How does it work?

Complete lesson plans to help your students learn all about how their bodies work.

By: Aldana, Erycha, Thomas, Alexia, and Syeda

Grade Level:

12 Subject: Organization of Nervous System

Prepared By:

Aldana Alarcon

Overview & Purpose

Students will learn about the nervous system and the way it is organized

Education Standards

Addressed

TEKS

Teacher Guide Student Guide

Objectives

(Specify skills/information

that will be learned.)

1. CNS

2. PNS 3. Afferent and

Efferent 4. Somatic and

Autonomic

Nervous System

You will be learning

about the organization of the nervous

system; this includes CNS, PNS, afferent and efferent

differentiation, and somatic and

autonomic system.

Materials

Needed

· Paper

· Pencil · Netbook · Anatomy

&Physiology textbook

Information

(Give and/or demonstrate necessary

information)

CNS: composed of

brain and spinal cord PNS: consists of

the nerves and ganglia outside of

the brain and spinal cord Afferent: consists

of all incoming sensory nerves Efferent: consists

of all outgoing nerves Autonomic:

regulates

involuntary actions

In the Anatomy and

Physiology text book, Pages 368 344, . Students should read

through any of the pages that are

relevant and prepare to answer any questions.

Verification

(Steps to check for

student understanding)

How do the terms you learned about

work together?

Students must be prepared to answer

any questions that were discussed while

learning the material.

Other Resources

Anatomy and Physiology text

book

Activity

(Describe the

independent activity to reinforce

this lesson)

Be able to understand and

perform a lab activity concerning

the time it takes the body to communicate in

order to respond quickly

Be able to match terms with their

correct function, list and describe the

correlation of the nervous system

Summary With this lesson plan, students will be able to learn and

discuss the nervous system and how it

is organized.

Each student will be held accountable for learning and knowing

all important information about the

nervous system

Additional Notes

Be ready for

any necessary tests and/or

quizzes over this information!

Synapse

By: Thomas Martinsen

Objectives: The students will learn about Summation and Neurotransmitters. Also they

will learn and understand how signals are transferred through neurons.

Information:

Electrical synapses – Occurs when two cells are joined end to end by gap junctions.

Theses occur between cardiac muscle and some smooth muscle.

Chemical synapses – They use a chemical transmitter called a neurotransmitter to send

a signal from the presynaptic cell to the postsynaptic cell.

Spatial summation – The sum of the local potentials reaches the threshold potential thus produces an action potential.

Temporal summation - When sympatric knobs stimulate a postsynaptic neuron in rapid succession their effects can add up and produce an action potential.

Neurotransmitters- Are how the neurons talk to each other

Acetylcholine – It is in a class of its own because of its unique chemical structure. It is made up of acetate with choline.

Amine – They are created from amino acid molecules, tyrosine, tryptophan, or histidine. They are found in regions of the brain and affect the learning, emotions, and motor

control.

Amino acids- Are the most common neurotransmitters in the central nervous system. They are found in the cells of the body, and they are used to create structural and functional proteins.

Neuropeptide– They are short amino acids also called polypeptides. They have functions to control the hormones and the regulate digestive function.

Questions: To help make you understand

What are the main functions of neuropeptides?

Where are Amine’s mainly found in the body?

Why is the Acetylcholine unique?

The information above should have helped you understand what is in the

neurotransmitters and how they work. Also help understand what different parts of the summation do what within the cells.

Grade Level:

12 Subject: Cells of the Nervous System

Prepared By:

Erycha Butler

Overview & Purpose

What will be learned and why it is useful. Students will learn about the different types of

cells in the nervous system.

Education Standards Addressed

Texas

Teacher Guide Student Guide

Objectives

(Specify

skills/information that will be learned.)

Cell of the Nervous System

Glia Neurons

Neuron Classification

Materials Needed

Paper

Pencil

Netbook

Anatomy and

Physiology text book

Information

(Give and/or

demonstrate necessary

information)

Two main types of cells compose the nervous system,

namely Neurons and Glia. Neurons are

excitable cells that conduct the impulses that make all possible

all nervous system functions. In other

words, they form the “wiring” of the nervous system’s

information circuits. Glia or glial cells, on

the other hand, do not usually conduct information but

support the function of neurons in various

ways. Some of the major types of Glia and neurons are

described in the following sections.

