Activities, Parodies, Games, Jokes, Review Sheets, “3-D ...resources-cf.toolboxforteachers.com/Step-Away/4-Human-Body_text.pdfActivities, Parodies, Games, Jokes, Review Sheets, “3-D

Homecourt Publishers Greenville, SC

Activities, Parodies, Games, Jokes, Review Sheets, “3-D Templates”, Cold Reading Passages,

and much more!

• Human Body Systems

• Diseases & Ailments

• Punnett Squares

• Inherited & Acquired

Traits

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 [email protected]

www.homecourtpublishers.com (864) 877-5123

Managing Editor - Ben Bache [email protected] 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) 6 Inherited / Acquired Characteristics (Original Poem) 8 The Human Body & Heredity (Classroom Game) 10

Section 2 — Information Overload 12

Cells, Tissues, Organs, & Organ Systems 13 Major Organ Systems 14 Diseases & Ailments 15 Heredity & Punnett Squares 16 Inherited vs. Acquired Traits 17

Section 3 — Pocket Activities 18

The Way to Behave 18 Human Transportation 19 “Common Ailments” 19 Getting to Know Yourself 20 A Little Humor (Jokes) 21

Section 4 — Language Arts Integration 22

The Hippocratic Oath 22 Keeping Clean 24 Time to Brush Your Teeth 24 It’s Alive! 25

Section 5 — Printouts, Puzzles, & Games 26

The Human Body (Missing Numbers) 26 Heredity (Crossword Puzzle) 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”

Page 5

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 left-hand page includes

the song parody, activity, poem, game, etc. for

you to share with your students.

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 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 6

Song Parody

Bring thumb and pointer together on

“smallest unit of life” to represent the

small size of cells.

Flex arms on the phrase “ligaments and

muscles.”

Gesture to the different location on the body on

“stomach, heart, and brain.”

Finish by holding up both pointer fingers to represent the number

11.

Hand Motions

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”)

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. Cells combine to form tissues, Form tissues, form tissues. Cells combine to form tissues, Like ligaments and muscles. Tissues combine to form organs, Form organs, form organs. Tissues combine to form organs, Like stomach, heart, and brain. Organs make up the organ systems, Organ systems, organ systems. Organs make up the organ systems, Eleven we all have.

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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.

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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!

Original Poem

Page 9

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.

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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”.

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)

Classroom Game

Cells

Tissues

Organs

Digestive System

Respiratory System

Nervous System

Circulatory System

Skeletal System

DNA

Genes Punnett Square

Chromosomes

Inherited Traits

Acquired Traits

Instincts

Disease

Students draw 16 boxes on their paper, and then write these terms randomly into the boxes.

Page 11

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.

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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!

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.

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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...

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).

There are cells, which are too small to be seen. We have nerve cells

(neurons), blood cells, & bone cells, to name a few.

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!”

CELLS, TISSUES, ORGANS, & SYSTEMS

Page 14

A few more 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.

Skeletal System Provides shape & support for the body

and protects the organs (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)

Muscular System Controls movement, both voluntary and

involuntary (like your heartbeat) (major organs include your muscles)

MAJOR ORGAN SYSTEMS

Page 15

Whenever I get sick, I worry that I might have these

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!

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.

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

Strep Throat — a highly contagious (i.e. easily passed from person to person) disease that brings a sore throat, fever, and pain

Athlete’s Food — a fungal infection that causes itching and irritation, usually between the toes

DISEASES & AILMENTS

Page 16

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.

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.

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?

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.

It determines things like:

(and other things, too)

Your height

Your eye color

How hairy your arms are

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?

A Punnett Square

Traits that Mom is carrying

Traits that Dad is carrying

I end up with dark hair & eyes



I end up with light hair & eyes

HEREDITY & PUNNETT SQUARES

Page 17

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

My great locks of hair are all-natural

I’ve had my movie-star

eyes from the beginning

I have my dear mother’s smooth complexion

I’ve always had big feet

Acquired Traits

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 have a scar on my knee

from a little “accident” on the construction site.

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:

INHERITED VS. ACQUIRED TRAITS

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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?

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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. Can it pass from one person to another? 2. What is the best way to prevent it? 3. What are the common symptoms? 4. 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 20

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).

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Human Body:

Q: Why didn’t the skeleton cross the road? A: Because he didn’t have the guts...

(As predictable as they are, these can be a good introduction as you teach about the human body’s skeletal system) Q: What did one eye say to the other eye? A: 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: What did the girl DNA say to the boy DNA A: 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”)

Q: Why didn’t the skeleton go to the dance? A: Because he had no “body” to go with.

Page 22

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.

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.

