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■ About The ...... 1 Pre-Viewing Teaching Strategies ...... 2 ■ Activity 1. Name That Part Teaching Strategy ...... 2 Activity Master...... 3 ■ Activity 2. Pumping for Dear Teacher: Teaching Strategy ...... 4 iscovery Pictures and the Briti sh Broadcasti n g Corporati on Activity Master...... 5 Dhave partnered to bring you The , a ■ Activity 3. Be a remar kable lar ge- f ormat film that brin gs a fascin ati n g new Teaching Strategy ...... 6 di m ension to the exp lorati on of the miracle of life in its mos t personal of setti n gs—our own bodi es. For the fir st time ever, Activity Master...... 7 students will view their inti m ate, everyday world from some ■ Activity 4. The Brain Team am azin gly intr icate and novel perspecti ves. Teaching Strategy ...... 8 The film uses ground-breaking photographic techniques and Activity Master...... 9 state - of - t he - a rt tech nology to tra nsport viewers on an incredible voyage into the workings of the human body. Post-Viewing Teaching Strategies ...... 10 ■ Activity 5. It’s a Call Thi s Teacher’s Resource Guide, whi ch Teaching Strategy ...... 10 was prepar ed with the help of pro- fessional educators like yourself, will Activity Master...... 11 furth er your students’ understand i n g of ■ Activity 6. A World of th e body’s systems and how they Teaching Strategy ...... 12 work together, and the relationship be tween a heal t h y lifestyle and a heal t h y Activity Master...... 13 bo dy. The material is designed for use ■ Activity 7. Tasty Aromas wi th students between ages 8 and 14. Teaching Strategy ...... 14 Activ i ty 1 includes space for a Body Activity Master...... 15 strings Ma i ntena nce Plan for student self - assessment and for tracki n g inform- ■ Activity 8. Basics ati on lear ned as students work on the var ious activ i ty masters. Be Teaching Strategy ...... 16 sure to send copies of the letter on page 24 home with your Activity Master...... 17 students so they can shar e it, as well as their Body Mai n tenan ce ■ Activity 9. Plan s, with their par ents, guard ia n s or car egivers. On the Other Teaching Strategy ...... 18 The material is designed to be flexible. Please feel free to modify Activity Master...... 19 and duplicate the copyrighted materials to suit your students’ ■ needs. And, please share these materials with other teachers in Activity 10. The Living System your school. Teaching Strategy ...... 20 Activity Master...... 21 I hope you and your students enj o y viewi n g The Human Body as much as we enjoyed making the film and bringing it to you! ■ Activity 11. My Personal Body Inventory and Profile Sincerely, Teaching Strategy ...... 22 Activity Master...... 23

Jana Bennett ■ Letter to Parents ...... 24 Executive-in-Charge ■ Resources ...... 24 Discovery Pictures © 2001 DCI/BBC About “T he film exp lores the complexit i es of the human body by in vesti gati n g, in great detail, the functi ons the body perf orms routi n ely every day,” notes executi ve producer Jan a Benn ett. “We in vesti gated and portr ayed the human body in ways never seen be fore. Thi s film brin gs images to th e audi ence on a scal e never before captured in the history of cin ema. ”

To mak e The Human Body come hree years in the making, The Human Body al i ve took not onl y the mar riage reveals the incredible story of life. In T of the latest developments in astonishing detail, this large-format film presents a medi cal imagin g with cutti ng - e dge look at the biological processes that go on without cin emati c techn iq u es and cam eras, our control and often without our notice. Throughout but also a good measure of the film we follow a family from dawn to dusk as in genuity as well. As a result, Th e they go about their daily routines. But this is no Human Body is an incr edi b le ordinary story. This is the tale of what takes place techn ological achi evement for beneath the —a tale that allows us to see the Di scovery Pictures and the BBC. extraordinary accomplishments of our everyday The fil m ’s openi n g sequ ence— a . clos e tracki n g shot over the bo dy— i s just one instan ce where The everyday biological processes that keep us ticki n g “i n genuity” played a maj o r role. Play at monitor-image of ar e all in a day’s work for the human body. Find i n g a “Y ou had to light the body with an Luke's eye way to film and illustr ate thos e activ it i es for a scr een enormous numb e r of big film lamp s seven stories tall requi r ed a cin emati c inventi veness to accompli sh that [tracki n g shot over the body],” exp lai n s writer- th at was anyt h i n g but routi n e. Co- p roduced by producer Richar d Dal e. “The lights gave off tremendous heat and Di scovery Pictures and the BBC, The Human Body ul t r avi olet light, whi ch coul d have been very dam agin g to the ski n . in corporates ground- b reak i n g computer graphi cs with The comm ercial l y avai l able UV fil t ers were not adequ ate to stop stunn i n g real - l i f e images to create a day in the life of a th at much light, so our photographers developed littl e aqua ri u ms human body. “Thi s film is one of the mos t techn i cal l y th at coul d fit in front of the lamp s . They had , whi ch is complex lar ge- f ormat fil m s ever made,” states director- qu ite a good absorbe r of UV, constant l y runn i n g through them. ” producer Peter Georgi. “To get the sub j e ct matter on th e lar ge scr een, we’ve pushed the boundar ies, tak en Ultimately, The Human Body shows us more than a biological advan tage of the mos t advan ced scan n i n g electr on wonder at its best; the film also shares the emotions of life. From mic ro s copes, the latest thermal imagin g and high- the joy of learning and the anxiety of , to the potential defin it i on digital video cam eras, the cutti n g edge in wonder of and birth, The Human Body tells us the medi cal computer graphi cs… w hatever we amazing story of our own lives—through our own bodies. “Large coul d provi de the best pos sib le images.” format has traditionally climbed mountains and gone to the bottom of the ocean, but we have turned the camera on ourselves And provide images it does! The Human Body will and looked to our own bodies as a place for exploration,” provide a glimpse of: observes Dale. “Technology makes it possible to think about our ■ the 100 billion new red blood cells the body lives differently and to suddenly realize how marvelous the generates each morning; human body is.” ■ th e 40 yar ds of new that sprouts every day; ■ a human egg nestling into the folds of a The Human Body is a presentation of The fallopian tube; Learning Channel and BBC Worldwide of a ■ a thermal image of a riding a bicycle; Discovery Pictures / BBC co-production in ■ a trip on a tomato from to ; association with the Maryland Science ■ babies able to hold their breath under water, and Center and the Science Museum, London ■ the inside of an as cells actually dance with major funding provided by the to . National Science Foundation and distributed by nWave Pictures Distribution. 1 Pre-Viewing Teaching Strategies 1. Review with students the words appearing in italics on 2. Use the synopsis of The Human Body on page 1 to give the teaching strategies pages in this guide (the left-hand students a brief summary of the film. Review with them pages) and the activity masters (the right-hand pages). the major body parts and their functions. Explain that these are just some of the things they will 3. Reproduce and distribute the Letter to Parent/Guardian learn more about during the film and from the activities on page 24 for students to take home. they will do after viewing the film.

