LIGHTS ON, LIGHTS OFF
(1st group to present)
Procedures:
1. Put all the bulbs in each sockets.
2. . Arrange them in row parallel the location of the switch. Look at
the set-up below.
3. Carefully put the plug into the power source.
BEWARE: Extra care is necessary in this set up. High voltage may
cause electric shock.
4. Together with the group members, quickly click each switch in the
row on and off.
5. Observe what will happen to the bulb.
GUIDE QUESTIONS: (Put your answer on the activity answer sheet)
1. What happen to the light as you clicked the switched on and
off?
2. What do you think does the light bulbs represent? Switch?
3. How can you relate your activity in nerve?
RATED SPG (STIMULUS-PROCESSING GAME)
(2nd group to present)
Procedures:
1. Select one member who will act out as a pusher.
2. Let each member of the group fall in line with the distance of
about 15 inches. Make sure that this activity will be done on
the soft surface(foam).
3. After the set up, one member (the pusher) will push the first
member of the group using his/her hands.
4. Observe what will happen.
GUIDE QUESTIONS: (Put your answer on the activity answer sheet)
1. What happen to the members as the pusher pushes the first
student?
2. What do you think is being represented by the pusher? How
about the other member being pushed?
3. What do you think if one of the member is missing?
*the foam is located at the back
CONNECT THE DOTS
(3rd group to present)
Procedures:
1. Draw seven (7) dots on one side of the cartolina. Make
connections with the 7 dots on the other side of the paper.(look
at the sample below)
2. Ask the students to connect each dot on one side with the 7 dots
on the other side
3. Present the result of your activity to the class.
GUIDE QUESTIONS: (Put your answer on the activity answer sheet)
1. What do you think is being represented by dots?
2. After connecting all the dots into the other 7 dots of the paper,
what it looks like?
3. What can you infer/conclude on the result of your activity?
THE NERVOUS TRIP
(4th group to present)
Procedure:
1. . Among the members of the group, assign students who will
represent the following parts: Brain, Organ, Sensory Neurons,
and Motor Neurons
2. Have the “Brain” stand at one end of the classroom, and the
“Organ” at the other end near the blackboard.
3. Let three to four members representing “Sensory Neurons”
stand and line up between the “Brain” and the “Organ.”
Another set of three to four members representing “Motor
Neurons” will stand and line up facing the “Sensory Neurons.”
4. Refer to the following illustration to see how you will position
yourselves in the game.
5. Your leader will show a card to the first member of the group,
who is the “Organ.” Each card will depict a situation of a
stimulus affecting an organ.
(example: A big black dog barking at you)
6. The “Organ” must pass the message to one “Sensory Neuron”
by whispering.
7. Each member who receives the message must relay it to
another until it reaches the last “Sensory Neuron.”
8. Let the last person in the “Sensory Neuron” group run to the
“Brain” to communicate the message that was transmitted from
the “Organ.”
9. The “Brain” must think of a reaction to the stimulus presented
and pass this response to the “Motor Neurons.”
10. Each member of the “Motor Neuron” group who receives the
response from the brain, must relay it to another until it reaches
the last person in the group.
11. The “Organ” will receive this response through the “Motor
Neurons” and run quickly and act the response.
GUIDE QUESTIONS: (Put your answer on the activity answer sheet)
1. How does the brain receive the information from the receptor?
2. What does the brain do as soon as it receives the information?
3. How is the message from the brain sent in response to the
stimuli?
4. Based on the simulation activity, explain how information
travels in the nervous system.