Health Science I
This course is an introductory course for the students who wish to pursue a career in one
of the medical/health related occupations. Emphasis is placed on microbiology, medical
terminology, anatomy/physiology, infection control, safety, and accident prevention as
well as personal health information. Topics of study reinforce science, mathematics,
communications, social studies, and health education. Work-based learning strategies
appropriate for this course include service learning, field trips, and job shadowing.
Opportunities for application of clinical and leadership skills are provided by
participation in an appropriate career and technical student organization for activities,
conferences and skills competitions. For two credits to be granted, class time must meet
the requirements in Bulletin 741, and additional work must be assigned and evaluated. It
is recommended that the student has completed Biology I and Introduction to Health
Career.
Prerequisites: None
Table of Contents
Health Occupation Related Content Standards
2
Content Guideline
Introduction to Being a Health Worker
Finding the Right Occupation for You
Medical Law and Ethics
Meeting Your Needs and the Needs of Others
Effective Communication
Using Abbreviations and Health Care Terminology
Using Computers, the 24-Hour Clock, and Metric System
Your Body and How it Functions
Nutrition
The Terminally Ill Patient and Suicide
Measuring Vital Signs
Infection Control
Patient and Employee Safety
Career Challenges and Responsibilities
Career Opportunities and Observations
Employability and Leadership
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Resources
15
Internet Sites
15
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Health Science I
Page 1
Employability and Leadership
Career Opportunities & Observations
Career Challenges & Responsibilities
Patient and Employee Safety
Infection Control
Measuring Vital Signs
Terminally Ill Patient and Suicides
Nutrition
Your Body and How it Functions
Comp., 24-hr Clock, & Metric System
Effective Communications
Your Needs & Needs of Others
Medical Law and Ethics
The Right Occupation for You
*All benchmarks are not marked for all Health Occupations
courses.
Intro to Being a Health Worker
Louisiana
Health Occupations Education
Related Content Standards
Abbreviation & Terminology
Content Guideline
Health Science I
Strand 1.0: Academic Foundation
Standard 1.1 Health Occupations students will know the subject matter required for proficiency within their area and utilize this
knowledge as needed in their role.
1. Read and write proficiently.
2. Interpret charts, graphs, reports, and manuals.
3. Perform mathematical operations, including computations and conversions, weights
and measures.
4. Master use of health care terminology, symbols, and abbreviations specific to career
area.
5. Apply knowledge of life sciences such as biology, anatomy and physiology,
chemistry, physics, and human growth and development.
6. Utilize knowledge of disease processes relating to body systems.
7. Research the history and current trends specific to career health occupations.
8. Identify career challenges, responsibilities, and specific health occupation skills.
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Strand 2.0: Communication
Standard 2.1 Health Occupations students will use appropriate verbal and nonverbal communication to establish an effective therapeutic
relationship.
1. Recognize the importance of effective communication.
2. Evaluate others’ ability to communicate and comprehend.
3. Demonstrate knowledge of attitudes and behaviors that act as communication barriers.
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Health Science I
Page 2
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Employability and Leadership
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Career Opportunities & Observations
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Career Challenges & Responsibilities
Measuring Vital Signs
Terminally Ill Patient and Suicides
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Patient and Employee Safety
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Infection Control
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Nutrition
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Your Body and How it Functions
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Comp., 24-hr Clock, & Metric System
Abbreviation & Terminology
Your Needs & Needs of Others
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Effective Communications
4. Identify elements necessary for meaningful communication to take place.
5. Adapt to individual needs, including paraphrasing or translating.
6. Demonstrate an understanding of multicultural and multilingual needs and
capabilities.
7. Use tools of communication specific to each facility’s policy and procedures.
8. Access and process electronically produced information.
9. Practice confidentiality in all facets of communication.
Medical Law and Ethics
*All benchmarks are not marked for all Health Occupations
courses.
The Right Occupation for You
Louisiana
Health Occupations Education
Related Content Standards
Content Guideline
Intro to Being a Health Worker
Health Science I
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Strand 3.0: Health Care Systems
Standard 3.1 Health Occupations students will understand how their role fits into the overall health care environment.
1. Explain the organizational structure in health care facilities.
2. Utilize facility resources, staff, policy, and procedure manuals.
3. Participate in career and technological student organizations, such as VICA and
HOSA.
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Standard 3.2 Health Occupations students will identify how key systems affect services performed and quality care.
1. Explain the array of services available to clients, patients, and residents.
2. Identify methods of reimbursements affecting the quality of health care delivery.
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Strand 4.0: Employability Skills
Standard 4.1 Health Occupations students will understand how employability skills enhance their employment opportunities and career
satisfaction.
1. Research various health occupations, career opportunities, employer expectations, and
employment outlook.
2. Investigate various health occupations career options and educational requirements.
Developed May 2003
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Health Science I
Page 3
Employability and Leadership
Career Opportunities & Observations
Career Challenges & Responsibilities
Patient and Employee Safety
Infection Control
Measuring Vital Signs
Terminally Ill Patient and Suicides
Nutrition
Your Body and How it Functions
Comp., 24-hr Clock, & Metric System
Abbreviation & Terminology
Effective Communications
Your Needs & Needs of Others
Medical Law and Ethics
*All benchmarks are not marked for all Health Occupations
courses.
The Right Occupation for You
Louisiana
Health Occupations Education
Related Content Standards
Content Guideline
Intro to Being a Health Worker
Health Science I
3. Contrast certification, registration and licensure.
Standard 4.2 Health Occupations students will demonstrate key employability skills and will maintain and upgrade skills as
necessary.
1. Utilize analytical skills to solve problems and make decisions regarding employment.
2. Exhibit personal skills, such as attendance, time management, and individual
responsibility.
3. Demonstrate professional conduct, integrity, and appearance.
4. Acquire technology skills.
5. Practice flexibility in adapting to changing situations.
6. Develop and complete professional portfolio.
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Strand 5.0: Ethics and Legal Responsibilities
Standard 5.1 Health Occupations students will understand their legal responsibilities, limitations, accepted ethical practices, and the
implications of their actions within the health care environment.
1. Understand malpractice, negligence and other liability issues.
2. Demonstrate and understanding of the importance of the Patient’s Bill of Rights and
Code of Ethics.
3. Contrast “Scope of Practice” for specific careers.
4. Recognize the significance of patients’, residents’, and clients’ confidentiality.
Developed May 2003
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Health Science I
Page 4
Employability and Leadership
Career Opportunities & Observations
Career Challenges & Responsibilities
Patient and Employee Safety
Infection Control
Measuring Vital Signs
Terminally Ill Patient and Suicides
Nutrition
Your Body and How it Functions
Comp., 24-hr Clock, & Metric System
Abbreviation & Terminology
Effective Communications
Your Needs & Needs of Others
Medical Law and Ethics
*All benchmarks are not marked for all Health Occupations
courses.
The Right Occupation for You
Louisiana
Health Occupations Education
Related Content Standards
Content Guideline
Intro to Being a Health Worker
Health Science I
Standard 5.2 Health Occupations students will perform their duties according to regulations, policies, laws, ethical codes, and legislated
rights of patients, residents, and clients.
1. Operate within the “Scope of Practice.”
2. Comply with legal requirements for documentation.
3. Report any activity that adversely affects the health, safety, or welfare of clients or
fellow workers.
4. Recognize and respect the patient’s rights associated with religious and cultural
differences.
5. Promote justice and equal treatment for all persons.
6. Maintain patient confidentiality.
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Strand 6.0: Safety Practices/Infection Control
Standard 6.1 Health Occupations students will understand the rationale, regulations, recommendations, and training that govern safety
practices and infection control in health care facilities.
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1. Identify the functions of OBRA, OSHA, and other governing agencies.
2. Describe OSHA mandates and Standard Precautions to control the spread of infection
and prevent injury.
3. Identify principles for proper body mechanics for patient and self.
4. Identify proper procedures in the event of fire and other emergencies.
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Standard 6.2 Health Occupations students will prevent injury or illness by following approved health and safety policies and procedures.
1. Demonstrate standard precautions to control the spread of infection.
2. Safely operate commonly used equipment.
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Health Science I
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Employability and Leadership
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Career Opportunities & Observations
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Career Challenges & Responsibilities
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Patient and Employee Safety
Infection Control
3. Demonstrate proper emergency procedures and protocols.
4. Apply the principles of proper body mechanics for patient and self.
5. Comply with pertinent regulatory guidelines.
Measuring Vital Signs
Terminally Ill Patient and Suicides
Nutrition
Your Body and How it Functions
Comp., 24-hr Clock, & Metric System
Abbreviation & Terminology
Effective Communications
Your Needs & Needs of Others
Medical Law and Ethics
*All benchmarks are not marked for all Health Occupations
courses.
