A Detailed Lesson Plan in SCIENCE-10
(THE NERVE CELLS AND THE NERVE IMPULSE)
PREPARED BY:
ANTHONY A. DONGON
LESSON PLAN IN SCIENCE-10
Content Standard The learner demonstrates an understanding of organism as
having feedback mechanisms, which are coordinated by the
Nervous System.
Performance Standard
Learning Competency Describe how the Nervous System coordinates and regulates
feedback mechanisms to maintain homeostasis (S10-IIIc-360)
Objectives Identify the parts of the nerve cells;
Describe the functions of the parts of the nerve cells;
Determine the sequence of transmission of the nerve
impulse; and
Reflect on the importance of nerve impulse to human
response to the stimuli in the environment.
Subject Matter
a. Topic COORDINATED FUNCTION OF NERVOUS SYSTEM
(The Nerve Cell and the Nerve Impulse)
b. Teaching materials For Teaching:
Daily lesson plan
Visual aids (Printed texts, printed pictures)
For Activity:
Ball pen
Paper
Ruler
Data chart
c. Science Concept Neurons have the special ability to carry signals or
impulses.
A nerve impulse is an electrochemical signal moving
along a neuron. The space between neuron id called
SYNAPSE.
A stimulus is any factor in the environment that
influence behavior. A response is a reaction to a
condition or stimulus in order to survive.
Reaction time is the length of the time between
application of a stimulus and detection of a response.
d. References Learner’s Manual: (232-236)
Online resource:
Nagwa.com/nervecellpresentation
e. Teaching Strategies PEDAGOGICAL APPROACH
Integrative
Inquiry-based
Affective
LEARNING PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
PRELIMINARY ACTIVITY
1. Greetings
“Good morning class!” “Good morning, Sir Anthony”
2. Prayer
“Who wants to lead the prayer?” “One of the students raise his/her hand and
leads the prayer”
3. Checking of Attendance
(Students raise their hand if their name is
“Please say present once your name is called during attendance check.”
called”
4. Management of Learning
“Before we proceed to this day’s lesson, let’s (Students will volunteer to share some of their
have first a simple recapitulation about your learning about their prior knowledge of
knowledge in Nervous System” System)
5. Thoughts to Ponder
This part aims to…
Establish safe and secure learning
environment to enhance learning through
the consistent implementation of rules.
MOTIVATION (5 minutes)
Group Activity
Group the class into 5 groups (After the groupings, each group select their
Each group will choose a representative in front to write the message
representative who will receive a word and a representative who forward the
or a sentence from the teacher and message to other groupmates.
relay it to his/her groupmates.
The last member in the line will be the
one to write the word on the board.
The first group to accomplish the task
will be the winner.
WORDS:
Dendrites
Synapse
Axon terminals
Cell Body
Myelin Sheath
ELICIT (5 minutes)
Process Question:
Use effective verbal and non-verbal
classroom communication strategies to
support learner’s participation.
1. How was your feeling in the activity? (student’s answers may vary)
2. Did the activity help you to identify
the topic we will discuss today?
3. Do you have an idea about the
activity? What is it?
ENGAGE (5 minutes)
Activity 1: Follow Me! Let’s do something
crazy!
Group the student into 3, assigned (Student will stand and follow the teachers’
them the 3 words instruction)
Ask the student to stand
Instruct them that every word given,
they will give a corresponding action.
When teacher says: (Each group will stand when the word was
said by the teacher, and they will give a
“BRAIN” the group will place their corresponding action)
hand in their head
“NERVES” the group will place their
hand in a heart-shaped in front of their
chest.
‘SPINAL CORD” the group stretch
their hands upward.
The group with minimal error and can
perform faster shall win the game
EXPLORE (10 minutes)
Activity 3: How fast is your Reaction!
Objective:
Measure the length of time of
response to catch a dropped object.
Materials:
Ruler
Data Chart
Procedure:
1. Construct a table like the one given
below, to record your data.
No. of Right hand Right hand
students (Eyes open) (Eyes (The student will note the data that they
closed) gather after they execute the activity)
1.
2.
3.
4.
5.
2. Have your partner hold a metric ruler
at its end with the highest number in
cm.
(The student will execute the activity)
3. Place the thumb and forefinger of your
right hand close to, but not touching,
the end with the lowest number.
4. When your partner drops the ruler, try
to catch it between your thumb and
finger.
5. Record where the top of your thumb
is, when you catch the ruler. This
number gives how many centimeters
the ruler fell.
6. Repeat steps 2 to 5 and record the
measurement on the data tables that
you have constructed earlier.
7. Repeat steps 2 to 5 using your right
hand with your eyes open to catch the
ruler.
8. Repeat steps 2 to 5 using your right
hand with your eyes closed to catch
the ruler.
9. Exchange tasks and drop the ruler for
your partner.
10. Complete your data chart, change all
the centimeters to seconds by
multiplying by 0.01.
INTEGRATION ACROSS THE
CURRICULUM
(The student will change the data from
centimeter to seconds by multiplying
by 0.01)
EXPLAIN (5 minutes)
Guide Question:
1. Did you catch the ruler faster when
your eyes were open?
2. Did you catch the ruler faster when
your eyes are closed?
(Since you accomplish the task, you already
measure the speed of your data reaction by
multiplying the acquired data (centimeter) to
0.01 as to get the time (second).
In totality, there are many students who catch
the ruler faster when their eyes are open and
least of the student didn’t catch the ruler
faster when their eyes are closed. As a result,
we were able to identify that when our senses
like, seeing are active we can a response to a
stimulus faster while when our seeing are
inactive we cannot make a faster response to
the stimuli. So that, it is very important that
our senses are active, and our nervous system
are healthy. In connection with our topic, I
will be discussing about the pathways of
signals through neuron.
ELABORATE (20 minutes)
DISCUSSION
I will present the topic which is the part of the (The students will listen and take down notes
nerve and nerve impulse. the important information in the discussion)
Through visual aids I will discuss the
description, function, and pathways or
sequence of transmission of nerve impulse.
EVALUATE (5 minutes)
After the discussion, the teacher will make a
short quiz in order to measure their
understanding about the discussion.
(Okay class, now that we have an idea about
the parts of nerve cell and how nerve impulse
trigger, let us have a short quiz.
Please get a ¼ sheet of paper.
(The students get their paper)
Direction:
Identify the parts and function of every
word/sentence posted on the board.
Test 1
1. The basic unit of nervous system Possible answer:
2. A long thread-like part of the neuron 1. Nerve cell
along which nerve impulse are 2. Axon
conducted 3. Dendrites
3. A tree-branch like part of the neuron 4. Dendrites
that receives the input signal of the 5. Myelin sheath
other neuron
4. Parts of the neuron that receive and
transmit electrical impulse towards the
body
5. A fatty coating made of plasma
membrane
Test 2
1. As a student, how will you help your (Student’s answer may vary)
body particularly the nervous system
to be heathy
EXTEND (5 minutes)
1. How does your body response when (Student’s answer may vary)
you are happy? Angry?
