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Human Body Study Guide (IMAX)
Human Body Study Guide (IMAX)
Page
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Dear Teacher:
Jana Bennett
Executive-in-Charge
Discovery Pictures
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Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2001 DCI/BBC
About
Activity 1
Name
That
Part
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 teams 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.
lungs
take in oxygen (O 2) and expel
carbon dioxide (C02)
diaphragm
muscle that helps us breathe in
and out
kidney
helps filter waste from the blood
brain
the bodys control center
liver
secretes bile that helps digestion
heart
pumps blood through the body
stomach
breaks down the food that we eat
large intestine
removes the liquid and leftovers
from digested food
small intestine
absorbs the nutrients from
digested food
Pre-viewing
Activity
Add-on Activities
Students might work in their
2001 DCI/BBC
Name
That
Part
Activity
Eat 5
fruits and
vegetables
a day.
lungs
____________________________
____________________________
diaphragm
____________________________
____________________________
kidney
____________________________________
____________________________________
brain
________________________________________
________________________________
liver
_________________________________________________
________________________________________________
heart
____________________________
____________________________
stomach
____________________________
____________________________
large intestine
____________________________
____________________________
small intestine
____________________________
____________________________
2001 DCI/BBC
Exercise
I will also
do this:
I wont
do this:
Activity 2
Pumping
for
Life
Teaching Tips
Part A. Review with students the following background:
The diaphragmthe muscle that separates the chest and
the abdominal cavityhelps 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 bodys cells, as carbon dioxide and
other waste products are returned to the blood. This
blood flows through the bodys 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.
After doing the tennis ball experiment, have students discuss
the results. Then talk with them about the effects of changes
in altitude on how the respiratory system works. When you
change altitudes too quickly your body isnt able to adjust fast
enough to the change in the air pressure. The higher you go,
the thinner the air
becomes and the
less oxygen there is.
That means you
take in less oxygen
each time you
breathe. Most
people begin to
notice the effects of
higher altitudes at
7,000 to 8,000 feet
Heart
above sea level (at a
ski resort in the Colorado Rockies or the Swiss Alps, for
example). The symptoms of this conditionknown as
altitude sicknessinclude headaches, shortness of breath and
nausea. They generally go away within a few days, after your
body has adjusted. Anoxia (meaning no oxygen) is one of
the most common problems mountain climbers face. Along
with a shortage of oxygen, there is a simultaneous increase in
the amount of carbon dioxide in the blood, which causes us
to breathe faster in an effort to eliminate it.
Pre-viewing
Activity
Add-on Activities
Students might learn more about the diaphragm and
2001 DCI/BBC
Activity
Pumping
T
for
Life
Reproducible Master
____________________________________________________________________________
ow 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.
Add-on 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
Activity you learn to add to your Body Maintenance Plan.
2001 DCI/BBC
Activity 3
Be
Brain
Teaching Tips
Part A. Brain Structure. Provide this background: Today, we
know a great deal about how the brain works. For example, we
know that different parts of the brain control different abilities and
functionsbut that wasnt always the case. That idea was
introduced 200 years ago by an Austrian doctor named Franz
Joseph Gall, who also believed he could diagnose what was
happening in the brain by reading the different bumps on the
head. Galls theory, phrenology, quickly became very popular.
However, today we know that Galls theory has no true scientific
basis. With the help of todays technology, we can actually look
inside 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]
Cerebrum
Cerebellum
Brain Stem
Pituitary Gland
Hypothalamus
Add-on Activities
Students can research why we yawn or laugh, how we
Frontal Lobe
Occipital Lobe
Temporal Lobe
Parietal Lobe
2001 DCI/BBC
Activity
Be
Brain
Reproducible Master
Pituitary Gland
Hypothalamus
Cerebrum
Cerebellum
Brain Stem
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 LobeYou need this to make things happen and to
react to them when they do. This controls: planning, speech,
movement, problem-solving, emotions.
2. Occipital LobeIt may be 20/20 or 20/200.
This controls: ____________________________________________________
3. Temporal LobeListen and youll remember.
This controls: ____________________________________________________
4. Parietal LobeOuch! Thats hot and it hurts!
This controls: ____________________________________________________
2001 DCI/BBC
Activity 4
The
Brain Team
Pre-viewing
Activity
Part A. Lead a
class discussion
about learning
styles (see activity
sheet) and
preferences before
your students
complete the
learning preference
survey.
Teaching Tips
First, provide your students
with this background
information about the brain,
then have them label the parts
on the drawing: The brain
only weighs three or four
poundsabout the weight of
an average textbookbut it is the most complex object in the
world. Neurons receive, process and relay all the specialized
information needed to go about your daily life. But it isnt the
number of neurons alone that makes this complex system
workits the way they are organized and connected.
