Download Education Kit - Queensland Museum

Education Kit
This Education Kit has been developed to support a visit to Humanoid Discovery in the
Sciencentre at Queensland Museum.
Teachers may copy material in this document for educational purposes.
Acknowledgements
Activities within this document have been developed by Queensland Museum Network,
using material developed by Scitech and Scienceworks, Museum Victoria.
Humanoid Discovery is a travelling exhibition produced by Scitech, Perth, Western
Australia and will be showing in the Sciencentre at Queensland Museum, from 13
December 2014 – 15 July 2015
1
Contents
Page
Teacher Notes
3
Curriculum links
4
Description of individual exhibits
6
Activities
Activity 1: Mission to Earth
8
Activity 2: Uh oh!
9
Activity 3: The good, the bad and the ugly
9
Activity 4: That doesn’t look good!
10
Activity 5: Instant Earthling
10
Activity 6: Piece of junk!
11
Activity 7: The different uses key
11
Activity 8: Simply the best
12
Activity 9: Humanoid diaries
12
Activity 10: The what if key
13
Activity 11: Metaphorically speaking
13
Activity Cards Early Childhood
14
Web Resources
23
Mission to Earth Worksheets
24
Training Guide Worksheets
27
2
Teacher Notes
This Education Kit uses the narrative of the students being a visitor from outer space
and investigating the human body from a different perspective.
Humanoid Discovery Overview
Take a look at the human body from a different perspective.
Welcome to Humanoid Discovery. Your mission is to study the human beings which
inhabit this planet called Earth. You will morph into a human and conduct several
experiments to investigate these life forms. How do their muscles work under Earth’s
gravity? What happens to their heart when they exercise? Can their brain control many
functions at once? How do they taste the food they eat and where does that food go?
Get the inside knowledge on how the human body functions.
The human body is an amazing and complex thing. The interconnected systems, the
different organs and functions all work together to produce a being that can walk, talk,
breath, think, eat and play.
Humanoid Discovery presents the human as a study object. Students to the exhibitions
enter with a mission to study the human beings which inhabit Earth. This external view
of the complex workings of the body systems, organs and functions will provide a
different angle for students to learn about themselves and discover all about the human
body.
The exhibition explores:
•
•
•
•
•
•
•
human senses and the brain
the circulatory system
the respiratory system
the digestive system
human development
human vision
muscles/movement
Each of the 22 interactive exhibits presents one or more bodily functions, explaining the
physiology and science and providing facts, figures and intriguing information that will
present the body in a whole new light. The interactive exhibits allow students to test
aspects of their own bodies and develop an appreciation for how extraordinary their
body actually is.
Schools and Groups will have 40 minutes in this exhibition, as part of their 2 hour
Sciencentre visit.
3
Curriculum Links
The human body is something which is immediately familiar to students, yet also
extraordinarily complex and detailed. While the exhibition Humanoid Discovery has
been specifically designed for students aged 5 – 12 years, the themes and exhibits
support aspects of the Australian Curriculum from Prep – year 11. This makes this
exhibition a rich learning experience for all year levels.
Direct curriculum links exist for Biological sciences in Year 8 & 9. Links also exist for
Years 1 – 5.
Biological
sciences
Year Living things
1 have a variety of
external features.
Year Living things
2 grow, change and
have offspring
similar to
themselves.
Year Living things can
3 be grouped on
Elaborations
•
•
•
•
•
the basis of
observable
features and can
be distinguished
from non-living
things.
Year Living things
4 have life cycles.
•
Recognising
common features.
Describing the use
of body parts for
particular purpose.
Human
Endeavour
Science involves asking
questions about, and
describing changes in,
objects and events.
•
•
•
•
•
Representing
personal growth
and changes from
birth.
Recognising that
living things have
predictable
characteristics at
different stages of
development.
Science involves asking
questions about, and
describing changes in,
objects and events.
Recognising
characteristics of
living things such as
growing, moving,
sensitivity and
reproducing.
Science involves making
predictions and
describing patterns and
relationships.
Making and
recording
observations of
living things as they
develop through
their life cycles.
Inquiry Skills
•
•
•
•
•
Science knowledge
helps people to
understand the effect of
their actions.
Science involves making
predictions and
describing patterns and
relationships.
