Human Anatomy Lesson Plan

1.1 Nervous System

Date

Grade

Timeframe

November 18, 2015

Grade 5

45 minutes

Curriculum Area
Science

Title of Unit
Where Our Thoughts Come
From

This lesson plan aims to provide students with a basic understanding of the human nervous
system. Two handouts will be provided to each student, one containing information and the other
containing assessment worksheets. The lesson will begin with a basic examination of the nervous
system as it relates to the entire body. Students will then perform an experiment in which they will
compare the quantity of nerve endings on their hands with the quantity of nerve endings on their
back by having a partner drawn images on their hands and backs for them and comparing the
challenge of guessing what each image is. Images dividing the brain into lobes will be examined
as a class, and the role of each lobe will be explained. An image representing a neuron will then
be presented, and its most basic components will be discussed.

CONTEXT

Students have previously learned about the human digestive system, and therefore have a
basic understanding of human anatomy and how various systems cooperate in order to create
human life.

CURRICULUM EXPECTATIONS
UNDERSTANDING L IFE S YSTEMS : HUMAN ORGAN S YSTEMS
2.2. Use scientific inquiry and experimentations skills to investigate changes in body systems as a result of physical
activity.
2.4. Use appropriate science and technology vocabulary in oral and written communication.
3.1. Identify major systems in the human body and describe their roles and interrelationships.
3.2 Describe the basic structure and function of major organs in the respiratory, circulatory and digestive systems.

BIG IDEAS

The brain executes commands which are carried throughout the body, many of which we do not consciously
think about on a regular basis.

Different parts of the brain perform various functions.

Various functions of the brain can be studied in terms of cognition (how we think) and behavior (how we act).

CROSS CURRICULAR CONNECTIONS

Literacy: Record results of experiments and communicate ideas and speculations in writing.

Math: Using measurements to determine reflex speed and response time.

LEARNING GOALS

How does the brain affect the rest of the body?

SUCCESS CRITERIA

Discuss how the brain effects how you

move and think.

Complete the brain questions

worksheet.

Talk about the different parts of the

brain (lobes, neurons, limbic system)
and what they do.

In groups, take turns drawing images

with your finders on a partners hands
and back.

Was it easier to guess the images that

your partner drew when they were
drawn on your hand or on your back?

Perform an experiment.

ASSESSMENT

Diagnostic
(assessment for learning)

Formative
(assessment as learning)

Summative
(assessment of learning)

Observation

Work Samples

Presentation/Performance

Learning Log/Journal

Peer Assessment

Multimedia (audio, visual,

technological

Presentation/Performance

Learning Log/Journal

Graphic Organizer

Anecdotal Notes

Interview/Conference

Oral Reports

Self-Assessment

Rubric

Written Test

Multimedia (audio, visual,

technological)

Checklist

Group Project

Survey

Short quiz

Reflection paper

ACCOMODATIONS AND/OR MODIFICATIONS / DIFFERENTIATED INSTRUCTION

Instructional
Increase/Decrease Time

Scribe for student

Deadline extension

Manipulatives

Peer tutor/Partner

Oral explanation

Include visuals, models,

organizers

Environmental

Assessment

Change space, seating,

create quiet area

Tape recorder, video

camera

Adjust student grouping

Visual Art (picture,

painting, sculpture)

Accommodate physical
disabilities
Learning Centers

Scribe for student

Use of resources (EA,

smart board)
Create classroom
norms/behavior
expectations

Use of spell check

Theatrical performance

Use of input program

MATERIALS NEEDED

Computer with Microsoft PowerPoint

Environment with adequate physical space, to accommodate active movement
Paper with definitions of all necessary terms related to the nervous system.
Fill-in-the-blank worksheets.

PROCEDURE

*Grouping: W = Whole class; S = Small group; I = Independent

Timing

Grouping
W

Mental Set (hook):

I

Hand out worksheet and information packages,

Remembering

and have students place this packages in their

Understanding

science duotang in order to quickly reference

Applying

them during later lessons.

Analyzing

Discussion: I can move this object with my mind.

5

Evaluating

Tell the students that you will pick up an object

using your mind. Then proceed to pick up the
object and discuss why this makes sense.
Experiment: In groups of two, have students take
turns drawing images on their partners hands and
have the partners try to guess what image is being
drawn. Repeat the process while using the back
as a canvas. Have students compare the
difficulties of each task and discuss why it might
be more important for humans to have more nerve
endings on their hands than on their backs
(introduction to evolutionary perspective).

Bloom's Taxonomy:

Creating

Body:
PowerPoint presentation: Introduce the human
30

nervous system (the brain, the spinal cord and the

peripheral nerves) and how they work together.
Then introduce the various lobes within the brain,
as well as the brain stem and the cerebellum.
Discuss the function of each lobe and have
students speculate about the role of the frontal
lobe, knowing that it is primarily what separates
humans from other animals. Leave time for
questions, speculations and predictions from
students.

10

Discuss: What would happen if you lost ____ part

of your brain? How would that affect you?

Introduce the neuron, and the role which it plays

in sending information throughout the brain.

Closure:
Review learned definitions and concepts.

Homework/ Reminders:
None

GRADUAL RELEASE OF RESPONSIBILITY

Modeled
Instruction

Guided
Instruction

Class Lectures
Thinking out-loud about various phenomenon or pieces of information.

Classroom discussions (creating connections between information about the brain and
personal experiences, answering difficult questions).

Students work in small groups to perform experiments and report data,

Collaborative
Learning

Written assessment: quiz or experiment.

Independent
Learning

REFLECTION
Successes

Challenges

Adjustments/Changes

Next Steps

REFERENCES
Schwartz, Pollishuke (2011) Creating the Dynamic Classroom, A Handbook for Teachers (Revised Ed.).
Pearson Publishing.
Ministry of Education (2007). The Ontario Curriculum, Grades 1-8: Science and Technology. ON. Retrieved
from https://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf