ms
Human Body Syste
Ailments
• Diseases &
•
Punnett Squares
& Acquired
• Inherited
Traits
•
Activities, Parodies, Games, Jokes, Review Sheets,
“3-D Templates”, Cold Reading Passages,
and much more!
Homecourt
Publishers
Greenville, SC
Copyright
2010 by Homecourt Publishers
Can I really make copies of these pages to use as handouts?
Yes. That’s why we made them. Please feel free to make copies of the handouts
so that your students can learn and enjoy the material.
Keep in mind—it is unlawful to use these handouts for sale or profit. Please do not present the
material in these handouts as your own original work, as they are protected by all relevant copyright laws.
Every effort has been made to make these handouts as complete and accurate as possible. However,
there may be mistakes, both typographical and in content. Therefore, this material should be used only as a
guide and not as an ultimate source of research. Homecourt Publishers shall have neither the liability nor
responsibility to any person or entity with respect to any loss or damage caused by the information contained in
these handouts.
Okay, now that you’ve got all of the disclaimers out of the way—go have fun!!!
For information or comments, contact:
Homecourt Publishers
2435 East North St., #245
Greenville, SC 29615-1442
benbache@homecourtpublishers.com
www.homecourtpublishers.com
(864) 877-5123
Managing Editor - Ben Bache
benbache@homecourtpublishers.com
Lead Editor – Alissa Torzewski
Thank you to Joann Wood for contributing ideas, inspiration, and original work to this project.
Additional contributions made by Nancy Rechtman and Audrey Cook
Cover illustration by Zach Franzen.
Copyright
2010 by Homecourt Publishers
Table of Contents
Section 1 — Favorites
5
The Human Body (Song Parody)
Inherited / Acquired Characteristics (Original Poem)
The Human Body & Heredity (Classroom Game)
6
8
10
Section 2 — Information Overload
12
Cells, Tissues, Organs, & Organ Systems
Major Organ Systems
Diseases & Ailments
Heredity & Punnett Squares
Inherited vs. Acquired Traits
13
14
15
16
17
Section 3 — Pocket Activities
18
The Way to Behave
Human Transportation
“Common Ailments”
Getting to Know Yourself
A Little Humor (Jokes)
18
19
19
20
21
Section 4 — Language Arts Integration
22
The Hippocratic Oath
Keeping Clean
Time to Brush Your Teeth
It’s Alive!
22
24
24
25
Section 5 — Printouts, Puzzles, & Games
26
The Human Body (Missing Numbers)
Heredity (Crossword Puzzle)
26
28
Section 6 — 3-D Templates
30
Organ Systems (Hands-on Study Sheet)
31
“A teacher
who is attempting to teach without
inspiring the pupil with a desire to learn is
hammering on cold iron.”
—Horace Mann (1796-1859)
“The Father of American Public Education”
Over the next few pages I will share some
of my personal classroom secrets that are
sure to engage and excite your students!
Here’s how it works:
The right-hand
page includes my
personal
commentary,
including the
reasons I’ve had
success with this
exercise, any key
directions, and
other tid-bits that
might be helpful.
The left-hand
page includes
the song parody,
activity, poem,
game, etc. for
you to share with
your students.
***The exercises on the next few pages are great to use for this topic area, but
you can easily modify them to use for other topics and even subject areas.
The simple format and extra notes that are provided will really help with this!
Page 5
Song Parody
Description:
A song used to help students understand the broad levels of the human body
Instructions:
Sung to the tune of “The Wheels on the Bus…”
Cells, Tissues, Organs
(Sung to the tune of “The Wheels on the Bus”)
Hand Motions
Cells are so small, they can’t be seen,
Can’t be seen, can’t be seen.
Cells are so small, they can’t be seen.
The smallest unit of life.
Bring thumb and
pointer together on
“smallest unit of
life” to represent the
small size of cells.
Cells combine to form tissues,
Form tissues, form tissues.
Cells combine to form tissues,
Like ligaments and muscles.
Flex arms on the
phrase “ligaments and
muscles.”
Tissues combine to form organs,
Form organs, form organs.
Tissues combine to form organs,
Like stomach, heart, and brain.
Gesture to the different
location on the body on
“stomach, heart, and
brain.”
Organs make up the organ systems,
Organ systems, organ systems.
Organs make up the organ systems,
Eleven we all have.
Finish by holding up
both pointer fingers to
represent the number
11.
Page 6
This quick song covers the basic flow from cells to tissues to organs to organ
systems. It’s a great mnemonic device to distinguish between the three, especially
when you throw in the hand motions. Not to mention it adds some enthusiasm to the
classroom and gets the blood flowing.
I always recommend “reading” the songs before singing. This allows struggling
readers to make sure they know the words and gives students a chance to ask questions
about any vocabulary they need to know before singing. After all, the purpose of this
song is to help students understand specific terms within the science standards.
Reading it as a class also allows you to address poetic language in the songs and
integrate those ELA standards.
We reviewed the song as a poem, discussing stanzas, rhythm, and rhyming
scheme — all ELA standards. We then sang it, and it became our poem of the week.
By doing so, it became a subtle reminder throughout the day about what we were
learning in science class.
After a lesson on the human body, my students drew posters where they displayed
and labeled organs and organ systems. By doing this exercise and singing the song a few
more times (at random throughout the year), I think they were all very comfortable with
the topic.
Page 7
Original Poem
Description:
Poem about the inherited and acquired characteristics in organisms
Instructions:
Use as a review or as a tool for instruction of characteristics
Organisms come in all sizes and shapes
Some are big and some are small
Some characteristics are inherited
Which don't have to be learned at all.
Inherited characteristics can be physical
On animals you’ve got body type, color, and any “animal powers”.
Plant characteristics can be inherited, too,
Like leaves, types of fruit, and flowers
Inherited characteristics can be about behaviors
Especially in plants, you’ll see.
Their roots grow down and stems grow up —
Nobody had to teach them that that’s the way to be
Animals are born with instincts, too
That allow them to survive.
Ducks know how to swim and migrate,
Bees know how to build a hive.
Some animals can learn new things
Without ever going to school.
These learned characteristics come as animals grow
and sometimes involve new rules.
A dog can learn to roll and beg
When he wants a treat.
A baby bird can learn to fly,
And a bear learns how to catch fish to eat.
All these things are characteristics
of all living things.
Some are inherited and some are learned
See what each one brings!
Page 8
In the middle of our animals and organisms unit came this stumbling block for my
students - “acquired and learned characteristics”. As with any new and obscure topic,
they really struggled. I came up with this poem because it uses laymen’s terms to help
them “get it.”
After learning the basics of inherited, acquired, and learned characteristics, I
introduced this poem during ELA time as a shared reading. We talk about “inherited”,
“acquired”, and “learned” as vocabulary words and break them apart into base words and
affixes – one of our ELA standards.
I have seven students read each stanza aloud and we talk further about rhyming
patterns in poetry, and about what makes a stanza complete (and different than a
paragraph).
We then look at the science standards. I wrap up the lesson by having students
complete a note page about their own inherited and learned characteristics. We read the
poem several more times either during science or ELA to allow the concept to settle into
their brains.
Repetition! Repetition! Repetition! Revisit this poem often because it is tough content to
master. You might want to hang it up as an anchor chart for part of the year and make sure to
use it again for end-of-year review.
Page 9
Classroom Game
Description:
A version of Connect 4! to review Human Body Systems.
Instructions: Students fill out a 16-space board (at random) with terms you give them. You call
out clues and they mark the appropriate term until they connect four spaces in a
row or column. It is best described as “Connect 4! meets Bingo”.
Students draw 16 boxes on their paper, and then write these terms randomly into the boxes.
Cells
Tissues
Organs
Digestive
System
Respiratory
System
Nervous
System
Skeletal
System
DNA
Genes
Circulatory
System
Punnett
Square
Inherited
Traits
Acquired
Traits
Chromosomes
Instincts
Disease
ANSWER KEY (Call these out in random order):
1)
The smallest units of life... (Cells)
2)
A combination of cells. Basic types include muscle, nerve, epithelial, & connective... (Tissues)
3)
Groups of tissues that work together to form complicated tasks in the body… (Organs)
4)
Enables you to eat food and break it down for energy… (Digestive System)
5)
It’s made up of the nose, trachea, bronchi, and diaphragm… (Respiratory System)
6)
Sends impulses throughout the body to recognize pain and control responses... (Nervous System)
7)
Distributes blood throughout the body… (Circulatory System)
8)
Provides shape and support for the body… (Skeletal System)
9)
Spiral-shaped acids that are the “blueprint” for the cell & the “building blocks for life”… (DNA)
10) Hereditary units in the chromosomes that determine specific characteristics… (Genes)
11) A diagram used to predict the characteristics of offspring… (Punnett Square)
12) Organized structure of DNA that carries the genes… (Chromosomes)
13) Characteristics that are passed on from parents to their offspring… (Inherited Traits)
14) Characteristics formed by experience and the surrounding environment… (Acquired Traits)
15) Behaviors that are inborn, like sucking on a bottle… (Instincts)
16) Something that prevents your body from functioning normally… (Disease)
Page 10
Students love to play games—it’s as simple as that. It’s always great
when you can find a game that ties in with the standards! This particular
game is modeled after “Connect 4” and my students really enjoyed it. It
also allows you to cover a lot of ground in a short time.
As you list specific terms, students randomly fill in their blocks on
their game boards. When you call out the questions (also in random order),
the students mark the correct place on their board. The object of the
game is to connect four spaces in a row or column. Make sure you check
the board of the student who raises his or her hand!
