Part III / XIII of the 8,500+ Slide Human Body Systems and Health Topics Unit from Part I: Levels of Biological Organization Part II: The Skeletal System Part III: The Muscular System Part IV: Nutrients and Molecules of Life Part V: Healthy Living and Eating Part VI: The Digestive System Part VII: The Circulatory System Part VIII: The Respiratory System / Dangers of Smoking Part IX: The Excretory System Part X: The Nervous System (A) Part XI: The Endocrine System Part XII: The Reproductive System Part XIII: The Immune System

The Human Body Systems and Health Topic Units includes. –A 13 Part 8,500 Slide PowerPoint roadmap. –40 page bundled homework package, modified version, answer keys, homework rubric. All chronologically follows slideshow. –56 Pages of unit notes that follow slideshow. –7 PowerPoint Review Games (1,400 Slides) with answers and game sheet. –30 Worksheets that follow slideshow for classwork –Crossword puzzles, games, rubrics, curriculum guide, and much more. – ems_and_Health_Topics_Unit.htmlhttp:// ems_and_Health_Topics_Unit.html

More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The Rivers and Water Quality Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and Science Skills Unit. Life Science: The Infectious Diseases Unit, The Cellular Biology Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit, and The Human Body Systems and Health Topics Unit Copyright © 2010 Ryan P. Murphy

Human Body Unit Part X/XIII

Human Body Unit Part X/XIII

Human Body Unit Part X/XIII

RED SLIDE: These are notes that are very important and should be recorded in your science journal. Copyright © 2010 Ryan P. Murphy

-Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Kidneys Ureters Urinary Bladder Copyright © 2010 Ryan P. Murphy

RED SLIDE: These are notes that are very important and should be recorded in your science journal. BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

Keep an eye out for “The-Owl” and raise your hand as soon as you see him. –He will be hiding somewhere in the slideshow Copyright © 2010 Ryan P. Murphy

“Hoot, Hoot” “Good Luck!” Copyright © 2010 Ryan P. Murphy

New Area of Focus: The Nervous System New Area of Focus: The Nervous System Copyright © 2010 Ryan P. Murphy

Everything we have learned so far, and everything you will ever learn takes place in the nervous system. Copyright © 2010 Ryan P. Murphy

The nervous system receives and then sends out information about your body. The nervous system receives and then sends out information about your body. It also monitors and responds to changes in your environment. It also monitors and responds to changes in your environment. Copyright © 2010 Ryan P. Murphy

Your brain receives vast amounts of information all of the time. Copyright © 2010 Ryan P. Murphy

Your brain receives vast amounts of information all of the time. –We will close our eyes for a second and rely on other messages your brain receives. Copyright © 2010 Ryan P. Murphy

Your brain receives vast amounts of information all of the time. –We will close our eyes for a second and rely on other messages your brain receives. –For the next thirty seconds be absolutely silent and be ready to report what you… Copyright © 2010 Ryan P. Murphy

Your brain receives vast amounts of information all of the time. –We will close our eyes for a second and rely on other messages your brain receives. –For the next thirty seconds be absolutely silent and be ready to report what you… Copyright © 2010 Ryan P. Murphy Feel Hear Smell Taste Dream Think

Who thought about keeping their heartbeat going? Who thought about blinking? Who thought about regulating hormones? Who thought about breathing normal? Copyright © 2010 Ryan P. Murphy

Who thought about keeping their heartbeat going? Who thought about blinking? Who thought about their blood pressure? Who thought about regulating their body temperature? Who thought about regulating hormones? Who thought about breathing normal? Copyright © 2010 Ryan P. Murphy

While you are using your nervous system for all of your senses, it is working double controlling all of the things in your body to keep you living? Copyright © 2010 Ryan P. Murphy

Changes that are happening all of the time in your body and out are called stimuli. Copyright © 2010 Ryan P. Murphy

Activity! Ice Cube in your hand again. –Feel the immediate stimulus sent to your brain.

Activity Stimulus! Copyright © 2010 Ryan P. Murphy

Activity Stimulus! –Very slowly move your finger until it touches your eyelash.

