rph (body coordination)
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Jabatan Pengajian Pendidikan
Fakulti Pendidikan dan Pengajian Manusia
KPD 3016
PENGAJARAN, TEKNOLOGI DAN PENAKSIRAN 1
TUGASAN 4
UNIT PENGAJARAN
PENSYARAH : DR. RAZAK ABD SAMAD BIN YAHYA
KUMPULAN : A (TEAM 2)
NAMA NO MATRIK
NOOR SUMAYAH BINTI ISMAIL D20091035088
NORKAMALIAH BINTI OSMAN @ MOHD NORDIN D20091035111
NORDIYANA BINTI MOHD ZOM D20091035124
MOHD AIDIL UBAIDILLAH BIN RAZILAN D20091035132
SITI NURUL SHAHIDA BINTI MOHD ABD HADI D20091035137
COMPONENT 1: TITLE AND LEARNING OBJECTIVES
TITLE: Body Coordination
SUBTOPICS : 1. Understanding body coordination
2. Understanding the human nervous system
3. Analysing nervous coordination
LEARNING OBJECTIVE:
What is body coordination? In our life we see with our eyes, smell with our nose, hear with our
ears and taste with our tongue. Our body organs need to function or coordinate in order to detect
stimuli and consequently react towards stimuli around us and in our body. In this chapter, there
are lots of learning objectives to objectives, however only three of them going to be achieved
equivalent to four times of lessons. There are three subtopics that will be teach in classroom
which are:- 1.1 understanding body coordination, 1.2 understanding the human nervous system
and 1.3 analysing nervous coordination. The entire lessons contribute 16 learning outcomes that
suppose to be finished successfully. Hopefully, all the valuable contents and points in these
learning outcomes have ability in creating interactive teaching and as the result, my students
would show their enthusiasm to understand these subtopics and at the same time apply it in their
daily life.
Teaching unit is a special skill that is learned in much the same way as other skills. Good
teaching unit do not ensure students will learn what is intended, but they certainly contribute to
it. Think of a lesson plan as a way of communicating, and without doubt, effective
communication skills are fundamental to all teaching. Teaching unit also help new or
inexperienced teachers organize content, materials, and methods. When you are learning the craft
of teaching, organizing your subject-matter content via lesson plans is fundamental. Like most
skills, you'll get better at it the more you do it and think of ways of improving your planning and
teaching based on feedback from your students, their parents, and other teachers. Developing
your own teaching unit also helps you "own" the subject matter content you are teaching, and
that is central to everything good teachers do.
THE IMPORTANCE OF THEME/THEME:
The theme for topic body coordination is maintenance and continuity of life. In the human body,
all the systems simultaneously work in a co-ordinated way and in full harmony for a definite
purpose, namely, to keep the body alive. Even the smallest movements we do everyday, such as
breathing or smiling, are outcomes of perfect co-ordination in the human body. Besides that,
inside us is an incredibly complicated and comprehensively co-ordinated network that operates
without stopping at all. The purpose is the continuance of living. Thus by teaching this topic, a
student is able to learn the meaning of body coordination and how certain body parts react
towards stimuli. The importance of this topic also due to the introducing of chemical substance
which may damage body functions. Consequently, the students have some benefit knowledge on
how to make relationship with what they are going to learn and their real life.
COMPONENT 2: STUDENT’S PRIOR KNOWLEDGES
2.1 The prior knowledge of student:
Lesson Plan 1: Understanding Body Coordination and Component Parts of the Human
Nervous System
1.1
1. Basic knowledge about body coordination has been introduced in form 3.
2. All our body system is able to work together harmoniously.
3. Brain is the master organ of coordination.
4. Nervous system and endocrine system are responsible in regulating and coordinating our
body activities.
1.2
1. Our body possesses a complex communication system that is nervous system.
2. Human nervous system is divided into two major component which are central and
peripheral nervous system.
Lesson Plan 2: The function of nervous system and component of neuron
2.1
1. The function of nervous system and component of neurone
2. Students can identify the major component of human nervous system
3. Student can give the example of activities that involve in the nervous system
4. Neurone is the new topic to student
Lesson Plan 3: Analyzing Nervous System
3.1
1. Students have already known that neurone receive and transmit the impulse to the brain.
2. Students have already known that there are three types of neurone in nervous system.
Lesson Plan 4: Analyzing Nervous Coordination
4.1
1. Student has already known the useful of nervous coordination like reflex are essential for
everyday movement as well as protection. For examples, when we sneezing and
coughing.
2.2 Plan to pick up ideas:
Lesson Plan 1: Understanding Body Coordination and Component Parts of the Human
Nervous System
At the beginning of lesson, the teacher will going to use about ten minute to make
engaging. There are several types of activities that have ability in identifying either the
student have the correct concept about the body coordination and nervous system or vice
versa:
1. Examine models, or view charts to identify the component of nervous system.
2. Give the short quizzes to analyses the knowledge about their understanding on this
subtopic.
3. Discuss the reasons why body coordination is so important in daily activities. Then
carried out a brainstorming by asking a few questions that have relationship with their life
Lesson Plan 2: The function of nervous system and component of neurone
The function of nervous system and component of neurone
1. Teacher shows to the student a map concept of the human nervous system and asks
the whole class what goes on in their minds when they see a mind map.
2. Show the picture of the component neurone and student can draw the picture and
labeled it.
3. Discuss in group the pool questions
4. Short quiz, summary and reading assignment.
Lesson Plan 3: Analyzing Nervous System
1. Teacher shows to the student a video clip of neurone.
2. Then, teacher asks the whole class what is the main function of neurone from the video
they saw just now.
Lesson Plan 4: Analyzing Nervous Coordination
1. Teacher shows to the student a picture of sneezing and blinking
2. Then, teacher asks the whole class what are another example of reflex than the reflex
shown.
3. Then, teacher shows a set of pictures of knee jerk reflex to the students.
4. Then, teacher asks the whole class how the knee jerk reflex could be happen.
2.3 Idea/Lessons Objective that quite tough to achieve:
The student are having difficulty to achieve the lesson objective due to the never
experienced this subtopic before. In other word student never learn about this before
although the basic about this subtopic.
Lesson Plan 1: Understanding Body Coordination and Component Parts of the Human
Nervou System
1. Making analogy what body coordination is about.
2. To ensure the student are able to relate what they have done in their daily life with body
coordination
3. Have difficulty to make sure the student understand the differences about nervous system
and endocrine system because some of them are occur inside of our body like heartbeat,
digestion, level of glucose in blood and amount of water in the body.
4. There are a lot of new words that not really familiar in their life such as cranial nerve,
somatic and autonomic nervous system, impulses and so on.
Lesson Plan 2: The function of nervous system and component of neurone
1. To ensure the student know the travel of impulse in the human body.
2. Difficult to remember the names of the component because it is in scientific names like
axon, dendrit, dendron and so on.
3. Draw a diagram of neurone.
4. State the function for each component of the nervous system.
Lesson Plan 3: Analyzing Nervous System
1. The similarities and difference between the three types of neurone.
Lesson Plan 4: Analyzing Nervous Coordination
1. The reflex arc (nerve pathway) of a reflex action.
2. Relationship between receptors, neurones effectors, neurones and effectors with the
nervous system.
2.4 Misconception and the real concept:
Lesson Plan 1: Understanding Body Coordination and Component Parts of the Human
Nervou System
MISCONCEPTION PROPER CONCEPTION
All our body systems working independently
to each other.
body systems work together to build the
functioning human body
Most items are composed of different parts and
that an item may not work if its parts are
missing.
The condition inside our body always changes
at all time in order to function well.
For our body to function well, the condition
inside our body must be kept constant at all
time. This requires coordination among various
parts of the body.
Endocrine system and nervous system are two
systems that not really important in body
coordination.
Although nervous system and endocrine
system control different type of body activity,
but both of them work simultaneously in
enabling us to live as one entity.
Brain is able to work by its own. Brain is the main component in deciding how
to respond and instruct certain body parts to do
so. But the information that is called impulse is
come from sensory organ and via nerves to our
brain.
Lesson Plan 2: The function of nervous system and component of neurone
MISCONCEPTION PROPER CONCEPTION
The peripheral nervous system analyzes
impulses from the receptor.
