10

Science
Nervous System

Quarter 3 - Module 3
Science- Grade 10
Alternative Delivery Mode
Quarter 3 - Module 3 : Nervous System
First Edition, 2020

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Published by the Department of Education – Division of Bohol
Schools Division Superintendent: Bianito A. Dagatan, EdD, CESO V
Education Program Supervisor: Engr. Hermenilda B. Gracio, PhD

Development Team of the Module

Author : Athena T. Ciriaco

Reviewers : Martin C. Ramis, PhD

Ma. Cecilia B. Vitor
Management Team :
Chairperson : Bianito A. Dagatan, EdD, CESO V
Schools Division Superintendent
Co-Chairpersons : Casiana P. Caberte, PhD
Assistant Schools Division Superintendent
Marina S. Salamanca, PhD
: Assistant Schools Division Superintendent
Members : Carmela M. Restificar, PhD, CID Chief
Josephine D. Eronico, PhD, EPS-LRMDS
Engr. Hermenilda B. Gracio, PhD, EPS-Science
Jocelyn T. Rotersos, Division Librarian II

Printed in the Philippines by

Department of Education – Division of Bohol
Office Address: 0050 Lino Chatto Drive Barangay Cogon, Tagbilaran City, Bohol
Telephone Nos.: (038) 412-4938; (038) 411-2544; (038) 501-7550
Telefax: (038) 501-7550
E-mail Address: [Link]@[Link]
10
Science
Quarter 3 - Module 3
Nervous System

This instructional material was collaboratively developed and reviewed

by educators from public schools. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at [Link]@
[Link].
We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Table of Contents

COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS

Lesson 1 –

What I Need to Know 1

What’s In 1
What’s New 1
What is it 2
What’s More 6
What I Have Learned 7
What I Can Do 7

Key to Answers 8
References 9
What This Module is About

Introductory Message
Welcome to the Science 10 Alternative Delivery Mode (ADM) Module on Nervous
System.
This module was collaboratively designed, developed and reviewed by educators
from public schools to assist you, the teacher or facilitator, in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.

To the facilitators:
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

To the parents:
As a vital partners in education, your support to your children’s learning at home, is
a great factor to ensure that they will become succesful in what they do. As a
parents, you are expected to monitor your children’s progress while they are
accomplishing the tasks in this module while at the same time, ensuring that they
learn independently.

The objectives set for this learning material will be certainly accomplished with your
steadfast guidance and support.

To the learners:
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
Furthermore, it is our objective that you will have fun while going through this
material. Take charge of your learning pace and in no time, you will successfully
meet the targets and objectives set in this module which are intended for your
ultimate development as a learner and as a person.
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully
• Follow the directions and/or instructions in the activities and exercises diligently
• Answer all the given tests and exercises

Icons of this Module

This part contains learning objectives that

What I Need to are set for you to learn as you go along the
Know module.

This is an assessment as to your level of

knowledge to the subject matter at hand,
What I know
meant specifically to gauge prior related
Knowledge
This part connects previous lesson with that
of the current one.
What’s In

An introduction of the new lesson through

various activities, before it will be presented
What’s New
to you

These are discussions of the activities as a

way to deepen your discovery and under-
What is It
standing of the concept.

These are follow-up activities that are in-

tended for you to practice further in order to
What’s More
master the competencies.

Activities designed to process what you

What I Have have learned from the lesson
Learned

These are tasks that are designed to show-

case your skills and knowledge gained, and
What I can do
applied into real-life concerns and situations.
This is a task which aims to evaluate your
level of mastery in achieving the learning
Assessment
competency.

In this portion, another activity will be given

Additional to you to enrich your knowledge or skill of
Activities the lesson learned. This also tends
retention of learned concepts.
This contains answers to all activities in the
module.
Answer Key

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use this module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
7. If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
8. We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it
Science10
FEEDBACK MECHANISMS
Q3 Module3
Nervous System: Parts and
Lesson 1 Functions

What I Need To Know

In this particular lesson, you will to gain information about how the nervous
system coordinates and regulates feedback mechanisms to maintain homeostasis.

