■ About The Human Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Pre-Viewing Teaching Strategies . . . . . . . . . . . . . . . . 2

■Activity 1. Name That Part

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

■Activity 2. Pumping for Life

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

■Activity 3. Be a Brain

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

■Activity 4. The Brain Team

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Post-Viewing Teaching Strategies . . . . . . . . . . . . . . . 10

■Activity 5. It’s a Cell Call

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

■Activity 6. A World of Sense

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

■Activity 7. Tasty Aromas

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

■Activity 8. Bone Basics

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

■Activity 9. On the Other Hand

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

■ Activity 10. The Living System

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

■Activity 11. My Personal Body Inventory and Health Profile

Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Activity Master. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

■ Letter to Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

■ Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Dear Teacher:

Discovery Pictures and the Brit ish Broadcast i ng Corporat ion

have partnered to bring you The Human Body, a

rema rkable la rge - format film that bri ngs a fasci nat i ng new

d i mension to the ex plorat ion of the miracle of life in its mo st

personal of sett i ngs—our own bod ies. For the fi rst time ever,

students will view their int i mate, everyday world from some

a mazi ngly int ricate and novel perspect ives.

The film uses ground-breaking photographic techniques and

state - of - t he - a rt tech nology to tra nsport viewers on an

incredible voyage into the workings of the human body.

Th is Teacher’s Resource Guide, wh ich

was prepa red with the help of pro -

fessional educators like yourself, will

furt her your students’ understa nd i ng of

t he body’s organ systems and how they

work together, and the relationship

b etween a hea l t hy lifestyle and a hea l t hy

b ody. The material is designed for use

w ith students between ages 8 and 14.

Act iv ity 1 includes space for a Body

Ma i ntena nce Plan for student self -

assessment and for track i ng inform -

at ion lea rned as students work on the va rious act iv ity masters. Be

sure to send copies of the letter on page 24 home with your

students so they can sha re it, as well as their Body Ma i ntena nce

Pla ns, with their pa rents, gua rd ia ns or ca regivers.

The material is designed to be flexible. Please feel free to modify

and duplicate the copyrighted materials to suit your students’

needs. And, please share these materials with other teachers in

your school.

I hope you and your students en j oy view i ng The Human Body as

much as we enjoyed making the film and bringing it to you!

Sincerely,

Jana Bennett

Executive-in-Charge

Discovery Pictures

Contents Page

© 2001 DCI/BBC

Heart strings

1

“ The film ex plores the complex it ies of the human body by

i nvest igat i ng, in great detail, the funct ions the body per forms

rout i nely every day,” notes execut ive producer Ja na Ben nett. “We

i nvest igated and port rayed the human body in ways never seen

b efore. Th is film bri ngs images to

t he aud ience on a sca le never before

captured in the history of ci nema . ”

To ma ke The Human Body come

a l ive took not on ly the ma rriage

of the latest developments in

med ical imagi ng with cutt i ng - edge

ci nemat ic tech n iq ues and ca meras,

but also a good measure of

i ngenuity as well. As a result, T h e

Human Body is an inc red i ble

tech nological ach ievement for

D iscovery Pictures and the BBC.

The fi l m’s open i ng seq uence — a

clo se track i ng shot over the

b ody — is just one insta nce where

“ i ngenuity” played a ma j or role.

“ You had to light the body with an

enormous num b er of big film la mp s

to accompl ish that [track i ng shot over the body],” ex pla i ns writer -

producer Richa rd Da le. “The lights gave off tremendous heat and

u l t rav iolet light, wh ich cou ld have been very da magi ng to the sk i n .

The com mercia l ly ava i lable UV fi l ters were not adeq uate to stop

t hat much light, so our photographers developed litt le aq ua ri ums

t hat cou ld fit in front of the la mp s. They had cold water, wh ich is

q uite a good absorb er of UV, consta nt ly run n i ng through them . ”

Ultimately, The Human Body shows us more than a biological

wonder at its best; the film also shares the emotions of life. From

the joy of learning and the anxiety of puberty, to the potential

wonder of pregnancy and birth, The Human Body tells us the

amazing story of our own lives—through our own bodies. “Large

format has traditionally climbed mountains and gone to the

bottom of the ocean, but we have turned the camera on ourselves

and looked to our own bodies as a place for exploration,”

observes Dale. “Technology makes it possible to think about our

lives differently and to suddenly realize how marvelous the

human body is.”

The Human Body is a presentation of The

Learning Channel and BBC Worldwide of a

Discovery Pictures / BBC co-production in

association with the Maryland Science

Center and the Science Museum, London

with major funding provided by the

National Science Foundation and distributed

by nWave Pictures Distribution.

Three years in the making, The Human Body

reveals the incredible story of life. In

astonishing detail, this large-format film presents a

look at the biological processes that go on without

our control and often without our notice. Throughout

the film we follow a family from dawn to dusk as

they go about their daily routines. But this is no

ordinary story. This is the tale of what takes place

beneath the skin—a tale that allows us to see the

extraordinary accomplishments of our everyday

lives.

The everyday biological processes that keep us tick i ng

a re all in a day’s work for the human body. Fi nd i ng a

way to film and illust rate tho se act iv it ies for a sc reen

seven stories tall req ui red a ci nemat ic invent iveness

t hat was any t h i ng but rout i ne. Co - produced by

D iscovery Pictures and the BBC, The Human Body

i ncorporates ground - brea k i ng computer graph ics wit h

stun n i ng rea l - l i fe images to create a day in the life of a

human body. “Th is film is one of the mo st tech n ica l ly

complex la rge - format fi l ms ever made,” states director -

producer Peter Georgi. “To get the su b j ect matter on

t he la rge sc reen, we’ve pushed the bounda ries, ta ken

adva ntage of the mo st adva nced sca n n i ng elect ron

m ic ro scopes, the latest thermal imagi ng and high -

defi n it ion digital video ca meras, the cutt i ng edge in

med ical computer graph ics … whatever we thought

cou ld prov ide the best po ssi ble images. ”

And provide images it does! The Human Body will

provide a glimpse of:

■ the 100 billion new red blood cells the body

generates each morning;

■ t he 40 ya rds of new hair that sprouts every day ;

■ a human egg nestling into the folds of a

fallopian tube;

■ a thermal image of a child riding a bicycle;

■ a trip on a tomato from mouth to stomach;

■ babies able to hold their breath under water, and

■ the inside of an ear as cells actually dance

to music.

Play at monitor-image of

Luke's eye

About

© 2001 DCI/BBC

Student Objectives: To develop an understanding of where the

various body parts are located in relation to one another and to consider

what it takes to create—and maintain—a healthy body.

Materials: None

Teaching Tips Part A. Have students research any needed information about the

functions of body parts in preparation for the diagram matching

activity below. To play Body Trivia, divide your students into “teams” of

3 to 5 students each. Each student should find at least 5 interesting facts

about his or her team’s chosen body part, then teams should combine

facts into a master list and develop true/false and fill-in-the-blank

questions based on them. Teams take turns quizzing other teams, with

the team that first responds correctly winning a point. When all teams

have asked their questions, the team with the most points wins.

2

Name T h a t P a r t

lungs

take in oxygen (O2) and expel

carbon dioxide (C02)

diaphragmmuscle that helps us breathe in

and out

kidneyhelps filter waste from the blood

brainthe body’s “control center”

liversecretes bile that helps digestion

heartpumps blood through the body

stomachbreaks down the food that we eat

large intestineremoves the liquid and “leftovers”

from digested food

small intestineabsorbs the nutrients from

digested food

Part B. First talk with your students about the

importance of living a healthy lifestyle—proper

diet and exercise, avoiding smoking, drugs and

alcohol, etc. You might want to have students add to

their Body Maintenance Plan as the unit progresses

and as they learn more about different aspects of

their bodies.

Add-on Activities ■ Students might work in their

original groups to identify

and demonstrate a

“mechanical body

part”—something

that performs the

same function as

the part they

studied (i.e., a

computer as the brain,

a pump as the heart). As

a class, they could link

their parts together to

form a machine that

works like parts of the human body. You might

want to share The Robot Zoo: A Mechanical Guide

to the Way Animals Work, by Philip Whitfield

Obin (Turner Publishing, 1994) with students. The

book contains detailed, tongue-in-cheek

illustrations that transform 16 different creatures

into complex machines.

■ Younger students could use fabric paint to

draw “body shirts” showing major organs, the

skeletal system, the circulatory system, etc., on

white T-shirts.

Pre-Viewing Teaching Strategies

Digestion

1. Review with students the words appearing in italics on

the teaching strategies pages in this guide (the left-hand

pages) and the activity masters (the right-hand pages).

Explain that these are just some of the things they will

learn more about during the film and from the activities

they will do after viewing the film.

2. Use the synopsis of The Human Body on page 1 to give

students a brief summary of the film. Review with them

the major body parts and their functions.

3. Reproduce and distribute the Letter to Parent/Guardian

on page 24 for students to take home.

■ Activity 1

Pre-viewing

Activity

3© 2001 DCI/BBC

The new large-format film, The Human Body, will

take you on the most fantastic trip you’ve ever

experienced—inside an actual human body. You’ll meet a

family—parents-to-be Heather and Buster, their teenage

nephew Luke, 15, and his sister Zannah, 8. You’ll go inside a

cell—the body’s basic building block. You’ll see the many

miracles we live through each day as—hidden from us and

often unnoticed—our bodies are achieving incredible things.

In this film, you will see how all of those parts you have

work together as a remarkable interdependent system. You’ll

learn that regardless of the differences in how we look on

the outside, and although we may live very different lives, we

all share the same basic structure. But first, before we begin

this journey, let’s find out what you already know!

