2 Divisions Of The 2 Divisions Of The Nervous System
Section2Divisions of theNervous System2Divisions of theNervous SystemObjectivesAfter this lesson, students will be able toD.6.2.1 Describe the structures andfunctions of the central nervous system.D.6.2.2 Describe the structures andfunctions of the peripheral nervous system.D.6.2.3 Explain what a reflex is.D.6.2.4 Identify two ways in which thenervous system can be injured.Target Reading SkillReading PreviewKey Concepts What are the structures andfunctions of the central nervoussystem? What are the structures andfunctions of the peripheralnervous system? What is a reflex? What are two ways in which thenervous system can be injured?Building Vocabulary Explain thatknowing the definitions of key vocabularyterms helps students understand what theyneed.AnswersSample answers:central nervous system: division of nervoussystem made up of brain and spinal cordperipheral nervous system: division ofnervous system made up of all nerves outsidethe central nervous systembrain: part of central nervous system that islocated in the skull and that controls mostfunctions in the bodyKey Terms central nervous system peripheral nervous system brain spinal cord cerebrum cerebellum brain stem somatic nervous system autonomic nervous system reflex concussionTarget Reading SkillBuilding Vocabulary After youread this section, reread the paragraphs that contain definitions ofKey Terms. Use all the informationyou have learned to write a definition of each Key Term in yourown words.PreteachBuild BackgroundKnowledgeHow Does Your Knee React?1. Sit on a table or counter so that your legs dangle freely. Makesure that your partner is not directly in front of your legs.2.Have your partner use theside of his or her hand totap one of your knees gently justbelow the kneecap. Observewhat happens to your leg. Notewhether you have any controlover your reaction.3. Change places with your partner.Repeat Steps 1 and 2.Think It OverInferring When might it be anadvantage for your body to reactvery quickly and without your conscious control?You are standing at a busy street corner, waiting to cross thestreet. A traffic cop blows his whistle and waves his arms energetically. For the heavy traffic to move smoothly, there needs tobe a traffic cop and responsive drivers. The traffic cop coordinates the movements of the drivers, and they maneuver thecars safely through the intersection.Similarly, your nervous system has two divisions that worktogether. The central nervous system consists of the brain andspinal cord. The peripheral nervous system(puh RIF uh rul)includes all the nerves located outside of the central nervoussystem. The central nervous system is like a traffic cop. Theperipheral nervous system is like the drivers and pedestrians.L2Nervous System ResponsesAsk: What happens if you accidentallytouch a hot frying pan handle? (You quicklymove your hand.) Is that response automaticor do you have to think about? (Automatic)Tell students that they will learn how thebody controls this and other automaticresponses.The traffic cop keepseverybody moving.L1Skills Focus InferringMaterials noneTime 10 minutesTips CAUTION: Make sure studentsdo not engage in horseplay or roughhousing while carrying out the activity.Remind them that serious damage can bedone if they strike one another too hard onthe kneecap.Expected Outcome Students’ legs willswing forward.Think It Over It might be an advantage insituations that could cause injury, such astouching a hot stove.
Central Nervous SystemYou can see the central and peripheral nervoussystems in Figure 5. The central nervous system is the control center of the body. Itincludes the brain and spinal cord. All information about what is happening in the worldinside or outside your body is brought to thecentral nervous system. The brain, located inthe skull, is the part of the central nervous system that controls most functions in the body.The spinal cord is the thick column of nervoustissue that links the brain to most of the nervesin the peripheral nervous system.Most impulses from the peripheral nervoussystem travel through the spinal cord to get tothe brain. Your brain then directs a response.The response usually travels from the brain,through the spinal cord, and then to theperipheral nervous system.For example, here is what happens whenyou reach under the sofa to find a lost quarter.Your fingers move over the floor, searching forthe quarter. When your fingers finally touchthe quarter, the stimulus of the touch triggersnerve impulses in sensory neurons in your fingers. These impulses travel through nerves ofthe peripheral nervous system to your spinalcord. Then the impulses race up to your brain.Your brain interprets the impulses, telling youthat you’ve found the quarter. Your brain startsnerve impulses that move down the spinalcord. From the spinal cord, the impulses travelthrough motor neurons in your arm and hand.The impulses in the motor neurons cause yourfingers