■ Activity 1 Pre-viewing Name Th a t Pa r t Activity Part B. First talk with your students about the Student Objectives: To develop an understanding of where the importance of living a healthy lifestyle—proper various body parts are located in relation to one another and to consider diet and , avoiding , drugs and what it takes to create—and maintain—a healthy body. alcohol, etc. You might want to have students add to Materials: None their Body Maintenance Plan as the unit progresses and as they learn more about different aspects of Teaching Tips their bodies. Part A. Have students research any needed information about the functions of body parts in preparation for the diagram matching Add-on Activities activity below. To play Body Trivia, divide your students into “teams” of ■ Students might work in their 3 to 5 students each. Each student should find at least 5 interesting facts original groups to identify about his or her team’s chosen body part, then teams should combine and demonstrate a facts into a master list and develop true/false and fill-in-the-blank “mechanical body questions based on them. Teams take turns quizzing other teams, with part”—something the team that first responds correctly winning a point. When all teams that performs the have asked their questions, the team with the most points wins. same as the part they studied (i.e., a computer as the brain, take in (O2) and expel a pump as the heart). As dioxide (C02) diaphragm a class, they could link muscle that helps us breathe in their parts together to and out form a machine that works like parts of the human body. You might helps filter waste from the blood want to share The Robot Zoo: A Mechanical Guide brain to the Way Animals Work, by Philip Whitfield the body’s “control center” Obin (Turner Publishing, 1994) with students. The book contains detailed, -in- secretes bile that helps digestion illustrations that transform 16 different creatures into complex machines. heart pumps blood through the body ■ Younger students could use fabric paint to draw “body shirts” showing major organs, the stomach breaks down the food that we eat skeletal system, the , etc., on white T-shirts. removes the liquid and “leftovers” from digested food absorbs the from digested food

© 2001 DCI/BBC 2 Activity Name That Part 1

he new large-format film, The Human Body, will ow you’re going to become a specialist! You Reproducible Master Ttake you on the most fantastic trip you’ve ever Nand your team will pick one of the body parts experienced—inside an actual human body. You’ll meet a you’ve identified. Each member of your team will do some family—parents-to-be Heather and Buster, their teenage research and develop a list of interesting facts about your nephew Luke, 15, and his sister Zannah, 8. You’ll go inside a part. Then, combine your lists and try to stump your cell—the body’s basic building block. You’ll see the many classmates in a game of Body Trivia. (Your teacher will miracles we live through each day as—hidden from us and explain the rules.) often unnoticed—our bodies are achieving incredible things. My team’s body part is: ______In this film, you will see how all of those parts you have Use the back of this sheet for your list of interesting facts. work together as a remarkable interdependent system. You’ll learn that regardless of the differences in how we look on Part B. Like any complex machine, your body needs proper the outside, and although we may live very different lives, we care and maintenance to work well. In the space below, begin all share the same basic structure. But first, before we begin your own Body Maintenance Plan. (An example has been this journey, let’s find out what you already know! given.)You can finish it on another page. Part A. The human body below is like a car that is made My Body Maintenance Plan up of different kinds of parts—together they make the body New Facts New Facts New Facts “hum” at top speed. As the “body mechanic,” it’s your job to Diet Eat 5 identify where those parts are located. Draw a line from the name of the part to its correct location, and write on the line fruits and below each what that part does. vegetables a day. lungs ______Exercise ______diaphragm ______kidney ______I will also ______do this: brain ______liver ______I won’t ______do this: heart ______stomach ______large intestine Add-on Using your choice of ______building materials ______Activity (anything from toothpicks small intestine to bricks!), build a class exhibit that ______shows how the body is put together. ______

© 2001 DCI/BBC 3 ■ Activity 2

fo r Pumping Li f e Pre-viewing Activity Student Objectives: To learn about the Part B. Demonstr ate for your students the correct and how the heart works. ways to tak e a pul se— b y placin g their index and middl e fin gers Materials: Tennis balls, modeling clay, toothpicks or tacks togeth er at the pul se poin t on the or wr ists. (To mak e it easier for your Teaching Tips students to see and count their pul se, Part A. Review with students the following background: you might have them use a The diaphragm—the muscle that separates the chest and tooth p ick inserted into a smal l the —helps us to breathe in and out as lump of clay and have them it expands and contracts, exchanging for rest the clay on their oxygen. Blood carries the oxygen and nutrients through pul se poin t with the tooth p ick the left side of the heart and from there, via the point i n g up. Anoth er meth od , to all of the body’s cells, as carbon dioxide and is to use a metal tack other waste products are returned to the blood. This placed on the wrist with the blood flows through the body’s to the right side of poin ted end up.) Tell your students the heart and from there to the lungs. The lungs release the th at the average pul se rate for a carbon dioxide and waste products and pick up oxygen— young person can ran ge from 90 to 120 repeating the cycle. Blood in be ats per minute. The average pul se rate for an (the rate they approxi m ated in their tenn i s bal l A fter doi ng the ten n is ball ex peri ment, have students discuss exp erim ent) is abo ut 72 beats per minute. A word of caution: t he resu l ts. Then talk with them ab out the effects of cha nges Students’ physical abil it i es may var y widely, and some may not be in altitude on how the respi ratory system works. When you able to safely undertak e even limited exercise. All students shoul d cha nge altitudes too quick ly your body isn’t able to ad just fast be moni tored car eful l y durin g any kind of physical activ i ty. enough to the cha nge in the air pressure. The higher you go, t he “t h i n ner” the air Add-on Activities b ecomes and the ■ Students might learn more about the diaphragm and less oxygen there is. investigate the causes and various “cures” for hiccups. That mea ns you ■ Students might intervi ew someone they know who has ta ke in less oxygen asth m a to lear n what can trigger an asth m a attack, what it feels each time you li k e to have an asth m a attack and what doctors can do to help . breat he. Mo st ■ Students can do some research to learn about the people begin to stethoscope, which was invented almost 200 years ago. They not ice the effects of could compare the early model to the one used today to see h igher altitudes at how similar or different they are. Heart 7,000 to 8,000 feet ■ Older students might check out the American Heart ab ove sea level (at a Association Web site (www.americanheart.org) to research ski resort in the Colorado Rock ies or the Sw iss Alps, for heart-healthy nutrition, and plan a week’s worth of heart- exa mple). The sy mptoms of this cond it — k nown as healthy meals. a l t itude sick ness — i nclude headaches, short ness of breath and ■ Students might research and report on the pioneers of heart nausea. They genera l ly go away within a few days, after your and the technological advances that have occurred in b ody has ad justed. A n o x i a ( mea n i ng “no oxygen”) is one of this field. As a starting point, students might want to review t he mo st com mon problems mountain cl i m b ers . Along “Pioneers of Heart Surgery,” NOVA Online, w ith a shortage of oxygen, there is a si mu l ta neous inc rease in www.pbs.org/wgbh/nova/heart/ t he amount of ca rb on diox ide in the blood, wh ich causes us pioneers.html. to breat he faster in an effort to el i m i nate it .

© 2001 DCI/BBC 4 Activity Pumping for Life 2 Reproducible Master he human heart really doesn’t look much like the How many times did you open and close your Theart on a Valentine’s Day card. Actually, it looks hand? ______more like an upside-down pear. What did your hand feel like at the end?______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 What you just did for one minute, your heart does all day as carbon dioxide as air is exhaled. long! Imagine how strong your heart must be to pump constantly without stopping, 24 hours a day. Part A. In the film The Human Body, you’ll see Luke’s heart and lungs working together to keep his body moving Part B. The pulse you feel when you put your on the basketball court. on the pulse points in your neck or on your wrist is the blood being pumped through your body—kind of like water Try this ex peri ment. Put being pumped through a hose and a garden sprinkler. a ten n is ball in your ha nd and sq ueeze it as Your pul se rate chan ges as you become more acti ve and ha rd and as quick ly as your hear t beats har der to incr ease the flow of oxygen you can. Your goal will th r oughout the body. The average resti n g pul se rate for a young be to compress it 70 person ran ges from 90 to 110 beats per minute. As you get t i mes in one minute — older, the pul se rate slows to an average of 72 beats per minute. t hat’s clo se to the num b er of times your What is your resting pulse rate?______Red blood cells hea rt cont racts in Now raise your over your head 10 times. What is your one minute. active pulse rate?______

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

130 120 110 100 90 80 70 Activity

Add-on Interview the school nurse, your doctor or another local to learn about high 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 5 ■ Activity 3