Part A. The human body below is like a car that is made

up of different kinds of parts—together they make the body

“hum” at top speed. As the “body mechanic,” it’s your job to

identify where those parts are located. Draw a line from the

name of the part to its correct location, and write on the line

below each what that part does.

Now you’re going to become a specialist! You

and your team will pick one of the body parts

you’ve identified. Each member of your team will do some

research and develop a list of interesting facts about your

part. Then, combine your lists and try to stump your

classmates in a game of Body Trivia. (Your teacher will

explain the rules.)

My team’s body part is: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Use the back of this sheet for your list of interesting facts.

Part B. Like any complex machine, your body needs proper

care and maintenance to work well. In the space below, begin

your own Body Maintenance Plan. (An example has been

given.)You can finish it on another page.

My Body Maintenance Plan

New Facts New Facts New Facts

Using your choice of

building materials

(anything from toothpicks

to bricks!), build a class exhibit that

shows how the body is put together.

lungs

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _diaphragm

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _kidney

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _brain

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _liver

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _heart

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _stomach

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _large intestine

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _small intestine

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Add-on

Activity

Name That PartActivity

1

Diet

Exercise

I will also

do this:

I won’t

do this:

Eat 5

fruits and

vegetables

a day.

Reproducible Master

Pumping f o r L i f eStudent Objectives: To learn about the respiratory system

and how the heart works.

Materials: Tennis balls, modeling clay, toothpicks or tacks

Teaching TipsPart A. Review with students the following background:

The diaphragm—the muscle that separates the chest and

the abdominal cavity—helps us to breathe in and out as

it expands and contracts, exchanging carbon dioxide for

oxygen. Blood carries the oxygen and nutrients through

the left side of the heart and from there, via the

arteries, to all of the body’s cells, as carbon dioxide and

other waste products are returned to the blood. This

blood flows through the body’s veins to the right side of

the heart and from there to the lungs. The lungs release the

carbon dioxide and waste products and pick up oxygen—

repeating the cycle.

A fter doi ng the ten n is ball ex peri ment, have students discuss

t he resu l ts. Then talk with them ab out the effects of cha nges

in altitude on how the respi ratory system works. When you

cha nge altitudes too quick ly your body isn’t able to ad just fast

enough to the cha nge in the air pressure. The higher you go,

t he “t h i n ner” the air

b ecomes and the

less oxygen there is.

That mea ns you

ta ke in less oxygen

each time you

breat he. Mo st

people begin to

not ice the effects of

h igher altitudes at

7,000 to 8,000 feet

ab ove sea level (at a

ski resort in the Colorado Rock ies or the Sw iss Alps, for

exa mple). The sy mptoms of this cond it ion — k nown as

a l t itude sick ness — i nclude headaches, short ness of breath and

nausea. They genera l ly go away within a few days, after your

b ody has ad justed. A n o x i a ( mea n i ng “no oxygen”) is one of

t he mo st com mon problems mountain cl i m b ers face. Along

w ith a shortage of oxygen, there is a si mu l ta neous inc rease in

t he amount of ca rb on diox ide in the blood, wh ich causes us

to breat he faster in an effort to el i m i nate it .

Part B. Demonst rate for your students the correct

ways to ta ke a pu lse — by placi ng their index and midd le fi ngers

toget her at the pu lse poi nt on the neck or

w rists. (To ma ke it easier for your

students to see and count their pu lse,

you might have them use a

toot h pick inserted into a sma l l

lump of clay and have them

rest the clay on their wrist

pu lse poi nt with the toot h pick

poi nt i ng up. Anot her met hod

is to use a metal thumb tack

placed on the wrist with the

poi nted end up.) Tell your students

t hat the average pu lse rate for a

young person can ra nge from 90 to 12 0

b eats per minute. The average pu lse rate

for an adult (the rate they approx i mated in their ten n is ba l l

ex peri ment) is ab out 72 beats per minute. A word of caution:

Students’ physical abi l it ies may va ry widely, and some may not be

able to safely underta ke even limited exercise. All students shou ld

be mon itored ca refu l ly duri ng any kind of physical act iv ity.

Add-on Activities ■ Students might learn more about the diaphragm and

investigate the causes and various “cures” for hiccups.

■ Students might interv iew someone they know who has

ast h ma to lea rn what can trigger an ast h ma attack, what it feels

l i ke to have an ast h ma attack and what doctors can do to hel p.

■ Students can do some research to learn about the

stethoscope, which was invented almost 200 years ago. They

could compare the early model to the one used today to see

how similar or different they are.

■ Older students might check out the American Heart

Association Web site (www.americanheart.org) to research

heart-healthy nutrition, and plan a week’s worth of heart-

healthy meals.

■ Students might research and report on the pioneers of heart

surgery and the technological advances that have occurred in

this field. As a starting point, students might want to review

“Pioneers of Heart Surgery,” NOVA Online,

www.pbs.org/wgbh/nova/heart/

pioneers.html.

4

Pre-viewing

Activity

■ Activity 2

© 2001 DCI/BBC

Heart

Blood in vein

The human heart really doesn’t look much like the

heart on a Valentine’s Day card. Actually, it looks

more like an upside-down pear.

The heart is part of the circulatory system. It works

together with the lungs and diaphragm, which are part of

the respiratory system. The respiratory system causes

oxygen to be inhaled into the body and removes waste such

as carbon dioxide as air is exhaled.

Part A. In the film The Human Body, you’ll see Luke’s

heart and lungs working together to keep his body moving

on the basketball court.

Try this ex peri ment. Put

a ten n is ball in your

ha nd and sq ueeze it as

ha rd and as quick ly as

you can. Your goal will

be to compress it 70

t i mes in one minute —

t hat’s clo se to the

num b er of times your

hea rt cont racts in

one minute.

How many times did you open and close your

hand? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

What did your hand feel like at the end?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

What you just did for one minute, your heart does all day

long! Imagine how strong your heart must be to pump

constantly without stopping, 24 hours a day.

Part B. The pulse you feel when you put your fingers

on the pulse points in your neck or on your wrist is the

blood being pumped through your body—kind of like water

being pumped through a hose and a garden sprinkler.

Your pu lse rate cha nges as you become more act ive and

your hea rt beats ha rder to inc rease the flow of oxygen

t h roughout the body. The average rest i ng pu lse rate for a young

person ra nges from 90 to 110 beats per minute. As you get

older, the pu lse rate slows to an average of 72 beats per minute.

What is your resting pulse rate?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Now raise your arms over your head 10 times. What is your

active pulse rate?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Pumping for Life

Now that you know how to take your pulse, keep a log of the different activities you do for one full day and take

your pulse at six different points during the day. Use the space below to keep a record of your pulse rate during

various activities. Some examples are listed.

In bed on awakening_ _ _ _ _ _ _ _ _ _ _ _ Brushing your teeth _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Walking _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Playing sports_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ After eating_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Just before going to sleep_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Other _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Now, make a bar graph of the changes in your pulse rate as you went through the day.

Interview the school nurse, your doctor or another local health professional to learn about

high blood pressure and how a healthy lifestyle can help to prevent or manage it. Use what

you learn to add to your Body Maintenance Plan.

130

120

110

100

90

80

70

Activity

Red blood cells

5

Activity

2

Add-on

Activity

© 2001 DCI/BBC

Reproducible Master

Be a B r a i nStudent Objectives: To identify the major parts of the

brain and their functions and to learn about brain preference.

Materials: None

Teaching TipsPart A. Brain Structure. Provide this background: Today, we

k now a great deal ab out how the brain works. For exa mple, we

k now that different pa rts of the brain cont rol different abi l it ies and

funct ions — but that wasn’t always the case. That idea was

i nt roduced 200 yea rs ago by an Aust rian doctor na med Fra nz

Jo seph Gall, who also bel ieved he cou ld diagno se what was

happen i ng in the brain by “read i ng” the different bumps on the

head. Gall’s theory, p h r e n o l o g y, quick ly beca me very popu la r.

However, today we know that Gall’s theory has no true scient i fic

basis. With the help of today’s tech nology, we can actua l ly look

i nside the skull and see the brain as it works. [Answer key to the

brain matching quiz: 1. E, 2. D, 3. C, 4. A, 5. B]

Now review this information with students before they do the

lobe quiz: The biggest part of your brain is divided into two

equal parts—the right hemisphere and the left hemisphere. The

two hemispheres work together and share information through

a thick band of nerve fibers called the corpus callosum, which

divides them. Each hemisphere is further divided into four

lobes, each responsible for certain functions and senses.

[Answer key to the lobe function quiz: 2–vision; 3–hearing,

memory; 4–pain, touch, pressure, sensation of temperature]

Part B. To determine which eye is dominant,

students should cut a one-inch circle in a sheet of

paper and hold it about one foot in front of their eyes.

With both eyes open, they should focus on a distant object and

hold the index finger in line with the center of the hole and the

distant object. First, they should close the left eye—if

everything is still lined up, the right eye is dominant. Then, they

should close the right eye—if everything is still lined up, the left

eye is dominant. To determine which ear is dominant, students

should cup the left ear and listen as you whisper a phrase, then

cup the right ear and listen as you whisper from the same

location. Students can determine dominance according to which

ear heard the phrase more clearly. Check out the site at

http://faculty.washington.edu/chudler/neurok.html for

more information.

