Jaclyn Easter UbD Lesson Plans Lesson Plan 1 Extremely Detailed: Catch It If You Can Nervous System Intro.

ro. Content Area/Unit: Life Science/Nervous System Grade Level: 11th 12th grade Rationale This lesson is a concrete, introductory activity intended to get students thinking about the brain, nervous system, and nervous system pathways/communication. Neurotransmission within the body is a very abstract topic (since it is something we cannot actually see happening at the cellular level). As supported by Developmental Learning Theory (DLT) students should have the opportunity to experience a concrete representation before moving on to more abstract activities (e.g. verbal explanation, reading, etc.) (Kruse, 2009). Students will also be introduced to the Summative PerformanceBased Assessment (PBA). They will be encouraged to begin thinking of topics, and applying what they are learning in class to the project. Standards I have selected the content and standards using a combination of Iowa Department of Education (Iowa Core) Standards for grades 912, National Science Education Content Standards for grades 9-12 (which were approved by the Governing Board of the National Research Council, and are the same as Iowa Core standards), and National Science Digital Library (NSDL) Science Literacy Map standards for grades 10-12 (which are based on the Atlas of Scientific Literacy and National Science Education Standards). I know that I must choose concepts and activities based on students biological maturation and reasoning abilities (Kruse, 2009). Thus, I have used these specific resources, because I am able to select content that is developmentally appropriate for students at the upper high school level. I) Understand and apply knowledge of the behavior of organisms (Iowa Department of Education [IDE], 2012; National Research Council [NRC], 2003). A) Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them. (IDE, 2012). II) Understand and apply knowledge of the cell (IDE, 2012; NRC,

2003). A) Communication between cells is required to coordinate their diverse activities. Some cells secrete substances that spread to nearby cells or are carried in the bloodstream to all cells. Along nerve cells, electrical impulses carry information much more rapidly than is possible by diffusion or blood flow (NSDL, n. d.). Learning Objectives Knowledge and Skills/ Timeframe Students will know The nervous system is the master controlling and communicating system of the body. The nervous system sends messages and communicates with amazing speed to perform even simple tasks. Tasks (e.g. catching a ruler) involve a discreet neural circuit. All thoughts, feelings, and movements involve communication among neural circuits. Vocabulary: -Reaction Time -Stimulus -Transduce Nature of Science: Science uses models Science is collaborative Students will be able to Collaborate and communicate appropriately and respectfully. Gather and interpret evidence to make predictions and support conclusions regarding questions or problems. Utilize models to think about and explain processes that happen beyond the detection of the naked eye, too slowly, or too quickly to be observed. Timeframe 60 minutes All of Day 1, Beginning of Day 2. Lesson Preparation/ Materials Students are grouped based on the results of the pre-assessment (exit slip) given at the end of the last class period. Write or draw to explain the following: 1) What is the nervous system? 2) How does our body perform a simple task, such as catching a falling item? Explain the internal processes, pathways, etc. 3) To what extent is the nervous system involved in this process? Higher-ability students are grouped with lower-ability students to help the lower-ability students work within their zone of

proximal development (Social Learning Theory). However, during the investigation, I will circulate around the classroom to monitor conversations, detect misconceptions, and ensure the higher-ability students arent dominating the conversation and/or telling the other students answers. Students working together on this activity reinforces one of my learning objectives for students to collaborate and communicate respectfully and appropriately. Students sit at tables of four. However, they often work in pairs (to the left or right not across the table). Materials $5 bill, students science notebooks, mini white boards, dry erase markers, graph paper, pencils, rulers, group handout/worksheet, reaction time conversion chart, calculator, coin Introduction Hook At the beginning of the class period, each pair will determine which student will be a brain and which student will be a spinal cord. (The parts of the Central Nervous System). When sharing out whole group, I will flip a coin. Heads = Brains share, Tails = Spinal Cords share. I) Anticipatory Set 10 minutes Who thinks they can catch this 5-dollar bill? I need two volunteers. 1. Place your elbow near the edge of the table, so your wrist can extend over the side of the table. 2. Once I let go, you can try to catch the bill. When done correctly, this task should be nearly impossible for students. It takes a fraction of a second for the eyes to detect the stimulus, the eyes sensory neurons (in the visual cortex) to send a signal to the motor cortex, where the motor neurons tell the muscles of the hand and fingers to contract and grab the bill. Think, Ink, Pair, Share (TIPS) - Why do you think catching the $5 bill was so difficult? (Share out whole group brain or spinal cord?). TIPS - How do you think the body knows how to react in certain situations?? (Share out whole group brain or spinal cord?). Well find out a little more about this process during our next activity but before we begin, we need to discuss some vocabulary. Throughout this lesson and on the handouts you will see the following terms. Please write these definitions down in your notebook for your reference throughout the unit:

