Co 2 Lesson Plan Nervous System

Republic of the Philippines
North Eastern Mindanao State University

formerly Surigao del Sur State University
Cantilan Campus
Cantilan, Surigao del Sur
Telefax No. 086-212-5132
Website: www.sdssu.edu.ph
Preliminary Activities:
Date: March 5, 2024
Grade: 10
Learning Area: Science
Section: SPJ
Class Period: 1:00-2:00
Content Standard: The learners demonstrate an understanding of: organisms as

having feedback mechanisms, which are coordinated by the nervous and endocrine
systems.
Performance Standard:
MELC Standard: Describe how the nervous system coordinates and regulates these
feedback mechanisms to maintain homeostasis (S10LTIIIc-36)
Learning Objectives
At the end of the lesson, the students should be able to:
1. Explain how nervous system works;

2. Differentiate central nervous system from peripheral nervous system; and
3. Discuss the importance of taking good care of the nervous system
Subject Matter
Topic: The Nervous System
References:
-Online references
https://byjus.com/biology/nervous-system/
https://my.clevelandclinic.org/health/body/21202-nervous-
system
https://nerdish.io/topics/stimulus-and-response-how-we-react-to-
the-world-around-us/
Instructional Materials:
- television, laptop, speaker, manila paper, marker/pen, tape, glue
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Learning Procedure
Teacher’s Activity Student’s Activity
Preparation
Prayer
Greetings
Attendance check
“Class monitor, (assigned)
kindly check if all are
present today.” All are present, ma’am.
Okay, that’s good to hear.

Before you take your seat, please
arrange your chairs, and pick up the
pieces of paper under your chair.
Classroom Norms
Let the students read it.
1. Listen attentively to the Students are reading.

discussion.
2. Raise your hand if you have
questions or want to answer.
3. Respect the opinions of your
teacher and classmates.
4. Participate and cooperate
during group activities.
5. Always do your best.
Thank you. Is it clear?

Yes, ma’am.
Review of Previous Lesson

Now, may I call on (random name
of student) to give a brief recapitulation of
our lesson last meeting?
Ma'am, our lesson last meeting was all
about the menstrual cycle where we
discussed its four phases; menstrual
phase, follicular phase, ovulation, and
luteal phase.
Okay, very good!
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How about (Name of student), can you

recall the difference between positive
and negative feedback mechanism? Ma’am, positive feedback happens
during the menstrual cycle up to
ovulation while the negative feedback
happens in the luteal phase.
Good point! Do you have

questions about our previous lesson?
None, ma’am.
Okay, thank you.
Motivation
To start our class, let's have a
game. The game is entitled “The teacher
says.”
The students will stand to do the game. I
will ask my students “Where is your
brain?” Then they will respond by holding
their head and say “up here, up here, my
brain is up here”. I will ask them again
where is your spinal cord? Then they will
stretch their hands and point their back
and say “at my back, at my back, my
spinal cord is at my back. I will ask them
again, how about your nerves? They will
turn around and say “all over my body,
it’s all over my body. I will ask them slow,
fast, faster, and fastest, so they will also
respond slow, fast, and faster.
The students will play the game.

Did you enjoy the game?
Yes, ma’am!
That’s good to hear. Okay, based on the

game that you have played, what do you
think will be our topic for today?
Ma'am, I think it is about controlling and
responding.
Yes, you have the idea! What do you
think is the system that controls our
body?
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Very good! Today, we will discuss the It’s the nervous system, ma’am.
nervous system, its major divisions, parts
and functions.
But before that, let us read our learning

objectives for us to be guided on our
target for today.
At the end of the lesson, the students will

be able to:
1. Explain how nervous system

works;
2. Differentiate central nervous
system from peripheral
nervous system; and
3. Discuss the importance of
taking good care of the
nervous system.
Are the learning objectives clear?
Yes, ma’am.
ACTIVITY
Before we delve into the
discussion properly, let’s have a group
activity.
Okay, I will group you according
to the picture on your name tags. Group
1 will be brain group, group 2 is spinal
cord, group 3 is cranial nerves, and
group 4 will be spinal nerves. Choose a
leader, secretary, and a presenter.
The title of the activity is “Journey
to the Nervous System” where there
are 4 stations prepared for you to
accomplish. Each group will answer the
first area assigned to them and once you
hear me say “rotate” you will proceed to
the next area counterclockwise after you
accomplish the station you are in.
You will be given 3 minutes to
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complete every station.
Station 1- the title is “Which is which?”
Objective: Identify how the nervous

system works
What you need: Manila paper and pen
What to do: Read and analyze the given
functions in each set. Choose by drawing
a box on the correct function of the
nervous system.
Is it clear? Yes, ma’am.
Station 2, the title of the activity is

