteristics
51
PARTS and PIECES: The NEURON
Background
Neurons: Neurons or nerve cells are very specialized cells that carry
messages throughout the brain and body. Neurons come in many
different shapes and sizes, depending upon where they are in the body
and what sort of messages they carry. These messages are transmitted
through an electrochemical process called neurotransmission.
The human brain alone contains over 100 billion neurons. Neurons
carry the motor and sensory messages that enable us to move and
receive stimuli from the world around us. Neurons in our brains let us
decipher all this information and make decisions accordingly. Unlike
other cells in our bodies, neurons do not replace themselves when they
die. We are born with all the neurons we will ever need, and for the
most part they are never replaced. Recent studies have revealed that
some new neurons are created in the hippocampus, the part of the brain
responsible for long-term memory storage. Because neurons do not
generally reproduce, it is important to avoid activities that can damage
or destroy them such as abusing drugs or alcohol.
While there are many kinds of neurons, they all share the same basic
anatomical structures. The nucleus and organelles of a neuron are
located in the cell body. Radiating from the cell body are the dendrites.
The term ‘dendrite comes from the Greek word used to describe
the branches of a tree. Receptors on the dendrites catch the chemical
messages called neurotransmitters that are sent from other neurons.
Once the dendrites catch enough of these chemical messages, the cell
body becomes excited and sends an electrical impulse called the action
potential down a wire-like structure called the axon. When the electrical
impulse reaches the end of the axon, called the axon terminal, more
neurotransmitters are released to float across the gap between either
the dendrites of another neuron or receptors on a muscle cell. This gap,
about a millionth of an inch wide, is called the synapse.
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52
UNC-CH Brain Explorers
The Neuron: Summary
Play dough will stick to
and harden on paper so
that it can be hung for
display.
Rotate through classroom
and ask leading questions.
Encourage creativity and
individual expression.
Students make the neuron,
then label the parts. If they
finish early, they can make
a second neuron next to
the first. Neurons need to
be close to each other to
communicate.
Students might search the
internet to find out more
parts of the neuron, such
as the myelin sheath, and
to learn more details to
add to their artwork. See
resoruces for relevant
websites.
Students share their work,
and then put it on display.
Follow up with a writing exercise where they
explain the impoirtance of
the neuron.
Unit Two:The Cellular Basis of Life
PARTS and PIECES: The NEURON
Hand out supplies to
students - clay or scrap
materials - and have them
create a neuron with
labels.
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PARTS and PIECES: The NEURON
Vocabulary Terms
nerve cell
neuron
dendrites
axon
cell body
nucleus
axon terminal
neurotransmitter(s)
neurotransmitter receptor
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UNC-CH Brain Explorers
PARTS and PIECES: The NEURON
Unit Two:The Cellular Basis of Life
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6
Lesson Overview
The goal of this lesson is to introduce the neuron in detail, introducing
basic parts, as well as its role in the body s communication network
L E S S O N
Review and Engage (5 minutes)
• Discuss what we learned last week about cells in our bodies.
• Tell students they will be working in clay or scrap materials.
to make a nerve cell.
Explore (10 minutes)
• Use a large neuron structure poster to discuss neuron structure.
• Students learn that a neuron/nerve cell has several parts: dendrites, axon,
cell body, nucleus, axon terminal, neurotransmitters, neurotransmitter,
and receptors. Discuss the process of neurotransmission briefly, and that
neurons are used to communicate messages thoughout the body.
Explain (5 minutes)
• Reveal facts about neurons such as the ones below.
- Neurons carry messages in our bodies.
- Neurons are the building blocks of our nervous system.
- The human brain contains about 100 billion neurons.
- Each neuron communicates with thousands of other nerve cells
that together, control our every perception and movement.
- Neurons allow us to breathe, move, feel, learn, remember and
much more.
/Expand (30 minutes)
• Remind students that an important job of scientists is to record what
they have learned. Sometimes scientists do this by creating a drawing
or sketch or a model. Like a scientist, the students will record what they
know about neurons by creating a model. It is important to be as accurate
as possible and to label the parts. Reveal contents of the bags in advance.
Show a sample completed model. Leave at least 30 minutes for activity.
• Pass out stiff art paper for gluing and mounting scrap craft materials.
Each student should also recieve a ziplock bag with a variety of scrap art
supplies for creating neurons such as yarn, glitter, sequins, shiny paper,
and pipe cleaners.
Evaluate
• Grade their work created during class period.
• Homework: Students draw and label a neuron, then write sentences
describing the function of each part.
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PARTS and PIECES: The NEURON
Unit Two:The Cellular Basis of Life
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Name __________________________
Teacher _________________________
1. The brain stem controls
a) the sense of touch
b) things we don’t have to think about like heartbeat, blinking
and breathing
c) dreams
2. The brain sends and receives messages through
a) sensory and motor nerves
b) the veins
c) muscles
3) The brain
a) does one job - thinking
b) has different parts for different jobs
c) is controlled by the body
4) The cerebellum helps with
a) blinking and breathing
b) balance and coordination
c) blood flow
5) A microscope is used to see
a) large things
b) small things
c) far away things
6) When we magnify something, we make it
a) look smaller
b) look bigger
c) go away
7) The _______ is the basic building block of all living things.
a) atom
b) molecule
c) cell
8) When Robert Hooke coined the term ‘cell’, he was looking at
a) germs
b) water
c) cork
58
Label the parts:
• Brain
• Spinal Cord
• Motor nerve (helps us move)
• Sensory nerve (helps us experience
the outside world).