Science knowledge
helps people to
understand the effect of
their actions.
•
•
•
•
•
•
•
•
•
•
Year Living things
5 have structural
features and
adaptations that
help them to
survive in their
environment.
4
•
Explaining how
particular
adaptations help
survival
Science involves testing
predictions by gathering
data and using evidence
to develop explanations.
•
Scientific
understandings,
discoveries and
inventions are used to
solve problems that
directly affect peoples’
lives.
•
•
•
•
Questioning
Guided investigations
Collection and
recording of
observations
Compare observations
Communicate
Questioning and
predicting
Guided investigations
Collection and
recording of
observations
Compare observations
and predictions
Communicate
observations and ideas
Questioning and
predicting
Plan and conduct
investigations
Use materials to make
observations
Compare results with
predictions
Communicate ideas
and findings
Identify questions,
investigate, predict
based on prior
knowledge
Plan and conduct
investigations
Use materials to make
observations
Compare results with
predictions
Communicate ideas
and findings
Pose questions,
investigate, predict
Plan and conduct
investigations to solve
problems
Observations and
record
Compare data with
predictions
Communicate ideas
and explanations
Year Multi-cellular
8 organisms
contain systems
of organs that
carry out
specialised
functions that
enable them to
survive and
reproduce
•
•
•
Year Multi-cellular
9 organisms rely on
•
coordinated and
interdependent
internal systems
to respond to
changes to their
environment.
•
•
5
Identifying the
organs and overall
function of a system
of a multicellular
organism in
supporting the life
processes.
Describing the
structure of each
organ in a system
and relating its
function to the
overall function of
the system.
Examining the
specialised cells
and tissues
involved in structure
and function of
particular organs.
Describing how the
requirements for life
are provided
through the
coordinated
function of body
systems such as
the respiratory,
circulatory,
digestive, nervous
and excretory
systems.
Explaining how
body systems work
together to maintain
a functioning body
using models, flow
diagrams or
simulations.
Investigating the
response of the
body to changes as
a result of the
presence of
microorganisms.
Scientific knowledge
changes as new
evidence becomes
available.
•
•
•
•
Scientific understandings
are contestable and are
refined over time.
•
•
•
•
•
•
Questions for
investigations
Investigate, measure
and control variables,
collect data.
Use scientific
knowledge and
findings from
investigations to
evaluate claims.
Communicate ideas,
findings and solutions.
Formulating questions
for investigation
Plan investigations,
collect data.
Use knowledge of
scientific concepts to
draw conclusions that
are consistent with
evidence.
Evaluate conclusions
Analyse the validity of
information
Communicate scientific
ideas.
Exhibit descriptions
Bed of Nails – Lie back, relax, this won’t hurt a bit. Test your nerve endings, pain receptors and your
brain and hop onto the bed of nails.
Skin Deep – Lift up each layer on a giant arm, to explore the skin and the complex combination of
muscles, nerves and other tissues that make up the largest organ in the human body.
Have You Got the Guts? – How long are your intestines? The digestive system runs from your
mouth to your anus and provides a tube inside the body for food to be ingested. You will be surprised
at how long your guts really are.
Insides Out – What are the different systems that work together to make the human body fully
functional? How does the skeletal system work and how does it link with the rest of the body? What
about the circulatory system or the digestive system or more? Explore the different body systems and
how they work.
Filter and Flush – Pump the handle to move blood around the body. What happens as the blood’s
waste is filtered through our kidneys and where does all this waste go?
Pull My Finger – Choose and combine together foods, drinks and other items or habits, such as
eating too quickly and see what results: burps, spew, farts or other gurgling from below! This exhibit
includes sound and visual effects.
Pupil Shrinker – Look closely at your eyes in our specially designed mirrors. What happens to your
pupil when you see a bright light?
Finger on the Pulse – Measure your heart rate before and after exercise. Why does the heart beat
faster during periods of strenuous activity? Explore the structure of the heart and how it works.
Breathing Easy – Does your breathing rate change after vigorous exercise? Our respiratory and
circulatory systems are linked due to our body’s need for oxygen.
See O2 – Follow the movement of oxygen throughout the body and the return pathway of carbon
dioxide as waste back out from the lungs. How does oxygen and carbon dioxide move in and out of
our bodies?