“Break it down!”
Objective: Identify the major divisions

and parts of the nervous system.
What you need: Manila Paper, glue,
words, and pen
What to do: Using the given graphic
organizer, fill in the missing parts to .
complete the entire concept showing the
structure of the nervous system.
Do you understand? Yes, ma’am.

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Station 3- the title is “Jumbled wordify”
Objective: Identify what part of the nerve

cell is asked
What you need: Manila paper and pen
What to do: Arrange the jumbled words
of the parts of the nerve cell. Make use of
the function given to form the jumbled
words.
Do you have questions? None, ma’am.
Station 4, the title is “Spot the Error.”
Objective: Find out what are the

differences of the major divisions in the
nervous system
What you need: glue, paper, pen
What to do: Spot the error from the
given definition of the central nervous
and peripheral nervous system.
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Is it clear? Yes, ma’am!
After answering, you will paste your work

on the board and the presenter will
present it.
Do you understand? Yes, ma’am.
Good.
Before we proceed, here are my
criteria on how I will rate your group.
You may start answering when you

hear this sound (bell sound).
Are you now ready? Yes, ma’am.

Okay, you may now start answering.
The students start answering.
“Rotate.” The students rotate counterclockwise to

answer the next station.
Time’s up! Post your work now on the

board and the representative of each
group will present their work.
Brain group, who is your presenter? Representatives present their works.

Next, spinal cord group.
Cranial nerve group
Spinal nerve group
Okay, class. Give yourselves a very
good clap for finally reaching the end of 1,2,3
your journey to the nervous system. 1,2,3
Very good, very good
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This time, I will give points to timeliness

and teamwork criteria.
I will not check your answers for now
because I want you all to discover them
through our discussion. Is that okay? Yes, ma’am.
Instead, I have questions for you

based on your activity.
ANALYSIS
How was the activity? Brain group?
Spinal cord group? Nerve group?
Students will answer.
That’s nice to hear. Okay, you were
challenged because of time, so how did
you manage to accomplish the task with
limited time? Students will answer.
Terrific! It seems like you really gave

your best in answering every station.
Well then, based on the activity, can you

now give me your understanding of how
our nervous system works?
The student will answer.
You have the point, (name of the
student), good.
How about you (name of the student),
can you differentiate the central nervous
system from peripheral nervous system?
How do they differ? Students will answer.
Okay, good answer, (name of the

student)
Brain is the center of the nervous

system. In your own understanding, how
do our brains receive the information
from the environment? Do you know the
processes it undergoes?
Students will answer.
Nice answer, (name of the student).
Please give yourselves a good job clap.

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G double O D J O B
Good Job, Good Job!
Thank you. It’s great knowing that you
can give your own definition of what is
nervous system based on the activity as
well as the difference of the central and
peripheral nervous system.
ABSTRACTION
The nervous system is made up

of all the nerve cells in your body. It is
through the nervous system that we
communicate with the outside world and,
at the same time, many mechanisms
inside our body are controlled. The
nervous system transmits signals
between the brain and the rest of the
body, including internal organs. In this
way, the nervous system’s activity
controls the ability to move, breathe, see,
think, and more.
Okay, let’s check your answers in station

1.
Central Nervous System (CNS) is often

called the central processing unit of the
body. It consists of the brain and the
spinal cord.
Brain
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The brain is one of the important, largest

and central organs of the human nervous The students will listen and will raise
system. It is the control unit of the questions if they have any.
nervous system, which helps us in
discovering new things, remembering,
and understanding, making decisions,
and a lot more. It is enclosed within the
skull, which provides frontal, lateral and
dorsal protection. The human brain is
composed of three major parts: the
cerebrum, cerebellum, and brain stem.
Spinal Cord
The spinal cord is a cylindrical bundle of

nerve fibers and associated tissues
enclosed within the spine and connect all
parts of the body to the brain. It begins in
continuation with the medulla and
extends downwards. It is enclosed in a
bony cage called vertebral column and
surrounded by membranes called
meninges. The spinal cord is concerned
with spinal reflex actions and the
conduction of nerve impulses to and from
the brain.
Are you still with me?

