Chapter Resources for Differentiated Instruction

Human Body Systems

Lesson Lesson Lesson
Title Page Level
1 2 3
Get Ready to Read 1 all students

Quick Vocabulary 3 all students

Student Lab Safety Form 5 all students

Launch Lab 8 28 45 all students

Content Vocabulary ELL 9 29 46 all students

Lesson Outline ELL 10 30 47 all students

MiniLab 12 32 all students

Content Practice A 13 33 49 AL OL BL
Content Practice B 14 34 50 AL OL BL
Language Arts Support 51 all students

Math Skills 15 all students

School to Home 16 35 53 all students

Key Concept Builders 17 36 54 AL OL BL

Enrichment 21 40 58 all students

Challenge 22 41 59 AL OL BL
Lesson Quiz A 25 42 60 AL OL BL
Lesson Quiz B 26 43 61 AL OL BL
Skill Practice 23 all students

Lab A 62–64 AL OL BL
Lab B 65–67 AL OL BL
Lab C 68 AL OL BL
Chapter Key Concepts Builder 69 AL OL BL
Chapter Test A 70–72 AL OL BL
Chapter Test B 73–75 AL OL BL
Chapter Test C 76–78 AL OL BL
Answers (with Lesson Outlines) T2–T20

AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is
granted to reproduce the material contained herein on the condition that such materials
be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with the Glencoe Middle School
Science program. Any other reproduction, for sale or other use, is expressly prohibited.

Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027

ISBN: 978-0-07-892497-2
MHID: 0-07-892497-9

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 HES 15 14 13 12 11 10
 To The Teacher
This book contains reproducible pages that support the Student Edition. Descriptions and frequencies
of these resources are listed in the table that follows.

Appropriate
Title Frequency Overview
For
Get Ready Using the Get Ready to Read anticipation guide
to Read: in the Student Edition? This page matches the
1/Chapter anticipation guide in the Student Edition. Students can all students
What do
you think? complete this at the beginning of a chapter and check
their responses at the end.

Need some options to preteach vocabulary and

help students with vocabulary development ? By
Quick folding the Quick Vocabulary sheet in half, students will
1/Chapter have an easy reference tool. Lesson vocabulary, along all students
Vocabulary
with academic vocabulary, review vocabulary, or
multiple-meaning words, are listed and defined. Students
can add other words that they need to remember as well.

Need a standard lab safety form? Each FastFile

Student Lab includes this form that students can complete prior to
1/Chapter each lab. Students indicate that they understand all all students
Safety Form
aspects of the lab. There is a place for the student and
you to sign it.

Want a lab recording page for Student Edition

Launch Lab 1/Lesson Launch Labs ? Each recording page matches the all students
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Student Edition Launch Labs, so students do not need

to use their textbooks in the lab.

Want to help students who need more vocabulary

Content practice? Content Vocabulary pages provide review and
1/Lesson all students
Vocabulary* reinforcement activities. Use these pages to help
students master content terms.

Want an outline of the chapter for a substitute

teacher, for absent students, or for students to
Lesson use for review ? Lesson outlines follow the head and
1/Lesson subhead structure of the Lesson, emphasizing the major all students
Outline*
content objectives. They can be used in many ways. In
addition to those listed above, they can help you
organize teaching notes and accompany student reading.

Want a lab recording page for Student Edition

MiniLab 1/Lesson MiniLabs ? This recording page matches the Student all students
Edition MiniLab, so students do not need to use their
textbooks in the lab.

AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

Human Body Systems iii

 Appropriate
Title Frequency Overview
For
Need more options for content review? Content
Practice A is designed to help students who have
difficulties learning and understanding the vocabulary
Content and Key Concepts of each lesson:
Practice 1/Lesson
• Form A—helps struggling students grasp lesson AL AL AL
(Leveled)
content
• Form B—provides on-level and beyond-level AL OL BL
reinforcement of lesson content

Looking for a way to help students build reading

Language and writing skills in science? Language Arts
Arts 1/Chapter Support pages provide practice using vocabulary, all students
Support language structure clues, and writing skills with science
content.

Want help for students who need to practice

Math Skills 1/Chapter math skills ? This page provides additional practice all students
of the Math Skill in the Student Edition.

Looking for a way to help students with the

School to content ? The School to Home page provides support
1/Lesson all students
Home for a home-learning partner to help a student better
understand the Big Idea of a chapter.

Have students who need more practice with Key

Key Concept Concepts ? Key Concept Builders present the content
4/Lesson in a context different from the Student Edition. These AL AL AL

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Builders
pages can be used whenever a student is struggling
with any of the lesson’s Key Concepts.

Looking for ways to help students to broaden their

Enrichment 1/Lesson understanding of lesson concepts ? Use Enrichment all students
pages to further explore information and Key Concepts
introduced in a lesson.

Want to motivate the independent learner ? The

Challenge 1/Lesson Challenge activity extends information in the Student
AL AL BL
Edition and challenges a student’s abilities. The activity
can be completed in class or at home.

Need options to evaluate students after each

lesson? These quizzes are developed around the Key
Lesson Concepts of a lesson:
Quiz 1/Lesson
(Leveled) • Quiz A—provides more guided questions AL
• Quiz B—provides more short-answer and completion AL OL BL
questions

AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

iv Human Body Systems

 Appropriate
Title Frequency Overview
For
Need a lab recording page for the Skill Practice?
This corresponds to the Skill Practice in the Student
Skill Edition. Write-on lines are included for answers. Tables/
1/Chapter all students
Practice charts/graphs are included for recording observations,
or space is provided for drawing tables/charts/graphs.
Students do not need to use their textbooks in the lab.

Want leveled lab recording pages for the Lab in

the Student Edition? These pages provide leveled
versions of the Student Edition Lab. Write-on lines are
included for answers. Tables/charts/graphs are often
included for recording observations, or space is provided
for creating tables/charts/graphs:

Lab • Version A—This version follows the student edition AL AL AL

1/Chapter
(Leveled) lab but each step of the procedure is broken down
sentence by sentence. Included are check-off boxes
that provide easier processing for struggling learners.
• Version B—This version is the student edition lab. AL OL BL

• Version C—This version is designed to be a challenge AL AL BL

for independent learners. Students must complete
version B before doing version C.

Chapter Key Have students who need more practice with Key
Concepts 1/Chapter Concepts related to the Big Idea? This practice AL AL AL
Builder page is designed to reinforce chapter content for
struggling students before they take the chapter test.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Need options to assess each student according

to his or her abilities ? These leveled chapter tests
accommodate all students:

Chapter • Version A—provides students with more guided AL AL AL

Test 1/Chapter questions
(Leveled) AL OL AL
• Version B—more short-answer and completion
questions
• Version C—challenges students with more difficult AL AL BL
and open-ended questions

Teacher Want all the answers in one place? These pages

Pages contain the answers for all the practice pages.

AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

Human Body Systems v

 Name Date Class

Get Ready to Read

Human Body Systems

What do you think?
Before you read, decide if you agree or disagree with each statement.
On the line before each statement, place an A if you agree or a D if you
disagree. As you read this chapter, see if you change your mind about any
of the statements.

Before You After You

Statements
Read Read

1. A human body has organ systems that carry out specific

functions.

2. The body protects itself from disease.

3. All bones in the skeletal system are hollow.

4. The endocrine system makes hormones.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. The testes produce sperm.

6. Puberty occurs during infancy.

What have you learned?

After you read each lesson, return to this worksheet to see if you have
changed your mind about any of the statements related to that lesson. Place
a C after each statement that is correct or an I for those that are incorrect.