Part B. To determine which eye is dominant, Be a Br a i n students should cut a one-inch circle in a sheet of Pre-viewing paper and hold it about one in front of their eyes. Activity Student Objectives: To identify the major parts of the With both eyes open, they should focus on a distant object and brain and their functions and to learn about brain preference. hold the index in line with the center of the hole and the Materials: None distant object. First, they should close the left eye—if everything is still lined up, the right eye is dominant. Then, they Teaching Tips should close the right eye—if everything is still lined up, the left Part A. Brain Structure. Provide this background: Today, we eye is dominant. To determine which ear is dominant, students kn ow a great deal abo ut how the brain works. For exam ple, we should cup the left ear and listen as you whisper a phrase, then kn ow that different par ts of the brain contr ol different abil it i es and cup the right ear and listen as you whisper from the same functi ons— b ut that wasn’t always the case. That idea was location. Students can determine dominance according to which int r oduced 200 year s ago by an Austr ian doctor nam ed Fran z ear heard the phrase more clearly. Check out the site at Jos eph Gall, who also beli eved he coul d diagnos e what was http://faculty.washington.edu/chudler/neurok.html for happeni n g in the brain by “readi n g” the different bumps on the more information. head. Gall’s theory, r e n o l o g y , quickl y becam e very popula r . However, today we know that Gall’s theory has no true scienti f ic Brain Dominance. Ex plain to your students that the right side basis. With the help of today’s techn ology, we can actual l y look of the brain cont rols the muscles on the left side of the body in side the and see the brain as it works. [Answer key to the a nd the left side of the brain cont rols the muscles on the right brain matching quiz: 1. E, 2. D, 3. C, 4. A, 5. B] side of the body. Although the two sides of the brain sha re ma ny funct , they also have un iq ue specia l t ies. The right Cerebrum 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 Cerebellum a re lea rn i ng more ab out brain dominance. A left - bra i n - domi na n t person is analy t i cal, verbal and logical. Left - bra i n - Brain Stem domi na n t 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 - domi na n t people tend to see the whole Hypothalamus 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 Now review this information with students before they do the a wel l - rounded ind iv idua l . lobe quiz: The biggest part of your brain is divided into two equal parts—the right hemisphere and the left hemisphere. The [Answer key to the brain dominance quiz: Students who two hemispheres work together and share information through answered “true” for questions 1, 2, 4, 7 and 8 tend to be right- a thick band of fibers called the corpus callosum, which brained. Students who answered “true” for questions 3, 5 and 6 divides them. Each hemisphere is further divided into four tend to be left-brained. Since many people exhibit some of both lobes, each responsible for certain functions and . tendencies, student scores could be inconclusive.] [Answer key to the lobe function quiz: 2–vision; 3–, ; 4–pain, touch, pressure, sensation of temperature] Add-on Activities ■ Students can research why we yawn or laugh, how we Frontal Lobe understand language, or why we need . ■ Working in small groups, students might pick one disease or Occipital Lobe condition that affects the brain. Each group could prepare a class report on the Temporal Lobe disease’s causes, symptoms, affects, treatments available, and how the disease Parietal Lobe might affect other body parts.

© 2001 DCI/BBC 6 Activity Be a Brain 3

Reproducible Master our brain is faster and more powerf ul than the mos t Ypowerf ul computer you’ve ever seen. As you lear n in Th e Part B. There are several ways to test whi ch side of Human Body, it contr ols everyt h i n g your body does. To do so, it your body is domi na n t. Try the suggested by uses near ly a fif th of all the cal ories you eat or drin k — m ore than your teacher to see how you measure up: an y oth er par t of your body! Which hand do you normally write with? ______Part A. Each par t of your brain has a very disti n ct and Which foot do you use to kick a ball? ______im portan t role to play. See how much you already know by Which eye is dominant? ______Which ear did you matchi n g the nam e of the par t to its descri pt i on below. Then, labe l use to hear better? ______th e par ts in the drawi n g. Have you ever hear d someone say they are right- A. Cerebrum 1.__ Are you too cold? Too hot? Should you brai n ed or left- b rai n ed? What do you think that mean s? shiver or sweat? This “body thermo- ______meter” will let you know what to do! ______B. Cerebellum 2.__ It may be tiny, but those it makes are sure a big deal. Test yourself to see which side of your brain you C. Brain Stem 3.__ Thi s conn ects the brain and the spin al cord would tend to use by answering true or false to so you won’t los e your ! these questions. D. Pituitary Gland4.__ If you think it or say it, it starts in this True False part of the brain. 1. I’d rather think of a theme for a E. Hypothalamus 5.__ Got rhythm? You’ve got this! party than actually plan one. ˜ ˜ 2. If I get lost, I’d rather have a map than a list of directions. ˜ ˜ Cerebrum 3. Don’t tell my teacher, but I do better on mul t i p le- c hoice tests than writi n g essa ys. ˜ ˜ Cerebellum 4. Wh en I’m studyi n g for a test, I need music to get my brain in gear because Brain Stem sil ence is too “qu iet. ” ˜ ˜ 5. In a debate, it’s hard for me to accept Pituitary Gland the side of the issue I don’t agree with. ˜ ˜ Hypothalamus 6. I like to do my homework right away in stead of wait i n g until it’s almos t due. ˜ ˜ 7. When I lose something, I try to “see” Now see if you can fill in the correct functions of the lobes from where I was when I lost it. ˜ ˜ the clues provided below. The first one has been done for you. 8. I usually can tell what people are thinking. ˜ ˜ 1. Frontal Lobe—You need this to make things happen and to react to them when they do. This controls: planning, , Remember that—even though some things may be movement, problem-solving, emotions. easier for you depending on which side of the brain 2. Occipital Lobe—It may be 20/20 or 20/200. you favor—you couldn’t function as a “whole person” This controls: ______without both sides! 3. Temporal Lobe—Listen and you’ll remember. Add-on Wh at if your brai n This controls: ______were a computer? Activity 4. Parietal Lobe—Ouch! That’s hot and it hurts! Do some resear ch to constr u ct a display that shows the This controls: ______par ts of the brain that correspond to functi ons of the computer. © 2001 DCI/BBC 7 ■ Activity 4 Th e Brain Team Pre-viewing Student Objectives: To consider how learning happens and Activity to encourage students to consider how they learn best. Materials: None Part A. Lead a Teaching Tips class discussion First, provide your students about learning with this background styles (see activity information about the brain, sheet) and then have them label the parts preferences before on the drawing: The bra i n your students on ly weighs three or four complete the pounds— ab o ut the weight of learning preference an average text b ook — but it is the mo st complex ob j ect in the survey. world. N e u r o n s receive, process and relay all the special iz e d i n format ion needed to go ab out your da i ly life. But it isn’t the Profile of a Part B. In num b er of alone that ma kes this preparation for the work — it’s the way they are organ iz e d and con nected . activity, put 12 small objects in a box on your desk. Set a time for three subsequent viewings to test students’ recall—the first Structure of a neuron 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 dendrites 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 nucleus comparison). You can find additional information on this topic at http://faculty.washington.edu/chudler/neurok.html. cytoplasm Add-on Activities ■ Students might research the axon damage that can be done to the brain and various other organs— such as the liver, kidneys or lungs— synaptic by smoking cigarettes or using terminal alcohol or illegal substances to achieve a chemical high. ■ Students might create their own Brain cell dying 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. There are many different kinds of neurons, but they all have ■ Students might do some research to learn about the “natural some things in common. Like other cells, they all have a cell high” exercise can induce because of the body’s release into the body with a nucleus that contains the cell’s genes. The nucleus is brain of endorphins, which then are broken down to create a surrounded by cytoplasm—a liquid that contains all the short-lived feeling of euphoria. 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.