Yes, ma’am.
Let’s proceed to the next division of the
nervous system.
Peripheral Nervous System
Peripheral Nervous System (PNS) is the

lateral part of the nervous system that
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develops from the central nervous

system which connects different parts of
the body with the CNS. We carry out
both voluntary and involuntary actions
with the help of peripheral nerves.
Classification of the peripheral

nervous system:
Somatic neural system (SNS): It is the

neural system that controls the voluntary
actions in the body by transmitting
impulses from CNS to skeletal muscle
cells. It consists of the somatic nerves.
Autonomic neural system (ANS): The

autonomic neural system is involved in
involuntary actions like regulation of
physiological functions (digestion,
respiration, salivation, etc.). It is a self-
regulating system which conveys the
impulses from the CNS to the smooth
muscles and involuntary organs (heart,
bladder, and pupil). The autonomic
neural system can be further divided into:
1. Sympathetic nervous system

2. Parasympathetic nervous system
Do you have questions? None, ma’am.
Well the, let’s check your answers in

station 2.
Okay, let’s continue.

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A nerve cell or the neuron is a structured

and functional unit of the nervous system
and unlike other cells, neurons are
irregular in shape and able to conduct
electrochemical signals. The different
parts of a neuron are discussed below.
 Dendrite stretches out from the

cell body of a neuron, and it is the
shortest fiber in the cell body.
 Axon is the longest thread on the
cell body of a neuron and has an
insulating and protective sheath of
myelin around it.
 Cell body consists of cytoplasm
and nucleus.
 Synapse is the microscopic gap
between a pair of adjacent
neurons over which nerve
impulses pass, when moving from
one neuron to the other.
Three Classifications of neurons
1. Sensory nerves send messages

from all the senses to the brain.
2. Motor nerves carry messages
from the brain to all the muscles.
3. Mixed nerves carry both sensory
and motor nerves.
Yes, ma’am.
Do you understand?
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Very good. Let’s see your answers in

station 3 if it’s correct.
Good. This time let’s discuss on how a

message is being transmitted through the
nervous system.
When a person is thirsty and proceed to

drink water, that’s your nervous system in
action.
When you’re hungry, you look something

to eat, right? That is still the work of your
nervous system.
If it’s summer and the outside is hot,

you’d pick a shirt over a heavy coat to
wear.
Most of us, humans, have these things in

common-because that’s how our nervous
system works.
To be precise, the thirst, hunger, the

reaction to the changing temperature are
reactions of our body, processed and
executed by electrical and chemical
signals to and from the nerve cells.
The nervous system takes in information

through our senses, processes the
information and triggers reactions, such
as muscles move or causing you to feel
pain. For example, if you touch a hot pot,
you reflexively pull back your hand and
your nerves simultaneously send pain
signals to your brain.
Synthesis
To wrap it up, I have here a video
presentation for you to visualize on how
the nervous system really works.
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APPLICATION
I have here pictures showing different

stimulus. All you have to do is to give me
the stimulus and response of the picture
shown. Relate your understanding of the
topic in sharing your ideas.
The first picture is shown.
Okay, yes. The possible stimulus shown The students share his/her answer.
in the picture is the heat temperature, so
the bodies respond will be excessive
sweating. The boy is thirsty, he needs to
drink water.
Next picture is shown.
The student will share his/her answer.
Do you agree to his/her answer? Yes, ma’am.
I also agree. It’s correct that the stimulus

in the picture is the hot pot and the
possible respond will be removing his
hands from the pot.
Last picture is shown.
The students will answer.

