Lesson Plan Science

Republic of the Philippines Department of Education Region VI – Western Visayas DIVISION OF ANTIQUE San Jose, Antique

LESSON PLAN IN SCIENCE IN TEHNOLOGY – GRADE 10 UNIT 3 – LIVING THINGS AND THEIR ENVIRONMENT Structure and Coordinated Functions of the Nervous System I. LEARNING OBJECTIVES After one (1) hour of discussion, the students will be able to: Cognitive:

discuss the parts of the nervous system and describe the functions of parts.

Affective:

exhibit willingness to help one another in performing the activities assigned to the group.

Psychomotor: show adeptness in handling the tools and materials to be used. II. SUBJECT MATTER Topic: system.

Structure and coordinated functions of the nervous

References:

Rabago, L., et al (2010). Functional Biology – Modular Approach. 2nd Edition. Philippines: Vibal Publishing House, Inc. Department of Education Project EASE, Module 9: Life Support Systems

Science Process:

Identifying, observing and experimenting

Science Concept: work.

The nervous system has coordinated parts that

Materials: projector

pictures, blackboard, chalk, ruler, laptop, LCD

Value Focus:

Stewardship

III.PROCEDURE A. Preliminary Activities Teacher’s Activity

Student’s Activity

1

A. Daily Routine: 1. Prayer Good morning class. Before we start may we all stand up and pray.

A Daily Routine 1 Prayer The students will stand up and pray.

2. Cleaning Ok class, before you sit down; please pick up the pieces of paper and trash.

2 Cleaning The students pick up the pieces of paper and trash then the class will sit down.

3. Greeting Good morning once again class. So how are you doing today? Well, good then. 

3 Greeting Good morning Mr. Martinez!

4. Checking of attendance Ms. Secretary may I know who are absent for today?”

4. Checking of attendance (The secretary will stand and tell who are the absentees)

Thank you! B Motivation Teacher’s Activity (Use a portable LCD projector and screen to project images) “Class, I want you to look at the pictures projected on the board and please tell me what have you observed.”

Student’s Activity

(Students will raise their hands)

(Pick 5 students to answer) “Thank you class, all of your answer are correct. It is very hard to live having problems with our body especially our nervous system. We should learn to value the functions and importance of the nervous system.” C Lesson Proper Teacher’s Activity

Student’s Activity

2

“Today our topic is all about the nervous system. When you hear the words nervous system, what comes first in your mind? Anyone? (Pick 2 students from each group)

(Students raise their hands)

“Thank you, please listen attentively because later on we will have our examination. “The nervous system is the part of an animal's body that coordinates its actions and transmits signals to and from different parts of its body.”

“Brief information about the subject”

“How about the major divisions of the nervous system. Anyone? (Pick 2 students from each group) “Thank you class. The major divisions of the nervous system are the central nervous system and the peripheral nervous system.” “Talking about the peripheral nervous system (PNS), what are its 3 subdivisions?” “Yes, Very Good. The PNS is divided into somatic, autonomic and the enteric nervous system. The autonomic nervous system is further divided in to 2 parts. What are these parts?

“The PNS is divided into somatic, autonomic and the enteric nervous system Sir.” “The autonomic nervous system is further subdivided into the sympathetic and the parasympathetic nervous systems.”

“Good job! The sympathetic nervous system and the parasympathetic nervous system. “Very Good! It seems like you are really listening to the discussion.” D Activity Teacher’s Activity

Student’s Activity

3

(Instruct the students to turn on the desktop computers in their group tables) “Class, please turn on your computers and please open the folder containing the activity on the nervous system. Read the following links related to the part of the nervous system and accomplish the interactive digital file for 15 minutes then later I will ask someone from the group to explain each.”

(Students proceed to their group tables and perform the activity.)

“The primary function of the nervous system is to control the body. It does this by extracting information from the environment using sensory receptors, sending signals that encode this information into the central nervous system, processing the information to determine an appropriate response, and sending output signals to muscles or glands to activate the response.”

“Time is up. Let’s start, Ms. _______ please explain the functions of the nervous system”

“The central nervous system consists of the brain and the spinal cord.”

“Very good Ms. _______, Mr. _______ how about the parts of the central nervous system?”

“The peripheral nervous system consists of all the nervous tissue outside the CNS. It includes sensory receptors, nerves, ganglia, and plexuses.”

“Very good Mr. _______, how about the parts of the peripheral nervous system, Ms. _______”

“The nervous system is mainly divided into the central and peripheral nervous system. The peripheral nervous system is further divided into the somatic, autonomic and the enteric nervous system. Lastly, the autonomic nervous system is divided into the sympathetic and parasympathetic nervous system.”

“Very good Ms. _______, the last one, Mr. ____ enumerate the main divisions of the nervous system and its subdivisions.”

4

E Generalization Teacher’s Activity “I know you’ve learned a lot from this days’ discussion, so anyone who can summarize the lesson?”

Student’s Activity

(Call 2 students to generalize the topic)

(Students will raise their hands)

“Thank you, it is very important for every student to learn the importance and functions of the nervous system in detecting external and internal stimuli, processes and responds to sensory input, controls body movements through skeletal muscles, maintains homeostasis by regulating other systems, and is the center for mental activities.” IV. SUMMATIVE ASSESSMENT Answer briefly the following questions. Choose your answer from the given options. cerebellum brain spinal nerves nerve impulse

peripheral nervous system axons dendrites

nervous system spinal cord brain stem

1. The ____________________ is made up of the brain, spinal cord, and nerves. 2. The ____________________ is an organ located within the skull that functions as organizer and distributor of information for the body. 3. The ____________________helps carry messages or signals back and forth between your body and brain. 4. The part under the cerebrum that controls posture, balance, and coordination is called the ____________________. 5. The ____________________ connects the central nervous system to the organs and limbs. 6. The ____________________ carry motor and sensory signals between the spinal cord and the body. 5

7. The basic unit of the nervous system is the ____________________. 8. ____________________ carry impulses towards the cell body. 9. ____________________ pass impulses to the dendrites of other neurons or cell body of muscle cells. 10. A ____________________ is a combination of an electrical charge and a chemical reaction moving along a neuron. Answer key: 1. 2. 3. 4. 5.

nervous system brain spinal cord cerebellum peripheral nervous system

6. spinal nerves 7. nerve cell/neuron 8. dendrites 9. axons 10. nerve impulse

6

11. V. ASSIGNMENT 12. 13. 14.

INFORMATION DISSEMINATION ACTIVITY

Social media post about the different diseases affecting the human nervous system.

Goal: The objective of this performance task is for the students

to present helpful information to the public about the different diseases affecting the human nervous system through the use of social media. The students should assume that they work for an advertising company as a graphic artist and their task is to create a public information material. They have to think of ways on how to disseminate information to the public regarding the different diseases affecting the human nervous system. 15.

Audience: The target individuals to receive the information are

the people in the school community including all students, teachers and school officials. 16.

Situation: The students will gather information from the school

library or from local health workers regarding the different diseases affecting the human nervous system. The challenge for the students involves dealing with this existing problem be creating a social media post that will stir-up the people’s consciousness in adopting a healthy lifestyle. 17.

Standards: The students will be given seven (2) days to

conceptualize and execute their ideas through creation of a social media post. Once the output is evaluated, they will post it in a social media platform such as Facebook where everyone can see it. The student’s outputs will be assessed in accordance with the following rubric. 18. 19. 20. 21.

22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41.

FLYER MAKING: INFORMATION DISSEMINATION ON THE

42.

DIFFERENT DISEASES AFFECTING THE HUMAN NERVOUS SYSTEM

43. 44. Name: ______________________________________________________ Grade and Section: __________________ 45. C

46. E

48. M

50. A

52. B

47. 5

49. 4

51. 3

53. 2

54. D

56. F

57. A

58. O

59. M

60. L

61. E

62. N

63. S

64. V

65. Il

66. A

67. G

69. H

70. N

75. P

76. P

55. (S

68. m 71. G

72. P

73. P 74.

77. C

78. C

79. E

80. E

81. D

82. C

83.

84.

85.

86.

87. T

88. 89.

90. 91. *Rubric for flyer retrieved from: red6747.pbworks.com/f/Rubric.doc

92. 1. 2. 3. 4. 5. 6.

Features Integrated:

Values education Art of questioning Discovery Graphic organizers Multiple intelligences Brain-based strategy 93. 94.