Vocabulary / Definitions (Read Aloud Fastmap) Reaction Time: how long it takes a person to respond to a given stimulus Stimulus: An outside signal that is sensed by the body triggering a signal to be released through the nerves to the brain Transduced: to convert (as energy or a message) into another form II) Background 10 minutes Introduce the UNIT enduring understandings: The human body is a system that communicates with itself through neural processes. Living systems retrieve, store, transmit, detect, and respond to information essential for life. Have the associated essential questions posted on the board throughout the UNIT: How is the human body a system of communication? To what extent are our body systems essential to everyday life? You may not realize it, but when your senses pick up clues from the outside world the smell of baking cookies, the color of a stoplight, the BUZZING of an alarm clock it takes a fraction of a second for you to recognize that signal and respond. During that time your brain receives information from your senses, identifies a possible source, and allows you to take action. The jam-packed fraction of a second is called your reaction time. This activity teaches you about your brain's reaction time. Specifically, you can calculate your reaction time using our handy chart, which is based on how quickly a ruler falls. Youre going to calculate the time it takes you to notice with their eyes that the ruler is dropped, and then to have your brain send a signal to close the hand so it can close its fingers to catch the ruler. We might even have a little competition to see who is the fastest. PASS OUT HANDOUT! **See attached (A) Gradual Release of Responsibility (GRR) to model for students HOW to correctly drop the ruler for the activity I DO (with a volunteer): Make sure the dropper (the person dropping the ruler) is holding the ruler at the 12. The catcher needs to have his or her elbow on the edge of the table with wrist extended over the edge of the table.

The catchers thumb and forefinger should be around and JUST BELOW the ruler (as close as possible without touching or overlapping) but NOT touching the ruler!! The ruler should be dropped within 5 seconds. Try and catch the ruler as QUICKLY as possible! WE DO (myself + volunteer, partners together simultaneously): Try one with you partner. What questions do you have? Development YOU DO (partners together) 30 minutes (I will be constantly circulating throughout the classroom during this investigation.) After practicing dropping the ruler appropriately, students tell their partners that the ruler will be dropped sometime within the next 5 seconds. Partners are supposed to catch the ruler as fast as they can after it is dropped. Students record the level (inches or centimeters) at which they catch the ruler. Each partner is tested 5 times. The dropper varies the time of dropping the ruler within the 5 second "drop-zone" so the other person cannot guess when the ruler will be dropped. On the handout: The students are given the formula to convert the inches (it took to catch the ruler) into reaction time, and encouraged to convert this way, if they are able. They are also given the reaction time table (the easier route), if they are unable to use the formula (differentiation). Once students have determined their average reaction time, they will get together in groups of FOUR to discuss and begin to represent their information graphically (bar graph, pie chart, etc.). The students get to choose how and what is graphed. Students will then have a whole group discussion (with me as the facilitator) about how and why they graphed what they did what they were trying to determine and what their graphs show. (Students who are done early may work on the extension questions What careers require a person to have quick reflexes? What factors contributed to your individually fastest times? What factors contributed to variations in your times and/or your slowest time? What could you do to get the fastest time possible?)

Think, Pair, Share (TPS) questions How did you choose to represent your reaction time information? Why? What does your graph show? Share out whole group flip coin. Whole group discussion of extension questions. Pass out and briefly discuss Neurological Disorders PBA **See attached (B), rubric (C) End of class period give practice questions as homework. Will discuss at the beginning of the next class period. Practice YOU DO (alone) Homework + Write in Science Journal 1) What can you do to improve your reaction time? 2) How can you keep your brain and nervous system sharp at all times? 3) What might happen if you had a slower-than-usual reaction time while driving? What factors could hinder your reaction time? (Many factors have been shown to affect reaction times, including age, gender, physical fitness, fatigue, distraction, alcohol, personality type, and whether the stimulus is auditory or visual.) Check For Understanding Closure Beginning of Day 2 10 minutes Share out practice questions via whole group discussion. Volunteers, flip coin, and/or circulate the classroom to look at homework. Writing in science journals Part of Homework Nature of science (NOS) question - to what extent are models useful in science? How is this model useful in representing the pathway of nervous system communication? Describe that pathway utilizing any brain or nervous system structures/anatomy. **See attached rubric (D) What questions do you have about todays (yesterdays) lesson? How do you know whether or not you learned today (yesterday)? What activities or strategies worked for you? Which activities or strategies did not? Evaluation The effectiveness of the lesson will be evaluated based on student responses to the NOS and pathway questions. The description of

the pathway is to get students thinking about brain and nervous system anatomy the topic for lesson plan 2. Teacher Reflections Based on student responses, I will make adjustments for future lesson plans. For students who are struggling, I will respond via science journal and/or re-teach, as needed. I will also take into account the activities and strategies that worked for individual students, and whether or not students are being honest about their learning. If I disagree with a student who says, Yes, I learned, I will reply to the student in the journal or have a brief conversation with the student to further determine understanding. Option to convert via formula or conversion chart. Students with additional time can participate in these extension activities Make sure to record these findings in a SEPARATE area: You can also try a few variations: What happens when you tell your partner when you will drop the ruler? Does reaction time improve with practice? Ambidextrous, anyone? Repeat this activity and compare your results when you use your dominant handthe hand you write withand when you use your other hand. Is there any difference between hands? Consider adding other distracting sounds and sightssuch as turning on a TV set or flicking a flashlight on and offduring the activity. Do your responses slow with so many sensory signals? Can start extension questions, and then individual practice questions if done early with the graph. Groups will be amended, if necessary based on responses to the exit slip writing prompt - utilizing any brain or nervous system structures/anatomy since the next few lessons will be primarily focused on anatomy (with some physiology).

Differentiation

Lesson Plan 2 Detailed: Structure and Function of the Nervous System Content Area / Unit: Life Science / Nervous System Grade Level: 11th 12th grade Rationale To fully understand the pathways involved in the discrete neural circuit from Lesson Plan 1, students will need to know the structure and function of the nervous system. This lesson 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. After discussion of the structure and function, this more abstract concept will be related to the concrete activities from Lesson Plan 1. I) Understand and apply knowledge of the behavior of organisms (Iowa Department of Education [IDE], 2012; National Research Council [NRC], 2003). A) Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them. (IDE, 2012). II) Understand and apply knowledge of the cell (IDE, 2012; NRC, 2003). A) Communication between cells is required to coordinate their diverse activities. Some cells secrete substances that spread to nearby cells or are carried in the bloodstream to all cells. Along nerve cells, electrical impulses carry information much more rapidly than is possible by diffusion or blood flow (NSDL, n. d.). Learning Objectives Knowledge and Skills/ Timeframe Students will know The nervous system is the master controlling and communicating system of the body. The nervous system sends messages and communicates with amazing speed to perform even simple tasks. Tasks (e.g. catching a ruler) involve a discreet neural circuit. All thoughts, feelings, and movements involve communication among neural circuits. Vocabulary: Central Nervous System (CNS) Brain

Standards

Spinal Cord Peripheral Nervous System (PNS) Nerve Sensory Input Stimulus Sensory Neurons Sensory Receptors Integration Interneurons Motor Output Motor Neurons Nerve Endings Reflex Students will be able to Collaborate and communicate appropriately and respectfully. Utilize models to think about and explain processes that happen beyond the detection of the naked eye, too slowly, or too quickly to be observed. Identify and explain the basic components and structure of the nervous system, including major regions of the brain. Describe the functions and interactions of the basic components of the nervous system. Explain how a message is relayed from the body to the brain (via PNS and CNS). Timeframe 40 minutes finish Day 2, first part of Day 3. Materials Nervous system model, Nervous system man picture, colorful markers/colored pencils, simple nerve picture, knee-jerk picture, projector, coin, spinner, (for differentiation) tickle article and laptops or iPads. At the beginning of the class period, each pair will determine which student will be a sensory nerve and which student will be a motor nerve. (Main components of the Peripheral Nervous System). When sharing out whole group, I will flip a coin. Heads = Sensory share, Tails = Motor. Anticipatory Set 5 minutes (Have nervous system models and pictures sitting at the front of the classroom.) Revisit pre-assessment question what is the nervous system? Confirm that many students were correct the nervous system consists of the brain and nerves, and involves the senses. Depending

Introduction Hook

on the students and responses can create a PowerPoint slide of accurate, direct quotes (especially of the lower-ability students) to encourage students. But what exactly do these terms mean? And what do these structures do for us? Introduce todays objectives (above). Review UNIT essential questions. Background Note taking Gradual Release of Responsibility (GRR) 10 minutes This excerpt is from the text, pages 610 611 (Prentice Hall, 2004). Students will be provided with a model (below) for nervous system labeling and notes. I will scaffold student learning, and model for students appropriate note-taking strategies (I will have this picture projected for everyone to see) as I cover nervous system vocabulary and functions.

Vocabulary WORDS ONLY printed on the board: Central Nervous System (CNS) The nerve tissues that control the activities of the body. It includes the brain and the spinal cord Brain Spinal Cord The bundle of nerves in the spine that connects nearly all the nerves in the body to the brain Peripheral Nervous System (PNS) Nerves Are the conduction paths for signals traveling between the body and the central nervous system.

Read Aloud The Central Nervous System (CNS) is made up of the brain and the spinal cord. It is the bodys main information processing center (model note-taking, I DO). The vertebrae of the spine encase and protect the soft neural tissue of the spinal cord, just like the skull protects the brain (WE DO label together). All other nervous tissue outside the CNS makes up the Peripheral Nervous System (PNS). The PNS delivers information to the CNS, and carries messages from the CNS to other organs through communication lines called nerves. A nerve consists of one or more bundles neuron fibers (YOU DO students label together, while I circulate).

