Download Humanoid Discovery - Museum of Tropical Qld

Education Kit
This Education Kit has been developed by the Museum of Tropical Queensland to provide
teachers with resources to plan a successful visit to Humanoid Discovery: Wonders of the
Human Body at the Museum of Tropical Queensland from 7th June to 24th August 2014.
Educational materials are included in this kit for a series of pre and post visit lessons linked
to the students’ visit. While the kit is aimed at years 3-10 it has material that could be used
for other year levels. Teachers may copy material in this kit for educational purposes.
Acknowledgements
This Education kit was developed by Claire Speedie, Learning Activities Officer, Museum of
Tropical Queensland, using material developed by Scitech and Scienceworks, Museum
Victoria.
Humanoid Discovery: Wonders of the Human Body is a travelling exhibition produced by
Scitech, Perth, Western Australia.
© Museum of Tropical Queensland 2014
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Contents
Page
Teachers Notes
The exhibition
3
Description of individual exhibits
4
Curriculum links
7
Activities
Activity 1:
Mission to Earth
9
Activity 2:
Uh oh!
10
Activity 3:
The good, the bad and the ugly
10
Activity 4:
That doesn’t look good!
11
Activity 5:
Instant Earthling
11
Activity 6:
Piece of junk!
12
Activity 7:
The different uses key
12
Activity 8:
Simply the best
13
Activity 9:
Humanoid diaries
13
Activity 10:
The reverse key
14
Activity 11:
The what if key
14
Activity 12:
Humanoid model of a neuron
15
Activity 13:
Metaphorically speaking
16
Activity 14:
The commonality key
16
Activity 15:
It must be love
17
Activity 16:
Three’s a crowd
17
Activity 17:
Thinking by numbers
18
Activity 18:
Chair swap
19
Educational Resources
20
Mission to Earth and Training Guide activity sheets
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Teacher Notes
Humanoid Discovery: Wonders of the Human Body allows students to explore the
structure and function of the human body from the perspective of a visitor from outer space.
All the exhibits in the exhibition are highly interactive and engaging, allowing the students to
experiment and test how different body systems and organs function. While the exhibition
has been specifically designed for a target age range of 5 – 12 years old, it would appeal to
all ages, particularly students studying the workings of the human body.
Humanoid Discovery is on display at the Museum of Tropical Queensland, 70-102 Flinders
Street, Townsville from 9th June until the 24th August 2014.
Visits to Humanoid Discovery may be either Museum staff or teacher led with supporting
worksheets and teacher notes supplied. A self-led guide is available for students to use
throughout the exhibition.
Costs
Self-led visits to the exhibition are free to schools in the Townsville, Burdekin, Hinchinbrook
and Charters Towers council areas.
Led programs are $5.50 per student for schools in the Townsville, Burdekin, Hinchinbrook
and Charters Towers council areas and $7.50 per student for all other schools.
Teachers, carers and accompanying adults at a ratio of 1:5 for school groups will be
admitted free of charge. Groups may opt to pay prior to their visit, pay on the day of the
visit, or be invoiced on the day of the visit for the number of students attending.
The Exhibition
Humanoid Discovery presents the human as a study object. Visitors to the exhibition enter
the Humanoid Discovery Academy, where they can explore their own bodies from the
perspective of a visitor from outer space. Visitors are encouraged to complete a training
guide as they move through the exhibition. The training guide provides visitors with a
framework for discovery as well as space to complete some vital statistics about themselves.
Through 22 individual interactive exhibits, the exhibition includes insights into the workings
of:
•
•
•
•
•
•
•
the circulatory system
the respiratory system
the digestive system
human senses and the brain
human development
human vision
muscles/movement
Exhibition layout
At the Museum of Tropical Queensland, the Humanoid Discovery exhibition is spread over
two gallery spaces:
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•
•
the temporary exhibition gallery (next to the Pandora gallery) on the first level
the Great Gallery (life-size Pandora model)
Description of individual exhibits
Each exhibit has an interactive element with clear ‘what to do’ instructions and supporting
text and images.
A Wide View
Visitors test their peripheral vision. This exhibit allows the visitor to determine how effectively
their peripheral vision can notice colour, shapes and movement. It includes text and
diagrams about the structure of the eye.
Body of Water
How many litres of blood and water are there in the human body? This exhibit uses an
interactive screen to allow the visitor to calculate how many litres of blood and water are
in their individual body. It includes information about the importance of water and blood
in humans.
Skin Deep
Visitors learn about the different layers of tissue found in a human arm by dissecting a
model arm, layer by layer. It includes text and diagrams about the structure of human
skin.
Womb With A View
Visitors learn about the development process of humans from fertilisation to birth. In this
interactive, visitors can select a time period during human pregnancy to view an image
of the developing human accompanied by an audio explanation. In later stages
participants can use an ultrasound on the model of the pregnant woman to reveal
corresponding ultrasound images of the embryo. This exhibit includes information about
pregnancy and the operation and purpose of ultrasounds.
See O2
How does oxygen enter the human body and move through it? How is carbon dioxide
removed from the human body? Different Light Emitting Diodes are used in this exhibit
to illustrate the answers to these questions. The exhibit includes information about the
respiratory system.
Filter and Flush
Visitors start this exhibit by pumping blood through the body’s blood vessels. This will
enable them to see blood movement into the kidneys and the production of urine. They
can then empty the bladder. The exhibit includes information about the function of the
kidneys.
Have You Got the Guts?
This exhibit allows visitors to pull out the whole human digestive system model to its full
length and to identify each part. Once released the organs retract back into the model
body. The exhibit includes information about the digestive system.
Finger on the Pulse
Visitors investigate how hard the human heart has to work during exercise. They take
their pulse rate electronically before and after exercise to test just how hard their heart
has to work. The exhibit includes information about the human heart, including a
diagram of its structure.
Pupil Shrinker
In this exhibit visitors investigate how the pupil in the human eye responds to light.
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Breathing Easy
In this exhibit visitors investigate the changes that take place to their breathing rate as a
result of exercise and why they need to take place. It includes information about
respiration and the function of the human lungs.
Bed of Nails
By hopping onto a bed of nail visitors can test the nerve endings in their skin and the
pain receptors in their brain.
Insides Out
Visitors see an image of their head with the different body systems projected below it.
With the accompanying audio descriptions, this exhibit is a fun way to learn about the
different body systems and how they work.
Looks Like….
This exhibit explores some of the characteristics of human vision. Visitors can test their
3D vision, the after-effect phenomenon and more. This exhibit consists of five stations
that test different functionalities of the human visual system. It includes information
about how humans see.
Tastes Like….
Human taste and smell are very complex senses. This exhibit allows visitors to guess
some mystery smells of different types of food. It includes information about the sense
of taste and small.
Sounds Like….
Visitors test their hearing range and how well they can identify sounds. The exhibit
includes information about how humans hear, including a diagram of the structure of
the ear.
Feels Like….
Visitors test their ability to identify objects using only the sense of touch. They explore
how the sense of touch can help differentiate between rough and smooth surfaces, hot
or cold, and sensations of pain and pressure. The exhibit includes information about the
human sense of touch.
Aim High
This exhibit tests the participants’ ability to defy gravity. The visitor must firstly measure
their height and then see how high they can jump from a standing position. The exhibit
includes information about muscles and movement.
Beat the Brain
This exhibit challenges the visitor to take on eight of the human brain’s tasks to see if
they can control the simulated functions of the body. It includes information about
voluntary and involuntary actions and the role of the brain.
Dial a Desire
From an alien’s perspective, some of the things that humans do are really quite
strange, from our addiction to sleep to our desire to be loved. In this exhibit, visitors can
select one of two telephones and then choose the desire they wish to hear about.
Remember When….
In this exhibit the visitors’ ability to memorise images, text and numbers is tested in a
series of challenges. The exhibit includes information about memory, including the
different types of memory.
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Pull My Finger
Different inputs of foods, drinks and habits such as eating too fast can have an effect on
what comes out of the digestive system. Visitors select a food, a drink and an activity to
see the results of digestion. The exhibit includes information (and sound and visual
effects) about burps, farts, and vomit.
Sperm Racer
This exhibit illustrates the process of fertilisation, in which sperm and ova join to create
a new life. (Please note that no visual or audio references of sexual intercourse or
external genitalia are made in this exhibit). This interactive allows visitors to race sperm
through the female reproductive tract in the hope of fertilising a female egg. It includes
diagrams of internal reproductive organs and how twins are made.
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Curriculum links
The Humanoid Discovery exhibition has direct links to the National science curriculum
in years 8-9 and senior biology. However children of all ages and stages are interested
in how the human body works; and with its sensory and exploratory focus, the
exhibition would be relevant to all ages.
Curriculum Links
National Curriculum
Humanoid Discovery demonstrates strong links through the Australian Science
Curriculum in the Science Understanding strand in years 8 and 9 and Units 2 in senior
biology.
