Download 8165 Brain Nervous Sys CE 8x11

THE HUMAN BODY: SYSTEMS AT WORK
BRAIN AND
NERVOUS SYSTEM:
YOUR INFORMATION
SUPERHIGHWAY
Teacher’s Guide
INTRODUCTION
This Teacher’s Guide provides information to help you get the most out of Brain and Nervous
System: Your Information Superhighway. The contents in this guide will allow you to prepare
your students before using the program and present follow-up activities to reinforce the program’s key learning points.
This video defines and explains the nervous system of the body, with an emphasis on how it
enables us to perform everyday activities. Each section combines illustrations, animation, interviews, and real world analogies to reveal the amazing workings of your brain, nervous system,
and five senses.
LEARNING OBJECTIVES
After viewing the program, students will be able to:
■ Name and describe the roles of the brain, spinal cord, and other components of the nervous
system.
■ Identify the two hemispheres of the brain and their corresponding responsibilities.
■ Differentiate between the three types of neurons.
■ Name the four parts of the brain and identify their underlying function.
■ Explain the function of the five senses of sight, hearing, touch, taste, and smell, and how each
sense transmits information to the brain.
■ Compare how the brain and nervous system are like the information super highway in its ability to transmit and receive information.
■ Understand how the nervous system sends and receives signals to and from the brain.
EDUCATIONAL STANDARDS
National Standards
This program correlates with the National Science Education Standards from the National
Academy of Sciences, Project 2061 Benchmarks for Science Literacy by the American Association
for the Advancement of Science, and the National Health Education Standards: Achieving Health
Literacy by the Joint Committee on National Health Education Standards. The content has been
aligned with the following educational standards and benchmarks from these organizations.
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Understand personal and community health.
Understand form and function.
Understand systems, order, and organization.
Understand matter, energy, and organization in living systems.
Understand behavior of organisms.
Understand how things work and that designing solutions to problems of almost any kind can
be facilitated by systems analysis. In defining a system, it is important to specify its boundaries
and subsystems, indicate its relation to other systems, and identify what its input and its output are expected to be.
■ Understand that the nervous system works by electrochemical signals in the nerves and from
one nerve to the next. The hormonal system exerts its influences by chemicals that circulate in
the blood. These two systems also affect each other in coordinating body systems.
■ Understand that communication between cells is required to coordinate their diverse activities.
Some cells secrete substances that spread only to nearby cells. Others secrete hormones, molecules that are carried in the bloodstream to widely distributed cells that have special receptor
sites to which they attach. Along nerve cells, electrical impulses carry information much more
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Copyright © 2004 Cambridge Educational®
rapidly than is possible by diffusion or blood flow. Some drugs mimic or block the molecules
involved in transmitting nerve or hormone signals and therefore disturb normal operations of the
brain and body.
Reprinted with permission from National Science Education Standards ©1999 by the National Academy of Sciences,
courtesy of the National Academies Press, Washington, D.C.
From BENCHMARKS FOR SCIENCE LITERACY by the American Association for the Advancement of Science, copyright 1993 by the American Association for the Advancement of Science. Used by permission of Oxford University
Press, Inc. Please note: judgments about the alignment of content presented here with the learning goals in BENCHMARKS FOR SCIENCE LITERACY are those of the author and do not represent the opinion or endorsement of the
AAAS or Oxford University Press, Inc.
This represents the work of the Joint Committee on National Health Education Standards. Copies of National Health
Education Standards: Achieving Health Literacy can be obtained through the American School Health Association,
Association for the Advancement of Health Education or the American Cancer Society. Reprinted with permission.
English Language Arts Standards
The activities in this Teacher’s Guide were created in compliance with the following National
Standards for the English Language Arts from the National Council of Teachers of English.
■ Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
■ Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary)
to communicate effectively with a variety of audiences and for different purposes.
■ Use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
■ Conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and
nonprint texts, artifacts, people) to communicate their discoveries.
■ Employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
Standards for the English Language Arts, by the International Reading Association and the National Council of
Teachers of English, Copyright 1996 by the International Reading Association and the National Council of Teachers
of English. Reprinted with permission.