Development

15 minutes TPS How might the Central and Peripheral Nervous Systems have been involved in the ruler drop activity? Share out whole group (flip a coin) Vocabulary WORDS ONLY listed on the board Nerve Endings Are the terminal ends of the nerves, they are the sensors of the 5 senses. Sensory Input Stimulus (term review) Sensory Nerves Sensory Receptors Integration Interneurons

Motor Output Motor Nerves Reflex Step-by-step process: Sensory Input Step 1: The PNS receives information from the environment about a stimulus (most stimuli are received by highly specialized cells called sensory receptors). Step 2: Sensory neurons carry information about a stimuli to the CNS Integration Step 3: The CNS interprets the information using interneurons (neurons located entirely within the CNS). Motor Output Step 4: The CNS orders a response. The neurons that carry signals away from the CNS are called motor neurons. Process written out: Examples of nerves running through the PNS are motor and sensory nerves. As mentioned previously, the PNS sends messages 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. (Extra: 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.) TIPS Using the vocabulary from todays lesson (on the board) describe the exact pathway involved in the ruler drop activity. Go

through the sensory input, integration, and motor output steps. Pair-to-pair (group of 4) discussion and then share out whole group either volunteers or have a spinner with numbers 1-4. (CFU) (Answer: 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.) Going back to concrete draw this pathway on the nervous system model (the man, above). Use different colors for the sensory nerve pathway, and the motor nerve pathway. Also, indicate direction (away or toward a specific area). End of Day 2 Practice Homework (plus self-reflection in science journal) Use the familiar example a doctor testing your knee-jerk reaction: write and/or draw to describe the exact pathway involved in that reflex. Use the vocabulary from todays lesson. Go through the sensory input, integration, and motor output steps.

Check For Understanding

Beginning of Day 3 10 minutes Share out whole group. Circulate amongst students during discussion. Find a student who created an appropriate picture representation, and have them share this (if comfortable).

Discuss reflex arc. Closure Writing in science journals part of homework for this lesson What questions do you have about todays lesson? How do you know whether or not you learned today? What activities or strategies worked for you? Which activities or strategies did not? The effectiveness of the lesson will be based on the CFU homework question and discussion in class at the beginning of Day 3. Based on student responses, I will make adjustments for future lesson plans. For students who are struggling, I will respond via science journal and/or re-teach (while other students are completing the extension activities below), as needed. I will also take into account the activities and strategies that worked for individual students, and whether or not students are being honest about their learning. If I disagree with a student who says, Yes, I learned, I will reply to the student in the journal or have a brief conversation with the student to further determine understanding. Continually circulating the classroom and addressing individual questions. Students who are finishing the YOU DO (together) portions of the lesson may move on to Development CFU question, Independent Practice Question, and (lastly) investigate one (or more, if time allows) of the following topics: 1. http://www.theatlantic.com/health/archive/2012/11/why-cantwe-tickle-ourselves/264527/ Focusing on the age-old question of why we cant tickle ourselves! Students will use laptops/iPads to compare and contrast the pathways of a) tickling ourselves, and b) being tickled by someone else. 2. Students may also choose to investigate the following compare and contrast the pathways of three different types of reaction time experiments: In simple reaction time experiments, there is only one stimulus and one response. Catching a dropped ruler, or hitting a button when a light changes are examples.

Evaluation Teacher Reflections

Differentiation

In recognition reaction time experiments, there are symbols to respond to and symbols to be ignored. There is still only one correct stimulus and one response. An example would be catching a dropped stick with a word cue, while having to ignore other spoken words, which are not cues. In choice reaction time experiments, there are multiple stimuli and multiple responses. The reaction must correspond to the correct stimulus. Typing a letter that matches a printed letter prompt is an example of this type of experiment. 3. Reactions that involve only the receptor, the spinal cord, and the effector (what does this term mean?), are faster than those which involve processing in the brain. Reactions that only travel to, through, and from the spinal cord are often called spinal reflexes or cord-mediated reflexes; withdrawing ones hand from a hot stove is an example of such a reflex. Why are spinal reflexes faster, and why is this the case? How does this automatic response protect our bodies?