This system is called _________________________________
59
Label the parts of the neuron.
Label the parts:
• Dendrite
• Cell Body
• Axon
• Axon terminal
60
In the space below, write a paragraph (or several sentences) about what you learned
and what you enjoyed in Brain Explorers. The activities we did were:
a) Full Body Tracing: outine of body with yarn
b) Magic Wand: Dr. Penfield’s experiments
c) Clay Brains: making brains from play-dough
d) Mid-point review: doctor/patient game
e) Introduction to Microscopy: hand-held microscopes
f) Cells: poster guessing game, drawing cells
g) The Neuron: scratch lite drawing of a neuron or scrap materials
61
62
63
UNIT THREE
COMMUNICATION IN
THE NERVOUS SYSTEM
Unit Three: Communication in the Nervous System
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COMMUNICATION in the NERVOUS SYSTEM
SUMMARY
KEY POINTS
UNIFYING
CONCEPTS*
REACTION TIME • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Students work in pairs to measure
their reaction time in a simple
“ruler drop” experiment. The pathways through which messages are
transmitted through the nervous
system are illustrated with this
experiment.
• Students use the scientific
method and do an experiment.
• Several parts of the nervous
system send messages with
amazing speed to perform even the
simplest tasks.
• Catching a ruler involves a
discreet neural circuit.
• Students gain insight into Science
as a Human Endeavor.*
• Scientists formulate and test
their explanations of nature using
observation, experiments, and
theoretical and mathematical
models.*
• Explain how health is influenced
by the interaction of body systems.*
NEUROTRANSMISSION FELT KIT • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Students work with felt cutouts to
create a model of a neuron. They use
the model to illustrate the proces of
neurotransmission.
The nerve circuuits involved in the
reaction time test are explained in
the context of neurotransmission.
• Communication within the
nervous system occurs through the
process of neurotransmission.
• Neurotransmission is a sequence
of events involving chemical &
electrical processes.
• All thoughts, feelings and
movements involve communication
among neural circuits.
• In something that consists of many
parts, the parts usually influence one
another.•
• Specialized cells perform
specialized functions in multicellular
organisms.*
• Communication between neurons in
the basis for thought and behavior.
• Describe the basic structure and
functions of human body systems.**
NEUROTRANSMISSION DANCE • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Students review neurotransmission
by acting out the steps of the process
in a dance. Percussion instruments
provide sound effects for each step.
• This lesson is an engaging
reinforcement of the concepts
introduced in the previous lesson.
• Models are often used to think
about processes that happen
too slowly or too quickly to be
observed.*
ALCOHOL REACTION TIME DANCE • • • • • • • • • • • • • • • • • • • • • • • • • • •
Effects of alcool on reaction time
are illustrated with the neurotransmission dance Students appreciate
that brain chemistry is a delicate
and powerful part of behavior.
• There are excitatory and
inhibitory neurotransmitters that
affect the functioning of neurons.
• Alcohol affects reaction time by
altering neurotransmission.
• Alcohol and other drugs are often
abused substances. Such drugs change
how the body functions and can lead
to behavioral problems and addiction.
• Tobacco, alcohol, other drugs, can
harm human beings and other living
things.*
•Describe the relationship between
personal health behaviors and
individual well-being.**
BRAIN DEVELOPMENT • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Students create neurons of different
developmental stages using Scratch
LiteTM. Neurons are assembled into
a network on a window or wall.
• Dendritic structure gets more
complex during development as
more synaptic connections are
formed.
• The brain grows substantially
from birth to adulthood. This
growth involves increasing
complexity of individual cells, not
creating more cells.
Unit Three: Communication in the Nervous System
• Plant and animal life cycles include
being born and developing into
adults. (This includes the growth and
development of the brain.)
• Describe the basic structure and
functions of human body systems.**
* Source: National Science Standards
** Source: National Health Standards
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7
Lesson Overview
Engage (5 minutes) Introduce Gravity
• With the help of a student volunteer, demonstrate to the class how
a ruler can be dropped and caught. Ask students, “What made the
ruler fall?”
• Get students to think critically about what draws objects toward the
earth. What is gravity and how does it affect falling objects?
L E S S O N
Explore: (10 minutes) Galileo’s Law of Free Fall
• Hold a book and a piece of paper (not crumpled) high above the
floor. Ask students to make a hypothesis about which object will
hit the floor faster. Do all objects fall at the same speed every time?
Drop and retrieve the paper and book.
• Crumple the paper and then ask the students to guess which one will
reach the floor first. Drop the book and paper again.
• Discuss air resistance. In the absence of air resistence, all objects
fall at the same speed.
• At their desks, have students compare a heavy and a light object and
make predictions about which object will fall faster.
Supplies: rulers for student pairs, class chart with milliseconds
and handouts, one per student. Use side one for recording results.
Copy Experimental Procedure sheet of instructions to the back.