Technology Standards
The activities in this Teacher’s Guide were created in compliance with the following National
Education Technology Standards from the National Education Technology Standards Project.
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Demonstrate a sound understanding of the nature and operation of technology systems.
Practice responsible use of technology systems, information, and software.
Use technology resources for solving problems and making informed decisions.
Use technology to locate, evaluate, and collect information from a variety of sources.
Use technology tools to enhance learning, increase productivity, and promote creativity.
The National Education Technology Standards reprinted with permission from the International Society of Technology
Education.
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PROGRAM OVERVIEW
This video explains how the nervous system acts as our body’s Internet, sending and receiving
massive amounts of information, with the spinal cord acting as a critical relay station between
the brain and the rest of the body.
MAIN TOPICS
Topic 1: What is the Nervous System?
This section describes the components of the nervous system and its basic purpose. The central
nervous system and peripheral nervous system are mentioned, along with both the somatic and
autonomic nervous systems. The role of nerves and neurons in conveying information is included.
Topic 2: The Brain
An in-depth description of the brain, including its anatomy and responsibilities, is provided.
Specific information is given about the right and left hemispheres and the four parts of the brain:
the cerebrum, cerebellum, diencephalon, and brain stem. Each description includes information
on its function, components, and location.
Topic 3: The Spinal Cord
This section provides an overview of how the nervous system is interconnected; and, how the
brain is dependent upon the spinal cord. The four types of brain waves are described, along with
how brain waves are measured.
Topic 4: The Five Senses
The final section discusses each of the five senses, their purpose in conveying information, and
the organs responsible for carrying out these jobs.
FAST FACTS
■ The nervous system acts like the Internet, sending and receiving massive amounts of information and ideas.
■ The spinal cord acts as the critical relay station between the brain and the rest of the body in
transmitting information.
■ Every decision you make, every emotion you have, and everything you do is a product of your
brain.
■ The more mental activity you undertake, the more oxygen your brain consumes, which is then
transmitted through the bloodstream.
■ The brain uses over 20% of the body’s blood supply, even though it only weighs 2% of the
body’s total weight.
■ There are two components to the nervous system: the central nervous system and the peripheral nervous system.
■ The left side of the brain influences spoken and written language, and scientific and mathematical ability.
■ The right side of the brain influences musical and artistic awareness and imagination.
■ Attention Deficit Disorder and Obsessive Compulsive Disorder are two conditions that may be
affected by incorrect functioning of the cerebellum’s ability to regulate smoothness of thinking
and mood
■ Touch is the most basic of the five senses.
■ The skin receptors are referred to as the cutaneous sense organs, which sense pressure, temperature, touch, pain, and even vibration.
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■ There are more than 10,000 taste buds on the human tongue. They are divided into different
regions which are more sensitive to different tastes. The regions are sweet, salty, bitter, and
sour.
■ The inner ear is the center of the body’s sense of equilibrium.
■ The spinal cord is 17 inches long, and is an extension of the brain stem.
■ The five senses make use of the entire nervous system and integrate all its components.
■ Every response you have is from stimuli that are the product of electrical conduction. These
electrical impulses are brain waves, and, like fingerprints, are unique to every individual.
VOCABULARY TERMS
alpha waves: Brain waves that register when a person is awake and in a state of rest.
autonomic nervous system (ANS): The part of the PNS which involves involuntary movement,
meaning it manages functions we cannot consciously control such as digestion, respiration, the
contraction of the irises in the eyes, and regulation of heart rate, blood pressure, and metabolism
beta waves: Brain waves that appear when a person is stimulated during mental activity.
brain stem: Connects the rest of the brain to the spinal cord; controls many automatic functions
of the body, such as breathing and heart rate.
brain waves: Electrical impulses that can be detected and measured by electrodes.
central nervous system (CNS): The part of the nervous system that includes the brain and
spinal cord.
