Wondering how to build a nervous system model with kids? Try using a diagram of the brain and an electric circuit. Then follow up with an informational text and graphic organizers.
Ms. Sneed Teaches the Nervous System
Our favorite fourth grade team had already used body systems models to teach the circulatory, digestive, immune, and musculoskeletal systems. Once again, they sat at the side table of Ms. Sneed’s room. As usual, Mr. Frank flipped open his laptop and opened their body systems unit. “On to the nervous?” he asked.
“Yep. Let’s continue working on life science.”
Building a Model of the Nervous System
“First,” Mr. Frank said, “we’ll try building this nervous system model.” He pointed to the directions. “This one requires more specialized materials. We’ll have to decide whether to build one as a center or let the kids build them.”
Ms. Sneed looked at the screen. “I see what you mean. Since we haven’t covered electric circuits yet, I think we should do the former.”
“Alright. Then let’s build two models today. One for your classroom and one for mine.”
Materials
“Great,” Ms. Sneed responded. “Why don’t you print out two copies of the brain page? In the meantime, I’ll gather the materials.”
Mr. Frank headed to the copy room while his teaching partner gathered the remaining materials from her science closet:
- aluminum foil
- masking tape
- battery holder and batteries
- bulb holder and bulb
- three wires
- scissors
- paper punch (optional)
Steps
As she waited for Mr. Frank, Ms. Sneed built two open circuits. For each, she placed one wire between the battery and bulb holders. Next, she added a loose wire from the bulb holder. Then, she attached another loose wire to the battery holder. Finally, she touched the two loose ends together to test the circuit. Bingo! It lit up.
Just as she finished, Mr. Frank came in. “Alright,” he said, “our first step is to punch holes wherever we see circles on the template.”
Ms. Sneed had no problem punching holes along the bottom of the page. But how would she punch them through the circles that were in the middle of the page? In the end, she decided to punch her pencil through the circles. From there, she used the scissors to cut the circles.
As Mr. Frank finished up, Ms. Sneed cut some strips of aluminum foil with her paper cutter. “I see that the masking tape is half an inch wide,” she said. “Therefore, I’ll make the strips a little narrower than that.”
When she returned, Mr. Frank read the next set of directions: “Lay over holed of action and part that go together. Attach with a strip of masking tape.”
Both teachers got busy. When they finished, they flipped their circuit boards over so the brain once again showed.
“Now,” said Mr. Frank, “let’s test them!”
Ms. Sneed placed the end of one loose wire on the exposed aluminum foil beneath the image for “sight.” Then she placed the tip of the other loose wire on the hole in the occipital lobe. At that very moment, the lightbulb lit up. “Hey!” she exclaimed. “This is fun!”
Learning About the Nervous System
Mr. Frank returned to the body systems unit. When he scrolled down, he found the corresponding information sheets. “This short informational text provides the main points about the nervous system. Kids can read these to learn more.”
Ms. Sneed took a look. “Perfect.”
Taking Notes
Mr. Frank scrolled further in the body systems unit. “As they read, kids fill out graphic organizers,” he said. “I particularly like this one. It asks them to tell about its job and parts. Additionally, they compare it with everyday items.”
“After the model we built, they’ll probably say an electric circuit.” Ms. Sneed said. “In my opinion, that’s the best analogy. After all, the nervous system transmits similar impulses.”
“If we want to give them a greater challenge, we could ask them to list something other than an electric circuit.”
“Great idea! All of this will provide great background information for teaching senses. That standard involves how animals receive information from their standards. Furthermore, kids will be using scientific models to conceptualize concepts, which is recommended in the science and engineering practices.”
Enjoy Teaching Body Systems
Ms. Sneed smiled. These human body activities made her enjoy teaching a little more. After all, teaching the nervous system with DIY models, information sheets, and graphic organizers made it fun and effective. Next, she would find some great projects for the respiratory system.
Why not bring some active learning into your class? Activities like this are sure to engage your students – and you!