Brain Dominance. Ex plain to your students that the right side

of the brain cont rols the muscles on the left side of the body

a nd the left side of the brain cont rols the muscles on the right

side of the body. Although the two sides of the brain sha re

ma ny funct ions, they also have un iq ue specia l t ies. The right

side cont rols spat ial abi l ity and intuit ive thought; the left side

cont rols verbal la nguage and ana ly t ical abi l ity. Scient ists today

a re lea rn i ng more ab out brain dominance. A left - bra i n -

dom i na nt person is ana ly t ical, verbal and logical. Left - bra i n -

dom i na nt people are good at logic and word problems and

genera l ly not so good at creat ive, non l i near thought. A right -

bra i n - dom i na nt person tends to be creat ive and hol ist ic in

t hought. Right - bra i n - dom i na nt people tend to see the whole

picture but may miss the deta i ls. They may need help wit h

ex pressive la nguage and logic. Be sure to st ress to students

t hat, wh i le they may tend to be right- or left - bra i ned, they

need to develop both their ana ly t ical and creat ive sides to be

a wel l - rounded ind iv idua l .

[Answer key to the brain dominance quiz: Students who

answered “true” for questions 1, 2, 4, 7 and 8 tend to be right-

brained. Students who answered “true” for questions 3, 5 and 6

tend to be left-brained. Since many people exhibit some of both

tendencies, student scores could be inconclusive.]

Add-on Activities■ Students can research why we yawn or laugh, how we

understand language, or why we need sleep.

■ Working in small groups, students might pick one disease or

condition that affects the brain. Each

group could prepare a class report on the

disease’s causes, symptoms, affects,

treatments available, and how the disease

might affect other body parts.

Cerebrum

Cerebellum

Brain Stem

Pituitary Gland

Hypothalamus

Pre-viewing

Activity

■ Activity 3

© 2001 DCI/BBC

Frontal Lobe

Occipital Lobe

Temporal Lobe

Parietal Lobe

6

7

A. Cerebrum 1.__ Are you too cold? Too hot? Should you

shiver or sweat? This “body thermo-

meter” will let you know what to do!

B. Cerebellum 2.__ It may be tiny, but those hormones it

makes are sure a big deal.

C. Brain Stem 3.__ Th is con nects the brain and the spi nal cord

so you won’t lo se your mind !

D. Pituitary Gland4.__ If you think it or say it, it starts in this

part of the brain.

E. Hypothalamus 5.__ Got rhythm? You’ve got this!

Be a Brain

Your brain is faster and more power ful than the mo st

power ful computer you’ve ever seen. As you lea rn in T h e

Human Body, it cont rols every t h i ng your body does. To do so, it

uses nea rly a fi fth of all the ca lories you eat or dri n k — more tha n

a ny ot her pa rt of your body !

Part A. Each pa rt of your brain has a very dist i nct and

i mporta nt role to play. See how much you already know by

match i ng the na me of the pa rt to its desc ri pt ion below. Then, lab el

t he pa rts in the draw i ng.

Part B. There are several ways to test wh ich side of

your body is dom i na nt. Try the exercises suggested by

your teacher to see how you measure up :

Which hand do you normally write with? _ _ _ _ _ _ _ _Which foot do you use to kick a ball? _ _ _ _ _ _ _ _ _ _ _Which eye is dominant? _ _ _ _ _ _ _ _Which ear did you

use to hear better? _ _ _ _ _ _ _ _ _ _ _

Have you ever hea rd someone say they are right -

bra i ned or left - bra i ned? What do you think that mea ns?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Test yourself to see which side of your brain you

would tend to use by answering true or false to

these questions.

True False

1. I’d rather think of a theme for a

party than actually plan one. ˜ ˜

2. If I get lost, I’d rather have a map

than a list of directions. ˜ ˜

3. Don’t tell my teacher, but I do better on

mu l t i ple - choice tests than writ i ng ess ays. ˜ ˜

4. W hen I’m study i ng for a test, I need

music to get my brain in gear because

si lence is too “q uiet .” ˜ ˜

5. In a debate, it’s hard for me to accept

the side of the issue I don’t agree with. ˜ ˜

6. I like to do my homework right away

i nstead of wa it i ng until it’s almo st due. ˜ ˜

7. When I lose something, I try to “see”

where I was when I lost it. ˜ ˜

8. I usually can tell what people

are thinking. ˜ ˜

Remember that—even though some things may be

easier for you depending on which side of the brain

you favor—you couldn’t function as a “whole person”

without both sides!

Cerebrum

Cerebellum

Brain Stem

Pituitary Gland

Hypothalamus

Now see if you can fill in the correct functions of the lobes from

the clues provided below. The first one has been done for you.

1. Frontal Lobe—You need this to make things happen and to

react to them when they do. This controls: planning, speech,

movement, problem-solving, emotions.

2. Occipital Lobe—It may be 20/20 or 20/200.

This controls: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

3. Temporal Lobe—Listen and you’ll remember.

This controls: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4. Parietal Lobe—Ouch! That’s hot and it hurts!

This controls: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Activity

3

© 2001 DCI/BBC

Reproducible Master

W hat if your bra i n

were a computer?

Do some resea rch to

const r uct a display that shows the

pa rts of the brain that correspond

to funct ions of the computer.

Add-on

Activity

8

T h e Brain TeamStudent Objectives: To consider how learning happens and

to encourage students to consider how they learn best.

Materials: None

Teaching TipsFirst, provide your students

with this background

information about the brain,

then have them label the parts

on the drawing: The bra i n

on ly weighs three or four

pounds — ab out the weight of

an average text b ook — but it is the mo st complex ob j ect in the

world. N e u r o n s receive, process and relay all the specia l iz ed

i n format ion needed to go ab out your da i ly life. But it isn’t the

num b er of neurons alone that ma kes this complex system

work — it’s the way they are orga n iz ed and con nected .

There are many different kinds of neurons, but they all have

some things in common. Like other cells, they all have a cell

body with a nucleus that contains the cell’s genes. The nucleus is

surrounded by cytoplasm—a liquid that contains all the

materials the neuron needs to function. But unlike other cells,

neurons also have dendrites and axons. Dendrites are like an

antenna system that receives signals from other neurons. An

axon is the channel that sends signals from one neuron to

another. The axon of one neuron is connected to the dendrites

of the next neuron by a synaptic terminal.

Part A. Lead a

class discussion

about learning

styles (see activity

sheet) and

preferences before

your students

complete the

learning preference

survey.

Part B. In

preparation for the

activity, put 12 small objects in a box on your desk. Set a time

for three subsequent viewings to test students’ recall—the first

time at the end of the same class, the second time at either the

beginning or end of class the following day, and the third time

two days later. Each time the students view the box, they

should write their new list on a new sheet of paper without

referring to previous lists (have them keep their lists for later

comparison). You can find additional information on this topic

at http://faculty.washington.edu/chudler/neurok.html.

Add-on Activities■ Students might research the

damage that can be done to the

brain and various other organs—

such as the liver, kidneys or lungs—

by smoking cigarettes or using

alcohol or illegal substances to

achieve a chemical high.

■ Students might create their own

neuron models using pipe cleaners or

some other material of their choice. You can find directions for

this activity at http://faculty.washington.edu/

chudler/chmodel.html.

■ Students might do some research to learn about the “natural

high” exercise can induce because of the body’s release into the

brain of endorphins, which then are broken down to create a

short-lived feeling of euphoria.

dendrites

nucleus

cytoplasm

axon

synaptic

terminal

Profile of a neuron

Brain cell dying

Pre-viewing

Activity

■ Activity 4

© 2001 DCI/BBC

Structure of a neuron

Rev iew with your teacher these terms ab out neurons :

■ Cy t o p l a s m—a liq uid that surrounds the cell nucleus

■ A x o n—a cha n nel that allows signa ls to pass between neurons

■ Synaptic terminal— a l lows the axon of one neuron to

con nect to the dend rites of anot her

S ee if you can lab el the pa rts of a neuron on the draw i ng below.

The more you pract ice what you have lea rned, the st ronger these

con nect ions (dend rites) become. And the con nect ions you form at

t h is time in your life are the mo st importa nt ones because they

b ecome the plat forms you will bui ld on to ma ke even more

complex con nect ions later on .

Part A. Have you ever stopped to think ab out how you

lea rn? Some people (visual learners) lea rn best by look i ng at

t h i ngs, or read i ng ab out them. Some people (a u d i t o r y

l e a r n e r s) lea rn best by hea ri ng ab out things. And some people

(kinesthetic learners) lea rn best by actua l ly doi ng things.

In the space below, list 10 things you have lea rned in your classes

duri ng the last two days. Next to the item, desc ribe how you

lea rned each. We’ve given you one exa mple to help you get sta rted .

Example Learning Style

A new Visual (if you read about it

computer program in a manual)

Auditory (if you listened to

a lecture about it)

Kinesthetic (if you

performed tasks using it)

Things I Learned How I Learned Them

Part B. The more links the

neurons in your brain create, the

b etter your memory becomes.

Try this exercise to see what

happens as your neurons go to

work. Look at the ob j ects your

teacher has placed in the box .

Then return to your seat and list

as ma ny of them as you can on the back of this paper.

How many items did you list? _ _ _ _ _ _ _ _Look at the objects again at the end of class. Then take a new

sheet of paper and make a new list. How many objects are

on your list? _ _ _ _ _ _ _ _Look at the ob j ects the fol low i ng day and ma ke anot her new

l ist. How many objects are on your list? _ _ _ _ _ _ _ _Now look at them one final time. How many objects did

you list? _ _ _ _ _ _ _ _

9

dendrites

nucleus

cytoplasm

axon

synaptic terminal

The body is made up of bi l l ions of cel ls. In the

nervous system these cel ls are ca l led n e u r o n s.

They are specia l iz ed to ca rry “mess ages” to the brain, and

t hey con nect to ot her neurons through bra nch - l i ke

st r uctures ca l led d e n d r i t e s.