cerebellum: The second largest portion of the brain. It controls precise coordination, movements, posture, and balance; also helps coordinate exact timing of skeletal muscle movement. It
is also believed to regulate smoothness of thinking and mood.
cerebrospinal fluid: A watery fluid which helps cushion the brain and spinal column from
injuries.
cerebrum: One of the brain’s most critical components. Divided into sensory area, motor area,
and association areas. The largest part of the brain, which serves to control voluntary movements
and coordinate mental actions.
cornea: The clear portion of the eye, located in the middle of sclera, through which light passes.
cutaneous sense organs: Touch receptors in the skin that sense pressure, temperature, touch,
pain, and vibration.
delta waves: Brain waves that occur during deep sleep and in awake individuals with brain
damage.
diencephalon: Portion of the brain associated with intense feelings, located on the top of the
brain stem. It is encased by the cerebrum and includes the thalamus, hypothalamus, metathalamus, and epithalamus.
dynamic equilibrium: The angular or circular motions of the head; allows you to keep your balance when your head is moving.
electrical conduction: These electrical impulses are brain waves, and are unique to every individual; a product of response to stimuli.
electroencephalogram (EEG): A record of your brain waves. It measures four kinds of brain
waves (alpha, beta, theta, delta) and is used to diagnose certain abnormalities like epilepsy,
tumors, infectious diseases, and trauma.
iris: The colored circle of muscle that expands and contracts to allow a precise amount of light
to pass through your pupil.
neuron: A nerve cell; provides structure and functions of nerve tissue. Neurons serve to relay
impulses from receptors and outlying parts to the CNS, and then return signals from the CNS to
the muscles and glands.
peripheral nervous system (PNS): The part of the nervous system that exists outside the CNS
consisting mainly of nerves, which carry impulses to and from the brain and spinal cord.
pupil: The expanding and contracting opening in the iris of the eye through which light passes
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to the retina.
sclera: The white of the eye; acts as a protective coating to the rest of the eyeball.
somatic nervous system (SNS): The part of the PNS that involves voluntary movement because
it allows conscious control of body movements.
static equilibrium: The position of the head in respect to the pull of gravity while it rests.
synapse: The region of contact between the axon of one neuron and the cell body of another
neuron across which nerve impulses are transmitted in one direction only.
theta waves: Brain waves that appear when a person is experiencing emotional distress.
tympanic membrane: Commonly known as the eardrum.
PRE-PROGRAM DISCUSSION QUESTIONS
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How does the brain control what we do?
In what way is the brain like a computer?
How do we use our five senses to gain information about the world around us?
Which parts of your brain are active when you sleep?
What role do you think the spinal cord plays in communicating information throughout
your body?
POST-PROGRAM DISCUSSION QUESTIONS
1. Explain how the brain interacts with each of these body systems: skeletal, circulatory,
respiratory, and digestive.
2. How do spinal cord injuries impact the body’s ability to send and receive messages to and
from the brain?
3. Explain how the brain and nervous system cannot work independently of each other.
4. What does it mean to be “brain dead?” How do you feel about people remaining on life
support? What would you do if a family member were considered “brain dead”? Would you
want to be taken off of life support if you were “brain dead”?
5. Which of your five senses do you think it would be easiest to live without? Which would be
hardest to live without? Explain your answer.
GROUP ACTIVITIES
Treating Attention Deficit Disorder
Have a debate between two teams about the pros and cons of using medication to treat attention deficit disorder. One team should be in favor of the use of medicine; the other team should
be against the use of medicine. Topics to be discussed may include: side effects of medication,
success rate of using medication versus traditional treatments, overuse of medication among children, and long term effects of medication. Specific information can be provided regarding how
the medication directly impacts the brain and nervous system.
Create a Learning Center
Create a learning center for K-3 students to explore their five senses. Include hands-on items for
the children to experiment with that reinforce the concept of the five senses. For touch, you
might include different textures for the children to feel. For taste, include foods that are bitter,
salty, sweet, and sour. For smell, include objects for them to smell and identify. You might record
different sounds for the children to listen to and identify. The sight section could explore colors
and optical illusions.