The peripheral nervous system does not
analyze impulses from the receptor. This is
done by the central nervous system.
Cranium nerves and spinal cord not involved in
reflexes.
Cranium nerves and spinal cord involved in
reflexes.
Lesson Plan 3 : Analyzing Nervous System
MISCONCEPTION PROPER CONCEPTION
Relay neurone appears in the central nervous
system and peripheral nervous system.
Relay neurone only appears in the central
nervous system.
Relay neuron connects either with sensory
neurone or motor neurone.
Relay neurone connects the sensory neurone
with the motor neurone.
Synapses allow impulses to be transmitted in
two directions.
Synapses allow impulses to be transmitted in
one direction only.
Lesson Plan 4: Analyzing Nervous Coordination
MISCONCEPTION PROPER CONCEPTION
Reflex action happen in all nerve parts Reflex action takes place in the spinal cord.
The main parts of the nervous system need to
be protected.
The main parts of the nervous system are not
the only parts that need to be protected. The
cells of the nervous system are fragile and need
excessive protection. They need to be protected
from infections of disease organisms, and other
harm.
COMPONENT 3: CONTENT ANALYSING
Subject: Science Form 4
Topic: Body coordination
UNIT
KNOWLEDGE SKILLS
FACTS CONCEPTS GENERALIZATION COGNITIVE PSYCHOMOTOR SOCIAL
UNIT 2.1
Understanding
Body Coordination
The daily activities
of human is known
as the part of body
coordination
There are two types
of body
coordination:
- Nervous
coordination
- Body
Coordination is
the adjustment of
our body’s
reaction towards
any stimulus
around us (eg:
temperature
change) and from
the inside of our
body (eg:
digestion of
food)
- Coordination
ensure that each
part of the body is
controlled so that
it functions
harmoniously
with each other
when it receives a
stimulus
- Nervous
Coordination
coordinating body
activities like:-
- A student is
able to
describe what
is body
coordination.
- A student can
make a chart that
show the
relationship
between type of
body
coordination, its
example and the
importance of it.
- A student
will have the
sense on
how to
appreciate
God’s
creation of
body
coordination
- Hormonal
coordination
- Nervous
Coordination is
controlled and
coordinated by
the nervous
system
- Hormonal
Coordination is
controlled and
coordinated by
the endocrine
system.
walking, looking,
writing, reading
and listening.
- Hormonal
Coordination
coordinating body
activities like:-
body growth,
reproduction, food
digestion.
UNIT 2.2
Understanding The
Human Nervous
System
The human nervous
system is divided
into:
i. Central
nervous
- The nervous
system controls
and coordinates
functions
throughout the
- The central
nervous system
consists of the:-
i. Brain
ii. Spinal
A student is able
to:-
- State the
function o
each part of
A student is able to:
- Identify the
component
parts of the
human
A student is able
to:
- Explain
the
difference
system
ii. Peripheral
nervous
system.
The message
carried by the
nervous system are
electrical signals
called impulses.
body and
responds to
internal and
external
stimuli.
- The human
nervous system
consists of
millions of
neurons.
cord
- The peripheral
nervous system is
divided into:-
i. Somatic nervous
system (controls
voluntary
actions) –
consists of
cranial and
spinal nerves
ii. Autonomic
nervous system
(controls
involuntary
action.
- There are 3 types
of neurone:-
i. Sensory neurone
ii. Relay/intermediate
the nervous
system.
- Analyses the
different type
of neurone
and its
importances.
nervous
system.
- Observe
models or
view videos
about types
of nervous
system.
s between
3 type of
neurone
- Make
general
conclusion
about the
importanc
e of
nervous
system.
neurone
iii. Motor neurone
UNIT 2.3
Analysing Nervous
Coordination
Receptors are
sensory cells
found in our
sensory organs.
Responses are
carried out by
effectors
Reflex Action is
a rapid and
automatic
response to
stimulus
a) reflex action
b) reflex arc
Nervous system is an
organ system
containing a network
of specialized cells
called neurons.
Students able to
state what
receptors and
effectors are.
Students able to
illustrate the path
taken by an impulse
in the reflex arc.
Students able to
explain with
examples what a
reflex action is.
3.2 Learning Outcomes: At the end of this lesson students should be able to:
Lesson Plan 1: Understanding Body Coordination and Component Parts of the Human Nervous
System
A: Master content knowledge (cognitive)
1. Describe what body coordination.
2. Identify the body systems that control and regulate coordination.
3. State the importance of body coordination.
4. Identify the component parts of the human nervous system.
B: Master Scientific Skills/TSTS
1. Draw the mind map about the relationship of body coordination and example of daily life’s
activities
2. Give some respond after watching video related to body coordination and human nervous
system.
3. Organize the part of central and peripheral nervous system
C: Demonstrate Scientific Attitudes and Noble Values
1. Be actively participate in carrying out role play activity based on agreed upon procedures as a
team
2. Appreciate the value of time by carrying out the role play briskly and being on task all the time
3. Able to make correlation between the importances of body coordination in our sustainable life.
4. Be rational to explain what body coordination is about.
Lesson Plan 2: The function of nervous system and component of neurone
A: Master content knowledge (cognitive)
1. Specify the functions of each component of the nervous system.
2. States what is nervous system
3. Identify the neurons
4. Provide the functions of each type of neuron
B: Master Scientific Skills/TSTS
1. Be able to see parts of the nervous system of the human body.
2. To label and draw the structure of neurons
3. To differentiate the functions of the neurons in the
C: Demonstrate Scientific Attitudes and Noble Values
1. Can take care of your body organs to function properly
2. Does not do the activities that can harm the body.
3. Caring for each part of the body.
Lesson Plan 3: Analyzing Nervous System
A : Master content knowledge
1. List the types of neuron
2. Explain the function for each type of neuron.
3. Compare and contrast the three types of neuron.
4. Define the meaning of receptor and effector.
B: Master Scientific Skills/TSTS
1. Draw a labeled diagram of the sensory neuron, motor neuron and relay neuron.
2. Discuss in a group the function of each type of neuron and also the similarities and difference.
Then students must present their work in the class.
C: Demonstrate Scientific Attitudes and Noble Values
1. Practice a good life style by doing exercise or aerobic.
2. Be careful to anything that can cause negative impact to our body.
Lesson Plan 4: Analyzing Nervous Coordination
A : Master content knowledge
1. state the function of receptors and effectors
2. explain with examples what a reflex action is
3. describe a reflex arc
4. illustrate the path taken by an impulse in the reflex arc
B: Master Scientific Skills/TSTS
1. Design and carry out an activity in groups to investigate the relationship between the receptor,
effectors and reflex action.
C: Demonstrate Scientific Attitudes and Noble Values
1. Being responsible about the safety of oneself, others and the environment.
3.3 Main Idea in Age-Appropriate Language
Lesson Plan 1: Understanding Body Coordination and Component Parts of the Human Nervous
System
Concept of Body Coordination:
1. The term coordination:- the act or state of coordinating or of being coordinated. It is also refer
to proper order or relationship
2. Harmonious combination or interaction, as of functions or parts.
3. So that, body coordination is about various parts of our body usually work together towards
any stimulus around us and from the inside of our body.
Characteristics of Body Coordination:
1. Body coordination is divided into nervous coordination and hormonal coordination.
2. Nervous coordination-controlled and coordinated by the nervous system. Coordinating body
activities like walking, looking, writing, talking and reading
3. Hormonal coordination-controlled and coordinated by the endocrine system. Coordinating
body activities like body growth, reproduction, controlling blood concentration and food
digestion.
Why we are required body coordination to functions well?
1. Controls coordination between stimuli and body responses
2. Helping us to avoid injuries or dangers
3. Enables us to adapt to the changes around us.
Characteristics of Human Nervous System:
1. It is divided into central nervous system (brain and spinal cord) and peripheral nervous system
(somatic and autonomic nervous system).
2. The messages carried by the nervous system are electrical signals called impulses.
Lesson Plan 2: The function of nervous system and component of neuron
Nervous system
1. Brain control all activities of body like walking and seeing while spinal cord control the reflex
actions like pulling the hand away when the fingers touch a hot object.
2. Somatic nervous system consists of spinal nerve from spinal cord and cranial nerve from the
brain. They are controls voluntary actions.
3. Autonomic nervous system controls involuntary actions like heartbeat.
Neuron
1. There are many types of component of neuron. There are body cell, dendron, dendrite, axon
and myelin sheath.
2. Each of components has their own function. Overall they carry the impulses in human nervous
system.
Lesson 3 : Analyzing Nervous System
1. There are three types of neuron which are sensory neuron, relay neuron and motor neuron.
2. These neuron have the main role to receive and transmit impulses.
3. All receptors and effectors are connected to the nervous system by neurons
3.4 Related Real World, Object, System or Event
Lesson Plan 1: Understanding Body Coordination and Component Parts of the Human Nervous
System
Both photos show several body activities in one time
Body Coordination??? Let’s force our understanding to appreciate the meaning of life in this
wonderful world. We see with our eyes, smell with our nose, hear with our ears and taste with our
tongue. Our body organs need to function or coordinate in order to detect stimuli and consequently
react towards stimuli around us and in our body. Did you all realize these before? How are we able to
do so many things at the same time? Various parts of our body usually work together to carry out a
task. This is called as body coordination. Our body activities are controlled and regulated by two
systems of coordination, namely the nervous system and endocrine system.
Our sensory organs enable us to know what is happening around us. They convey information about
our surrounding via nerves to our brain. Then the brain then decides how to respond and instruct
certain body parts to do so. The ability to respond appropriately to changes in our surroundings is
important for our survival.
Besides that, can all of us mention one similarity between central nervous system and
peripheral nervous system? Both of them are classified
as human nervous system that is very important in
controlling our body coordination. So that, human
nervous system is a complex communication system in
our body.
Lesson Plan 2: The function of nervous system and component of neurone
At the beginning, the map
concept (diagram 1) is used to
reflect the student knowledge
about the topic before and
future. This map is uses.
The in the empowering, the structure
of neuron (diagram 2) is display by
using this picture. So the student can
draw the structure and labelled it.
Student will understand when looking
the picture. Teacher also can show the
flow of impulses in the picture of
neurone.
3.5 List of Term/ Concept/ Principle/ Law/ Theory
Lesson Plan 1: Understanding Body Coordination and Component Parts of the Human Nervous
System
1. Body coordination
2. Stimulus
3. Nervous coordination and Hormonal Coordination
4. Central and Peripheral nervous system
Lesson Plan 2: The function of nervous system and component of neurone
1. The central nervous system is the control center of the body.
2. The peripheral nervous system serves to transmit impulses from the sensory organ or receptor
through the central nervous system to the muscle for it to respond.
3. The somatic nervous system controls all the voluntary actions.
4. The autonomic nervous system controls involuntary actions.
5. Neuron is to carry impulses.
6. Neurons have components like body cells, dendron, dendrites, axons and myelin sheath.
7. Body cell contains nucleus and cytoplasm
8. Dendron is a cytoplasm projection which spreads out from the cell body.
9. Dendrite is the small branches of Dendron.
10. Axon is a long projection from the cell body.
11. The myelin sheath is separated by small gaps called nodes of Ranvier.
Lesson Plan 3: Analyzing Nervous System
1. Neuron
2. Impulse
3. Synapse
4. Receptor
5. Effector
Lesson Plan 4: Analyzing Nervous Coordination
1. Receptor
2. Effectors
3. Reflex action
4. Reflex arc
5. Impulse
6. Stimulus
7. Nerve impulse
8. Sense receptor
9. Response
10. Reflex
3.6 Central guiding questions with Scientific Answers
Lesson Plan1: Understanding Body Coordination and Component Parts of the Human Nervous
System
Q: What is meant by body coordination?
A: Is the adjustment of our body’s reaction towards any stimulus around us (like temperature change)
and from the inside of our body (like digestion of food)
Lesson Plan 2: The function of nervous system and component of neurone
Q: What is the neurone?
A: Neurone (nerve cell) is a basic unit of the nervous system.
Lesson 3 : Analyzing Nervous system
Q : What is the main function of neurone ?
A : The function of neurone is to carry impulses.
Lesson Plan 4: Analyzing Nervous Coordination
Q : What is the meaning of reflex action?
A : reflex actions are automatic and fast respond of the body towards external stimuli without the
involvement of thinking or cerebrum.
3.7 Mind Map
4.0 TEACHING AID AND LEARNING MATERIALS
4.1 List of Materials, Equipment/ Technology and Material Resources
Lesson Plan1: Understanding Body Coordination and Component Parts of the Human Nervous
System
a. Power point slides
b. Video /role play
c. LCD projector
d. White screen
e. White paper
f. charts/model
g. Marker Pen
h. Quizzes/ note sheet and worksheet
Lesson Plan 2: The function of nervous system and component of neurone
a. Power point slides
b. LCD projector
c. White screen
d. White paper
e. Marker Pen
f. Quizzes
g. Prepared note sheets
h. Mind map
Lesson Plan 3: Analyzing Nervous System
a. Power point slides
b. Video
c. LCD projector
d. White screen
e. Power supply
f. White board
g. Marker pen
h. Notes on power point slides
Lesson Plan 4: Analyzing Nervous Coordination
a. Power point slides
b. Video
c. LCD projector
d. White screen
e. White paper
f. Worksheet
5.0 METHODS AND ACTIVITIES OF TEACHING AND LEARNING
5.1 List of Method and Activities of Teaching and Learning
Lesson Plan 1: Understanding Body Coordination and Component Parts of the Human Nervous
System
PHASE METHOD / ACTIVITY
Engaging
- Demonstration session: a few students are invited to do some activities
like walking, running, dancing and so on in front of the class.
- Whole class question and answer session.
Empowering
- Teacher shows a few pictures to reconstruct the idea of characteristic of
body coordination and component of human nervous system.
- Activities like cross word and answer objective and subjective questions
- Students examine models, view charts and then make the simplest mind
map based on their own understanding. After that, some of them required
to present it clearly and loudly to whole class.
Enhancing
- Problem solving regarding what body coordination is about and its
importance towards our life
- Carry out activities such as making poster related to this subtopic.
- Distribute the prepared note sheet to whole class.
Closing
- Learning outcome review.
- Quiz and teacher gives a worksheet as a homework
- There is some reflection by ask the students what they have been learned
Lesson Plan 2: The function of nervous system and component of neurone
PHASE METHOD / ACTIVITY
Engaging -Student refers the map concept of nervous system.
- Whole class question and answer session.
Empowering - Teacher shows a picture of neuron
- Student draw the structure and labeled of neuron
Enhancing-teacher divide student into 4 groups
-student discuss the poll questions with groups
-student present their answer and bushes by the teacher
Closing -Learning outcome review.
- Quiz between groups.
- Teacher gives a worksheet as a homework
Lesson Plan 3: Analyzing Nervous System
PHASE METHOD / ACTIVITY
Engaging - Student watching a short video clip on neurone.
- Whole class question and answer session.
Empowering- Teacher shows a few pictures to reconstruct the idea of different types of
neurones.
- Student investigation on the types of neurones.
Enhancing - Problem solving regarding the function of each neurone.
Closing
- Learning outcome review.
- Quiz between groups.
- Teacher gives a worksheet as a homework
- Teacher assigns students to read the next chapter
Lesson Plan 4: Analyzing Nervous Coordination
PHASE METHOD / ACTIVITY
Engaging
- Student interpret the picture that related to reflex action.
- Whole class question and answer session.
Empowering - Teacher shows a few pictures to reconstruct the idea of reflex action
- Student investigation on the reflex arc on the reflex action.
Enhancing - Problem solving regarding reflex action
Closing
- Learning outcome review.
- Quiz between groups.
- Teacher gives a worksheet as a homework
5.2 Time-Line
Week 1 2
Time
Subtopic1 2 3 4 1 2 3 4
1. Understanding body
coordination
2. Understanding the human
nervous system
3. Analysing nervous coordination
6.0 LIST OF ASSESMENT, ACTIVITY AND RESOURCE.
6.1 List of Assessment and the Product
Lesson Plan1: Understanding Body Coordination and Component Parts of the Human Nervous System
Assessment Activity Resource
Formative assessment
- Teacher gives worksheet as homework exercises to the
students at the end of the lesson and the marks will be
taking into account as monthly test marks for summative
assessment.