Body of Water – Can you work out how much blood and water is in your body? Although packed full
of bones, muscles and organs, the body is actually packed with liquid.
Womb with a View – Use the ultrasound probe to explore the development process of a human from
fertilization to birth. Select a time period during human pregnancy to view an image of the developing
human.
A Wide View – Can you see out of the corner of your eye? Find out the extent of your peripheral
vision, which you use every day for walking, driving and obtaining information about our surroundings
and explore the structure of the eye.
Sperm Racer – Race the sperm, via a computer game, through the reproductive system. Only one
sperm will fertilise the human egg. Explore the reproductive organs and the fertilisation process.
Note: No visual or audio reference is made regarding external genitalia or sexual reproduction.
Aim High – How high can you jump, despite gravity pulling you back down to Earth? Explore the role
of muscles in the body.
Beat the Brain – Can you perform many tasks at the same time? The human brain does this all the
time. The brain controls many functions simultaneously, some things are voluntary (like walking and
talking) and some things are involuntary (breathing and heart beating). Can you beat the brain?
Dial a Desire – What do you desire? Chocolate, fast cars, exercise or sleep. Explore the chemical
and biological basis for a number of common desires that can become all consuming.
Looks Like… Test your 3D vision, the after-effect phenomenon and how humans see.
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Tastes Like…Explore how taste and smell work together and how these complex senses work.
Sounds Like…Test your hearing range and how well you can identify sounds. Find out how humans
hear and the structure of the ear.
Feels Like….Can you identify objects using only your sense of touch? Feel the difference between
rough and smooth, hot and cold, pain and pressure.
Remember when…Use your ability to memorise images, text and numbers in a series of challenges.
Explore different types of memory and how you remember things.
Some exhibits may not be available every day.
7
Activity 1: Mission to Earth
Objective
This activity introduces students to the concepts in the exhibition and provides a focus
for their investigation of five body systems.
Mission to Earth sheet
Students use the exhibits to answer key questions about five human body systems:
excretory, digestive, nervous, muscular and circulatory systems. (See Mission
worksheet at end of Education Kit)
Alternatively, students can complete the Training Guide (at end of Education Kit), which
focuses on a greater range of the exhibits.
Extension
1. Present the following scenario:
“After leaving earth and returning home the information gained about the human
body will be presented to the Grand Council of Scientists.”
2. Students use the information gathered in the Mission to Earth worksheets and
other information in the exhibition to present the information as either:
• newspaper article
• slide show presentation
• audio recording diary or log/video report
3. Points to consider and include:
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•
How is the alien body different to the human body?
•
Are there any similarities?
•
What purpose do some of these unique systems have that make them
so useful to Earth’s environment?
•
How is food processed?
•
How are wastes removed?
•
How do humans sense their surroundings?
Activity 2: Uh oh!
Objective
Students either:
• create an assembly instruction manual, including diagrams, for putting a human
body together, or
• make a model and video its construction
Instructions
1. Present the following scenario:
“In ‘beaming-up’ an earthling to the mother ship, a slight mishap took place. We
have all the components of the human body but need the reassembly instructions.”
2. Questions to consider:
•
How do all the different components fit together to make the human body work?
•
What are some of the crucial systems and how should they be assembled back
together?
Activity 3: The good, the bad, and the
ugly
Objective
To encourage students to explore the importance of human senses
Instructions
1. Choose a sense that will no longer be able to be used.
2. Ask the students to consider the following questions;
a. What would be good or positive about losing that sense?
b. What would be bad or negative about losing that sense?
c. What would be weird or strange about losing that sense?
3. Encourage the students to give as many responses to each of these questions
for the chosen sense, in as creative a way as possible.
Topics
How would life be different if one of the following senses was lost?
• Sight
• Hearing
• Smell
• Taste
• Touch
9
Activity 4: That doesn’t look good!
Objective
Students reconstruct a video from a probe’s perspective (see Instructions), as it travels
down the digestive tract.
Instructions
1. Present the following scenario:
“In their studies of the human body, the aliens used a nano-probe (a miniaturised
device) to take video footage (including sounds) of the internal parts of the human
body. This device can also take environmental readings as it moves through
different organs.”
2. Points to consider:
•
•
Try to superimpose the environmental readings/data on the video for each
segment of the digestive tract.
Don’t forget to include sounds!