Optional: a stopwatch (For demonstration at the beginning.
Attempt to record how fast the ruler is caught using a stopwatch and
observe that we cannot hit the stopwatch fast enough.)
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Evaluate: (5 minutes) Reaction Time Sequence Worksheet
• Distribute the worksheet and have students complete the top portion by
writing the 5 key words from the word box in the correct order.
• Have students complete the lower portion of the worksheet. They must
write a short paragraph detailing the reaction 6 components of the sequence
listed above.
• Collect student work and select students to share their paragraphs during
the following lesson.
Vocabulary:
Gravity
Constant
Rate (distance/time)
Galileo
Visual Cortex
Motor Corte
Nervous System
Reaction Time
Unit Three: Communication in the Nervous System
REACTION TIME
Explain: (20 minutes) Reaction Time Sequence
• Introduce Galileo’s Law, which states that all objects fall at the same speed
despite their mass (neglecting air resistance).
• Bring out the ruler again and ask a student volunteer to come up to the front
of the class. Instruct the student to catch the ruler as it is dropped.
• After the ruler is caught, ask the student:
“Why was the ruler caught in the middle (after a lag period) rather than
at the end (instantaneously)?
“What causes this hesitation?”
“What had to happen in my body for me to catch the ruler?”
• Have students predict the sequence of events involved in the reaction time
pathway.
• Ask students what had to happen for you to grab the ruler after it dropped.
• Demonstrate visually the process using the REACTION TIME POSTER.
Use the dry erase marker to draw the reaction pathway:
The eye sees the ruler drop.
The eye sends a message to the visual cortex.
The visual cortex sends a message to the motor cortex.
The motor cortex sends a message to the spinal cord.
The spinal cord sends a message to the hand/finger muscle.
The finger muscle contracts to catch the ruler.
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Background
REACTION TIME
Reaction Time
The first lesson of this unit introduces a process that we will look at
in greater and greater detail throughout the course of the unit. How
someone catches a ruler ionvolves a significant sequence of events
that involves the sending and receiveing of messages through the
nervous system.
Galileo deduced that bodies falling freely in a vertical direction
have uniform acceleration, and in the absence of air resistance, all
bodies fall with the same constant acceleration regardless of their
mass. Reaction times can be calculated manually, but because they
can occur in milliseconds, it is easier to use a mathematical formula
developed by scientists to calculate reaction times based on the
distance that an object is dropped before it is caught. The reaction
times can be measured in this manner because an object falls at a
predetermined rate.
The neural pathway involved in the reaction time experiment involves
a series of neural processes. Catching the ruler begins with the eye
watching the ruler in anticipation of it falling. After the ruler is
dropped, the eye sends a message to the visual cortex, which perceives
that the ruler has fallen. The visual cortex sends a message to the
motor cortex to initiate catching the ruler. The motor cortex sends a
message to the spinal cord, which then sends a message to the muscle
in the hand/fingers. The final process is the contraction of the muscles
as the hand grasps the ruler. All of these processes involve individual
neurons that transmit electrochemical messages to other neurons. The
details of neurotransmission will be discussed in later lessons. When
comparing hands, students will usually find that their dominant hand
is faster. The increased speed is evidence that one hand has greater
dexterity than the other. Or, simply put, one hand is more skilled.
Because the dominant hand is used more often, the neurons that carry
messages between that hand and the brain are faster at transmitting
electro-chemical signals. They are communicating along well-worn
pathways. By running the same messages along the same pathway
repeatedly, students can improve their motor skills. The phrase
“practice makes perfect” is scientifically accurate! Go ahead and
encourage your students to practice skills they wish to hone.
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Name _______________________
Class _______________________
EXPERIMENTAL
PROCEDURE
Instructions:
Be sure to start at Zero.
Rest the ruler just above the
thumb and forefinger of the person
catching, and do not tell themwhen you will drop the ruler.
It is important that everyone use
the same method if you are to
compare results.
When reading where you caught
the ruler, either:
1) round to the nearest whole
number, or
2) Choose the nearest whole number above your finger.
Again, it is important that everyone use the same method if you
are to compare results.
EXAMPLE: What would be the result for the
catch below? Take a guess, then read the answer.
For example, if rounding to the
nearest whole number, then this
person would record that they
caught the ruler at 7 centimeters.
7
If using the nearest number above
the finger, then they would record
8 centimeters.
69
Reaction Time Experiment: Summary
Step 1: Describe experiment and decide
on procedures as a
class.
Step 2: Student pairs
take turns dropping
and catching the
ruler.
Step 3: Students read
and record results
of three consecutive
drops.
Step 4: Second
student then repeats
the catch process and
records results.
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Step 5:
Students complete the
data collection handout. After adding the
three catch times and
finding the average
catch distance, they refer to the distance and
time chart to determine
their reaction time.
Step 5:
Students find the speed
of their reaction time
using the distance and
time chart. They find
their catch distance
and read the time in
milliseconds.
Assessment:
Students record what steps
had to happen in their body
for them to catch the ruler.
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8
L E S S O N
Lesson Overview
Engage (10 minutes) Student Inquiry
• Review neuron structure with students.