© 2001 DCI/BBC 8 Activity The Brain Team 4

he body is made up of bi l l ions of cel ls. In the Reproducible Master Tnervous system these cel ls are ca l led n e u r o n s. They are special iz e d to ca rry “mess ages” to the brain, and In the space below, list 10 things you have lear ned in your classes t hey con nect to ot her neurons through bra nch - l i ke durin g the last two days. Next to the item, descr ibe how you st r uctures ca l led d e n d r i t e s. lear ned each. We’ve given you one exam ple to help you get star ted. Example Learning Style Every time you learn something new—a new word, how to A new Visual (if you read about it ride a bike or play the flute—your neurons develop new computer program in a manual) connections to other neurons. In fact, your brain eventually Auditory (if you listened to will form trillions of connections—that’s more connections a lecture about it) than there are stars in the entire universe! Kinesthetic (if you Revi ew with your teacher these terms abo ut neurons: performed tasks using it) ■ Cyt o p l a s m —a liqu id that surrounds the Things I Learned How I Learned Them ■ Ax o n —a chan n el that allows signal s to pass between neurons ■ Synaptic terminal—a l l ows the axon of one neuron to conn ect to the dendr ites of anoth er

Se e if you can labe l the par ts of a neuron on the drawi n g below. The more you practi ce what you have lear ned, the str onger these conn ecti ons (dendr ites) become. And the conn ecti ons you form at th i s time in your life are the mos t importan t ones because they be come the platf orms you will buil d on to mak e even more complex conn ecti ons later on.

dendrites

Part B. The more links the nucleus neurons in your brain create, the be tter your memory becomes. Try this exercise to see what cytoplasm happens as your neurons go to work. Look at the obj e cts your teacher has placed in the box. Brain cell axon Then return to your seat and list as man y of them as you can on the back of this paper.

synaptic terminal 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 obj e cts the foll owi n g day and mak e anoth er new li st. How many objects are on your list? ______Now look at them one final time. How many objects did you list? ______Work in groups to create Part A. Have you ever stopped to think abo ut how you Add-on other exercises that lear n? Some people (visual learners) lear n best by looki n g at Activity demonstrate how th i n gs, or readi n g abo ut them. Some people (au d i t o r y repetition increases memory. Then le a r n e r s ) lear n best by heari n g abo ut things. And some people create graphs that illustrate what the (kinesthetic learners) lear n best by actual l y doin g things. exercises demonstrate.

© 2001 DCI/BBC 9 Post-Viewing Teaching Strategies

1. Lead students in a discussion of the film, encouraging 2. Ask students if what they think and know about having a them to share their impressions of both its content and healthy lifestyle has changed since viewing the film. the impact of the large-screen format on the presentation 3. Refer to Resources on page 24 for additional information of the content. and ideas.

■ Activity 5

Post-viewing It’s a Cell Call Activity Part B. Gauge how much your students already know about Student Objectives: To learn how cells function and how much background information they will need. You might and to understand the structure of DNA. discuss Gregor Mendel’s research with dominant and recessive genes in Materials: Uncooked eggs, vinegar, distilled water, pea plants and explain that researchers have (golden) corn , unbreakable containers, plastic known about DNA since Mendel’s time, but food-handling gloves, safety glasses it wasn’t until 1953 that two English scientists—James Watson and Francis Teaching Tips Crick—discovered how DNA is Part A. Have your students work in groups of 3-4 actually put together. DNA is students each for this activity. Each group should de- composed of building blocks called shell two uncooked eggs by soaking them in nucleotides. Nucleotides are made household vinegar for a day or two, until the shell up of deoxyribose sugar, a dissolves completely. After soaking, the eggs will be group and one of four very swollen, rather firm and easily broken. Caution nitrogen bases: adenine (A), thymine your students to handle the eggs carefully and to keep (T), guanine (G) and cytosine (C). a tray underneath them to contain spills. Note: Have Alternating deoxyribose sugar and Red blood cells students wear inexpensive plastic food-handling gloves phosphate link together to so they do not touch the raw eggs directly. Because form something like the side supports on a ladder. Complementary pairs vinegar is an acid, students also should wear eye- of nitrogen bases form the rungs of the ladder. Adenine is always paired protection glasses. 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 Tell students that water is one substance that can double helix, because the strands twist to the right. Everyone’s DNA has permeate the egg’s membrane, in the process called the same basic chemical structure, but the way its components are osmosis. When the egg is soaked in a in which arranged differs from person to person. Each person’s DNA is unique to the concentration of water is lower than that inside the him or herself. (Identical twins, however, have identical DNA, although egg (corn syrup), the liquid inside the egg passes their fingerprints are different.) Information on building DNA models through the membrane into the solution and the egg can be found here: http://biology.about.com/science/biology/library/ looks like a flabby bag. When an egg is soaked in a howto/htcandydna.htm. solution where the concentration of water outside the egg is higher (distilled water), the water tries to reach Add-on Activities equilibrium by passing through the membrane into ■ Many people have concerns about the possibility of manipulating the egg, and the egg becomes larger and firmer. DNA as a way to genetically engineer . Older students might develop position papers on genetic or hold a debate on the Results of Experiment 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 Egg 1–Corn Syrup Egg 2–Distilled Water how it is used?

© 2001 DCI/BBC 10 Activity ou can’t see them, but they’re everywhere. In fact, Yevery single living thing on this planet is made up of It’s a 5 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 Reproducible Master the mother’s unborn baby grow and change. Cell Call Use the chart below to record what happens to your eggs Part A. Healthy cells are essential for a healthy body. Just during a 24-hour period. like other living things, cells need to take in oxygen and nutrients and get rid of waste products. Every human cell is Why do you think each egg changed the way it did? 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 Describe the egg at the Describe the egg at the can tear easily). The membrane beginning of the experiment. end of the experiment. on your de-shelled eggs is very similar to the membrane that Egg 1 surrounds a human cell. (corn syrup) Egg 2 Cover egg 1 with corn syrup. (distilled water) Cover egg 2 with distilled water.

Part B. The cell is the smallest living unit in our bodies, and has a language and Names and Words structure all its own. An entire world exists inside the cell: to Know ■ power houses to create energy ■ Adenine, thymine, guanine, ■ places to store energy cytosine: The chemi cal s, or nitr o- ■ places where energy is used gen bases, that are found in DNA. ■ a place where things (like ) are made ■ DNA (deoxyribonucleic ■ a place where our physical characteristics are stored (genes) acid): The genetic material that is ■ a place where all of these processes are controlled (the nucleus) contained in every cell in the human body. Every person’s DNA Let’s build a model to help explain what is going on, starting with is unique, except for that of the nucleus. Inside the nucleus we will find DNA. DNA is the reason identical twins. you look the way you do—your hair, eyes, height, skin type, skin ■ Double helix: The structure of color, and so on. DNA is found in genes, and genes are responsible DNA. A double helix looks for how similar you look to your parents in some ways or like your something like a twisted ladder. grandparents in others and even like your brothers and sisters. If ■ Human Project: A we opened up a gene, took out the DNA, and gently stretched it project that identified every gene out, we would find that it is shaped like a spiral. Scientists call that present in human DNA. a double helix. There are two strands of DNA wound around and attached to ■ Mendel: The Augusti n i an monk each other by units called bases, named adeni n e (A), thym i n e (T), guan i n e (G), whos e work formed the foundati on an d cyto si n e (C). The strands are made up of a sugar (deoxyribose) and a for the science of geneti cs. phosphate . ■Watson & Crick: The Engli sh scienti sts who discovered how DNA The DNA stra n ds join togeth er as foll ows: A on one stra n d will always pair with T is put togeth er. on the oth er, and G will always pair with C. It looks someth i n g 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 Do an Internet search to learn about the Human Activity The bases form the ladder, and the sugar-phosphate Genome Project, the molecules form the outside spiral form. Follow your teacher’s progress it has made and why it is instructions to make your own DNA strand. so important.