The Right Occupation for You
Louisiana
Health Occupations Education
Related Content Standards
Content Guideline
Intro to Being a Health Worker
Health Science I
Strand 7.0: Interpersonal Skills and Teamwork
Standard 7.1 Health Occupations students will understand the role and responsibilities of each member of the health care team and
interact professionally.
1. Respect interdisciplinary, cultural, and religious differences among team members and
health care recipients.
2. Practice team membership skills, such as cooperation, leadership, and communication.
3. Effectively manage conflict within the workplace.
4. Interact consistently within the facility guidelines and lines of authority.
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Strand 8.0: Procedure Implementation
Standard 8.1 Health Occupations students will perform procedures within their scope of career-specific practice, utilizing criteria as
established by governmental agencies and industry-specific standards.
1. Gather necessary equipment and supplies for specific procedure.
2. Perform procedures accurately in a timely manner.
3. Clean and properly maintain equipment and work area.
4. Document and report all actions, observations, and results of procedures to
instructor/supervisor.
5. Make suggestions to supervisor regarding procedure modifications, if appropriate.
Developed May 2003
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Health Science I
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Health Science I
Content Guideline
This course guideline was written for1 credit. If 2 credits are granted, two requirements must be
met:
1. Time allowance must meet the requirement for “minutes of classroom instruction.”
2. Additional assignments, projects, or work experiences must be given and evaluated.
(The student will be able to. . .)
Unit One
Introduction to Being a Health Worker
1. History of Health Care
a. Identify pioneers in the health care field, and state their major contribution.
b. Choose one era in the history of health care and tell how health care technology has
changed.
2. Health Care Agencies and Facilities
a. Describe the major services of various health care agencies and departments within
each service area.
b. Give reasons why the organization of health care facilities is important.
3. Ethical Rules and Responsibilities of a Health Care Worker
a. List the qualities of a responsible health care worker.
b. State the ethical responsibilities to the patient, as well as the limitations of the worker.
c. List responsibilities of an employee.
4. Legal Roles and Responsibilities of a Health Care Worker
a. List the controls on health care workers.
b. Match legal terms with correct meaning, giving examples of each.
c. State the legal responsibilities and limitations of the health worker to the patient.
Unit Two
Finding the Right Occupation for You
1. Career Search
a. Define interests, values, and abilities.
b. List work-related values.
c. Identify resources for occupational research.
2. Overview of Careers
a. Describe the categories of health careers based on the type of service rendered.
b. Research three health careers.
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Page 7
Unit Three
Medical Law and Ethics
1. Define medical vocabulary terminology and legal terms.
2. Summarize the code of ethics that every health care worker follows.
3. Explain why following the code of ethics is important.
4. Use the value indicators to explain the employee’s responsibilities to their employer.
5. Discuss how each health care worker affects the health team.
6. Explain the importance of the Patient Bill of Rights.
7. Define living will, directive, advanced directive, durable power of attorney, and ombudsman.
8. List the controls on a health care worker.
9. Explain Scope of Practice.
10. Differentiate between policies and procedures.
Unit Four
Meeting Your Needs and the Needs of Others
1. Define medical vocabulary terms.
2. List three parts of holistic health.
3. Explain wellness and preventive care.
4. Compare holistic health to disease-oriented care.
5. Name four psychological needs that must be met to maintain stability.
6. Name four physiological needs that must be met to maintain stability.
7. Explain five benefits of pet-facilitated therapy.
8. Match five defense mechanisms with the correct descriptions.
9. Explain daily use of defense mechanisms.
10. Explain how culture influences behavior.
11. Identify culturally acceptable and effective gestures, terms, and behavior
12. Recognize communication techniques that create a positive exchange of information.
13. Identify common folk medicines practices.
14. Compare and contrast cultural differences.
15. Discuss how understanding cultural beliefs affects you as a health care worker.
Unit Five
Effective Communication
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Match vocabulary words with their correct meanings.
Explain why communication is important.
Name four elements that influence our relationship with others.
List three barriers to communication.
Identify your communication assertiveness level.
Discuss the difference between subjective and objective observations.
Explain which type of reporting allows immediate feedback and action.
List information that must be on all health records.
Apply general charting guidelines.
Developed May 2003
Health Science I
Page 8
Unit Six
Using Abbreviations and Health Care Terminology
1. Abbreviations
a. Define medical abbreviations relating to the health care field.
b. Match abbreviations to their correct terms.
