Description
This unit is on the nervous system, the brain, and how sensory receptors receive information and convert it to an electrochemical signal that is sent through the nervous system to the brain. Once the signal gets to the brain, it is processed, and the brain may send a signal to tell the body how to respond or store the information as memory. Students learn how animals process information and send it to their brains differently. This unit begins and ends with the use of phenomena.
Resource includes:
- three slide shows
- suggested Schedule
- reading passages
- response pages
- a lab
- interactive notebook inserts
- a quiz
- answer keys
Teachers Love This Resource!
Thomas ⭐️ ⭐️ ⭐️ ⭐️ ⭐️ Extremely Satisfied
This is a fantastic resource on sensory receptors and the nervous system. It addresses several standards completely and had just enough information without being overwhelming. My students were engaged and liked the lab as well as the other activities. The slide show was great for discussion.
Thank you!
Brian ⭐️ ⭐️ ⭐️ ⭐️ ⭐️ Extremely Satisfied
Another phenomenal purchase- was great because I did not want to spend too many days on this. Pacing was exactly what I was looking for- teachers could easily stretch this out.
This resource is designed to fully meet the middle school science standard:
Standard Addressed
NGSS MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Also goes with:
NGSS MS-LS1-3.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.]
And
Utah SEEd 7.3.3 Construct an explanation using evidence to explain how body systems have various levels of the organization. Emphasize that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions. Examples could include relationships between the circulatory, excretory, digestive, respiratory, muscular, skeletal, or nervous systems. Specific organ functions will be taught at the high school level. (LS1.A)
Save 20% by purchasing the entire bundle Molecules to Organisms.
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