Neural Pictionary

Shari Cohen

Overview

In this activity, students will pictorially illustrate (sketch) terms that deal with the nervous system. This offers visual learners an opportunity to illustrate what they know in a game setting. This activity can be done as a unit review with cooperative learning groups.

Biological Concepts

• Neuron structure

• Nerve impulses

• Brain structure

Class Time

This activity can be done for as little as 10 minutes or for 1 class period.

Background Information

The student will need to have studied the unit on the nervous system. This is best used for reviewing purposes.

Materials

• paper and pencil

• index cards

TERMS: Put each word on a separate index cards

•

• acetylcholine

• action potential

• axon

• cell body

• cerebellum

• cerebrum

• channels

• depolarization

• dopamine

• iris

• lens

• medulla oblongata

• motor neuron

• myelin sheath

• nerve impulse

• neuron

• neurotransmitter

• Node of Ranvier

• optic nerve

• presynaptic cleft

• receptors

• reflex arc

• refractory period

• resting membrane potential

• retina

• sensory neuron

• sodium channels

• spinal cord

• stimulus

• synapse

• threshold

voltage gated channels

Teacher Preparation

General rules:

1. The above vocabulary words need to be written on note cards, paper, or construction paper.

2. The nervous system should have been completed.

3. Game rules can be read out loud to the class or printed out for the students.

Game rules:

Sketches may not include letters, numbers, or the # symbol.

The "picturist" is the person who sketches the clues for the word either on paper or on the blackboard.

The picturist cannot give verbal or physical communication cues to the team.

VARIATION 1. ENTIRE CLASS

A. One person is chosen by the teacher to be the "picturist."

B. The teacher shows the "picturist" an index card with one term written on the card.

C. The "picturist" draws on the board, while the students in the class call out answers.

D. When a student correctly identifies the term, a new "picturist" is chosen and steps B and Cs above continue.

E. Points may be awarded to either, or both the "picturist" and the student who correctly identified the term.

VARIATION 2. TEAM COMPETITION A

A. The teacher separates the class into groups, with four students per group.

B. A "picturist "is chosen for each group. (For example: the student in each group whose birth date is closest to January 1st.)

C. The teacher has all the terms written on individual index cards face down on the teacher’s desk.

D. The "picturists" from each group come up to the teacher’s desk, and they look at the term

for 5 seconds.

E. Each "picturist" goes back to his/her group and starts sketching on a clean piece of paper.

F. The first group that has someone correctly identify the term, sends their "picturist" up to the teacher with his/her sketches. This group is awarded one point.

G. A second "picturist" is selected for each group. This is the person to the left of the original "picturist."

H. Continue steps D through F above.

I. The above procedures continue until the class period is over, or all the index cards have been used.

J. The winner is the group with the most points.

VARIATION 3. TEAM COMPETITION B

A. and B. Same as above Team Competition A.

C. The teacher gives each group an identical stack of index cards, with one term written on each card. All index cards should be face down, so the students cannot see the terms.

D. The first "picturist," from each group, picks up the top card from the stack, looks at the term for 5 seconds, and returns the card to the bottom of their stack.

E. Each groups’ "picturist" starts sketching the term. This continues until someone in the group correctly identifies the term.

F. The second "picturist" (student to left of first "picturist"), picks up the next card on the stack, looks at the card for 5 seconds, and begins sketching until someone in his/her group correctly identifies the term.

G. The student who is the "picturist" changes with each new term.

H. The groups may complete a different number of cards in the allotted time period.

I. Each group, must turn in their sketches for each term to the teacher.

J. The winner is the group that has correctly identified the most terms.

Extensions/Variations

• Students can make up their own cards..

• Rotate students from one group to another.

About The Author

Shari Cohen is a biology teacher at Homewood-Flossmoor High School in Flossmoor, Illinois. Shari can be contacted at Homewood-Flossmoor High School, 999 S. Kedzie, Flossmoor, Il. 60422. Shari’s current e-mail address is sjcohen@kiwi.dep.anl.gov

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