You can also write all of the questions on strips of paper and put
them into a hat. Have students take turns drawing and reading a question
(like drawing a number in “Bingo”).
It may seem like a small thing, but have plastic bags on hand for
game pieces! I have tried using envelopes to save some money – but they
just don't work as well.
Page 11
The next few pages feature detailed review sheets for your students to study key topics. Messy Mel will serve as the narrator
and walk students through a wide variety of terms and concepts (with his special brand of humor).
Feel free to make copies of these “Information Overload” sheets to distribute to your students.
Ok, here’s the deal. My
name is Mel, but my close friends
call me “Messy Mel.” I think it’s
their way of showing respect.
I’m a construction worker by day
and a scientist by night (well, an
“honorary” scientist, anyway).
I know that science is full of
fancy terms, concepts, and
theories. And that’s just the
basics.
Well, I’m about as basic as
you can get. Let me break
down some of that scientific
jargon in way that’s easy to
understand and remember.
Like I said, I’m no rocket
scientist (for what it’s worth, my
dear Mother used to tell me I
had rocks in my head), but I
might be just what you need!
Page 12
CELLS, TISSUES, ORGANS, & SYSTEMS
The human body is like an onion.
No, really! An onion has many layers, just like we do.
What you see on the outside is just the top layer.
Let’s take a closer look...
There are cells, which are too small
to be seen. We have nerve cells
(neurons), blood cells, & bone cells,
to name a few.
Cells combine to form
tissues. The basic types
of tissue in the human
body are muscle tissue
(makes the body move),
nerve tissues (sends
impulses from the brain),
epithelial tissue (covers
the body & organs), and
connective tissues
(tendons, ligaments,
& cartilage).
Tissues combine to form organs. The
organs form complicated tasks. For
example, muscle & connective tissues
combine to form the heart, which
pumps blood throughout the body.
Organs work together to form organ
systems. There are 11 systems in
the human body: circulatory, digestive,
endocrine, excretory (urinary), immune,
integumentary (skin), muscular, nervous,
reproductive, respiratory, and skeletal.
“All of this is going on inside my body… and to
think that some people call me simple!”
Page 13
MAJOR ORGAN SYSTEMS
Hi, there. If we look like a sad bunch, it’s because we’re some of Messy Mel’s organs. I’m his
heart, in the middle is his brain, and at the end of the couch is… actually, I’m not sure what organ
that is. His liver, maybe? Any way, Messy Mel isn’t exactly a picture of good health, so sometimes
it’s hard for us to do our job. Still, each organ plays an important role, and we all do our best...
It’s all about teamwork.
Every organ in Messy Mel’s
body is a part of a team,
which smart doctors like to
call an organ system. These
systems do everything a
body needs to survive. Here
are a few organ systems in
this fancy chart.
And we do all of this while
Messy Mel is watching TV.
stems:
A few more organ sy
Muscular System
Skeletal System
Controls movement, both voluntary and
involuntary (like your heartbeat)
Provides shape & support for the body
and protects the organs
(major organs include your muscles)
(major organs include the bones)
Nervous System
Sends impulses throughout the body to
recognize pain, & control voluntary &
involuntary processes
(major organs include the brain, spinal cord, & nerves)
Page 14
DISEASES & AILMENTS
I’m sure you think that I have an immune system of steel. While I am a picture of
great health, I must admit that even I get sick sometimes.
I, too, can be a victim of those nasty little pathogens—bacteria, viruses, fungi, or
protists—that prevent your body from functioning normally. And just like that, I am
lying in bed with an infectious disease. And that’s no fun at all!
se ailments:
e
h
t
e
v
a
h
t
that I migh
y
r
r
o
w
I
,
k
get sic
Whenever I
Strep Throat — a highly contagious (i.e. easily passed from person
to person) disease that brings a sore throat, fever, and pain
Influenza — known as the “flu,” another contagious disease
that brings coughing, fever, and muscle aches
Asthma — a disease that attacks the airways,
making it very difficult to breathe
Cancer — a disease where abnormal cells grow and
invade the body’s tissues, organs, and systems
Diabetes — a disease where the level of sugar in the
blood rises to high levels and can cause organs to fail
Athlete’s Food — a fungal infection that causes
itching and irritation, usually between the toes
It’s easy to become paranoid
when you get sick, but it
usually ends up being the
common cold. The best
remedy? Get lots of rest,
drink lots of fluids, and
maybe try taking a long bath.
Page 15
HEREDITY & PUNNETT SQUARES
Your height
Like it or not,
you get lots of
your physical
characteristics,
or traits, from
your parents.
It’s called
heredity.
Just be happy
that you’re not
related to
“Messy Mel”.
All of this genetic
information—or
DNA— is hidden in
your chromosomes
way down in the
nucleus of your cells.
