Download 32696 Circ Resp Dig Uri CDROM

THE HUMAN BODY: SYSTEMS AT WORK
CIRCULATORY, RESPIRATORY,
DIGESTIVE, AND URINARY
SYSTEMS
Teacher’s Guide
INTRODUCTION
This Teacher’s Guide provides information to help you get the most out of The Interactive Body:
Systems at Work: Circulatory, Respiratory, Digestive and Urinary Systems. The contents in this
guide will allow you to prepare your students before using the program and present follow-up
activities to reinforce the program’s key learning points.
This CD-ROM will help students understand that the human organism has systems dedicated to
specific body functions. After completing the CD-ROM, students will understand the function of
the circulatory, respiratory, digestive and urinary systems of the human body. In addition, they
will be introduced to how these systems interact with one another, and how each system is
important to the overall health of a person.
LEARNING OBJECTIVES
After viewing the program, students will be able to:
■ Identify the ten major body systems.
■ Explain the primary functions performed by the circulatory, respiratory, digestive, and
urinary systems.
■ Identify the organs and/or components of the circulatory, respiratory, digestive, and
urinary systems.
■ Describe how the different components of each system work together.
■ Describe what happens when a system or one of its components breaks down.
■ Discuss how the circulatory and respiratory systems work together.
■ Discuss how the digestive and urinary systems work together.
■ Explain the impact of personal health behaviors on the functioning of the circulatory,
respiratory, digestive, and urinary systems.
EDUCATIONAL STANDARDS
National Standards
This program correlates with the National Health Education Standards from the Joint Committee
on National Health Education Standards, Project 2061 Benchmarks for Science Literacy from the
American Association for the Advancement of Science, and the National Science Education
Standards from the National Academy of Sciences. The content has been aligned with the following educational standards and benchmarks from these organizations.
■
■
■
■
■
Understand matter, energy, and organization in living systems.
Understand structure and function in living systems.
Understand personal and community health.
Understand systems, order, and organization.
Understand that organs and organ systems are composed of cells and help to provide all cells
with basic needs.
■ Understand that for the body to use food for energy and building materials, the food must
first be digested into molecules that are absorbed and transported to cells.
■ Understand that to burn food for the release of energy stored in it, oxygen must be supplied
to cells, and carbon dioxide removed. Lungs take in oxygen for the combustion of food and
they eliminate the carbon dioxide produced. The urinary system disposes of dissolved waste
molecules, the intestinal tract removes solid wastes, and the skin and lungs rid the body of
heat energy. The circulatory system moves all these substances to or from cells where they are
needed or produced, responding to changing demands.
2
Copyright © 2004 Cambridge Educational®
■ Understand that the amount of food energy (calories) a person requires varies with body
weight, age, sex, activity level, and natural body efficiency. Regular exercise is important to
maintain a healthy heart/lung system, good muscle tone, and bone strength.
■ Understand that toxic substances, some dietary habits, and personal behavior may be bad for
one's health. Some effects show up right away, others may not show up for many years.
Avoiding toxic substances, such as tobacco, and changing dietary habits to reduce the intake
of such things as animal fat increases the chances of living longer.
■ Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.
■ Identify responsible and harmful behaviors, developing health-enhancing strategies, and
managing stress.
■ Demonstrate the ability to access valid health information and health-promoting products
and services.
■ Identify valid health information, products, and services including advertisements, health
insurance and treatment options, and food labels.
■ Comprehend concepts related to health promotion and disease prevention.
■ Identify what good health is, recognize health problems, and ways in which lifestyle, the
environment, and public policies can promote health.
Reprinted with permission from National Science Education Standards ©1999 by the National Academy of Sciences,
courtesy of the National Academies Press, Washington, D.C.
This represents the work of the Joint Committee on National Health Education Standards. Copies of National Health
Education Standards: Achieving Health Literacy can be obtained through the American School Health Association,
Association for the Advancement of Health Education or the American Cancer Society. Reprinted with permission.
From BENCHMARKS FOR SCIENCE LITERACY by the American Association for the Advancement of Science, copyright 1993 by the American Association for the Advancement of Science. Used by permission of Oxford University
Press, Inc. Please note: judgments about the alignment of content presented here with the learning goals in BENCHMARKS FOR SCIENCE LITERACY are those of the author and do not represent the opinion or endorsement of the
AAAS or Oxford University Press, Inc.
English Language Arts Standards
The activities in this Teacher’s Guide were created in compliance with the following National
Standards for the English Language Arts from the National Council of Teachers of English.
■ Apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print
and nonprint texts.
■ Use spoken, written, and visual language to accomplish their own purposes (e.g., for learning,
enjoyment, persuasion, and the exchange of information).
■ Adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary)
to communicate effectively with a variety of audiences and for different purposes.
■ Use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate
knowledge.
■ Conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and
nonprint texts, artifacts, people) to communicate their discoveries.
Standards for the English Language Arts, by the International Reading Association and the National Council of
Teachers of English, Copyright 1996 by the International Reading Association and the National Council of Teachers
of English. Reprinted with permission.
3
Technology Standards
The activities in this Teacher’s Guide were created in compliance with the following National
Education Technology Standards from the National Education Technology Standards Project.
■ Demonstrate proficiency in the use of technology.
■ Develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
■ Practice responsible use of technology systems, information, and software.
■ Use a variety of media and formats to communicate information and ideas effectively to
multiple audiences.
■ Evaluate and select new information resources and technological innovations based on the
appropriateness for specific tasks.
■ Use technology tools to process data and report results.
■ Use technology to locate, evaluate, and collect information from a variety of sources.
The National Education Technology Standards reprinted with permission from the International Society for
Technology Education.
PROGRAM OVERVIEW
The human body is truly an interactive organism—every system, every organ, and every cell is
connected in some way. Using this three-part series of multimedia CD-ROMs, students will be
able to explore the interconnectivity that makes the human body’s ten systems work together.
The circulatory, respiratory, digestive, urinary, endocrine, reproductive, lymphatic, integumentary,
nervous, and musculoskeletal systems are discussed in detail, providing basic facts and interesting
information about the anatomy, physiology, and common ailments of each system. The programs
also address how each system functions as part of a larger organism, interacting day and night
to ensure overall health no matter what the activity: sitting at a desk, eating lunch, driving a car,
running a marathon, or sleeping.
As part one of the three-part series, this program clearly outlines the primary functions performed by the circulatory, respiratory, digestive, and urinary systems. It illustrates the organs or
components of each system and examines the interaction and interdependencies between them.
Students can see what happens when any one of these vital systems breaks down, as well as
learn about the impact of personal health behaviors on the functions of these systems.
MAIN TOPICS
Topic 1: System Overview
This section introduces learners to the ten major systems of the body. It includes a brief overview
of each system and how they all work together to keep the human body functioning.
Topic 2: Circulatory System
This section describes the circulatory system in detail. Learners gain an understanding of how the
circulatory system transports vital nutrients to the rest of the body, as well as an understanding
of the anatomy, physiology, and common ailments associated with the system.
Topic 3: Respiratory System
This section describes the respiratory system in detail. Learners gain an understanding of how the
respiratory system supplies the body with oxygen, along with an understanding of the anatomy,
physiology, and common ailments associated with the system.
4
Topic 4: Digestive System
This section describes the digestive system in detail. Learners gain an understanding of how the
digestive system ensures that the body has the energy it needs to function and grow. The section also includes information on the anatomy, physiology, and common ailments associated with
the digestive system.
Topic 5: Urinary System
This section describes the urinary system in detail. Learners gain an understanding of how the
urinary system disposes of the body’s waste. This section includes information on the anatomy,
physiology, and common ailments associated with the system.
Topic 6: Working Together
This section reviews how each of the four systems work closely together to keep the body functioning at peak performance levels every day.
FAST FACTS
■ Your heart beats more than 100,000 times each day.
■ Almost 92% of plasma is made up of water.
■ Average adults have almost five liters of blood moving through their circulatory system at any
one time.
■ Your heart is roughly the same size as your fist.
■ An adult has about 60,000 miles of blood vessels.
■ There are more red blood cells in the human body than any other type of cell.
■ Red blood cells may live for about four months, circulating throughout the body and feeding
the 60 trillion other body cells.
■ If you stretched out your small intestine, it would be about 22 feet long.
■ It takes about four hours for the stomach to do its job completely and get the mixture ready
for the next part of the digestive tract.
■ Every day 11.5 liters of digested food, liquids, and digestive juices flow through the digestive
system, but only 100 mls is lost in feces.
■ We produce about 1.7 liters of saliva each day.