Activity Stimulus! –Very slowly move your finger until it touches your eyelash. –A reflex action will cause your eye to blink.

Activity Stimulus! –Very slowly move your finger until it touches your eyelash. –A reflex action will cause your eye to blink.

Activity Stimulus! –You can now decide to flick the back of your neck with your with your thumb and middle finger causing pain. This is a conscious voluntary action that you have control over. Copyright © 2010 Ryan P. Murphy

Activity Stimulus! –You can now decide to flick the back of your neck with your with your thumb and middle finger causing pain. This is a conscious voluntary action that you have control over. Copyright © 2010 Ryan P. Murphy

Activity Stimulus! –You can now decide to flick the back of your neck with your with your thumb and middle finger causing pain. This is a conscious voluntary action that you have control over. Copyright © 2010 Ryan P. Murphy

Activity Stimulus! –You can now decide to flick the back of your neck with your with your thumb and middle finger causing pain. This is a conscious voluntary action that you have control over. Copyright © 2010 Ryan P. Murphy

The messages that are constantly traveling through your body are carried by the neuron or nerve cells.

Neuron: A specialized cell transmitting nerve impulses. Neuron: A specialized cell transmitting nerve impulses. Electrical and chemical signaling. Electrical and chemical signaling.. Copyright © 2010 Ryan P. Murphy

Neuron: A specialized cell transmitting nerve impulses. Neuron: A specialized cell transmitting nerve impulses. Electrical and chemical signaling. Electrical and chemical signaling.. Copyright © 2010 Ryan P. Murphy

Electrical signal: Changes + and – charges from one end of a neuron to another. Copyright © 2010 Ryan P. Murphy

Electrical signal: Changes + and – charges from one end of a neuron to another. Copyright © 2010 Ryan P. Murphy

Chemical signal: Chemicals allow signals to go from one neuron to another by “jumping the gap (synapse)”. Copyright © 2010 Ryan P. Murphy

Nervous System (A) Available Sheet.

Drawing a nerve cell / neuron step by step drawing in journal. Copyright © 2010 Ryan P. Murphy

Cell Body Copyright © 2010 Ryan P. Murphy

Cell Body Copyright © 2010 Ryan P. Murphy

Cell Body Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Muscle Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Copyright © 2010 Ryan P. Murphy

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Another Axon Neurotransmitters sent to receptors

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Another Axon Neurotransmitters sent to receptors

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Another Axon Neurotransmitters sent to receptors

Cell Body Dendrites Myelin sheaths Axon terminals Axon 1 mm to over 1 meter in length Another Axon Neurotransmitters sent to receptors Copyright © 2010 Ryan P. Murphy

Fingers are dendrites

Hand is cell body

Fingers are dendrites Hand is cell body Arm is axon

Fingers are dendrites Hand is cell body Arm is axon “He’ll need a finely tuned nervous system to hit that shot.”

Fingers are dendrites Hand is cell body Arm is axon

Activity! Build a Neuron and label the following. –Cell Body –Dendrites –Axon –Axon terminals. Copyright © 2010 Ryan P. Murphy

Some construction ideas. Copyright © 2010 Ryan P. Murphy

Some construction ideas. –Out of clay Copyright © 2010 Ryan P. Murphy

Some construction ideas. –Out of clay –Out of beads Copyright © 2010 Ryan P. Murphy

Some construction ideas. –Out of clay –Out of beads –Pipe cleaner Copyright © 2010 Ryan P. Murphy

Some construction ideas. –Out of clay –Out of beads –Pipe cleaner –Rope Neuron Copyright © 2010 Ryan P. Murphy

Some construction ideas. –Out of clay –Out of beads –Pipe cleaner –Rope Neuron –Compact disc and string Holes in cd to attach dendrites Copyright © 2010 Ryan P. Murphy

Some construction ideas. (Others?) –Out of clay –Out of beads –Pipe cleaner –Rope Neuron –Compact disc and string Holes in cd to attach dendrites Copyright © 2010 Ryan P. Murphy

You can complete this question.

