Jamie Burkhard
AnatomyApplicationsJLB.wikispaces.com
Anatomy Application: Nervous System
Hooks
1. Fact or Myth Game
Bowperson Publishing and Trading. "Myth or Fact Brain Game." Bowperson.com. 2008. Web.
14 May 2012.
Bowman, Sharon L. Training from the Back of the Room!: 65 Ways to Step aside and Let Them
Learn. San Francisco, CA: Pfeiffer, 2009. Print.
Naik, Abhijit. "Interesting Facts about Nervous System." Buzzle.com. 10 Oct. 2011. Web. 14
May 2012. <http://www.buzzle.com/articles/interesting-facts-about-nervoussystem.html>.
The myth or fact game is an appropriate and beneficial introduction to what can be a difficult
topic. It is engaging, involves everyone, and makes it possible to discern what is already known
about the subject and where more time needs to be spent. The game essentially involves a group
separating different cards into the categories of myths and facts based on what they believe about
the statement written on the card. After all the cards have been sorted, the answers are given and
the group can compare. I think it is a great beginning to any lesson, and can easily be adapted to
better suit different needs. This is an especially good example of the game because it really
allows for some creativity. For example, I would use this game as an introduction to the nervous
system, but I would make a few changes. I would create my own myth and fact cards because the
ones here are not specific to the nervous system. (One myth may be that “We only use ten
percent of our brains.” One fact may be that “A neuron can be over one meter long.”) I would
also split up a class into smaller groups rather than one large group because I feel that it would
better engage everyone in the class, giving them a chance to play the game.
2. Brain boy or Gyri Girl Drawing
Chudler, Eric. "Nervous System Kid." Neuroscience for Kids. 2011. Web. 12 May 2012.
<http://faculty.washington.edu/chudler/chmodel.html>.
This introduction is a quick and easy way to engage people of all ages through kinetic learning.
Essentially a class would split off into smaller groups and choose one member to be traced on a
large sheet of paper. As the other students finish tracing his or her outline on the paper, everyone
thinks about where the nervous system is in the body. Once the group has decided what they
believe, they draw it on the page with the person’s outline. Afterwards, the class talks about it as
a whole and people can compare their thoughts with other groups’. Many may have drawn the
brain and spinal cord, but few probably included neurons all throughout the body. I think this is a
good introduction to the topic because it gets past the idea that the nervous system is made of
solely the brain and spinal cord. It starts to look at things on more of a micro scale, like
individual neurons, in addition to the big picture. I think that depending on the age of a class, it
may be simpler to print out pictures and just have the class decide where they belong on the
body.
3. Colors and Optical Illusions
Chudler, Eric. "Colors, Colors." Neuroscience for Kids. 2012. Web. 17 May 2012.
<http://faculty.washington.edu/chudler/words.html>.
Bower, Bruce. "Brother Stroop's Enduring Effect - J. Ridley Stroop, Experimental Psychology."
Science News 141 (1992): 312-16. Print.
This is a very fun way to start a class on the wonders of the brain and our special senses. I’ve
always been fascinated by optical illusions, and I think that most people would feel similarly,
especially children. I thought this was a great way to introduce how the nervous system takes
messages from the body and then sends a response back. The interaction between the central
nervous system and peripheral nervous system and how our senses are involved is demonstrated
by this hook. This hook involves a short challenge where the kids will try to say the color of a
printed word rather than read the actual word. This difficult task is entitled the Stroop Effect, and
it involves how different messages can be interpreted in the brain, and how conflicting messages
result in slower reaction times.
4. Senses Challenge
BBC Science. "Senses Challenge." BBC Science and the Human Body. BBC. Web. 14 May
2012. <http://www.bbc.co.uk/science/humanbody/body/interactives/senseschallenge/>.
I think that kids would really enjoy the connection that this hook demonstrates between the
special senses and the nervous system. Essentially this hook involves the kids answering
different questions about their senses. I think it is a good introduction because it will inspire
curiosity and heighten the desire to learn about how the nervous system connects with out senses.
It asks questions and then gives the correct answer along with an explanation of why it is the way
it is. It is a good balance between challenging questions and interesting results that I believe will
help to increase interest in the subject of the nervous system.
5. The Brain and the Environment
Sohn, Emily. "Drinking Water Wells Contaminated with Zinc." Discovery News 27 Oct. 2009.
Web. 14 May 2012. <http://news.discovery.com/earth/drinking-water-zinccontamination.html>.
For this hook I wanted to try and use a news article about something that is really happening
outside the world of the classroom. This article jumped out at me because it involves
contaminated well water and how the brain functions. As an environmental management major, I
was really attracted to the idea of a connection between the ecological world I normally study,
and the anatomical part of this class, focusing on the nervous system. I also thought it was
another educational connection to the concept of homeostasis- not enough zinc can cause all kids
of problems, but too much zinc has the capacity to be damaging to the brain.