Year 8
Science Understanding
Biological sciences
Multi-cellular organisms
contain systems of organs that
carry out specialised functions
that enable them to survive
and reproduce (ACSSU150)
Elaborations
• identifying the organs and overall function of a
system of a multi-cellular 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
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Year 9
Science Understanding
Biological sciences
Multi-cellular organisms rely
on coordinated and
interdependent internal
systems to respond to
changes to their environment
(ACSSU175)
Elaborations
• describing how the requirements for life (for
example oxygen, nutrients, water and removal of
waste) 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
• identifying responses using nervous and
endocrine systems
• investigating the response of the body to
changes as a result of the presence of
microorganisms
Senior Biology
Science Understanding
Unit 2: Cells and multicellular organisms
Multi-cellular organisms have a hierarchical structural organisation of cells, tissues, organs
and systems (ACSBL054)
The specialised structure and function of tissues, organs and systems and can be related to
cell differentiation and cell specialisation (ACSBL055)
In animals, the exchange of gases between the internal and external environments of the
organism is facilitated by the structure and function of the respiratory system at cell and tissue
levels (ACSBL056)
In animals, the exchange of nutrients and wastes between the internal and external
environments of the organism is facilitated by the structure and function of the cells and
tissues of the digestive system (for example, villi structure and function) and the excretory
system (for example, nephron structure and function) (ACSBL057)
In animals, the transport of materials within the internal environment for exchange with cells is
facilitated by the structure and function of the circulatory system at cell and tissue levels (for
example, the structure and function of capillaries) (ACSBL058)
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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 attached Mission
worksheet)
Alternatively, students can complete the Training Guide (attached), 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
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•
audio recording diary or log/video report
3.
Points to consider and include:
•
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?
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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
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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 reverse key
Objective
This activity provides a thinking skill which students use to investigate body systems. It
could be used to find out what students know about the human body, generate deeper
thinking and/or reflect about what they have learnt. As a result it may be used before,
during, or after a visit to the exhibition.
Instructions
1. Select a topic based on a function carried out by the human body.
2. The topic is then altered so that it becomes the reverse of the initial function.
4. Come up with the number of examples for the year level (e.g. Year 4 students
come up with four examples, Yr 10 students come up with ten examples) on the
reverse of the topic.
For example if the topic chosen requires students to list what things or
substances humans excrete or remove from their body, then the reverse of this
would be what things or substances should aliens never excrete or remove from
their body.
If the group is made up of Year 5 students the statement becomes; List five
things that aliens should never remove or excrete from their morphed body
Possible topics
a. List ‘x’ things the alien circulatory system should not carry.
b. List ‘x’ substances aliens should not try to breathe.
c. List ‘x’ things the immune system should never fight.
d. List ‘x’ ways the skin should not be cleaned.
e. List ‘x’ foods aliens should never eat.
Activity 11: 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?
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Activity 12: Humanoid model of a
neuron
Objective
In this activity students demonstrate the function of the human neuron.
Instructions
1. Make up a group that has seven students in it.
2. Each group member is to represent a different part of a neuron.
3. Every group member needs to explain what part they represent and what their
role is within the neuron.
Roles
Dendrites
Cell body
Axon
Myelin sheath (two)
Terminal buttons
Dendrite of the next cell or muscle
Considerations
• How will the group represent the message being passed to the neuron? (Think
about the form the message reaches the neuron as.)
•
How will the group represent the message being passed along the neuron?
(Again think about the form the message passes through the neuron.)
•
How will the group represent the message being passed from the end of this
neuron to the next neuron? (Yep still need to consider the form the message is
passed on as.)
Extension
All the groups could line up and have a message passed from one neuron to the
next.
All groups will probably have a different representation of the neurotransmitter.
(Discuss whether this is accurate and what would happen in a real nerve chain?)
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Activity 13: 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.
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 14: The commonality key
Objective
This activity stretches the ability of students to come up with creative ideas and the
development of unusual concepts. It can be used when exploring the functions of the
different body systems
Instructions
1. Select two objects that normally would have nothing in common (one could be
based on a system or organ).
2. List as many common points between them as possible.
This task may be done individually or in groups of up to four people.
Possible topics
a. Compare a vacuum cleaner with the digestive system.
b. Compare a football with the excretory system.
c. Compare a swimming pool with the circulatory system.
d. Compare an air conditioner with the respiratory system.
e. Compare a book with the skeletal system.
f. Compare a dishwasher with the nervous system.
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Activity 15: It must be love
Objective
Students use a POOCH analysis (see below) to solve a scenario about reproduction.
Instructions
1. Present the following scenario
“The morphed aliens love their new forms so much they want to remain in them
permanently. They also want to breed with humans. This is something the Grand
Council of Scientists certainly did not expect to happen. An emergency meeting has
been called to determine the Grand Council’s position on this matter.”
2. Instruct the students to conduct a POOCH analysis (see below).
3. Points to consider
• What are the social, moral, political and economical considerations for the
aliens?
• What are the social, moral, political and economical considerations for the
humans?