Your eye color
How hairy
your arms are
It determines things
like:
(and other things, too)
I guess I have my parents to thank for
having such top-notch genes.
Then again, I’m sure I’d look good no
matter which traits were passed on. Do
I make a better blonde or brunette?
Now, it wasn’t just luck that I ended up
with such great features. Both of my
parents contributed exactly half of my
DNA, and the final result is a combination
of what they passed on to me.
A Punnett Square
Some of the traits they had were
dominant traits (like dark hair and dark
eyes), which means they were likely to get
passed on. Some of the traits were
recessive (like light hair and light eyes),
which means they didn’t get passed on if
there was a dominant gene nearby.
Traits
that Mom
is carrying
So, how do you figure out which traits
someone is likely to get? By using a
Punnett Square, of course. This one
shows which traits my parents were
carrying (in this case, each has one allele—or
single gene—for each trait), and predicts the
chances that I’d end up with those traits.
Notice that 3 out of 4 times I ended up
with dark hair and eyes. That’s because
it’s the dominant trait. Got it?
I end up with dark
hair & eyes
Traits that
Dad is carrying
Page 16
I end up with dark
hair & eyes
I end up with dark
hair & eyes
I end up with light
hair & eyes
INHERITED VS. ACQUIRED TRAITS
I’m such a humble guy that I sometimes get embarrassed by how great I am. Did
I inherit such greatness? Did I acquire my greatness over time? These are all
important questions. To answer them, I’ve made a list of a few of my inherited
traits (those that were the result of good genetics) and my acquired traits
(those that were the result of growing up in such a wholesome environment).
Inherited Traits
Acquired Traits
My great locks of hair are
all-natural
The stubble on my chin is due
to a lack of shaving.
I may have acquired my large
waste line through too
much “good nutrition”
I’ve had my movie-star
eyes from the beginning
I have my dear
mother’s smooth complexion
I have a scar on my knee
from a little “accident” on
the construction site.
I’ve always had big feet
You don’t want to see the
athlete’s foot on my toes
Just like me, the size and shape of plants and animals is a combination of their inherited
and their acquired traits. Basic color and design are usually inherited, but environmental
factors like temperature, nutrition, injuries, disease, and general living conditions
can all cause an organism to acquire new features.
As for me, if I lived a “healthier” lifestyle, I imagine I’d look something like this:
Page 17
These are quick activities that can be used for class-openers,
ice-breakers, attention-grabbers, and so on.
We’ve also added a few jokes to have in your pocket when you’re
really trying to keep students from staring out the window!
Activity - The Way to Behave
Ask your students the following question:
"What is your body telling you right now?"
Here are a few of the possible answers:
•
•
•
•
•
•
I am hungry or thirsty.
I am hot or cold.
I am tired or energetic.
I do or do not feel well.
I am scared or nervous.
I am safe or in danger.
After the class comes up with a good list, ask your students how the body reacts to the above situations. For
example, when people are cold, they shiver. When they are hot, they sweat. When people are nervous, they
fidget. When people are hungry, their stomach growls. And so on.
Next, ask your students to describe what the body is telling you to do by sending certain signals. An easy one
is hunger (the body is telling you to get something to eat). However, what is the body telling you to do when
you feel scared or nervous (i.e. run, fight, hide, etc.)?
As a class, discuss the different responses that people have to internal and external stimuli. Determine whether
certain situations result in inherited behaviors, learned behaviors, or an automatic reflex.
In what ways are people the same as any other animals? In what ways do the behaviors of humans differ?
Page 18
Activity - Human Transportation
For the most part, we think of “transportation” as the movement of people or goods from one place to a far
away location. That does not have to be the case.
Ask your students to consider transportation within the human body. Have them list scenarios within
human systems in which some form of transportation is always taking place. Consider the:
•
•
•
•
•
•
circulatory system
respiratory system
excretory system
digestive system
muscular system
nervous system
Divide your students into several groups and assign each group one of the above systems. The group must
analyze the system and answer these questions:
1. What is moving? (for example, in the respiratory system, air is moving; in the nervous system,
nerve impulses are moving)
2. What is being used as the "road", or path of transportation? (for example, in the circulatory
system, veins and arteries are the "roads")
3. Where is being transported? (for example, in the excretory system, waste is being transported
from the blood to organs that act as filters, and finally released out of the body)
Activity - "Common Ailments" (human body & disease)
Despite our best efforts, it is impossible for anyone to avoid getting sick all of the time. However, there are
steps that can be taken to stay in good health. It is also important to recognize symptoms when they do
occur and seek out the appropriate treatment.
Go over a few common diseases with your students, and ask them to answer these questions:
1.
2.
3.
4.
Can it pass from one person to another?
What is the best way to prevent it?
What are the common symptoms?
What is the best treatment?