- Teacher collects poster project of students and give the
suitable marks
Worksheet
Poster project
Assessment for learning
- Teacher asks question verbally in the class or give short
quizzes.
- Teacher gives the worksheet to students during
application phase.
- Teacher give note sheet and power point slide related to
this topic during empowering session
Worksheet
Prepared note sheet
Power point slide:
APPENDIX
Lesson Plan 2: The function of nervous system and component of neuron
Assessment Activity Resource
Formative assessment - Teacher gives worksheet as homework
exercises to the students at the end of the
lesson and the marks will be taking into
account as monthly test marks for
summative assessment.
Worksheet
Assessment for learning - Teacher gives some questions to reflect
the student knowledge about the topic.
- Teacher ask student to draw the neurone
diagram
- Teacher give questions for each groups
and student will discuss in groups.
Appendix 1
Appendix 2
Appendix 3
Lesson Plan 3: Analyzing Nervous System
Assessment Activity Resource
Formative assessment - Student watching a short video clip on
neurone.
- Teacher asks the student about the main
role of neurone.
.
Video
Whole class question and answer
session
Assessment for learning - Student identify on the types of neurone.
- Explaining the function of each neurone.
- A student will be asked to read the
meaning of receptor and effector.
- Group discussion on solving the
worksheet.
- Quiz between groups.
- A task on reading the next sub topic.
Worksheet
Power point
Lesson plan 4 : Analysing nervous coordination
Assessment activity Resources
Formative assessment -Teacher gives worksheet as quiz to the
students at the end of the lessons and the
marks will be taking for summative
assessment.
Worksheet
APPENDIX 4
Assessment for learning -Teacher gives some questions to reflect
the students knowledge about the topic.
-Teacher asks students to draw the
pathway of the impulse.
-Teacher gives question and students will
be discuss in groups.
Worksheet
APPENDIX 1
6.2 Table of Specification Test
MULTIPLE CHOICE
TOTALKno
wle
dge
Com
preh
ensi
on
App
licat
ion
Ana
lysi
s
Synt
hesi
s
Eva
luat
ion
stru
ctur
e
Ess
ay
Understanding
Body Coordination3 2 1 2 8 3
Understanding The
Human Nervous
System
5 4 2 4 3 2 20 3 1
Analysing Nervous
System2 2
TOTAL 8 6 3 6 3 2 28 8 3
SUBTOPIC
LEARNING OUTCOMES
MULTIPLE CHOICE
Kno
wle
dge
Com
preh
e
nsio
n
App
licat
io
n Ana
lysi
s
Synt
hesi
s
Eva
luat
ion
stru
ctur
e
Ess
ay
% of question(28.6%) (21.4%) (10.7%) (21.4%) (10.7%) (7.1%)
SUBTOPICSUBTOPIC
LEARNING OUTCOMESLEARNING OUTCOMES
6.3 Rubric for Lesson Plan 1
RUBRIC FOR POSTER-
BODY COORDINATION & COMPONENT OF HUMAN NERVOUS SYSTEM
MARKS:
Name: ___________________________________________
Class: ________________________
CATEGORY
Grading Scale/Indicators
4 3 2 1 SCORE
REQUIRED ELEMENTS The poster includes
all required
elements as well as
additional
information.
All required elements
are included on the
poster.
All but 1 of the
required elements
are included on the
poster.
Several required
elements were
missing.
LABELS All items of
importance on the
poster are clearly
labeled with labels
that can be read
from at least 3 ft.
away.
Almost all items of
importance on the
poster are clearly
labeled with labels
that can be read from
at least 3 ft. away.
Many items of
importance on the
poster are clearly
labeled with labels
that can be read
from at least 3 ft.
away.
Labels are too
small to view OR
no important
items were
labeled.
GRAPHICS -
RELEVANCE
All graphics are
related to the topic
and make it easier to
understand. All
borrowed graphics
have a source
citation.
All graphics are
related to the topic and
most make it easier to
understand. Some
borrowed graphics
have a source citation.
All graphics relate
to the topic. One or
two borrowed
graphics have a
source citation.
Graphics do not
relate to the topic
OR several
borrowed
graphics do not
have a source
citation.
ATTRACTIVENESS The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
The poster is attractive
in terms of design,
layout and neatness.
The poster is
acceptably attractive
though it may be a
bit messy.
The poster is
distractingly
messy or very
poorly designed.
It is not attractive.
GRAMMAR There are no
grammatical/mecha
nical mistakes on
the poster.
There are 1-2
grammatical/mechanic
al mistakes on the
poster.
There are 3-4
grammatical/mecha
nical mistakes on
the poster.
There are more
than 4
grammatical/mec
hanical mistakes
on the poster.
TOTAL SCORE
6.4 Assessment
Lesson Plan 1
1.1 QUIZ 1: Cross Word.
Complete the following question by finding the answer on cross word sheet given.
1. Two types of body coordination ____________________ and ___________________.
2. The spinal nerve connects the spinal cord with parts of the body like limbs ___________,
______________ and __________________
3. Our body possesses a complex communication system, that is _____________________.
4. The central nervous system is the control centre of the body, meanwhile peripheral nervous
system function is to transmit ____________ from the sensory organ through the central
nervous system to the muscle for it to respond accordingly, or to the gland to produce the
required secretion.
5. The spinal cord controls the ____________ actions like pulling the hand away when the
fingers touch a hot object
6. The peripheral nervous system is divided into the somatic and _______________ nervous
system.
7. Brain is the master organ of coordination. What part of the brain which is if IT is hurt during
an accident or affected due to the effects of alcohol and drugs, a person cannot balance his/her
body and his/her movement becomes uncoordinated.
8. The nervous system controls and coordinates functions throughout the body and responds to
__________________ and __________________ stimuli.
S K I N A Z B I L A S U L
A S A E Y R Y H K U E A W
E T Z M W R N E D T N U R
H U G O C D E W T O E Q T
O C H D V T R T M N R H S
I E U B H U V R E O T U C
M R I A J I O E Z M U Y X
M E O S L H U R O I I T E
N B T T O A S T I C O A L
Y E T S I S F T Y I P Z F
T L L S Y L A N R E T X E
I L L A R S Z T U I L E R
E U I E E B S S X A E I X
S M S S D A P U N E S U K
H E M L G I M R O Y D T L
Z W N U T U E R T V C G O
X Q J P R T E V H U R E R
C S K M N A E Q R Z S E E
H T L I A E R B V Y I P N
1.2 QUIZ 2: OBJECTIVE AND STRUCTURE QUESTION
Answer all questions. Each question is followed by four alternative answer, A, B, C, or D. For each
question, choose one answer only
1. Which of the following is meant by body coordination?
A. Coordination of the body’s response towards any stimuli
B. Coordination of the body that is controlled by endocrine system
C. Coordination of the body that is controlled by brain only
D. Coordination of the body’s towards position and balance
2. Which of the following is true regarding the human nervous system?
A. Cranial nerves are peripheral nerves of the brain.
B. A neurone is the basic unit of the nervous system.
C. The spinal nerves send impulses from the spinal cord to the brain.
D. The peripheral nervous system links receptors and effectors to the central nervous system.
3. The peripheral nervous system consists of cranial nerves which emerge from the brain and the
spinal nerves which arise from the spinal cord. Which of the following emerge from the brain?
A. Peripheral nerves
B. Cranial nerve
C. Spinal nerves
D. Motor nerves
4. Which of the following made up the central nervous system?
I Spinal chord
II Cranial nerves
III Brain
IV Spinal nerves
A. I and II
B. I and III
C. II and III
D. II and IV
5. Which of the following shows the difference between the nervous system and endocrine system?
Endocrine system Nervous System
A The response is fast The response is slow
B Message sent are in the form of hormone Message sent are in the form of impulse
C The effect short-lived The effect long lasting
D Response are more localized such as glands
and muscles
Response are wide spread such as whole
body
6. A receptor detects stimulus from the environment. Which part detect stimulus?
A. responses
B. receptors
C. effectors
D. stimuli
7. Changes in the environment is known as
A. responses
B. receptors
C. effectors
D. stimuli
8. The action that is done with consciousness and according to our will is known as
A. reflex action
B. voluntary action
C. involuntary action
D. unconscious action
ANSWER:
1.D 6.B
2.D 7.D
3.C 8.B
4.B
5.B
1.3
1. Complete the following space using the suitable words given.
Body coordination is a life process that involves harmonious functioning of interrelated
____________and parts in the body to produce a coordinated response.
A stimulus is a detectable change in the internal or external environment. It evokes a
____________.
Two body systems that control and regulate coordination are:_____________ and
_____________.
The ___________nervous system which consists of the brain and spinal cord.