POOCH analysis
Instructions
1. Identify the problem. (P)
2. Come up with three options the aliens on earth could take. (O)
3. List three possible outcomes that may result if the aliens took each option. (O)
4. Choose the best option and give several reasons to the aliens on earth as to
why the option chosen is the best one given the circumstances. (CH)
Activity 16: Three’s a crowd
Objective
Students produce a pamphlet or web page that provides the most up-to-date
information available about how the human body works.
Instructions
Present the following scenario:
“Another alien race wishes to morph into humanoid form to learn for themselves what it
is like to be human. The Grand Council of Scientists has been asked to provide this
new alien race with some information about what they need to know about human
bodies to accurately morph into humanoid form.”
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Activity 17: Thinking by numbers
Objective
This activity uses a type of thinking skill to explore the human digestive system. Any of
the human body systems could be substituted.
Instructions
1. Write the numbers 1 to 6 on icy pole sticks/table tennis balls/pieces of card.
2. Arrange students into groups of six.
3. Each student picks one icy pole stick/table tennis ball/piece of card (If a group
has less than six members, some students may need to have two items).
3. The student who has selected number 1 begins by stating the question or task
to the group and then that student records the groups’ responses.
4. Once the time limit has expired or the group cannot think of any more responses
(if there is no time limit), the student with number 2 reads out their question or
task and then that student records the groups’ responses.
5. This continues until all questions or tasks have been completed.
The six questions below are allocated a number (this could be done randomly or
arranged in a particular order that students will answer them in), and students
respond to question 1 first and then question 2 and so on.
a. Ask your group to think of three of the important features of the digestive
system. Write them down and say why they are important.
b. Ask your group to identify two hidden or quirky features of the digestive system
that most people wouldn’t think of. Write them down.
c. Ask your group to think of all the main purposes of the digestive system. Write
them down. You have a two minute time limit.
d. Ask your group to decide on two reasons why the digestive system works well.
e. Ask everyone in your group to give two examples of the digestive system in
action. Write down each example.
f.
Ask everyone in your group to come up with two parts of the digestive system
that have different environmental conditions. State how they are different or
what they should be. Write down all responses.
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Activity 18: Chair swap
Objective
This activity provides a tool for brainstorming different points of view ‘for’ or ‘against’ a
topic or question.
Instructions
1. Place two chairs at the front of the classroom.
2. Select two students to sit at the front.
3. Each student takes a different point of view ‘for or against’ the issue, topic or
question.
4. The rest of the class can either individually or in small groups come up with
questions that the two students up the front must respond to from their point
of view.
Extension
The two students to swap chairs ‘points of view’ and respond for the idea they were
initially against.
Possible topics
Should aliens be allowed to marry humans? (One person takes the point of view
that aliens should be allowed to marry humans and the other person takes the point
of view that aliens should not be allowed to marry humans.)
a. Should aliens be granted citizenship?
b. What would be the status of children born to a human and humanoid couple?
c. Should an alien be allowed to run for Prime Minister?
d. Should alien doctors be allowed to perform surgery on human patients?
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Educational resources
The Museum of Tropical Queensland has educational resources available for free loan
including:
• Models of human skeletons
• Skeletons of other animals for comparison
• Reference books about the human body
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/courses.html#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)
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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 the Humanoid Discovery Training Academy. Your
mission is to visit Earth to study humans. You will conduct several
experiments to investigate these life forms, then report back some of
your findings. Good luck!
Q1. Which important liquid in the body is filtered by the kidneys? (See: Filter
and Flush)
water
blood
urine
Q2. Which system circulates blood around the body? (See: Insides Out)
cardiovascular system
respiratory system
skeletal
system
Q3. Which gas is vital for the cells in the human body? (See: See O2)
nitrogen
carbon dioxide
oxygen
Q4. How much blood is in your body? (See: Body of Water) _____ litres
Q5. 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? _______________
______________________________________________________________
Q6. The small intestine is shorter than the large intestine. (See: Have You Got
the Guts) True or False? ______________
Q7. Which cells in the eye give colour vision? (See: A Wide View)
cones
rods
Q8. Do human pupils get smaller (contract) or enlarge (dilate) in bright light?
(See: Pupil Shrinker) _____________
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Q9. 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
Q10. 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
Q11. How high can you jump? (See: Aim High) ______________ cm
Q12. Do humans reproduce sexually or asexually? (See: Sperm Racer)
________________
Q13. List the 5 types of human tastes (See: Tastes Like…)
1.
2.
3.
4.
5.
Q14. What is the lowest frequency you can hear? (See: Sounds Like…)
___________ hertz
Q15. What part of the brain processes sight? (See: Looks Like…)
_____________ cortex
Draw an arrow to the part of the brain involved in sight.
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