to grasp the quarter.InstructCentral NervousSystemFor: Nervous System activityVisit: PHSchool.comWeb Code: cep-4062Teach Key ConceptsBrainSpinalcordPeripheralnervesL2Central Nervous System FunctionFocus Remind students that sensoryneurons transmit impulses to interneuronsin the brain or spinal cord.Teach Ask: Why must impulses fromsensory neurons be routed to the brain orspinal cord? (The brain and spinal cordcontrol the functions of the body. They direct aresponse to be sent back to the peripheralnervous system.) Ask students to look atFigure 5 and trace the path of the nerveimpulses that begin in the hands of thefigure. Ask: What direction does the nerveimpulse move? (From the hand to the brain)Apply Invite students to think of examplesthat illustrate an impulse originating fromthe body, such as hunger, and examples thatillustrate an impulse originating from theenvironment, such as a pesky fly. Then havethem describe the pathway the impulseswould take in the body. learning modality:verbalTeaching Resources Transparency D51What are the parts of the centralnervous system?Independent PracticeL2Teaching ResourcesFIGURE 5The Nervous SystemThe central nervous system consists of thebrain and spinal cord. The peripheralnervous system includes all the nerves thatbranch out from the brain and spinal cord. Guided Reading and Study Worksheet:Divisions of the Nervous SystemStudent Edition on Audio CDFor: Nervous system activityVisit: PHSchool.comWeb Code: cep-4062Differentiated InstructionL1Special NeedsDemonstrating Nerve PathwaysReview the path of a nerve impulse usingFigure 3 in the previous section. Then readthe last paragraph on this page aloud. Readthe paragraph again, but this time, roleplay the action by reaching under a desk,for example, to retrieve a real quarter. Tracethe pathways the nerve impulses wouldfollow by running your finger along yourfingers, arm, upper back, neck, and head.Give students another situation and havethem demonstrate the pathway as youdid. learning modality: kinestheticStudents can interact online with artof the nervous system.Monitor ProgressAnswerThe spinal cord and thebrainL2
The Brain and Spinal CordThe Brain andSpinal CordTeach Key ConceptsL2Functions of the BrainFocus Remind students that the brain andspinal cord make up the central nervoussystem.Teach Explain that the brain has three mainregions that receive and process information.Have students locate these regions inFigure 6. Ask students to make lists in whichthey answer the following questions: Whatare the activities controlled by thecerebrum? (Sample answers: Learning,creativity, speech, the senses) What are thefunctions of the cerebellum? (Coordinatingmuscle actions and helping you keep yourbalance) Which part of the brain controlsinvoluntary actions? (Brain stem)Apply Ask: Which part of the brain dogymnasts continually rely on as theyperform? Explain your answer. (Thecerebellum; it is responsible for thecoordination of muscles and helps maintainbalance, both of which are important togymnasts.) learning modality: verbalHelp Students ReadYour brain contains about 100 billion neurons, all of which areinterneurons. Each of those neurons may receive messages fromup to 10,000 other neurons and may send messages to about1,000 more! Three layers of connective tissue cover the brain. Thespace between the middle layer and innermost layer is filled witha watery fluid. The skull, the layers of connective tissue, and thefluid all help protect the brain from injury.There are three main regions of the brain that receive andprocess information. These are the cerebrum, the cerebellum,and the brain stem. Find each in Figure 6.L1Identifying Main Ideas Read aloud thepassage under the subheading “Cerebrum.”Have students volunteer their ideas aboutwhich sentences express the main concepts.You can also approach this as a writtenexercise by having students circle sentenceson a copy of the chosen paragraph.Cerebrum The largest part of the brain is called the cere-Controlling VariablesAre people better able tomemorize a list of words in aquiet room or in a roomwhere soft music is playing?1. Write a hypothesis thataddresses this question.2. Design an experiment totest your hypothesis. Makesure that all variables arecontrolled except the oneyou are testing—musicversus quiet.3. Check your procedure withyour teacher. Then perform your experiment.Did your results support yourhypothesis?brum. The cerebrum(suh REE brum) interprets input fromthe senses, controls movement, and carries out complex mental processes such as learning and remembering. Because ofyour cerebrum, you can locate your favorite comic strip in thenewspaper, read it, and laugh at its funny characters.The cerebrum is divided into a right and a left half. The righthalf sends impulses to skeletal muscles on the left side of thebody. In contrast, the left half controls the right side of the body.When you reach with your right hand for a pencil, the messagesthat tell you to