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Outcome(s):
Outline, discuss, and summarize the principles and vocabulary that defines the biological level of analysis
1. Pick up a Senteo and sign in (Class: O’Neill) with your Student ID #
2. Take our your hand written notes for today’s reading quiz
3. Study while you wait for the quiz to be passed out
1. Pick up a Senteo and sign in (Class: O’Neill) with your Student ID #
2. Take our your hand written notes for today’s reading quiz
3. Study while you wait for the quiz to be passed out
Agenda:
1. Reading Quiz (on p. 38-44 CC) and pre-test on Senteo
2. Thinking Map – How does biology influence our behavior? & Discussion
3. PowerPoint Gallery Walk with Guided Notes
4. Neuron creation activity
5. Small groups1. Neurotransmitter Case Study
2. The Brain
3. Games
6. Debrief/discussion
7. Closure: Exit Ticket
Reading Quiz & Pretest
Senteo – Sign in with your student ID # and complete the 15 multiple choice questions.
Communication Systems
The Human Body contains two major communication systems: Nervous System—
transmits messages through electrical signals (neurons)
Endocrine System—communicates by blood borne messages (hormones)
Source: Neuroscience for Kids
Cells The Nervous System is comprised of two
types of cells: Neurons: nerve cells; the most important function of the
nervous system Glial cells: provides nutrition, support and insulation to the
neurons (in some cases, it is what ties the neurons together)
Source: mindcreators.com
Neurons
Definition: Neurons are the specialized cells which are working units of the Nervous System
Why do we have them? They send messages to the brain so people can
respond to stimuli (from environment or internal changes in the body)
What are basic parts? Cell body: Contains the cell nucleus Dendrites: Root-like branches off the cell body Axon: a long thin tube that the electrical impulse
travels down
Nervous System
The N.S. is divided into two major parts Central Nervous
System—includes the brain and spinal cord
Peripheral Nervous System—extends throughout the body outside the brain and spinal cord
Source: Neuroscience for Kids
Each part functions differently… Cell Body: contains the cell nucleus;
determines the genetic makeup Dendrites: bring information to the cell
body Axon: takes information away from the
cell body The Axons of certain neurons are wrapped
in glia cells called myelin sheath cells Small gaps in the myelin sheath are called
Nodes of Ranvier
Types of Neurons
Sensory Neurons: brings signals IN from the senses
Motor Neurons: sends information OUT to control the muscles Gross motor skills
Interneurons: sends information between the sensory and motor neurons
Can you come up with a way to
remember the three types of neurons?
Can you come up with a way to
remember the three types of neurons?
Neural Transmission
The Nervous System is a massive communication network that connects billions of neurons throughout your body
Neurons communicate with each other across a small space called a synapse http://www.youtube.com/watch?v=90cj4NX
87Yk
Synapses are found at the end of the axon, called a terminal button
Neural Transmission cont’d
Transmission Order: information comes in through the dendrite to the cell body, when it hits a threshold the balance of ions within the axon changes and causes a charge that moves the message along
When this charge reaches the axon it goes through what is called ACTION POTENTIAL Very brief but very powerful
“All-or-None” Principle
The most important thing to remember with neural transmission is that it is ALL OR NOTHING Larger currents do not create larger action
potentials. Therefore, action potentials are said to be all-or-none signals, since either they occur fully or they do not occur at all.
Anchor Activity: http://highered.mcgraw-hill.com/sites/0072
943696/student_view0/chapter8/animation__the_nerve_impulse.html Take the quiz as a class!
Now, put it together…
You will create your own neuron made out of Play Doh
Using different color Play Doh and a few other materials, build a model of a neuron.
Once you have the neuron built, label the parts on the poster board.
Use the glue provided to glue your labels and model to the poster board provided.
You will need to find two classmates’ neurons to “communicate” with two neurons that are “communicating” with What is the name of this communication?
Are your Neurons working?
What is the one thing shared by all three items in the same
group?1. a cow, a shoe, a baby
• a tongue2. a doctor’s office, a post office, music
• a scale3. a zipper, a shark, a comb
• teeth4. restaurant goer, a bird, the Senate
• a bill5. a potato, a hurricane, a target
• an eye6. a river, a person, a cave
• a mouth
Neural Communication
When the electrical impulse gets to the end of the neuron neurotransmitters are released from the terminal buttons.
Neurotransmitters are either: Inhibitory: difficult for
the neurotransmitter to have effect
Excitatory: excite the next neuron
Let’s break it down…
Sketch out the neural transmission
How does it compare?
Notice that not all of the neurotransmitter will be used so it goes through a reuptake process
Source: http://universe-review.ca/I10-40-synapse.jpg
What does Reuptake look like?
Notice the normal course of action
Blocking the reuptake process alters the brain’s chemistry
Stop – Collaborate – Listen
If reuptake is blocked, what can result? (remember – this changes the brain’s chemistry!)
What are some of the neurotransmitters and what do they do?
Acetylcholine: plays a role in memory by maintaining neuron excitability Death of acetylcholine neurons or a decrease in
AcH are related to Alzheimer’s Dopamine: active in maintaining motor
behavior Too little dopamine is related to Parkinson’s; too
much is related to Schizophrenia Serotonin: affects mood, arousal
Increase of serotonin can lead to obsessive compulsive disorder, tics, or schizophrenia; too little can lead to depression
Norepinephrine: active in maintaining emotional tone Increase can lead to mania (overexcited
behavior); too little can lead to depression Understanding neurotransmitters can help
with the treatment of disorders
Stations
1. Neurotransmitter Case Study Read, look at images on computer of
before/after methamphetamine, discussion questions
2. The Brain Assemble with group; label & color diagram
3. Games SET Simon Boggle
Station 1: Neurotransmitter Case Study How does methamphetamine impact the
human body? What are the most notable physical
differences in the before/after photographs?
Critical Thinking: How can methamphetamine affect the other IB Psychology levels of analysis (sociocultural and cognitive)?
Station 2:Label the following on the worksheet provided…Color when/where indicated
1. Parietal lobe—color Red2. Corpus Callosum—color brown3. Occipital Lobe—color blue4. Cerebellum5. Medulla Oblongata 6. Reticular Activating System7. Pons8. Temporal Lobe—color green9. Frontal Lobe—color yellow
Label the following on the worksheet provided…Color when/where indicated
1. Cerebellum2. Pons—color red3. Reticular Activating System4. Medulla Oblongata
Now, for the diagram entitled: The Brain-top view label:
1. Frontal
2. Parietal
3. Occipital
Station 2: BRAIN Game
Make as many different words using the letters from the word: BRAIN
Tests like this are often used to test giftedness, why? DISCLAIMER: this is
only one method!
Station 3: Games
There are three games available for your group to choose from: SET, Simon, and Boggle. Choose one.
How does this game apply to the Biological Level of Analysis? Use the principles/vocabulary learned today.
Stations Debrief
What principles of the biological level of analysis were covered or introduced in the small group rotations? Neurotransmitter Brain Games