Here are a few common ailments to begin the exercise:
•
•
•
•
•
•
Cold/Flu
Strep Throat
Diabetes
Skin Cancer
Asthma
Athlete's Foot
Page 19
Activity - Getting to Know Yourself
Give your students a survey that asks them questions about themselves. Here are the questions:
•
How tall are you?
•
What color is your hair, and is it curly or straight?
•
What color are your eyes?
•
Do you have a natural singing voice?
•
Can you roll your tongue?
•
Do you have dimples?
•
What is your favorite recreational activity?
•
Are you "double-jointed"?
•
What is your favorite food?
•
Do you play an instrument?
•
Do you play any sports?
Any number of similar questions can be added to the survey.
When your students have answered the question, discuss what the results say about their genetics.
Which traits or behaviors are inherited? Which are examples of learned behaviors? Which are a
combination of both (for example, playing sports is a learned behavior, but athletic talent is often
inherited)?
Ask your students to consider how their parents would have answered the survey. This will give them
a good idea of how traits are passed down from parent to offspring (students who can roll their
tongues should have at least one parent who can do the same).
In many cases, parents are often responsible for their children's learned behaviors (such as a love of
music).
Page 20
Human Body:
Q:
A:
Why didn’t the skeleton cross the road?
Because he didn’t have the guts...
Q:
A:
Why didn’t the skeleton go to the dance?
Because he had no “body” to go with.
(As predictable as they are, these can be a good introduction as you teach about the human body’s skeletal system)
Q:
A:
What did one eye say to the other eye?
Between you and me, there’s something that smells
(This should get a sympathy laugh, and it’s always good to use when you’re talking about the senses)
A girl runs into the doctor in a panic and yells, “You’ve got to help me doctor, I hear a ringing
in my ears!”
The doctor gives her a confused look and asks, “Where else would you expect to hear it?”
(Another good lead-in to talk about the senses and sensory organs)
Health:
DOCTOR #1: We have discovered that exercise helps kill germs!
DOCTOR #2: That’s great, but how are we going to get the germs to exercise?
(This is a great way to talk about pathogens, and perhaps some of the real ways to prevent them)
BOY #1: I haven’t slept in days.
BOY #2: Wow, you must feel terrible.
BOY #1: No, I’m okay. I’ve been sleeping at night.
(Your students might see this coming, but it’s a good way to begin the discussion of healthy habits)
Heredity:
A boy comes home from his first semester of college. His clothes are wrinkled, he has long
hair, his face is unshaven, and it’s clear he hasn’t been working out or taking care of himself.
As he walks in the door, his father takes one look at him and says, “Son, you look ridiculous!”
His mother walks in from the kitchen and exclaims, “Look at you! You look just like your
father did when he was your age.”
To this, the boy replies, “Yeah, that’s what Dad was just saying.”
(A silly joke, but also a good reminder that children inherit many of their characteristics from their parents)
Q:
A:
What did the girl DNA say to the boy DNA
Do I look okay in these genes?
(A terrible pun, but a great way to review the definition of “genes” and DNA as the “building blocks of life”)
Page 21
The next few pages include passages that focus on
this scientific topic, but can also be used for practice
with Reading Comprehension and other Language
Arts skills. Please feel free to make copies.
The Hippocratic Oath
“I swear by Apollo the Physician…”
The doctors of today probably don’t direct their professional pledge to the Greek God
Apollo. Still, this is the translation of the original Hippocratic Oath, recited by numerous
physicians before entering into the practice of medicine. The oath promises ethical dealings
in medicine, and it has stood the test of time—upcoming doctors have taken it for 2000 years.
Even today, an overwhelming majority of medical schools
require their students to take some version of the oath upon
graduation.
The Hippocratic Oath is named for the Greek physician
Hippocrates, who claims the title as the “father of medicine”.
About 400 BC, he began to practice medicine using deductive
reasoning and study, making major strides in understanding
health and hygiene. He wasn’t the author of the original oath,
but it is said to represent his beliefs.
Not surprisingly, few schools use an exact translation of
the original oath. It actually forbade participation in surgery and
euthanasia. Nonetheless, the modern oaths share the same central theme as the original: use
the skills of medicine to ethically serve the best interests of the patient.
The next page shows how the Hippocratic Oath has changed quite a bit over
the past 2,000 years. The first passage is the original version, followed by
a modern version that is recited today by graduating medical students.
Page 22
The Original Oath
(translation)
I swear by Apollo the Physician and Asclepius and Hygieia and Panacea and all the gods and goddesses, making
them my witnesses, that I will fulfill, according to my ability and judgment, this oath and this covenant:
To hold him who has taught me this art as equal to my parents and to live my life in partnership with him, and if
he is in need of money to give him a share of mine, and to regard his offspring as equal to my brothers in male
lineage and to teach them this art - if they desire to learn it - without fee and covenant; to give a share of precepts
and oral instruction and all the other learning to my sons and to the sons of him who has instructed me and to
pupils who have signed the covenant and have taken an oath according to the medical law, but no one else.