The _____________nervous system which consists of cranial nerves and spinal nerves.
The nervous system handles fast and short responses which involve the transmission of
electrical ___________
2. Underline the correct answers about body coordination and human nervous system.
Nervous system endocrine system response impulse peripheral central organs
The brain is an organ that is the centre of control and coordination in the (nervous
system / endocrine system)
Response is an action or movement as a result of (stimulus / sense)
The peripheral nervous system is the network of (impulse / nerves) which connects the
central nervous system with other parts of the body.
Cranial nerves composed of (7 / 12) pairs of nerves which originate from the brain and
are connected to sense organs in the head and neck, and also to effectors such as the
muscles or glands in the body cavity.
The spinal cord controls reflex action (yes / no).
Spinal nerves are composed of 31 pairs of nerves which originate from spinal cord and
are connected to sense organs and (receptors / effectors) in the whole body including
hands and legs.
ANSWER:
1. Complete the space:
Organs
response
Nervous system , endocrine system
Central
Peripheral
Impulse
Lesson Plan 2
2. Underline the correct answer
Nervous syatem
Stimulus
Nerves
7
Yes
effectors
2.1 Summative Assessment
Objective question (Lesson Plan 2)
1. What is the organ controlled by the autonomic nervous system?
A. Brain
B. Spinal cord
C. Liver
D. Limbs
2. What is the function and example of spinal nerve?
A. Controls voluntary actions like talking, smelling and seeing
B. Controls voluntary actions like walking, scratching and running
C. Controls involuntary actions like heartbeat and contraction of blood vessels
D. Controls involuntary actions like gasping, laughing and yawning
3. The somatic nervous system consist of the
A. Spinal nerve and sensory organs
B. Spinal nerve and peripheral nervous system
C. Cranial nerve and spinal nerve
D. Cranial nerve and autonomic nervous system
4. Central nervous system consist of the
A. Brain and spinal cord
B. Brain and spinal nerve
C. Brain and cranial nerve
D. Spinal nerve and cranial nerve
5. What is P and Q?
P Q
A Peripheral nervous
system
Central nervous system
B Central nervous system Peripheral nervous
system
C Peripheral nervous
system
Cranial nerves
D Central nervous system Spinal nerves
Answer question 6, 7 and 8 by referring the picture 1
Picture 1
6. What is J?
A. Spinal cord
B. Cranial nerve
C. Brain
D. Peripheral nerve
7. What is the function of K?
A. Control all activities
B. Control the reflex actions
C. Control center of body
D. Control unreflex actions
8. L connects K with parts of the body. What is the part of body?
A. Blood vessels
B. Skin
C. Neck
D. Heart
9. What is the function of neurone?
A. Carry reactions
B. Carry impulses
C. Control center of body
D. Control activities
10. There are the components in neurone. EXCEPT.
A. Cell body
B. Axon
C. Dendron
D. Effector
11. Cell body contains of
A. Axon
B. Dendrite
C. Cytoplasm
D. Insulating membrane
12. What happens when degeneration of myelin sheath occurs?
A. Increase the speed of impulses
B. the leakage of impulses occur
C. impulses can jump from one node of Ranvier to another
D. all activities of neurone will be control
13. What is the function of axon?
A. Carry impulses towards cell body
B. Carry impulses out of cell body
C. Transmit impulses to cell body
D. Receive impulses from other neurone
Answer question 14 and 15 by referring the picture 2.
14. What is Y?
A. Dendron
B. Axon
C. Dendrite
D. Myelin sheath
15. The function of Z?
A. Carry reactions of body
B. Control all activities of neurone
C. Carry impulses
D. Control center of body
ANSWER :
1. D 6. C 11.C
2. A 7.B 12.B
3. B 8.B 13.B
4. A 9.B 14.C
5. A 10.D 15.B
Lesson Plan 3
3.1 QUIZ
1. Which one is motor neurone ?
A.
B.
C.
D.
2. Neurone that carry stimuli to the central nervous system is referred to as
A. motor nuerone
B. association neuron
C. relay neurone
D. sensory neurone
3. Diagram 1 shows a type of neurone.
Diagram 1
The neurone carries an impulse from the
A. central nervous system to the receptor
B. receptor to the central nervous system
C. effector to the central nervous system
D. central nervous system to the effector
4. The information below shows the parts that are involved in a reflex arc.
J – Effector
K – Receptor
L – Sensory neurone
M – Motor neurone
N – Relay neurone
Which of the following impulse pathways is correct ?
A. J L N M K
B. K L N M J
C. K M N L J
D. L M N K J
5. ___________ is a cell in the sensory organ which detects the stimuli resulting from the
changes in the surrounding while __________ is an organ which responds to the stimuli.
A. receptor ; effector
B. effector ; receptor
C. neurone ; effector
D. receptor ; neurone
ANSWER :
1. B
2. D
3. B
4. B
5. A
3.2 Worksheet.
1. What is neurone ?
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________
2. What are the similarities between the three types of neurone ?
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________
3. Fill in the table below.
Structure
Position of cell bodyIn the middle of
neurone
Length of axon Long
Movement of
impulse
From the sensory
neurone to the motor
neurone in the central
nervous system.
Function
Carries impluses from
sensory organ / receptor
to central nervous
system.
Answer :
1. Neurone is the basic unit of nervous system.
2. a) each has a cell body containing nucleus, dendron, dendrite and axon.
b) the main role is to receive and transmit impulses.
3. Fill in the table below.
Structure
Position of cell bodyIn the middle of
neuroneAt the centre of neurone. At the end of neurone.
Length of axon Short Changes Long
Movement of
impulse
From the sensory organ/
the receptor to the
central nervous system.
From the sensory
neurone to the motor
neurone in the central
nervous system.
From the relay
neurone going out
from the central
nervous system to the
muscle / effector.
Function
Carries impluses from
sensory organ / receptor
to central nervous
system.
Transmit impulses from
sensory neurone to motor
neurone.
Transmits impulses
from central nervous
system (brain/spinal
cord) to effector
(muscle/gland)
Lesson Plan 4
4.1 Worksheet
When a person touches a hot pot, a reflex action is shown.
Figure 2.1
a) What is a reflex action?
b) What is the importance of a person’s ability to carry out reflex actions?
c) Complete the reflex arc in Figure 2.1 and label its parts.
d) What is the effectors in this reflex action?
e) Explain how nerve impulse is transmitted to produce the reflex action?
Answer
a) A reflex action, also known as a reflex, is a rapid and autonomic response to a stimulus.
b) The importance of a person’s ability to carry out reflex actions is for protection.
c)
d) The effectors in this reflex actions is muscle.
e) In a simple reflex arc, a stimulus is detected by a receptor cell, which synapses with a sensory
neurone. The sensory neurone carries the impulse from site of the stimulus to the central nervous
system (the brain or spinal cord), where it synapses with an interneurone. The interneurone synapses
with a motor neurone, which carries the nerve impulse out to an effector, such as a muscle, which
responds by contracting.
4.2 Assessment
Fill in the blanks
1. The cells and organs that receive internal and external stimuli are called _______.
2. Their function is to receive information from the _______ and _______ environment.
3. ________ is a rapid automatic and involuntary response to a stimulus which is not under the
control of the brain.
4. A knee jerk, coughing, yawning, blinking of eyes, sneezing, salivation, movement of diaphragm
during breathing are all examples of _________.