Activity! Simulation of a neuron / Saltatory conduction. –Whole class is one neuron (myelinated axons) –Students stand at arms length from each other and form a winding line through classroom. –Teacher says “go” to start, and first student gently slaps hand on person next to them. –That person gently slaps the hand on the person next to them and so on down the axon. –Last person in line should toss an object into the air representing the signal going to another neuron. –Teacher will time you. Copyright © 2010 Ryan P. Murphy

Activity! Simulation of a neuron / Saltatory conduction. –Whole class is one neuron (myelinated axons) –Students stand at arms length from each other and form a winding line through classroom. –Teacher says “go” to start, and first student gently slaps hand on person next to them. –That person gently slaps the hand on the person next to them and so on down the axon. –Last person in line should toss an object into the air representing the signal going to another neuron. –Teacher will time you. Copyright © 2010 Ryan P. Murphy

Activity! Simulation of a neuron / Saltatory conduction. –Whole class is one neuron (myelinated axons) –Students stand at arms length from each other and form a winding line through classroom. –Teacher says “go” to start, and first student gently slaps hand on person next to them. –That person gently slaps the hand on the person next to them and so on down the axon. –Last person in line should toss an object into the air representing the signal going to another neuron. –Teacher will time you. Copyright © 2010 Ryan P. Murphy

Activity! Simulation of a neuron / Saltatory conduction. –Whole class is one neuron (myelinated axons) –Students stand at arms length from each other and form a winding line through classroom. –Teacher says “go” to start, and first student gently slaps hand on person next to them. –That person gently slaps the hand on the person next to them and so on down the axon. –Last person in line should toss an object into the air representing the signal going to another neuron. –Teacher will time you. Copyright © 2010 Ryan P. Murphy

Activity! Simulation of a neuron / Saltatory conduction. –Whole class is one neuron (myelinated axons) –Students stand at arms length from each other and form a winding line through classroom. –Teacher says “go” to start, and first student gently slaps hand on person next to them. –That person gently slaps the hand on the person next to them and so on down the axon. –Last person in line should toss an object into the air representing the signal going to another neuron. –Teacher will time you. Copyright © 2010 Ryan P. Murphy

Activity! Simulation of a neuron / Saltatory conduction. –Whole class is one neuron (myelinated axons) –Students stand at arms length from each other and form a winding line through classroom. –Teacher says “go” to start, and first student gently slaps hand on person next to them. –That person gently slaps the hand on the person next to them and so on down the axon. –Last person in line should toss an object into the air representing the signal going to another neuron. –Teacher will time you. Copyright © 2010 Ryan P. Murphy

Activity! Simulation of a neuron / Saltatory conduction. –Whole class is one neuron (myelinated axons) –Students stand at arms length from each other and form a winding line through classroom. –Teacher says “go” to start, and first student gently slaps hand on person next to them. –That person gently slaps the hand on the person next to them and so on down the axon. –Last person in line should toss an object into the air representing the signal going to another neuron. –Teacher will time you. Copyright © 2010 Ryan P. Murphy

Down line until last person

Activity! Neurotransmitter. –Each student is a neuron / nerve cell. –Teacher passes out small object to each student that easily fits into hand. –Students should stand in a line at arms length from each other. (Line can curve around room). –Put object in left hand, have right hand open to accept object. –When teacher says go, students at the beginning of the line place their object (Chemical signal) into the dendrites of the student next to them. That student then passes their object, and so on down the line. –We will time how fast it takes us. Our nervous system can do it in less than seconds. Visual on next slide. Copyright © 2010 Ryan P. Murphy

Activity! Neurotransmitter. –Each student is a neuron / nerve cell. –Teacher passes out small object to each student that easily fits into hand. –Students should stand in a line at arms length from each other. (Line can curve around room). –Put object in left hand, have right hand open to accept object. –When teacher says go, students at the beginning of the line place their object (Chemical signal) into the dendrites of the student next to them. That student then passes their object, and so on down the line. –We will time how fast it takes us. Our nervous system can do it in less than seconds. Visual on next slide. Copyright © 2010 Ryan P. Murphy

