GCSE Biology: Nervous coordination

This video explores the role of the nervous system, how it functions, and the differences between voluntary and involuntary reflexes, alongside the functions of key organs such as the brain and the eye. The film could be broken into shorter sections to help students visualise the different structures of the nervous system and the tissues of the brain, as well as to model how voluntary and involuntary responses occur.

The video begins by identifying the major structures of the nervous system and the specialised cells that connect it together: neurones. It then provides a detailed explanation of the different tissues found in the brain and the specific function of each.

Finally, the video concludes with visualisations of both a voluntary response and an involuntary reflex, showing how signals travel through the nervous system in each case.

This short video is from the series Human biology.

Suggested activities

Before watching

At the start of the lesson, you could recap the structure of a neuron by having a diagram available in the classroom for students to label as a start, with an extension that asks the students to explain why it has the organelles and structures it does.

Ask students to define the terms voluntary and involuntary and share how they think these processes might occur.

During the video

You might have a 2D diagram of the brain printed, a list of the keywords available and each tissue in the brain should be labelled with a blank box.

As the video progresses, ask students, at their own speed, to label the diagram. If you deem it necessary, pause the video to support students in labelling the diagrams.

You could pause the video during the visualisation of the brain (1:30 - 2:55) to support students in completing the following table.

ComponentDescriptionFunction
CerebellumSmall structure at the back of the brainResponsible for co-ordinating bodily control
Cerebrum
Medulla oblongata
Hypothalamus

After the lesson

To get students to consolidate their learning you might provide them with more examples of voluntary and involuntary responses and ask them to organise the examples into voluntary and involuntary. They could do this by completing the table below:

ExampleVoluntary/InvoluntaryHow do you know?
Hand on a hot cooking hobInvoluntaryA hand moves before the action is processed by the brain

You could give the students the following questions:

  • A person places their hand on a hot kitchen hob, producing an involuntary response. Place the following statements in the correct order:
    a. Arm is moved away
    b. Electrical impulse sent along the sensory neurone
    c. Stimulus detected
    d. Electrical impulse sent along the motor neurone
    e. Arm muscle stimulated to contract
    f. Electrical impulse passes across the relay neurone

  • Which of the following are specialised cell structures that belong to a neuron?
    a. Axon
    b. Cilia
    c. Flagella
    d. Fatty layer
    e. Nerve endings
    f. Goblets

  • A person damages their medulla oblongata. How will they be affected? (Justify your answer)
    a. Unable to co-ordinate their body
    b. Unable to control their own breathing
    c. Get confused, tired, unable to form spoken sentence
    d. Difficulty controlling the metabolic rate of their body

Stretch question

You could ask students to make their own examples of voluntary and involuntary responses. Ask students to describe how the reflex or conscious response occurs. Emphasise to the students that there are specific key words they should be using.

Curriculum notes

Suitable for teaching biology at Key Stage 4 and GCSE in England and Northern Ireland, Progression Step 5 and GCSE in Wales and at National 4 and 5 in Scotland.

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Bitesize revision links for students