Every time you learn something new—a new word, how to

ride a bike or play the flute—your neurons develop new

connections to other neurons. In fact, your brain eventually

will form trillions of connections—that’s more connections

than there are stars in the entire universe!

Activity

4The Brain Team

Work in groups to create

other exercises that

demonstrate how

repetition increases memory. Then

create graphs that illustrate what the

exercises demonstrate.

Add-on

Activity

Brain cell

© 2001 DCI/BBC

Reproducible Master

© 2001 DCI/BBC

Part B. Gauge how much your students already know about genetics

and how much background information they will need. You might

discuss Gregor Mendel’s research with dominant and recessive genes in

pea plants and explain that researchers have

known about DNA since Mendel’s time, but

it wasn’t until 1953 that two English

scientists—James Watson and Francis

Crick—discovered how DNA is

actually put together. DNA is

composed of building blocks called

nucleotides. Nucleotides are made

up of deoxyribose sugar, a

phosphate group and one of four

nitrogen bases: adenine (A), thymine

(T), guanine (G) and cytosine (C).

Alternating deoxyribose sugar and

phosphate molecules link together to

form something like the side supports on a ladder. Complementary pairs

of nitrogen bases form the rungs of the ladder. Adenine is always paired

with thymine and guanine is always paired with cytosine. The technical

term for the DNA ladder (see diagram on activity sheet) is a right-handed

double helix, because the strands twist to the right. Everyone’s DNA has

the same basic chemical structure, but the way its components are

arranged differs from person to person. Each person’s DNA is unique to

him or herself. (Identical twins, however, have identical DNA, although

their fingerprints are different.) Information on building DNA models

can be found here: http://biology.about.com/science/biology/library/

howto/htcandydna.htm.

Add-on Activities■ Many people have concerns about the possibility of manipulating

DNA as a way to genetically engineer humans. Older students might

develop position papers on genetic engineering or hold a debate on the

ethics and/or possible consequences of such practices.

■ Students might research news articles about the

use of DNA to solve crimes to learn the arguments

for and against this technology, then develop their

own positions on this issue. For example, should

there be limits on how and where it is collected, or

how it is used?

It’s a Cell CallStudent Objectives: To learn how cells function

and to understand the structure of DNA.

Materials: Uncooked eggs, vinegar, distilled water,

(golden) corn syrup, unbreakable containers, plastic

food-handling gloves, safety glasses

Teaching TipsPart A. Have your students work in groups of 3-4

students each for this activity. Each group should de-

shell two uncooked eggs by soaking them in

household vinegar for a day or two, until the shell

dissolves completely. After soaking, the eggs will be

very swollen, rather firm and easily broken. Caution

your students to handle the eggs carefully and to keep

a tray underneath them to contain spills. Note: Have

students wear inexpensive plastic food-handling gloves

so they do not touch the raw eggs directly. Because

vinegar is an acid, students also should wear eye-

protection glasses.

Tell students that water is one substance that can

permeate the egg’s membrane, in the process called

osmosis. When the egg is soaked in a solution in which

the concentration of water is lower than that inside the

egg (corn syrup), the liquid inside the egg passes

through the membrane into the solution and the egg

looks like a flabby bag. When an egg is soaked in a

solution where the concentration of water outside the

egg is higher (distilled water), the water tries to reach

equilibrium by passing through the membrane into

the egg, and the egg becomes larger and firmer.

Results of Experiment

Egg 1–Corn Syrup Egg 2–Distilled Water

10

Post-viewing

Activity

Red blood cells

Post-Viewing Teaching Strategies

1. Lead students in a discussion of the film, encouraging

them to share their impressions of both its content and

the impact of the large-screen format on the presentation

of the content.

2. Ask students if what they think and know about having a

healthy lifestyle has changed since viewing the film.

3. Refer to Resources on page 24 for additional information

and ideas.

■ Activity 5

You can’t see them, but they’re everywhere. In fact,

every single living thing on this planet is made up of

them. Cells may be tiny, but they play a big role in the

human body! In fact, in The Human Body, we see the cells of

the mother’s unborn baby grow and change.

Part A. Healthy cells are essential for a healthy body. Just

like other living things, cells need to take in oxygen and

nutrients and get rid of waste products. Every human cell is

surrounded by a cell membrane that controls what the cell

takes in and what it lets out. What’s really amazing is that it

allows in and out only the things it’s supposed to!

Be sure to handle the de-shelled

eggs carefully (the membrane

can tear easily). The membrane

on your de-shelled eggs is very

similar to the membrane that

surrounds a human cell.

Cover egg 1 with corn syrup.

Cover egg 2 with distilled water.

Use the chart below to record what happens to your eggs

during a 24-hour period.

Why do you think each egg changed the way it did?

It’s a

Cell Call

Part B. The cell is the smallest living unit in our bodies, and has a language and

structure all its own. An entire world exists inside the cell:

■ power houses to create energy

■ places to store energy

■ places where energy is used

■ a place where things (like proteins) are made

■ a place where our physical characteristics are stored (genes)

■ a place where all of these processes are controlled (the nucleus)

Let’s build a model to help explain what is going on, starting with

the nucleus. Inside the nucleus we will find DNA. DNA is the reason

you look the way you do—your hair, eyes, height, skin type, skin

color, and so on. DNA is found in genes, and genes are responsible

for how similar you look to your parents in some ways or like your

grandparents in others and even like your brothers and sisters. If

we opened up a gene, took out the DNA, and gently stretched it

out, we would find that it is shaped like a spiral. Scientists call that

a double helix. There are two strands of DNA wound around and attached to

each other by units called bases, named aden i ne (A), thy m i ne (T), gua n i ne (G),

a nd cy to si ne (C). The strands are made up of a sugar (deoxyribose) and a

phosphate molecule.

The DNA st ra nds join toget her as fol lows: A on one st ra nd will always pair with T

on the ot her, and G will always pair with C. It looks somet h i ng like this :

C T C A C A G C G T A C C

G A G T G T C G C A T G G

The bases form the ladder, and the sugar-phosphate

molecules form the outside spiral form. Follow your teacher’s

instructions to make your own DNA strand.

Describe the egg at the Describe the egg at the

beginning of the experiment. end of the experiment.

Egg 1

(corn syrup)

Egg 2

(distilled water)

Names and Words to Know

■Adenine, thymine, guanine,

cytosine: The chem ica ls, or nit ro-

gen bases, that are found in DNA .

■DNA (deoxyribonucleic

acid): The genetic material that is

contained in every cell in the

human body. Every person’s DNA

is unique, except for that of

identical twins.

■Double helix: The structure of

DNA. A double helix looks

something like a twisted ladder.

■Human Genome Project: A

project that identified every gene

present in human DNA.

■Mendel: The August i n ian mon k

who se work formed the foundat ion

for the science of genet ics.

■Watson & Crick: The Engl ish

scient ists who discovered how DNA

is put toget her.

Activity

5

11© 2001 DCI/BBC

Do an Internet search to

learn about the Human

Genome Project, the

progress it has made and why it is

so important.

Add-on

Activity

Reproducible Master

A World of SenseStudent

Objectives: To

consider how the eye

and ear work and to

learn about visual

perspective and sound

waves.

Materials: Tuning

fork, broad plastic bowl

or other unbreakable container, empty shoe boxes

or other similar containers, various sizes and

widths of rubber bands

Teaching TipsTalk with your students about the different parts

of the eye and how they work together. The optic

nerve in the back of the eye sends what the eye

sees to the brain. When the light passes through

the eye’s lens and the image hits the retina, the

image is upside down. Therefore, the image that

travels through the optic nerve to the brain also is

upside down. The brain has to flip the image over

so it’s the right way up and makes sense.

You might want to have your students make a

pinhole camera (camera obscura)—showing what

an image looks like when it reaches the retina of

the eye—then sketch the images they see through

it. For directions on how to make a very simple

pinhole viewer, go to http://www.exploratorium.

edu/IFI/activities/pinholeinquiry/viewer.html.

For information about making an actual pinhole

camera that can take pictures, go to

http://www.kodak.com/global/

en/consumer/education/lessonPlans/

pinholeCamera/pinholeCanBox.shtml.

Part A. Here are some Web sites that contain

additional examples of optical illusions:

http://www.justriddlesandmore.com/illusion.html

http://www.aoanet.org/jfk-optical-illusions.html

Part B. Talk with your students about the three different

parts of the ear. Explain that the outer ear is the part you

can see. It collects the sound waves. The sound waves

travel through the outer ear canal to the middle ear, where

they strike the eardrum. The eardrum begins to vibrate, and the vibrations

pass through three tiny bones—the hammer, the anvil and the stirrup—

which transfer the vibrations to the inner ear. There they enter a small curled

tube known as the cochlea, where they are turned into nerve signals that

allow the brain to understand the sound.

Tuning-fork experiment: Strike a tuning fork so the students can hear

the sound. Explain that the sound was caused by vibrations. Then, have

students take turns dipping the tuning fork in a broad

plastic dish or bowl or other unbreakable

container of water. The vibrating fork sets up

little waves in the water, just as it sets up

waves of molecules in the air.

Rubber-band experiment: Have

students st retch several different widt hs of

r u bb er ba nds over an empty box, in the

order of thick ness, then pluck each one wit h

t heir fi nger. (Be sure that they protect thei r

eyes in case the ba nd snap s.) Have students

desc ribe the sounds the ba nds made and rate thei r

compa rat ive pitch ( h igh ness or low ness of the sound). They will see that the

t h i n ner rubb er ba nds vibrate faster than the thick ones, causi ng them to have

a higher pitch. Now have students pluck one rubb er ba nd, immed iately touch it

w ith their fi nger, and listen to the sound. When they touch the vibrat i ng

r u bb er ba nds, the vibrat ions stop and the sound stop s.