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Yes, very good. The stimulus in the

picture is the cold temperature, so the
possible response of the boy is he will
wear thick clothes like jackets, sweat
shirt, scarf, and socks.
Am I clear? Yes, ma’am.
Assessment
To further test your understanding of the

topic, let’s have a short quiz. Write your
name and section. I will give you 5
minutes to answer the quiz.
Ready? Yes, ma’am.
I. Multiple Choice. Encircle the

correct answer from the
choices given.
1. What are the two major divisions
of the nervous system?
a. Somatic and Autonomic nervous
system
b. Sympathetic and Parasympathetic
nervous system
c. Central and peripheral nervous
system
d. Spinal and cranial nerves
2. What is the basic unit of the
nervous system?
a. neurons
b. brain
c. spinal cord
d. axon
3. What are the main components of
the central nervous system?
a. axon and dendrites
b. brain and nerves
c. brain and spinal cord
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d. nerves and spinal cord

4. It is any factor in the environment
that may trigger a nerve impulse
a. stimulus
b. response
c. voluntary
d. involuntary
5. It carry motor and sensory signals
between the spinal cord and the body
a. cranial nerves
b. spinal nerves
c. spinal cord
d. nerves
II. Enumeration
1-2Enumerate the two major divisions
of the nervous system.
3-5 The 3 main parts of the brain
Time’s up! Exchange papers with your

seatmate and let us check. Checking the papers of the students.
Who got perfect? Give yourselves a good

clap. The students do the good clap
Now, pass your papers in front and let us

now look at your assignment.
Assignment
Browse the internet on the different
diseases and disorders that is related to
the nervous system, choose only one.
After that, make a list of ways on how
you should take care of your body to
prevent the disease or disorder that you
browsed. You may utilize a short bond
paper. Deadline will be on Friday.
I have here my rubric on how to rate your

work.
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Before we end, arrange your chairs first.
Let us pray.
Amen.
Goodbye, class! See you next meeting.
Prepared by: Checked by:
Marylle Joy U. Sullano Mrs. Rossel Clase

Practice Teacher Cooperating Teacher
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Detailed
Lesson Plan
Prepared by:
Sullano, Marylle Joy U.

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Co 2 Lesson Plan Nervous System

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Republic of the Philippines

North Eastern Mindanao State University

Content Standard: The learners demonstrate an understanding of: organisms as

1. Explain how nervous system works;

Okay, that’s good to hear.

1. Listen attentively to the Students are reading.

Thank you. Is it clear?

Review of Previous Lesson

How about (Name of student), can you

Good point! Do you have

The students will play the game.

That’s good to hear. Okay, based on the

But before that, let us read our learning

At the end of the lesson, the students will

1. Explain how nervous system

complete every station.

Station 1- the title is “Which is which?”

Objective: Identify how the nervous

Is it clear? Yes, ma’am.

Station 2, the title of the activity is

Objective: Identify the major divisions

Do you understand? Yes, ma’am.

Station 3- the title is “Jumbled wordify”

Objective: Identify what part of the nerve

Do you have questions? None, ma’am.

Station 4, the title is “Spot the Error.”

Objective: Find out what are the

Is it clear? Yes, ma’am!

After answering, you will paste your work

You may start answering when you

Are you now ready? Yes, ma’am.

The students start answering.

“Rotate.” The students rotate counterclockwise to

Time’s up! Post your work now on the

Brain group, who is your presenter? Representatives present their works.

This time, I will give points to timeliness

Instead, I have questions for you

Terrific! It seems like you really gave

Well then, based on the activity, can you

Okay, good answer, (name of the

Brain is the center of the nervous

Please give yourselves a good job clap.

The nervous system is made up

Okay, let’s check your answers in station

Central Nervous System (CNS) is often

The brain is one of the important, largest

The spinal cord is a cylindrical bundle of

Are you still with me?

Peripheral Nervous System

Peripheral Nervous System (PNS) is the

develops from the central nervous

Classification of the peripheral

Somatic neural system (SNS): It is the

Autonomic neural system (ANS): The

1. Sympathetic nervous system

Do you have questions? None, ma’am.

Well the, let’s check your answers in

Okay, let’s continue.

A nerve cell or the neuron is a structured

 Dendrite stretches out from the

Three Classifications of neurons

1. Sensory nerves send messages

Very good. Let’s see your answers in