3.
Related articles
http://www.prokerala.com/news/articles/a125635.html
Activity 5: Instant Earthling
Objective
Students write ‘User instructions’ or produce an infomercial for an instant earthling
Instructions
1. Instruct the students that a new product has just been released with the
following description:
‘Instant Earthling’ – from Galactic Enterprises has just come onto the market –
Just add water and like magic, instant earthling (not recommended for young aliens
between the ages of two – five planetary years – Note: contains choking hazards).
Kit contains human DNA and an enclosed Biosphere Dome that maintains a human
friendly environment for keeping your earthling. Exercise wheel and vegetarian diet
packs (for low methane emission) are also included.
2. Points to consider and include:
• What are the earthling’s requirements and how are they met within the
Biosphere Dome?
• How does the human body process the food provided and how does it nourish
every part (or cell) in its body?
• Explain how the earthling body will be created using your knowledge of major
body systems.
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Activity 6: Piece of junk!
Objective
Students demonstrate or prepare an online journal or blog exploring how damage to the
human body’s circulatory and respiratory system effects how the body functions.
Instructions
1. Present the following scenario:
“We have discovered that the morphing process has some shortcomings that we
had not anticipated. With constant exposure to Earth’s environment, the morphed
bodies start to develop some problems;
• there is a premature breakdown of red blood cells that results in fewer of these
cells circulating around the body
• damage to the inner lining of the lungs is also experienced which reduces their
ability to exchange gases”
2. Points to consider:
•
How would these conditions affect the function of their bodies?
•
How would these effects change the day to day activities of the morphed
individual?
Activity 7: The different uses key
Objective
This activity provides a thinking skill that students use to investigate body parts or body
functions. Students use their imagination to list a number of different uses for a chosen
object. These may be serious, silly or anywhere in-between.
Instructions
1. Students choose one part of the human body, or function that the human body
carries out.
2. Make a list of as many different uses as possible for the body part, or function of
the body.
This task may be done individually or in groups of up to four people.
Possible topics
a. Find ten different ways aliens could use their skin.
b. Find six animals that have at least one different way of sensing than humans do.
c. Find six different ways of moving from one place to another instead of walking
or running.
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Activity 8: Simply the best
Objective
Students join with other invited scientists and present to the Grand Council what has
been learned about a body system, providing research-based support as to why the
selected body system is the most important.
Instructions
1. Present the following scenario:
“An argument has broken out amongst the aliens. They all love their morphed
forms, especially learning how to use each body system. They disagree however
over which body system is the best. The Grand Council of Scientists has called a
very special meeting to determine once and for all which is the most important
humanoid body system.
2. Groups of three to four students select one body system that is different to the
other groups’ selections.
3. For the selected body system students list all the roles or functions it carries out.
4. Students research each role or function to learn of the importance of that body
system. (What it does, how it does it, why it does it, does it rely on other body
systems to help carry out its duties?)
5. Summarise the findings in such a way as to clearly show that the body system
chosen is the most important of all the body’s systems.
6. Have a class debate.
Activity 9: Humanoid diaries
Objective
Students produce a video or online journal/blog comparing human senses to alien
senses.
Instructions
Human senses are very different to the ones found in other alien species. Students
assume the role of a documentary maker from a distant planet, explaining what the
human senses are, how they work and why they are useful to earthlings. They also
compare them to the senses found in an alien species.
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Activity 10: The what if key
Objective:
This activity provides a tool for introducing a new topic or generating lots of creative
ideas. The question can be serious, silly or anywhere in-between.
Instructions
Ask a ‘what if’ question based on an issue or idea
Possible topic
What if aliens outnumbered humans?
Activity 11: Metaphorically speaking
Objective
To encourage students to develop a simile or analogy in response to a specific concept
related to the functions of body systems and body parts.
Instructions
1. Working with a partner, students write the topic heading at the top of a blank
piece of paper.
2. Over the next five minutes each pair brainstorms as many different responses
as possible.
3. Select the best response to feedback to the larger group.
Possible topics
a.
b.
c.
d.
e.
f.
g.
h.
i.
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A windpipe or trachea is like a ….. because both …..
A heart is like a ….. because both …..
An intestine is like a ….. because both …..
A tongue is like a ….. because both …..
Skin is like a ….. because both …..
A kidney is like a ….. because both …..
A bladder is like a ….. because both …..
An eye is like a ….. because both …..
A …. is like a ….. because both …..
Activity cards for Early Childhood
The following activity cards provide instructions and discussion points for
fourteen of the most appropriate activity stations in the Humanoid Discovery
exhibition.
We recommend photocopying and laminating each card and providing them to
the adult supervising each of the small groups of children visiting the exhibition.
Exhibit:
Topic:
Concept:
What to do:
Questions to
ask:
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Feels Like…
Sense of touch
Our sense of touch helps us identify rough,
smooth, hot and cold etc.
Mystery objects
• Feel below each box to touch object.
• Can you guess what it is?
• Press yellow button to check.
Texture
• Touch and compare the two surfaces
Pain
• Press finger on point of cone and increase
pressure
Pressure
• Push finger into box as far as you can
Temperature
• Touch a panel for a few seconds then touch
one of the other panels
Imagine what it would be like if we didn’t have a
sense of touch.
Exhibit:
Topic:
Concept:
What to do:
Looks Like…
Sense of sight
Some people see colours differently to other
people.
Some animals see colours differently to us.
[Note: Most of the functionalities being tested are
too complex for this age group.]
Colour blindness
• Look at each circle.
• What can you see?
• Press button to see if you were right
(If child cannot see the coloured image, they may
be colour blind.)
Questions to
ask:
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Visible spectrum
• Which flower picture is closest to how we
see?
Did you know that some animals cannot see
colour like we do?
Exhibit:
Topic:
Concept:
What to do:
Questions to
ask:
Exhibit:
Topic:
Concept:
What to do:
Questions to
ask:
16
Sounds Like…
Sense of hearing
We hear with our ears.
Some low and high sounds we cannot hear, but
other animals can.
Identifying sounds
• Press one of the red buttons to hear a
mystery sound
• Guess what it is
• Wait for an answer
Hearing range
• Put the handset to your ear
• Press button to select a frequency
(Most children should hear 20 – 20,000hz).
Did you know that elephants can hear the very
low sounds and bats the very high sounds that we
can’t hear?
Have You Got the Guts
Digestive system
Food enters the body but needs to be made
smaller so it can be used by the body.
• Grab the human intestine and pull it out
carefully.
How long is it?
How does it fit inside the body?
Exhibit:
Topic:
Concept:
What to do:
Questions to
ask:
Exhibit:
Topic:
Concept:
What to do:
Questions to
ask:
17
Tastes Like…
Sense of taste and smell
We smell with our nose and taste with our tongue.
Smell
• Place nose near sniffing hole and press
button to get smell
• Guess the smell
• Press red button to check your answer
Taste
• Look at each picture and guess what it
would taste like
• Press blue button to check your answer
What do you taste with?
What do you smell with?
Aim High
Muscular system
We use our leg muscles to jump.
• Stand on footprints.
• Jump as high as you can to touch the wall
above.
• Try crouching down before you jump.
How high can you jump?
Can you jump higher if you crouch down first?
Exhibit:
Topic:
Concept:
What to do:
Exhibit:
Topic
Concept:
What to do:
Questions to
ask:
18
Pull My Finger
Digestive system
Different combinations of foods, drinks and
condition can have an effect on what comes out
of the digestive system i.e. burps, farts and vomit.
• Choose a food, drink and condition by
pressing arrows
• Pull finger
• Listen to stomach sounds then reaction
(Try combination of baked beans, milk and
lactose intolerance to get a really loud fart and
smoke coming out of the bottom of the exhibit!
Or ginger, saltwater and seasickness for a
vomit!)
Skin Deep
Skin and layers of tissue in body
The skin and tissue has many layers.
• Carefully lift the layers of skin off the giant
arm.
Can you see the small blood vessels (capillaries)
in the 2nd layer (epidermis)?
Can you see the fatty tissue and larger blood
vessels in the 3rd layer?
Can you see the muscles and two bones in the
last layer?
Exhibit:
Topic:
Concept:
What to do:
Questions to
ask:
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Filter and Flush
Excretory system – movement of blood into
kidneys and production of urine then emptying of
bladder
Kidneys filter blood to remove waste products
which are then removed from body
• Pump heart button to move blood through
kidneys (listen to heart beating).