Lesson Plan 3 Detailed: Structure of a Neuron Content Area / Unit: Life Science / Nervous System Grade Level: 11th 12th grade Rationale Now that students are aware of the structure and function of the CNS and PNS, they need to know the structure of the neuron the cellular basis for the nervous system. This activity begins concrete, and moves more abstract as the lesson progresses. Standards I) Understand and apply knowledge of the behavior of organisms (Iowa Department of Education [IDE], 2012; National Research Council [NRC], 2003). A) Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them. (IDE, 2012). II) Understand and apply knowledge of the cell (IDE, 2012; NRC,

2003). A) Communication between cells is required to coordinate their diverse activities. Some cells secrete substances that spread to nearby cells or are carried in the bloodstream to all cells. Along nerve cells, electrical impulses carry information much more rapidly than is possible by diffusion or blood flow (NSDL, n. d.). B) In addition to the basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not. (NSDL, n. d.). Learning Objectives/ Timeframe Students will know Body communication occurs through neurotransmission. Neurotransmission is a sequence of events involving chemical and electrical processes. Vocabulary: Dendrites Axon Myelin Sheath Cell Body/Soma Nodes Knobs (Axon Terminals) Students will be able to Utilize models to think about and explain processes that happen beyond the detection of the naked eye, too slowly, or too quickly to be observed. Identify and explain the basic components and structure of the nervous system, including major regions of the brain. Describe the functions and interactions of the basic components of the nervous system. Communicate and collaborate respectfully and effectively. Materials Time frame 40 minutes finish Day 3. FCS classroom, science notebooks, pencils, hotdogs, crescent roll dough, ovens, plain paper, markers/colored pencils, (differentiation) laptops and/or iPads. 15 minutes Students will meet in my classroom (for review of previous days lesson), and we will then travel (with science notebooks and pencils!!) to the Family and Consumer Science classroom. Here, hotdogs and crescent roll dough are awaiting students at workstations. Its a very rare occasion where students get to eat in science class!!

Introduction Hook

Remaining in groups of four, the students and I will work together and use these ingredients to make a neuron! Each student will make a snack. Background: Vocabulary WORDS written on the board, fast map definitions to be written in notebook Dendrites Receive signals and carry them toward the cell body. Axon Hotdogs carries electrical impulses away from the cell body and toward other cells. Myelin Sheath Dough covering hotdogs not a continuous covering. Nodes Space in between beads of myelin sheath. (Where are these located on the diagram below??) Cell Body or Soma contains the nucleus. Knobs Axon Endings/Terminals

Discuss vocabulary and create hot dog neurons along with the students. GRR I DO (cell body and nucleus), WE DO (dendrites), YOU DO (together axon and myelin sheath with nodes), YOU DO (alone axon terminals). Development 10 minutes While goodies are baking, introduce neurotransmission (see Lesson 4) and the steps that occur within the neuron itself.

As students are eating the goodies with partners, they must eat in the direction of neurotransmission. They must name the neuron structure they are consuming, and explain its function to partner. Practice 10 minutes Back in the classroom, students (independently) will draw a picture of a neuron, labeling the parts. They will then write a paragraph describing the first two steps of neurotransmission. (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 (See Lesson 4 for this terminology), to move down the axon of the nerve cell i.e. the axon that travels down the arm from the spinal cord.) Students turn in the practice problem, any common issues will be discussed at the beginning of the next class period. In science journals 5 minutes + Homework After travelling through the neuron, where do the electrical signals go? How do they get to where they are going? What questions do you have about todays lesson? How do you know whether or not you learned today? What activities or strategies worked for you? Which activities or strategies did not? Evaluation End of Day 3. Practice homework will be evaluated to determine the extent to which students understood (or not). Minor, common mistakes will be discussed at the beginning of the next class period. Major mistakes will be addressed individually. See above lesson plans. Students are working at their own pace on the neuron picture and paragraph. If completed early, students may begin thinking about the closing question. These students may also investigate (compare and contrast) the structure of motor neurons vs. sensory (unipolar and/or bipolar) neurons.

Check For Understanding Closure

Teacher Reflections Differentiation

Lesson Plan 4 Detailed: Nerve Signal Travel Content Area / Unit: Life Science / Nervous System Grade Level: 11th 12th grade Rationale Students are finishing up structure and function at the cellular level of the nervous system. They will complete posters involving all of the steps, structures, and functions of neurotransmission. Standards Also, students written PBA request is due. I) Understand and apply knowledge of the behavior of organisms (Iowa Department of Education [IDE], 2012; National Research Council [NRC], 2003). A) Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them. (IDE, 2012). II) Understand and apply knowledge of the cell (IDE, 2012; NRC, 2003). A) Communication between cells is required to coordinate their diverse activities. Some cells secrete substances that spread to nearby cells or are carried in the bloodstream to all cells. Along nerve cells, electrical impulses carry information much more rapidly than is possible by diffusion or blood flow (NSDL, n. d.). B) In addition to the basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not. (NSDL, n. d.). Students will know Body communication occurs through neurotransmission. Neurotransmission is a sequence of events involving chemical and electrical processes. Vocabulary: Threshold Action Potential (Electrical Impulse) Neurotransmission Synapse Synaptic Cleft Neurotransmitters Students will be able to Identify and explain the basic components and structure of the nervous system, including major regions of the brain.

Learning Objectives/ Timeframe

 Materials Introduction Hook

Describe the functions and interactions of the basic components of the nervous system. Communicate and collaborate respectfully and effectively.

