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Build a Pipe Cleaner Neuron Lab Activity

Rated 4.81 out of 5, based on 16 reviews
4.8 (16 ratings)
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It's Not Magic It's Science
323 Followers
Grade Levels
7th - 10th
Resource Type
Standards
Formats Included
  • Zip
Pages
Student Handout (5 pages), Assembly Guide (4 pages)
$4.00
$4.00
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It's Not Magic It's Science
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What educators are saying

I left this as a sub plan for my anatomy students. They had fun creating different types of neurons.
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Description

In this activity, students will build their own model of a human nerve cell using pipe cleaners of various lengths.  It is a perfect supplement to an introductory lesson on the structure of a nerve cell and how that structure directly influences its function.  This activity in its entirety was designed for a high school biology or anatomy class, but can be modified for use in a middle school general science class by simply eliminating several pages of the student activity handout.  It can also be excellent for a high school psychology course covering the biological basis of behavior. I have been doing this activity for many years, and it is always a student favorite!

In total it takes about 15-20 minutes for students to create the “pipe cleaner neuron” and another 15-30 minutes for students to complete the supplemental questions, depending on the level of your class.   Following the construction of the pipe cleaner neuron, students will color and label the structures and components of a synapse, including neurotransmitters, receptor proteins, vesicles, and reuptake proteins.  The entire activity can be completed in a 40 minute lesson, with materials prepared ahead of time and students possibly answering the final analysis questions for homework. Of course as a final bonus, the students may keep their neuron!

Required Materials

-Pipe Cleaners (8 per student).  These can be bought in bulk very cheaply from most craft stores (I buy packages with as many as 350 pipe cleaners of various colors, which is enough for approximately 45 students).  To cut down on cost you can have students build their neurons in pairs of two.  

-Colored Pencils 

Teacher Tips:

I find it easiest to pre-cut the pipe cleaners into the various lengths prior to the activity and then allow students to choose their colors.  However, if you would like to lengthen the activity time, and present your students with an additional challenge, you can provide your students with rulers and scissors and they can measure and cut the pipe cleaners themselves.  You also may choose to demonstrate the assembly of the model prior to students building their own (better for younger students), or challenge your students to follow the instructions on their own (great for an honors or accelerated class).  

Included in the Zip File:

Pipe Cleaner Neuron Student Activity Handout

Full Teacher Answer Key

Detailed Implementation Guide

Step-by-Step Assembly Instructions (Including Photos)

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Total Pages
Student Handout (5 pages), Assembly Guide (4 pages)
Answer Key
Included
Teaching Duration
45 minutes
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Standards

to see state-specific standards (only available in the US).
NGSSMS-LS1-2
Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.
NGSSMS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
NGSSHS-LS1-2
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system. Assessment does not include interactions and functions at the molecular or chemical reaction level.

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