Structure of a neuron
dendrites
nucleus
cytoplasm
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 recallthe 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.
Profile of a neuron
Add-on Activities
Students might research the
axon
synaptic
terminal
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 cells genes. The nucleus is
surrounded by cytoplasma 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.
8
2001 DCI/BBC
The
Brain Team
Activity
Reproducible Master
In the space below, list 10 things you have learned in your classes
during the last two days. Next to the item, describe how you
learned each. Weve given you one example to help you get started.
Example
A new
computer program
Things I Learned
Learning Style
Visual (if you read about it
in a manual)
Auditory (if you listened to
a lecture about it)
Kinesthetic (if you
performed tasks using it)
How I Learned Them
See if you can label the parts of a neuron on the drawing below.
The more you practice what you have learned, the stronger these
connections (dendrites) become. And the connections you form at
this time in your life are the most important ones because they
become the platforms you will build on to make even more
complex connections later on.
dendrites
nucleus
cytoplasm
axon
synaptic terminal
Activity 5
Its
Cell Call
Teaching Tips
Part A. Have your students work in groups of 3-4
students each for this activity. Each group should deshell 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 eyeprotection glasses.
Tell students that water is one substance that can
permeate the eggs 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
10
Post-viewing
Activity
Part B. Gauge how much your students already know about genetics
and how much background information they will need. You might
discuss Gregor Mendels research with dominant and recessive genes in
pea plants and explain that researchers have
known about DNA since Mendels time, but
it wasnt until 1953 that two English
scientistsJames Watson and Francis
Crickdiscovered 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
Red blood cells
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. Everyones DNA has
the same basic chemical structure, but the way its components are
arranged differs from person to person. Each persons 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
2001 DCI/BBC
Its a
Cell Call
Activity
Reproducible Master
Egg 1
(corn syrup)
Egg 2
(distilled water)
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)
Lets 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 doyour 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 adenine (A), thymine (T), guanine (G),
and cytosine (C). The strands are made up of a sugar (deoxyribose) and a
phosphate molecule.
The DNA strands join together as follows: A on one strand will always pair with T
on the other, and G will always pair with C. It looks something 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
Add-on
learn about the Human
Activity Genome Project, the
11
Activity 6
A
of
World
Sense
Student
Objectives: To
consider how the eye
and ear work and to
learn about visual
perspective and sound
waves.
Materials: Tuning
The human eye
fork, broad plastic bowl
or other unbreakable container, empty shoe boxes
or other similar containers, various sizes and
widths of rubber bands
Teaching Tips
Talk 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 eyes 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 its 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 eyethen 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
12
Add-on Activities
Students could do a simple experiment that allows them to find their blind
spot, the area on the retina that has no receptors. For directions on how to
conduct this activity, visit http://faculty.washington.edu/chudler/chvision.html.
Students might work in teams to prepare presentations about vision
beginning with the eye patterns of a newborn who is learning how to see.
Students can try this experiment to experience the direction of sound: One
student stands at arms length behind a blindfolded classmate and snaps his or
her fingers in various directions. The blindfolded student points in the
direction the sound is coming from. Next, the experiment is repeated with the
blindfolded student wearing a pair of earmuffs. Finally, with the blindfold still
in place, the student removes the earmuffs and places a cardboard tube from a
roll of paper towels over one ear before the finger-snapping exercise is
repeated. Students should be able to detect the direction of the sound with
their ears uncovered. It will be more difficult to determine the direction when
the sound is muffled by the earmuffs. Putting the cardboard tube over one ear
causes the sound to travel a greater distance to reach that ear, so the student
will perceive the sound as coming from the opposite direction.
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.
2001 DCI/BBC
Activity
World
of
Sense
Reproducible Master
2001 DCI/BBC
13
Activity 7
Tasty Aromas
Student Objectives: To learn about the sense of smell, the
relationship between taste and smell, and the taste centers on
the tongue.
Materials: Part Asmall 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 Bsmall glass containers, sugar,
lemon juice, salt, tonic water or onion juice, toothpicks, water
Teaching Tips
Part A. The materials to be smelled (see list above) should be
placed in containers that students cant 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.
Add-on Activities
Lead a discussion on eating disorders and poor
14
2001 DCI/BBC
Tasty
Aromas
________________________
# ____
# ____
# ____
# ____
_______________________
________________________
Bag 2
Sour
Salty
Bitter
Middle
Bag 1
Sweet
Tip
Taste Only
Part of
Tongue
Smell Only
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?
Bag 3
2001 DCI/BBC
15
Activity 8
Bone Basics
Student Objectives: To learn about boneshow
to build healthy bones and how to protect our bones.