Add-on Activities■ Students cou ld do a si mple ex peri ment that allows them to “fi nd” their bl i nd

spot, the area on the ret i na that has no receptors. For direct ions on how to

conduct this act iv ity, visit htt p : / / facu l ty. wash i ngton . edu / chud ler / chv ision . ht m l .

■ Students might work in tea ms to prepa re presentat ions ab out vision —

b egi n n i ng with the eye patterns of a newb orn who is lea rn i ng how to see.

■ Students can try this ex peri ment to ex perience the direct ion of sound: One

student sta nds at arm’s length beh i nd a bl i nd folded classmate and snaps his or

her fi ngers in va rious direct ions. The bl i nd folded student poi nts in the

d i rect ion the sound is com i ng from. Next, the ex peri ment is repeated with the

bl i nd folded student wea ri ng a pair of ea rmu ffs. Fi na l ly, with the bl i nd fold st i l l

in place, the student removes the ea rmu ffs and places a ca rd b oa rd tube from a

roll of paper towels over one ear before the fi nger - snappi ng exercise is

repeated. Students shou ld be able to detect the direct ion of the sound wit h

t heir ea rs uncovered. It will be more difficult to determ i ne the direct ion when

t he sound is mu ffled by the ea rmu ffs. Putt i ng the ca rd b oa rd tube over one ea r

causes the sound to travel a greater dista nce to reach that ea r, so the student

will perceive the sound as com i ng from the oppo site direct ion .

■ Students might work in teams to research and report back to class the

causes of earaches and ear wax, how cold germs can be spread to the ear,

and how the ear controls balance.

■ Activity 6

© 2001 DCI/BBC

Post-viewing

Activity

Ear cochlea

The human eye

12

13

The eyes may be the windows to your soul, but it

takes both your eyes and ears for you to sense

your world each day. Together, they allow you to see a

friend’s face or hear your favorite music.

Your Eyes. When you first open your eyes, your top

layer of sense cells is actually scorched away by the bright

light. But, happily, beneath them, a fresh layer is

revealed—new sensors with which you’ll see the new day.

Let’s learn how your eye works, and how it can fool you—

because seeing isn’t as simple as it looks.

Your cornea focuses light, and the iris controls just how

much light passes through the pupil. The lens helps focus

this light on the retina, which contains a layer of light-

sensitive cells. If your eyeball is too long or your cornea is

too curved, you will be nearsighted (objects that are close

to you are clear but those in the distance are blurry). If

your eyeball is too short or your cornea isn’t curved

enough, you will be farsighted. This means you can see

distant objects clearly but things that are close are blurry.

Part A. Sometimes, your brain makes you see things that

aren’t really there. For example, if you look down a long

straight roadway, the sides of the road seem to come

together in the distance. This is because of perspective—

the way two objects appear in relation to each other. Try

this optical illusion. Which flower has the bigger center?

If you picked the flower on the left, you’ re wrong! Actua l ly,

b oth centers are the same siz e. (Measure them with a ruler

to ma ke sure.) You can fool your brain into thinking that an

ob j ect is bigger or sma l ler by placi ng it next to ob j ects of

d i fferent siz es.

Your Ears. If you’ve ever been to a very loud rock

concert, you may have experienced a ringing in your ears

afterward. Your ears are sensitive to sound and can be

easily—and permanently—damaged if you expose them

to loud noises like this without protection. Your ears are in

charge of collecting sounds and turning them into nerve

signals that your brain interprets for you. Without your

ears, your brain wouldn’t have anything to interpret and

you wouldn’t be able to hear or dance to music! Next time

you’re enjoying your favorite CD, take a moment to thank

those hairs in your ears. They are part of a built-in

amplifying system that’s better than anything you can find

in your local electronics store.

Part B. S ound is produced by vibrat ion. Try this: Feel your

t h roat as you place your fi ngers light ly on it and say, “My

na me is _ _ _ _ _ _ _.” Do you feel the vibrat ions? Vi brat ions that

come from the sources of sound cause air molecu les to move,

sett i ng up sound waves. Your ea rs contain the three tiniest

a nd mo st del icate bones in your ent i re body. They’ re located

right beh i nd your ea rd r um, and they’ re ca l led the h a m m e r,

t he a n v i l a nd the s t i r r u p. Their job is to tra nsfer sound

v i brat ions that reach your outer ear into your inner ea r.

Now, fol low your teacher’s inst r uct ions as you ex peri ment

w ith a tun i ng fork, a bowl of water, and some rubb er ba nds,

to see what a sound wave looks like and why some sounds

a re high and some low.

Look at this

illustration at right.

What do you think

you see? Take a class poll on

the results.

Your eyes may fool you, but

you can’t fool your ears—if you

damage them when you are young,

your hearing will get worse as you

get older. Research the harmful

effects of loud sounds and where

you might find them in your

everyday life.

A World of SenseActivity

6

Add-on

Activity

© 2001 DCI/BBC

Hammer, anvil and stirrup

Reproducible Master

14

Tasty AromasStudent Objectives: To learn about the sense of smell, the

relationship between taste and smell, and the “taste centers” on

the tongue.

Materials: Part A—small paper bags; small cups of water;

odorants such as cinnamon, garlic, ginger, onions, vanilla

extract, chocolate, rosemary, mouthwash, orange peel; small

containers such as empty film canisters; lemon, grape and

cherry mini-jelly beans. Part B—small glass containers, sugar,

lemon juice, salt, tonic water or onion juice, toothpicks, water

Teaching TipsPart A. The materials to be smelled (see list above) should be

placed in containers that students can’t see through (35mm film

canisters with holes in the lids or clear containers that have

been covered with tape, etc). Containers should be numbered

from 1 to 10. Keep a log of what is in each container. Select

four odorants and put some of each in two different

containers. Put some of two additional odorants in one

container each.

Students should pick up each container and sniff

it. What odors were most easily identified? Most

difficult to identify? How many students identified

all the odors? How many were able to match all

four odors and identify the two that did not have a

pair? How well did the boys do compared to the

girls? You might ask your students to create graphs

that illustrate the results of the smell test. Note: Be

sure to ask about allergies before having your

students participate in this activity. Discard all foods assembled

in this unit after they have been used in classroom testing.

Smell-taste activity: You will need six small paper bags and

scoops of lemon, grape and cherry mini-jelly beans. (If students

work in groups, use one set of bags per group.) Label the bags:

#1 taste, #1 smell, #2 taste, #2 smell, #3 taste, #3 smell. Put

several crushed jelly beans in each of the “smell” bags. Put the

remainder of the jelly beans in the “taste” bags. Be sure that the

same flavor jelly beans are placed in the bags with the same

number (i.e., #1 bags contain the lemon jelly beans, etc.).

Students should close their eyes, hold their noses and chew a

jelly bean from each taste bag. Tell them to take a small sip of

water between each test, then record the tastes on the chart.

Next, have students close their eyes and sniff each of the “smell”

bags, recording their findings on the chart. Finally, have them

repeat the taste test, but this time without holding their noses.

Discuss the findings as a class.

Part B. Prepare small glasses that contain

solutions of (1) sugary water (sweet), (2) lemon

juice (sour), (3) salty water (salty), and (4) tonic

water or onion juice (bitter). Have students dip

clean toothpicks into each solution. Then, they should lightly

touch different parts of the tongue and record what they taste

on their chart. Be sure to have students use a clean toothpick

each time they dip and take a drink of water each time they

change taste categories. They also may want to nibble a piece of

bread in between the taste tests.

Explain to your students that their taste buds are located on the

papillae, the little bumps they can feel on their tongue. Each

papillae contains between 1 and 15 taste buds. Each of the taste

buds is made up of a cluster of between 80 and 100 cells,

including receptor cells that are attached to nerves. Different

receptors are sensitive to different tastes. (This experiment also

could be done as a take-home activity.)

Add-on Activities■ Lead a discussion on eating disorders and poor

nutrition, based on student findings in

researching the USDA food pyramid

recommendations.

■ As people age their sense of smell gets

worse. Students might conduct “smell tests” to

identify differences in the ability to smell

among family members, older neighbors and

friends, etc.

■ Students might create their own “odor charts,”

identifying as many different kinds of odors as

they can, and categorizing them by type (sweet,

minty, sour, etc.).

■ Heat and climate affect the diffusion of gas molecules that

cause odors. Students could research why odors are different in

intensity in the summer than in the winter, and why odors are

so readily associated with tropical climates.

■ Younger students might create taste charts by cutting pictures

of food out of magazines and organizing them according to

taste categories.

■ Just as in other areas of biological science, what we know

about taste changes as researchers make new discoveries (for

example, researchers recently discovered a fifth basic taste

called Umami. This taste occurs when foods that contain

glutamate—like the MSG used in much Oriental food—are

eaten). Students could do some research

to learn more about glutamate and why it

is used predominantly in certain cuisines.

■ Students might construct a model of

the digestive system.

Post-viewing

Activity

■ Activity 7

© 2001 DCI/BBC

The nose

15

As you breathe in, odor molecules in the air enter through

your nostrils, pass into the nasal cavity, and then go to the

olfactory bulb. That’s where special nerve cells (receptors)

determine just what the odor is. The nerve cells send signals

to the brain, which lets you know what you’re smelling.

Part A. Some people have a better sense of smell than

others. Although the average person can identify between

3,000 and 10,000 different odors, some people who have a

condition called anosmia have no sense of smell at all.

Follow your teacher’s directions to identify the odorants in

the containers prepared for you. Hold the container in front

of your face and waft your hand over it toward your nose to

get the best whiff.