Timeframe 50 minutes finish Day 4. Students posters, Video, Synapse picture/projector, science journals, writing utensil, (differentiation) laptops Anticipatory Set 5 minutes Students neuron posters will be hanging throughout the room. Any common, minor mistakes will be discussed. Today, students are also going to creating posters of the second half of neurotransmission, involving communication at the synapses. Background 5 minutes Vocabulary words written on the board: Threshold Action Potential (Electrical Impulse) Neurotransmission Synapse Synaptic Cleft Neurotransmitters Review of steps 1 & 2 (from yesterday). All of 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 (i.e. the axon that travels down the arm from the spinal cord). Review closing question from previous day After travelling through the neuron, where do the electrical signals go? How do they get there?

Development

15 minutes Video: http://www.youtube.com/watch?v=p5zFgT4aofA&feature=related New information for today: 3. Once the action potential reaches the axon terminal (knobs), 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 increase in neurotransmitters that are released and received. The cell must be excited to a certain state before the muscle is able to contract.

Practice

15 minutes To get the blood flowing students will retrieve posters. They will be given the following instructions: Scaffold student learning and model (GRR) I DO (Axon terminal), WE DO (synape), YOU DO (together neurotransmitters), YOU DO (alone receptor, dendrites, function, and paragraph. Add to your neuron poster (from yesterday) to include steps 3-5. Label all the parts. Also explain functions of ALL structures on the poster (Steps 1-5). Fix any issues that were addressed at the

beginning of class. Write a second paragraph to explain the second half of neurotransmission and communication at the synapses. Check For Understanding Turn in posters and paragraphs for evaluation. Any common issues will be addressed at the beginning of the next class period. Posters should look something like this (with function and paragraph explanations added)

Closure

In science journals +Homework Introduce and begin 10 minutes Create a hands-on activity (involving lots of movement!) to depict neurotransmission. You will be using yourself and your classmates as the various structures involved (steps 1-5). This could be a dance, recorded video, assembly line, etc. Descriptive one-page outline of what this would look like, what students would wear, what students would do, etc. These ideas will be used in the next class period and acted out! Inform Mrs. Easter in advance of props you would like to use!! What questions do you have about todays lesson? How do you know

whether or not you learned today? What activities or strategies worked for you? Which activities or strategies did not? End of Day 4. Evaluation Practice homework will be evaluated to determine the extent to which students understood (or not). Minor, common mistakes will be discussed at the beginning of the next class period. Major mistakes will be addressed individually. Same as above lessons. Using laptops and/or iPads, investigate the various types of neurotransmitters what they do, how they affect humans, etc.

Teacher Reflections Differentiation

Lesson Plan 5 Detailed: Nerve Signal Travel (Part 2) Content Area / Unit: Life Science / Nervous System Grade Level: 11th 12th grade Rationale Students will participate in the neurotransmission dance created by one of their peers! Students will practice these steps, and eventually be recorded. Movement and acting are useful in helping students retain information. Standards I) Understand and apply knowledge of the behavior of organisms (Iowa Department of Education [IDE], 2012; National Research Council [NRC], 2003). A) Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them. (IDE, 2012). II) Understand and apply knowledge of the cell (IDE, 2012; NRC, 2003). A) Communication between cells is required to coordinate their diverse activities. Some cells secrete substances that spread to nearby cells or are carried in the bloodstream to all cells. Along nerve cells, electrical impulses carry information much more rapidly than is possible by diffusion or blood flow (NSDL, n. d.). B) In addition to the basic cellular functions common to all cells,

most cells in multicellular organisms perform some special functions that others do not. (NSDL, n. d.). Learning Objectives/ Timeframe Students will know The nervous system is the master controlling and communicating system of the body. The nervous system sends messages and communicates with amazing speed to perform even simple tasks. Tasks (e.g. catching a ruler) involve a discreet neural circuit. Body communication occurs through neurotransmission. Neurotransmission is a sequence of events involving chemical and electrical processes. All thoughts, feelings, and movements involve communication among neural circuits. Nature of Science: Science uses models Science is collaborative Students will be able to Collaborate and communicate appropriately and respectfully. Compare and contrast neural communication/transmission with interpersonal communication. Utilize models to think about and explain processes that happen beyond the detection of the naked eye, too slowly, or too quickly to be observed. Identify and explain the basic components and structure of the nervous system, including major regions of the brain. Describe the functions and interactions of the basic components of the nervous system. Explain how a message is relayed from the body to the brain (via PNS and CNS). Timeframe 50 minutes finish Day 5. Materials Students dance plan, video camera, various props at students request (e.g. sunglasses, different colored jerseys borrow from P.E., colorful pipe cleaners), science journals, writing utensils, toothpicks, sticky notes, laptops/iPads. Show students a video of the previous years class performing this activity. Instill a sense of class pride and maybe a little competition. Have students engage in a whole group discussion. Those students who want to present their ideas may do so (if no one volunteers, let