■ We get two sets of teeth. Our 20 baby teeth are replaced when we are about six or seven
years old with our 32 adult teeth.
■ The liver is the largest gland and the second largest organ in the human body.
■ Every minute you inhale 13 pints of air. That’s almost two gallons of air a minute.
■ Each cilium in the lungs sweeps back and forth about ten times every second—that’s 36,000
times every hour, 24 hours a day.
■ Plants “breathe” in our carbon dioxide and release oxygen back into the air. Without plants,
we’d eventually run out of air to breathe.
■ Your lungs contain almost 1,500 miles of airways. That’s the distance between New York City
and Dallas, Texas.
■ The continuous flow of blood into and out of the kidneys gives them a dark red color.
■ The bladder can hold about two cups of urine.
■ More than one quart of blood passes through your kidneys each minute; that’s almost 425
gallons of blood each day.
■ About a 25% of your body’s blood is in your kidneys at any one time.
■ During a lifetime, your kidneys clean over one million gallons of blood.
5
VOCABULARY TERMS
absorption: A process by which substances penetrate organic tissues.
alveoli: Sacs within the lungs that transfer oxygen to capillaries take carbon dioxide from
capillaries.
anatomy: Parts of and structure of an organism or system.
artery: Blood vessel that carries blood rich in oxygen and nutrients from the heart to the rest of
the body.
atrium: Quadrant of the heart that receives blood from veins.
bile: A substance made by the liver, stored in the gallbladder, and later secreted into the small
intestine to aid in the digestion of food.
bladder: Sac-like organ that stores urine.
bronchial tubes: Tubes within the lungs that help to filter out dirt and germs from the air.
capillary: Small blood vessel that transports oxygen to the cells of the body and removes waste
from those cells.
carbon dioxide: Gas formed from animal respiration.
cilia: Small hairs within the lungs that remove dirt and germs from the air.
diaphragm: Muscle that helps the lungs inhale and exhale air.
dorsal aorta: One of two main arteries in the heart.
epiglottis: Flap at the top of the trachea that prevents food and liquids from entering the lungs.
feces: Waste matter eliminated from the bowels.
heart: Muscle that acts like a pump to circulate blood throughout the body.
inferior vena cava: One of two main veins in the heart.
kidney: Organ that filters waste out of the blood system.
lungs: Organs that allow body to inhale and exhale air.
mitral valve: Cardiac valve that connects the left atrium with the left ventricle in the heart.
mucus: Thick substance found in the bronchial tubes that attaches to dirt and germs.
nephrons: Parts of the kidney that filter the blood and produce urine.
physiology: Functions and activities of living matter.
pulmonary artery: One of two main arteries in the heart.
renal artery: Artery connecting the heart to the kidneys.
superior vena cava: One of two main veins in the heart.
trachea: Windpipe that connects the mouth and nose to the lungs.
tricuspid valve: Cardiac valve that connects the right atrium with the right ventricle in the heart.
vein: Blood vessel that takes oxygen-poor blood and waste from the body back to the heart.
ventricle: Chamber of the heart that pumps blood into the arteries.
PRE-PROGRAM DISCUSSION QUESTIONS
1. What defines a body system? What do all of the components in a system have in common?
2. How many different body systems do you have?
3. What organs do you think of when you think about the circulatory system?
4. What are the main functions of the circulatory system?
5. What organs do you think of when you think about the respiratory system?
6. What are the main functions of the respiratory system?
7. What organs do you think of when you think about the digestive system?
8. What are the main functions of the digestive system?
9. What are some common ailments associated with the circulatory, respiratory, digestive, and
urinary systems that you have experienced?
10. How does the urinary system function?
6
POST-PROGRAM DISCUSSION QUESTIONS
1. List the major organs of the respiratory system and their functions.
2. Describe the physiology of the urinary system.
3. How do the respiratory and circulatory systems work together to keep your body functioning?
4. What are some of the things that you can do to keep your body healthy and prevent urinary
and digestive system-related diseases and ailments?
5. How does the circulatory system work together with the urinary and digestive systems?
GROUP ACTIVITIES
Anatomy
Break the class into small working groups. Each group will research one organ discussed in the
program (e.g., the stomach) and prepare a five minute presentation on that organ. The presentation should include details on the physiology, structure (including a detailed, labeled chart of the
organ), and common ailments that may occur related to the organ. Each group will deliver a five
minute presentation to the class (each team member must participate in the presentation).
Physiology
Break the class into small working groups. Each group will research the physiology of one of the
systems discussed in the program (e.g., the urinary system) and prepare a five minute presentation on the physiology of that system. Presentations should expand upon what is discussed in the
program, and include interesting facts about the system. Each group will present its report to the
larger class (each team member must participate in the presentation).
Working Together
Break the class into small working groups. Each group will research how each of the systems discussed in the program work together to keep the body functioning. Then students will write a 3
to 5 page report that describes what they found. The report should also include illustrations of
the key aspects of each system and how they interact with one another. Groups should answer
the following questions during their research:
• How do the systems support each other?
• How do the systems interact with one another to keep the body functioning?
• If one system is not working properly, what is the impact to the other systems?
• What steps should people take to keep all systems functioning properly?
INDIVIDUAL STUDENT PROJECTS
Science Museum Field Trip
Have students visit the Human Science section of their local science museum and view the related exhibits. Then assign them to write a summary of the exhibit and what they learned. Their
report should include details on the specific exhibits featured at the museum and the experiments (if any) they were able to observe/complete to gain a better understanding of the systems
of the body.
Tracing Digestion
For this activity, students will need access to art supplies. Have each student create a diagram or
model of the components of the digestive system and trace the path of food (from intake to
expulsion) through the tract by identifying the state of digestion, the enzymes used to digest the
food, and the nutrients created and disseminated through the body at each phase of digestion.
7
All of the relevant body parts should be labeled. Their diagram or model should be large enough
to present to the entire class and/or put on display in the classroom.
Love Your Lungs
Why are your lungs critical to your survival? What functions do they provide to keep you alive?
Write a brief 2to 3 page report on the role that your lungs play in the functioning of the body,
describing the anatomy of the lungs in detail. Students should create a diagram, model, or
poster of the lungs with “text balloons” to provide the details about the anatomy and physiology of the lungs. The report should also contain information on what people can do to keep their
lungs healthy.
INTERNET ACTIVITIES
Disease Discovery
Have students choose one disease discussed in the program and research it in detail, providing a
2 to 3 page report on the disease, including its causes, treatments, and prevention. To do this,
students should answer the following questions:
• What are the causes of the disease?
• What are the risk factors associated with this disease?
• How can the disease be prevented?
• What are the signs and symptoms of the disease?
• Who is affected by the disease?
• What are the treatment options for this disease?
• Is there a cure for the disease?
Hanging My Heart on the Wall
Using Internet search engines, have students locate 5 to 7 different illustrations of a human
heart. They should bookmark their findings and use them as a reference to draw or design a
realistic image of the human heart. Their image should be to scale and include key components
of the heart, including the blood vessels, valves and chambers. For extra credit, have them also
provide a brief description of each component and its function, using call out boxes. Hang the
resulting images around the room for use as reference and review materials.
Tobacco and The Respiratory System
Have students use the Internet to research the impact tobacco has on the respiratory system.
They should then write a report discussing the impact that smoking can have on a person’s
health. The report should address the impact of second-hand smoke, smoking during pregnancy,
and the impact of smoking on adolescents. In addition, the report should also address the negative health impacts that can be reversed if someone stops smoking, and the amount of time it
takes to reverse the effects of smoking.
Use the Web sites noted here as a starting point:
www.freevibe.com/Drug_Facts/smoking.asp
www.thetruth.com
www.teenquit.com
www.nlm.nih.gov/medlineplus/smoking.html
8
ASSESSMENT QUESTIONS
Q: The respiratory and circulatory systems work together to:
(a) transport blood throughout the body.
(b) transport oxygen throughout the body.
(c) transport nutrients throughout the body.
(d) transport carbon dioxide throughout the body.
A: (b)
Feedback: The circulatory and respiratory systems work closely to transfer oxygen from your
lungs into your blood stream. It is the respiratory system that brings the oxygen into your body,
but it is the circulatory system that delivers the oxygen to the cells.
Q: The digestive and circulatory systems work together to:
(a) transport blood throughout the body.
(b) transport oxygen throughout the body.
(c) transport nutrients throughout the body.
(d) transport carbon dioxide throughout the body.
A: (c)
Feedback: The digestive and circulatory systems work closely to transfer nutrients from the
digestive system to the rest of your body. It is the digestive system that delivers the nutrients to
the blood, where the circulatory system takes over and delivers the nutrients to the body’s cells.