Activity! Neurotransmitter. –Each student is a neuron / nerve cell. –Teacher passes out small object to each student that easily fits into hand. –Students should stand in a line at arms length from each other. (Line can curve around room). –Put object in left hand, have right hand open to accept object. –When teacher says go, students at the beginning of the line place their object (Chemical signal) into the dendrites of the student next to them. That student then passes their object, and so on down the line. –We will time how fast it takes us. Our nervous system can do it in less than seconds. Visual on next slide. Copyright © 2010 Ryan P. Murphy

Activity! Neurotransmitter. –Each student is a neuron / nerve cell. –Teacher passes out small object to each student that easily fits into hand. –Students should stand in a line at arms length from each other. (Line can curve around room). –Put object in left hand, have right hand open to accept object. –When teacher says go, students at the beginning of the line place their object (Chemical signal) into the dendrites of the student next to them. That student then passes their object, and so on down the line. –We will time how fast it takes us. Our nervous system can do it in less than seconds. Visual on next slide. Copyright © 2010 Ryan P. Murphy

Activity! Neurotransmitter. –Each student is a neuron / nerve cell. –Teacher passes out small object to each student that easily fits into hand. –Students should stand in a line at arms length from each other. (Line can curve around room). –Put object in left hand, have right hand open to accept object. –When teacher says go, students at the beginning of the line place their object (Chemical signal) into the dendrites of the student next to them. That student then passes their object, and so on down the line. –We will time how fast it takes us. Our nervous system can do it in less than seconds. Visual on next slide. Copyright © 2010 Ryan P. Murphy

Activity! Neurotransmitter. –Each student is a neuron / nerve cell. –Teacher passes out small object to each student that easily fits into hand. –Students should stand in a line at arms length from each other. (Line can curve around room). –Put object in left hand, have right hand open to accept object. –When teacher says go, students at the beginning of the line place their object (Chemical signal) into the dendrites of the student next to them. That student then passes their object, and so on down the line. –We will time how fast it takes us. Our nervous system can do it in less than seconds. Visual on next slide. Copyright © 2010 Ryan P. Murphy

Activity! Neurotransmitter. –Each student is a neuron / nerve cell. –Teacher passes out small object to each student that easily fits into hand. –Students should stand in a line at arms length from each other. (Line can curve around room). –Put object in left hand, have right hand open to accept object. –When teacher says go, students at the beginning of the line place their object (Chemical signal) into the dendrites of the student next to them. That student then passes their object, and so on down the line. –We will time how fast it takes us. Our nervous system can do it in less than seconds. Visual on next slide. Copyright © 2010 Ryan P. Murphy

Nervous System (A) Available Sheet.

There are three types of neurons. Copyright © 2010 Ryan P. Murphy

There are three types of neurons. –Sensory neurons Copyright © 2010 Ryan P. Murphy

There are three types of neurons. –Sensory neurons Copyright © 2010 Ryan P. Murphy

There are three types of neurons. –Sensory neurons –Interneurons Copyright © 2010 Ryan P. Murphy

There are three types of neurons. –Sensory neurons –Interneurons Copyright © 2010 Ryan P. Murphy

There are three types of neurons. –Sensory neurons –Interneurons –Motor neurons Copyright © 2010 Ryan P. Murphy

There are three types of neurons. –Sensory neurons –Interneurons –Motor neurons Copyright © 2010 Ryan P. Murphy

Interneuron: Transmits impulses between other neurons. (Brain and Spinal Column) Copyright © 2010 Ryan P. Murphy

Sensory neuron: Conducts impulses inwards to the brain or spinal cord. Copyright © 2010 Ryan P. Murphy

Sensory neuron: Conducts impulses inwards to the brain or spinal cord. touch odor taste sound vision Copyright © 2010 Ryan P. Murphy

Motor Neurons: Pathway along which impulses pass from the brain or spinal cord to a muscle or gland. Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Interneuron Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Interneuron Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Interneuron Motor Neuron Copyright © 2010 Ryan P. Murphy

Which one directs signals inward toward the spinal column? Sensory Neuron Interneuron Motor Neuron Copyright © 2010 Ryan P. Murphy

Which one directs signals inward toward the spinal column? Sensory Neuron Interneuron Motor Neuron Copyright © 2010 Ryan P. Murphy