Introduction Hook

the students know, I also have a dance but it is probably a lot more embarrassing than their classmates creations and remind them that next years class will be viewing this video!!). With me as the moderator, and using appropriate/respectful language, students will decide which dance they will act out. Development This will be a student-led activity with me as the facilitator and moderator. Students will choose a director (most likely the person who created the outline), cinematographer, designer (for props and costumes), while the rest of the students choose which role they will play IN the film. Students will spend the class period working out the kinks and spend at least 15 minutes filming. (In the event that students do not volunteer scripts here is mine: 1. Students form neurons by holding their arms out at right angles. One hand is closed into a fist. The open hand is the cell body with dendrites as the fingers. The arms are the axon, and the fist is the axon knob. 2. Students arrange themselves in a line to show many neurons linking to each other, with the open hand next to the closed hand of another person (but not touching!! Gap = synaptic cleft). 3. Ask students on which hand they should first stick the neurotransmitter (with a toothpick) the closed hand, synaptic knob. 4. Ask students which end of the line would be the starting point if they were to send an impulse from the skin to the brain signaling touch: dendrite end of axon end? (Dendrite end because signals start at the dendrites in the skin and move toward the brain). 5. One person starts the impulse be gently poking (toothpick) a finger of the end students dendrite. That student gives a sticky note (neurotransmitter) from its axon (fist) to the dendrite (fingers) of the next neuron. 6. Students should try to do this without using both hands so they can remain in position as a neuron as the impulse is carried along. The end of the line is the brain. Go on to send a signal from the brain and create a response students develop and coordinate this part of the activity.) Practice Now that we have created posters and acted out neurotransmission, describe a more exact pathway of what is occurring at the cellular level in the ruler drop activity.

Check For Understanding Closure

Turn in science journals and evaluate. Address any major concerns individually, common concerns at the beginning of the next class. Compare and contrast the ruler drop activity with a more automatic response (e.g. blinking, breathing, etc.). (This is a brief review of the knee-jerk question, and introduction to tomorrows lesson.) What questions do you have about todays lesson? How do you know whether or not you learned today? What activities or strategies worked for you? Which activities or strategies did not? (By the way, these questions are on two posters one on each side of my classroom.)

Evaluation

Practice homework will be evaluated to determine the extent to which students understood (or not). Minor, common mistakes will be discussed at the beginning of the next class period. Major mistakes will be addressed individually. Same as above lessons. Students who are whole-heartedly opposed to the dance and/or being filmed (or have a privacy concern) will be allowed to create an animation of the dance, instead using laptops and/or iPads.

Teacher Reflections Differentiation

Lesson Plan 6 Not Detailed: PNS CNS; Somatic/Autonomic Nervous System Content Area / Unit: Life Science / Nervous System Grade Level: 11th 12th grade Hook Demonstration Electric Kettle (like our thermoregulatory system) automatically switches off when water boils, and on when water cools. TPS What internal functions does your body regulate? How does the body monitor itself? EUs + Objectives Tree Diagram + Vocabulary: (Review PNS and CNS) Sensory Division Somatic Sensory = External Environment Visceral Sensory = Internal Environment Motor Division Somatic Nervous System CNS Skeletal Muscles Autonomic Nervous System Signal to organs (involuntary)

Sympathetic Division Parasympathetic Division Kinesthetic Activity difference between somatic and autonomic PNS Smile and wave at someone across the room = voluntary (somatic) Wake up and yawn = involuntary (autonomic) TPS What are some other examples of behaviors controlled by the somatic and autonomic nervous systems?

Online Activity 28.3 to compare parasympathetic (rest, read, and repose) and sympathetic divisions (fight or flight) (Prentice Hall, 2004). www.biology.com Exit Slip Compare and Contrast the two divisions of the autonomic nervous system. Including examples of resulting effects. Science Journal Reflection

Lesson Plan 7 Not Detailed: Central Nervous System Brain, Spinal Cord, Injuries Content Area / Unit: Life Science / Nervous System Grade Level: 11th 12th grade Hook Brains, brains everywhere! Preserved brains, models of brains, pictures of brains, etc. EUs + Objectives Vocabulary: Cerebrum Corpus Callosum Cerebral Cortex Cerebellum Brainstem Thalamus Hypothalamus Temporal, Occipital, Frontal, and Parietal Lobes Hands-on activity Work in pairs white swim caps, overhead projector pens take turns drawing the lobes/parts of the brains on one another. Think of a way to demonstrate the functioning of each brain part you labeled (e.g. walk in a straight line with eyes closed = cerebellum).