Materials: None
Teaching Tips
Part 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 flexibleto twist
and turn and bend. The spine also provides
protection for the spinal cordthe 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. Examples of protective equipment used in
sports include: bicycle helmets, batting helmets for
baseball and softball, helmets for riding scooters, knee
and elbow pads for inline skating, and skateboarding.
This activity provides an excellent introduction to a
discussion of sports safety in general.
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
weeks worth of lunches that are well balanced and
supply significant amounts of calcium. Explain that
the bodys 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.
16
Add-on Activities
Post-viewing
Just as good nutrition is important to good health,
Activity
environmental factors can affect our health, tooeven
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 explore the
amazing engineering that
allows the spine to support
the human body. For
example, they might
experiment with a ball of
modeling clay and four
X-ray of a skeleton
coffee-stirrer straws placed
vertically to see how the head sits on the little 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 investigate
Hand bones
other uses for thermal
imaging, the technology that
showed Lukes image in the film (for example, fire fighters can locate
victims overcome by smoke who have hidden in a burning house by
pointing a thermal imaging camera at the house).
Can students think of how this technology might
be medically useful?
2001 DCI/BBC
Activity
Bone Basics
I
What would Luke look like if all you saw were his
bones? Skeletons or fossils in a museum are dry and
brittle, but Lukes bones, like those in your body, are
very much alive. Living bones contain marrow, the
soft tissue that manufactures red and white blood cells
and produces nutrients vital to your body. The 206
bones in your body hold you up, allow you to move
and protect your internal organs. Theyre growing and
changing just like other parts of your body.
Part A. The place where two bones meet is called a
joint. And, while many joints move, somelike those
in your skullare 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 balland-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
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
2001 DCI/BBC
Reproducible Master
17
Activity 9
On the
Other Hand
Student 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 Tips
Part 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.
Loop
18
Whorl
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 research to find out how hands
sweat and what triggers that response.
Ask if students have footprints from their birth in the
hospital. They could call the hospital to ask why
Arch
fingerprints arent taken instead; could a footprint really
identify a baby?
2001 DCI/BBC
On
the
Other Hand
Activity
Reproducible Master
our 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 bodylike your fingertips
are more sensitive than others
because they have more of the
nerve endings that send signals to
the brain.
Surface of a fingertip
____________________________________________
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.
Whorl
Arch
19
Activity 10
Living
System
The
Teaching Tips
Part 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:
Systems of Imaging
The Human Body gives us a remarkable glimpse of the
amazing things that go on, hidden in our bodies. Todays
medical technology can provide high-resolution pictures of any
organ or area of the body, avoiding exploratory surgery in
many cases.
20
Add-on Activities
Students might use dry pasta shapes, pipe cleaners, wire and
other small objects to construct small models of the human
skeletonthe 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 athletes
chances for recovery are
today compared to that of a
past era or decade?
Wilhelm Conrad Rntgen, a
German physicist who discovered
the X-ray, refused to patent his
Lung cells
discovery or realize any financial
gain from it, preferring instead that the world benefit from his
research. You might have students discuss the ethics involved in
profiting from medical research.
Medical science has made tremendous progress in the field of
organ transplants, but waiting lists for donors are long (as of
spring 2001, they number 75,000 in the U.S. alone). Not every
patient who needs a transplant will get one, and difficult choices
sometimes must be made. How would students feel if the choice
for a transplant were between a close relative they loved, a
celebrity they greatly admired, and a brilliant scientist whose
work could potentially change the world? They could form a
position panel to debate how transplant
recipients should be selectedthe person
who needs it the most, the person who can
pay the most, or the person who has the
most to contribute to society. Or should
there be some other way to choose?
2001 DCI/BBC
The
Living System
___________
Activity
10
our brand
new human
Reproducible Master
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):
___________
________________________________________________________
___________
________________________________________________________
___________
___________
___________
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.
2001 DCI/BBC
21
Activity 11
My Personal
Body Inventory
and Health Profile
Student Objective: To create a personal health profile.
Materials: None
Teaching Tips
This 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
Post-viewing
Activity
22
False
True
15. When your nose is at its best you can tell the
difference between 1,000 and 5,000
different odors.
False
2001 DCI/BBC
My Personal Body
Inventory
and Health Profile
A
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
Activity
11
Reproducible Master
Vaccination Record
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 blood type is ______. My blood pressure is ______.
My resting pulse is ______ and my active pulse is ______.
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
23
Dear Parent/Guardian:
Resources
Web 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.
Sincerely,
__________________________________________
24
2001 DCI/BBC
Credits
Teachers 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.