• Ask: “How can these neurons send messages to each other and to
the muscle cell?” Students hypothesize as to what structures might be
involved in neurotransmission, which is the process of communication
between nerve cells and other cells in the body.
Explore (10 minutes) Neurotransmission - Spinal Cord to Hand
• Review the reaction process required to catch the ruler on the board:
the eye, the visual cortex, the motor cortex, the spinal cord, and the
muscle.
• Tell students, “Let’s focus on the neuron that carries the message from
the spinal cord to the muscles in the hand.” This nerve cell body is in
the spinal cord and its axon stretches out to the hand muscles.
• Students may enjoy estimating the length of their axons by measuring
the distance from the spinal cord to the hand with a meter stick.
• Tell students that they will next learn all the details about how the
message gets from the nerve cell to the muscle cell.
Explain (10 minutes) Introduction to Neurotransmission
• Explain the sequence of events detailed in Background section.
Expand: (25 minutes) Reaction Time Felt Kit
• Explain to students that they now will put together and narrate the
steps of neuromuscular transmission using a felt kit.
• Introduce the felt kit parts and labels: placemat (white felt), neuron
cell body with dendrites (blue felt), axon and axon terminal (gold bead
chain), action potential (lightening bolt), neurotransmitters (fuzzy
balls), neurotransmitter receptors(y-shaped felt), and muscle cell (arm,
hand, and muscle felt shape).
• Demonstrate the process once for the class, setting up and moving the
various parts. Repeat the sequence of events for the students.
• Students work in groups to put together the “neurotransmission
scheme” on the placemat.
• Encourage students to use the labels for each part of the kit and to
practice narrating the process to each other using the labels.
• Come together as a class and have a few student volunteers narrate the
process for the class.
• Be sure to remind students to use the materials carefully and make sure
all the pieces get back in the bag for the next class.
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Unit Three: Communication in the Nervous System
F E LT K I T
Evaluate: (15 minutes) Synapse Worksheet
• Students draw and label the synapse using all the words listed
• Students number the steps of neurotransmission from 1-6 beginning
with # 1 (the nerve cell in the spinal cord receives a message from the
nerve cell in the motor cortex).
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Background
F E LT K I T
Neurotransmission is a process that follows specific steps. The student use
the felt kit to learn and review the process. The steps are as follows:
1. The dendrites of the nerve cell in the spinal cord get a message from the
nerve cell in the motor cortex.
2. The nerve cell in the spinal cord gets excited which causes an
electrical signal, or action potential, to move down the axon of the nerve
cell (ie. the axon that travels down the arm from the spinal cord).
3. Once the action potential reaches the axon terminal, neurotransmitters
are released and travel through the synaptic cleft (the space between the
axon terminal of the nerve cell in the spinal cord and the receptors on the
muscle cell) to neurotransmitter receptors on the muscle cell. Use the
neuron and synapse posters to clarify the process.
4. The neurotransmitters and neurotransmitter receptors bind, which
causes the muscle cell to get very excited.
5. Once the muscle cell is excited then the muscle contracts (or moves).
There are different levels of excitation in the receiving muscle cell.
Excitation is increased with the the increase in neurotransmitters that are
released and recieved. The cell must be excited to a certain state before the
muscle is able to contract.
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F E LT K I T
Vocabulary:
Neuron/nerve cell
Neurotransmitters
Nucleus
Action potential
Axon terminal
Neurotransmitter receptors
Synapse
Synaptic cleft
Assessment: Students take turns talking through the process and
reviewing the parts of the neuron. They could also draw the felt kit,
label the parts, and write a paragraph describing the process.
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This is the neuron next to a set of striated
muscle cells. Below is an up-close view
of the synapse - the place where the axon
terminal of the neuron communicates
with the muscle cell. The soace between
the two cells ius called the synpatic cleft.
In neuron to muscle communication, the chemical
neurotransmitters cross the
synaptic cleft and bind to
receptors on the muscle cell,
telling it to contract.
76
In neuron to neuron communication, the
neurotransdmitters cross the synaptic
cleft and bind to receptors on the next
dendrite.
77
F E LT K I T
The Felt Kit: Summary
Step 1: Show the kit. Talk through each part and its function in the
process of catching the ruler, and in neurotransmission.
Step 2: Hand out the kits to teams of 4-6 students. Have them try
to arrange the parts in order.
Step 3: Review the process as a class.
Step 4: Rotate through the room to hear teams describe the process
of catching the ruler, with emphasis on neurotransmission.
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Optional Technology activity: Students import a neurotransmission animation into
Hyperstudio or Powerpoint and create a presentation describing the process.
When viewing, let your eyes follow
the pathway of the message,
shown here as a bright light
travelling through the neuron.
1
5
6
3
7
4
8
F E LT K I T
2
Idea: Make flip books!
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9
Lesson Overview
Note: There are two parts to this experience. They can be done in one lesson,
or two, depending on attention span and time available. Part one teaches the
processs of neurotransmission. Part II teaches what happens when there is
alcohol added to the system.
L E S S O N
Lesson Plan: Neurotrasmission Under Normal Conditions
Engage (5 minutes) Brainstorm
• Review the neurotransmission process with a poster, worksheet, or felt kit
• Ask students if there is any other way they could learn the neurotransmission
process? Could they dance and act it out?
