Name: Donnie Schmidt and Sara Schimenti Date lesson taught: January 29th 2019

Content Area:
Social Sciences
Course Title & Grade Level:
Psychology, 10th-11th Grade
Standards:
2.c.9 Identify the major divisions and subdivisions of the nervous system.

Objectives:

Content— SWBAT identify the major divisions and subdivisions of the nervous system.

Language— Individually, students will create a parts chart, where they list and illustrate the different sections of the
human body, specifically the nervous system.

Student-friendly— Today I am identifying divisions and subdivisions of the nervous system, so that I can explain and
label the nervous system. I know that I will have it when I complete the nervous section of my parts chart.

Assessment:
Students will demonstrate their understanding of the nervous system through the creation of a parts chart
(Interactive foldable). They will need to list and illustrate the parts of the body, specifically the nervous
system.

Proactive Management:
Students are expected to be attentive, off their phone, and raise their hands if they have questions unless give
other instructions.
Students are expected to take notes which the outline is given to them
Voice levels are expected to be at a level 1 during individual exercises and lecture and 2 during small group
exercise/ think/pair/share.
We will answer students questions when they raise their hand.
Instructional Strategies:
Lecture
Modeling
Guided Practice
Think-pair-share

Note Taking Strategy:

Instructions found on powerpoint slide #3
Notes are given to students via the worksheet.

Questions: See Red text

Anticipatory Set: 5-10 minutes
Instruct students to:
1. Everyone curl your toes
2. Once you curl your toes, raise your left hand
3. After you’ve raised your hand, write down the steps you took to complete these actions

Ask students to answer what they wrote down

● How do you think this connects to what we have been previously talking about with neurons?

This previews the breakdown of the nervous system and how our bodies spread information and create action.

The Lesson:

Transition from anticipatory set:

This is a preview of the central nervous system and we will explain what was happening in their body.
Transition to objectives slide and state the objectives

Slide 2: Objectives
● Today I am identifying divisions and subdivisions of the nervous system
● So that I can explain and label the nervous system
● I know that I have it when I can complete the simile challenge on my worksheet and draw the nervous
system in my parts chart
Note Taking Instructions:
● Note-taking: During the anticipatory set, you were given a worksheet. On the worksheet are rows and
columns that break down the nervous system. During the lecture, fill out in the left column, your
descriptions/notes for each division and subdivision. On the right hand side, you can draw life
comparisons or visuals that will help you remember the divisions.
● What goes in the left column? Description/notes
● What goes in the right? Life comparison/drawing

I DO: (LECTURE) 25 minutes

Slide 4: Nervous System

● The body's electrochemical communication system
● gathers information to respond
● Life Comparison: The London Underground subway system
● The nervous system is the London Underground subway as a whole throughout the city. It
encompasses the stations and tracks
● On the board: draw an outline of a body
Slide 5: Central Nervous System
● Central Nervous system is your brain and spinal cord
● These two body parts are so important that they are encased in bone as extra protection
● The brain is where most information processing takes place
● Spinal Cord is the main pathway information follows as it enters and leaves the brain
● What is the main street in Council Bluffs? Broadway St.
● Why is it your main street?
● How can a main street be similar to the spinal cord?
● Can we say that Broadway St. is the spinal cord of CB?
● Life Comparison: Like the London underground subway station, piccadilly station.
● On the Board:Draw the brain and Spinal cord. Label each.
Slide 6: The Peripheral System
● All sensory and motor nerves that connect the brain and spinal cord to the rest of the body
 ● Outer region that is divided into two subsystems
● Life Comparison: Like subway tracks that the train would go out on from the station
● On the Board: Draw the lines within the body to look like PNS
● We learned about sensory and neurons earlier and are being engaged in the peripheral system
● We said the central nervous system is like Broadway Street, does everyone live on Broadway?
● Can you find your house, restaurants, hospitals, etc. on the main street? No, you have to take side
streets to get to other places and veer off of the main street
Slide 7: The Subsystems of the Peripheral System
● Autonomic: think automatic
● these things happen without thinking about it. Your breath, digest food, blink, and your blood flows
throughout your body without voluntary thoughts.
● Somatic sub-system: skeletal control, movement within the bones and muscles, voluntary movement,
brain processes information and sends it out to the somatic system.
● Commute on the subway system: One day your taking the train to work and you sit down and silently
breath, and stare off into space. Your breathing and sitting in silence is part of the autonomic system.
The next day, you decide to bring headphones and listen to music. Putting the headphones on and
jamming out to music would be thanks in part to your somatic sub-system.
● What will we remember when thinking of the autonomic system? Automatic. What will we remember
when we think of the somatic system? Movement.
Slide 8: Subsystems of Autonomic
● Sympathetic: Fight or Flight responses
● Arouses body to deal with threats
● This would be like if a bear comes to attack you are you going to fight the bear or flee from the bear?
● What happens when fight or flight responses happen to you? What happens when you're scared?
● Parasympathetic: Calms the body
● This is similar to doing deep breathing exercises to calm your fast beating heart
● What are some things you do to calm your body down after being scared?
● Why would we need to calm our body down?