I will apply dietetic measures for the benefit of the sick according to my ability and judgment; I will keep them
from harm and injustice.
I will neither give a deadly drug to anybody who asked for it, nor will I make a suggestion to this effect.
Similarly I will not give to a woman an abortive remedy. In purity and holiness I will guard my life and my art.
I will not use the knife, not even on sufferers from stone, but will withdraw in favor of such men as are engaged
in this work.
Whatever houses I may visit, I will come for the benefit of the sick, remaining free of all intentional injustice, of
all mischief with both female and male persons, be they free or slaves.
What I may see or hear in the course of the treatment or even outside of the treatment in regard to the life of
men, which on no account one must spread abroad, I will keep to myself, holding such things shameful to be
spoken about.
If I fulfill this oath and do not violate it, may it be granted to me to enjoy life and art, being honored with fame
among all men for all time to come; if I transgress it and swear falsely, may the opposite of all this be my lot.
Modern Version
(as approved by the American Medical Association)
I do solemnly swear, by whatever I hold most sacred.
That I will be loyal to the Profession of Medicine and just and generous to its members.
That I will lead my life and practice my art in uprightness and honor.
That into whatsoever house I shall enter, it shall be for the good of the sick to the utmost of my power, holding
myself far aloof from wrong, from corruption, from the tempting of others to vice.
That I will exercise my art solely for the cure of my patients, and will give no drug, perform no operation, for a
criminal purpose, even if solicited, far less suggest it.
That whatsoever I shall see or hear of the lives of men or women which is not fitting to be spoken, I will keep
inviolably secret.
These things do I swear.
Page 23
Keeping Clean—a brief history of good hygiene
It wasn’t always so easy to take a quick shower in the morning before starting your day. If you
wanted water, you had to walk down to the river and get it. Nowadays, most people feel dirty if they go
swimming in a river or lake, and can’t wait to go home to take a bath. That used to be the bath!
There are always exceptions to the rule, but most people maintain extraordinarily good hygiene.
Some of the practices that we consider essential in cleanliness once seemed like serious overkill. Flash
back 3,000 years. At that time, people weren’t using soap, toothbrushes, perfume, or deodorant. When
they were caked with a layer of dust to the point that it became uncomfortable, they would simply walk
to the nearest water supply and wash off. This, of course, was also the same water supply they used for
drinking.
An Extra Tid-Bit about Hygiene
It gets worse. If a person in today’s world has an upset
stomach, he or she simply sneaks into the bathroom and flushes the Here are just a few practices that are considered
to be good hygiene:
toilet on the way out. Not another thought is given to exactly
♦
Taking an occasional shower or bath
where the waste goes after the toilet is flushed. Modern plumbing
♦
Washing hands after using the bathroom
and prior to eating
is a relatively new innovation, at least when compared to the
♦
Preparing food in clean areas
amount of time that human beings have been going to the
♦
Disposing of uneaten food to prevent it
bathroom. Early humans just went to the bathroom wherever they
from spoiling
♦
Avoiding disgusting habits (i.e. picking nose,
could find a little privacy—the same was basically true in the
spitting, inappropriate scratching, etc.)
Middle Ages. The Egyptians and Romans established pretty
♦
Using the bathroom in proper locations,
impressive sanitation drains, but they were a long way from indoor
and properly cleaning afterwards
plumbing. That didn’t become common until the late 19th century.
Not surprisingly, when new hygienic innovations came along (such as soap, toothbrushes, and flush
toilets), people were anxious to start using them. It’s easy to imagine a person forgetting to brush his or
her teeth every now and then—it’s harder to imagine living in a time when there was no such thing as a
toothbrush.
Time to Brush Your Teeth—the story of one of our most prized possessions
What is the one thing that you couldn’t imagine living without? The television? An automobile?
Your computer? Nope. According to a 2003 survey, the number one thing that Americans can’t live
without is their toothbrush. The toothbrush managed to beat out items listed above, leaving a number
of dentists with a big smile on their faces.
With those kind of statistics, it’s safe to say that vacationers probably get upset when they leave
their toothbrushes at home. Surprisingly, this valuable invention hasn’t been around that long. It does
outdate DVD players and microwave ovens, but it was only a few centuries ago when the toothbrush
came to the Western world. If a man wanted to clean his teeth prior to that, he had to grab a rag and give
them a good rub down.
The first mention of the toothbrush was in China, just before the year 1500. A Chinese emperor
was cleaning his teeth using a bone handle with hog bristles in the end. The dentistry secret remained
hidden to the West for over a century. It took until the mid-1800s for the “revolutionary” toothbrush to
become relatively common. Similar to its original form in China, the toothbrushes consisted of animal
hairs for bristles. A breakthrough came in 1938 when nylon bristles were introduced (along with women’s
socks, the toothbrush was the first product sold using nylon). The modern toothbrush was born, and it was a
big hit.