Q: When you take a deep breath, the stretching that you feel is:
(a) your ribcage expanding.
(b) your lungs filling with air.
(c) your stomach pushing against your abdominal muscles.
(d) your diaphragm moving as you breathe.
A: (d)
Feedback: That stretching you feel is your diaphragm moving as you breathe. Without your
diaphragm, your lungs wouldn’t be able to get enough air to sustain your body.
Q: Cigarette smoking, exposure to asbestos, and air pollution are all risk factors for:
(a) renal failure.
(b) lung cancer.
(c) upper respiratory infections.
(d) hypertension.
A: (b)
Feedback: Cigarette smoking, exposure to asbestos, and air pollution are all risk factors for lung
cancer, in addition to exposure to certain industrial substances, radon radiation exposure, and
second-hand tobacco smoke.
Q: Arteries are responsible for:
(a) carrying blood to the heart.
(b) transporting carbon dioxide.
(c) carrying blood away from the heart.
(d) carrying oxygen-rich blood to the heart.
A: (c)
Feedback: Arteries are a type of blood vessel responsible for carrying oxygen-rich blood and
nutrients away from the heart and delivering it to the cells of the body.
9
Q: Red blood cells:
(a) carry oxygen to the body’s cells.
(b) carry antibodies and act as the body’s defense mechanism.
(c) help blood form clots.
(d) store the blood’s protein.
A: (a)
Feedback: Red blood cells are also called erythrocytes. Their main function is to carry oxygen to
the tissues, using a substance called hemoglobin.
Q: Bile is produced in which organ of the digestive system?
(a) Pancreas
(b) Small Intestine
(c) Liver
(d) Gallbladder
A: (c)
Feedback: Bile helps to absorb fats into the bloodstream; excess bile is stored in the gallbladder
until it is needed.
Q: The colon removes which product during the digestive process?
(a) Carbohydrates
(b) Protein
(c) Fat
(d) Water
A: (d)
Feedback: Part of the large intestine, the colon, removes water and some of the remaining minerals from the liquid being digested.
Q: Nephrons in the kidney perform the following function:
(a) produce urine.
(b) drain urine into the calyxes.
(c) produce nutrients.
(d) filter water.
A: (a)
Feedback: Your kidneys each contain almost a million filtering units called nephrons, which perform the blood-filtering process and produce urine.
Q: Urine is passed through the kidneys to the bladder via the:
(a) urethra.
(b) ureters.
(c) rectum.
(d) renal pelvis.
A: (b)
Feedback: The ureters pass the urine to the urinary bladder for storage. The bladder can expand
to store almost two cups of urine.
10
ADDITIONAL RESOURCES
WEB SITES
BodyTeen.com
www.bodyteen.com
Human Body Online
www.innerbody.com/htm/body.html
Science & Nature: Human Body & Mind
www.bbc.co.uk/science/humanbody
TeenHealth—My Body
http://kidshealth.org/teen/your_body
The Virtual Body
www.medtropolis.com/VBody.asp
How Your Heart Works
http://health.howstuffworks.com/heart.htm
How Your Lungs Work
http://health.howstuffworks.com/lung.htm
BOOKS
Encyclopedia of the Human Body by Richard Walker. DK Publishing; 1st American Edition, 2002.
ISBN: 0789486725
Eyewitness: Human Body by Steve Parker. DK Publishing; 1st edition, 1999. ISBN: 0789448831
The Human Body: An Illustrated Guide to Its Structure, Function, and Disorders by Charles
Clayman. DK Publishing, 1995. ISBN: 1564589927
OTHER PRODUCTS
Systems of the Body Poster Set, VHS/DVD, Cambridge Educational
Simply indispensable in the classroom, this set of ten posters vividly depicts and describes the
human body’s major systems. Each poster features inset illustrations providing highly detailed
looks at key organs and system components, along with "neat-to-know" supplementary facts.
Set includes: Circulatory System, Respiratory System, Digestive System, Urinary System, Endocrine
System, Reproductive System, Lymphatic System, Integumentary System, Nervous System, and
Musculoskeletal System. Correlates to National Science Education Standards and National Health
Education Standards. Ten 18" x 28" posters.
Order #: 33021, www.cambridgeeducational.com, 1-800-468-4227
11
Your Immune System, VHS/DVD, Cambridge Educational
Every day is a new battle for the human body as microscopic intruders try to muscle their way in.