Human Body Systems 1

 Name Date Class

Quick Vocabulary
Lesson 1 Lesson 2
Calorie unit of measurement of the compact bone hard outer layer of
amount of energy in food bone

detect to discover the presence of hormone chemical signal that is

released by the organs of the
homeostasis steady internal
endocrine system
conditions when external
conditions change neuron basic unit of the nervous
system; nerve cell
immunity protection from infection
or toxins reflex automatic movement in
response to a signal
lymphocyte type of white blood cell
that is made in the thymus, the spongy bone interior region of bone
spleen, and bone marrow that contains many tiny holes

nutrient part of food that is used by

the body to grow and survive

organ system group of organs that

work together and perform a
specific task
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

protein long chain of amino acid

molecules

vessel tube in the body that carries

fluid such as blood

Human Body Systems 3

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Quick Vocabulary
Lesson 3
fertilization joining of an egg and
a sperm

gamete human reproductive cell

ovum female gamete
reproduction process by which new
organisms are produced

sperm male gamete

zygote cell that forms when an egg
and a sperm join together

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4 Human Body Systems

 Student Lab/Activity Safety Form
Teacher Approval Initials

Date of Approval

Student Name: Date:

Lab/Activity Title:

• Carefully read the entire lab and answer the following questions.
• Return this completed and signed safety form to your teacher to initial before you
begin the lab/activity.

1. Describe what you will be doing during this lab/activity. Ask your teacher any questions
you might have regarding the lab/activity.

2. Will you be working alone, with a partner, or with a group? (Circle one.)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. What safety precautions should you take while doing this lab/activity?

4. Write any steps in the procedure, additional safety concerns, or lab safety symbols that
you do not understand.

Student Signature

Human Body Systems 5

 Lesson 1 | Transport and Defense

Student Labs and Activities Page Appropriate For:

Launch Lab 8 all students
Content Vocabulary ELL 9 all students
Lesson Outline ELL 10 all students
MiniLab 12 all students
Content Practice A 13 AL AL AL
Content Practice B 14 AL OL BL
Math Skills 15 all students
School to Home 16 all students
Key Concept Builders 17 AL AL AL
Enrichment 21 all students
Challenge 22 AL AL BL
Skill Practice 23 all students
Assessment
Lesson Quiz A 25 AL AL AL

Lesson Quiz B 26 AL OL BL

Teacher Support
Answers (with Lesson Outlines) T2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

Human Body Systems 7

Name Date Class

Launch Lab LESSON 1: 15 minutes

Which tool can transport water quickly?

You need to transport materials throughout your body. Each cell must receive nutrients and
oxygen and get rid of wastes. What kinds of tools do you think would be most effective in
moving fluids such as water quickly?

Procedure
1. Read and complete a lab safety form. the bowl to the beaker. Record the
measurement in the Data and
2. Choose one of the tools for moving
Observations section below.
water.
5. Trade roles with your partner. Repeat
3. Have another student use a stopwatch
steps 2 through 4.
to keep time for 30 s. Use your tool to
transport as much water as you can in 6. Repeat step 5 until you have used all of
30 s from the main bowl into a beaker. the tools.

4. Use a graduated cylinder to measure

the amount of water you moved from

Data and Observations

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Think About This
1. Which tool was most effective for moving water quickly? Which tool was least
effective?

2. Key Concept Why do you think moving small items in fluid might be more
effective than moving them all individually?

8 Human Body Systems

 Name Date Class

Content Vocabulary LESSON 1

Transport and Defense

Directions: Each of the sentences below is false. Make the sentence true by replacing the underlined word(s) with
a term from the list below. Write your changes on the lines provided. NOTE: You may need to change a term to its
plural form.

Calorie detect homeostasis immunity lymphocyte

nutrient organ system protein vessel

1. Proteins, fats, carbohydrates, vitamins, and minerals are

types of Calories.

2. Steady internal conditions when external conditions

change is called immunity.

3. The esophagus, stomach, small intestine, and large

intestine provide an example of a(n) immunity that
works to achieve digestion.

4. Blood moves through your body in tubes called detects.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Proteins are a measure of the amount of energy in food.

6. A(n) homeostasis is a type of white blood cell that

protects the body from infection.

7. If you get chicken pox, your body produces antibodies.

You then have nutrients, which will protect you from
getting infected with chicken pox again.

8. Immune cells vessel viruses, bacteria, and other foreign

substances that are not normally made in the body.

9. Organ systems are made up of long chains of amino

acids.

Human Body Systems 9

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Lesson Outline LESSON 1

Transport and Defense

A. The Body’s Organization
1. are groups of organs in the body that work together to
form a specific task.
2. Organ systems work together to maintain , or steady
internal conditions, even when external conditions change.
B. Digestion and Excretion
1. Food is broken down in the body during .
a. After food enters the mouth, breaks food into smaller
parts.
b. , which contains enzymes, also helps the mouth
break down food.
2. When you swallow, food, water, and other liquids move into the
, a hollow tube that connects the mouth to the
stomach.
3. From the stomach, food next moves into the , which
has functions of digestion and absorption.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. The , or colon, receives digested food that the small
intestine did not absorb and absorbs water from the remaining waste material.
5. are the parts of food needed for the body to grow and
survive.
a. Nutrition labels on food show the amount of each in
a food.
b. Nutrients in absorbed food contain energy, which is measured
in .
6. After digestion, substances that are not used are removed by the
, which includes the lungs, skin, liver, kidneys, bladder,
and rectum.
C. Respiration and Circulation
1. The exchanges gases between the body and the
environment. enters the body when you inhale.
leaves the body when you exhale.

10 Human Body Systems

 Name Date Class

Lesson Outline continued

2. The heart, blood, and blood vessels make up the .

a. Your is made up of muscle cells that constantly
contract and relax, pumping blood to the rest of your body.
b. Blood travels through your body in tiny tubes called .
c. The three main types of blood vessels are arteries, veins,
and .
3. Blood contains red blood cells, , and white blood cells.
a. The liquid part of blood is called .
b. carry oxygen, and
protect the body from infection and disease.
c. help the body heal when you get a cut.
d. Scientists classify the proteins found on the surface of red blood cells into groups
called , which include, type A, type B, type AB, and
type O.
4. The tonsils, the spleen, the thymus, bone marrow, and lymph nodes are part of
the . The lymphatic system has three main functions—
removing excess , producing
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

, and absorbing and

transporting .
5. Protection from infection or toxins is called .
a. The system produces immune cells, and
the system transports them throughout the body.
b. As part of the first line of defense,
and prevent toxins and other substances from
entering the body.
c. During the second line of defense or the immune response,
attack and destroy harmful substances.
d. The third line of defense includes
and , which help fight pathogens that have infected
the body.

Human Body Systems 11

Name Date Class

MiniLab LESSON 1: 20 minutes

How much water do you lose each day?

Most people lose an average of 2.5 L of water each day. You lose an average of 0.8 L through
breathing, 1.5 L through urine, 0.1 L through sweating, and 0.1 L through feces.

Procedure
1. Read and complete a lab safety form. 4. Next, subtract the amount for sweating.
If you did a physical activity that made
2. In your Science Journal, keep track of
you sweat, add another 0.5 L to this
how much water you drink for 1 day.
amount.
Include all the liquids you take in, and
write down the sources as part of your 5. The remaining amount of water is lost
list. Add and record the total. as urine. Record this amount from the
data above.
3. Use the data above to figure out how
much water you lost. First, subtract the
amounts for breathing and feces.

