2 2 2 Year 10 Psychology Lesson Plans

YEAR 10 PSYCHOLOGY LESSON PLAN 1
TOPIC/UNIT/AREA OF STUDY: THE HUMAN NERVOUS SYSTEM

Lesson Length: 75 minutes.
Aims for the Lesson:
To introduce students to the components of the human nervous system.
Learning Outcomes:
Students will learn the divisions of the nervous system.
Resources Used/Attached:
Psych in Action (second edition). Human body Outline worksheet.
Introduction:
Introduce myself and take the roll (5 minutes).
Body of the Lesson:
Students will copy down a diagram of the breakdown of the nervous system from the board (35
minutes).
While doing this students will be given a worksheet with the outline of the human body and with
each divisions explanation, need to identify which structures are the CNS and the PNS. Students will
also draw lines indicating the directions that motor and sensory neurons take (10 minutes).
Students will use pages 102-103 of the textbook (handout) to summarise the roles of each division of
the human nervous system (25 minutes).
Conclusion:
Students are to complete these summaries for homework.

The Nervous System
1. Choose two colors of marker or pencil.
2. Draw lines with arrows on them showing motor nerves carrying messages out to the
muscles, and sensory nerves carrying information from the outside world to the brain.
3. Complete the color key below with your colors and labels (motor nerve, sensory nerve).

This person is looking to
their left. Which hemisphere
do we see?

Key

THE HUMAN NERVOUS SYSTEM
Is a complex combination of neurons
that enables the brain to obtain
information about what is going
inside and outside the body and
respond appropriately.

THE CENTRAL NERVOUS SYSTEM
Its role is to integrate and coordinate
all incoming neural
information and to initiate messages
sent to different parts of the body.

THE BRAIN
Consists of over 100 billion neurons.

THE SPINAL CORD
Connects the brain and the peripheral
nervous system.

THE PERIPHERAL NERVOUS SYSTEM
Includes all parts of the nervous
system that lie outside the CNS.
It enables communication to occur
between the CNS and other parts of
the body outside the brain and spinal
cord.

It has two main functions:
- To carry sensory information
from sensory and internal organs
to the CNS.
- To convey information from the
CNS to muscles, organs and glands.

THE SOMATIC NERVOUS SYSTEM
A network of sensory nerves that
carry information received by
sensory receptors in the body and
motor nerves that carry information
to the CNS to control voluntary
movement of the skeletal muscles.

THE AUTONOMIC NERVOUS
SYSTEM
A network of nerves that connect the
CNS to the bodys internal organs and
glands, providing feedback to the
brain about their activities.

THE SYMPATHETIC NERVOUS
SYSTEM
Activates internal muscles, organs
and glands to prepare the body for
vigorous activity or to deal with a
stressful or threatening situation. E. g.
Releasing adrenaline.

THE PARASYMPATHETIC NERVOUS
SYSTEM
Counterbalances the sympathetic
nervous system by restoring the body
to a state of calm once the need for
activity has passed.

Is also responsible for maintaining the
internal body in a steady, balanced
state of normal functioning (called
homeostasis).

TOPIC/UNIT/AREA OF STUDY: THE HUMAN NERVOUS SYSTEM
To continue teaching students the divisions of the human nervous system and their roles
Learning Outcomes:
Students will learn the roles of the different divisions of the nervous system.
JumpStart: Units 3&4 VCE Psychology
Introduction:
Take the roll (5 minutes).
Body of the Lesson:
Students will work on the attached worksheets using the provided information.
Conclusion:
N/A.

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TOPIC/UNIT/AREA OF STUDY: THE BRAIN
To introduce students to the parts of the brain: the cerebellum, corpus callosum, frontal lobe and
temporal lobe (if theres time).
Learning Outcomes:
Students will begin to learn about the different structures that make up our brain.
The Functions of the Four Lobes of the Cerebral Cortex Worksheet.
Introduction:
Body of the Lesson:
Hand back students corrected worksheets on the human nervous system. Ask them if they have any
questions, and remind them to finish it for homework (5 minutes).
Students will take notes from the Brain PowerPoint Presentation beginning with the 4
th
slide which
breaks down the structures of the brain simply.
Students will take notes on the cerebellum, corpus callosum, frontal lobe and the temporal lobe (40
minutes).
Conclusion:
N/A.