What specialized cells and organs are there to resist them? This program clearly and concisely
maps out the complicated human immune system, explaining both how it keeps the body
healthy and what happens to the body if it malfunctions—or, even worse, if it shuts down completely. Beginning with the body’s nonspecific defenses, composed of the skin, tears, mucus, saliva, and stomach acid, the program then digs into the details of the specific defenses: the lymphatic system, the thymus gland, the spleen, and bone marrow. Three distinct types of white
blood cells are classified, and the complexities of the humoral and cell-mediated immune
responses are carefully sorted out. The program also describes a number of problems with the
human immune system, running the gamut from allergies to AIDS. Vaccines and antibiotics are
also discussed, as is the growing danger of bacterial resistance to current medicines. The effects
of major histocompatibility complexes on transplanted organs are considered as well.
Order #: 29561, www.cambridgeeducational.com, 1-800-468-4227
Circulation, Respiration, and Breathing, VHS/DVD, Cambridge Educational
This program examines how oxygen and carbon dioxide are transported throughout the body,
guided by the brain as it reacts to internal and external stimuli. The process of breathing is modeled by a swimmer, the control of breathing by the brain is analyzed, and oxygen intake by the
lungs and transport by red blood cells are discussed. The complementary actions of the circulatory and respiratory systems to meet the body’s energy needs are identified, and anaerobic respiration and oxygen debt are addressed. The internal structure of the heart is displayed, and the special properties of cardiac muscle tissue are outlined. The effects of smoke inhalation on the lungs
from cigarettes and a house fire are also considered. (Part of the series The Virtual Body.)
Order #: 30528, www.cambridgeeducational.com, 1-800-468-4227
Digestive System: Your Personal Power Plant, VHS/DVD, Cambridge Educational
The digestive system functions as a power plant for the body, turning food into energy. This
video examines the remarkable conversion processes involved in digestion. Segments include the
digestive system compared to a resource recovery plant; the process of energy conversion in the
body; structure and function of the organs of the digestive system; the role of enzymes; and
maintaining a healthy digestive system. (Part of the series The Human Body: Systems at Work.)
Order #: 8164, www.cambridgeeducational.com, 1-800-468-4227
Respiratory System: Intake and Exhaust, VHS/DVD, Cambridge Educational
Using the analogy of an automobile’s system of fuel intake and exhaust, this program explores
the makeup and functions of the respiratory system. Main topics include the process of respiration; the organs involved in respiration; why cells need oxygen; structure and functions of the
lungs; the relationship between the brain and the respiratory system; and a detailed look at
what’s behind the “simple” act of breathing. (Part of the series The Human Body: Systems at
Work.)
Order #: 8168, www.cambridgeeducational.com, 1-800-468-4227
Ultimate Guide: The Human Body, VHS/DVD, A Discovery Channel Production
The human body is by far the most complex machine in the world. This program explores that
marvel of design, using outstanding computer graphics and animation plus a wealth of fascinating statistics and facts about the body’s capabilities. Major systems such as the skeleton, skin,
brain, nerves, balance, and senses are discussed by a wide range of experts, including athletes,
astronauts, physical anthropologists, and doctors.
Order #: 29015, www.cambridgeeducational.com, 1-800-468-4227
12
The Virtual Body, VHS/DVD, Cambridge Educational
Offering a high-tech approach to understanding human biology, this outstanding five-part series
hosted by British media personality Liz Fraser uses an array of eye-popping visuals to illustrate
how the body works. Spectacular 3-D animated computer renderings present functioning organs
and structures as cutaways and virtual tours, providing a captivating inside-out view of the
human body. Endoscopic and microscopic imaging and 2-D animated diagrams are used as well.
Viewed as a whole, this series stresses the interdependence of the body’s many systems. The
series includes: Circulation, Respiration, and Breathing; The Immune System; Homeostasis;
Sensory Systems; and Genetic Engineering.
Order #: 30527, www.cambridgeeducational.com, 1-800-468-4227
13
For information on other programs
VISIT OUR WEBSITE AT
W W W. C A M B R I D G E E D U C AT I O N A L . C O M
2572 Brunswick Pike
Lawrenceville, NJ 08648
Toll Free: 1 800/468-4227
Fax: 1 800/FAX ON US
32696