Topic: Central nervous system functions

Author: Elżbieta Szedzianis

Target group

7th grade students of an eight‑year elementary school

Core curriculum

9. The nervous system. Student:

1 ) recognizes the elements of the central and peripheral nervous system (on the model, drawing, as described, etc.) and determines their functions.

Lesson objective

The students describe the build and the functions of the central nervous system and the peripheral nervous system.

Key Success Criteria

• you will recognize the organs of the central nervous system on a schematic drawing and you will name them;

• you will describe the functions of the organs that belong to the central nervous system;

• you will explain what organs of the peripheral nervous system are protected against injury and against the influence of external factors.

Key Competences

• communicating in the mother tongue;

• communicating in a foreign language;

• Mathematical competence and basic competences in science and technology;

• digital competence;

• learning to learn;

• social and civic competences.

Methods/Forms of work

work with text, a talk, workshop method, presentation, substitute observation.

Individual work and work in groups.

Teaching measures

• abstract;

• interactive or traditional whiteboard;

• tablets/computers;

• two raw eggs;

• permanent marker;

• two same‑sized jars;

• a jug with water;

• crumpled sheets of paper.

Lesson plan overview (Process)

Introduction

The teacher gives the topic of the lesson, defines the purpose of the course and gives students the criteria for success.

Realization

1. The teacher asks the students to look for the definition of the cerebral cortex, brain, encephalon and central nervous system in the abstract. Then, the students present the scope of these notions as a diagram.

2. The students complete interactive exercises. The teacher emphasizes the fact that the notions “brain”, “cerebellum” and “encephalon” are not synonyms.

3. The teacher asks the students to prepare a table that presents the organs of the central nervous system and their functions.

4. Then, he asks them if it is possible to select the most important element of the central nervous system and asks the students to justify their answers. He helps the students to draw conclusions.

5. The students explain how encephalon and the spinal cord are protected against injuries and the influence of external factors.

6. The teacher writes the words “encephalon” and “dura matter” on the shell of the egg. He explains that this egg is the model of the encephalon. He puts the egg into a small see‑through jar and asks the students, what the jar represents. He shakes the jar (model of the cranium) so hard that the egg (model of the encephalon) gets damaged. The other jar (with identically described egg) is given to a volunteer who declared that he knows how to protect the model of the encephalon. The student pour water into the jar or fills it up with crumpled sheets of paper, then he shakes it.

7. The students describe in their notebooks the structures that protect the encephalon and the spinal cord, emphasizing the connection between their build and their functions.

Summary

The students write down on sheets of paper the notions they learnt during the class, dividing them into two groups: “I know and I understand” and “I know but not well enough”. They plan how to learn them

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Functions of the central nervous system

The central nervous system guides the functioning of the internal organs of a body, analyzes the stimuli that reach the organism, controls its reactions, is responsible for the development of brain functions, such as associating, memorizing, learning. It is made up of concentrations of nerves arranged in a specific way. The bodies of neural cells are attached to each other, creating grey matter. Bundles of axons create the white matter. The central nervous system is composed of the encephalon and the spinal cord.

The central nervous system as the control centre for the vital functions of the body must be especially protected against injuries and against external factors. The encephalon and the spinal cord are protected by:

• bone elements – cranial bones protect the encephalon, whereas the spinal canal protects the spinal cord;

• cerebrospinal fluid, a derivative of blood plasma, which cushions shakes and provides neural cells with nutrients, as well as receives from them products of metabolism;

• 3 membranes of connective tissue called meninges.

The brain is the biggest part of the encephalon. Its outer layer, which is the cerebral cortex, is composed of a gray matter and is characterised by the specific folds. Underneath the cerebral cortex there is a white matter. Brain, even though it is only 2% of the body mass, uses 20% of the energy our body produces. The brain is composed of dozens of millions of neural cells, and each single cell can have around 25 thousands connections with other neurons. During your life, the brain can create new neural connections, thanks to which we have the ability to learn. Tasks that require performing new activities, practicing physical skills and solving theoretical problems, favour creating new connections and increase the brain efficiency. For small children, plays that require precise movements, e.g. DIY are the key factor for brain development. For older children, it is important to develop the brain via reading, writing, speaking and practising all tasks that require gaining new skills.

The second biggest part of the encephalon is the cerebellum. Similarly to the brain it has a folded cortex and 2 hemispheres. The cerebellum is responsible for skeletal muscle tonus, maintaining body balance and motor coordination, e.g. when eating with a fork and knife, and when learning to ice‑skate.

Between the cerebellum and the spinal cord there is the brain stem. Its part is the medulla oblongata. It is the centre for reflexes which condition your life and are not dependant on our will, e.g. breathing, heartbeat, chewing and swallowing, sucking and metabolism. The medulla oblongata injury can lead to death.

The spinal cord is cylindrical and is located in the spinal canal of the spine. Just like the encephalon, it is composed of the gray and white matter. Unlike the encephalon, it has the white matter on the outside, whereas the gray matter is on the inside. In a transverse cross‑section, the gray matter has the shape of the letter H. Inside the spinal cord there is a central canal filled with cerebrospinal fluid, which is also present in the area between the spinal cord and its meninges. From the spinal cord, in a symmetrical way, on both sides of the spine, there are 31 pairs of spinal nerves which belong to the central nervous system. The spinal cord acts as an intermediary in transferring information which runs from the receptors and from the encephalon to the effectors. As the neural centre for involuntary (inborn) reflexes, it directs those functions of the body which happen without us being aware of them.

• The central nervous system is composed of the encephalon and the spinal cord.

• The encephalon consists of the brain, the cerebellum and the brain stem.

• The cerebral cortex is the outer part of the brain. It is there where we have the centres for coordinating life functions, associating information, interpreting stimuli and directing movements that are dependant on our will (voluntary).

• The cerebellum controls the tension of the muscles and is responsible for maintaining balance.

• In the medulla oblongata there are centres responsible for maintaining basic life functions.

• The spinal cord acts as an intermediary in transferring information between the encephalon and other parts of the body.

• The central nervous system is protected by bones, meninges and cerebrospinal fluid.