Which one transmits impulses from neurons to neurons? Sensory Neuron Interneuron Motor Neuron Copyright © 2010 Ryan P. Murphy

Which one transmits impulses from neurons to neurons? Sensory Neuron Interneuron Motor Neuron Copyright © 2010 Ryan P. Murphy

Which one is a Pathway along which impulses pass from the brain or spinal cord to a muscle or gland ? Sensory Neuron Interneuron Motor Neuron Copyright © 2010 Ryan P. Murphy

Which one is a Pathway along which impulses pass from the brain or spinal cord to a muscle or gland ? Sensory Neuron Interneuron Motor Neuron Copyright © 2010 Ryan P. Murphy

“Oh-no!” “My neurons are telling me we are trying it one more time.”

Name the type of neuron based on the pictures below? Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Interneuron Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Interneuron Copyright © 2010 Ryan P. Murphy

Name the type of neuron based on the pictures below? Sensory Neuron Interneuron Motor Neuron Copyright © 2010 Ryan P. Murphy

Receptors: Cells that receive messages from your surroundings. Copyright © 2010 Ryan P. Murphy

Receptors: Cells that receive messages from your surroundings. Receptor Cell  Copyright © 2010 Ryan P. Murphy

Receptors: Cells that receive messages from your surroundings. Receptor Cell  Interneurons  Brain  Neurons  Effector Cell. Copyright © 2010 Ryan P. Murphy

Receptors: Cells that receive messages from your surroundings. Receptor Cell  Interneurons  Brain  Interneurons  Effector Cell. Copyright © 2010 Ryan P. Murphy

Receptors: Cells that receive messages from your surroundings. Receptor Cell  Interneurons  Brain  Interneurons  Copyright © 2010 Ryan P. Murphy

Receptors: Cells that receive messages from your surroundings. Receptor Cell  Interneurons  Brain  Interneurons  Effector Cell. Copyright © 2010 Ryan P. Murphy

Effectors: Cell that gets stimulated by a neuron (Muscle cell) Copyright © 2010 Ryan P. Murphy

You can complete this question.

The Central Nervous System: Brain and Spinal Cord  Control center of the body. The Central Nervous System: Brain and Spinal Cord  Control center of the body. Copyright © 2010 Ryan P. Murphy

The Central Nervous System: Brain and Spinal Cord  Control center of the body. The Central Nervous System: Brain and Spinal Cord  Control center of the body. Copyright © 2010 Ryan P. Murphy

The Central Nervous System: Brain and Spinal Cord  Control center of the body. The Central Nervous System: Brain and Spinal Cord  Control center of the body. Peripheral Nervous System: Network of nerves throughout body. Peripheral Nervous System: Network of nerves throughout body. Copyright © 2010 Ryan P. Murphy

The Central Nervous System: Brain and Spinal Cord  Control center of the body. The Central Nervous System: Brain and Spinal Cord  Control center of the body. Peripheral Nervous System: Network of nerves throughout body. Peripheral Nervous System: Network of nerves throughout body. Copyright © 2010 Ryan P. Murphy

You can now complete this question.

Activity! The connectivity of the brain (Interneurons). –The brain is an amazing organ that makes many connections with other cells. –Let’s understand this power with a little exercise with twenty brain cells. –An average brain may have billion cells. –Make ten dots on each side of your page –(Please be organized and space them out so they match) –Draw line from the cell (dot on the right) to all of the dots (cells) on the left. Copyright © 2010 Ryan P. Murphy

Activity! The connectivity of the brain (Interneurons). (Optional) –The brain is an amazing organ that makes many connections with other cells. –Let’s understand this power with a little exercise with twenty brain cells. –An average brain may have billion cells. –Make ten dots on each side of your page –(Please be organized and space them out so they match) –Draw line from the cell (dot on the right) to all of the dots (cells) on the left. Copyright © 2010 Ryan P. Murphy

Activity! The connectivity of the brain (Interneurons). –The brain is an amazing organ that makes many connections with other cells. –Let’s understand this power with a little exercise with twenty brain cells. –An average brain may have billion cells. –Make ten dots on each side of your page –(Please be organized and space them out so they match) –Draw line from the cell (dot on the right) to all of the dots (cells) on the left. Copyright © 2010 Ryan P. Murphy