Of course, a toothbrush is much more useful with toothpaste. Interestingly, toothpaste outdates
the toothbrush. Different mixtures have been around for over 1,500 years. They often contained ingredients like salt and pepper, mint, and even flowers. Pieces of charcoal, chalk, or brick were often added to
grind out the dirt on the teeth.
The modern pre-mixed toothpaste came about in the early 1900s, and it gained popularity after
World War I. Fluoride was introduced in the 1950s and has since become the essential plaque-fighting
ingredient in most modern toothpastes.
Page 24
It’s Alive!!!
Scientists clone Dolly the sheep
The way it was…
The argument is nothing new. Will we ever let our technology get out of control? Will we always
press on when we should be stopping to think about the consequences? This debate has existed ever since
man has been able to make serious changes in the world around him. Nuclear weapons, space travel,
computers, robotics—these are just a few of the items that have been placed on the table in discussion of
technology versus ethics.
In the 1990s, a new topic was introduced. The idea of cloning. A “clone” is, by definition, an
organism that descends from another organism (without any sexual reproduction), and contains the exact same
genetic material as the first. The concept is not new, but in earlier generations it was simply the topic of
sci-fi films and campfire tales.
In 1993, all of those horror stories became a little more real. That year, scientists succeeded in
splitting a fertilized human egg, making two embryos. While not technically a clone (these embryos were
more like “twins”), it became apparent that geneticists now had the ability to manipulate natural development. The idea of creating a clone was no longer a fantasy—it was a goal.
In 1995, the goal was accomplished. Scientists at the Roslin Institute in Edinburgh, Scotland, cloned
an embryonic cell which had been cultivated for several weeks. This was an amazing breakthrough, but it
didn’t get much reaction from the public. Perhaps, because the cloning was still done on the Petri-dish
level, from cells that had not fully developed.
The scientists at Roslin continued with their work, and were soon ready for the next big step. This
time, they attempted to make a clone from an adult cell of a fully-grown mammal.
What Happened Next…
On July 5, 1996, Dolly the sheep is born. Dolly was cloned from a single
adult cell, and her successful birth sparks excitement, controversy, and fear
throughout the world.
How it changed history…
What now? After Dolly’s successful cloning and birth, it was no longer questioned if cloning was
possible. It definitely was. The question now was what to do with this new technology. The scientists at
the Roslin Institute, and elsewhere around the world, were anxious to carry on with their studies and see
what innovations they could create by using cloning.
In theory, cloning can have several positive applications. It can be used to heal injured organs,
eliminate negative mutations, and even advance reproduction. Of course, there’s also the unsettling vision
of Frankenstein, when a mad scientist plays God and ends up destroying the world.
Once the news of Dolly’s birth leaked out, the debate raged on. Obviously, cloning a sheep is not
enough to strike fear into the hearts of many, but the conversation quickly switched to humans. If a
sheep could be cloned, so could a human being. The scientists didn’t deny it and were anxious to begin
experimentation.
Religious leaders, politicians, and others deemed this idea as highly unethical—and very
dangerous. Before any experimentation continued, they claimed that it was necessary to fully understand
the implications. In response to these warning, the National Academy of Sciences maintained its support
for research cloning for therapeutic purposes, but not for human reproduction.
Another unsettling blow came in 2003. Dolly the sheep died at the early age of six and a half—many
sheep live twice that long.
Page 25
The Human Body
Missing Numbers
Directions:
Fill in the missing numbers to complete each statement.
Clues are given to help you. Each number—from 1 to 10—is used exactly once.
Cross out the number at the bottom of the page when you have used it.
⇒
Their names might be confusing, but in a normal person the large
intestine is about 6 feet long, while the small intestine is nearly
___0 feet long.
⇒
Most humans have the same number of “digits” on both of their hands and
feet, which is equal to ____.
⇒
In the United States, the vast majority of adult men and women fall in the 12”
range of height between ____ feet and ____ feet.
⇒
There are ____ chambers in the human heart.
⇒
Each human body has ____ esophagus, an organ that plays a critical role in the
early stages of the digestion.
⇒
In a resting state, the body temperature of an average adult is about __8.6
degrees Fahrenheit.
⇒
The human body has ____ kidneys, which equals the number of lungs in the
body.
⇒
At birth, an infant’s body is made up of about ___0% water. Over the course
of a lifetime, that percentage will go down between 10 and 15%.
⇒
On average, the ideal amount of sleep for a human adult is about ___ hours per
night.
Each number is used exactly once. Cross them out as you go!
1
2
3
4
5
6
Page 26
7
8
9
10
y!