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INDIVIDUAL STUDENT PROJECTS
Three Dimensional Model
Create a model of a neuron using common household items such as clay, play dough, Styrofoam,
recyclables, food, etc. Use pictures from books to give you an idea of where the parts of a neuron should go and what shape they should be. Use different colors to represent different structures.
Destination: The Brain
Create a travel brochure for your brain explaining what a person can see and do when they visit
there. Include what is found there, what each part does, what people can do at each location,
and any exciting special features.
Find Out More
Choose an organization that supports brain research or an advocacy group devoted to neurological or mental illness. Write a letter to this group explaining your concerns and opinions. You may
even ask them to send you additional information on that topic to share with your class. For
street or e-mail addresses of different organizations, see the Brain Connections Directory at
www.dana.org/books/press/brainconnections.
INTERNET ACTIVITIES
Spinal Cord Injuries
Investigate the latest findings on spinal cord injuries and the new treatments that are being
researched to help individuals with these injuries. Present your findings to the group in a threeto five-minute presentation. Visit www.spinalcord.uab.edu for information.
Mnemonic Devices
There are a variety of techniques for improving memory. Some of these techniques include
rhymes, acronyms, acrostics, repetition, linking, story creation, or creation of unusual mental pictures. Using the Internet, research a particular mnemonic system. How does this system affect
the brain? Find some material to remember, and create a mnemonic device to help you remember the information. Sources may include the following Web sites:
www.bucks.edu/~specpop/mnemonics.htm
www.memoryelixir.com/mnemonics.html
ASSESSMENT QUESTIONS
Q: Describe the two components of the nervous system.
A: The central nervous system (CNS) includes the brain and the spinal chord. It issues commands
based on past experience and current information. The peripheral nervous system (PNS) exists
outside the CNS and consists mainly of nerves, which carry impulses to and from the brain
and spinal cord to the limbs.
Feedback: The PNS is composed of nerves or neurons that convey impulses or information from
sensory receptors located throughout the body. Information is transmitted from skin, skeletal
muscles, joints, and internal organs via the PNS. It serves to keep the brain informed about conditions inside and outside the body.
Q: ________________ are the foundation for the entire nervous system.
A: Neurons
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Feedback: Neurons are similar to wires, conducting signals from the spinal cord to the surface of
the body and limbs. Neurons also conduct sensory impulses from the skin to the spinal chord.
They serve to relay impulses from receptors and outlying parts to the CNS, and then return the
signals from the CNS to the muscles and glands.
Q: Name the three types of neurons.
A: Sensory, motor, and association
Feedback: The following is an example of how neurons work: a stimulus, for example, heat
from the stove, causes a signal to travel through the sensory neurons. It is transmitted across
association neurons in the spinal cord via links called synapses. A response is carried, via motor
neurons, to an affector organ (often a muscle) which then performs a movement. In the example
of heat from the stove, the movement would be the hand pulling away from the stove.
Q: How do the two hemispheres of the brain differ?
A: The left and right sides of the brain have different responsibilities. The left side exerts more
influence over the right side of the body and vice versa. The left side influences spoken and
written language and scientific and mathematical ability. The right side of the brain influences
musical and artistic awareness, and imagination.
Feedback: Humans are the only evolved species that have the cerebral bias of right-handedness.
Nine out of ten people are right-handed. The cerebrum is the part of the brain that is divided
into these two hemispheres.
Q: The ________________ is the largest part of the brain, and contains the sensory, motor, and
association areas.
(a) diencephalon
(b) brain stem
(c) cerebellum
(d) cerebrum
A: (d)
Feedback: Not only is the cerebrum divided into two hemispheres, it is also divided into the
frontal, parietal, occipital, and temporal lobes. The frontal lobes control skilled motor behavior,
including speech, mood, thought, and planning for the future. The parietal lobes interpret sensory input from the rest of the body and control body movement. The occipital lobes interpret
vision. The temporal lobes generate memory and emotions.
Q: What is the job of the cerebellum?