Activity! The connectivity of the brain (Interneurons). –The brain is an amazing organ that makes many connections with other cells. –Let’s understand this power with a little exercise with twenty brain cells. –An average brain may have billion cells. –Make ten dots on each side of your page –(Please be organized and space them out so they match) –Draw line from the cell (dot on the right) to all of the dots (cells) on the left. Copyright © 2010 Ryan P. Murphy

Activity! The connectivity of the brain (Interneurons). –The brain is an amazing organ that makes many connections with other cells. –Let’s understand this power with a little exercise with twenty brain cells. –An average brain may have billion cells. –Make ten dots on each side of your page –(Please be organized and space them out so they match) –Draw line from the cell (dot on the right) to all of the dots (cells) on the left. Copyright © 2010 Ryan P. Murphy

Activity! The connectivity of the brain (Interneurons). –The brain is an amazing organ that makes many connections with other cells. –Let’s understand this power with a little exercise with twenty brain cells. –An average brain may have billion cells. –Make ten dots on each side of your page –(Please be organized and space them out so they match) –Draw line from the cell (dot on the right) to all of the dots (cells) on the left. Copyright © 2010 Ryan P. Murphy

Activity! The connectivity of the brain (Interneurons). –The brain is an amazing organ that makes many connections with other cells. –Let’s understand this power with a little exercise with twenty brain cells. –An average brain may have billion cells. –Make ten dots on each side of your page –(Please be organized and space them out so they match) –Draw line from the cell (dot on the right) to all of the dots (cells) on the left. Copyright © 2010 Ryan P. Murphy

Activity! The connectivity of the brain (Interneurons). –The brain is an amazing organ that makes many connections with other cells. –Let’s understand this power with a little exercise with twenty brain cells. –An average brain may have billion cells. –Make ten dots on each side of your page –(Please be organized and space them out so they match) –Draw line from the cell (dot on the right) to all of the dots (cells) on the left. Copyright © 2010 Ryan P. Murphy

Central Nervous System is very complex. Your body is adjusting to constant change. Copyright © 2010 Ryan P. Murphy

Central Nervous System is very complex. Your body is adjusting to constant change. –On the next slide your central nervous system will adjust to the amount of light that enters the retina. Copyright © 2010 Ryan P. Murphy

All of the messages that are constantly being sent in your body are interpreted in the central nervous system. Copyright © 2010 Ryan P. Murphy

The Brain: An organ of soft nervous tissue contained in the skull of vertebrates, functioning as the coordinating center of sensation and intellectual and nervous activity. Copyright © 2010 Ryan P. Murphy

The brain is well protected by the skull. –The brain is also covered in three layers of connective tissue which nourish and protect. Copyright © 2010 Ryan P. Murphy

The brain is well protected by the skull. –The brain is also covered in three layers of connective tissue which nourish and protect. Copyright © 2010 Ryan P. Murphy

The brain is well protected by the skull. –The brain is also covered in three layers of connective tissue which nourish and protect. Copyright © 2010 Ryan P. Murphy

The brain is well protected by the skull. –The brain is also covered in three layers of connective tissue which nourish and protect. Copyright © 2010 Ryan P. Murphy

The brain is well protected by the skull. –The brain is also covered in three layers of connective tissue which nourish and protect. Copyright © 2010 Ryan P. Murphy

Thick outer layer that comes in contact with the skull. Watery layer cushion brain Inner layer clings to the surface of the brain.

Thick outer layer that comes in contact with the skull. Watery layer cushions brain Inner layer clings to the surface of the brain.

Thick outer layer that comes in contact with the skull. Watery layer cushions brain Inner layer clings to the surface of the brain.

Thick outer layer that comes in contact with the skull. Watery layer cushions brain Inner layer clings to the surface of the brain. Copyright © 2010 Ryan P. Murphy

Nervous System (A) Available Sheet.