Analyze and Conclude

1. Calculate how much of the water you drank was used by your body, and display your
data in a table in your Science Journal. Did the amount of water lost equal the amount
you drank? Why do you think this is so?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Construct a circle graph in your Science Journal that shows, in percentages, how your
body used the water you drank.

3. Key Concept Infer how the water you drank must be transported within your
body for it to be used in each process.

12 Human Body Systems

 Name Date Class

Content Practice A LESSON 1

Transport and Defense

Directions: Place a check mark in the column that describes each disease.

1.
Types of Diseases

Disease Caused by Bacteria Caused by Virus Noninfectious

heart disease

colds

AIDS

cancer

diabetes

strep throat

chicken pox

allergy

Directions: Respond to the statement in the space provided.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Draw what happens first, next, and last when a lymphocyte recognizes a pathogen by
drawing a pathogen and lymphocyte in each frame. Label your drawings.

First Next Last

Human Body Systems 13

Name Date Class

Content Practice B LESSON 1

Transport and Defense

Directions: Answer each question on the lines provided. Use complete sentences.

1. What is the function of the digestive system? What organs does this body system include?

2. What is the function of the excretory system? What organs does this body system include?

3. What is the function of the respiratory system?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. What is the function of the circulatory system?

5. What are the three functions of the lymphatic system?

6. What is immunity?

14 Human Body Systems

 Name Date Class

Math Skills LESSON 1

Use Proportions
1 = __
Two equal ratios may be written as a proportion: __ 2 . If one of the numbers in a
2 4
proportion is unknown, you can cross multiply to solve for the unknown number. For
2 = __
example, if __ 4 , then
3 x
2(x) = 4 × 3
2(x) = 12
x=6
If 100 g of chocolate candy provides 520 Calories (C) of energy, how many Calories would
you get from 50 g of the candy?

Step 1 Use the information in the problem to write a proportion. The same unit will be in
the numerator of each fraction, and the other unit will be in the denominator.
100 g
______ 50 g
= ____
x
520 C

Step 2 Find the cross products.

100 g (x) = 520 C × 50 g
100 g (x) = 26,000 C g
Step 3 Solve for x by dividing.
100 g (x)
________ 26,000 C g
= __________
100 g 100 g
x = 260 C
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Practice
1. There are 48 Calories (C) of energy in 3. There are 370 Calories (C) of energy in
40 g of rice. How many Calories are in 160 g of fried chicken. How many
160 g of rice? Calories are in 120 g of fried chicken?

2. How many Calories (C) of energy are 4. 140 g of apple contains about
in 165 g of banana if there are 100 C 80 Calories (C) of energy. How many
in 110 g of banana? grams of apples would you need to eat
to consume 360 Calories?

Human Body Systems 15

Name Date Class

School to Home LESSON 1

Transport and Defense

Directions: Use your textbook to answer each question or respond to each statement.

1. The body needs the nutrients in food to grow and survive.

What happens to nutrients during the processes of digestion, absorption, and excretion?

2. The circulatory system transports nutrients through the body.

Identify the main parts of the circulatory system and explain what each part does.

3. Oxygen reaches the body’s organs through the respiratory and circulatory
systems.
Describe the interaction between the respiratory and circulatory systems that delivers

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

oxygen to the body’s organs.

4. The lymphatic system helps defend the body against viruses, bacteria, and
toxins.
Explain how immune cells from the lymphatic system help protect the body.

16 Human Body Systems

 Name Date Class

Key Concept Builder LESSON 1

Transport and Defense

Key Concept How do nutrients enter and leave the body?

Directions: Use terms from the concept map to answer each question or respond to each statement.

liver large intestine

pancreas The Digestive System small intestine

esophagus mouth stomach

1. What is digestion?

2. List the order in which digestion takes place.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. What part does the mouth play in digestion?

4. What do the liver and pancreas produce to assist digestion?

5. What happens in the small intestine?

6. What are nutrients?

7. What enters the large intestine?

8. What is the function of the stomach in digestion?

Human Body Systems 17

Name Date Class

Key Concept Builder LESSON 1

Transport and Defense

Key Concept How do nutrients enter and leave the body?

Directions: On each line, write the term or phrase that correctly completes each sentence.

1. The purpose of the excretory system is to remove , liquid,

and waste from the body.

2. Several organs make up the excretory system, including the lungs, skin,
kidneys , ,
and .

3. One organ that is part of the digestive and excretory systems is

the .

4. As part of the excretory system, the liver .

5. As the liver breaks down proteins, .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. When you breathe out you exhale carbon dioxide and .

7. By sweating, you remove and

from your body.

8. The kidneys make .

9. Urine includes , , and other

waste chemicals.

10. Urine travels from the kidneys to the bladder through the .

11. Feces are stored in the until they are removed from the body.

12. One type of fiber that is not digested as it travels through the digestive system
is .

18 Human Body Systems

 Name Date Class

Key Concept Builder LESSON 1

Transport and Defense

Key Concept How do nutrients travel through the body?

Directions: Answer each question in the space provided.

Respiration Circulation
1. What is respiration? 8. What is circulation?

2. Which six body parts make up the respiratory 9. What makes up the circulatory system?
system?

3. What does respiration supply to the body? 10. What does circulation transport throughout
What does respiration remove from the body? the body?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. What role does the diaphragm play in 11. What is the function of the heart?
respiration?

5. What two body systems is the pharynx part of? 12. How does blood travel through the body?

6. What path does air take as it enters the body? 13. What are the main types of blood vessels?

7. What is the function of the alveoli? 14. What is the difference in function between
arteries and veins?

Human Body Systems 19

Name Date Class

Key Concept Builder LESSON 1

Transport and Defense

Key Concept How does the body defend itself from harmful invaders?

Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the
statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.

1. Tonsils are found in your throat and are part of the lymphatic system.

2. The lymphatic system includes the spleen, bone marrow, thymus, and
capillaries.
3. The spleen has an important function—it stores red blood cells.

4. White blood cells are stored by the thymus, spleen, and bone marrow.

5. One important function of the lymphatic system is to remove white blood

cells.
6. Removing excess fluid around organs also is the job of the lymphatic system.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Lymph vessels are found throughout the body.
8. Lymph nodes remove white blood cells, wastes, and other harmful substances
from the body.
9. White blood cells are important because they transport carbon dioxide.

10. By providing immunity for the body, the lymphatic system helps maintain
homeostasis.
11. Lymphocytes are attacked by bacteria that have infected the body.

12. Special immune cells make special proteins, called bacterium, that help fight
infection.
13. Vaccines help the body develop antibodies against certain diseases.

