Lesson Plan of Nervous System General Science Grade VIII
Lesson Plan of Nervous System
General Science Grade VIII
Students’ Learning Outcomes
·
Describe the structure and
function of the nervous system.
·
Describe the working of the
nervous system through a model.
Information for Teachers
·
The brain is a body part that
assists as the center of the nervous system in all vertebrate and most
invertebrate animals. The brain is situated in the head, commonly close to the
sensory body part for senses such as vision.
·
The spinal cord (in yellow) attaches the brain
to nerves all over the body.
·
The nervous system is the portion of an animal's
body that directs its actions
·
The structural and functional
unit of the nervous system is neuron.
·
The nervous system is a mean
by which quick coordination among the various parts of the body is carried out.
·
Nervous system consolidates
information of stimuli, comprehend it and formulate the type of response to be
produce.
Concept Map
Material / Resources
Charts showing structure of brain, model showing
working of nervous system
Worm up activity
·
Ask the question like there:
o
What is the role of brain in the body?
o
Where the spinal cord is present in your body?
o
Why there is a need of nervous system in our
body?
o
After their response introduce the today’s
topic.
Development
Activity 1
·
Show the chart or model of
the nervous system to the students and explain the structure of nervous system
along with the function of each part.
·
Draw the following table on
the board and fill it with the help of students.
·
Ask the students to copy it
on their notebooks.
Parts of nervous system
|
Function
|
Forebrain
|
The forebrain acting a
central role in the processing of information connected to complex intellectual
activities, sensory and associative functions, and voluntary motor
activities. It embodies one of the three major developmental divisions of the
brain; the other two are the midbrain and hindbrain.
|
Midbrain
|
The midbrain is a portion
of the central nervous system connected with vision, hearing, motor control,
sleep/wake, arousal (alertness), and temperature regulation
|
Hind brain
|
The hindbrain is to
controls breathing and blood flow.
|
Spinal cord
|
The spinal cord’s functions primarily in the transmission of
neural signals between the brain and the rest of the body
|
Nerves
|
The nervous system of the
body is responsible for several different activities, such as communicating,
coordinating, controlling and regulating
|
Activity 2
·
Let the students suppose that
one of the students saw an Rs.100 note lying on the floor. He bends down and picks
it up.
·
Ask to them why this is so?
(Expected response: This is
because of our nervous system)
·
Inform them that their sense
organs send information to their brain all the time.
·
Now ask the following
questions:
o How does your brain know about the money?
o Which receptor informs you about the presence
of Rs.100 note?
o What is your response to seeing the Rs. 100
note?
o Which part of your body produced this response?
·
Inform the students that the
receptors in their eyes send information to their brain. This is called nervous
impulse. The central nervous system (CNS) decides the action and muscles in
their arm produce the necessary movement to pick up the Rs. 100 note.
·
Further explain the topic by
drawing the table on board as following:
·
Activity 3
·
Ask the students to draw the
sequence of stimulus, receptor, effectors, CNS and response according to their
understanding from the above activity.
·
Draw the following diagram
after the student’s response.
·
Sum up / Conclusion
·
Sum up the lesson as: the
nervous system is a means by which quick coordination of various parts of the
body can be carried out.
·
It consists of central and
peripheral system. Central nervous system consists of brain and spinal cord.
Peripheral nervous system consists of two types of nervous. Sensory nervous
take message from sensory organs to central nervous system and motor nervous
take message from central nervous system to effector.
Assessment
Activity 1:
·
Share this with the students
that some athletes are ready to start a race.
They must set off as fast as they can when they hear the sound of
whistle.
·
Ask them to describe, step by
step, what happens inside an athlete’s body when the whistle is blown.
Activity 2
·
Ask the students to enlist
the names of receptors and effectors involved in the following daily life
activity.
No.
|
Activity of the body
|
Receptor involved
|
Effector involved
|
1.
|
Reading a book
|
||
2.
|
Writing letter to a friend
|
||
3.
|
Talking to a friend
|
||
4.
|
Listening to a radio
|
||
5.
|
Looking for food
|
||
6.
|
Smelling the flower/perfume
|
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