© 2001 DCI/BBC 11 ■ Activity 6

Part B. Talk with your students about the three different A parts of the ear. Explain that the outer ear is the part you World Post-viewing can see. It collects the sound waves. The sound waves Activity of Sense travel through the outer ear canal to the middle ear, where Student they strike the eardrum. The eardrum begins to vibrate, and the vibrations Objectives: To pass through three tiny —the , the anvil and the stirrup— consider how the eye which transfer the vibrations to the inner ear. There they enter a small curled and ear work and to tube known as the cochlea, where they are turned into nerve signals that learn about visual allow the brain to understand the sound. and sound waves. Tuning-fork experiment: Strike a tuning fork so the students can hear the sound. Explain that the sound was caused by vibrations. Then, have Materials: Tuning The fork, broad plastic bowl students take turns dipping the tuning fork in a broad or other unbreakable container, empty shoe boxes plastic dish or bowl or other unbreakable or other similar containers, various sizes and container of water. The vibrating fork sets up widths of rubber bands little waves in the water, just as it sets up waves of molecules in the air. Teaching Tips Talk with your students about the different parts Rubber-band experiment: Have of the eye and how they work together. The optic students str etch several different width s of nerve in the back of the eye sends what the eye ru bb e r ban ds over an empty box, in the sees to the brain. When the light passes through order of thickn ess, then pluck each one with the eye’s lens and the image hits the retina, the th eir fin ger. (Be sure that they protect their image is upside down. Therefore, the image that eyes in case the ban d snaps .) Have students Ear cochlea travels through the optic nerve to the brain also is descr ibe the sounds the ban ds made and rate their upside down. The brain has to flip the image over compar ati ve pitch (h i ghn ess or lown ess of the sound). They will see that the so it’s the right way up and makes sense. th i n n er rubbe r ban ds vibrate faster than the thick ones, causin g them to have a higher pitch. Now have students pluck one rubbe r ban d, immedi ately touch it You might want to have your students make a wi th their fin ger, and listen to the sound. When they touch the vibrati n g pinhole camera (camera obscura)—showing what ru bb e r ban ds, the vibrati ons stop and the sound stops . an image looks like when it reaches the retina of the eye—then sketch the images they see through Add-on Activities ■ it. For directions on how to make a very simple Students coul d do a sim ple exp erim ent that allows them to “fin d” their bli n d pinhole viewer, go to http://www.exploratorium. spot, the area on the reti n a that has no receptors. For directi ons on how to edu/IFI/activities/pinholeinquiry/viewer.html. conduct this activ i ty, visit http : / / f acul t y.w ashi n gton. e du/ c hudl er/ c hvi sion. ht m l . ■ For information about making an actual pinhole Students might work in team s to prepar e presentati ons abo ut vision— camera that can take pictures, go to be gin n i n g with the eye patterns of a newbo rn who is learn i n g how to see. ■ http://www.kodak.com/global/ Students can try this exp erim ent to exp erience the directi on of sound: One en/consumer/education/lessonPlans/ student stan ds at ’s length behi n d a bli nd f olded classmate and snaps his or pinholeCamera/pinholeCanBox.shtml. her fin gers in var ious directi ons. The bli nd f olded student poin ts in the di r ecti on the sound is comi n g from. Next, the exp erim ent is repeated with the Part A. Here are some Web sites that contain bli nd f olded student weari n g a pair of ear muf fs. Fina l l y, with the bli nd f old sti l l additional examples of optical : in place, the student removes the ear muf fs and places a card b oa r d tube from a http://www.justriddlesandmore.com/illusion.html roll of paper towels over one ear before the fin ger- s nappin g exercise is http://www.aoanet.org/jfk-optical-illusions.html repeated. Students shoul d be able to detect the directi on of the sound with th eir ear s uncovered. It will be more difficult to determi n e the directi on when th e sound is muf fled by the ear muf fs. Putti n g the card b oa r d tube over one ear causes the sound to travel a greater distan ce to reach that ear , so the student will perceive the sound as comi n g from the oppos ite directi on. ■ 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 12 Activity A World of Sense 6 Reproducible Master he eyes may be the windows to your soul, but it , your brain wouldn’t have anything to interpret and Ttakes both your eyes and ears for you to sense you wouldn’t be able to hear or dance to music! Next time your world each day. Together, they allow you to see a you’re enjoying your favorite CD, take a moment to thank friend’s face or hear your favorite music. those in your ears. They are part of a built-in amplifying system that’s better than anything you can find Your Eyes. When you first open your eyes, your top in your local electronics store. 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. Hammer, anvil and stirrup

Part A. Sometimes, your brain makes you see things that Part B. So und is produced by vibrati on. Try this: Feel your aren’t really there. For example, if you look down a long th r oat as you place your fin gers lightl y on it and say, “My straight roadway, the sides of the road seem to come nam e is ______.” Do you feel the vibrati ons? Vib rati ons that together in the distance. This is because of perspective— come from the sources of sound cause air molecul es to move, the way two objects appear in relation to each other. Try setti n g up sound waves. Your ear s contain the three tiniest this optical . Which flower has the bigger center? an d mos t deli cate bones in your enti r e body. They’r e located right behi n d your eard r u m, and they’r e cal l ed the ha m m e r , th e an v i l an d the st i r r u p . Their job is to tran sfer sound vi b rati ons that reach your outer ear into your inner ear .

Now, foll ow your teacher’s instr u cti ons as you exp erim ent wi th a tuni n g fork, a bowl of water, and some rubbe r ban ds, to see what a sound wave looks like and why some sounds ar e high and some low.

Add-on Look at this If you picked the flower on the left, you’r e wrong! Actual l y, illustration at right. bo th centers are the same size . (Measure them with a ruler Activity What do you think to mak e sure.) You can fool your brain into thinking that an you see? Take a class poll on obj e ct is bigger or smal l er by placin g it next to obj e cts of the results. di f ferent size s. Your eyes may fool you, but Your Ears. If you’ve ever been to a very loud rock you can’t fool your ears—if you concert, you may have experienced a ringing in your ears damage them when you are young, afterward. Your ears are sensitive to sound and can be your hearing will get worse as you easily—and permanently—damaged if you expose them get older. Research the harmful to loud noises like this without protection. Your ears are in effects of loud sounds and where charge of collecting sounds and turning them into nerve you might find them in your signals that your brain interprets for you. Without your everyday life.

© 2001 DCI/BBC 13 ■ Activity 7

Part B. Prepare small glasses that contain of (1) sugary water (sweet), (2) lemon Tasty Aromas Post-viewing juice (sour), (3) salty water (salty), and (4) tonic Activity Student Objectives: To learn about the , the water or onion juice (bitter). Have students dip relationship between and smell, and the “taste centers” on clean toothpicks into each solution. Then, they should lightly the tongue. touch different parts of the tongue and record what they taste Materials: Part A—small paper bags; small cups of water; on their chart. Be sure to have students use a clean toothpick odorants such as cinnamon, garlic, ginger, onions, vanilla each time they dip and take a drink of water each time they extract, chocolate, rosemary, , orange peel; small change taste categories. They also may want to nibble a piece of containers such as empty film canisters; lemon, grape and bread in between the taste tests. cherry mini-jelly beans. Part B—small glass containers, sugar, lemon juice, salt, tonic water or onion juice, toothpicks, water Explain to your students that their taste buds are located on the papillae, the little bumps they can feel on their tongue. Each Teaching Tips papillae contains between 1 and 15 taste buds. Each of the taste Part A. The materials to be smelled (see list above) should be buds is made up of a cluster of between 80 and 100 cells, placed in containers that students can’t see through (35mm film including receptor cells that are attached to . Different canisters with holes in the lids or clear containers that have receptors are sensitive to different . (This experiment also been covered with tape, etc). Containers should be numbered could be done as a take-home activity.) from 1 to 10. Keep a log of what is in each container. Select four odorants and put some of each in two different Add-on Activities containers. Put some of two additional odorants in one ■ Lead a discussion on eating disorders and poor container each. nutrition, based on student findings in researching the USDA food pyramid Students should pick up each container and sniff recommendations. it. What odors were most easily identified? Most ■ As people age their sense of smell gets difficult to identify? How many students identified worse. Students might conduct “smell tests” to all the odors? How many were able to match all identify differences in the ability to smell four odors and identify the two that did not have a among family members, older neighbors and pair? How well did the boys do compared to the friends, etc. ? You might ask your students to create graphs ■ Students might create their own “odor charts,” that illustrate the results of the smell test. Note: Be The nose identifying as many different kinds of odors as sure to ask about before having your they can, and categorizing them by type (sweet, students participate in this activity. Discard all foods assembled minty, sour, etc.). in this unit after they have been used in classroom testing. ■ Heat and climate affect the diffusion of gas molecules that cause odors. Students could research why odors are different in Smell-taste activity: You will need six small paper bags and intensity in the summer than in the winter, and why odors are scoops of lemon, grape and cherry mini-jelly beans. (If students so readily associated with tropical climates. work in groups, use one set of bags per group.) Label the bags: ■ Younger students might create taste charts by cutting pictures #1 taste, #1 smell, #2 taste, #2 smell, #3 taste, #3 smell. Put of food out of magazines and organizing them according to several crushed jelly beans in each of the “smell” bags. Put the taste categories. remainder of the jelly beans in the “taste” bags. Be sure that the ■ Just as in other areas of biological science, what we know same flavor jelly beans are placed in the bags with the same about taste changes as researchers make new discoveries (for number (i.e., #1 bags contain the lemon jelly beans, etc.). example, researchers recently discovered a fifth basic taste called Umami. This taste occurs when foods that contain Students should close their eyes, hold their noses and chew a glutamate—like the MSG used in much Oriental food—are jelly bean from each taste bag. Tell them to take a small sip of eaten). Students could do some research water between each test, then record the tastes on the chart. to learn more about glutamate and why it Next, have students close their eyes and sniff each of the “smell” is used predominantly in certain cuisines. bags, recording their findings on the chart. Finally, have them ■ Students might construct a model of repeat the taste test, but this time without holding their noses. the digestive system. Discuss the findings as a class.