20 Human Body Systems

 Name Date Class

Enrichment LESSON 1

Artificial Blood
Blood is essential for life. It carries of all the blood types that are needed.
oxygen to and carries carbon dioxide away Moreover, precious time can be lost while
from all body cells. Blood also brings typing a victim’s blood. Giving the wrong
nutrients from the digestive system to cells type of blood can be fatal.
and transports hormones from glands to
target cells. It carries wastes and toxic How Does Artificial Blood Work?
materials to the liver and kidneys, which Artificial blood works like real blood to
filter these materials out of blood. Blood exchange gases by passive diffusion. Unlike
carries immune system cells throughout real blood, it can be sterilized to kill
the body. In addition, blood helps regulate pathogens, such as HIV, and it doesn’t have
the body’s temperature and blood pressure. different types. Artificial blood has a very
long shelf life, and it doesn’t require
Catastrophic Blood Loss refrigeration. People who object to blood
Due to accidents, major surgeries, and transfusions on religious grounds can
other serious conditions, people sometimes accept a kind of artificial blood that is not
lose blood. A sudden significant loss of blood hemoglobin-based. In spite of the benefits,
can be fatal within seconds. Emergency the development of artificial blood has had
medical technicians (EMTs) can sometimes its problems. Some artificial blood products
stop the bleeding and give blood volume that were released for use in the 1980s and
expanders or plasma, which can maintain 1990s had side effects such as stroke, heart
blood pressure long enough for the body to attack, and soaring blood pressure. None of
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

produce more red blood cells. Sometimes, those artificial blood products are in use
however, plasma doesn’t work because there today.
aren’t enough red blood cells left to carry
the required amount of oxygen to cells. New Artificial Blood on the Horizon
Two kinds of artificial blood that are
Why Not Transfusions? still in human trials should be released for
Transfusions of whole blood are the best use in the United States soon. In the future,
therapy, but blood transfusions are not new forms of artificial blood might be able
always available. Whole blood must be kept to carry nutrients, enzymes, hormones, and
cool and must be discarded after 42 days. antioxidants in addition to oxygen and
Blood can’t be carried by EMTs in quantities carbon dioxide.

Applying Critical-Thinking Skills

Directions: Respond to each statement.

1. Summarize a benefit and a disadvantage of using artificial blood in an emergency.

2. Predict what consequences there might be to accident victims if EMTs carried real blood.
3. Describe three functions of real blood that cannot be performed by current artificial
blood products.

Human Body Systems 21

Name Date Class

Challenge LESSON 1

Determining a Normal Heart Rate

A normal pulse, or heart rate, for an adult at rest is anywhere between 60 and 100 beats
per minute. What does that mean? How would that information apply to you, to a trained
athlete, to an elderly woman, or an infant? Do these factors affect what is normal?

Design a Questionnaire and Take a Survey

Design a questionnaire that includes questions that will inform you of factors that might
affect heart rate. For example, you might include an item along the lines of, “Check the age
group that applies to you: 10–15, 16–25, 26–40, 41–65, over 65.” This item is tactful and
informative because it allows you to classify people as adolescent, youth, young adult,
middle age, or advancing age.
A good questionnaire will also include questions about a person’s gender, activity level,
fitness level, general body size. Respect the privacy of those you are interviewing. Do not
share specific information about a person with others and allow those who feel uncomfortable
to opt out of participating in your study. Your questionnaire should include at least five ways
to categorize participants. Next, determine your sample size and how you will distribute the
questionnaire. Remember that the larger the sample size is, the more reliable the data will
be. You will need pulse data from each responder, so you might want to distribute the
questionnaire personally. Have as many participants as possible in each category. Devise a
data table in which you can record the results from the questionnaire.

Take Pulse Data

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Take all pulses in the same environment to eliminate noise, temperature, and other
variables. Record a heart rate twice from each participant using the following procedure:
a. Have the participant sit and relax for five minutes.
b. Use your third and fourth fingers to find the pulse at the thumb side of the wrist. Count
the beats in 15 seconds, multiply by 4, and record the pulse in beats per minute.
c. Have the participant walk leisurely around the room or in place for three minutes. If the
participant cannot do this, you will need to create a special category for this data.
d. After 3 minutes of activity, take the pulse again and record this pulse.
Study your data. Are there any trends in your categories that affect what might be a normal
heart rate for that group? What is the average heart rate overall? Do athletes’ generally have a
faster or a slower heart rate? Do females have a faster heart rate than males? Are the results
different if they are athletic females? Create graphs in each of your categories (age, gender,
fitness, etc.) to display your data and your results. Present your findings to your class.

22 Human Body Systems

 Name Date Class

Skill Practice Model 30 minutes

How can you model the function of blood cells?

Your body uses different types of cells to perform various functions in the blood. Red blood
cells carry oxygen to all the other cells in your body. White blood cells destroy viruses and
bacteria that can attack the body and make you sick.

Materials
toy cars and trucks modeling clay construction paper
scissors glue stick

Safety
Learn It
In science, a model is a representation of how something in the natural world works. A model
can be used to demonstrate a process that is difficult to see in action.

Try It
1. Read and complete a lab safety form.
2. Cut out shapes from construction paper to represent the following organs: heart, lungs,
stomach, and small intestine. Also cut out a shape to represent a body cell.
3. Draw an outline of a student on a large sheet of paper. Place the organs in the appropriate
body position on the outline. Choose a location away from the center of the body, such
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

as an arm or a leg, to place the body cell.

4. Use the modeling clay to create molecules of oxygen, food, and waste materials (carbon
dioxide and water). Place the oxygen molecules in the lungs. Place the food molecules
in the stomach.
5. Your body gets energy when oxygen helps break down food molecules. Waste products
are released during the breakdown of food molecules. Think about how a body cell gets
energy. Draw roads to connect the organs and body cell so that the body cell can get the
energy it needs. Select toy vehicles to represent red blood cells and white blood cells.

Human Body Systems 23

Name Date Class

Skill Practice continued

6. Draw a diagram of your model below.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Apply It
7. How does oxygen reach body cells? Use the appropriate vehicle to model how red blood
cells carry oxygen to a body cell. Add the path of the oxygen molecules to your diagram.
8. How do food molecules reach body cells? Use the appropriate vehicle to model how
food molecules reach a body cell. Add the path of the food molecules to your diagram.
9. Where are waste materials produced? Use the appropriate vehicle to model how waste
materials leave the body. Add the path of the waste materials to your diagram.
10. Key Concept Explain why using police cars and red pickup trucks are appropriate
models to represent white blood cells and red blood cells, respectively.

24 Human Body Systems

 Name Date Class

Lesson Quiz A LESSON 1

Transport and Defense

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. Where do nutrients enter the body?

A. the mouth
B. the stomach
C. the esophagus

2. Which sequence describes the order in which food is processed in the digestive
system?
A. digestion absorption excretion
B. absorption digestion excretion
C. excretion absorption digestion

3. Nutrients pass from the digestive system into the blood in the
A. liver.
B. small intestine.
C. white blood cells.

Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

antibody homeostasis immunity lymphocyte plasma

4. Protection from infection or toxins is called .

5. is the part of the blood that carries water and nutrients.
6. The body must maintain steady internal conditions, or ,
even when external conditions change.
7. A(n) protects the body by traveling through the circulatory
system and removing or destroying pathogens.
8. A(n) quickly attacks bacteria or viruses that have invaded
the body.

Human Body Systems 25

Name Date Class

Lesson Quiz B LESSON 1

Transport and Defense

Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.

1. Which sequence describes the correct order in which nutrients travel through
the body?
A. stomach esophagus small intestine large intestine
B. stomach large intestine esophagus small intestine
C. esophagus stomach small intestine large intestine
D. esophagus large intestine stomach small intestine

2. Which substance contains enzymes that break down food after foods enters the
mouth?
A. bile
B. urea
C. saliva
D. plasma

3. What is the main function of the small intestine?

A. It traps harmful substances.
B. It produces white blood cells.
C. It stores and releases antibodies.
D. It passes digested food into the blood.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Completion
Directions: On each line, write the term that correctly completes each sentence.

4. Protection from infection or toxins is called .

5. is the part of the blood that carries water and nutrients.
6. The body must maintain steady internal conditions, or ,
even when external conditions change.
7. A(n) protects the body by traveling through the circulatory
system and removing or destroying pathogens.
8. A(n) quickly attacks bacteria or viruses that have invaded
the body.