Enjo
Feel free to make copies of the puzzles to distribute to your students for review
The Human Body
⇒
Their names might be confusing, but in a normal person the large intestine is about 6
feet long, while the small intestine is nearly ___0
3 feet long.
⇒
Most humans have the same number of “digits” on both of their hands and feet, which
is equal to ____.
10
⇒
In the United States, the vast majority of adult men and women fall in the 12” range of
height between ____
6 feet.
5 feet and ____
⇒
4 chambers in the human heart.
There are ____
⇒
1 esophagus, an organ that plays a critical role in the early
Each human body has ____
stages of the digestion.
⇒
In a resting state, the body temperature of an average adult is about __8.6
9
Fahrenheit.
degrees
⇒
The human body has ____
2 kidneys, which equals the number of lungs in the body.
⇒
7
At birth, an infant’s body is made up of about ___0%
water. Over the course of a lifetime, that percentage will go down between 10 and 15%.
⇒
On average, the ideal amount of sleep for a human adult is about ___
8 hours per night.
Page 27
Heredity
Directions: Fill in the crossword puzzle using the clues at the bottom
and the picture clues to the right!
1-Down:
Genetic information
7-Down:
_____ Square
Across
2
4
8
9
11
12
A characteristic in an organism
______ Trait: A trait that has a high likelihood of being passed on
These aren’t blue denim!
The “control center” of a cell that contains genetic information
Each parent of an organism contributes exactly _____ of the offspring’s genetic material.
______ Trait: A trait that is only passed on when it’s paired with a similar gene
Down
3
5
6
10
A type of trait that is directly passed from parents to offspring
A type of trait that is gained after being born
The passing of traits from parents to offspring
The smallest unit of life
Page 28
Heredity
Feel free to make copies of the puzzles to distribute to your students for review
1-Down —
(Genetic information)
7-Down —
Across
2
4
8
9
11
12
A characteristic in an organism
______ Trait: A trait that is always passed on
These aren’t blue denim!
The “control center” of a cell that contains genetic information
Each parent of an organism contributes exactly _____ of the offspring’s genetic material.
______ Trait: A trait that is only passed on when it’s paired with a similar gene
Down
3
5
6
10
A type of trait that is directly passed from parents to offspring
A type of trait that is gained after being born
The passing of traits from parents to offspring
The smallest unit of life
Page 29
Why 3-D Templates?
Our 3-D Templates give students a hands-on way to interact with information.
This kinesthetic technique engages the learner while the information is being presented, and also helps in the processing
and cognitive organization of it. To put it another way:
Organ Systems
This template is a great way to identify the major organs and primary functions of the Organ Systems that
enable the human body to survive. Once completed, the 3-D Template will make a great review sheet!
Step 1: Students cut and fold the
Step 3: Students repeat the steps
template as shown on the
printout.
for each tab, labeling all
of the organ systems
Mouth, esophagus,
stomach, intestines
To eat food, break it
down, and use if for
energy
Mouth, esophagus,
stomach, intestines
Step 2: Students fill out the sections
To eat food, break it
down, and use if for
energy
Repeat this step to
fill out each panel.
for each tab, listing the major
organs and primary function
of each organ system.
The template is provided on the next page.
Make copies to hand out to your students.
Page 30
Nervous
System
Major Organs:
Fold
Cut
Primary Function:
Major Organs:
Primary Function:
Major Organs:
Primary Function:
Major Organs:
Primary Function:
Major Organs:
Skeletal
System
Respiratory
System
Circulatory
System
Excretory
System
Major Organs:
Muscular
System
Immune
System
Major Organs:
Cut
Primary Function:
Digestive
System
Major Organs:
Fold
Primary Function:
Cut
Primary Function:
Primary Function:
Cut
Cut
Cut
Science
Ecosystems, Habitats,
& the Environment
Ecosystems
Astronomy
Plants
Weather
Animals
Earth’s
Materials
The Human Body
& Heredity
Biological
History
Cells & Living
Things
Landforms &
Oceans
Heat & States
of Matter
Chemistry
Energy &
Electricity
Forces &
Motion
Earth’s Biological
History
A New Nation
Landforms &
Oceans
The American
Revolution
1920s & 1930s
A New Nation
Slavery in
America
Civil War
The World Wars
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Cold War Era
Cold War Era
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Modern Times
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“Roaring Twenties”
& Great Depression
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World Wars
Westward Expansion
Late 1800s &
Early 1900s
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Slavery
Forces & Motion
Late 1800s /
Early 1900s
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Westward
Expansion
Chemistry & the
Periodic Table
Settlement
Reconstruction Era
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Light & Sound
American
Revolution
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Energy
Earth’s Materials
& Processes
Reconstruction
Era
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Heat & Matter
Settlement
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Living Things
Weather
Exploration
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Human
Body
Exploration
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Animals
Astronomy
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Plants
Social Studies
Modern Times
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The Civil War
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Light &
Sound
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