Competency: Describe how the nervous system coordinates and regulates

these feedback mechanisms to maintain homeostasis (S10LT-IIIc-36)
Objectives: At the end of this lesson, you will be able to:
1. Identidfy the different parts that composes the Nervous System; and
2. Trace the process how feedback mechanisms work in a nerve cell.

What’s In

In Grade 9 Science, we learned about the different systems that work together
to transport nutrients, gases and other molecules to and from the different parts of
the body.
In this module you will be discovering how the body’s feedback mechanisms
will help the organism maintain homeostasis in order to survive.

What’s New

You perform different activities from the time you wake up in the morning to
the time you sleep at night. Do you know what coordinates all of these actions?
This system makes you feel, know, and do anything. In this lesson, you will study the
control system of all your body functions – your nervous system.

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What Is It

The nervous system uses special cells to keep in touch. These cells help the
body communicate with other body parts.
The Nerve Cell

The basic unit of the nervous system

is the nerve cell. Nerve cells are called
NEURONS. Study figure 1 and look at the
different parts of the neuron. There are
billions of neurons in the body. Some exist
alone. Others are joined together to form
organs like the brain and spinal cord.

In fact, there are twelve to fourteen

billions of neurons in one part of the brain
alone. Yet, no two neurons are alike. They
are like snowflakes that they vary in size
and shape. But all neurons have a common
structure. A neuron has a cell body
containing the nucleus. Projecting out from
the cell body are root-like threads. These
are the DENDRITES and AXON.
Figure 1. The Neuron
Dendrites carry impulses towards the
cell body. A cell may have as many as 200
dendrites carrying impulses toward the cell body. A single dendrite can be over one
meter long. Look at the parts of the nerve cell below.

Figure 2. The Nerve Cell

Axons carry impulses away from the cell body. Axons pass impulses to the
dendrites of other neurons.

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THE PARTS OF THE NERVOUS SYSTEM
Levels of Organization Example
Cell Neuron

Tissue Nerve

Organ Brain, Spinal Cord

Neurons can be grouped together into bundles called nerves. Thus, nerves
are tissues. A nerve is like a telephone cable with smaller wires bound together, as
shown in figure 2.

Stimulus - (plural: stimuli) is any information received by the nervous system about
a condition in the environment. The nervous system also receives information
about conditions inside the body. In order to survive, an organism must be
able to receive stimuli from inside and outside the body.

Response - is a reaction to a condition or stimulus. A stimulus is received by the

body and a response is made. To survive, an organism must be able to
respond to a stimulus.

A Stimulus Causes A Response

The nervous system is assisted by five organs - the eyes, ears, nose, tongue,
and the skin. The sense organs are constantly receiving information from the
environment and sending messages to the brain.
The Nerve Impulse

Neurons are cells with the special ability to carry

signals or impulses. It may be difficult to believe, but
thoughts, emotions, learning and many body functions are
controlled by nerve impulses. And the nerve impulses are
carried by the neurons.

A nerve impulse is a combination of an electrical

charge and a chemical reaction. A nerve impulse is not a
flow of electricity. It is more correct to say that a nerve
impulse is an ELECTROCHEMICAL charge moving along
a neuron.

Imagine that you have a board with a row of

switches. Quickly click each switch in the row on and off.
This will give you an idea of how a nerve impulse travels
along a neuron
Figure 3. The Nervous System
A nerve impulse cannot jump from one neuron to another. The space
between neurons is called SYNAPSE. When a nerve impulse comes to the end of an
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axon, it causes a chemical to be released. The chemical crosses the synapse and
stimulates the nerve impulse to start the next dendrite.

The nervous system is the body’s mission control center. The nervous system
consists of a BRAIN, a SPINAL CORD, and many NERVES (Figure 1). These
organs and tissues form a complex communications network that can send
messages very fast and very efficiently. The function of the nervous system is to
keep the life-support systems functioning together.