Discussion Brain and Spinal Cord Injuries TIPS To what extent can safety equipment such as helmets or seatbelts, protect us from harm? Practice Build a brain online (www.biology.com). Math the brains functions to the

responsible structures. Determine which parts are involved in real-life situations (Prentice Hall, 2004). Science Journal Reflection

Lesson Plan 8 Not Detailed: Sensation and Perception Content Area / Unit: Life Science / Nervous System Grade Level: 11th 12th grade Hook Various Perception Pictures

TIPS What do you see when you look at this image? Difference between sensation (black splotches on white space) and perception (a meaningful interpretation of the splotches a Dalmatian leaning down for a drink of water from a puddle. If you see the Dalmatian, your brain was formed a perception by converting a sensation to a meaningful image!

TIPS Why are our perceptions sometimes different and sometimes the same? TIPS Do we have the same sensations? Why or why not. Discussion of Sensory Receptors Pain, Thermoreceptors, Mechanoreceptors, Chemoreceptors, Photoreceptors Practice Which receptors can be stimulated in the hands? In what ways can these receptors be simulated? Provide two examples for each. Exit Slip Why are these sensations important in everyday life? Science Journal Reflection Work Time + Begin Meeting with students about projects/annotated bibliographies. Laptops available, librarian present for extra help.

Lesson Plan 9 - Detailed: Vision, Hearing and Balance, Smell and Taste Content Area / Unit: Life Science / Nervous System Grade Level: 11th 12th grade Hook Concrete demonstration of the eardrum (+ pictures of the four sensory organs). Large bowl wrapped tightly with plastic wrap. Place sugar on the wrap. Make a loud sound by banging a piece of metal with a metal spoon. The sugar on the eardrum will dance as the sound waves vibrate it. Discussion of hearing and balance. TIPS How is your sense of hearing related to your sense of balance? Hands-on with the eye In pairs one partner will look at pupillary movements as the other partner looks near and far. Discussion of vision. TIPS Predict what will happen if you shine a light on one eye, but not the other? Formulate a hypothesis, and work together with your partner to investigate this phenomenon. Based on your observations, what can you conclude? Discussion of smell and taste.

TPS - To what extent are your senses of smell and taste similar? Different? Science Journal Reflection Work Time + Meet with students about projects/annotated bibliographies. Laptops available, librarian present for extra help.

Lesson Plan 10 Not Detailed: Drugs and Addiction Content Area / Unit: Life Science / Nervous System Grade Level: 11th 12th grade Hook Video of drug addicted babies. http://www.youtube.com/watch?v=_gT2Yx2DjUw Activate Listening Writing What does it mean to be addicted to something? When a mother uses drugs during pregnancy, how does this affect her baby? TPS Other than drugs or cigarettes, what types of things of adolescents addicted to? (Exercise, chocolate, video games, etc.). Reading, p. 629, on tolerance and addiction (Prentice Hall, 2004). Revisit questions above. TIPS How are additions and habits similar and different? Why are addictions so difficult to overcome? Discussion of drugs. Physiological dependence vs. psychological dependence. Effect on neurotransmitters. Practice Describe two ways drugs affect the actions of neurotransmitters. Why might individuals with diseases or disorders seek out certain drugs? Exit Slip Distinguish between the effects of stimulants and depressants on the body. Science Journal Reflection Work Time + Meet with students about projects/annotated bibliographies. PRACTICE presenting! Laptops available, librarian present for extra help.

Days 11-15 See Pacing Calendar 11) Review for test, Jeopardy Game, Handout 12) Extended-Response Test (Unit Assessment and Rubric **See attached [E]) + Work day, Practice Presenting! Record, if desired. 13) Presentations (Randomly select groups) 14) Presentations 15) Finish Presentations **See attached B, C, F

Resources Iowa Department of Education (2012). Iowa Core curriculum: Science grades 9-12. Retrieved from http://www.educateiowa.gov/index.php?option=com_content&view=article&id=24 64&Itemid=4561 Kruse, J. W. (2009). Learning theories: Pillars of teacher decision-making. Iowa Science Teachers Journal, 36(2), 2-7. National Research Council. (2003). National science education standards (9th ed.). Washington, DC: National Academy Press. (These standards are the same as Iowa Core science standards in grades 9-12.) National Science Digital Library. (n. d.). Science literacy maps. Retrieved from http://strandmaps.nsdl.org/?id=SMS-MAP-1405 Popova, M. (2012). Why cant we tickle ourselves? And other excellent questions, answered by great minds. The Atlantic. Retrieved from http://www.theatlantic.com/health/archive/2012/11/why-cant-we-tickleourselves/264527/ Prentice Hall. (2004). Biology: Exploring life. Upper Saddle River, NJ: Pearson Education, Inc. YouTube. (2011). How neurotransmission works. Retrieved from http://www.youtube.com/watch?v=p5zFgT4aofA&feature=related YouTube. (2011). Drug addicted babies. Retrieved from http://www.youtube.com/watch?v=_gT2Yx2DjUw