5. The nerve pathway involved in a reflex action is called a _________.
Label the diagram below:
ANSWER:
a
e d
b
c
hi
g
f
Fill in the blanks:
1.receptors
2.internal, external
3.reflex action
4. reflex actions
5. reflex arc
Label the diagram:
a. dorsal root
b. cell body of sensory neuron
c. sensory neuron
d. receptor
e. interneuron
f. motor neuron
g. vental root
h. cell body of motor neuron
i. effector
LESSON 1: UNDERSTANDING BODY COORDINATION AND COMPONENT PARTS OF
THE HUMAN NERVOUS SYSTEM
Subject : Science
Class : Form 4 Alfa
Date : 5 October 2011
Time : 8.20 am – 9.00 am (40 minutes)
No. of students : 30 students
Learning Area : Body Coordination
Learning Objective : 1.1 Understanding Body Coordination
1.2 Understanding the Human Nervous System
Learning Outcomes: At the end of the lesson, a student is able to:
A: Master content knowledge (cognitive)
1. Describe what body coordination.
2. Identify the body systems that control and regulate coordination.
3. State the importance of body coordination.
4. Identify the component parts of the human nervous system.
B: Master Scientific Skills/TSTS
1. Draw the mind map about the relationship of body coordination and example of
daily life’s activities
2. Give some respond after watching video related to body coordination and
human nervous system.
3. Complete the poster task about the body coordination and human nervous
system regarding their own creativity after some guidelines is given to them
4. Organize the part of central and peripheral nervous system
C: Demonstrate Scientific Attitudes and Noble Values
1. Be actively participate in carrying out role play activity based on agreed
upon procedures as a team
2. Appreciate the value of time by carrying out the role play briskly and
being on task all the time
3. Able to make correlation between the importances of body coordination
in our sustainable life.
4. Be rational to explain what body coordination is about.
Scientific concept:
Body Coordination:
- The term coordination:- the act or state of coordinating or of being coordinated. It is also refer
to proper order or relationship
- Harmonious combination or interaction, as of functions or parts.
- So that, body coordination is about various parts of our body usually work together towards
any stimulus around us and from the inside of our body.
The human nervous system:
i. Central nervous system
ii. Peripheral nervous system
The message carried by the nervous system are electrical signals called impulses.
Materials, equipments and resource materials:
a. Power point slides ( 1 unit )
b. Video/ role play
c. LCD projector
d. White screen
e. White paper (12 unit )
f. Charts/model (2 unit )
g. Marker Pen (3 boxes)
h. Quizzes/ Note sheet and worksheet
Consideration of Safety Precautions:
All task especially simple role play and poster during learning and learning time is conducted
in comfortable space. This enables the movement of students without any problems.
Prior Knowledge:
1.1
- Basic knowledge about body coordination has been introduced in form 3.
- Body coordination involves in every human body activities.
- All our body system is able to work together harmoniously.
- Brain is the master organ of coordination.
- Nervous system and endocrine system are responsible in regulating and coordinating our
body activities.
1.2
- Our body possesses a complex communication system that is nervous system.
- Human nervous system is divided into two major component which are central and peripheral
nervous system.
- The nervous system controls and coordinates functions throughout the body and responds to
internal and external stimuli.
Phase Content Teaching and Learning Activities Notes
Teacher Activities Student Activities
Introduction
/Eliciting Ideas
(10 minutes)
Examples of body
coordination and its
characteristics
Make connection to
students’ prior knowledge
on body coordination by
showing the related video
and model.
Elicit students’ ideas about
characteristics of body
coordination by asking
question.
Guide student to form 6
groups consist of 5
students respectively. Each
group should have
combination of boys and
girls. So that teacher able
to evaluate communication
skill and how collecting
Students watching the
video.
After that, a few of
students come in front of
the class to make some
role play such dancing,
standing on one leg
blindfolded and running
on the spot for a few
minutes.
Students respond to
teacher’s questions
Resources: video and 3-
D model
Strategy/Technique:
Whole class Q&A
ideas is doing regarding
the task
Structuring/
Restructuring of
Ideas
(20 minutes)
Characteristics of body
coordination:
- Body coordination is
divided into nervous
coordination and
hormonal coordination.
- Nervous coordination-
controlled and
coordinated by the
nervous system.
Coordinating body
activities like walking,
looking, writing, talking
and reading
- Hormonal coordination-
controlled and
coordinated by the
endocrine system.
Coordinating body
Show a few pictures
related to learning
objectives. Then ask
students what body
coordination is about and
is it give some relationship
with their own daily life?
Ask a central guiding
questions:
(refer Appendix 1.1)
The student is sitting in the
group formed while the
lecture is given to them.
After 15 minute lecture,
each group will get one
piece of white paper and 3
different colour of marker
pen:- poster time.
Students make an
observation and
conclusion on the
characteristics of body
coordination.
Students make an
analyzing about the
differences between
components of human
nervous system.
Complete the task on
poster. Use their own
creative on how to
demonstrate the
connection of body
coordination, human
nervous system with their
daily life.
Find the answer for
Resources:
1. Power point slide
2. White paper and
maker pen
3. Quiz sheet
An inquiry activity in
groups.
Noble values: Participate
actively, appreciate the
value of time
activities like body
growth, reproduction,
and food digestion.
Components of human
nervous system:
- It is divided into central
nervous system (brain
and spinal cord) and
peripheral nervous
system (somatic and
autonomic nervous
system).
- The messages carried
by the nervous system
are electrical signals
called impulses.
ACTIVITY 1: POSTER
QUIZ 1: CROSS
WORD
Guide student to make
their creative poster. The
time taken to complete this
task is about 10 minutes.
The selective group will
present their work.
QUIZ 1: CROSS WORD
(Refer Appendix 1.2)
question given on quiz
sheet.
Application of
Ideas
(10 minutes)
Two stimulus picture is
given:
ACTIVITY 2: MIND
MAP
QUIZ 2: objective and
subjective questions
Show another two stimulus
picture in order to see
either student have
understanding in doing
connection between
several types of pictures.
Some explaination is given
(refer Appendix 1.3 )
Guide activity 2: mind
map, the mind map should
contain example of what
they have to jot down,
importance of body
coordination and human
nervous system. (group
work)
Gives quiz sheet to
students.
(refer Appendix 1.4)
Student complete mind
map task only in 5
minutes: this task
responsible to see either
student have ability to
organize the input related
to learning objectives in
short time.
Students organize their
understanding by answer
quiz 2.
Strategy/Techniques
Group discussion
Resources:
1. Power point
slides
2. Quiz sheet
3. White paper
Noble value
Students participate in
the quiz and group work
Reflection/
Closure
(5 minutes)
Make some reflection on
body coordination and
human nervous system
Review LOs
Make an oral quiz between
groups.
Assigns homework
exercise by giving
worksheets: structured
question
(refer to Appendix 1.5)
Students participate in the
quiz.
Resources: Power point
slides and worksheet.
Rancangan Pengajaran Harian 2:
Lesson Plan 2: The function of nervous system and component of neurone
Subject : Science
Class : Form 4 Alfa
Date : 5 October 2011
Time : 8.20 am – 9.00 am (40 minutes)
No. of students : 30 students
Learning Area : Body Coordination
Learning Objective : 1.1 Understanding Body Coordination
1.2 Understanding the Human Nervous System
Learning objective : The function of human nervous system and component of neurone
At the end of this lesson students should be able to:
A: Master content knowledge (cognitive)
1) Specify the functions of each component of the nervous system.
2) States what is nervous system
3) Identify the neurons
4) Provide the functions of each type of neuron
B: Master Scientific Skills/TSTS
1) be able to see parts of the nervous system of the human body.
2) to label and draw the structure of neurons
3) to differentiate the functions of the neurons in the
C: Demonstrate Scientific Attitudes and Noble Values
1) can take care of your body organs to function properly
2) does not do the activities that can harm the body.
3) Caring for each part of the body.
Scientific concept: The function of nervous system and component of neurone
1. The central nervous system is the control centre of the body.
2. The peripheral nervous system serves to transmit impulses from the sensory organ or receptor
through the central nervous system to the muscle for it to respond.
3. The somatic nervous system controls all the voluntary actions.
4. The autonomic nervous system controls involuntary actions.
5. Neuron is to carry impulses.
6. Neurons have components like body cells, dendron, dendrites, axons and myelin sheath.
7. Body cell contains nucleus and cytoplasm
8. Dendron is a cytoplasm projection which spreads out from the cell body.
9. Dendrite is the small branches of Dendron.
10. Axon is a long projection from the cell body.
11. The myelin sheath is separated by small gaps called nodes of Ranvier.
List of Materials, Equipment/ Technology and Material Resources
The prior knowledge of student:
- Students can identify the major component of human nervous system
- Student can give the example of activities that involve in the nervous system
- Neurone is the new topic to student
Power point slides
LCD projector
White screen
White paper-4paper
Marker Pen-4
Quizzes
Prepared note sheets
Mind map
Phase Content Teaching and Learning Activities Note
Teacher activity Student activity
Introduction
/Eliciting Ideas
(5 minutes)
Structure and function
of the nervous system;-
a) central nervous system
-body control centers
b) peripheral nervous
system
-transmit impulses from
sense organs to the muscles
for the reaction.