26 Human Body Systems

 Lesson 2 | Structure, Movement, and Control

Student Labs and Activities Page Appropriate For:

Launch Lab 28 all students
Content Vocabulary ELL 29 all students
Lesson Outline ELL 30 all students
MiniLab 32 all students
Content Practice A 33 AL AL AL
Content Practice B 34 AL OL BL
School to Home 35 all students
Key Concept Builders 36 AL AL AL
Enrichment 40 all students
Challenge 41 AL AL BL

Assessment
Lesson Quiz A 42 AL AL AL
Lesson Quiz B 43 AL OL BL

Teacher Support
Answers (with Lesson Outlines) T4

AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Human Body Systems 27

Name Date Class

Launch Lab LESSON 2: 15 minutes

Why is the skeletal system so important?

Your skeletal system protects your body’s organs, provides support, helps you move, and
stores necessary minerals.

Procedure
1. Read and complete a lab safety form. 3. Use the materials to build a backbone
for your figure. Using your backbone,
2. Obtain one of the disassembled
connect the head and the arms to the
human figures and a kit of
legs of the figure.
materials.

Think About This

1. Which materials did you find helpful in creating a backbone and skeletal structure for
your figure? Which were not helpful?

2. What characteristics of the “skeleton” were important as you built it? What problems

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

would be caused by not having a skeleton?

3. Key Concept Can you make your figure move? How does having a good support
structure help it to move?

28 Human Body Systems

 Name Date Class

Content Vocabulary LESSON 2

Structure, Movement, and Control

Directions: Complete the table with information about each term listed below.

compact bone hormone neuron reflex spongy bone

Is its function
structure,
What organ
movement, or
Term What is it? system(s) is it a part
control—or a
of?
combination of
these? Explain.

1. 2. 3.

reflex

4. 5. 6.

the basic unit of the

nervous system
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. 8. 9.
forms part of bones,
which give the body
structure and support

10. 11. 12.

compact bone

13. 14. 15. endocrine system 16.

and …?

Human Body Systems 29

Name Date Class

Lesson Outline LESSON 2

Structure, Movement, and Control

A. Structure and Movement
1. The includes bones, ligaments, tendons, and cartilage.
2. The skeletal system protects internal , provides support,
aids body movement, and stores .
a. The element , which is required for healthy muscular
and nervous systems, is stored in bones.
b. The gives your body structure and support.
c. Your brain is protected by the , which is one way
bones protect organs.
d. The skeleton works with the to help the body move.
3. Bones contain two types of .
a. The hard, outer part of the bone is called .
b. The bone tissue that contains many holes is called .
c. Some bones also contain bone , which is a part of the
lymphatic system and makes white blood cells.
4. Almost half of your body mass is muscle cells, which make up

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

the .
a. The type of muscle tissue that works with the skeletal system to help you move
is muscle.
b. connect skeletal muscles to bone.
c. Muscle in the heart is muscle.
d. muscle tissue is in organs.
B. Control and Coordination
1. The detects, processes, and responds to information in
the body.
a. The basic unit of the nervous system is the cell, also
called a(n) .
b. The central nervous system contains the and the
cord.

30 Human Body Systems

 Name Date Class

Lesson Outline continued

c. Nerves outside the brain and spinal cord make up

the .
d. Information entering the body through is sent to the
central nervous system.
e. After the central nervous system processes the information, it sends signals to
the .
f. Functions, such as breathing and digestion, are automatic, or
, and do not require you to think about them to make
them happen.
g. Many functions of the nervous system require you to think about them to make
them happen and are called .
h. Automatic movements in response to a signal are called
. Signals for these movements are processed by the
, not the brain.
i. Humans detect their external environment by using five senses—vision,
touch, , ,
and .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. The uses hormones to communicate with other organ

systems.
a. are chemical signals sent from the organs of the
endocrine system.
b. Hormones take longer to send a signal than do, but
the effect lasts longer.
c. The endocrine system works with other body systems to
maintain .

Human Body Systems 31

Name Date Class

MiniLab LESSON 2: 15 minutes

Does your sight help you keep your balance?

It can be hard to keep your balance when standing on one leg. Does shutting your eyes
make this task easier or more difficult?

Procedure
1. Read and complete a lab safety form. another student nearby to help you if
you lose your balance.
2. Stand upright and lift your left leg,
balancing yourself on your right leg. 4. Count how many times you are able to
Hold your left arm out so it is over move your arm and your leg together
your left knee. before you lose your balance. Record
this number in the Data and
3. Move your left leg backward and
Observations section below.
forward while maintaining your
balance. As you move your leg, move 5. Repeat steps 2–4 with your eyes closed.
your left arm at the same time. Have

Data and Observations

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Analyze and Conclude
1. Compare How many times were you able to swing your arm and your leg with your
eyes open? With your eyes closed?

2. Analyze Was it easier to maintain your balance with your eyes open or closed? Explain
your answer.

3. Key Concept Infer how your vision helps you maintain homeostasis.

32 Human Body Systems

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Content Practice A LESSON 2

Structure, Movement, and Control

Directions: Complete the chart with the correct terms in the space provided.

bones brain cardiac muscle cartilage

central nervous system endocrine system hormones ligaments
neurons senses skeletal muscle smooth muscle
spinal cord tendons

Body Structures That Help the Body Move Ways the Body Controls Body Functions
1. 8.

2. 9.

3. 10.

4. 11.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. 12.

6. 13.

7. 14.

Directions: Answer the question on the lines provided.

15. How do the nervous system and endocrine system work together to maintain homeostasis?

Human Body Systems 33

Name Date Class

Content Practice B LESSON 2

Structure, Movement, and Control

Directions: Answer each question on the lines provided. Use complete sentences.

How would homeostasis be affected if …

1. the skeletal system did not store calcium?

2. bones were only made of spongy tissue?

3. cardiac muscle stopped contracting?

4. the pancreas did not release insulin?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. the endocrine system did not release the proper amount of hormones?

6. there were a problem relaying information from the spinal cord to the brain?

7. there was no peripheral nervous system?

8. a tendon was torn?

34 Human Body Systems

 Name Date Class

School to Home LESSON 2

Structure, Movement, and Control

Directions: Use your textbook to complete the activity.

Create a table in the space below with the following column headings: Skeletal System;
Muscular System; Nervous System; Endocrine System. Add the following row headings to
your table: Major Parts; Functions. Then fill in information that completes the table.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Human Body Systems 35

Name Date Class

Key Concept Builder LESSON 2

Structure, Movement, and Control

Key Concept How does the body move?

Directions: Answer each question in the space provided.

The Skeletal System

1. What is the function of the skeletal system?

2. What body parts make up the skeletal system?

3. What does the skeletal system store? 4. Why is calcium important?

•
•
5. What does the support given by the skeletal system allow you to do?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. What does the skeletal system protect?

7. In what way does the skeletal system work with the muscular system?

8. What are bones?

9. What is compact bone? 10. What is spongy bone?

11. What is bone marrow, and where is it found?

36 Human Body Systems

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Key Concept Builder LESSON 2

Structure, Movement, and Control

Key Concept How does the body move?

Directions: On each line, write the term or phrase that correctly completes each sentence. Refer to the diagram of
the muscular system below.

Cardiac
muscle Skeletal
muscle

Smooth
muscle
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. There are three types of muscle tissue: ,

, and .

2. The function of skeletal muscle is to

and give the body strength to .

3. Cardiac muscle is only found in the .

4. Smooth muscle tissue is found in .

5. Muscle cells are found in the body.

6. An example of muscle tissue is the triceps.

7. Skeletal muscles are connected to bones by .

8. Cardiac muscle is important because it continually contracts and relaxes

to .