do so come from the left half of the cerebrum. Inaddition, each half of the cerebrum controls slightly differentkinds of mental activity. The right half is usually associated withcreativity and artistic ability. The left half is usually associatedwith mathematical skills and logical thinking.As you can see in Figure 6, certain areas of the cerebrumare associated with smell, touch, taste, hearing, and vision.Other areas control movement, speech, written language, andabstract thought.Cerebellum and Brain Stem The second largest part ofyour brain is called the cerebellum. The cerebellum (sehr uhBEL um) coordinates the actions of your muscles and helps youkeep your balance. When you walk, the impulses that tell yourfeet to move start in your cerebrum. However, your cerebellumgives you the muscular coordination and sense of balance thatkeep you from falling down.The brain stem, which lies between the cerebellum andspinal cord, controls your body’s involuntary actions—thosethat occur automatically. For example, neurons in the brainstem regulate your breathing and help control your heartbeat.L2Skills Focus Controlling variablesMaterials tape player, cassette tape ofsoft musicTime 30 minutesTips Advise students to test three or fourpeople, first in a quiet room, then withmusic playing softly. Make sure the personlooks at a different list each time you testhim or her.What actions does the brain stem control?Expected Outcome Sample hypothesis:Soft music increases the rate of learning.Sample experiment: Make up two lists ofwords with the same number of words,same word lengths, and same degree offamiliarity. learning modality: logical/mathematical
FIGURE 6Use Visuals: Figure 6The BrainEach of the three main parts of the humanbrain—the cerebrum, cerebellum, and brainstem—carries out specific functions.Interpreting Diagrams What are threefunctions of the rumThe cerebrum is the largest partof the brain. Different areas of thecerebrum control such functions asmovement, the senses, speech, andabstract thought.HeAbstractthoughtVisionSmellCerebellumThe cerebellumcoordinates the actionsof muscles and helpsmaintain balance.Brain StemThe brain stem controlsinvoluntary actionssuch as breathing andheart rate.L1Parts of the BrainFocus Refer students to Figure 6.Teach Direct students to study the relativelocations of the cerebrum, the brain stem,and the cerebellum in the illustration. Ask:How are the structures of the cerebrum andcerebellum different? (The cerebrum is largerthan the cerebellum, and the cerebrum’ssurface is creased by deep folds.) Point outthat folds increase the surface area of thecerebrum, allowing it to be compacted intoa small space.Apply With eyes closed, have studentspoint to their own spinal cord near the baseof their skull and to their brain stem,cerebellum, and cerebrum as they visualizethe illustration of the brain’s regions.learning modality: visualTeaching Resources Transparency D52L2Making Models of the BrainMaterials modeling clay of different colorsTime 20 minutesTop View of CerebrumLeft HalfThe left half of thecerebrum is associatedwith mathematical andlogical thinking.Right HalfThe right half of thecerebrum is associatedwith creativity andartistic ability.Focus Remind students that differentfunctions are controlled by different partsof the brain.Teach Invite students to make model brainsand label each part with a description of theprocesses it controls.Apply Have each student think of an actionor process, such as looking up something onthe Internet, playing a team sport, or sittingdown to a meal. Ask them to write a briefdescription of how the different parts of thebrain work together to help the personaccomplish the task. learning modality:kinestheticMonitor ProgressWriting Have students write a jobdescription for each part of the brain.AnswerFigure 6 The cerebrum interprets inputfrom the senses, controls the movement ofskeletal muscles, and carries out complexmental processes.L2
The Spinal Cord Run your fingers down the center of yourPeripheral NervousSystemTeach Key ConceptsL2How the Peripheral NervousSystem WorksFocus Point out to students the spinalnerves and related structures in Figure 7.Teach Explain that the spinal nerves in theneck and shoulder region of the spinal cordconnect with peripheral nerves of the armsand hands, while those on lower portions ofthe spinal cord connect with peripheralnerves of the legs. Ask: How do spinalnerves function differently from othernerves that we have studied? (Impulses travelin two directions—both to and from the spinalcord.) How does a spinal nerve’s structurehelp it to function in this way? (It containsboth sensory and motor neurons.)Apply Ask: What might you assume abouta person who is in an accident and cannotfeel or move his or her legs afterward? (Theperson damaged a portion of the spinal cordcontaining spinal nerves that connect with theneurons of legs.) learning modality: visualback to feel the bones of the vertebral column. The vertebralcolumn