Neurons
-carry impulses
1) Teacher provides a concept
map about the topic that will
be learn to look back
student’s knowledge about
the topic before.
1) Teacher explains the
function of each system.
2) Teacher gives circulation
questions to student about
their understanding for the
topic that they learned.
1) Students give
respond and
remember the
previous topic.
2) Students can
express each function
of the nervous system.
3) Student can fill in the
blanks provided exactly.
Refer to-
Diagram 1
SPS
Relating
Communicating
Inferring
Appendix 1
Structuring/ Structure and function 1) Teacher explains the 1) Students can list the Slide power point
Restructuring of
Ideas
(10 minutes)
of the nervous system;-
a) Central nervous
system consists of
i. Brain-control
all body activities
ii. Spinal cord-
control reflexes
b) Peripheral nervous
system consists of
i. Somatic nervous
system – controls all
the voluntary actions
i. Autonomic nervous
system –controls all
the involuntary actions
Neurone consist of
a) Cell body-contains
nucleus and cytoplasm
b) Dendron-a cytoplasm
function of the components
in the central nervous system
and peripheral nerves by
showing a chart of the
system.
2) Teachers show
the diagram of
component neurons.
3) Teacher gives the structural
component of neuron and
asking students to draw and
label the structure in 3
minutes.
functions of each
component of the
nervous system.
2) Students can identify the
components and labeled
it.
3) Students can draw and
label correctly each
neuron structure. Diagram 2
Appendix 2
Technique:
projection which
spreads out from the
cell body
c) Dendrit-the small
branches of Dendron
d) Axon- a long projection
from the cell body
e) Myelin sheath-
separated by small gaps
called nodes of Ranvier
Recall skills that are
taught.
Application of
Ideas
(10 minutes)
Functions of each
component in the structure
of neurons is;
1) Cell body- control all
activities of neurons
2) Dendron -
dendrites that carry imp
ulses toward
the body cell
3) Dendrite -
receive impulses from
other neurons and send
to the body cell
1) Teacher explains the
function of each
component in the structure
of neurons by referring at the
diagram.
2) Teachers try to show the
movement of impulses to
make students better
understands the functions of
each component.
1) Students look at a
diagram of the
structure while understa
nding its function.
2) Students understand
the teacher’s explanation
and write the important
note.
Appendix 2
4) Axon-
dendrites that carry imp
ulses from the body cell
5) Myelin sheath-insulator
on axon that prevents
the leakage of
impulses. It also
increases the speed of
impulse transmission.
Application of
Ideas
( 10 minutes)
Group activities 1) Teacher divides students
into four groups.
2) Teacher asks
every groups to have their
leader and the leader have to
come front to do the voted
questions
3) Teacher distributes a paper fo
r each group’s question to be
resolved within 5 minutes.
1) Students travel to four se
parate groups
2) Students vote to
appoint the
head and pull out the
questions.
3) Students are required
to discuss in their
groups.
Appendix 3
An inquiry activity
group
4) Teachers monitor student
activities.
4) Students present the
result in class and
bushes by the teacher.
Reflection/ Closure
(5 minutes)
Quiz questions
1. What the functions of
peripheral nervous system?
2. Central nervous consists
of?
3. Give the component of
neurone and state their
functions.
1) Teachers assess students'
understanding by giving
a short quiz.
2) Show a summary of the
main ideas in the slide.
3) Give a reading assignment
for the next title of the types
of neurons.
Students discuss in groups
to answer the quiz and
conclude the lesson
by stating the main
idea and
communicating with the
original idea.
Appendix 4
Strategy:
Questioning the whole
class
Teaching resouces:
slaid PP
SPS
Communicating
Lesson plan 3 :
Subject : Science
Class : Form 4 Alfa
Date : 5 October 2011
Time : 8.20 am – 9.00 am (40 minutes)
No. of students : 30 students
Learning Area : Body Coordination
Learning Objective : 1.1 Understanding Body Coordination
1.2 Understanding the Human Nervous System
Learning objective : The function of human nervous system and component of neurone
At the end of this lesson students should be able to:
A : Master content knowledge
1. List the types of neurone.
2. Explain the function for each type of neurone.
3. Compare and contrast the three types of neurone.
4. Define the meaning of receptor and effector.
B: Master Scientific Skills/TSTS
1. Draw a labelled diagram of the sensory neurone, motor neurone and relay neuron.
2. Discuss in a group the function of each type of neurone and also the similarities and difference.
Then students must present their work in the class.
C: Demonstrate Scientific Attitudes and Noble Values
1. Be actively participate in doing team work.
2. Appreciate the value of time to discuss the task given.
3. Being cooperate with the other students
Phase ContentTeaching and Learning Activities
NotesTeacher Activities Student Activities
Introduction/
Eliciting Ideas
(10 minutes)
The main role of neurone
in human nervous system.
Make connection to students’
prior knowledge by showing
the related video.
Elicit students’ ideas about
the main role of neurone by
asking question.
Students watching
the video.
Students respond
to teacher’s
questions.
Resources: Video
Strategy/Technique: Whole
class Q&A
Structuring/
Restructuring of
There are three types of
neurone :
Show the concept map and a
diagram of three neurone to
Students indentify
the three types of
Resources: Power point
slide
Ideas
(40 minutes)
a) Sensory neurone
b) Relay neurone
c) Motor neurone
The function of each
neurone is :
a) Sensory neurone –
carries impulse from
sensory organ or
receptor to central
nervous system.
b) Relay neurone –
transmits impulses
from sensory neurone
to motor neurone.
the student.
Teacher explains the function
of each neurone by referring
to the notes on the slide.
Teacher asked a student to
read the definition of receptor
and effector to the class.
neurone based on
its diagram.
Students jot down
the additional
point on the notes
given.
Students may ask
the question
related to the
neurone.
A student reads the
definition of
c) Motor neurone –
transmits impulses
from central nervous
system to effector.
The meaning of :
a) Receptor – a cell in
the sensory organ
which detects stimuli
resulting from the
changes in the
surroundings.
receptor and
effector, then
explain it to the
class.
b)
c) Effector – an organ
which responds to the
stimuli.
Application of
Ideas
(20 minutes)
Divide the students into
groups and then gives
worksheet to them.
Students do the
worksheet in
groups.
Strategy/
Techniques :
Group discussion
Noble values: Participate
actively, appreciate the
value of time
Resources:
Power point slides and
worksheet.
Reflection/
Closure
(10 minutes)
Review learning outcomes.
Make a short quiz between
groups.
Assigns a task by reading the
next sub topic which is the
function of receptors and
effectors.
Students
participate in the
quiz.
Resources: Power point
slides and worksheet.
Rancangan Pengajaran Harian 4:
LESSON 2 : ANALYSING NERVOUS COORDINATION
Subject : Science
Class : Form 4 Alfa
Date : 5 October 2011
Time : 8.20 am – 9.00 am (40 minutes)
No. of students : 30 students
Learning Area : Body Coordination
Learning objective : The function of human nervous system and component of neurone
At the end of this lesson students should be able to:
Learning Objective : 1. Analysing nervous coordination
Learning Outcomes: At the end of the lesson, a student is able to:
A: Master content knowledge (cognitive)
State the function of receptors and effectors
1. Explain with examples what a reflex action is
2. Describe a reflex arc
3. Illustrate the path taken by an impulse in the reflex arc.
B: Master Scientific Skills/TSTS
1. Solve the problems that related to nervous coordination in groups.
C: Demonstrate Scientific Attitude and Noble Values
1. Being thankful to God
2. Thinking responsible about the safety of oneself, others and the environment
3. Being confident and independent
Scientific concept:
The pathway of impulse in the nervous coordination
Stimulus receptors central nervous system effector response
A rapid and autonomic response to a stimulate is called a reflex action
A reflex action that can be carried out rapidly because impulses go through a very short part is called
reflex arc.