2. Health Care Terminology
a. Identify the role of root words, prefixes, suffixes, and combining forms used in
construction of medical terms.
b. Divide medical terms into elements.
c. Match medical terms with their correct meaning.
d. Use your knowledge of word parts to analyze and understand medical terms.
e. Work with the “sounds like” pronunciation system to correctly pronounce
medical terms.
f. Explain the importance of always spelling medical terms correctly.
g. Define prefix, root word, combining form, and suffix.
h. Identify at least forty of the most commonly used word parts (prefixes, combining
forms and suffixes).
i. Identify the body systems plus the components and major functions of each.
Unit Seven
Using Computers, the 24-Hour Clock, and Metric System
1. Introduction to Computers
a. List the uses of computers in the health care field.
b. Discuss the ethics and confidentiality as they relate to computers.
c. Identify the functions of the three basic computer components.
d. List and explain how four computerized diagnostic tests help diagnose disease.
e. State how environmental services use computers.
f. Describe ways that information services use computers.
2. The 24-Hour Clock/Military Time
a. Describe the 24-hour clock and its uses.
b. Convert Greenwich time to 24-hour time.
3. The Metric System
a. State the metric unit of measure used to determine length, distance, weight, and volume.
b. Use metric terms to express units of measure.
c. List basic rules to follow when using the metric system.
d. Convert ounces to cubic centimeters/milliliters, pounds to kilograms, and ounces to
grams.
Unit Eight
Your Body and How it Functions
1. Overview of the Body
a. Identify terms and label diagrams relating to the body.
b. Describe the relationship between cells, tissues, organs, and systems of the body.
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Health Science I
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2. Skeletal System
a. Label a diagram of major bones of the body, giving their functions.
b. Name the long, short, flat, and irregular bones of the body.
c. Identify immovable, slightly movable, and freely movable joints of the body.
d. Identify major disorders of the skeletal system.
e. Label a diagram of the types of bone fractures.
3. Muscular System
a. Describe the difference between muscle and bone functions.
b. List the major functions of the muscles.
c. Match disorders of the muscular system with their descriptions.
d. Match muscle movements to their correct names.
e. Label a diagram of the muscular system.
4. Circulatory System
a. Identify the major organs in the circulatory system.
b. Label a diagram of the heart and blood vessels.
c. Discuss functions of the circulatory system.
d. Identify major disorders of the circulatory system.
e. List the parts of the circulatory system through which blood flows.
5. Respiratory System
a. Label major organs of the respiratory system on a diagram.
b. Describe the flow of oxygen through the body.
c. Identify major disorders of the respiratory system.
d. Match key terms associated with the respiratory system to their meanings.
6. Digestive System
a. Label a diagram of the digestive system and its accessory organs.
b. Describe the function of organs associated with the digestive system.
c. Match key terms associated with the digestive system to their meaning.
7. Urinary System
a. Label a diagram of the urinary system.
b. Identify the function of the organs in the urinary system.
c. Match terms associated with the urinary system to their meaning.
8. Endocrine System
a. Label endocrine glands on a diagram.
b. Identify function of the organs in the endocrine system.
c. Identify major disorders of the endocrine system.
d. Explain the difference between the endocrine and the exocrine glands.
9. The Nervous System and Special Senses
a. Label diagrams of the eye and ear.
b. Describe functions of the parts of the nervous system.
c. Match major disorders of the nervous system to their correct name.
10. Integumentary System
a. Label a diagram of a cross section of skin.
b. List the functions of the skin.
c. List the main layers of the skin.
d. Match terms associated with disorders of the Integumentary system to their meaning.
Developed May 2003
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Unit Nine
Nutrition
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6.
Match medical vocabulary with their correct meaning.
Name the four functions of food.
Identify the five basic nutrients and explain how they maintain body functions.
Explain the food pyramid.
List three factors that influence food habits.
Select a correct therapeutic diet for physical disorders.
Unit Ten
The Terminally Ill Patient and Suicide
1. Describe a terminally ill patient.
2. Describe the five stages of grieving that occur in the dying patient and the role of the health
care worker in each stage.