© 2001 DCI/BBC 14 hat do the aroma of pizza when you enter the Part B. All tastes come from different Activity W school cafeteria and the stench of sweaty socks in combinations of four basic tastes: sweet, sour, salty the locker room have in common? It’s your nose, of course! and bitter. Different taste buds interpret these 7 Everything you need to smell with is inside your nose. It tastes. Follow your teacher’s directions to find the Reproducible Master alerts you to those socks and tempts you with that aroma— different “taste centers” on your tongue. Record then it even helps you enjoy the taste of the pizza! 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 Ta s t y Tongue Sweet Sour Salty Bitter Tip Ar o m a s Middle As you breathe in, odor molecules in the air enter through Left side your nostrils, pass into the nasal cavity, and then go to the Right side olfactory bulb. That’s where special nerve cells (receptors) determine just what the odor is. The nerve cells send signals Now, use the information above to draw a “taste map” of your to the brain, which lets you know what you’re smelling. tongue, using a different color for each type of taste and shading to show how strong the tastes are in each area. How Part A. Some people have a better sense of smell than does your taste map compare with those of your classmates? others. Although the average person can identify between 3,000 and 10,000 different odors, some people who have a Add-on Everything our body does for us takes fuel. condition called anosmia have no sense of smell at all. Getting the food to fuel our bodies into our Activity , as we see in The Follow your teacher’s directions to identify the odorants in Human Body, is one thing. What the containers prepared for you. Hold the container in front happens next is not quite as tidy. of your face and waft your hand over it toward your nose to Biting into that great-tasting pizza is get the best whiff. the first step on an amazing journey through your digestive system. Which containers are the same? Identify them on the third After your molars grind it up, line below each pair: chemicals in your saliva begin to break down the # ____ # ____ pizza as your tongue pushes it to the back of your . # ____ # ____ Like squeezing a tube of , your muscles squeeze it ______down your 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.

Which containers are not the same? Identify them below: The final stage of your pizza’s journey takes place in the large # __ _ _ is ______and intestine, which is a kind of drying chamber. The liquid is # __ _ _ 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 When you have a bad cold, does everything “taste the same”? what happens to it! Your body’s “team” approach to this That’s because you’ve lost the ability to smell what you’re process should make it a little easier to understand the eating! Use the chart below to record the results of a test that problems that can occur when you don’t get enough to eat or will show you how important that smell/taste partnership is. eat the wrong kind of food.

Use resources to check out the USDA’s Smell Only Taste Only Smell & Taste food pyramid and compare what you Bag 1 usually eat with what it recommends. Where can you improve your diet? Bag 2 Bag 3

© 2001 DCI/BBC 15 ■ Activity 8

Add-on Activities Bone Basics ■ Just as good nutrition is important to good health, Post-viewing environmental factors can affect our health, too—even Activity Student Objectives: To learn about bones—how that of unborn babies. to build healthy bones and how to protect our bones. Students might investigate Materials: None environmental hazards such as smoking and discuss Teaching Tips solutions to deal with them. Part A. Provide this background information for ■ Students might explore students: The spine (also known as the spinal column how the shapes of different or backbone) is a collection of 33 bones known as bones relate to the amount vertebrae that are stacked up and held together by of force they must connective tissues called . The spine is what withstand. allows us to stand upright and to be flexible—to twist ■ Students might exp lore the and turn and bend. The spine also provides am azin g “engin eerin g” that protection for the —the group of nerves al l ows the spin e to support that helps to send information from the brain to th e human body. For other parts of the body. Moving allow for exam ple, they might flexibility, too. exp erim ent with a ball of modeli n g clay and four X-ray of a If students are having difficulty finding examples of coffee- st i r rer str aws placed hinge joints and ball-and-socket joints, you might verti cal l y to see how the head sits on the littl e vertebrae in the neck. want to provide them with a few examples. (Hinge ■ Students might do research to see how the skeletal systems of other joints could include the hinges on a door or a lift-top animals are designed to provide different kinds of mobility. desk; many swivel desk lamps have ball-and-socket ■ Students might do observational research to see how different types joints. Students might relate best to the example of a of shoes affect posture and balance. Why are high so bad for the computer joystick.) female foot? ■ Students can make a “rubber Part B. Exam ples of protecti ve equi p ment used in bone” by soaking a chicken sports include: bicycle helm ets, batti n g helm ets for bone in vinegar for several baseball and softb all, helm ets for ridi n g scooters, days. Because vinegar is an an d elb o w pads for inline skati n g, and skateboa rd i n g. acid, it dissolves the , Thi s activ i ty provi des an excell ent intr oducti on to a leaving the bone thinner and di scussion of sports safety in general . vulnerable to breaking, much as it would be if it were diseased Use the activity about calcium in food as the basis for from osteoporosis due to a a discussion about good nutrition. To extend the loss of calcium. Refer to discussion, you might want to have students plan a www.flinnsci.com/homepage/ week’s worth of lunches that are well balanced and bio/rubbone.html. supply significant amounts of calcium. Explain that ■ Have students invest igate the body’s need for calcium changes with age. For Hand bones ot her uses for t h e r m a l example, the National Academy of Sciences i m a g i n g, the tech nology that recommends that under age 50 should have showed Lu ke’s image in the film (for exa mple, fi re fighters can locate 1,000 mg of calcium daily, while people over 50 v ict i ms overcome by smoke who have hidden in a burn i ng house by should have 1,200 mg daily. point i n g 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?

© 2001 DCI/BBC 16 Activity Bone Basics 8 Reproducible Master n The Human Body, we see Luke pedaling his I bike—or, more specifically, it’s the thermal image Part B. If you have ever broken a bone, how long did it of Luke, surrounded by thermal images of people take to heal? Professional athletes, such as hockey and walking thermal images of pets. Thermal imagers are football players, wear equipment to protect their bones. What instruments that create pictures of heat. So, we’re are other examples of protective equipment in sports? looking at the heat Luke’s body is generating. (He’s a ______pretty colorful guy, don’t you think!) ______Wh at woul d Luk e look like if all you saw were his bo nes? or fos sil s in a museum are dry and Calcium Clues. You need more than equipment to protect brittl e, but Luk e’s bones, like thos e in your body, are your bones, however—it’s also important to eat a diet rich in very much alive. Livi n g bones contain ma r r o w , the calcium. Calcium is a that helps bones harden and soft that manu f actures red and whi te blood cell s become strong. If you don’t get enough, you could be at risk an d produces nutr ients vital to your body. The 206 for osteoporosis, a disease that causes bones to fracture easily. bo nes in your body hold you up, allow you to move And if you don’t have enough cal ciu m, your body will actual l y steal an d protect your internal organ s. They’r e growi n g and it from your bones. Your risk of developing osteoporosis chan gin g just like oth er par ts of your body. depends in large part on how much bone mass you attain between the ages of 25 and 35. Part A. The place where two bones meet is called a . And, while many joints move, some—like those Bo ne mass is determi n ed by: in your skull—are fixed. ■ your genes (the bone str ength you inherit from your par ents) ■ th e amount of cal ciu m in your diet One kind of moving joint, a ■ th e amount of exercise you get hinge joint, allows the bones to bend and straighten. Your Dai r y products such as milk, cheese and yogurt are high in contain hinge joints. cal ciu m. What are some oth er good food sources of cal ciu m? Another kind is called a ball- List them below and add them to your Body Mai n tenan ce Plan . and-socket joint, because the ______round end of one bone fits into ______a cuplike area on another bone. Ball-and-socket joints allow the Move It or Lose It! Weight- b ea ri n g exercise done on your feet— bones to swivel and turn in all wal k i n g, runn i n g, ski i n g, tenn i s, etc. — a l so can help to buil d str ong directions. Your have ball-and-socket joints. bo nes as well as muscles. Di d you eat any foods yesterday that had cal ciu m in them? Did you exercise? Fill in the informati on People who build things use joints, too. How many be low. Compar e what you ate to the cal ciu m sources you listed examples of hinge joints and ball-and-socket joints abo ve. Do you need to improve in any areas? can you find in things you might encounter every Yesterday I ate: ______day? Make your lists in the space below. ______Hinge Joints Ball-and-Socket Joints Yesterday I did this exercise: ______Here’s where I could improve my diet and exercise plan: ______Add-on Build a model spine by stringing ______Activity spools or other circular objects ______together to represent the different vertebrae.