Explore (5 minutes) Neurotransmission Dance - The Components
• Ask students what is needed to put on a play or musical.
• Students should respond: a cast, props, a set, musical instruments.
• Show students the labels cast members will be wearing and the props they
will be using, and the musical instuments that will accompany the process.
Ask students to guess which props will represent the different components
involved in neurotransmission.
Explain (10 minutes) Neurotransmission Dance - The Components
• Explain each aspect of the neurotransmission process to be acted out or
danced and the sound effects that will accompany each step in the process.
1. The neuron gets excited which causes an electrical signal, or action
potential, to move down the axon of the nerve cell (ie. the axon that travels
down the arm from the spinal cord). There are four cast members. There
is one student acting as the neuron’s cell body and another student acting as
the neuron’s axon terminal . They’re connected by a cord or rope, which
is the axon. A third student waits at the top of the axon for a message and
then walks quickly down the axon as the action potential. There is a fourth
student acting as the muscle cell that receives the message from the first
neuron, who stands across from the student playing the axon terminal.
2. Once the action potential reaches the axon terminal, neurotransmitters
are released and travel through the synaptic cleft to neurotransmitter
receptors on the muscle cell. The dance actually starts with the student
who plays the nerve cell in the motor cortex throwing balls which are the
neurotransmitters, to the student who is the cell body of the nerve cell in the
spinal cord. This nerve cell gets excited, the action potential goes down the
axon and the message is sent on to the muscle cell.
SHOT OF INSTRUMENTS<
NAMETAGGS< SUNGLASSES
ETC>>>>>
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DANCE!
3. The neurotransmitters and neurotransmitter receptors bind, which
causes the muscle to get very excited. The student “catches” the
neurotransmitters with two sticky mits they wear on their hands. These
mits act as the neurotransmitter receptors.
4. Once the muscle cell is excited then the muscle contracts (or moves).
The student who is the muscle cell should demonstrate contraction by
contracting their own arm muscle.
- There are different levels of excitation in the receiving muscle cell. The
cell must be excited to a certain state before the muscle is able to contract.
The dance can demonstrate this concept if the person playing the nerve
cell body and muscle cell move slowly when the first neurotransmitter is
released and more quickly after each neurotransmitter until the third and
last neurotransmitter creates enough energy for the message to be sent on.
Also, the drums can get louder for each neurotransmitter.
- Relate the cast members roles to the musical background so that students
understand how the different components work together. Teachers can
use instruments when available and as appropriate. Some suggestions:
drums(electrical energy ad transfer of the message), xylophone(action
potential), gong(neurotransmitters binding to receptors), cow bell and
rattles.
Expand: (30 minutes) Neurotransmission Dance
• Students practice the neurotransmisoin dance, first in slow motion and
then getting faster. All students get to participate by using the instruments
or being a cast member.
Evaluate: (10 minutes) Neurotransmission Student Narration
• While continuing the dance, ask for student narrators.
• Keep in mind that there is a lot of noise; narrators will have to speak up.
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Lesson Plan Part 2: Neurotransmission with Alcohol
Engage (5 minutes)
The last few lessons have dealt with neurons and neurotransmission.
Neurotransmission is a long word that describes how neurons carry messages
in our brains and bodies. Does anyone recall how neurotransmission works?
Write the terms spinal cord, dendrites, receptors, neurotransmitters, cell
body, axon, action potential, axon terminal, synapse, and muscle cell on
the board. (Alternative, have a poster with the vocabulary already written on
it.)
DANCE!
Explore (15 minutes)
Give the students a piece of notebook paper and ask them to use the
vocabulary words on the board to write a sequence of how neurotransmission
occurs. When completed, their sequences should contain the following:
The receptors on the dendrites catch neurotransmitters released from
a neuron located in the spinal cord. When enough neurotransmitters are
caught, the cell body gets excited, causing an action potential to travel
down the axon to the axon terminal. The axon terminal then releases
neurotransmitters across the synapse that land upon receptors on another
neuron, or upon receptors on a muscle cell.
If the students have trouble recalling this sequence, write it on the board.
Explain (10 minutes)
Recreate the Neurotransmission Dance. Assign roles to the students and
distribute nametags. Designate a narrator to describe the sequence of
neurotransmission. Repeat until the sequence is smoothly performed. Rotate
the narrator role through the students not participating in the dance.
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Evaluate
If an evaluation is desired, have the students write a paragraph describing
how alcohol can affect the nervous system.
Vocabulary:
spinal cord
dendrites
receptors
neurotransmitters
cell body
DANCE!
Expand (15 minutes)
What happens when you introduce alcohol to the brain? Ask the students
what happens when people drink alcohol? Does it affect their how their
brains work? Do their reaction times get faster or slower? What about
muscle movement? Is it enhanced or diminished? When people drink
alcohol, it quickly goes from the stomach into the bloodstream and on
to the brain. When it gets to the central nervous system it can quickly
affect neurotransmission. There are two main types of neurotransmitters,
excitatory and inhibitory. Excitatory neurotransmitters stimulate the neurons
and muscle cells. The neurons send messages that cause the muscles to
move. Inhibitory neurotransmitters make the neurons less likely to carry
messages. They inhibit the process. Alcohol stimulates the production of an
inhibitory neurotransmitter called GABA (gamma-amino butyric acid). This
slows down the neuron’s ability to send the messages that make the muscles
move. This difficulty in sending messages is what causes people under the
influence of alcohol to slur their speech and have trouble moving normally.