In the Anatomy and Physiology text book, Pages 344 to 114

read and be able to answer questions

about cells of the nervous system and how to classify

neurons

Verification

(Steps to check for student

understanding)

Questions about

lesson EX: How can you classify different types

of neurons?

Students must be

able to answer questions for reassurance of

knowing the information

Other

Resources

Anatomy and

Physiology text book

Activity

(Describe the

independent activity to reinforce this lesson)

Know the cells of the nervous system and the different

classification of neurons

Match cells with the correct images

Be able to match cells with their correct images and classify

certain types of neurons.

Summary

With this lesson plan, students will be able

to learn and discuss the different types of

cells of the nervous system, and neuron classifications.

Each student will be held accountable for

learning and knowing all important

information about the cells of the nervous system and neuron

classifications.

Additional Notes

Be ready for

any necessary tests and/or quizzes over

this information

Grade Level: 12 Subject: Nerve Impulses Prepared By: Alexia Nava

Overview & Purpose

What will be learned and why it is useful. Students will

learn about.

1. Membrane Potential

2. Resting Membrane Potential

3. Local Potential

4. Action Potential

Education Standards

Addressed

Texas

Teacher Guide Student Guide

Objectives

(Specify skills/information

that will be learned.)

1. Membrane Potential Resting

2. Membrane Potential

3. Local Potential

4. Action Potential

Materials Needed

· Paper

· Pencil

· Netbook

· Anatomy

and Physiology

online lesson.

Information

(Give and/or demonstrate

necessary information)

Membrane Potential Resting: Electric charge difference

inside a cell membrane, measured relative to just

outside the cell membrane

-Basis of resting membrane

potential: Selective permeability of

plasma membranes.

Strong permeability of potassium ions (K+).

Weak permeability of sodium ions (Na+).

Impermeability of large anions.

Local Potential: Stimulation of neuron by chemical, light, heat, or mechanical distortion

-Local potentials are graded;

that is, they vary in magnitude. -Local potentials are decremental; that is they

get weaker the farther they spread from the point of

stimulation.

-Local potentials are

reversible. If the stimulation ceases, the membrane potential drifts back to resting

membrane potential without affecting the cell.

Action Potential:

Change in membrane potential in an excitable tissue

that acts as an electric signal and is propagated in an all-or-none fashion

-It begins with a steady depolarization called the

generator potential. If the generator potential reaches a

critical voltage called the threshold, the membrane will continue to depolarize,

followed by a period of repolarization and then a

short period of

In the Anatomy and Physiology text book,

online lesson you will find everything you

need, based on what we are learning today.

Verification

(Steps to check for student

understanding)

Questions about lesson

EX: -The plasma membrane is more permeable to?

-The value of the resting membrane potential is?

Students must be able to answer questions

for reassurance of knowing the

information

Other Resources

Anatomy

and Physiology text book

Activity

(Describe the independent

activity to reinforce this lesson)

Describe the different potentials of the Nerve

Impulses, and there differences, along with writing

the definitions.

Be able to match terms with their

correct function, list and describe the

different potentials, and what happens when the electrical

chargers change.

Summary With this lesson plan, students will be able to learn and discuss the difference

between the “potentials”, and understand what they are.

Each student will be held accountable for learning and knowing

all important information about

permeability changes in action potentials, including the basis of

a resting membrane potential, and know

about the local potential.

Additional Notes

Be ready for any

necessary tests and/or

quizzes over this information

Nerve impulses have

been found to travel as

fast as 100 m/s. What

could account for the

difference between your

answer to Question 2

and this value obtained

by researchers?

Our value was 25.59 so it

is significantly slower than the result the researchers obtained. the

reasons probably was the area that was hit and

maybe it wasn’t the exact spot it needed to hit.

Assume the speed of a nerve impulse is 100 m/s. How does this compare to the speed of

electricity in a copper wire (approx. 3.00 108 m/s)?

It is a lot slower.

Compare the data you obtained in this experiment with other members of your group/class.

Can individual differences be attributed to any physical differences (body shape/s ize,

muscle mass, physical fitness level)?

Yes definitely the persons height and weight contributes to their reflexes and how fast or slow it may be. for example a person who works out regularly may be faster than a person

who is out of shape.