surrounds and protects the spinal cord. The spinalcord is the link between your brain and the peripheral nervous system. The layers of connective tissue that surround andprotect the brain also cover the spinal cord. In addition, likethe brain, the spinal cord is further protected by a watery fluid.Peripheral Nervous SystemThe second division of the nervous system is the peripheralnervous system. The peripheral nervous system consistsof a network of nerves that branch out from the centralnervous system and connect it to the rest of the body. Theperipheral nervous system is involved in both involuntaryand voluntary actions.A total of 43 pairs of nerves make up the peripheral nervoussystem. Twelve pairs originate in the brain. The other 31pairs—the spinal nerves—begin in the spinal cord. One nervein each pair goes to the left side of the body, and the other goesto the right. As you can see in Figure 7, spinal nerves leave thespinal cord through spaces between the vertebrae.How Spinal Nerves Function A spinal nerve is like a twolane highway. Impulses travel on a spinal nerve in two directions—both to and from the central nervous system. Each spinalnerve contains axons of both sensory and motor neurons. Thesensory neurons carry impulses from the body to the centralnervous system. The motor neurons carry impulses in the opposite direction—from the central nervous system to the body.L1Classifying Somatic andAutonomic FunctionsMaterials noneTime 15 minutesFocus Brainstorm with the class examplesof voluntary and involuntary actions.Teach Divide the class into small groups.Challenge each group to think of a task aperson might do that involves voluntary andinvoluntary actions, then act out a skitwithout speaking. An example is eating ameal (students might point to their stomachafter they pretend to take a bite to showinvoluntary action.) Have the class classifyeach action as somatic or autonomic.Apply Challenge students to think of asituation where all functions of the body areunder autonomic control. (While a person isunconscious or asleep) learning modality:kinestheticSpinal cordSpinal nerveFIGURE 7The Spinal NervesThe spinal nerves, which connectto the spinal cord, emerge fromspaces between the vertebrae.Each spinal nerve consists of bothsensory and motor neurons.VertebraeSpinal diskDifferentiated InstructionL1English Learners/BeginningVocabulary: Word Analysis Helpstudents remember the meaning ofperipheral by explaining that peri- means“around,” and -phery comes from theGreek word meaning “to carry.” Ask: Howdoes the peripheral nervous system carryimpulses around the body? (It connects therest of the body to the central nervoussystem.) learning modality: verbalL2English Learners/IntermediateVocabulary: Word Analysis Explainthat somatic comes from a Greek wordmeaning “body.” The prefix -auto comesfrom a Greek word meaning “self.”(Compare with automobile and author.)Have students speak or write sentencesusing somatic and autonomic. learningmodality: verbal
FIGURE 8Somatic and AutonomicNervous SystemsThe somatic nervous system controlsvoluntary actions. The autonomicnervous system controls involuntaryactions. Classifying Which system helpsregulate the artist’s heartbeat?Actions Controlled by theSomatic Nervous SystemHands shape the clay.Foot turns the wheel. Mouth smiles. Actions Controlled by theAutonomic Nervous SystemHeartbeat is regulated.Breathing rate is kept steady. Body temperature remainsconstant. Somatic and Autonomic Systems The nerves of theperipheral nervous system can be divided into two groups, thesomatic (soh MAT ik) and autonomic (awt uh NAHM ik) nervous systems. The nerves of the somatic nervous system control voluntary actions such as using a fork or tying your shoes.In contrast, nerves of the autonomic nervous system controlinvoluntary actions. For example, the autonomic nervous system regulates the contractions of the smooth muscles thatadjust the diameter of blood vessels.What kinds of actions are controlled by theautonomic nervous system?ReflexesImagine that you are watching an adventure movie. The movieis so thrilling that you don’t notice a fly circling above yourhead. When the fly zooms right in front of your eyes, however,your eyelids immediately blink shut. You didn’t decide to closeyour eyes. The blink, which is a reflex, is a response thathappened automatically. A reflex is an automatic responsethat occurs very rapidly and without conscious control.Reflexes help to protect the body. If you did the Discoveractivity on page 182, you saw another example of a reflex.You Blinked!Can you make yourself notblink? To answer this question,try the following activity.1. Put on safety goggles.2. Have your partner standacross from you and gentlytoss ten cotton ballstoward your goggles. Yourpartner should not giveyou any warning beforetossing the cotton balls.3. Count the number of timesyou blink and the numberof times you are able tokeep from blinking.Interpreting Data Comparethe two