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To introduce students to the parts of the brain: the frontal lobe, temporal lobe and parietal lobe.
Learning Outcomes:
Students will continue to learn about the different structures that make up our brain.
Introduction:
Recap the structures covered during the last lesson:
- The Cerebellum monitors and regulates motor behaviour, including balance, and posture.
- The Corpus Callosum a large bundle of nerve fibres which connects the left and right
hemispheres of the brain.
- The Frontal Lobe involved in motor function, problem solving, memory, language,
judgment and personality. Etc.
Body of the Lesson:
Students will take notes from the Brain PowerPoint Presentation beginning with the summary of the
frontal lobe (40 minutes).
Conclusion:
N/A.

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25

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THE FUNCTIONS OF THE FOUR LOBES OF THE CEREBRAL CORTEX

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To introduce students to the parts of the brain: the occipital lobe and parietal lobe.
Learning Outcomes:
Students will continue to learn about the different structures that make up our brain.
Activity worksheet.
Introduction:
Recap the structures covered during the last lesson:
- The Cerebellum monitors and regulates motor behaviour, including balance, and posture.
- The Corpus Callosum a large bundle of nerve fibres which connects the left and right
hemispheres of the brain.
- The Frontal Lobe involved in motor function, problem solving, memory, language,
judgment and personality. Etc.
- The Temporal Lobe auditory perception, memory, speech, emotional responses and visual
perception. Left hemisphere of the brain contains Wernickes Area.
Body of the Lesson:
Students will take notes from the Brain PowerPoint Presentation beginning with the occipital lobe
(50 minutes).
Conclusion:
n/a.
Extra Work:
Students can go to http://faculty.washington.edu/chudler/jigp3.html to do a brain jigsaw puzzle.
Students need to change the cut of the puzzle pieces to at least 48 pieces.

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TOPIC/UNIT/AREA OF STUDY: THE BRAIN (HEMISPHERIC SPECIALIZATION)
To introduce students to the concept of hemispheric specialization.
Learning Outcomes:
Students will continue to learn hemispheric dominance.
PowerPoint Presentation Hemispheric Specialization.
Pink balloons and black textas.
Activity worksheet (extra work).
Introduction:
Body of the Lesson:
Students will take notes from the PowerPoint Presentation Hemispheric Specialization on the
functions of the right and left hemispheres, identify which hemisphere is responsible for which
behaviours, and watch a short clip on neglect syndrome (35 minutes).
Students will then blow up a balloon, draw a line around the middle of it, label the left and right
hemispheres, and in the correct hemisphere, write or draw its areas of specialization.
Conclusion:
N/A.
Extra Work:

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TOPIC/UNIT/AREA OF STUDY: THE CASE OF PHINEAS GAGE
To introduce students to the case study of Phineas Gage.
Learning Outcomes:
Students will begin to conduct research for a report on Phineas Gage.
PowerPoint Presentation Phineas Gage.
Introduction:
Students will take a Hemispheric Dominance Inventory to remind them of the specialisations of each
hemisphere (10 minutes).
Body of the Lesson:
Students will view the PowerPoint Presentation on Phineas Gage. Students will be reminded of the
functions of the Frontal Lobe, then watch a clip on Phineas Gage: Part 1 (12:00) and Part 2 (5:42).
Students will read an account of the event which was recounted in the newspaper, then view
reproduced images of Phineas skull, then a comedic song about Phineas Gage (35 minutes).
Students will read the report requirements and criteria and ask any questions, before beginning to
research their report using the suggested resources at the end of the PowerPoint Presentation (25
minutes).
Conclusion:
N/A.
Extra Work:

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Hemisphere Dominance Inventory
1. If you had to give someone directions to your house, which of the following methods would you most
likely use?
a. Write a paragraph that explains where and when to turn
b. Draw a road map
2. Which of the following are you better at solving?
a. Jigsaw puzzle
b. Crossword puzzle
3. Do you remember faces easily?
a. Yes
b. No
4. Do you think you'd earn higher grades in a geometry class or in an algebra class?
a. geometry
b. algebra
5. Imagine that you're vacationing at a resort. Which of the following would you most likely do?
a. Obtain a brochure of local attractions and plan what you'd like to do for the day
b. Drive around without a plan and decide what you'd like to do as you drive along
6. Was it usually easy or difficult to learn grammar in school?
a. difficult
b. easy
7. Imagine enrolling in a music course. You and a partner in the course must write a song. Which of the
following would you prefer to do?
a. Write the lyrics
b. Compose the melody
8. When you read a new chapter in a textbook, which of the following are you most likely to do?
a. Skim through the entire chapter first to get a general idea of what the chapter is about
b. Read the chapter from beginning to end without doing much skimming
9. In which of the following English classes would you most likely enroll?
a. Journalism
b. Creative writing
10. Imagine that you volunteered to work for the school newspaper. Which of the following would you
rather do?
a. Cut and paste and lay out the stories and decide which stories should appear where
b. Write one or two of the stories
11. After reading a new chapter in a textbook, which of the following would you rather do?
a. summarize the chapter
b. outline the chapter
12. If you had an important project due in a class, would you prefer to work?
a. in a group
b. alone
13. Which of the following classroom situations do you prefer?
a. A teacher announces assignments on a weekly basis and sets specific weekly due dates
b. A teacher announces all the assignments at the beginning of the course and allows you to
complete them at any time before the end of the course

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14. Which of the following statements best applies to you?
a. I'm good at guessing a person's mood by his or her body language
b. I'm not good at guessing a person's mood by his or her body language
15. Which of the following would you rather play?
a. Scrabble
b. Checkers
16. With which of the following statements do you most agree?
a. We should continue exploring outer space since one day this exploration may benefit us
b. We should continue exploring outer space only if we can be sure ahead of time of certain
benefits we would receive
Scoring
How many "a" answers did you have for odd-numbered questions? ___________
How many "b" answers did you have for even-numbered questions? ___________
LEFT HEMISPHERE TOTAL _______________

How many "a" answers did you have for even-numbered questions? ___________
How many "b" answers did you have for odd-numbered questions? ___________
RIGHT HEMISPHERE TOTAL _______________

Left-Hemisphere Dominance (left total = 10 or more)
Your score indicates that you are generally a highly organized person. If you are sloppy, even your mess makes
sense to you. When given a job to do, you like to approach the task one step at a time rather than plunging
into it. If you are involved in extra-curricular activities, you are probably well-disciplined. For example, if you
are a musician, you probably follow a practice schedule well. In the future, you'd probably do well in one of
the following area: accounting, engineering, or computer programming
Right - Hemisphere Dominance (right total = 10 or more)
Your total indicates that you use intuition and creativity to achieve certain goals, rather than an outlined,
detailed plan of action. You feel that too much planning tends to limit possibilities. If you are involved in
extracurricular activities that require practice or drilling, you perform well when inspired but otherwise do not
enjoy the routine of practicing ever day. Chances are good that you are interested in one of the following
areas: music, art, athletics.
Balanced Hemispheres (both totals = less than 10)
As indicated in the previous descriptions, left-hemisphere people prefer structure; right-hemisphere people
do not. Your score indicates that you fall somewhere between these two extremes. When given a job to do,
you may prepare yourself by making lists (something a left-hemisphere person would do), but the lists may
not be highly organized (which a right hemisphere person may prefer.