A: The cerebellum coordinates the body’s movements. It controls precise coordination of
movements, posture, and balance. It also helps coordinate exact timing of skeletal muscle
movements.
Feedback: The cerebellum makes up about 20% of the brain’s mass. It regulates coordination
and balance by gauging sensory messages from the body and comparing the physical actions of
the body with what the brain intended. It also is believed to regulate smoothness of thinking and
mood.
Q: The _______________ is the part of the brain that controls intense feelings.
A: diencephalon
Feedback: The diencephalon sits on top of the brain stem. It is encased by the cerebrum and
includes the thalamus, hypothalamus, metathalamus, and epithalamus.
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Q: Which part of the brain controls automatic functions of the body such as breathing and
heart rate?
A: The brain stem
Feedback: The brain stem has three main parts: pons, medulla oblongata, and midbrain. The
pons directly connects the brain with the spinal cord. It influences breathing. The midbrain controls several body functions, for example, some eye movements, facial sensation, and chewing.
The medulla oblongata merges directly into the spinal chord and helps regulate breathing with
the pons. It also regulates heartbeat, blood pressure, swallowing, and the vomit reflex.
Q: What does an EEG measure?
A: An EEG, or electroencephalogram, measures four kinds of brain waves: alpha waves, beta
waves, theta waves, and delta waves.
Feedback: EEGs are used to diagnose certain abnormalities like epilepsy, tumors, infectious diseases, and trauma.
Q: What role does the spinal cord play in the nervous system?
A: The spinal cord carries messages back and forth between the body and the brain.
Feedback: The brain communicates with much of the body through nerves that run up and
down the spinal cord. Every response you have from stimuli is a product of electrical conduction.
The electrical impulses are brain waves. The spinal cord transmits these electrical impulses
through motor nerves and sensory nerves.
Q: ____________ is the most basic of the five senses.
A: Touch
Feedback: Touch receptors are all over the body, both inside and out. They vary in concentration. The higher the concentration, the more sensitive the area. In the skin, the receptors are
referred to as the cutaneous sense organs which sense pressure, temperature, touch, pain, and
even vibration.
Q: What happens to light as it enters the eye?
A: Light enters the eye through the cornea, travels to the pupil, is retracted by the lens, and
appears on the retina where it stimulates the photoreceptors. The impulses travel to the optic
nerve and lead to the brain.
Feedback: The retina contains the nerves that sense light and the blood supply that nourishes
them. The retina changes the image, sent to it by hundreds of nerve endings, into electrical
impulses, which are carried by the optic nerve to the brain. The optic nerve connects the retina
to the brain. The nerve fibers separate and come back together in the back part of the brain,
where vision is sensed and interpreted.
Q: What is the purpose of the ear?
A: The ear has two jobs. The first job is to allow sounds from the environment to enter the nervous system and be transmitted to the brain in the form of nerve impulses which your brain
interprets and acts on. The inner ear is also the center of the body’s sense of equilibrium.
Feedback: The ear is make up of the outer, middle, and inner ear.
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ADDITIONAL RESOURCES
WEB SITES
Human Anatomy Online
www.innerbody.com
Explore the Brain and Spinal Cord
http://faculty.washington.edu/chudler/introb.html
The Franklin Institute: The Human Brain
www.fi.edu/brain/index.htm
The Yuckiest Site on the Internet: Science Entertainment
http://yucky.kids.discovery.com
Quia—Nervous System
www.quia.com/jg/408086.html
BOOKS
Exploring The Way Life Works: The Science of Biology, by Mahlon B. Hoagland, Bert Dodson,
Judith Hauck. Jones & Bartlett Publishers, 2001. ISBN: 076371688X
Brain and Nervous System, by Lucent Books and Elaine Wood. Gale Group, 2002.
ISBN: 1590181484
Nervous System, by Martha V. Gold. Enslow Publishers, Inc., 2004. ISBN: 0766020185
Nervous System, by W. Oleksy and Walter G. Olesky. The Rosen Publishing Group, Inc., 2002.