It makes it harder to think clearly as well. Your nervous system can’t work
like it normally does. To illustrate this, give a student a nametag that says
“alcohol” and have them stand in the synapse between the nerve cell in the
spinal cord and the next neuron in the sequence. When alcohol is present in
the synapse, it is harder for the receptors on the dendrites to catch enough
excitatory neurotransmitters. The end result is that the muscle cell isn’t
properly stimulated. Instead of flexing, the muscle cell actor should now
just move feebly. Run this sequence once or twice, with the ‘dendrites’ just
catching a few neurotransmitters, the action potential moseying down the
axon, and the muscle cell shrugging their shoulders instead of flexing.
Next, demonstrate what happens after alcohol is removed from
the synapse after long-term alcohol abuse. A depleted supply of inhibitory
neurotransmitters couple with an overproduction of excitatory ones causes
an over-stimulation of the muscle cell. Do the dance having the dendrites
catching too many neurotransmitters, the action potential scurrying down
the axon, the axon terminal again releasing too many neurotransmitters,
and the muscle cell shaking violently. This shaking is called the delirium
tremens (the D.T.’s), a symptom of withdrawal after long-term alcohol
abuse.
axon, a
action potential
axon terminal
synapse
muscle cell
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Background
Alcohol’s Effects on the Brain
DANCE!
Alcohol is the most widely abused drug in the world. Although it
is legal for adults to drink alcohol in most of the world, the price paid in
both lives and resources is staggering. In the United States alone, around
16,000 people are killed every year in alcohol-related traffic accidents.
When injuries and personal property loses are included, the cost of
these accidents is about 50 billion dollars a year (data from the National
Highway Safety Administration). However, these numbers are just the
tip of the iceberg. It is estimated that nearly 14 million people in the U.S.
abuse alcohol every year. (Society for Neuroscience “Brain Facts” p.
35) Everyone is aware of the costs of drinking when it comes to traffic
fatalities and drunk driving arrests. What most people don’t realize is that
drinking alcohol can have a profound effect upon their brain.
Ethanol, the active ingredient in alcohol, is easily absorbed into
the bloodstream. From there it quickly travels to the brain. In small
amounts, alcohol can have a stimulating effect on people. In greater
quantities it becomes a depressant, slowing down both cognitive and
motor skills. Aside from the well-publicized toll on the liver, long-term
alcohol abuse has also been shown to affect brain function long after
the abuse has stopped. Chronic alcohol abuse can damage the prefrontal
cortex of the brain, which we use to plan and organize actions and
regulate behavior. It can also cause an overall reduction in brain size
and an increase in the size of the ventricles, where cerebrospinal fluid
is produced and stored. Alcohol abuse is associated with a deficiency in
vitamin B-1 (thiamine). The cerebellum is especially sensitive to thiamine
deficiencies. Chronic alcohol abuse interferes with the digestive system’s
ability to absorb thiamine, which can result in Wernicke’s encephalopathy.
The symptoms include impaired memory, disorientation, paralysis of the
eye muscles, and problems with coordination. Eighty to ninety percent of
alcoholics with Wernicke’s encephalopathy go on to develop Korsakoff’s
syndrome, a psychosis featuring worsening symptoms of forgetfulness
and an inability to perform simple motor functions (information from
NIAAA bulletin number 63, October 2004).
Young people run an increased risk of brain damage from alcohol
abuse. According to a recent study by the Substance Abuse and Mental
Health Services Administration, over 9 and half million young people
between the ages of 12 and 20 admitted to drinking alcohol. This is
disturbing in light of recent research that indicates our brains develop
slower than previously thought. While most important development is
finished after the first few years of life, some brain regions continue to
develop into the mid-twenties.
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Unit Three: Communication in the Nervous System
DANCE!
Neural circuits in both the prefrontal cortex and the hippocampal
areas of the brain are still changing. Introducing alcohol into the brain
can harm the ability to learn and remember. Studies have shown that
people who start drinking during their teenage years have smaller
hippocampal areas than non-drinkers, and perform more poorly on
memory tests. Since the prefrontal cortex is involved in planning and
decision-making, any damage caused by drinking can lead young people
to make poor choices and decisions. This can also affect brain areas that
reinforce pleasure-seeking activities, and can lead to addictive behaviors
such as alcoholism.
Although scientists are not sure exactly how this ‘reward
circuit’ works, studies of rodent and monkey brains along with brain
imaging studies in humans have given us clues to the structures
involved. Basically, neurons located in areas deep within the brain
release chemical neurotransmitters that induce pleasurable sensations.
Recreational drugs stimulate this reward circuit, making the user feel
pleasure while under the influence of the drug. Unfortunately, artificial
stimulation of the reward circuit causes a depletion of these chemicals.