© 2001 DCI/BBC 17 ■ Activity 9

th e Part B. Provide students with this background: On Fingerprints are ridges on our skin that make it easier for us to hold onto things. Just as everyone’s DNA is different, Post-viewing Activity Other Hand no two people have the same fingerprints. Even identical twins have different fingerprints. Fingerprints can be classified by patterns— Student Objectives: To experiment with the arches, loops and whorls—by the size of the patterns, and by the position of sense of touch and to learn how fingerprints are the patterns on the finger. classified. Materials: Small paper bags, rice, small paper Have students work in pairs. Each clips, index cards, unpopped popcorn, sugar, student should take a #2 pencil and seeds, sand make an “ink pad” by coating a Teaching Tips small area (about 1 inch square) of the card with pencil lead. Part A. Paper clip/bag activity: Partially Each student should then take fill the bags (enough so that each small group of an impression of the pad of students has one bag) with rice. Add several their and pinky small paper clips and mix well. Students should finger of the hand they write close their eyes, reach into the bag, and try to with. After the student rolls one pick out the paper clips. finger over the pencil lead, his or her partner will carefully “lift” the Identification activity: Coat the index cards fingerprint onto a piece of transparent with glue and cover each card with one of the tape and attach the tape to a blank materials. Place each coated card in a numbered index card. The second print should be The hand bag. Students should reach into the bag and try placed next to the first print. Students should label each print (e.g., left index to identify the material they are feeling. You can finger) and write their name on the reverse side of the card. use this activity as a springboard to a discussion of the role of the hand as a sensory organ. Have Designate one desk for loop s, one for whorls and one for arches, and have students ever used their to feel their way students place their ca rds on the appropriate desk. Which is the mo st down a dark hall? To pick an object from a com mon pattern? (Use a magni fy i n g glass if needed to see better.) N o t e : As drawer without looking? Have they ever noticed a safegua rd of their ident ity, have students dest roy the fi ngerpri nts after the Braille “bumps” next to the buttons in an t hey have created them . elevator? You also might include a discussion of Braille, and even let students experience touching Add-on Activities the letters in the Braille alphabet, or invite ■ Modern fingerprint identification techniques date from 1880, when the someone from the local Braille association to British journal Nature published letters by Henry Faulds and William James speak to the class about Braille. 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 resear ch to fin d out how han ds sweat and what triggers that response. ■ Ask if students have footp rin ts from their bir th in the hos pital. They coul d call the hos pital to ask why Loop Whorl Arch fin gerprin ts aren’t tak en instead; coul d a footp rin t real l y identi f y a baby?

© 2001 DCI/BBC 18 Activity On the Other Hand 9

Reproducible Master

our hands are truly amazing things. They help you pick up a pen Have you ever Yand write. They help you throw a baseball, comb your hair and do wondered why your so much more. As you saw in The Human Body, they were formed when thumb is stuck down cells died off from the original paddle-shaped structures you had as an there on the side, all . Imagine trying to pick up a pen with paddle-shaped hands! by itself? Try this experiment to find Part A. Your sense of touch out. First write your originates in the , or bottom name on the first line below. Then have your layer of your skin. Some areas of partner tape the thumb to the index finger your body—like your fingertips— on the hand you write with. Write your name are more sensitive than others on the second line. What does your signature because they have more of the look like this time? nerve endings that send signals to the brain. Signature #1 Surface of a fingertip ______Place a penny on your desk. Close Signature #2 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: ______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 Close your eyes again. Reach into the bag prepared by your teacher and try what happened. to pick out a paper clip. Open your eyes. Were you successful? ______What did you feel? ______Part B. Follow your teacher’s directions as you take your fingerprints. Then, Now reach into each of the bags and try to identify what it contains. answer the following questions:

How did you do? What kinds of patterns do you see in your Bag 1. I guessed: ______index fingerprint? It really was:______Bag 2. I guessed: ______In your pinky fingerprint? ______It really was:______Bag 3. I guessed: ______How different are your prints from the It really was:______prints of your partner’s hand? ______Bag 4. I guessed: ______It really was:______

Add-on Create a display that shows how our hands are different from the Activity paws of animals, and how those differences reflect our varied needs.

Loop Whorl Arch

© 2001 DCI/BBC 19 ■ Activity 10

You may choos e to shar e the foll owi n g with Th e Li v i n g students: X- r a y s , developed in 1895, use radi ati on waves to form images of organ s and oth er obj e cts Post-viewing Sy s t e m in side the body that show bones as whi te and Activity softer tissues as different shades of gray. Ul t r a s o u n d , developed in Student Objective: To consider how the different body 195 7, uses high- f requ ency sounds to create images of internal systems work together. ti ssues. CT (o r CA T ) sc a n s (c omputerize d axi al tomography) , Materials: Advertising brochures for new cars (optional) developed in 196 7, use a highl y sensiti ve X-ray beam that passes th r ough the body and feeds informati on into a computer, creati n g a Teaching Tips picture. MR I s (m agneti c resonan ce imagin g), developed in 197 4, use Part A. In preparation for this activity you might want to computer- c ontr oll ed radi o waves and a magneti c field to create have students review ads and flyers for new cars, collected from th r ee- d i m ensional pictures of the inside of the body. dealer showrooms, to see how ad agencies promote the features of the various automobile systems in their sales brochures. For Add-on Activities example, if students were to visualize the human body as if it ■ Students might use dry pasta shapes, pipe cleaners, wire and were a new car with “loaded” features, they could use the other small objects to construct small models of the human following as a sample: skeleton—the backbone, for example. ■ Students might do online research and compile an annotated Redesigned for 2001! directory of Web sites about the human body. ■ Students might research and report on an 10-year/100,000-mile powertrain warranty! athlete of their choice who has been in the news because of an , Look What You Get! how the injury was diagnosed Automatic Power Windows (MRI, CT scan, etc.), and the Power Locks Air Conditioning medical treatment he or she Power Steering Power Disc Brakes received. How different do CD Player Power Mirrors they think the athlete’s Rear Defroster Tinted Glass chances for recovery are Intermittent Wipers Tilt Wheel today compared to that of a past era or decade? ■ Wil h elm Conr ad Röntgen, a The various features can be equated to those of the human Ge rman physicist who discovered body; for example, intermittent wipers function like eyelashes, th e X-ray, refused to patent his which keep our eyes clear of irritants. Our ears give us stereo cells di scovery or real i ze any fina n cial sound like the car’s sound system, and a V8 engine might gain from it, preferrin g instead that the world benefit from his equate to a strong, healthy heart. resear ch. You might have students discuss the eth i cs involved in profiti n g from medi cal resear ch. Encourage students to have fun and engage their imaginations ■ Medi cal science has made tremendous progress in the field of as they write their brochures, but remind them that their copy organ tran splan ts, but wait i n g lists for donors are long (as of must contain factual information. They might use the classroom sprin g 2001, they numb e r 75,000 in the U.S . alone). Not every computer to create their brochure’s layout and design. pati ent who needs a tran splan t will get one, and difficult choices someti m es must be made. How woul d students feel if the choice Part B. Have students write a plan for their Web site and for a tran splan t were between a clos e relati ve they loved, a create drawings to show what it would look like. Alternatively, celebrity they greatl y adm i r ed, and a bril l ia n t scienti st whos e each team might focus on one aspect as they work together to work coul d potentia l l y chan ge the world? They coul d form a develop an actual class Web site. pos iti on pan el to debate how tran splan t Systems of Imaging recip ients shoul d be selected— t h e person The Human Body gives us a remarkable glimpse of the who needs it the mos t, the person who can amazing things that go on, hidden in our bodies. Today’s pay the mos t, or the person who has the medical technology can provide high-resolution pictures of any mos t to contri b ute to society. Or shoul d organ or area of the body, avoiding exploratory surgery in th ere be some oth er way to choos e? many cases.