Materials, equipments and resource materials:
Powerpoint slide
worksheet
Prior Knowledge:
The students has already learned about the component of human nervous system, part of neurone, and
also learned function of each type of neurone.
Phase Content Teaching and Learning Activities Notes
Teacher Activities Students Activities
Introduction/Eliciting
Ideas
(10 minutes)
What happen when we
sneezing, and coughing?
Make connection to
students’ prior knowledge
on reflection by showing
the related picture
(refer to APPENDIX 1)
Elicit students’ ideas
about what is reflex
action by asking question
Students observe the
picture
Students respond to
teacher’s questions
Resources: Picture
Strategy/Technique:
Whole class Q&A
Structuring/ 1. State the function of Explain what is means by Resources: Power point
Restructuring of
Ideas
(40 minutes)
receptors and effectors
2. Describe the reflex arc
-A simple reflex produces
a very fast motor response
to a stimulus because the
sensory neuron bringing
information about the
stimulus passes the
information directly to the
motor neuron.
3. Illustrate the path
taken by an impulse in
the reflex arc
receptors, effector, reflex
action, and reflex
referring to the slide.
Give a picture of a person
touches a hot iron.
(refer to APPENDIX 2)
Asks the students to show
the pathway of impulse
Students make an
observation and
conclusion on the
picture given.
Students answer all the
question.
Students show the
pathway of impulse.
slide
Application of Ideas How sweating do happen? Show problems on slides. Students solve problems Strategy/Techniques
(10 minutes)
Gives worksheet to
students.
(refer to APPENDIX)
in groups Group discussion
Resources:
Power point slides and
worksheet
Reflection/
Closure
(5 minutes)
a) Receptors are sensory
cells found in our
sensory organs.
b) Effectors is the
response
c) Reflex arc is a reflex
action that can be
carried our rapidly
because impulses go
through a very short
path.
Review LOs
Make a quiz between
groups.
Assigns homework
exercise by giving
worksheets.
(refer to APPENDIX 4)
Students participate in
the quiz.
Resources: Power point
slides and worksheet.
Appendix
Lesson Plan 1:
APPENDIX 1.1
Q: What is meant by body coordination?
A: Is the adjustment of our body’s reaction towards any stimulus around us (like
temperature change) and from the inside of our body (like digestion of food).
Q: State the activities regulated and coordinated between nervous system and endocrine
system.
A:
Nervous system controls: Endocrine system controls:
- Senses
- Memory and thinking
- Speech
- Growth
- Sexual maturation
- Level of glucose in blood
- Voluntary actions and physical
movements
- Involuntary actions such as
breathing, heartbeat and digestion
- Amount of water in the body
Q: For our body to function well, the conditions inside our body must be kept constant at
all time. This requires coordination among various parts of the body. Give one example to
show this harmonious interaction. Explain your answer.
A: Temperature changes- when it is cold, our hair will stand to trap thicker layer of air as
insulation. At the same time less blood will flow to the surface of the body to cut down
heat loss.
APPENDIX 1.2
Both photos show several body activities in one time
Body Coordination??? Let’s force our understanding to appreciate the meaning of life in this
wonderful world. We see with our eyes, smell with our nose, hear with our ears and taste with our
tongue. Our body organs need to function or coordinate in order to detect stimuli and consequently
react towards stimuli around us and in our body. Did you all realize these before? How are we able to
do so many things at the same time? Various parts of our body usually work together to carry out a
task. This is called as body coordination. Our body activities are controlled and regulated by two
systems of coordination, namely the nervous system and endocrine system.
Our sensory organs enable us to know what is happening around us. They convey information about
our surrounding via nerves to our brain. Then the brain then decides how to respond and instruct
certain body parts to do so. The ability to respond appropriately to changes in our surroundings is
important for our survival.
Besides that, can all of us mention one similarity between central nervous system
and
peripheral nervous system? Both of them are
classified as human nervous system that is very important
in controlling our body coordination. So that, human
nervous system is a complex communication system in
our body.
APPENDIX 1.3
STRUCTURE QUESTION:
Answer all the question below:
1. Why is body coordination important to us? Explain
___________________________________________________________________________
[3 marks]
2. Diagram below shows the part of central nervous system
R: ………………………….
S
U
T: ………………………………..
a) Name R and T in the space provided above.
…………………………………………………………………………………………..
[2 marks]
b) i) State one function of R
…………………………………………………………………………………………..
[1 mark]
ii) Give one example of an action that is controlled by S and U respectively
………………………………………………………………………………………….
………………………………………………………………………………………….
[2 mark]
Lesson Plan 2:
APPENDIX 2.1
System Function
Peripheral nervous system 1. …………………………………………
…………………………………………
2. ………………………….. Carry impulses
3. ………………….………. body control centers
APPENDIX 2.2
Draw and label the structure of neurons as components of a given
APPENDIX 2.3
Cell body
DendritDendron
Myelin sheathAxon
Group Answer
1 Your group will describe examples of the activities of
the nervous system and draw and label the neurons
2 Your group will explain the functions and parts
of central nervous system
3 Your group will explain the function and parts
of peripheral nervous system
4 Your group will explain the functions and components
of neurons
Lesson Plan 4:
APPENDIX 4.1
I’m suffering!
How could this happen?
Do we can control it?
How is sneezing happen?
Sneezing is a largely reflexive act that usually occurs when something irritates your nasal
passageways. As with all reflexes, sneezing involves a reflex arc consisting of a receptor, a sensory
nerve, an integration center, a motor nerve and an effectors. Here's what happens:
The receptors, which are nerve endings in your nasal passageways, detect an irritant. This
irritant might be an unusual smell, dust, animal dander, pepper, viruses that attack the mucous
membranes or a variety of other substances.
Nerves carry these impulses to the sneezing center in your brain stem.
The sneezing center sends its instructions along your facial nerve and the nerves that lead to
your lungs and diaphragm.
Your eyes start to water, and your nasal passageways secrete fluid. Your diaphragm moves abruptly,
causing you to take a deep breath. Then, it and the muscles in your chest contract, causing the air to
leave your nose and mouth suddenly and rapidly.
How is coughing happen?
The cough reflex arc is complex . Controlled by its nerve center in the medulla, the reflex arc is served
by afferent fibers of the vagus, trigeminal, glossopharyngeal, and phrenic nerves.Stimuli to tissue
innervated by these nerves may precipitate the cough response.
Cough receptors are located in the bronchi, diaphragm, external auditory canal, larynx, nose, paranasal
sinuses , pericardium, pharynx, pleura, stomach, trachea and tympanic membrane.
The efferent pathway of this arc stems from the medullary center through the vagus, phrenic, and
spinal motor nerves, which innervate the intrinsic and accessory muscles of respiration.
The act of coughing involves synchronous participation of a number of muscles during the inspiratory
and expiratory phases.
During inspiration, the glottis opens, bronchioles enlarge, and lungs expand with the help of the
diaphragm and the thoracic and abdominal muscles. Thus, the lungs are stretched and ready for recoil.
Frequent, paroxysmal coughing is particularly distressing to patients and others in their environment
and disrupts work and sleep.
Conclusion
Reflex action Stimulus Receptor Response
Coughing and
sneezing.
Irritant material
on mucosa of
airways
Chemoreceptors Sudden contraction of diaphragm and
internal intercostal muscles causing a
violent expiration to blow irritant
material out.
APPENDIX 4.2
Sweat is a great cooling system....
What happen if you sweating a lot on a hot day?
or after playing hard?
ANSWER:
If you sweating a lot on a hot day, you could be losing too much water through your skin. Then you
need to put liquid back in your body by drinking plenty of water so you won't get dehydrated.
How the sweating happen?
It happens when the heat energy in the body is used to convert the water in sweat to vapour cooling
down the body. The hypothalamus acts as a thermostat and receives nerve impulses from heat and cold
thermoreceptors in the skin.There are also receptors in the hypothalamus- called central
thermoreceptors. The thermoreceptors will detect changes in blood temperature. It is causes
vasodilation sweating.
The diagram below show what happen in our skin.
Conclusion
Reflex action Stimulus Receptors Response
SweatingIncreased body
temperatureThermoreceptors
Increased sweat
release to cool body
surface down.
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