Transition: To break up all of my talking and to give you all a different view, we are going to watch a quick
schoolhouse rock song that will give you some other real life examples to help you understand the nervous
system

Slide 9: Schoolhouse rock

● Literacy text, which is a song in which the purpose is to teach students the divisions and subdivisions
of the nervous system

You Do Alone: 25 minutes

Instructions:
Model:
Teacher will model how to make a parts chart (Interactive Foldable) and give them examples of previously
done parts charts.

Interactive Foldable video example: https://www.youtube.com/watch?v=v-iecw0aiMw

Instruct students to create their own foldable based off of your example.
There should be Four sections:
 Neuron
 Nervous system
 Endocrine System
  Brain
Students will need to illustrate and label the parts of the nervous system.
They have until the end of class to complete the section
Students are free to use markers and colored pencils that are provided.
Instruct students that at the end of the unit, the parts chart will be turned in for a grade.

Closure:
Content Summary: (5 minutes)
At the beginning of class, we asked you to curl your toes and raise your left hand.
● What are the first step to complete these actions: We sent the information we read to our brain
● The brain processes the information
● Travels through the spinal cord
● To the PNS to your toes
● this signal is the which part of the PNS? Somatic
● Have student define Somatic
● This completes the action
● Now during all of these actions, have you stopped breathing? Has your blood stopped pumping?
● So what subsystem would be triggered?
Procedural Summary—Give students 30 seconds to pack up bag and then when bell rings, you dismiss them.
References:
Better Lesson [Website]. (n.d.). Cerenzo, John. “You Have Alot of Nerves - An Introduction to the Nervous
System.” Retrieved from https://betterlesson.com/lesson/631649/you-have-alot-of-nerves-an-introduction-to-
the-nervous-system

[US Chronicle]. (2012, Oct. 27). School House Rock - The Nervous System. Retrieved from
https://www.youtube.com/watch?v=ivk_irrH1WY

TangstarScience (2015, Mar 24). Big Brain Foldable for Interactive Notebooks or Binders by Tangstar
Science.Retrieved from https://www.youtube.com/watch?v=v-iecw0aiMw

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you demonstrate
high expectations, make learning relevant, and motivate students?
Through the use of modeling, we gave them our expectations for how they would complete the worksheet and simile challenge.
Additionally, by comparing the content to objects or actions that are relevant to their lives, will better help them understand
the subject material. Getting them involved and moving in the lesson, helps students stay engaged and focused. Additionally,
through the use of Schoolhouse Rock video, we inject humor and visual assistance to their lesson.
2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action & expression,
engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?
With the use of the anticipatory set, students must comply through movement, which shows who is engaged in the lesson. Questions
throughout the lesson, allows us to check for understanding. Through the use of life comparisons/relevant actions, students
will make the worksheet their own, which further assists them in conceptualizing the material. Lastly, through use of the parts
chart, they have their study guide and learning material within their own hands and are engaged in their own learning and
what they find necessary within the lesson.