LEARNING SESSION N° 1

I. INFORMATIVE DATA
1.1. Educational institution :
1.2. Cycle/Grade :
1.3. Place :
1.4. Director) :
1.5. Classroom Teacher :
1.6. Interns : Zaquinaula Peña Ricardo.
-
1.7. Practice Teacher :
1.8. Execution date :

II. LEARNING PURPOSES

PRECISE
EVIDENCE OF APPROACH ASSESSMENT
AREA COMPETENCE ABILITY PERFORMAN
LEARNING CROSS INSTRUMENT
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II.1.Learning Session Name:

We know the nervous system.

III. PREPARATION OF THE LEARNING SESSION:

III.1. What do we need to do before the session?

- Prepare the learning session.
- Provide the appropriate material to develop the class.
 III.2. What resources or materials will be used in this session?
- Markers
- Board
- Papers
- Scissors
- colored leaves

III.3. How much time will it take?

180’
IV. DEVELOPMENT OF THE LEARNING SESSION

4.1. Pedagogical processes

 Problematization.
 Purpose and organization.
 Motivation/interest/incentive.
 Previous knowledge.
 Management and support of the development of skills.
 Assessment.

4.2. Didactic processes

 Problem Statement
  Hypothesis statement
 Preparation of the action plan
 Data collection and analysis of results
 Structuring of knowledge built as a response to the problem
 Evaluation and communication

4.3. Permanent entry activities:

to. Student entry, greeting and attendance registration.

b. Review of calendar, news and other events.

4.4. Session development:

EDUCATION
MOMENTS STRATEGIES/ACTIVITIES AL TIME
MATERIALS
START  Problematization:
The teacher poses an educational problem to encourage reflection in her students.

There are many students in the province of San Ignacio who are unaware of the
function of the nervous system. For this, it is important that teachers teach this
 topic to students.
 Previous knowledge:
The teacher asks some questions to measure how much they know about the topic.
- Have you ever heard about the nervous system?
- Do you know the parts of the nervous system?

 Cognitive Conflict:
The teacher asks a question to generate debate in the classroom.
- Do you think the nervous system is important for our survival?

 Motivation or incentive:

 Purpose:
The teacher communicates the purpose of the class so that the students know what
they will achieve that day.
“Today we will learn about the parts of the nervous system”

 Agreements for class:

The teachers together with their students propose class rules so that it is developed in
full harmony.
- We raise our hands to give our opinion.
 - We respect the opinions of others.
- We maintain order to develop harmony in class.

Problem Statement:
DEVELOPME The teacher presents some images and asks the students to observe so that they can
NT then comment and answer some questions.

- Why can the child give a response to stimuli?

- What would happen if the child could not respond to stimuli?
- How does your body respond to a dangerous situation?

- They read the question and highlight an alternative: What parts of the child's body
make it possible for them to respond to any stimulus in the environment?
- The child responds to any stimulus thanks to the fact that he is well fed.
- The child's brain and limbs make responses possible to any stimulus.
- The brain and spinal cord make responses to any stimulus possible.
The child can respond to any stimulus thanks to his intelligence.

Statement of the hypothesis.

- They discuss and write a possible answer or hypothesis to the inquiry problem.
- They extract the variables.
Preparation of the action plan
 They review the answers or hypotheses and plan the activities to solve them. They
complete the table with three activities.
 They review how the nervous system works on the internet. They write a conclusion.
 Work teams are formed and participate in a stimulus response experience
What conclusion do you reach after carrying out the experience?

Data collection and analysis of the results.

 yRespond: What was the inquiry question?; What were the answers (hypotheses)
raised at the beginning?
 They compare their initial answers (hypotheses) with those of their classmates.
Which is the most accurate?

The nervious system

 The function of the nervous system is to coordinate and direct all voluntary and
involuntary activities of the body.
The nervous system receives, transports and analyzes information, and orders an
appropriate response from the body to any environmental event or stimulus.
It is divided into the central nervous system (CNS), made up of the brain and spinal
cord, and the peripheral nervous system (PNS), made up of nerve fibers called nerves
that carry messages throughout the body. Both are connected and work in
coordination.
Structuring of constructed knowledge
 They observe an audiovisual resource and answer the following questions in their
notebook: ( https://www.youtube.com/watch?v=pzhtajq77a0 )
a) What parts does the central nervous system have?
b) What are the functions of the brain?
c) What are the functions of the spinal cord?
d) What are the meninges? What function do they perform?
 Complete a concept map on the topic
 Write two conclusions they reached after carrying out the activities.
 They answer:
- How would you share what you know about the topic with other people?
Communication and Evaluation
 Students receive a worksheet where they will recognize the organs of the nervous
system by completing a crossword puzzle.
 Metacognition:
- What I learned?
CLOSING - What will it be used for?
- How am I going to use it in everyday life?
 Feedback:

3.4.5. Permanent departure activities:

to. Commitments:

b. Farewell:

V. BIBLIOGRAPHY

V.1.From the teacher:

 V.2.Of student:

VI. ANNEXES:

VI.1. Annex No. 01:

THE NERVIOUS SYSTEM

1. What is the nervous system?

The nervous system is the set of control and information organs and structures of the human body , made up of highly
differentiated cells known as neurons , which are capable of transmitting electrical impulses along a vast network of nerve endings.

The nervous system is common to humans and most chordate animals, arthropods, mollusks, flatworms and cnidarians. Other animal
groups, such as protozoa, porifera and plants, however, do not have a differentiated nervous system.

This device for transmitting chemical and electrical energy runs through the entire body and allows the coordination of the
movements and actions of the body , both conscious and reflexive, from which two types of nervous system are distinguished: the
somatic and the autonomic. . The first would deal with the connection between the body's extremities and the brain, while the second
deals with reflex and involuntary actions.
Studies on the evolution of the nervous system indicate that the sponge phylum, despite not having nerve cells, showed the genetic
bases for the appearance of this system. It is believed that the first neuron appeared 635 million years ago , in the Ediacaran
period, and its evolution would parallel the development of eyes and other complex senses in primitive animals.

See also: Locomotor System .

2. Parts of the nervous system

The nervous system of the human body is divided into two sets:

Central Nervous System (CNS) . Responsible for processing information collected by the senses and taking conscious actions. It is
made up of the following bodies:

 The brain , its largest part, which includes the cerebrum, divided into its two hemispheres; the cerebellum, which integrates
motor functions and is in the neck region; and the brain stem that connects the spinal cord to the brain, composed of the
midbrain, pons, and medulla oblongata.
 The spinal cord , an extension of the brain that goes inside the bones of the spinal column and to which all the nerve endings
in the body are connected.

Peripheral Nervous System (PNS) . The peripheral nervous system is made up of nerves, which run through the body and are divided
into two groups:

 Cranial nerves . There are 12 pairs of nerves located, as their name indicates, in the head, where they control information
pertinent to the face, neck and main senses, connecting everything to the brain.
 Spinal nerves . There are 31 pairs of nerves that control information from the trunk and extremities, connecting to the spinal
cord.
 3. Functions of the nervous system

As said before, the nervous system has the basic function of connecting nervous processing centers such as the brain , with the
periphery of the extremities and the various organs of the body.
Firstly, this allows you to activate the muscles and promote movement, both voluntary (walking, holding things, etc.) and involuntary
(bowel movements, breathing , reflexes, etc.). Secondly, it allows sensory coordination of stimuli, such as pain and touch , and
their transmission to cause responses, which is vital in protecting the organism as a whole.

4. Nervous system diseases

The best known diseases that affect the nervous system are:

 Encephalitis . This is the name given to the presence of foreign bodies in the brain, such as viruses or bacteria . Infections in
this place are very delicate, since any damage to the brain can result in loss or reduction of its functions.
 Epilepsy . This congenital disease is due to excessive activation of certain corners of the brain, which respond to external
stimuli in a disordered manner and generate seizures, incoordination and slowing down.
 sclerosis . Differentiated between multiple and lateral, it is a series of congenital disorders in which neurons lose myelin, a
layer that covers them and guarantees the effective transmission of information. This results in loss of the capacity for
voluntary movement and even perceptual alterations.
 Alzheimer's disease . This is the most common form of senile dementia, which affects the areas of the brain linked to recent
memory and language , producing progressive deterioration of cognitive functions, preventing speaking, writing, reading, or
simply recognizing immediate reality. It starts at age 60 and at the moment there is no cure.
 Parkinson disease . It is a congenital disease that causes a decrease in dopamine in the nervous system, preventing nervous
coordination and generating involuntary movements, as well as sleep disorders, depression and difficulties chewing, speaking
or swallowing.

VI.2. Annex No. 02: