Health
Unit: Nervous System
Time Commitment: 2-3, 84 minute blocks
Level: 7th Grade Level Students
Objectives:
with
1. Students will able to draw each part of the nervous system with 100% accuracy.
2. Students will label the nervous system with 100% accuracy.
3. Students will order the functions of the parts of the nervous system according to a scheme
100% accuracy.
4. Students will correctly assess which part of the nervous system is the most important.
5. Students will correctly explain 10 differences between drinking and driving and wearing the
intoxicated goggles.
6. Students will correctly predict why people choose harmful behaviors that hurt the body
gradually, over time.
Illinois State Health Standards:
22.A.3a
22.A.3b
23.A.3
23.B.3
National Educational Technology Standards for Students:
1.a.b.c
4.b.c
Supplies:
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scratch paper
LCD projector
Keynote Nervous System Presentation
class copies of keynote presentation notes
Intoxicated Goggles
stop watch
Intoxicated Goggles ws
Nervous Norman ws
7 computers with internet capabilities
unfamiliar, upbeat music
music player
white board
dry-erase markers
butcher paper (one for every two students)
markers
15 like items (cards, index cards, pencils, etc.)
Build a Brain Rubric
Excellerated Activities:
Have any students who finish early go to the computer station and research on the National
Geographic website about the brain.
Pre assessment: I do not use a pre assessment immediately before this unit because I have assessed the group prior.
Day 1 Lesson:
Opening Activity:
Spread the 15 index cards on a desk. Tell the students that we are going to play a game. The object
of the game is to NOT be the last person to pick up a card. Alternate between the student and
yourself. Have the student decide if s/he wants to go first . Each time it is someone’s turn, you can
only pick up one, two, or three at a time. In order to win, you need to focus on picking up the second,
sixth and tenth card. Have the student’s figure out how you are winning every time. It is up to you if
you share the answer with the class or not. Explain that our nervous system makes it possible that
we can figure out the game, move the cards, and remember the rules. Today we will be discussing
the awesome, amazing nervous system. (Jackson, Tom. More Activites That Teach. Cedar City:
Red Rock Publishing, 2001)
Lesson:
Show keynote presentation to the class. Students need to follow along with the keynote handout of
the presentation. Stop at each ch activity in the keynote and complete with the class. A stop watch
and scratch paper will be needed.
Guided Practice:
Divide the class into partner s or small groups. Students need to draw and label the brain.
Afterwards students can draw analogy pictures that represents each of the part of the brain
discussed.
Day 2 Lesson:
Opening Activity:
Push the chairs and desks towards the walls of the room. Divide the class into two, equal groups.
Have one group form a circle in the middle of the room and the other group create a ring around the
first circle. (Tip: ask the groups to join hands, and remain joined until everyone is in place.) Next,
have the two group aline and face each other. (If there is an odd number of students, there can be a
group of three.) Instruct the students that when they hear the music they are to walk in a circle,
following the person ahead of them. The inner ring walks counter clockwise and the outer ring walks
clockwise. When they hear the music stop, they are to line up with a person form the opposite ring
and take turns telling the person everything they know about the nervous system. Some information
a student says may be false, but that is okay. Repeat playing the music for a few rounds. Each time
the music stops, the students need to be paired with a new partner. Instruct the students that the
next time they hear the music stop, they should have moved their desks back to their proper
placement and sit quietly, waiting for further instructions. (Tip: Since you want the class to be
formulating thoughts about the nervous system, it is best to not use music they are familiar with.
Otherwise, they will be singing instead of thinking about the nervous system.) Ask the class for
volunteers to share what they heard in the circles and write it on the board. (Mangione, Louis.
Strenthen Student Leraning in BLOCK SCHEDULE Classes with Cutting-Edge Ideas and Interactive
Strategies. Bellevue: Bureau of Education & Research
Lesson:
Show remaining keynote presentation to the class. Students need to follow along with the keynote
handout of the presentation. Stop at each ch activity in the keynote and complete with the class. A
stop watch and scratch paper will be needed.
Guided Practice:
Students need to complete the Nervous Norman worksheets.
Drunk Goggles Activity:
Explain the rules of doing the drunk goggles activity. Go over how each part of the brain would react
to being intoxicated. Discuss how the glasses are not like being intoxicated, rather they are the vision
of an intoxicated person. When you wear the glasses, your decision making skills, reflexes, heart
rate, etc. will all remain the same. Teach about the Cooked Frog Syndrome. Have students explain
how some human behaviors are similar to the cooked frog analogy. Student take turns wearing the
glasses around the classroom.
Guided Practice:
Have the students complete the Intoxicated Goggles worksheet.
Assessment:
Go over the Build a Brain rubric with the class. Student can use any media to show the final
objectives.
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