9. Blood vessels have muscle tissue.

10. Muscle cells make up about of your body mass.

Human Body Systems 37

Name Date Class

Key Concept Builder LESSON 2

Structure, Movement, and Control

Key Concept How does the body respond to changes in its environment?

Directions: On the line before each definition, write the letter of the term that matches it correctly. Some terms
may be used once or not at all.

1. automatic movements in response to a signal A. neurons

2. breathing and digestion B. nervous system

C. voluntary control
3. basic units of the nervous system
D. automatic function
4. smell and vision
F. reflexes
5. where most information from the body is sent
G. spinal cord
6. the brain, spinal cord, and nerves H. brain
7. where information is first processed I. the senses
8. group of organs and specialized cells that detect J. reflex signals
and process information
K. central nervous
9. control of actions like talking and walking system

10. receive signals from the environment

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

11. detecting the smell of baking cookies

12. where signals from the spinal cord travel to

13. more than a meter long

14. protected by the skeletal system

15. how the external environment is detected

16. receive information, process it, and produce

a response in less than a second

17. system that helps maintain homeostasis

18. the olfactory and auditory systems

38 Human Body Systems

 Name Date Class

Key Concept Builder LESSON 2

Structure, Movement, and Control

Key Concept How does the body respond to changes in its environment?

Directions: Put a check mark in the column that identifies the body system that responds to each environmental
change. Some changes may cause a response from both systems.

Nervous Endocrine
System System
1. involves chemical signals released by organs

2. controls automatic functions such as breathing and digesting

3. detects and responds to the external environment

4. processes information about the internal environment

5. responds in less than a second

6. processes reflex signals

7. sends signals to the body

8. Insulin is used.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. pulls hand away from something hot

10. signals peripheral nervous system to respond

11. Parathyroid hormone helps control calcium storage.

12. works with other organs to help you grow

13. includes taste buds

14. includes reflexes like covering your eyes in a bright light

15. receives light signals

16. Response travels in the blood system.

17. participates in answering questions

Human Body Systems 39

Name Date Class

Enrichment LESSON 2

The Human Body in Space

NASA monitors the bodies of animals sensors (called the vestibular apparatus)
and humans to see how they react to in the inner ear. In space, the only
extended periods in space. When the body balancing information that can be relied
is in space, it no longer has the strong pull on enters through the eyes, so astronauts
of Earth’s gravity on it. Because the body’s have difficulty moving around.
systems normally function in the presence The most serious problem for astronauts,
of gravity, NASA has been studying the however, is bone loss. In space, the bones
effects of weightlessness on the body. lose minerals, such as calcium, potassium,
and sodium. The bone loss in the legs can
Weightlessness Takes a Toll be as high as ten percent, and even exercise
On Earth, the heart naturally pumps does not completely solve the problem.
blood more forcefully to the upper body
than to the lower body, where gravity helps Laboratory in Space
the blood flow down. In space, the heart With the completion of the International
continues to pump the blood more forcefully Space Station (ISS), NASA will be able to
to the upper body, but the balancing force study some of the effects of long-term
of gravity does not pull the blood to the exposure to weightlessness. NASA also plans
lower body. This uneven blood flow causes to expand its studies to better understand
astronauts’ faces to become puffy and their how the immune system is affected and how
lower bodies to become thin. radiation, which is much greater in space,
The shape of the spine also changes in affects humans. Radiation can pose serious

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

space. Without the force of gravity pushing health threats, including cancer and
the vertebrae closer together, the spine neurological damage.
stretches out and causes pain in some cases. Because people working together on the
Another system affected in space is the ISS will be in small spaces for long periods of
body’s balancing system. To balance itself, time, NASA also plans to study how working
the brain acquires information from the in confined spaces affects astronauts’
eyes, muscles and tendons, and a set of personalities.

Applying Critical-Thinking Skills

Directions: Answer each question.

1. Infer What does NASA expect to gain by studying the effects of long-term space travel
on the human body?
2. Evaluate Do you think an international orbiting space station is a good idea? Why or
why not?
3. Predict What do you think NASA’s space program might be like in 50 years? What types
of projects do you think NASA will be working on then? What might NASA already have
accomplished by then that it has not accomplished now?

40 Human Body Systems

 Name Date Class

Challenge LESSON 2

First Aid for Bones

Broken bones are serious injuries. A broken bone cannot support the other body structures
attached to the bone. Muscles attached to the broken bone cannot move the bone properly.
Bones can be set in a cast or otherwise supported while they heal, but in the meantime,
mobility is severely compromised.
Everyone should be familiar with some techniques of emergency first aid. One of the
most important things to know is when to keep hands off and when a situation requires
intervention. One important thing to remember when someone has an accident and you
suspect that the victim has a broken bone: Do nothing to make it worse.
First check to see whether there is bleeding and whether the injured person is breathing.
Then call for help. If you can, without leaving the victim alone, call for a parent, teacher, or
other adult. If you are alone, call 911. Never move the limb or other body part that you
suspect is broken, unless you must move the injured person.
If you must move the injured person, then you will need to know how to immobilize
the area or how to prepare an emergency splint. There are some excellent resources online
and in libraries that outline first aid measures in detail. One of the most trustworthy
resources is the American Red Cross First Aid Manual.

Write and Illustrate a First Aid Booklet

Find and study your sources, and then prepare a four-panel booklet that teaches how to
safely immobilize a fractured forearm. Use the four panels below or make a separate, illustrated,
four-page booklet.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Immobilizing a Fractured Bone

1. 2. 3. 4.

Human Body Systems 41

Name Date Class

Lesson Quiz A LESSON 2

Structure, Movement, and Control

Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.

1. Which system helps give the body structure and the ability to move?
A. the nervous system
B. the muscular system
C. the endocrine system

2. What is an important job of the peripheral nervous system?

A. to receive and process reflex signals
B. to gather information about the environment
C. to release chemical hormone messages throughout the body

3. How does the speed of the endocrine system compare to the speed of the
nervous system in transmitting signals?
A. The nervous system is faster.
B. The endocrine system is faster.
C. The nervous and endocrine systems work at the same speed.

Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

hormone muscles neuron
reflex senses spinal cord

4. A is the basic unit of the nervous system.

5. An automatic movement in response to a stimulus is a .
6. A is a chemical message that travels through the circulatory
system.
7. The brain and make up the central nervous system.
8. Bones can move because they are attached to .
9. People detect their environment through their five .

42 Human Body Systems

 Name Date Class

Lesson Quiz B LESSON 2

Structure, Movement, and Control

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. Which two organ systems work together to allow the body to move?
A. the skeletal system and the muscular system
B. the endocrine system and the skeletal system
C. the nervous system and the endocrine system
D. the muscular system and the endocrine system

2. The body gathers information about the environment through the

A. muscular system.
B. endocrine system.
C. central nervous system.
D. peripheral nervous system.

3. What do the endocrine and nervous systems have in common?

A. They use nerve cells.
B. They use chemical hormones.
C. They help the body absorb nutrients.
D. They respond to changes inside and outside the body.

Completion
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Directions: On each line, write the term that correctly completes each sentence.

4. A(n) is the basic unit of the nervous system.

5. An automatic movement in response to a stimulus is a(n) .
6. A(n) is a chemical message that travels through the
circulatory system.
7. The brain and make up the central nervous system.
8. Bones can move because they are attached to .
9. People detect their environment through their five .