numbers. Why isblinking considered a reflex?ReflexesTeach Key ConceptsReflex ActionFocus Ask: What are some examples ofreflexes? (Sample answers: “Jumping” whenstartled, blinking, jerking a hand away from ahot object)Teach Explain that a reflex action by thenervous system allows for a quick responsebecause it does not require interpretation bythe brain. Ask: What happens during areflex? (Impulses requiring reflex actionstravel quickly to the spinal cord, which directsthe pathway of the impulse in two differentdirections. The impulse is sent to motorneurons, which enable a quick response, whilethe impulse is also sent to the brain—makingthe person aware of pain or what justhappened.) Clarify that awareness comesafter the response has taken place.Apply Ask: Why is it important that thebrain be notified of events requiring areflex action? (Sample answers: It helps aperson recognize possible danger, learn toavoid certain circumstances, or understandwhy an injury occurred.) learning modality:verbalMonitor ProgressL2Skills Focus Interpreting dataMaterials goggles, cotton ballsTime 15 minutesTips Have partners stand approximately atarm’s length from one another. Limit thetime for each trial to 1–2 minutes. Suggestthat students vary the pattern in whichthey toss the cotton balls.Expected Outcome Without warning,most students will automatically blinkwhen a cotton ball is tossed. Students willresist blinking when they concentrate.Blinking is an automatic response toprevent eye injury, but it can be controlledby the brain. learning modality:kinestheticL2L2DrawingHave students illustrate how the impulses fora voluntary action and an involuntary actiontravel through the nervous system.Students can save their drawings intheir portfolios.AnswersFigure 8 The autonomic nervous systemInvoluntary actions such ascontractions of smoothmuscle, heartbeat, breathing
Use Visuals: Figure 9A Reflex Pathway As you have learned, the contraction ofL1skeletal muscles is usually controlled by the brain. However, insome reflex actions, skeletal muscles contract with the involvement of the spinal cord only—not the brain.Figure 9 shows the reflex action that occurs when you toucha sharp object. When your finger touches the object, sensoryneurons send impulses to the spinal cord. The impulses maythen pass to interneurons in the spinal cord. From there theimpulses pass directly to motor neurons in your arm and hand.The muscles then contract, and your hand jerks up and awayfrom the sharp object. By removing your hand quickly, thisreflex protects you from getting badly cut.Reflex Action PathwaysFocus Remind students that the brain is notpart of the reflex reaction.Teach Direct students to trace the path ofthe impulse in the figure from the stimulusto its response.Apply Ask: How does it benefit people thatthe spinal cord is able to send an impulse tomotor neurons in response to a stimuluswithout involving the brain? (It allowspeople to respond more quickly to dangerthan if the nerve impulses traveled all theway to and from the brain.) learningSignaling the Brain At the same time that some nerveimpulses make your arm muscles contract, other nerveimpulses travel up your spinal cord to your brain. When theseimpulses reach your brain, your brain interprets them. Youthen feel a sharp pain in your finger.It takes longer for the pain impulses to get to the brain and beinterpreted than it does for the reflex action to occur. By the timeyou feel the pain, you have already moved your hand away.modality: visualTeaching ResourcesTransparency D53What is an example of a reflex?Nervous SystemInjuriesTeach Key Concepts4FIGURE 9A Reflex ActionIf you touch a sharp object, your hand immediatelyjerks away. This action, which is known as a reflex,happens automatically. Follow the numbered stepsto understand how a reflex happens.Sequencing Do you pull your hand away before orafter you feel the pain? Explain.L1Protecting Against NervousSystem InjuriesFocus Ask: What protection does yourbody provide the brain and spinal cordagainst injuries? (Skull and backbone)Teach Point out that bones cannot protectthe nervous system from all injuries. Askstudents to describe what happens during aconcussion. (The soft tissue of the brainbumps into the skull.) Ask: What can happento the spinal cord if it is injured? (It can becut or crushed.) What two precautions aresuggested for preventing these injuries?(Wear a helmet during activities in which yourisk bumping your head. Wear a seatbelt whentraveling in a car.)Apply Have students brainstorm situationsin sports and other physical activities inwhich wearing a helmet is important.(Possible answers: Football, in-line skating,riding a bike) learning modality: verbal131 Sensory neurons in your fingertip detect apain stimulus.2 Nerve impulses travel to your spinal cord.3 Nerve impulses return to motor neurons inyour hand, and you pull your hand away.24 As you pull your hand away, nerve impulsestravel to your brain. You feel the pain.