THE CENTRAL NERVOUS SYSTEM

The Brain
The brain is the main
control center of coordination. It
is about the size of a small head
of a cauliflower. In some ways it
even looks likes a head of
cauliflower with ridges and
furrows over its surface. The
brain weighs about 1.4 kilograms
and is protected by the skull.
The brain is made up of
three areas. These are the
CEREBRUM, CEREBELLUM,
and MEDULLA. Each area of the
brain controls a specific activity.
The cerebrum is the center of
intelligence. The cerebellum keeps the muscles
coordinated. The medulla controls and Figure 4. The Brain
coordinates the activities of the internal organs .

The Spinal Cord

Examine the diagram of the human spinal column

on the right.

The spinal cord extends down from the medulla. It

is an organ made up of tightly packed neurons, which are
mostly connecting neurons. It is about forty-five
centimeters long and is tapered at both ends. The spinal
cord runs down a person’s back and is surrounded and
protected by the rings of each vertebra.

The spinal cord has two main functions. First, it

carries nerve impulses from all over the body to and from
the brain. Second, it controls many of the body’s

Figure 5. Spinal Cord

4
INVOLUNTARY ACTIONS. An involuntary action is a movement that does not
require any thought or interpretation.

The brain and spinal cord make up the central switchboard, or coordinating
center of the nervous system. It is here that messages are interpreted. There are
nerves that branch off from the spinal cord. These nerves feed information to the
brain and spinal cord and carry messages away from them.

Reflex Action

Any message received by your body must go to the brain before you can
react to it. Think of what happens when somebody is about to strike you with an
object. You raise your arms after the message that is headed your way reaches
your brain. Some messages do not make it to the brain. They go directly to the
muscles. The body therefore reacts in a very short time. Quick reactions that don’t
use the brain are called reflexes. How does a reflex work?

Imagine what happens when you accidentally touch a hot object.

1. The skin on your finger receives the message that the

object is hot.
2. The message goes up your arm by way of a body nerve
pathway.
3. The message reaches and enters your spinal cord. The
message leaves the spinal cord by way of a different nerve
pathway.
4. The message makes your arm muscle contract and your
finger is pulled away.

You must remember that reflexes are involuntary, very quick, and help protect
the body from further harm.

The brain and the spinal cord consists the Central Nervous System.

THE PERIPHERAL NERVOUS SYSTEM

The peripheral nervous system of humans has thirty-one pairs of spinal

nerves, which connect with the spinal cord. It also has twelve pairs of cranial nerves,
which connect directly with the brain. Some nerves of the peripheral system carry
only sensory information.
The optic nerves, which carry visual signals from the eyes are like this. Other
nerves contain both sensory and motor axons. For example, the vagus nerves have
sensory axons leading into the brain as well as motor axons leading out to the lungs,
gut, and heart.

Somatic Autonomic Subdivisions

The peripheral nervous system has two subdivisions called somatic and

5
autonomic. The somatic is concerned with the movements of the body’s head, trunk,
and limbs. Its sensory axon carries signals inward from receptors in the skin,
skeletal muscles, and tendons while its motor axons carries signals out to the body’s
skeletal muscles. The autonomic system deals with the “visceral” portion of the body
– that is, the internal organs and structures. Its sensory and motor axon carry
signals from and to smooth muscles, cardiac (heart) muscle, and the different
regions inside the body.

The Sympathetic and Parasympathetic Nerves

The autonomic nervous system is entirely involuntary and automatic. It is

composed of two parts, one of which is called the sympathetic system. This
system includes two rows of nerve tissues, or cords, which lie on either side of the
spinal column. Each cord has a ganglia, which contains the bodies of neurons.
Fibers from the sympathetic ganglia nerve cords enter the spinal cords and connect
with it and with the brain, as well as one another. The sympathetic nervous system
helps to regulate heart action, the secretion of ductless glands, the blood supply in
the arteries, the action of smooth muscles of the stomach and the intestine, and the
activity of other internal organs.

The parasympathetic system opposes the sympathetic system and thus

maintains a system of checks and balances. The principal nerve of parasympathetic
system is the vagus nerve, and abdomen. To illustrate how the check-and-balance
system works, when there is fire you can carry heavy loads down your house to save
them from getting burned, but you will need the help of several persons to bring back
these things after the fire.

Another example is if a person has become instantly mobilized and rushed

into a highway to save a child from an oncoming car, he may well faint as soon as
the child has been swept out of danger.

What’s More

Put a  if the statement is correct and X if not.

___1. The function of the nervous system is to keep the life-support systems
functioning together.
___2. The nervous system is assisted by five organs - the eyes, ears, nose,
tongue, and the skin.
___3. A response is any information received by the nervous system about a
condition in the environment.
___4. A stimulus is a reaction to a condition .
___5. A nerve impulse cannot jump from one neuron to another.

6
___6. The brain and spinal cord make up the central switchboard, or
coordinating center of the Endocrine System.
____7. Reflexes are involuntary, very quick, and help protect the body from
further harm.
____8. Quick reactions that don’t use the brain are called synapses.
____9. The brain is composed of cerebellum, cerebrum and medulla
oblongata.
___10. The autonomic system is concerned with the movements of the
body’s head, trunk, and limbs.

What I Have Learned

Imagine touching a frying pan which is hot. Arrange the flow on how a reflex
work. Write the number of the sequence.
_____1. The message reaches and enters your spinal cord. The message
leaves the spinal cord by way of a different nerve pathway.
_____2. The message goes up your arm by way of a body nerve pathway.
_____3. The skin on your finger receives the message that the object is
hot.
_____4. The message makes your arm muscle contract and your finger is
pulled away.

What I Can Do
Upon knowing how important the Nervous system is in our body, what
two ways can you do as a way of showing your care to your Nervous
system’s parts?

7
Key to Answers

Lesson 1
Lesson 1 Lesson 1What Can I Do
What’s More
What I have Learned Possible Answers:
1. 1. Sleep early.
3 _1.
2.  2. Have a time off in
2 2.
3.x using gadgets.
1 3.
4.x 3. Eat Nutritious foods.
4 4.
5. 4. Proper exercise.
6.x 5. Wear protective gear
7. when driving a
8. x motorcycle.
9.
10. 

8
REFERENCES
2015. Science Learner’s Manual 10. Pasig City: Department of Education.
Daniel, L. 1994. Life science. Westerville, OH: Merill Publishing Co.,
Mcmillan/McGraw-Hill.

Grabowski, T. 2003. Principles of anatomy and physiology. NY: John Wiley and
Sons, Inc.

Holo, W. 1984. Human anatomy and physiology. (3rd Ed.) Iowa: W. C. Brown
Publishers. Dubuque.

Hopson, J.L. & Wessells, N.K. 1990. Essentials of biology. USA: McGraw-Hill
Publishing Company.

Kaskel, A., Hummer, P.J. & Daniel, L. 1988. Biology: An everyday experience.
USA: Merill Publishing Co.

Mariele, E.N. 1998. Essentials of human anatomy and physiology. (3rd Ed.) New
York, USA: Addison- Wesley Longman, Inc.

Payne, H. 1995. Understanding your health. St Louis, Missouiri: Mosby Publishing

Company.

Pikering, W.H. 2000. Complete biology. New York: Oxford University Press

Wong, H.K. & Dolmatz, S. 1986. Biology: The key ideas. Eaglewood Cliffs, New
Jersey: Prentice – Hall, Inc.

For inquiries and feedback, please write or call:

Department of Education – Division of Bohol

Office Address: 0050 Lino Chatto Drive Barangay Cogon, Tagbilaran City, Bohol
Telephone Nos.: (038) 412-4938; (038) 411-2544; (038) 501-7550
Telefax: (038) 501-7550
E-mail Address: [Link]@[Link]