3. Explain how the dying person’s psychological, social, and spiritual needs can be met.
4. List at least two purposes of hospice care.
5. Justify what is meant by the right to die.
6. Describe the characteristics of a suicidal person.
7. Explain methods of helping a suicidal person.
Unit Eleven
Measuring Vital Signs
1. Match vocabulary words with their correct meaning.
2. Define vital sign, temperature, pulse, respirations, and blood pressure.
3. List fourteen factors that influence body temperature.
4. Name the most common site at which to measure a temperature.
5. Match the normal temperature to the site where it is measured.
6. Measure temperature with a glass thermometer.
7. Demonstrate how to measure oral, rectal, and axillary temperature.
8. Explain pulse oximetery and how it is used to assess the patient’s needs.
9. Identify sites where pulse may be counted.
10. Define a normal adult pulse rate and a common method for counting a pulse.
11. List six factors that influence the pulse rate.
12. Demonstrate counting and recording a radial pulse accurately.
13. Recognize two parts of a respiration.
14. Relate types of abnormal respirations to their correct name.
15. Select eight factors that affect respirations.
16. Explain the importance of not being obvious when counting respirations.
17. Demonstrate how to count and record respirations accurately.
18. Match descriptions of systolic and diastolic blood pressure.
19. List four factors that increase and decrease blood pressure.
20. State the normal range of blood pressure.
Developed May 2003
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Page 11
Unit Twelve
Infection Control
1. Match vocabulary words with their correct meanings.
2. Define pathogen and nonpathogen.
3. List six conditions affecting the growth of bacteria.
4. Name three ways that microorganisms cause illness.
5. Identify five ways that microorganisms spread.
6. List five ways to prevent the spread of microorganisms.
7. Explain generalized and localized infection.
8. Discuss the difference in signs and symptoms of generalize and localized infections.
9. Define medical asepsis terms.
10. List five aseptic techniques.
11. Demonstrate appropriated hand washing techniques.
12. Explain the difference between bactericidal and bacteriostatic.
13. Identify four reasons why asepsis if important.
14. Name two primary levels of precautions identified in the guidelines developed by the Center
of Disease Control (CDC).
15. Identify three types of Transmissions-Based Precautions.
16. Demonstrate the correct procedure for entering and leaving an area where TransmissionBased Precautions are followed.
17. Differentiate between Standard Precautions and Transmission-Based Precautions.
Unit Thirteen
Patient and Employee Safety
1. Match vocabulary words to their correct meanings.
2. Define OSHA and explain the agency’s role in safety.
3. Differentiate between Injury Illness Prevention Plan (IIPP), hazard communication, and
exposure control.
4. Name places to find information about hazard in a facility.
5. Explain the health care workers’ role in maintaining a safe workplace.
6. Discuss the employer’s role in maintaining a safe workplace.
7. Identify fourteen general safety rules.
8. Summarize the importance of safety in a health care environment.
9. Explain how to use ambulation devices, transporting devices, postural supports, and side rails
safely.
10. Match descriptions and principles associated with ambulation devices, transporting devices,
postural supports, and side rails.
11. Discuss the importance of safety measures.
12. Follow safe practice guidelines when caring for patients/clients.
13. Identify what you are responsible for knowing and doing when a disaster occurs.
Developed May 2003
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Page 12
Unit Fourteen
Career Challenges and Responsibilities
1. First Aid and CPR
a. Describe first aid measures for selected conditions.
b. Perform CPR and obstructed airway procedures for adults, infants, and children.
2. Safety Promotion
a. Follow correct body mechanics and safety regulations.
b. List main classes of the fire extinguishers, relating each to specific class of fire for
which it is used.
c. Describe evacuation plan according to facility policy.
3. Infection Control
a. Explain the purpose and procedures for Universal Precautions for Blood and Body
Fluids.
b. Describe Occupational Safety and Health Administration (OSHA) Guidelines.
4. Specific Career Skills
a. Describe Dental Assistant skills.
b. Identify Laboratory Assistant skills.
c. Describe Medical Assistant skills.
d. Identify Nursing Assistant skills.
e. Describe Medical Secretarial duties and skills.
f. Identify other health career skills.
Unit Fifteen
Career Opportunities and Observations
1.
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6.
Discuss preparation and credentials needed in medical/health professions.
Analyze medical/health professions and related employment opportunities.
Revise personal career development plan.
Observe career opportunities at various facilities in the community.
Perform basic skills required for finding, applying, and resigning from a job.
Demonstrate basic health care skills necessary to observe career occupations in the
community.
7. Explain safety procedures, effective communication, and confidentiality.
Unit Sixteen
Employability and Leadership
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6.
7.
8.
List seven places to seek employment opportunities and explain the benefits of each.