Which containers are the same? Identify them on the third

line below each pair:

# ____ # ____# ____ # ____

_______________________ ________________________

# ____ # ____# ____ # ____

_______________________ ________________________

Which containers are not the same? Identify them below:

# _ _ _ _ is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ and

# _ _ _ _ is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

When you have a bad cold, does everything “taste the same”?

That’s because you’ve lost the ability to smell what you’re

eating! Use the chart below to record the results of a test that

will show you how important that smell/taste partnership is.

Smell Only Taste Only Smell & Taste

Bag 1

Bag 2

Bag 3

Part B. All tastes come from different

combinations of four basic tastes: sweet, sour, salty

and bitter. Different taste buds interpret these

tastes. Follow your teacher’s directions to find the

different “taste centers” on your tongue. Record

your findings below as “3” if it is a strong taste, “2” if it is

neither strong nor weak, or “1” if it is weak.

Part of Tongue

Tip

Middle

Left side

Right side

Now, use the information above to draw a “taste map” of your

tongue, using a different color for each type of taste and

shading to show how strong the tastes are in each area. How

does your taste map compare with those of your classmates?

Everything our body does for us takes fuel.

Getting the food to fuel our bodies into our

mouths, as we see in The

Human Body, is one thing. What

happens next is not quite as tidy.

Biting into that great-tasting pizza is

the first step on an amazing journey

through your digestive system.

After your molars grind it up,

chemicals in your saliva begin to break down the

pizza as your tongue pushes it to the back of your throat.

Like squeezing a tube of toothpaste, your muscles squeeze it

down your esophagus and into your stomach. That’s where

some serious action takes place. The mushy stuff that used to

look like pizza is mixed with acid and digestive chemicals

until it is broken down into tiny bits, which move into the

small intestine. There, chemicals and liquids continue the

process, until all the nutrients are absorbed.

The final stage of your pizza’s journey takes place in the large

intestine, which is a kind of drying chamber. The liquid is

removed from the leftovers and absorbed back into the body.

All that’s left now is the stuff you don’t need. And you know

what happens to it! Your body’s “team” approach to this

process should make it a little easier to understand the

problems that can occur when you don’t get enough to eat or

eat the wrong kind of food.

Use resources to check out the USDA’s

food pyramid and compare what you

usually eat with what it recommends.

Where can you improve your diet?

T a s t yA r o m a s

Add-on

Activity

W hat do the aroma of pizza when you enter the

school cafeteria and the stench of sweaty socks in

the locker room have in common? It’s your nose, of course!

Everything you need to smell with is inside your nose. It

alerts you to those socks and tempts you with that aroma—

then it even helps you enjoy the taste of the pizza!

Sweet Sour Salty Bitter

Activity

7

© 2001 DCI/BBC

Reproducible Master

16

Bone BasicsStudent Objectives: To learn about bones—how

to build healthy bones and how to protect our bones.

Materials: None

Teaching TipsPart A. Provide this background information for

students: The spine (also known as the spinal column

or backbone) is a collection of 33 bones known as

vertebrae that are stacked up and held together by

connective tissues called ligaments. The spine is what

allows us to stand upright and to be flexible—to twist

and turn and bend. The spine also provides

protection for the spinal cord—the group of nerves

that helps to send information from the brain to

other parts of the body. Moving joints allow for

flexibility, too.

If students are having difficulty finding examples of

hinge joints and ball-and-socket joints, you might

want to provide them with a few examples. (Hinge

joints could include the hinges on a door or a lift-top

desk; many swivel desk lamps have ball-and-socket

joints. Students might relate best to the example of a

computer joystick.)

Part B. Exa mples of protect ive eq ui pment used in

sports include: bicycle hel mets, batt i ng hel mets for

baseball and soft ball, hel mets for rid i ng scooters, knee

a nd el b ow pads for inline skat i ng, and skateb oa rd i ng.

Th is act iv ity prov ides an excel lent int roduct ion to a

d iscussion of sports safety in genera l .

Use the activity about calcium in food as the basis for

a discussion about good nutrition. To extend the

discussion, you might want to have students plan a

week’s worth of lunches that are well balanced and

supply significant amounts of calcium. Explain that

the body’s need for calcium changes with age. For

example, the National Academy of Sciences

recommends that adults under age 50 should have

1,000 mg of calcium daily, while people over 50

should have 1,200 mg daily.

Add-on Activities■ Just as good nutrition is important to good health,

environmental factors can affect our health, too—even

that of unborn babies.

Students might investigate

environmental hazards such

as smoking and discuss

solutions to deal with them.

■ Students might explore

how the shapes of different

bones relate to the amount

of force they must

withstand.

■ Students might ex plore the

a mazi ng “engi neeri ng” that

a l lows the spi ne to support

t he human body. For

exa mple, they might

ex peri ment with a ball of

model i ng clay and four

coffee - st i rrer st raws placed

vert ica l ly to see how the head sits on the litt le vertebrae in the neck .

■ Students might do research to see how the skeletal systems of other

animals are designed to provide different kinds of mobility.

■ Students might do observational research to see how different types

of shoes affect posture and balance. Why are high heels so bad for the

female foot?

■ Students can make a “rubber

bone” by soaking a chicken

bone in vinegar for several

days. Because vinegar is an

acid, it dissolves the calcium,

leaving the bone thinner and

vulnerable to breaking, much as

it would be if it were diseased

from osteoporosis due to a

loss of calcium. Refer to

www.flinnsci.com/homepage/

bio/rubbone.html.

■ Have students invest igate

ot her uses for t h e r m a l

i m a g i n g, the tech nology that

showed Lu ke’s image in the film (for exa mple, fi re fighters can locate

v ict i ms overcome by smoke who have hidden in a burn i ng house by

poi nt i ng a thermal imagi ng ca mera at the house ) .

Can students think of how this tech nology might

be med ica l ly usefu l?

Post-viewing

Activity

■ Activity 8

© 2001 DCI/BBC

X-ray of a skeleton

Hand bones

17

In The Human Body, we see Luke pedaling his

bike—or, more specifically, it’s the thermal image

of Luke, surrounded by thermal images of people

walking thermal images of pets. Thermal imagers are

instruments that create pictures of heat. So, we’re

looking at the heat Luke’s body is generating. (He’s a

pretty colorful guy, don’t you think!)

W hat wou ld Lu ke look like if all you saw were his

b ones? Skeletons or fo ssi ls in a museum are dry and

britt le, but Lu ke’s bones, like tho se in your body, are

very much alive. Liv i ng bones contain m a r r o w, the

soft tissue that ma nu factures red and wh ite blood cel ls

a nd produces nut rients vital to your body. The 206

b ones in your body hold you up, allow you to move

a nd protect your internal orga ns. They’ re grow i ng and

cha ngi ng just like ot her pa rts of your body.

Part A. The place where two bones meet is called a

joint. And, while many joints move, some—like those

in your skull—are fixed.

One kind of moving joint, a

hinge joint, allows the bones to

bend and straighten. Your

elbows contain hinge joints.

Another kind is called a ball-

and-socket joint, because the

round end of one bone fits into

a cuplike area on another bone.

Ball-and-socket joints allow the

bones to swivel and turn in all

directions. Your hips have ball-and-socket joints.

People who build things use joints, too. How many

examples of hinge joints and ball-and-socket joints

can you find in things you might encounter every

day? Make your lists in the space below.

Hinge Joints Ball-and-Socket Joints

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Bone BasicsActivity

8

Part B. If you have ever broken a bone, how long did it

take to heal? Professional athletes, such as hockey and

football players, wear equipment to protect their bones. What

are other examples of protective equipment in sports?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Calcium Clues. You need more than equipment to protect

your bones, however—it’s also important to eat a diet rich in

calcium. Calcium is a mineral that helps bones harden and

become strong. If you don’t get enough, you could be at risk

for osteoporosis, a disease that causes bones to fracture easily.

And if you don’t have enough ca lci um, your body will actua l ly stea l

it from your bones. Your risk of developing osteoporosis

depends in large part on how much bone mass you attain

between the ages of 25 and 35.

B one mass is determ i ned by :

■ your genes (the bone st rength you inherit from your pa rents )

■ t he amount of ca lci um in your diet

■ t he amount of exercise you get

Da i ry products such as milk, cheese and yogurt are high in

ca lci um. What are some ot her good food sources of ca lci um?

List them below and add them to your Body Ma i ntena nce Pla n .

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Move It or Lose It! Weight - b ea ri ng exercise done on your feet —

wa l k i ng, run n i ng, sk i i ng, ten n is, etc . — a lso can help to bui ld st rong

b ones as well as muscles. D id you eat any foods yesterday that

had ca lci um in them? Did you exercise? Fill in the informat ion

b elow. Compa re what you ate to the ca lci um sources you listed

ab ove. Do you need to improve in any areas?

Yesterday I ate: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Yesterday I did this exercise: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Here’s where I could improve my diet and exercise plan:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Build a model spine by stringing

spools or other circular objects

together to represent the

different vertebrae.

© 2001 DCI/BBC

Add-on

Activity

Reproducible Master

18

On t h e

Other HandStudent Objectives: To experiment with the

sense of touch and to learn how fingerprints are

classified.

Materials: Small paper bags, rice, small paper

clips, index cards, unpopped popcorn, sugar,

seeds, sand

Teaching TipsPart A. Paper clip/bag activity: Partially

fill the bags (enough so that each small group of

students has one bag) with rice. Add several

small paper clips and mix well. Students should

close their eyes, reach into the bag, and try to

pick out the paper clips.

