TAR

4: Nervous System
High School Anatomy
Abby Prichard
 Adjunct Display
Multiple methods to memory
Visual
Spatial
Methods work together to reinforce information
Classifies information from broad categories to smaller,
specific divisions

Theory Organizes information into digestible chunks

Mnemonics
Useful for all learners
Enhances memory of lists of items/sets of information
Clarifies relationships and functions by providing
additional cues to aid recall and recognition
Incorporates visual and verbal encoding
 Response Writing
Engages the most disciplined form of thinking (Fisher et
al, 2015)
Allows thinking without interruption

Theory (cont) Allows for reflection and alteration of thoughts while

writing
Allows for expansion, application, and evaluation instead
of regurgitation of new information
Helps teachers assess the learning process of the students
 60 minutes
Opener 4 minutes
Lecture 30 minutes
Transition 1.5 minutes
Students will pull out their vocabulary cards from the unit so
Duration w/ far

Transitions
Word Sort 9 minutes
Transition 1.5 minutes
Students will retrieve coloring boxes from the front of the
room
Coloring 9 minutes
Exit Slip 5 minutes
 Students will organize unit terminology into discrete
categories.

Students will differentiate between various systems and

divisions within the nervous system.
Students will distinguish between afferent and efferent
neurons.

Objectives Students will trace and color diagrams of the

parasympathetic and sympathetic nervous systems to
reinforce learning.

Students will apply new material about the

parasympathetic and sympathetic nervous systems to a
personal experience through a reflective writing
assignment.
 AP.6.1 Develop a model that illustrates the structural
components and functional subdivisions of the nervous
system

AP.6.3 Compare and contrast the actions, origins, and

pathways of nerve fibers in the parasympathetic and
Standards sympathetic divisions of the autonomic nervous systems
and their associated neurotransmitters.
11-12.LST.1.2 Write routinely over a variety of time
frames for a range of discipline-specific tasks, purposes,
and audiences.
 Projector
Computer
YouTube
PowerPoint
Adjunct Display Handouts

Materials Vocabulary Cards

Coloring Handouts
Sympathetic
Parasympathetic
Coloring pencils/markers/crayons

Exit Slip
 School House Rock video:
https://www.youtube.com/watch?v=ivk_irrH1WY
Anticipatory Set Covers some material introduced in prior lesson
Briefly introduces new material for todays lesson
 Formative Assessment while reviewing material from
Introduction/ previous lectures on opening slides
Central Nervous System
Pre-assessment Cranial Nerves
 After the opener, students will be provided an adjunct display to fill out
as the lesson progresses.
Students understanding will be formatively assessed during the review
slides of the PowerPoint.
I will lecture for approximately 30 minutes over the divisions of the
nervous system.
Students will be engaged through questioning, probing, and prompting
for connections by the teacher.

Teaching the I will review the adjunct display at the end of the lecture.
Check for comprehension (formative assessment)
Lesson Address any misconceptions/misunderstandings
I will prompt the class to retrieve their vocab cards for this unit and
begin an open word sort.
Students will work in groups of 4 (grouped using class popsicle sticks).
I will walk around and formatively assess groups as they work.
I will then have students come to the front to pick up coloring sheets and
coloring boxes.
Students will work individually (although, quiet discussion is allowed).
I will walk around and verify students understand the coloring instructions.
 I will model a word sort on the document camera.
Visual display of critical thinking process

Guided Practice/ Opportunity to form multiple connections between words

and categories
Instructional Reinforces vocabulary and terminology
Strategies & Enhances view of content area beyond a linear list of
facts to be memorized (Brozo et al, 2007)
Theory I will model a colored diagram on the document
camera.
 Exit Slip

Post- Assesses student interest

Assesses student understanding
Assessment & Assesses student learning

Theory Chance for students to ask clarifying questions

Brief snapshot of the students for my review
 I will discuss the homework assignment.

Closure I will hand out exit slips ~5 minutes before the end of
class.
 Students will complete a reflective response
incorporating the days material.

Prompt: Write a reflective response about an

experience you have had similar to Johns where your
sympathetic nervous system was kicked into over-drive.
Include how your parasympathetic and sympathetic
Independent nervous systems functioned and played a role in the
event before, during, and after it. Be thorough and show
Practice me how you understand the material covered in class.

Requirements
Typed 1-2 pages, double spaced, 12 pt. font, 1 margins,
Times News Roman Font
Handwritten: 1 page single spaced, or 2 pages double
spaced
 Additional
Resources for
Further Discovery
 The School House Rock Opener
Enjoyable, relevant, and catchy
Very memorable, and became stuck in our heads
Slightly outdated (a telegraph is used as the analogy for the nervous
system)
Overall, very fun opener
Lecture
Adjunct display was very useful
Summarize, Outline to follow along with for lecture

Evaluate, &
Helped organize material
Made lesson more coherent

Reflect Provided connections

Emphasized primary concepts
Regularly required student participation
Asked questions
Asked students to supply connections to prior knowledge
Had class complete and repeat mnemonics multiple times
Checked comprehension
Visual checks on student faces for interest, confusion, etc.
Verbal checks via questioning and asking for student input
 Word Sort
Student duplicated adjunct display with vocabulary cards
Student was confused about where to place a couple cards not on the
adjunct display
Discussed and broke down the words to look for context clues
Preganglionic nerve Pre = before (ganglion)
Postganglionic nerve Post = after (ganglion)
Referred to lecture where we discussed 2 systems

Summarize, Direct system that used 1 neuron to/from the CNS

Relay system that used 2 neurons to/from the CNS

Evaluate, & Student correctly categorized these terms with the autonomic nervous
system

Reflect Discussed alternate organizations that could be made with the student
Coloring
Student was resistant and unenthusiastic at first (thought coloring was
childish)
Student later said the coloring was very helpful at making connections
and reinforced new terminology from the lesson
Student ran out of time to complete his coloring, student can finish
coloring in a later class period
 Exit Slip
Student found the slip quick and easy to fill out
Enjoyed the opportunity to express their opinion about the lesson
Liked the open question to tell me about any positives or negatives he
Summarize, was thinking about the class

Evaluate, & Reflective Response (homework)

Reflect
Student enjoyed the free response style assignment
Student thought it was neat to reflect on the situation they were in and to
analyze from a unique point of view that they hadnt thought of before
Response helped the student apply the lesson to a personal event in
their life and made the topic more memorable