Videos
1. Anatomy of a Neuron
Anatomy of a Neuron. Salman Khan. YouTube. Khan Academy, 11 Feb. 2010. Web. 14 May
2012. <http://www.youtube.com/watch?v=ob5U8zPbAX4>.
This is an excellent video about the anatomy of a neuron, or nerve cell. It is one of many
educational videos from Khan Academy, created by Salman Kahn, MIT and Harvard Business
School graduate. He gives a remarkable quality and credibility to the video- and he narrates and
explains things as he draws them on the screen. It is a great mix of auditory and visual learning,
and is very valuable to anyone that watches. He explains some of the key pieces of a neuron,
like axon, dendrites, and cell body. Then he delves into how these anatomical structures help the
neuron to do its job of transmitting messages as well as the direction that the signal travels and
how action potential is involved. This video gives an extremely thorough explanation of
structure, function, and method of neuron signal transmission.
2. Nervous System: How it Works
Nervous System: How It Works. Studio4Learning.TV. DNA Tube. Web. 12 May 2012.
<http://www.dnatube.com/video/2116/Nervous-System-how-it-works>.
This video gives a brief overview of the nervous system as a whole. It is a good example of a
video for younger students because of the obvious ridiculousness and silliness. While lacking in
some seriousness, it does not lack in substance. It goes over the central and peripheral nervous
system, and gives a good analogy that the peripheral nervous system is the link between our
bodies and the outside world, and then the central nervous system is how we process the
information. The video gives an explanation for what a neuron is and how it serves its function in
our bodies. It talks about the structural aspects of a neuron and how it is “excitable.”
3. Optical Illusions Show How We See
Optical Illusions Show How We See. Ted Talks. Lotto Lab. Beau Lotto. TED: Ideas worth
Spreading. July 2009. Web. 17 May 2012.
<http://www.ted.com/talks/beau_lotto_optical_illusions_show_how_we_see.html>
I thought this was a very interesting video- it really helps to bring into context how the brain
within central nervous system works together with our senses in the peripheral nervous system.
The speaker, Beau Lotto helps the audience to understand the fascinating sense of sight, how it is
affected by light, reflection, color, and many more. He really gives some insight into how our
eyes really see, and how this “retinal information” is interpreted. He also says that the sensory
information is essentially meaningless, and it is only through the brain’s analysis and response
that we really understand things. He emphasizes the importance of learning and adaptation in the
things we see.
4. Signal Transmission and Muscle Contraction
Signal Transmission and Muscle Contraction. DNA Tube. DNA Tube. 2006. Web. 14 May 2012.
<http://www.dnatube.com/video/7233/Signal-transmission-and-muscular-contraction>.
I think that this video had a great explanation for how a motor neuron stimulates a contraction in
muscle fiber. The video also demonstrates the electrical signaling present in the action potential.
I think the way that the video is designed as a computer screen or something similar is very smart
and helpful- the viewer can see pictures, but they can also see movement and attention to a
specific area similar to how a laser pointer is used. I think the representation of the
neurotransmitters crossing the synapse to bind with their receptors was very well done and easy
to understand. I also think this video was well done because there was even a brief introduction
to the muscle system and how the skeletal muscle actually moves. This was similar to things that
we learned in class, so I also think it is important to say that this would be a video with an older
target audience. It is a little too detailed and complicated for younger students to understand.
5. The Human Nervous System
The Human Nervous System Part 1. Michael Chin. YouTube. 22 May 2011. Web. 12 May 2012.
<http://www.youtube.com/watch?v=4M82WwFACLg>.
I think that this video gave a great, concise explanation of the nervous system in general. I
believe it was done as a project for a twelfth grade biology class, which is part of the reason why
I think it would be so educational for students around this age. It is already of the words of
someone similar to them, and this could make it easier to understand for some people. He talks
about the structure of a neuron and how it acts as the basic cell unit for the nervous system. I
think the graphics chosen and the analogies made were very clear and intelligent. The video also
talks about action potential versus resting potential and what happens in order to change from
one to the other. The explanations given regarding neurotransmitters and the transmission of an
impulse were extremely thorough and easy to understand. Although I understand the reasoning
behind starting with an individual cell like a neuron and then explaining about the classifications
within the nervous system, I think it would have made more sense to me to start with what the
nervous system was, the differences between the central and peripheral systems, and then delve
into more of the specifics. Other than that single objection, I think the entire video was very well
done, and extremely admirable for someone at this age to create.
Labs
1. Action Potential Game
Koch, Jessica. "Action Potential Game." Neuroscience for Kids. 2011. Web. 13 May 2012.
<http://faculty.washington.edu/chudler/chmodel.html>.
This is a very clever way to demonstrate what action potential is to students. It is very engaging
and uses competition to stimulate learning about how messages can travel through the nervous
system. The lesson gives a good, clear, and simple explanation about what action potential is,
and then asks that the students to become dendrites and pass messages along to help them learn
and retain the knowledge better. The class splits into two groups and form lines to pass a signal,
represented by a small ball, down the line like how a message is transmitted through a dendrite.
The balls have different point values, and only when the team has enough to overcome the
resting potential of the neuron can they win the game. This metaphor for how resting potential
and action potential can affect the transmission of messages through the body is very well
presented and executed in this activity, and I’m sure students would love the opportunity to play
a dendrite in such a fun and educational game.
2. Brains and Neurons (Shoots and Ladders)
Chudler, Eric. "Brains and Neurons Board Game." Neuroscience for Kids. 2011. Web. 14 May
2012. <http://faculty.washington.edu/chudler/chgames.html>.
This board game is a spin off of the widespread game of Shoots and Ladders. It involves a
similar game board, except it has little graphics of neurons and brains. The rules state that if a
player lands on a cell body, they can move to the end of the neuron, but if they land on the brain,
they have to follow the spinal cord all the way down. I think in a classroom I would split the
students off into pairs and have them play the game with each other. Before the game begins I
would have an introduction to what a neuron is and how it helps send messages throughout the
body. I would also explain what role the brain and spinal cord play in the central nervous system
so that the game has an anatomical and educational connection. This game would ensure that
each student is engaged and participating, and it also ensures that they get to have some fun
while learning about the nervous system.
3. Interactive Nervous System Game
BBC: Science. "Interactive Body: Nervous System." BBC Science and the Human Body. BBC.
Web. 13 May 2012.
<http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?n
ervous>.
I think this is a great way to sum up any lesson on the central and peripheral nervous system.
This interactive game really can get students’ competitive juices flowing, especially if the class
were split up into teams, which is what I would do. . I think this site does a good job of really
challenging students with types of questions that can be tricky but enjoyable. This game would
probably only be useful for older students because of the difficulty level involved, but I think
that it shows the connection between the peripheral and the central nervous system extremely
well. The graphics and ability for some interaction from the students makes for an enjoyable
lesson as well as a memorable one.
4. Model of a Neuron
Scientist Teacher Education Partnership Program. "Getting the Message." Teacher Vision.
University of Massechusetts Medical School, 2004. Web. 15 May 2012.
Models are a great way to learn about the neuron. They are very helpful for those who are
kinesthetic and visual learners. This activity involves a brief introduction to the function of a
neuron in the body, and specifically the central and peripheral nervous systems. Once the
function has been reviewed, then it is time to look at the structures in a neuron. This is a great
opportunity to go over some vocabulary words having to do with the structure of a neuron. After
the class has finished with the function and structures, then they can move on to the activity
portion, which is to make a model of a neuron. This site gives specific materials so that the
students can make a neuron using clay for the cell body, pipe cleaners for dendrites and other
specifics. I think my spin on this would be to bring in a variety of materials and let the students
choose whatever they thought best represented the neuron. In this way, they can get creative and
experiment with what makes sense for the function and structure, and it will lead to better
understanding of the material.
5. Thinking Cap
Teach Health K-12. "Activity 1B: Make Up Your Mind: Brain Cap Activity." Activity 1B: Make
Up Your Mind: Brain Cap Activity. UT Health Science Center San Antonio, 8 May 2011.
Web. 14 May 2012. <http://teachhealthk-12.uthscsa.edu/curriculum/brain/brain01bBrainCap.asp>.
Abu-sitta, SA; Shalaby, MA; Hajek, J. (1984). The value of student-made
models as learning
aids in physiology. Medical Education, 5, 326-330.
Cohen, BJ. (2005). Memmler’s structure and function of the human
body 8th ed. Baltimore,
MD : Wolters Kluwer Health/Lippincott
William & Wilkins.
Gilbert, JK. (2007). Visualization in Science Education: Models and
Modeling in Science
Education , Vol. 1. New York: Springer Publications.
Using some swim caps or shower caps, this activity involves mapping out the brain as part of the
central nervous system. It is also possible to combine this activity with an art experience by
allowing the students to create a cap using paper mache. Each student would get a cap, and then
there would be a brief overview of the different structures, lobes, and regions of the brain. Then
it would be time for the students to either paint or draw on these regions onto their specific caps.
This is a great way to reinforce the knowledge about the structural makeup of the brain, and the
dynamic element of the activity will help to keep attention focused. There is also the added
bonus that the students can take their caps home with them so that they can continue the lesson
on their own. There is also an extended part of the lesson where the students would act out
different responsibilities of the brain structures and the other students would guess which part of
the brain was responsible.