Objectives (5 - 10 minutes)

1. Knowledge of the organs of the nervous system and their functions: Students should be able to identify the main organs of the nervous system, such as the brain, spinal cord, and nerves, and understand their specific functions. The importance of these organs for the overall functioning of the human body should be emphasized.

2. Understanding the functioning of the nervous system: Students should be able to understand how the different organs of the nervous system work together to perceive and respond to the environment. This includes a discussion on how nerves carry signals from the body to the brain and vice versa.

3. Differentiation between the central and peripheral nervous systems: Students should be able to differentiate between the central nervous system, composed of the brain and spinal cord, and the peripheral nervous system, which includes all other nerves in the body. They should understand that although these parts of the nervous system work together, they have distinct functions and responsibilities.

Secondary Objectives:

• Application of knowledge: In addition to learning about the nervous system, students should be encouraged to apply this knowledge in everyday situations. This may include discussing how the nervous system affects our behavior, sensations, and responses to stressful situations.

• Stimulating curiosity and critical thinking: Students should be encouraged to ask questions and seek more information on the topic. This can be done through interactive activities and group discussions.

Introduction (5 - 10 minutes)

1. Review of previous concepts: The teacher starts the lesson by reviewing the concepts of cells and tissues, especially neurons and glial cells. Also briefly reviews the concept of a system, as a set of parts that interact to perform a common function. (2 minutes)

2. Problem situations: The teacher proposes two situations to instigate students' curiosity:

   • 'Imagine you are playing a guitar. How do you think your body manages to coordinate all the movements necessary to play a song?'
   • 'If you accidentally touch a hot pan, you immediately pull your hand back. How do you think your body perceived the heat and reacted so quickly?' (3 minutes)

3. Contextualization: The teacher explains that the nervous system is fundamental for almost all our daily activities, from waking up in the morning to falling asleep at night. It controls our movements, our perception of the world, our emotions, and even our ability to learn and remember information. (2 minutes)

4. Introduction to the topic: The teacher presents the nervous system as the 'conductor' of the human body, coordinating all its functions. To arouse students' curiosity, the teacher shares two curiosities:

   • 'Did you know that the human brain has about 86 billion neurons and that each neuron can connect to many others, forming a huge 'internet' inside our skull?'
   • 'And that the nervous system is so efficient that a message can travel from your toe to your brain in less than a second?' (3 minutes)

Development (20 - 30 minutes)

1. Activity 'Building the Nervous System' (10 - 15 minutes):

   • The teacher divides students into groups of five and distributes to each group a construction kit containing cardboard or plastic pieces representing the main components of the nervous system (brain, spinal cord, nerves, etc.).
   • The objective of the activity is to assemble a model of the human nervous system. Each piece of the kit has a label with the name of the organ it represents and a brief description of its function.
   • Students should discuss among themselves and decide where each piece should be placed in the model. They are encouraged to consult their books and notes, as well as use their smartphones or tablets to research additional information.
   • At the end of the activity, the teacher requests that a member of each group present their model to the class, explaining the position and function of each organ.

2. Activity 'The Path of the Nerve Impulse' (10 - 15 minutes):

   • The teacher presents a scenario: 'Imagine you are walking barefoot at home and suddenly step on a nail. What happens next?'
   • Then, the teacher distributes to each group a set of cards. Each card represents a step in the process by which the body perceives pain and reacts to it (for example, 'the foot feels the pain', 'a nerve impulse is sent to the spinal cord', 'the spinal cord sends a nerve impulse to the brain', 'the brain perceives the pain and decides to withdraw the foot', 'the brain sends a nerve impulse to the muscles of the foot', 'the muscles of the foot contract and the foot is withdrawn').
   • Students must organize the cards in the correct order. They are encouraged to discuss among themselves and consult their notes or study materials.
   • After all groups finish, the teacher requests that a member of each group present the sequence of cards to the class, explaining the group's reasoning for the chosen order.