Identification activity: Coat the index cards

with glue and cover each card with one of the

materials. Place each coated card in a numbered

bag. Students should reach into the bag and try

to identify the material they are feeling. You can

use this activity as a springboard to a discussion

of the role of the hand as a sensory organ. Have

students ever used their hands to feel their way

down a dark hall? To pick an object from a

drawer without looking? Have they ever noticed

the Braille “bumps” next to the buttons in an

elevator? You also might include a discussion of

Braille, and even let students experience touching

the letters in the Braille alphabet, or invite

someone from the local Braille association to

speak to the class about Braille.

Part B. Provide students with this background:

Fingerprints are ridges on our skin that make it easier for

us to hold onto things. Just as everyone’s DNA is different,

no two people have the same fingerprints. Even identical

twins have different fingerprints. Fingerprints can be classified by patterns—

arches, loops and whorls—by the size of the patterns, and by the position of

the patterns on the finger.

Have students work in pairs. Each

student should take a #2 pencil and

make an “ink pad” by coating a

small area (about 1 inch square)

of the card with pencil lead.

Each student should then take

an impression of the pad of

their index finger and pinky

finger of the hand they write

with. After the student rolls one

finger over the pencil lead, his or

her partner will carefully “lift” the

fingerprint onto a piece of transparent

tape and attach the tape to a blank

index card. The second print should be

placed next to the first print. Students should label each print (e.g., left index

finger) and write their name on the reverse side of the card.

Designate one desk for loop s, one for whorls and one for arches, and have

students place their ca rds on the appropriate desk. Which is the mo st

com mon pattern? (Use a magn i fy i ng glass if needed to see better.) N o t e : As

a safegua rd of their ident ity, have students dest roy the fi ngerpri nts after

t hey have created them .

Add-on Activities■ Modern fingerprint identification techniques date from 1880, when the

British journal Nature published letters by Henry Faulds and William James

Herschel that described the uniqueness of fingerprints. Have students do

research to learn more about fingerprint classification as

a crime-solving technique. What other purposes can

fingerprinting serve (for example, identification of

missing children)?

■ Students might do some resea rch to fi nd out how ha nds

sweat and what triggers that response.

■ Ask if students have foot pri nts from their bi rth in the

ho spital. They cou ld call the ho spital to ask why

fi ngerpri nts aren’t ta ken instead; cou ld a foot pri nt rea l ly

ident i fy a baby?

Post-viewing

Activity

■ Activity 9

© 2001 DCI/BBC

The hand

Loop Whorl Arch

Have you ever

wondered why your

thumb is stuck down

there on the side, all

by itself? Try this

experiment to find

out. First write your

name on the first line below. Then have your

partner tape the thumb to the index finger

on the hand you write with. Write your name

on the second line. What does your signature

look like this time?

Signature #1

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Signature #2

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

While taped, try the following: Pick up a

penny, comb your hair and button a shirt.

After you are untaped, write a description on

the back of this paper of how you felt and

what happened.

Part B. Follow your teacher’s directions

as you take your fingerprints. Then,

answer the following questions:

What kinds of patterns do you see in your

index fingerprint?

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

In your pinky fingerprint? _ _ _ _ _ _ _ _ _ _ _ _ _ _

How different are your prints from the

prints of your partner’s hand? _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Create a display that shows how

our hands are different from the

paws of

animals, and how those

differences reflect our

varied needs.

19

Your hands are truly amazing things. They help you pick up a pen

and write. They help you throw a baseball, comb your hair and do

so much more. As you saw in The Human Body, they were formed when

cells died off from the original paddle-shaped structures you had as an

embryo. Imagine trying to pick up a pen with paddle-shaped hands!

Part A. Your sense of touch

originates in the dermis, or bottom

layer of your skin. Some areas of

your body—like your fingertips—

are more sensitive than others

because they have more of the

nerve endings that send signals to

the brain.

Place a penny on your desk. Close

your eyes and pick it up. Is the side on the top heads or tails? Now open

your eyes. Did you guess correctly?_ _ _ _ _ _ _ __ __Describe what you felt: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Close your eyes again. Reach into the bag prepared by your teacher and try

to pick out a paper clip. Open your eyes. Were you successful? _ _ _ _ _ _ _ _ _ _ _ _What did you feel? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Now reach into each of the bags and try to identify what it contains.

How did you do?

Bag 1. I guessed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _It really was:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Bag 2. I guessed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _It really was:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Bag 3. I guessed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _It really was:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Bag 4. I guessed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _It really was:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

On the Other HandActivity

9

Add-on

Activity

Surface of a fingertip

© 2001 DCI/BBC

Reproducible Master

Loop Whorl Arch

20

T h e L i v i n gS y s t e mStudent Objective: To consider how the different body

systems work together.

Materials: Advertising brochures for new cars (optional)

Teaching TipsPart A. In preparation for this activity you might want to

have students review ads and flyers for new cars, collected from

dealer showrooms, to see how ad agencies promote the features

of the various automobile systems in their sales brochures. For

example, if students were to visualize the human body as if it

were a new car with “loaded” features, they could use the

following as a sample:

Redesigned for 2001! 10-year/100,000-mile powertrain warranty!

Look What You Get!

Automatic Power Windows

Power Locks Air Conditioning

Power Steering Power Disc Brakes

CD Player Power Mirrors

Rear Defroster Tinted Glass

Intermittent Wipers Tilt Wheel

The various features can be equated to those of the human

body; for example, intermittent wipers function like eyelashes,

which keep our eyes clear of irritants. Our ears give us stereo

sound like the car’s sound system, and a V8 engine might

equate to a strong, healthy heart.

Encourage students to have fun and engage their imaginations

as they write their brochures, but remind them that their copy

must contain factual information. They might use the classroom

computer to create their brochure’s layout and design.

Part B. Have students write a plan for their Web site and

create drawings to show what it would look like. Alternatively,

each team might focus on one aspect as they work together to

develop an actual class Web site.

Systems of ImagingThe Human Body gives us a remarkable glimpse of the

amazing things that go on, hidden in our bodies. Today’s

medical technology can provide high-resolution pictures of any

organ or area of the body, avoiding exploratory surgery in

many cases.

You may choo se to sha re the fol low i ng wit h

students: X - r a y s, developed in 1895, use rad iat ion

waves to form images of orga ns and ot her ob j ects

i nside the body that show bones as wh ite and

softer tissues as different shades of gray. U l t r a s o u n d, developed in

19 57, uses high - freq uency sounds to create images of interna l

t issues. C T ( or C A T) s c a n s ( computeriz ed ax ial tomography ) ,

developed in 19 67, use a high ly sensit ive X-ray beam that passes

t h rough the body and feeds informat ion into a computer, creat i ng a

picture. M R I s ( magnet ic resona nce imagi ng), developed in 19 74, use

computer - cont rol led rad io waves and a magnet ic field to create

t h ree - d i mensional pictures of the inside of the body.

Add-on Activities■ Students might use dry pasta shapes, pipe cleaners, wire and

other small objects to construct small models of the human

skeleton—the backbone, for example.

■ Students might do online research and compile an annotated

directory of Web sites about the human body.

■ Students might research and report on an

athlete of their choice who has been

in the news because of an injury,

how the injury was diagnosed

(MRI, CT scan, etc.), and the

medical treatment he or she

received. How different do

they think the athlete’s

chances for recovery are

today compared to that of a

past era or decade?

■ Wi l helm Con rad Röntgen, a

G erman physicist who discovered

t he X-ray, refused to patent his

d iscovery or rea l ize any fi na ncia l

gain from it, preferri ng instead that the world benefit from his

resea rch. You might have students discuss the et h ics involved in

profit i ng from med ical resea rch .

■ Med ical science has made tremendous progress in the field of

organ tra nspla nts, but wa it i ng lists for donors are long (as of

spri ng 2001, they num b er 75,000 in the U. S. alone). Not every

pat ient who needs a tra nspla nt will get one, and difficult choices

somet i mes must be made. How wou ld students feel if the choice

for a tra nspla nt were between a clo se relat ive they loved, a

celebrity they great ly ad m i red, and a bri l l ia nt scient ist who se

work cou ld potent ia l ly cha nge the world? They cou ld form a

po sit ion pa nel to debate how tra nspla nt

reci pients shou ld be selected — t he person

who needs it the mo st, the person who ca n

pay the mo st, or the person who has the

mo st to cont ri bute to society. Or shou ld

t here be some ot her way to choo se?

Post-viewing

Activity

■ Activity 10

© 2001 DCI/BBC

Lung cells

21

An eyeball or a big toe by itself wouldn’t be worth very much. But,

when you put them together with other body parts in a complete

human body, you have one pretty incredible organism!

Part A. Imagi ne that you’ve just been na med as a mem b er

of the lead copyw rit i ng team at the Beaut i ful Bodyworks

Agency. Your job is to write the copy for a new brochure

t hat’s designed to sell the human body as a fi rst - class

system. Work with your team to develop sales copy or a

slogan of 50 words or less to promote each of the fol low i ng

b ody systems. Next to the system, write the na me of an

ob j ect you think best represents it (see fi rst exa mple ) :

■ The Digestive System (wastebasket)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

■ The Skeletal System ( _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

■ The Respiratory System (_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ )

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

■ The Circulatory System ( _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ )

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

■ The Nervous System ( _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

■ The Endocrine System (_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ )

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Now, pull it all together in brochure copy that will make every reader want to

own a genuine human body.

Your brand

new human

body will need the best body parts to

make it zoom along in top form. What

parts will you need to “hire” so that your

body can eat, play sports and so on? List

as many body parts below as you can and

name their functions (see first example):

Heart—pumps blood throughout the

body; the engine that keeps me going

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Part B. Now, use the information

you gathered in Part A of this

activity as the foundation for the

Beautiful Bodyworks Web site, to

promote the human body. There are

lots of other things you might

do, too.