Nervous System InjuriesMonitor ProgressThe nervous system can suffer injuries that interfere with itsfunctioning. Concussions and spinal cord injuries are twoways in which the central nervous system can be damaged.Concussions A concussion is a bruiselike injury of thebrain. A concussion occurs when the soft tissue of the braincollides against the skull. Concussions can happen when youbump your head in a hard fall, an automobile accident, or acontact sport such as football.With most concussions, you may have a headache for ashort time, but the injured tissue heals by itself. However, withmore serious concussions, you may lose consciousness, experience confusion, or feel drowsy after the injury. To decreaseyour chances of getting a brain injury, wear a helmet duringactivities in which you risk bumping your head.Spinal Cord Injuries Spinal cord injuries occur when thespinal cord is cut or crushed. As a result, axons in the injuredregion are damaged, so impulses cannot pass through them.This type of injury usually results in paralysis, which is the lossof movement in some part of the body. Car crashes are themost common cause of spinal cord injuries.AnswersFigure 9 In a reflex action, you respondbefore you feel pain. This quick responseoffers greater protection than would aresponse controlled by the brain.Sample answer: BlinkingThe loss of movement insome part of the bodyFIGURE 10Protecting the Nervous SystemYou can help protect yourself froma spinal cord injury by wearing aseatbelt when you travel in a car.What is paralysis?2Section 2 AssessmentTarget Reading Skill Building VocabularyUse your definitions to help you answer thequestions below.Reviewing Key Concepts1. a. Listing What two structures are part of thecentral nervous system?b. Describing Describe the functions of thethree main regions of the brain.c. Relating Cause and Effect What symptomsmight indicate that a person’s cerebellumhas been injured?2. a. Identifying What are the two groups ofnerves into which the peripheral nervoussystem is divided?b. Comparing and Contrasting How do thefunctions of the two groups of peripheralnerves differ?L23. a. Defining What is a reflex?b. Sequencing Trace the pathway of a reflex inthe nervous system.c. Inferring How do reflexes help protect thebody from injury?4. a. Reviewing What is a concussion?b. Applying Concepts How can you reduceyour risk of concussion?Comparison Paragraph Write a paragraph in which you compare the functionsof the left and right halves of the cerebrum.Discuss what kinds of mental activities eachhalf controls as well as which side of thebody it controls.AssessReviewing Key Concepts1. a. The brain and the spinal cordb. Cerebrum: interprets sensory input,controls movement, and carries out complexprocesses; cerebellum: coordinates muscleaction and helps maintain balance; brainstem: controls involuntary, or automatic,actions. c. Loss of balance; poor musclecoordination2. a. The somatic and the autonomicnervous systems b. The somatic nervoussystem controls voluntary actions. Theautonomic nervous system controlsinvoluntary actions.3. a. An automatic response that occursrapidly and without conscious controlb. Impulses travel from the sensory neuronsto interneurons in the spinal cord, and thenpass directly to motor neurons. c. Reflexesallow the body to respond quickly to danger.4. a. A bruiselike injury of the brainb. Wear a helmet during actions in whichyou risk bumping your head.ReteachL1Provide students with copies of a diagram ofthe parts of the brain without the labels, andhave them label each part.Performance AssessmentL2Skills Check Have students make conceptmaps that identify the parts of the centralnervous system and the peripheral nervoussystem.Keep Students on Track Check thatstudents have chosen one or more illusionsby this time. Advise them to write theirplans, listing questions they will ask thesubjects. Check the plans for safety. Notethat illusions do not necessarily affect allpeople the same way. Have students try outtheir illusions on a partner to refine theirquestions before the actual experiment.Writing Mode DescriptionScoring Rubric4 Includes all the functions for both sides ofthe brain and types of activities; goes beyondrequirements, such as providing detailedexamples3 Includes all criteria, but does not gobeyond requirements2 Includes only brief description1 Includes inaccurate descriptionTeaching Resources Section Summary: Divisions of the NervousSystem Review and Reinforce: Divisions of theNervous System Enrich: Divisions of the Nervous System
Science andSocietyShould People BeRequired to WearBicycle Helmets?Key ConceptHelmets are known to help prevent braindamage from accidents while biking. Thequestion facing communities is whether torequire bicyclists to wear helmets.Build Background KnowledgeRecalling the Effects of ConcussionsHelp students recall the temporary andsometimes long-term effects of brain injury.Ask: What is a concussion? (A bruiselikeinjury to the
Divisions of the Nervous System Objectives After this lesson, students will be able to D.6.2.1 Describe the structures and functions of the central nervous system. D.6.2.2 Describe the structures and functions of the peripheral nervous system. D.6.2.3 Explain what a reflex is. D.6.2.4 Identify two ways in which the nervous system can be injured.
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