ISBN: 0823933415
OTHER PRODUCTS
The Interactive Body: Systems at Work, CD-ROM, Cambridge Educational
The human body is truly an interactive organism—every system, every organ, and every cell is
connected in some way. Using this three-part series of multimedia CD-ROMs, students will be
able to explore the interconnectivity that makes the human body’s ten systems work together.
The circulatory, respiratory, digestive, urinary, endocrine, reproductive, lymphatic, integumentary,
nervous, and musculoskeletal systems are discussed in detail, providing basic facts and interesting
information about the anatomy, physiology, and common ailments of each system. The programs
also address how each system functions as part of a larger organism, interacting day and night
to ensure overall health no matter what the activity: sitting at a desk, eating lunch, driving a car,
running a marathon, or sleeping. The series includes Circulatory, Respiratory, Digestive, and
Urinary Systems; Endocrine, Reproductive, and Lymphatic Systems; Integumentary, Nervous, and
Musculoskeletal Systems.
Order #: 32695, www.cambridgeeducational.com, 1-800-468-4227
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Systems of the Body Poster Set, Cambridge Educational
Simply indispensable in the classroom, this set of ten posters vividly depicts and describes the
human body’s major systems. Each poster features inset illustrations providing highly detailed
looks at key organs and system components, along with “neat-to-know” supplementary facts.
Set includes Circulatory System, Respiratory System, Digestive System, Urinary System, Endocrine
System, Reproductive System, Lymphatic System, Integumentary System, Nervous System,
Musculoskeletal System
Order #: 33021, www.cambridgeeducational.com, 1-800-468-4227
Nervous System: The Ultimate Control System, VHS/DVD, Jaguar Educational
It is one of the body’s most sophisticated systems, and it controls just about everything we do.
This program explores voluntary and autonomic functions, the central nervous system (brain and
spinal cord), and the network of nerves and other structures which make up the peripheral nervous system. Also discussed: the parts of the brain, the components of a neuron (dendrite, nucleus, and axon), as well as how signal impulses and synapses work. The program also touches on
some possible problems with the system, including meningitis, Parkinson’s disease, strokes and
injuries.
Order no: 03-V22-W, www.jaguared.com, 1-877-JAG-8200
Understanding Our Five Senses Video Series, VHS/DVD, Jaguar Educational
Using colorful illustrations and graphic animation sequences, this video series explores the phenomena of sight, hearing, smell, taste, and touch. Designed for use at the middle or secondary
level, the videos examine the scientific processes by which stimuli from outside or inside the body
are received and processed.
Order #: 03-VS06-W, www.jaguared.com, 1-877-JAG-8200
Human Brain Poster Series, Jaguar Educational
Brilliantly illustrated and loaded with facts, this poster series provides a unique visual introduction
to the fascinating human brain. Using cutaway imagery and colorful diagrams, “Brain Matters”
explores the brain’s structure. “Brain Works” reveals the functions of each of the brain’s regions.
“Knowing Neurons” illustrates the electrochemical transmission of signals in the brain and nervous system. Surprising facts and figures are featured in “Facts of the Matter.” And “Brain Pains”
offers important tips on health and safety.
Order #: 03-PS04-W, www.jaguared.com, 1-877-8200
Nervous System Model Activity Set, Model, Hubbard Scott Scientific Resources
This popular model illustrates the structure of the central and peripheral nervous systems. A cutaway of the head region provides a close examination of the human brain and a removable
transparent overlay defines the brain lobes. Diagrams illustrate the location of the brain, spinal
cord, and spinal nerves through-out the human body. Dendrites, axons, and synapses are also
illustrated. Activity Set consists of a 18”H X 24”W model, an activity guide and a transparency.
Order #: 2674, www.shnta.com/Product/Science/2674.htm, 1-800-289-9299
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For information on other programs
VISIT OUR WEBSITE AT
W W W. C A M B R I D G E E D U C AT I O N A L . C O M
2572 Brunswick Pike
Lawrenceville, NJ 08648
Toll Free: 1 800/468-4227
Fax: 1 800/FAX ON US
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