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TOPIC/UNIT/AREA OF STUDY: THE CASE OF PHINEAS GAGE
To introduce students to the case study of Phineas Gage.
Learning Outcomes:
Students will continue to conduct research for a report on Phineas Gage.
-
Introduction:
Collect students Human Nervous System worksheets.
Body of the Lesson:
Students will continue researching the case of Phineas Gage, and begin to write their reports (45
minutes).
Conclusion:
N/A.
Extra Work:

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YEAR 10 LESSON PLAN 9
TOPIC/UNIT/AREA OF STUDY: THE BRAIN AND NERVOUS SYSTEM REVISION
To remind students of what we have covered so far the brain and the nervous system.
Learning Outcomes:
Students will have completed a round robin activity on the brain and nervous system.
- Fill-in-the-blank diagram and worksheet.
- The Functions of the Four Lobes of the Cerebral Cortex.
- The Nervous System diagram.
- Lobes of the Brain Dominoes.
- Blank Diagram of the Nervous System.
- Cerebral Cortex Word Search.
- Balloons, textas, colouring in pencils.
- Playdoh.
Introduction:
Introduce students to the concept of doing a round robin activity.
There will be different stations. Divide the students up into five groups.
Body of the Lesson:
In their groups, students will spend 5-10 minutes at each station completing the designated activity.
These activities include;
- Colouring and labelling a blank diagram of the brain.
- Using their memory to complete the four functions of the cerebral cortex lobes.
- Drawing in the direction of sensory and motor nerves carrying messages around the
body.
- Play lobes of the brain dominoes.
- Complete a diagram of the divisions of the nervous system explaining what each
system does.
- Complete a word search of the cerebral cortex.
- Using balloons and textas to distinguish between left and right hemisphere
specialisations.
- Use the provided playdoh to create a 3-D model of the brain.
Conclusion: n/a.

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STATION 1- INSTRUCTIONS
COLOUR IN THIS DIAGRAM OF THE BRAIN AND LABEL EACH LOBE OF
THE BRAIN. TAKE THE SHEET WITH YOU WHEN YOU LEAVE THIS
STATION.

WORK AS A GROUP TO FILL IN WHAT YOU REMEMBER OF THE
FUNCTIONS OF EACH OF THE BRAIN STRUCTURES. PLEASE ERASE
BEFORE YOU LEAVE THIS STATION.

IN PAIRS, USE THE HUMAN FIGURE TO LABEL THE STRUCTURES OF
THE CENTRAL NERVOUS SYSTEM AND THE PERIPHERAL NERVOUS
SYSTEM. DRAW IN THE DIRECTION AND PATH THAT SENSORY AND
MOTOR NEURONS MOVE/CARRY MESSAGES. PLEASE ERASE BEFORE
YOU LEAVE THIS STATION.

COMPLETE THE WORD SEARCH OF WORDS RELATED TO THE
CEREBRAL CORTEX. PLEASE ERASE BEFORE YOU LEAVE THIS
STATION.

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PLAY A GAME OF DOMINOES. DIVIDE UP THE DOMINOES EVENLY
BETWEEN YOUR GROUP MEMBERS. TAKE IT IN TURNS TO MATCH A
BRAIN STRUCTURE WITH INFORMATION ABOUT IT. IF YOU ARE
UNSURE, USE THE DOTS ON THE SIDE OF THE DOMINO TO HELP
YOU.

WORK AS A GROUP TO USE THE BALLOONS AND TEXTAS PROVIDED
TO
DISTINGUISH BETWEEN THE SPECIALISATIONS OF THE LEFT AND
RIGHT HEMISPHERES. PLEASE EITHER TAKE THE BALLOON WITH YOU
WHEN YOU LEAVE THIS STATION.

COMPLETE THE DIAGRAM OF THE DIVISIONS OF THE NERVOUS
SYSTEM. EXPLAIN WHAT EACH SYSTEM DOES. PLEASE ERASE THE
SHEETS BEFORE YOU LEAVE THE STATION.

USE THE PROVIDED PLAYDOH TO CREATE A 3-D MODEL OF THE
BRAIN. PLEASE DISMANTLE BEFORE MOVING ONTO YOUR NEXT
SECTION.