Human Body Systems 43

Lesson 3 | Reproduction and Development

Student Labs and Activities Page Appropriate For:

Launch Lab 45 all students
Content Vocabulary ELL 46 all students
Lesson Outline ELL 47 all students
Content Practice A 49 AL AL AL
Content Practice B 50 AL OL BL
Language Arts Support 51 all students
School to Home 53 all students
Key Concept Builders 54 AL AL AL
Enrichment 58 all students
Challenge 59 AL AL BL
Lab A 62 AL AL AL
Lab B 65 AL OL BL
Lab C 68 AL AL BL
Chapter Key Concepts Builder 69 AL AL AL

Assessment
Lesson Quiz A 60 AL AL AL
Lesson Quiz B 61 AL OL BL
Chapter Test A 70 AL AL AL

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Chapter Test B 73 AL OL AL
Chapter Test C 76 AL AL BL

Teacher Support
Answers (with Lesson Outlines) T6

AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

44 Human Body Systems

 Name Date Class

Launch Lab LESSON 3: 15 minutes

How do the sizes of egg and sperm cells compare?

A sperm cell combines with an egg cell to create a zygote that will eventually become a
fetus and then a baby. The sperm and egg cells each contribute half the genetic material
to the zygote.

Procedure
1. Read and complete a lab safety form. 120–150 microns in diameter, determine
the diameter of a suitable model for a
2. Select one of the spheres to use as a
sperm cell.
model of an egg cell. With a ruler,
measure the diameter of the sphere. 4. Find another sphere that is
Record the measurement in the Data approximately the size needed to
and Observations section below. create an accurate model to represent
a sperm cell. Label both of your
3. If an average sperm cell is 3–6 microns
models.
in diameter, and an average egg cell is

Data and Observations

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Think About This

1. What were the sizes of the spheres you chose to model the sizes of the sperm and
egg cells?

2. Key Concept How do the egg cell and sperm cells interact in reproduction? How
do you think size plays a role in this interaction?

Human Body Systems 45

Name Date Class

Content Vocabulary LESSON 3

Reproduction and Development

Directions: Explain the relationship between the terms in each pair on the lines provided. Use complete sentences.

1. sperm, ovum

2. gamete, fertilization

3. sperm, gamete

4. reproduction, fertilization

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. gamete, ovum

6. zygote, fertilization

46 Human Body Systems

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Lesson Outline LESSON 3

Reproduction and Development

A. Reproduction and Hormones
1. Some organs of the endocrine system ensure that humans
can .
a. is the process by which new organisms are produced.
b. Human reproductive cells, or , are necessary for
reproduction.
c. Male gametes are called .
d. Female gametes are called .
e. is the process during which a sperm and an egg join
together.
f. The cell that forms from fertilization is called a(n) .
2. The male reproductive system produces and delivers it
to the .
a. Sperm are produced in the .
b. Testes also produce the hormone , which helps sperm
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

develop.
c. After sperm have developed, they travel to the ,
which delivers the sperm to the female reproductive system in a fluid
called .
3. The female reproductive system contains two in which
eggs grow and mature.
a. Ovaries produce the hormones and
, which help eggs mature.
b. Mature eggs leave the ovaries and enter the tubes,
where they might join with any sperm present.
c. A zygote moves from the fallopian tube and attaches itself to the wall of
the .
d. If an egg is not , it travels through the fallopian tube
and uterus and breaks down.

Human Body Systems 47

Name Date Class

Lesson Outline continued

4. The endocrine system controls egg maturation and release and the thickening
of the lining of the uterus in a process called the .
a. The takes place about every 28 days.
b. During the first part of the cycle, eggs grow and mature and the thickened lining
of the leaves the body.
c. Next, mature eggs leave the , and the lining of
the thickens.
d. In the third part of the cycle, the thickened lining and
eggs break down.
B. Human Development
1. A zygote develops into a(n) , which attaches to the
uterus and continues to grow.
a. An embryo develops into a(n) , which is the last stage
before birth.
b. For a human, it takes approximately weeks from
fertilization to birth—a development time called .
c. During birth, the endocrine system releases hormones that help the

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

push the fetus through the
and out of the body.
2. The first stage after birth is , the first 2 years of life.
a. The stage of development from 2 years through 12 years is
called .
b. The stage after childhood is called , during which
skeletal and muscular systems, lungs, kidneys, and the reproductive system
continue to grow.
c. The time during which the reproductive system matures is
called .
d. After adolescence, humans enter .
e. In later adulthood, hair turns gray, wrinkles form in the skin, and bones
become weaker in the process called .
f. Aging is a slow process that can last for .

48 Human Body Systems

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Content Practice A LESSON 3

Reproduction and Development

Directions: Use the diagram to complete the chart in the space provided.

Milestones in Infancy
Walks without support
Stages of Average Motor Development

Stands without support

Crawls

Sits without support

Lifts head

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age (months)

Period of Development What development happens during this time period?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Birth to 3 months 1.
4 months to 9 months 2.
5 months to 13 months 3.
7 months to 16 months 4.
8 months to 18 months 5.

Directions: Answer the questions in the space provided.

6. What developmental changes occur during childhood?

7. What developmental changes occur during adolescence?

8. What types of changes occur during adulthood?

Human Body Systems 49

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Content Practice B LESSON 3

Reproduction and Development

Directions: On each line, write T if the statement is true or F is the statement is false. If the statement is false,
change the underlined word(s) to make it true. Write your changes on the lines provided.

1. One of the important functions of the endocrine system is to aid in

reproduction.

2. Human reproductive cells are called gametes.

3. Insulin helps change the shape of sperm cells.

4. A fertilized egg travels through the vagina before attaching to the uterus.

5. Egg maturation in females is controlled by the central nervous system.

6. An embryo develops into a fetus during the last stage before birth.

7. The endocrine system releases hormones during birth that help the uterus push

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

the baby out of the body.

8. Eggs are released during the first stage of the menstrual cycle.

9. A fetus forms when sperm fertilizes an egg.

10. The penis delivers sperm to the female reproductive system.

11. The heart is fully formed by 8 weeks after fertilization.

12. During adolescence, the muscular system develops.

13. During childhood, bones finish growing.

14. The reproductive organs of males are different from those of females.

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Language Arts Support LESSON 3

Editing Activity: Subject-Verb Agreement

Directions: Circle ten subject-verb agreement errors in the paragraph below. Then write the correct subject-verb
pairs on the lines that follow.

When a sperm fertilizes an egg, a zygote form. The zygote is a single cell that contain

genetic information from both the sperm and the ovum. The zygote goes through cell

division as it develops into an embryo, which attach to the inside of the uterus. The

embryo develops into a fetus. It take about 38 weeks for a fertilized egg to fully develop.

This period of time is called pregnancy. Pregnancy end when birth occurs. During birth,

the endocrine system release hormones. These hormones helps control the birthing process.

After a baby is born, it is considered an infant for the first two years of life. Infants develop

at different rates. Most infants begins crawling between 5 months and 13 months of age.

Some infants walks at 8 months. Others will not walk until 17 months of age. These
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

variations is perfectly normal.

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Language Arts Support LESSON 3

Word-Family Activity: Learning Word Forms

Directions: Adding a different ending to a word can change it from a noun to a verb, adjective, or adverb. Write
the correct form of each word that fits with the sentence on the lines provided.

1. reproduce/reproductive/reproduction
a. A species must to continue its existence on Earth.
b. Fertilization is a first step in human .
c. Males and females have different organs.

2. detect/detective/detection
a. Early of noninfectious disease can help a person control
the disease and its effects.
b. A is a person who investigates things.
c. Your immune system can harmful substances and work
to destroy them.