• Watch bladder fill.
• Press empty button to see and hear bladder
empty into toilet.
Can you hear the heart pumping the blood?
Can you see the bladder filling with urine?
What happens when the bladder is full? (Need to
go to the toilet.) Listen to the person weeing and
the toilet flushing.
Exhibit:
Topic:
Concept:
What to do:
Questions to
ask:
Womb with a View
Development of baby in womb
A baby grows inside mother’s womb.
• Press the start button, then select a
gestation time (12, 20 weeks etc.).
• Move the ultrasound sensor over the
mother’s tummy to see the baby light up.
See how tiny the baby is.
Can you hear the baby’s heart beating much
faster than ours?
Exhibit:
Topic:
Concept:
Bed of Nails
Nerve endings
If you stood on a single nail it would really hurt,
but when your weight is spread over a large
number of nails it doesn’t.
What to do:
• Lie on back on bed of nails
• Pull handle towards you to raise nails.
• Release handle to lower nails
Why don’t the nails hurt? (Pressure spread over
large area)
Questions to
ask:
20
Exhibit:
Topic:
Pupil Shrinker
Sense of sight
Concept:
Pupils shrink so that not so much light gets in.
What to do:
Ask the child to look through the viewing window
and look at the black circle (pupil) in the middle of
his/her eye.
Let their eyes adjust to the low light, then press
the button to switch on the light.
What happens to their pupil?
Questions to
ask:
Exhibit:
Topic:
Concept:
What to do:
Questions to
ask:
21
Finger on the Pulse
Heart rate – function of the heart
Your heart pumps faster when you exercise.
• Sit on the stool
• Grip both handles for at least 15 sec to
display heart rate. (Normal adult heart rate
60-100bpm – children usually faster)
• Then turn exercise wheel as fast as you can
for 30 sec.
• Retest heart rate
Why do you think the heart is beating faster after
exercise?
Exhibit:
Topic:
Concept:
What to do:
Questions to
ask:
22
Insides Out
Body systems
Our bodies are made up of lots of systems that
make the body function.
Systems work together.
• Sit on stool
• Press start button.
• Put your head in front of screen so it
appears at top of body.
• Move red track ball to move purple arrow
then press ‘select’ to see different systems.
Look at skeleton, heart, muscles etc.
Web resources
1. Museum Victoria
Practical activities that demonstrate the function or structure of different body systems.
http://museumvictoria.com.au/pages/2314/our-human-body-classroom-1-13.pdf
2. Enchanted learning
This site contains a lot of information about the body systems and other relevant
biology.
http://www.enchantedlearning.com/subjects/anatomy/titlepage.shtml
3. Kids health
Some basic activities on body systems
http://kidshealth.org/PageManager.jsp?lic=1&ps=110&article_set=31936
Animated explanations, quizzes, activities and articles of how the body systems work
and related topics. It also contains topics on sexual development and health which
teachers will need to decide whether it is appropriate for their students to view.
http://kidshealth.org/kid/htbw/
4. Medtropolis
Guided tours and activities on the circulatory, skeletal and digestive system and the
human brain.
http://www.medtropolis.com/VBody.asp
5. BBC
Interactive activities on the body systems. It also contains activities on the topic of
puberty which teachers will need to decide whether it is appropriate for their students to
view.
http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml
6. Kitses
An interactive guided tour of the digestive system and how various foods are broken
down.
http://kitses.com/animation/swfs/digestion.swf
7. E-learning for kids
Animated explanations of body systems, senses and other health related topics. It also
contains information on the topic of puberty in ‘Endocrine Systems’ which teachers will
need to decide whether it is appropriate for their students to view.
http://www.e-learningforkids.org/health/
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MISSION
Agents Name: ________________________________________________
Here are the schematic plans of the human body as captured by our
Intergalactic Agents Division (IAD) so far. Our previous reconnaissance
missions have failed to bring back all the data required to replicate their
bodies.
Your mission is to infiltrate these earthlings and bring back all vital information
and missing schematics. Your focus should be on the systems and organs
illustrated on the following pages. Make sure you identify each correctly, state
their name and explain how they function. The Humanoid Discovery exhibits
will help in this regard. We want to know how each of these help humans to
survive on their planet. If you stumble across any new information, don’t
hesitate to add your findings to your report. Good luck!