3. Activity 'Central Nervous System vs Peripheral' (5 - 10 minutes):

   • The teacher distributes a sheet of paper to each group with two columns, one representing the central nervous system and the other representing the peripheral nervous system.
   • The teacher then reads a series of statements (for example, 'Controls voluntary movements', 'Involves the brain and spinal cord', 'Transmits information from sensory organs to the brain', 'Regulates the body's involuntary functions') and students must decide in which column each statement fits.
   • This activity helps reinforce students' understanding of the difference between the central and peripheral nervous systems.

All these activities are designed to promote active learning and collaboration among students. They need to apply the knowledge acquired during the lesson, work together to solve problems, and present their findings to the class. This approach helps make learning more meaningful and increases student engagement.

Feedback (10 - 15 minutes)

1. Group discussion (5 - 7 minutes):

   • The teacher invites each group to share their conclusions and solutions from the activities carried out. Each group has a maximum of 3 minutes to make their presentation.
   • During the presentations, students can ask questions or complement the information presented by their peers. The teacher can encourage such interaction with questions or comments.
   • The teacher should moderate the discussion, ensuring that all groups have the chance to present and that a respectful and productive environment is maintained.

2. Connection with theory (2 - 3 minutes):

   • After the presentations, the teacher gives a brief recap of the main conclusions and ideas presented by the groups.
   • He connects this information with the theoretical concepts discussed in the lesson, reinforcing students' understanding of the nervous system and its functions.
   • The teacher highlights the findings that contributed most to the class's understanding and the ideas that sparked the most interest or debate.

3. Final reflection (3 - 5 minutes):

   • The teacher proposes that students make a final reflection on the lesson. He asks questions like:
     1. 'What was the most important concept you learned today?'
     2. 'What questions have not been answered yet?'
   • Students have a minute to think about their answers. They can share their answers with the class or write them down in their notebooks for future reference.
   • The teacher encourages students to seek answers to their unanswered questions, either through individual research, discussion with peers, or asking the teacher in the next lesson.

4. Feedback (2 - 3 minutes):

   • The teacher requests feedback from students on the lesson, asking what they liked the most and what can be improved for future lessons.
   • Additionally, the teacher may ask students to evaluate their own performance and participation in the lesson, encouraging self-criticism and the development of metacognitive skills.

This stage of the lesson plan is crucial to consolidate students' learning and prepare them for future lessons on the topic. Additionally, it allows the teacher to assess the effectiveness of their pedagogical approach and make necessary adjustments to improve students' learning experience.

Conclusion (5 - 10 minutes)

1. Lesson Summary (2 - 3 minutes):

   • The teacher recaps the main points covered during the lesson, summarizing the fundamental concepts of the nervous system, its parts and functions, as well as the differentiation between the central and peripheral nervous systems.
   • He reviews the activities carried out and the main conclusions drawn by each group, reinforcing learning through repetition and reiteration.

2. Connection between Theory and Practice (1 - 2 minutes):

   • The teacher highlights how the activities carried out helped illustrate and apply the theory discussed during the lesson.
   • He emphasizes how the assembly activity of the nervous system allowed students to visualize the structure of the nervous system, while the nerve impulse path activity allowed them to understand its functioning.
   • He also emphasizes that the differentiation activity between the central and peripheral nervous systems enabled students to understand the distinct functions of these two parts of the nervous system.

3. Additional Materials (1 - 2 minutes):

   • The teacher suggests some extra materials for students who wish to deepen their knowledge of the nervous system. These materials may include educational videos, documentaries, reference websites, and books.
   • He also encourages students to seek more information on their own and to bring any questions or discoveries to the next lesson.

4. Applications in Daily Life (1 - 2 minutes):

   • To conclude the lesson, the teacher highlights the importance of the nervous system in our daily lives. He explains how the nervous system controls and coordinates almost all our activities, from vital functions like breathing and heartbeats to complex tasks like learning a new skill or responding to an emergency situation.
   • He also emphasizes how understanding the nervous system can help us better understand our own bodies and take better care of our health.

This conclusion stage helps consolidate students' learning, offers them resources to deepen their knowledge, and highlights the relevance of the studied subject to their daily lives. Additionally, it reinforces the connection between theory and practice, a crucial aspect of the inverted classroom.