This in turn results in cravings to once again stimulate the reward
circuit. Since the prefrontal cortex is part of this circuit, the ability to
plan, organize, and control behavior is affected. The downward spiral of
addiction inevitably leads to making more and more poor choices, based
upon the compulsion to stimulate the reward circuit. Alcohol acts upon
this circuit, as well as the learning and memory centers. (Society for
Neuroscience, “Brain Facts” p. 34)
Perhaps the most serious effect of alcohol is when it is
introduced during pregnancy. When a pregnant woman drinks, exposure
to alcohol can result in her baby being born with Fetal Alcohol
Syndrome (FAS). When alcohol is passed through a mother’s placenta
to her unborn child, the baby’s brain can be seriously damaged. Brain
structures affected include the corpus callosum, the cerebral cortex, and
the cerebellum. Fetal Alcohol Syndrome is the leading preventable cause
of mental retardation in the world. There is no safe time to drink when
a woman is pregnant, nor is there a safe amount of alcohol to drink.
Damage to the fetus can occur at any time, even before the mother is
aware that she is pregnant.
Although alcohol is a socially accepted recreational drug, its regular use
can have many negative ramifications. Beyond the well-documented
dangers of drunken driving and liver cirrhosis lies an equally serious but
more insidious danger to the brain. While young people and babies are
the most vulnerable, everyone is susceptible to alcohol’s effect upon the
brain
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L E S S O N
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Lesson Overview
Engage (5 minutes)
• Ask students “What happens to your brain as you get older, say from
birth to fourth grade?”
• Student responses should indicate some type of growth, which can
lead to an explanation of brain development.
• Use the neuron and brain development posters to show dendrite
formation from 0 to 2 years.
Explore (25 minutes)
• Students learn that brain volume increases with age as dendrite
formation increases between cells.
• Students should also know that dendrite formation is crucial to
learning and forming memories.
• Ask students to use 3 sheets of scratch light to show brain
development in a newborn, six month old, and 2 year old.
• Students should draw more dendrites on a single neuron with each age
increase, but should not draw more neurons.
Explain (10 minutes)
• As students are finishing refer back to the posters to show brain
development
• Discuss developmental milestones for the ages for which students
drew nerve cells and dendrites
• Highlight activities that require increased brain development with age
Expand (15 minutes)
• Students may help brainstorm activities that can be accomplished at
specific ages
• Students should make the connection between early brain
development and activities that enhance or facilitate dendrite formation
as well as ways to protect the brain from damage to the nerve cells
• Discuss the myth that humans only use 10 % of their brain.
Evaluate (5 minute discussion, 10 minutes grading)
• Ask students, “Why might some nerve cells have different numbers of
dendrites than others?”
• Students may discuss their hypotheses. Reveal that younger brains (0
to 2yrs) have fewer dendrites than adolescent or adult brains because as
you learn and use new thought processes, you require more dendrites
and connections between cells.
• Examine students work to see that students have drawn more
dendrites with each age increase vs. more neurons.
Unit Three: Communication in the Nervous System
UNC-CH Brain Explorers
Unit Three: Communication in the Nervous System
DEVELOPMENT
Extension (artwork) Differences in Nerve Cells
• In the artwork extension, students use Scratch LightTM paper to depict
the increasing complexity of neurons as a child grows. These can be
assembled into a collage. Alternatively, they might be connected to create
a neural network.
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DEVELOPMENT
Background
The Brain: Learning and Growing
The human brain develops at a remarkable rate for the first five years of
life. While we are born with all the nerve cells we will ever have, they
are very simple cells. The cell body is there, and the axon, but there are
very few branches and the cell lacks the complexity it will have later on.
Nerve cells grow and become more complex as learning occurs. As we
learn, new connections are made between and among the cells. These
connections are made becasue of the growth of the cell. They are literal
connections that can be seen in a a high-powered microscope. Branches
grow from the cells, moving out from the cell body, in ever-increasingly
intricate patterns. The branchesd are called dendrites.
Brain-based Learning: a multi-sensory experience
The more multi-sensory stimuli the individual experiences, the greater
the number of connections they form. This is the reason educators seek
to create enriched environments and multi-sensory learning experiences
for students. The more ways we approach a new piece of information,
the more connections we can make. The more connections we make,
the better and deeper the learning will be, and the greater the chances of
retaining the information
Inhibiting Brain Development: Fetal Alcohol Syndrome
Life for a baby in the womb is greatly affected by the lifestyle and
nutrition of the mother. While the baby will gather the available
nutrition it needs, and th4e mother’s resoruces will be depleted if she
does not maintain her supplies, the baby cannot filter out negative
influences on growth and development such as nicotine or alcohol.
Studeis of infants born to alcoholic mothers, and of mice, reveal that
the introduction to alcohol to the mother’s bloodstream travels into the
baby’s bloodstream as well. The presence of the alcohol visibly slows
and interrupts cell functions.
Unit Three: Communication in the Nervous System
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EXTENSIONS
INTERDISCIPLINARY EXTENSIONS
Language Extensions
• Make a nervous system book: label the parts, use acetate/overlays.
• Read Big Head
• Keep a learning log or journal. How do you use your nervous system?
• Vocabulary (see lessons)
Math Extension
• Build the clay brain to scale and graph each of the five parts.
Science Extensions
• Reasearch and present/perform the life of Dr. Wilder Penfield.
• Simulate a collaboration reenacting the Penfield experiments.