The Nervous System
1. Choose two colors of marker or pencil.
2. Draw lines with arrows on them showing motor nerves carrying messages out to the
muscles, and sensory nerves carrying information from the outside world to the brain.
3. Complete the color key below with your colors and labels (motor nerve, sensory nerve).

This person is looking to
their left. Which hemisphere
do we see?

Key

The brain at its finest

1. This part of the brain is a lobe found at the front of the brain and controls thinking and
creating. ____________________ Color this part of the brain blue.
2. The ____________________ lobe helps us find our way and recognize objects and their
uses, and experiences sensations (such as pain, pressure, touch, and temperature). Color this part of
the brain green.
3. This part of the brain is a lobe found at the back of the head. It is here that messages from
the eyes are interpreted. ____________________ Color this part of the brain red.
4. This lobe is found next to our ears. It helps us hear, plan our speech, and remember.
____________________ Color this yellow.
5. This part of the brain coordinates our physical skills and balance. ____________________
Color this part of the brain orange.
6. This part of the brain connects the rest of the brain to the spinal cord. ________________
Color this part of the brain purple.

THE FUNCTIONS OF THE FOUR LOBES OF THE CEREBRAL CORTEX

TOPIC/UNIT/AREA OF STUDY: INTRODUCTION TO THE NEURON
Aims for the Lesson: To introduce students to the different structures of the neuron.
Learning Outcomes:
Students will be introduced to the concept and structures of the neuron by taking notes from a
PowerPoint Presentation and labelling a neuron.
- Neuron booklet.
Introduction:
Ask students How many neurons are in a human brain? Complete the Connect the Dots Activity.
Have students draw 10 dots on one side of the paper and 10 dots on the other side (model on the
board). Assume that theses dots represent neurons, and assume that each neuron makes
connections with the 10 on the other side of the page. State that this is a simplification some
neurons may actually have thousands of connections (15 minutes).
Body of the Lesson:
Students will view and take notes from a PowerPoint Presentation on the structure of the neuron.
Cover; draw and label the neuron, the dendrite, the soma, the axon, myelin sheath, and synapses
(25 minutes).
Conclusion:
Have students complete the first page of their neuron workbook (10 minutes). This is to be
completed for homework.

TOPIC/UNIT/AREA OF STUDY: TYPES OF NEURONS
Aims for the Lesson: To introduce students to the different types of neurons.
Learning Outcomes:
Students will be introduced to the different types of the neuron through a PowerPoint Presentation,
then will create their own neuron.
- Neuron booklet.
- Craft items for students to create their own neurons with.
Introduction:
Students will finish taking notes from the PowerPoint Presentation on the three different types of
neurons; sensory neurons, motor neurons, interneurons and summary of neurons (20 minutes).
Body of the Lesson:
Students will complete pages 2 and 3 of their Neuron Booklet the Nervous System worksheet (20
minutes).
Students will create a model of a neuron from the provided materials, and label and explain their
structures (35 minutes). If students finish early, then they can begin the homework.
Conclusion:
For homework, students will complete page 4 of their workbook, answering questions about the
different types of neurons. This is be due the next day (Friday).

TOPIC/UNIT/AREA OF STUDY: CONCLUSION TO THE NEURON
Aims for the Lesson: To allow students to complete an interactive activity about the neuron.
Learning Outcomes:
Students will be directed to conduct their own research into the neuron.
- Neuron booklet.
Introduction:
Students will complete the word search on page 5 of their Neuron Booklet as an introductory activity
(10 minutes).
Body of the Lesson:
Go through the homework from last lesson. Make sure that students answer the questions as we go
along, if they did not do so for homework (20 minutes).
Students will use the website listed on page 6 of their Neuron Booklet to complete the Interactive
Activity and answer the questions on the sheet (20 minutes).
Conclusion:
This is to be completed over the holidays if it is not finished in class.

2 2 2 Year 10 Psychology Lesson Plans

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YEAR 10 PSYCHOLOGY LESSON PLAN 1

TOPIC/UNIT/AREA OF STUDY: THE HUMAN NERVOUS SYSTEM

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