Lesson Plan Title: Neuron-ville: Diagramming the Concept of Neural Activity in the Brain

Concept / Topic To Teach: PSYCHOLOGY: Brain Physiology and Neural Activity

General Goal(s): To create a visual diagram, using a factory system scenario, of the process by which neurons receive and relay information required for thought and action.

Specific Objectives:

SWBAT Identify and define the terms Neuron, Axon, Dendrite, Neurotransmitter and Synapse

SWBAT Describe the process by which Neurons receive and relay information

SWBAT Relate Neural activity to thought process and action

Required Materials: Availability of chalkboard, dry-erase board or overhead and related accessories.

Anticipatory Set (Lead-In): “You’ve already defined the important parts of a Neuron and know that the brain operates on chemical and electrical signals. The trick is to understand how signals are relayed between your sensory organs and the sensors in the brain. The easiest way to illustrate this is to think of the brain as a TOWN, and of Neurons as factories within the town.” What role do factories play and how do they function? Discuss.

Step-By-Step Procedures:

Diagram the following (students may take turns at board and will be able to make educated guesses as to the direction the diagram takes because they have been introduced to the appropriate vocabulary. Provide leading questions and discussion prompts as necessary.

[1 Factory = Cell Body] Explanation ” this factory takes many small parts and puts them together to make one big part, not a complete product. An example could be floats, screws, gaskets, valves, etc ” components of a carburetor. The Cell Body appears to be the main body part of the Neuron. It takes in and processes bits of information from other neurons. Neurons wait for information from our nerves, which operate according to our senses, etc.

[4-6 Small side roads, branching and twisting = Dendrites] Explanation ” each small side road delivers a necessary part from an outside source into the factory; floats in one door, gaskets in another. Dendrites are small branches that grow outward from the cell body. They are roads in on which the small parts (bits of data) travel. Dendrites can also be considered ‘shortcuts’ because many of them often connect the same neurons, but in different ways. The more we think, the more plentiful dendrites become; the more successful our company, the more supply routes and supplies are needed.

[1 main exit lane = Axon] Explanation ” Axons are exit-only highways, much larger than dendrites. After our carburetor is complete, it is shipped out to another factory (Neuron) to be assembled into an engine (more complete thought, etc). After the Neuron has processed the information it has taken in, it sends out the processed information to another Neuron to help ‘complete the puzzle’.

[1River at end of main exit = Synapse] Explanation – The factories are each separate entities, unable to send roads out indefinitely. They rely on other roads, just as Neurons rely on other Neurons’ dendrites. The dendrites of other Neurons wait for information on the other side of the synapse, just a small roads branch out on the other side of the river from the Axon, but they never actually touch. The synapse is simple the gap between Axon and Dendrites.

[Many small ferries crossing river = Neurotransmitters] Explanation ” The ferries carry the carburetors across the river to the waiting roads that will take them to other factories; Neurotransmitters carry the informative signals across the synapse “from the Axon to the next dendrites, which will rush the information to the other waiting Neurons.

Plan For Independent Practice: Students should break into groups of at least 4, playing the roles of dendrite(s), cell body, axon, neurotransmitter, and recreate the entire process as a brief role-playing activity. An isle, etc should serve as synapse, and any small objects can serve as ‘part’ or information.

Closure (Reflect Anticipatory Set):

“RETELL the process of Neural Transmissions in 25 words or less.”

“How do you think this neural activity fits in with out thought process?”

Assessment Based On Objectives:

‘Notebook check to see completed, labeled diagram, diagramming quiz, etc.

Adaptations (For Students With Learning Disabilities):

Poster-board cutouts of each component of the factory system, each with a written definition of the corresponding part; could also be numbered, etc. Assessments can be modified according to particular disability.

Extensions (For Gifted Students):

Require students to create a similar model using a different example than the factory idea. Ask them to research ‘glial’ and ‘myelin sheaths’, and continue the diagram by adding their role into the example.

Possible Connections To Other Subjects:

Obvious science connection ” this is designed to be a science discussion to help psychology students understand the physiology of thought.

E-Mail

Eric Powers

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