What happens when an individual spinal nerve is damaged or severed? The loss of function upon nerve damage is a straightforward concept to understand. But what if that spinal nerve contributes to the brachial plexus? The brachial plexus can be an intimidating structure for students, but this structure is also rich in regional anatomy connotations with physical redistribution related to its function. Thus, teaching the parts of the brachial plexus and how it gives rise to its five main terminal nerves innervating different regions of the upper limb has great utility in undergraduate human anatomy education taught with a regional approach. Low-fidelity models, while being limited in their comprehensive utility, are effective tools to help convey essential concepts in the form and function of select structures. Presented here is a demonstration which uses strings and shoelaces to be braided in class to engage students, trigger responses to posed questions, and convey the importance of spinal nerve redistribution within a nervous plexus. After performing this short activity, students voluntarily responded to a questionnaire and provided qualitative one-word descriptions or short reflection statements for assessment. Overall, this activity was highlighted as "visual", "helpful", and that they "understand" the brachial plexus structure with positive agreement in recognizing the importance of redistributing spinal nerves within the brachial plexus--to prevent full paralysis of a given limb region upon individual spinal nerve damage.