© 2001 DCI/BBC 20 Activity The Living System 10 n eyeball or a big by itself wouldn’t be worth very much. But, our brand Awhen you put them together with other body parts in a complete Ynew human Reproducible Master human body, you have one pretty incredible ! body will need the best body parts to make it zoom along in top form. What Part A. Imagin e that you’ve just been nam ed as a memb e r parts will you need to “hire” so that your of the lead copywr iti n g team at the Beauti f ul Bodyworks body can eat, play sports and so on? List Agency. Your job is to write the copy for a new brochure as many body parts below as you can and th at’s designed to sell the human body as a fir st- c lass name their functions (see first example): system. Work with your team to develop sales copy or a slogan of 50 words or less to promote each of the foll owi n g Heart—pumps blood throughout the bo dy systems. Next to the system, write the nam e of an body; the engine that keeps me going obj e ct you think best represents it (see fir st exam ple) : ______■ The Digestive System (wastebasket) ______■ The Skeletal System ( ______) ______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 ■ The Respiratory System (______) 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. ■ The Circulatory System ( ______) ■ 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 ■ The ( ______) chance to show how creative you ______can be. Get those neurons going! ______Add-on Work in groups to develop model mini- that ■ Activity The (______) 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 Now, pull it all together in brochure copy that will make every reader want to in our environment. own a genuine human body.

© 2001 DCI/BBC 21 ■ Activity 11

Add-On Activity My Personal ■ Now that students have completed the unit Post-viewing activities and have seen the film of The Human Activity Body Inventory 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 and Health Profile students. After they have tested themselves, you may wish to Student Objective: To create a personal health profile. have them take copies home to family and friends, so everyone Materials: None can see who is the smartest “brain” of all!

Teaching Tips Answers: The statements are all true with the exception of: This is a personal profile. Your students should take this activity 2. Over half the body’s bones are found in the hands and feet. master home along with the “Dear Parent” letter on page 24 of 6. The brain weighs roughly three pounds. this guide, and complete it with their parents. Suggest that, if 7. Dolphins can hear 14 times better than humans. your students do not know some of the information (for 8. Taste is the weakest of the senses. example, blood type, blood pressure, and so on), they can have 11. The manufactures red and white blood cells. the tests done the next time they visit their doctor or at a free 15. Your nose can tell the difference between 3,000 and community screening, etc. 10,000 different odors.

Did You Know That? Interesting Facts About the Human Body 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?

True False True False 1. The average person has about 10,000 10. The is the largest in your body. taste buds in his or her mouth. ■ ■ It’s almost as big as a garden hose. ■ ■ 2. One-fourth of your body’s bones are in 11. Your manufactures red and the hands and feet. ■ ■ white blood cells. ■ ■ 3. You’ll grow an average of 35 yards of hair today. ■ ■ 12. If you laid all the DNA in your body end to end, it would be more than 10 billion miles long. ■ ■ 4. Your heart will pump about one million barrels of blood during your lifetime—enough blood to 13. Your brain uses up nearly a fifth of all the fill more than three supertankers. ■ ■ calories you eat or drink each day. ■ ■ 5. You’ll make over 200 billion new red blood 14. When your ears “pop,” it’s actually the eustachian cells today. ■ ■ tube opening to make sure the air pressure is the same on both sides of your eardrum. ■ ■ 6. The brain of an average adult weighs 9 ounces. ■ ■ 15. When your nose is at its best you can tell the 7. Animals can hear better than humans, and difference between 1,000 and 5,000 dolphins have the best hearing of all. They can different odors. ■ ■ hear five times better than we can. ■ ■ 16. Your heart beats about 100,000 times 8. Taste is the strongest of the five senses. ■ ■ in one day. ■ ■ 9. In three months, the 17. The longest bone in your body is the . ■ ■ average person grows over five inches of fingernails. ■ ■ 18 . You get dizzy after spinning around fast because the liquid in the semi-circular canals in your ears is still moving after you stop. ■ ■

© 2001 DCI/BBC 22 Activity My Personal Body 11 Inventory Reproducible Master and Health Profile fter seein g The Human Body, you have a better Vaccination Record A appreciati on for the dai l y miracles that mak e you who you are today and who you can be tomorrow, next year and I have been vaccinated against the following diseases: for the next eight or nine decades. Type of vaccination Date of vaccination ______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: ______Injuries/Illnesses My birth date:______I have had the following or illnesses (other than common ): Injury/Illness 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 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 ______. ______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 ___ . ______

I have (number) ______wisdom teeth.

© 2001 DCI/BBC 23 Dear Parent/Guardian: s a special addition to this year’s Resources Aclassroom curriculum, your child’s class Web Sites is planning a visit to the ______■ The Human Body: www.thehumanbodyfilm.com Theater to view The Human Body. ■ Cells Alive: www.cellsalive.com ■ Discovery Communications: www.discovery.com The Human Body large-format film is co-produced ■ Discovery School: www.school.discovery.com by Discovery Pictures and the BBC. Discovery The ■ Exploratorium: Brain Explorer: Pictures is a unit of Discovery Communications, www.exploratorium.edu/brain_explorer/index.html Inc., which includes The Learning Channel (TLC), Discovery Channel, ■ Maryland Science Center: www.mdsci.org Animal Planet, Travel Channel, and Discovery Health Channel. As co- ■ Oregon Museum of Science and Technology: Life producers of the film, Discovery Pictures and the BBC are extending Science Lab: www.omsi.edu/explore/life their commitment to providing the quality, educational entertainment ■ Science Museum of London: www.nmsi.ac.uk they are known for worldwide. ■ Science Museum of Minnesota: Science of Sound and Sight: www.smm.org/sound/nocss/ The film uses state-of-the-art photographic techniques and the large- activity/top.html format landscape to present an incredible journey into the body. ■ The Learning Channel (TLC): www.tlc.com Students will journey down the ■ Yucky Gross & Cool Body: http://yucky.kids. ear canal and into the caverns of discovery.com the middle ear, where they will learn how our make The Brain sense of the sounds around us. http://faculty.washington.edu/chudler/split.html They will follow a pizza lunch on http://faculty.washington.edu/chudler/what.html its journey to the stomach and http://faculty.washington.edu/chudler/lobe.html beyond. They will travel through the bloodstream and Mouth, Taste Buds, Etc. into the most spectacular muscle http://faculty.washington.edu/chudler/tasty.html in our body—the heart. They will learn how the body’s Nerve Cells, Synapses, Etc. systems and organs work http://faculty.washington.edu/chudler/chmodel.html X-ray image together. http://faculty.washington.edu/chudler/cells.html

Pre-viewing and follow-up activities reinforce the concepts Olfactory System presented in the film. These activities are designed to help students http://faculty.washington.edu/chudler/nosek.html understand how the body works and—perhaps most important—how http://faculty.washington.edu/chudler/chems.html essential a healthy diet and lifestyle are to creating and maintaining a healthy body. Books ■ The Robot Zoo: A Mechanical Guide to the Way After viewing the film, your child will be encouraged to talk with you Animals Work, by Philip Whitfield Obin. Turner about it and to share the activities and experiments he or she will have Publishing, 1994. conducted in class. Be sure to take this special opportunity to review ■ Human Body Explorations: Hands-On your child’s Personal Body Inventory and Health Profile, so he or she Investigations of What Makes Us Tick, by Karen begins now to track important medical records and information needed Kalumuck and the Exploratorium Teacher Institute. in the years ahead. Kendall/Hunt, 2000. Sincerely,

______

© 2001 DCI/BBC 24 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