• Simulate a global collaboration using current technologoes. (Tech)
Art Extension
• Students create a puzzle using the brain trace kit.
• Students create a deck of cards (Go Fish style) with parts of the
brain and nervous system.
• Draw the brain and illustrate the different functional areas with
cartoons depicting their role in the nervouos system.
Technology Extension
• Research the techniques of Dr Penfield.
From whom did he get his ideas and methods, and
what changes did he make to them? How did his work
in Canada change the way Science
and Medicine collaborate?
• Simulate a global collaboration using internet and
video conferencing technologoes while demonstrating
the importance of consistent methodologies and
research practices when sharing data and results.
Unit One: The Nervous System
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STANDARDS
NATIONAL SCIENCE AND HEALTH
STANDARDS
The Nervous System module emphasizes the development of observation and
description skills, and building understanding based on experience. This unit
supports the National Science Education Standards and the Benchmarks of
Scientific Literacy by the American Academy for the Advancement of Science.
NATIONAL SCIENCE EDUCATION STANDARDS
SCIENCE AS INQUIRY
Develop students’ abilities to do and understand scientific inquiry.
• Ask and answer questions
• Plan and conduct simple investigations
• Employ tools to gather data.
• Use data to construct reasonable explanations.
• Communicate investigations and explanations
• Understand that scientists use different kinds of investigations and tools to
develop explnations using evidence and knowledge.
LIFE SCIENCE
Develop students’ understanding of characteristics of organisms.
• Organisms have differnet structures that serve different functions in
growth and survival. Humnas have distinct body structures for form,
movement and protections.
• The human organism has systems for movement, control, coordination and
circulation.
SCIENCE AND TECHNOLOGY
Develop students’ understandings about sceince and technology.
• Sceintitsts work collaboratively in teams and use tools and scientific techniques
to make better obseervations.
SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES
Develop an awareness of personal health and safety.
• Individuals have some responsibbility for heir own health by following safety
rules for home and school. Through practice, we develop confidence.
NATIONAL HEALTH EDUCATION STANDARDS
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention.
Basic to health education is a foundation of knowledge about the interrelationship of
behavior and health, interactions within the human body and the prevention of diseases and
other health problems. Experiencing physical, mental, emotional and social changes as one
grows and develops provides a self-contained “learning labratory”.
K-4, students will
3. describe the basic structure and functions of the human body systems.
5-8, students will
3. explain how health is influenced by the interaction of body systems.
BENCHMARKS OF SCIENTIFIC LITERACY
1. THE NATURE OF SCIENCE
B. Scientific Inquiry
Scientific inquiry is ...much more than just “doing experiments,” and it is not confined to
laboratories. Investigations can focus on physical, biological, and social questions. Describing
things as accurately as possible is important in science because it enables people to compare
their observations with those of others (Entire Unit)
Unit One: The Nervous System
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STANDARDS
NORTH CAROLINA STANDARDS
HEALTHFUL LIVING
Students will be aware of the important health risks for their age group Also, students
will be able to healthfully direct their own personal behaviors in regard to use of bicycle
helmets, exercising caution as a pedestrian or bike rider, and by refusing to be involved
in substance abuse. Students will be able to state rational counter-arguments to pressure
to use drugs, alcohol, or tobacco; explain the dangers of various substances; evaluate the
reliability of health information sources; provide first aid for choking victims; describe
patterns of normal development associated with puberty; and analyze advertising for
health-related products.
Goal 3 - The learner will interpret health risks for self and others and corresponding
protection measures. 3.01 Benefits of bicycle helmets.
Goal 6: The learner will choose not to participate in substance use. Describe social,
emotional, physical, and mental health risks associated with various substances.
6.02 Describe dependence. 6.04 Identify signs and behaviors of substance use.
SCIENCE
The focus for the fourth grade student is on analyzing systems and learning how they
work. Systems have boundaries, components, resources flow and feedback.
Units One and Two focus on the human nervous system. Students analyze how
the nervous system functions, create models of the human brain and nervous
system and discover the relationships between form and function of cells. They
hear stories of the history of scientific collaborations, gaining insight into the
Nature of Science. They practice the Process of Inquiry in the Magic Wand
experiment, and experience the importance of technology as they explore
with the Virtual Microscope. They also appreciate the progression of tool use
over time, solidifying their understanding of Science in Personal and Social
Persepectives.
TECHNOLOGY SKILLS
• Goal 3: The learner will use a variety of technologies to access, analyze, interpret,
synthesize, apply, and communicate information.
ART
• Goal1: The learner will develop critical and creative thinking skills and perceptual
awareness necessary for understanding and producing art.
• Goal 2: The learner will develop skills necessary for understanding and applying
media, techniques, and processes.
• Goal 3: The learner will organize the components of a work into a cohesive whole
through knowledge of organizational principles of design and art elements.
• Goal 7: The learner will perceive connections between visual arts and other disciplines.
LANGUAGE ARTS
Goal 1: The learner will apply enabling strategies and skills to read and write.
Goal 2: The learner will apply strategies and skills to comprehend text that is read,
heard, and viewed.
Goal 3: The learner will make connections through the use of oral language, written
language, and media and technology.
Unit One: The Nervous System
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