■ Create a body-parts puzzle that

has an outlined body and major

parts that Web users must put in the

right places.

■ Develop an interactive display that

shows how the parts of a disposable

camera work like a human eye.

How will you tie all the body parts

and systems together? This is your

chance to show how creative you

can be. Get those neurons going!

The Living System

Work in groups to develop

model mini-ecosystems that

show how humans and other

living things are linked in a web of life.

Show how the sun, water, oxygen and

other factors are

part of how we

function as people

in our environment.

Add-on

Activity

© 2001 DCI/BBC

Activity

10Reproducible Master

Student Objective: To create a personal health profile.

Materials: None

Teaching TipsThis is a personal profile. Your students should take this activity

master home along with the “Dear Parent” letter on page 24 of

this guide, and complete it with their parents. Suggest that, if

your students do not know some of the information (for

example, blood type, blood pressure, and so on), they can have

the tests done the next time they visit their doctor or at a free

community screening, etc.

Add-On Activity■ Now that students have completed the unit

activities and have seen the film of The Human

Body, you may wish to have fun with the quiz below. Photocopy

this page, clip the quiz along the dotted line, and distribute it to

students. After they have tested themselves, you may wish to

have them take copies home to family and friends, so everyone

can see who is the smartest “brain” of all!

Answers: The statements are all true with the exception of:

2. Over half the body’s bones are found in the hands and feet.

6. The brain weighs roughly three pounds.

7. Dolphins can hear 14 times better than humans.

8. Taste is the weakest of the senses.

11. The bone marrow manufactures red and white blood cells.

15. Your nose can tell the difference between 3,000 and

10,000 different odors.

2 2

My PersonalBody Inventoryand Health Profile

Did You Know That?

Interesting Facts About the Human Body

True False

1. The average person has about 10,000

taste buds in his or her mouth. ■ ■

2. One-fourth of your body’s bones are in

the hands and feet. ■ ■

3. You’ll grow an average of 35 yards of hair today. ■ ■

4. Your heart will pump about one million barrels

of blood during your lifetime—enough blood to

fill more than three supertankers. ■ ■

5. You’ll make over 200 billion new red blood

cells today. ■ ■

6. The brain of an average adult weighs 9 ounces. ■ ■

7. Animals can hear better than humans, and

dolphins have the best hearing of all. They can

hear five times better than we can. ■ ■

8. Taste is the strongest of the five senses. ■ ■

9. In three months, the

average person grows over

five inches of fingernails. ■ ■

10. The aorta is the largest artery in your body.

It’s almost as big as a garden hose. ■ ■

11. Your pancreas manufactures red and

white blood cells. ■ ■

12. If you laid all the DNA in your body end to

end, it would be more than 10 billion miles long. ■ ■

13. Your brain uses up nearly a fifth of all the

calories you eat or drink each day. ■ ■

14. When your ears “pop,” it’s actually the eustachian

tube opening to make sure the air pressure is

the same on both sides of your eardrum. ■ ■

15. When your nose is at its best you can tell the

difference between 1,000 and 5,000

different odors. ■ ■

16. Your heart beats about 100,000 times |

in one day. ■ ■

17. The longest bone in your body is the femur. ■ ■

1 8. You get dizzy after spinning around fast because

the liquid in the semi-circular canals in your

ears is still moving after you stop. ■ ■

True False

The Human Body is full of amazing information about the human body! Test your knowledge by

answering true or false to each of these statements. After you’ve checked your answers,

take another copy of the quiz home and test your family and friends. Who is the smartest “brain” of all?

Post-viewing

Activity

■ Activity 11

© 2001 DCI/BBC

After seei ng The Human Body, you have a better

appreciat ion for the da i ly miracles that ma ke you

who you are today and who you can be tomorrow, next year and

for the next eight or nine decades.

To help keep your future body in top physical and mental

form, fill in the chart below. You may want to ask family

members for help with some of this information. When you

complete it, put it in a safe place and add to it from time to

time to keep it current.

My name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

My birth date:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Physical Characteristics

I am _ _ _ _ _ _ _ _ _ _ _ _ _ tall and I weigh _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

I am _____________ -handed.

My skin color is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

My eye color is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

My hair color is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Left thumb print Right thumb print

My blood type is ______. My blood pressure is ______.

My resting pulse is ______ and my active pulse is ______.

Check one of each choice:

■ I think I am ___ left-brained ___ right-brained.

■ I am a ___ visual ___ auditory ___ kinesthetic learner.

■ I am ___ nearsighted ___ farsighted ___ neither.

■ I still have my (check if yes) ___ tonsils ___ appendix.

I have (number) ______ wisdom teeth.

Vaccination Record

I have been vaccinated against the following diseases:

Type of vaccination Date of vaccination

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Injuries/Illnesses

I have had the following injuries or illnesses (other than

common colds):

Injury/Illness Date

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Allergies

I am allergic to:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Physical Activities

I participate in the following sports or activities:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

My Personal BodyInventory and Health Profile

23

Activity

11

© 2001 DCI/BBC

Reproducible Master

© 2001 DCI/BBC2 4

ResourcesWeb Sites

■ The Human Body: www.thehumanbodyfilm.com

■ Cells Alive: www.cellsalive.com

■ Discovery Communications: www.discovery.com

■ Discovery School: www.school.discovery.com

■ Exploratorium: Brain Explorer:

www.exploratorium.edu/brain_explorer/index.html

■ Maryland Science Center: www.mdsci.org

■ Oregon Museum of Science and Technology: Life

Science Lab: www.omsi.edu/explore/life

■ Science Museum of London: www.nmsi.ac.uk

■ Science Museum of Minnesota: Science of Sound

and Sight: www.smm.org/sound/nocss/

activity/top.html

■ The Learning Channel (TLC): www.tlc.com

■ Yucky Gross & Cool Body: http://yucky.kids.

discovery.com

The Brain

http://faculty.washington.edu/chudler/split.html

http://faculty.washington.edu/chudler/what.html

http://faculty.washington.edu/chudler/lobe.html

Mouth, Taste Buds, Etc.

http://faculty.washington.edu/chudler/tasty.html

Nerve Cells, Synapses, Etc.

http://faculty.washington.edu/chudler/chmodel.html

http://faculty.washington.edu/chudler/cells.html

Olfactory System

http://faculty.washington.edu/chudler/nosek.html

http://faculty.washington.edu/chudler/chems.html

Books

■ The Robot Zoo: A Mechanical Guide to the Way

Animals Work, by Philip Whitfield Obin. Turner

Publishing, 1994.

■ Human Body Explorations: Hands-On

Investigations of What Makes Us Tick, by Karen

Kalumuck and the Exploratorium Teacher Institute.

Kendall/Hunt, 2000.

Dear Parent/Guardian:

As a special addition to this year’s

classroom curriculum, your child’s class

is planning a visit to the ___________________Theater to view The Human Body.

The Human Body large-format film is co-produced

by Discovery Pictures and the BBC. Discovery

Pictures is a unit of Discovery Communications,

Inc., which includes The Learning Channel (TLC), Discovery Channel,

Animal Planet, Travel Channel, and Discovery Health Channel. As co-

producers of the film, Discovery Pictures and the BBC are extending

their commitment to providing the quality, educational entertainment

they are known for worldwide.

The film uses state-of-the-art photographic techniques and the large-

format landscape to present an incredible journey into the body.

Students will journey down the

ear canal and into the caverns of

the middle ear, where they will

learn how our brains make

sense of the sounds around us.

They will follow a pizza lunch on

its journey to the stomach and

beyond. They will travel

through the bloodstream and

into the most spectacular muscle

in our body—the heart. They

will learn how the body’s

systems and organs work

together.

Pre-viewing and follow-up activities reinforce the concepts

presented in the film. These activities are designed to help students

understand how the body works and—perhaps most important—how

essential a healthy diet and lifestyle are to creating and maintaining a

healthy body.

After viewing the film, your child will be encouraged to talk with you

about it and to share the activities and experiments he or she will have

conducted in class. Be sure to take this special opportunity to review

your child’s Personal Body Inventory and Health Profile, so he or she

begins now to track important medical records and information needed

in the years ahead.

Sincerely,

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

X-ray image

The trachea

Credits

Teacher’s Resource Guide for The Human Body was created by

Youth Media International, Ltd., Easton, CT

Roberta Nusim, Publisher

Writer: Carol A. Bruce

Editor: Jane E. Fieberts

Production Manager: Beth E. McNeal

Art Director: Kathleen Giarrano

Cover Design: Aspect Ratio Design

Reviewers

C. Ralph Adler, RMC Research Corporation, Portsmouth, NH

Mary Rebecca Bures, Health Sciences Director, Discovery Place, Charlotte, NC

Dianne Koval Butler, Marketing Manager, Discovery Pictures, Bethesda, MD

Jim Heintzman, Educational Resources Manager, Science Museum of Minnesota, St. Paul, MN

Mark E. Katz, President, nWave Pictures Distribution, Greenwich, CT

Alex Patrick, Education Officer, BFI London IMAX Cinema and Science Museum, London

Pete Yancone, Director, Education, Maryland Science Center, Baltimore, MD

The Human Body is a presentation of The Learning Channel and BBC Worldwide

of a Discovery Pictures / BBC co-production in association with

the Maryland Science Center and the Science Museum, London with major funding

provided by the National Science Foundation and distributed by nWave Pictures Distribution.

Youth Media International Ltd.

P.O. Box 305, Easton, CT 06612(203) 459-1562

www.youthmedia.com