The ___________________ system
1. What waste product do the
lungs remove from the body?
(See: Breathing Easy)
2. Where is the waste product
produced? (See: See O2)
3. What waste products do the
kidneys remove? (See: Filter
and Flush)
4. Where do waste products
from the kidneys get taken
to? (See: Filter and Flush)
5. Which system carries the
waste products to the lungs
and kidneys? (See: Insides
Out)
Mission worksheets produced by Scienceworks, Museum Victoria
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The _______________________ system
1. Name the liquid that coats food in the
mouth and the nutrient type it helps to
start break down or digest. (See: Have You
Got the Guts)
2. What stops the acid in your stomach from
digesting the wall of your stomach? (See:
Have You Got the Guts)
3. List the parts of the body that help to
break down or digest (See: Have You Got
the Guts)
a. Carbohydrates
b. Proteins
c. Fats/Oils/Lipids
4. The small intestine is shorter than the
large intestine. True or false
(See: Have You Got the Guts)
5. Which combination of foods, drinks and
other items results in: (See: Pull My Finger)
a. Burps
b. Farts
The __________________________ system
1. What type of tissue makes up muscle?
(See: Skin Deep)
2. Explain how the muscles work to allow
humans to jump. (See: Aim High)
3. Write down 3 things you have learnt about
the muscular system from the Insides Out
exhibit.
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The __________________________ system
1. List three substances the circulatory system
carries around the body. (See: Finger on the
Pulse)
2. Why does the heart beat faster during
strenuous activity? (See: Finger on the Pulse)
3. Name the vessels that take blood (See:
Finger on the Pulse, See O2)
a. To the heart
b. Away from the heart
4. Name the largest blood vessel in the body.
(See: Finger on the Pulse, See O2)
5. Name the smallest blood vessels involved in
delivering and receiving substances to or
from the body’s cells. (See: Finger on the
Pulse, See O2)
The _______________________ system
1. Shade or colour the part of the brain that
deals with,
a. Seeing (See: Looks like)
b. Hearing (See: Sounds like)
Then draw an arrow from a. and b. to the brain
diagram on the left to show which part of the
brain carries out each function.
2. Select one desire and make note of the
chemical and biological basis that can make
that desire all consuming. (See: Dial a Desire)
3. Which part of the brain controls involuntary
functions? Draw an arrow from your answer
to the part of the brain on the diagram on the
left which carries out these functions. (See:
Beat the Brain)
4. What role do nerve cells carry out in the
body? (See: Skin Deep)
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Training Guide
Welcome to Humanoid Discovery. Your mission is to visit Earth to study
humans. You will morph into a human and conduct several experiments
to investigate these life forms, then report back some of your findings.
Good luck!
1. Which important liquid in the body is filtered by the kidneys? (See: Filter and Flush)
Water
Blood
Urine
2. Which system circulates blood around the body? (See: Insides Out)
Cardiovascular
System
Respiratory
System
Skeletal
System
3. Which gas is vital for the cells in the human body? (See: See O2)
Nitrogen
Carbon
Dioxide
Oxygen
4. How much blood is in your body? (See: Body of Water)
Litres
5. What is your pulse rate at rest and after exercise? (See: Finger on the Pulse)
Beats per minute (at rest)
Beats per minute (after
exercise)
Why does your heart beat faster during strenuous activity?
6. The small intestine is shorter than the large intestine. (See: Have You Got the Guts?)
True or False
7. Do human pupils get smaller (contract) or enlarge (dilate) in bright light? (See: Pupil
Shrinker)
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8. What is the main source of fart gas in humans? (See: Pull My Finger)
Gas
swallowed
while eating
Gas produced
during
digestion
Gas inhaled
into the lungs
9. Which type of memory allows humans to store and recall information for many years?
(See: Remember When…)
Sensory
Memory
Short-term
memory
Long-term
memory
10. How high can you jump – in centimetres? (See: Aim High)
11. List the 5 types of human tastes. (See: Tastes Like…)
12. What is the lowest frequency you can hear? (See: Sounds Like…)
13. What part of the brain processes sight? (See: Looks Like…)
________________________ cortex
Draw an arrow to the part of the brain involved in sight.
Humanoid Discovery – produced by Scitech, Perth, Western Australia.
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