Activity! How a watery layer (cerebrospinal fluid (CSF) aids in cushioning the brain from impacts. Copyright © 2010 Ryan P. Murphy

Activity! How a watery layer (cerebrospinal fluid (CSF) aids in cushioning the brain from impacts. –Draw a face on two raw eggs. Copyright © 2010 Ryan P. Murphy

Activity! How a watery layer (cerebrospinal fluid (CSF) aids in cushioning the brain from impacts. –Draw a face on two raw eggs. –Place one in a clear container with sealing lid slightly larger than the egg. (Shake five times increasing in strength – Observe after each shake) Copyright © 2010 Ryan P. Murphy

Activity! How a watery layer (cerebrospinal fluid (CSF) aids in cushioning the brain from impacts. –Draw a face on two raw eggs. –Place one in a clear container with sealing lid slightly larger than the egg. (Shake five times increasing in strength – Observe after each shake) –Place the other egg in the same container. This time fill the container with water. Repeat shaking process and make a conclusion about (cerebrospinal fluid (CSF). Copyright © 2010 Ryan P. Murphy

You can now complete this question.

Build a Brain Recipe Provided Sheet.

Activity! Building a Brain. The brain should be about 3 lbs. (1.35 kg.) and feel like a real brain. –1 gallon ZipLock Bag –Add 1.5 cups (360 ml) instant potato flakes. –Add 2.5 cup (600 ml) hot water –Add 2 cups (480 ml) clean sand Copyright © 2010 Ryan P. Murphy

Build a Brain (More difficult) –2 cups water –2 cups flour –4 teaspoons cream of tartar –1 cup salt –One quarter cup vegetable oil –Cook over low heat until lumpy and then let cool. –Use hands to mold into a brain. Mix first Add in after other ingredients are well mixed Copyright © 2010 Ryan P. Murphy

Build a Brain (More difficult) –2 cups water –2 cups flour –4 teaspoons cream of tartar –1 cup salt –One quarter cup vegetable oil –Cook over low heat until lumpy and then let cool. –Use hands to mold into a brain. Mix first Add in after other ingredients are well mixed Use toothpicks and masking tape to create signs for the lobes of the brain on the next slide. Copyright © 2010 Ryan P. Murphy

Parts of the Brain

Nervous System (A) Available Sheet.

Step by step drawing of the brain. –Do not make brain a whole page as you will need to put text around it. Copyright © 2010 Ryan P. Murphy

Cerebrum

Corpus Callosum

Cerebrum Corpus Callosum Thalmus

Cerebrum Corpus Callosum Thalmus

Cerebrum Corpus Callosum Thalmus

Cerebrum Corpus Callosum Thalmus Cerebellum

Cerebrum Corpus Callosum Thalmus Cerebellum Medulla

Cerebrum Corpus Callosum Thalmus Cerebellum Medulla Spinal Cord

Cerebrum Corpus Callosum Thalmus Cerebellum Medulla Spinal Cord Folds and wrinkles help increase surface area

Cerebrum Corpus Callosum Thalmus Cerebellum Medulla Spinal Cord Folds and wrinkles help increase surface area Learning, Intelligence, emotions, personality, Judgment, and all voluntary activities of your body.

Cerebrum Corpus Callosum Thalmus Cerebellum Medulla Spinal Cord Folds and wrinkles help increase surface area Learning, Intelligence, emotions, personality, Judgment, and all voluntary activities of your body.

The Human Body Systems and Health Topic Units includes. –A 13 Part 8,500 Slide PowerPoint roadmap. –40 page bundled homework package, modified version, answer keys, homework rubric. All chronologically follows slideshow. –56 Pages of unit notes that follow slideshow. –7 PowerPoint Review Games (1,400 Slides) with answers and game sheet. –30 Worksheets that follow slideshow for classwork –Crossword puzzles, games, rubrics, curriculum guide, and much more. – ems_and_Health_Topics_Unit.htmlhttp:// ems_and_Health_Topics_Unit.html

More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The Rivers and Water Quality Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and Science Skills Unit. Life Science: The Infectious Diseases Unit, The Cellular Biology Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit, and The Human Body Systems and Health Topics Unit Copyright © 2010 Ryan P. Murphy

Human Body Unit Part X/XIII

Human Body Unit Part X/XIII

Human Body Unit Part X/XIII