Explain four ways to contact an employer.
Name three occasions when a cover letter is used.
List eight items required on a resume.
Identify seven items generally requested on a job application form.
Write a cover letter and resume.
List four employer responsibilities
Identify four responsibilities of a good employee.
Developed May 2003
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9. Name three main benefits of being a member of a student health career and technical
organization.
10. List six benefits of being a member of a professional organization.
11. Discuss ways to find a professional organization.
12. Identify steps to becoming a leader.
13. Define HOSA and VICA.
14. Summarize why you plan to participate in a student and professional organization.
Developed May 2003
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Page 14
Resources
Badasch, S. A. & Chesebro. (2000). Introduction to Health Occupations: Today’s Health Care
Worker (5th ed.). New Jersey: Prentice Hall Health.
Gerdin, J. (1997). Health Career Today (2nd ed.). St. Louis: Mosby Lifeline.
Louisiana Department of Education. (1995). Health Occupations Course Outlines and Core
Competencies. (Bulletin No. 1948). Natchitoches: Louisiana Technical Resource Center.
Simmers, L. (2000). Diversified Health Occupations (5th ed.). New York: Delmar Publishers.
Internet Sites
http://www.accessexcellence.org/ Access Excellence the National Health Museum the Site for
Health and BioScience.
http://www-sci.lib.uci.edu/ Science and Mathematics Resources.
http://www.libsci.sc.edu/miller/LessonPlansOnline.htm Lesson Plans on the Internet.
http://www.teach-nology.com/teachers/lesson_plans/science/ Teach-nology, the web portal for
educators.
http://www.lcet.doe.state.la.us/conn/ Making Connections.
http://www.watsoninstitute.org/program_detail.cfm?program=CH The Watson Institute for
International Students.
http://www.frontiernet.net/~docbob/ Dr. Bob’s Interesting Science Stuff.
http://www.explorescience.com/ Explore Science.
http://www.med.ucla.edu/wilkes/intro.html Auscultation Assessment.
http://sprojects.mmi.mcgill.ca/mvs/mvsteth.htm McGill University Virtual Stethoscope.
http://www.delmardemos.com/heartlung/heartlung.html Heart and Lung Sounds.
http://www.rale.ca/ The R. A. L. E. Repository.
http://www.utexas.edu/nursing/nancy/avcatalog/subjausc.html Audio Visual Library Holdings,
The University of Texas at Austin School of Nursing.
http://www.brainpop.com/health/basicsandcells/ Cells and Basics, What’s the Recipe for a
Human Body.
http://www-sci.lib.uci.edu/HSG/MedicalAnatomy.html#TOP The “Virtual” Medical Center
Anatomy and Histology Center.
http://www.sciencemaster.com/jump/life/immune.php Science Master.
http://www.quia.com/jg/272497.html Skeletal and Muscular Systems Matching.
http://www.wsu.edu/DrUniverse/blood2.html Ask Dr. Universe, Washington State University.
http://www.biologycorner.com/worksheets/heartinternet.html The Heart: An Online
Exploration.
http://library.thinkquest.org/C0115080/intro.php?tqskip1=1&tqtime=0827 Blood: The River of
Life.
http://www.howstuffworks.com/heart.htm How Stuff Works, How Your Heart Works.
http://vilenski.org/science/humanbody/hb_html/digestivesystem.html Science Connections:
Human Body Adventure.
Developed May 2003
Health Science I
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http://www4.tpgi.com.au/users/amcgann/body/skeletal.html The Skeletal System.
http://www.innerbody.com/htm/body.html Innerbody.
http://www.kidshealth.org/kid/body/eye_SW.html Kids Health.
http://faculty.washington.edu/chudler/bigear.html The Ear.
http://faculty.washington.edu/chudler/chsense.html The Senses.
http://pbskids.org/jayjay/care.curr.cl.l10.html Jay Jay; The Jet Planet.
http://www.biologycorner.com/worksheets/virtualear.html Virtual Tour of the Ear Internet
Lesson.
http://www.innerbody.com/image/urinov.html Urinary System.
http://kidshealth.org/teen/your_body/body_basics/kidneys.html Teens Health.
http://yucky.kids.discovery.com/noflash/body/pg000128.html Kids: Your Urinary System.
http://library.thinkquest.org/10348/find_nf/content/excretory_nf.html?tqskip1=1&tqtime=1119
Excretory System.
Developed May 2003
Health Science I
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