Page 23

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 24

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. 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 toilet on the way out. Not another thought is given to exactly where the waste goes after the toilet is flushed. Modern plumbing is a relatively new innovation, at least when compared to the amount of time that human beings have been going to the bathroom. Early humans just went to the bathroom wherever they could find a little privacy—the same was basically true in the Middle Ages. The Egyptians and Romans established pretty impressive sanitation drains, but they were a long way from indoor 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 ingredi-ents 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.

An Extra Tid-Bit about Hygiene Here are just a few practices that are considered to be good hygiene:

♦ Taking an occasional shower or bath ♦ Washing hands after using the bathroom

and prior to eating ♦ Preparing food in clean areas ♦ Disposing of uneaten food to prevent it

from spoiling ♦ Avoiding disgusting habits (i.e. picking nose,

spitting, inappropriate scratching, etc.) ♦ Using the bathroom in proper locations,

and properly cleaning afterwards

Page 25

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 develop-ment. 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.

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.

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.

Page 26

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 7 8 9 10

The Human Body

Page 27

The Human Body

Enjoy!

⇒ 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 life-

time, 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.

3

2

4

5

7

10

9

8

6

1

Feel free to make copies of the puzzles to distribute to your students for review

Page 28

Heredity

Across 2 A characteristic in an organism 4 ______ Trait: A trait that has a high likelihood of being passed on 8 These aren’t blue denim! 9 The “control center” of a cell that contains genetic information 11 Each parent of an organism contributes exactly _____ of the offspring’s genetic material. 12 ______ Trait: A trait that is only passed on when it’s paired with a similar gene Down 3 A type of trait that is directly passed from parents to offspring 5 A type of trait that is gained after being born 6 The passing of traits from parents to offspring 10 The smallest unit of life

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

Page 29

Feel free to make copies of the puzzles to distribute to your students for review

Heredity

1-Down — (Genetic information) 7-Down —

Across 2 A characteristic in an organism 4 ______ Trait: A trait that is always passed on 8 These aren’t blue denim! 9 The “control center” of a cell that contains genetic information 11 Each parent of an organism contributes exactly _____ of the offspring’s genetic material. 12 ______ Trait: A trait that is only passed on when it’s paired with a similar gene Down 3 A type of trait that is directly passed from parents to offspring 5 A type of trait that is gained after being born 6 The passing of traits from parents to offspring 10 The smallest unit of life

Page 30

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 template as shown on the printout.

Step 3: Students repeat the steps for each tab, labeling all of the organ systems

The template is provided on the next page. Make copies to hand out to your students.

Step 2: Students fill out the sections for each tab, listing the major organs and primary function of each organ system.

Mouth, esophagus, stomach, intestines To eat food, break it down, and use if for energy Mouth, esophagus,

stomach, intestines To eat food, break it down, and use if for energy

Repeat this step to fill out each panel.

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:

Cut

Dig

esti

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Syst

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Mus

cula

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Syst

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Circ

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Syst

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Skel

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Sy

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Cut

Cut

Maj

or O

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Prim

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Maj

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Prim

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Func

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Maj

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Prim

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Maj

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Prim

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Imm

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E

xcretory System

R

espiratory System

N

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Cut

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Major O

rgans:

Primary Function:

Major O

rgans:

Primary Function:

Major O

rgans:

Primary Function:

Major O

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Primary Function:

Fold

Ecosystems, Habitats, & the Environment

Plants

Animals

The Human Body & Heredity

Cells & Living Things

Heat & States of Matter

Energy & Electricity

Light & Sound

Astronomy

Weather

Earth’s Materials & Processes

Earth’s Biological History

Landforms & Oceans

Chemistry & the Periodic Table

Forces & Motion

Exploration

Settlement

The American Revolution

A New Nation

Westward Expansion

Slavery in America

The Civil War

Reconstruction Era

Late 1800s & Early 1900s

“Roaring Twenties” & Great Depression

The World Wars

Cold War Era

Modern Times

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Science Social Studies

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Ecosystems

Plants

Animals

Human Body

Living Things

Heat & Matter

Energy

Light & Sound

Astronomy

Weather

Earth’s Materials

Biological History

Landforms & Oceans

Chemistry

Forces & Motion

Exploration

Settlement

American Revolution

A New Nation

Westward Expansion

Slavery

Civil War

Reconstruction Era

Late 1800s / Early 1900s

1920s & 1930s

World Wars

Cold War Era

Modern Times

Activities, Parodies, Games, Jokes, Review Sheets, “3-D ...resources-cf.toolboxforteachers.com/Step-Away/4-Human-Body_text.pdfActivities, Parodies, Games, Jokes, Review Sheets, “3-D

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