3. immune/immunity
a. The chicken pox vaccine is given to help a person become

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

to the disease.
b. The lymphatic system helps with the body’s .

4. fertile/fertilize/fertilization
a. occurs when a male gamete and female gamete join
together.
b. An organism that is has the ability to reproduce.
c. Some farmers and gardeners their soil with compost.
d. Soil that has plenty of nutrients is considered to be .

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School to Home LESSON 3

Reproduction and Development

Directions: Use your textbook to answer each question or respond to each statement.

1. Reproduction is essential to life on Earth because it is the process that

produces new organisms.
Define the terms gamete, fertilization, and zygote, and explain how each is connected to
the reproductive process.

2. Male and female reproductive systems are necessary for reproduction.

Compare and contrast the male and female reproductive systems.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Menstruation is an important part of the female reproductive cycle.

What happens to an unfertilized egg during the menstrual cycle?

4. Humans go through several stages of development between birth and old age.
List and describe some of the significant stages of development during a human lifetime.

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Key Concept Builder LESSON 3

Reproduction and Development

Key Concept What do the male and female reproductive systems do?

Directions: Use the diagram to answer each question on the lines or in the space provided.

Male Reproductive System 1. What is the process of fertilization in humans?

Sperm duct

Penis

Testis

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

What is the function?
2. Testes

3. Sperm Ducts

4. Testosterone

5. Semen

6. Penis

7. Male Reproductive
System

54 Human Body Systems

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Key Concept Builder LESSON 3

Reproduction and Development

Key Concept What do the male and female reproductive systems do?

Directions: Use the diagram to answer each question in the space provided.

Female Reproductive System

Fallopian tubes

Ovary Ovary
Uterus

Vagina

The Event What happens because of the event?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. The body releases estrogen and

progesterone.
2. An egg is released from an ovary.

3. Sperm is present in the vagina.

4. An egg is not fertilized.

5. An egg is fertilized.

6. The first part of the menstrual

cycle occurs.
7. The second part of the menstrual
cycle occurs.
8. The last part of menstrual cycle
occurs.
9. An egg is released when sperm
are present in the fallopian tubes.

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Key Concept Builder LESSON 3

Reproduction and Development

Key Concept How do humans grow and change?

Directions: Complete the chart by explaining what happens at each stage of human development.

At 14 Weeks

At 8 Weeks At 16 Weeks

Human Development

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

0–22 weeks

At 5 Weeks At 22 Weeks

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Key Concept Builder LESSON 3

Reproduction and Development

Key Concept How do humans grow and change?

Directions: Respond to each statement in the space provided.

Describe and list facts about infancy:

•
•
•
•

Describe and list facts about childhood:

•
•
•
•
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Describe and list facts about adolescence:

•
•
•
•

Describe and list facts about adulthood:

•
•
•
•

Human Body Systems 57

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Enrichment LESSON 3

Why Are Twins Alike—Is It Environment or Genes?

Several hours after a sperm and an egg identical twins are raised by the same
join, the resulting cell might divide entirely family, their personalities are expected to
in half, producing two zygotes that will be similar. However, this idea did not
develop into identical twins. Several forms explain how identical twins raised apart
of twinning or multiples can occur during could be so similar or how brothers and
prenatal development, but identical twins sisters who were not twins but were raised
are the result of the splitting of a single egg together could be very different.
fertilized by a single sperm. Scientists now think heredity might be
just as important as environment in forming
Coincidence? personality. Scientists at the University of
Jim Lewis and Jim Springer are identical Minnesota have studied identical twins who
twins. Both married women with the same were raised apart but share many similar
name. They gave their first sons the same personality traits.
name and had dogs named Toy. While they Because many of these twins had similar
were in school, both liked math and hated personalities, scientists thought it could be
spelling. They drive the same kind of car, a result of their shared genes rather than
like to vacation at the same beach in how they were raised. In fact, according to
Florida, and enjoy woodworking. Both bite statistics from the study, 80 percent of the
their fingernails. traits shared by the twins were the same—
What is unusual about these twins is from physical characteristics to opinions.
that they were adopted by different families

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

when they were four weeks old. They Scientists Disagree
didn’t grow up together and didn’t find Factors that influence behavior are
each other again until they were 39 years complex and difficult to isolate and study.
old. Their environments were different, so In general, most scientists agree that there
why are they so much alike? is a genetic basis for intelligence and
personality. The debate now centers on the
Heredity Versus Environment impact that environment and personal
For many years, scientists believed that
choices might have on inherited genetic
the environment a person grew up in
tendencies.
formed his or her personality. Because most

Applying Critical-Thinking Skills

Directions: Answer each question or respond to each statement.

1. Explain How do identical twins form?

2. Evaluate Give an example of a personality trait you have in common with a family
member. Do you think this trait is a result of environment or heredity? Explain.
3. Judge Do all the traits that Jim Lewis and Jim Springer have in common seem to be
linked to a genetic factor? Should scientists study all the traits mentioned in the
passage as inherited characteristics? Explain.

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Challenge LESSON 3

Drugs and Prenatal Development

During pregnancy, a fetus develops and grows into a baby. All the substances the mother
is exposed to have the potential of also affecting the baby. Research the substances listed
below and complete the table on this page.

Major Effects on
Substance Source Is it safe or unsafe?
Mother and Fetus
acetaminophen

alcohol

aspirin

caffeine

cocaine

methamphetamine
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

nicotine

vitamins

Design a Public Health Brochure

Design a public health brochure similar to the ones you might find in a doctor’s office.
Discuss at least three of the substances listed above and how they affect the health and
development of a fetus. Include colorful illustrations or photographs. Address the items
below in your brochure.
• Include information that will convince expectant mothers to avoid using harmful
drugs during pregnancy.
• Explain what each substance you include is. Is it in food? Is it an over-the-counter
medication? Is it an illegal or prescription drug?
• Describe the effects of each substance on a developing fetus. Is it damaging? Is it
considered safe? What are the usual effects?

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Lesson Quiz A LESSON 3

Reproduction and Development

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. The 38 weeks during which a fertilized egg develops is known as

A. pregnancy.
B. fertilization.
C. adolescence.

2. Which stage of development is the first 2 years of life?

A. birth
B. infancy
C. childhood

3. Sperm cells develop in the

A. penis.
B. testes.
C. ureter.

4. Fertilization of the female egg occurs in the

A. uterus.
B. vagina.
C. fallopian tubes.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.

5. also called eggs A. gamete

6. human reproductive cell, either male or female B. ova

C. reproduction
7. repeats about every 28 days in females
D. sperm
8. the first cell of a new human
E. zygote
9. process essential to the continuation of life on Earth
F. menstrual cycle
10. male reproductive cell

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Lesson Quiz B LESSON 3

Reproduction and Development

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. Which process occurs during the 38 weeks of pregnancy?

A. The zygote forms.
B. The egg becomes fertilized.
C. The lymphatic system matures.
D. The organ systems of a fetus develop.

2. Infancy lasts until approximately of age.

A. 2 years
B. 5 years
C. 10 years
D. 5 months

3. Sperm cells enter the female reproductive system in a liquid called

A. semen.
B. estrogen.
C. testosterone.
D. progesterone.

4. What occurs during fertilization?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A. A baby is born.
B. Sperm unites with an egg.
C. The lining of the uterus breaks down.
D. An egg attaches to the wall of the uterus.
Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Not all terms
are used.

5. also called eggs A. gamete

6. human reproductive cell, either male or female B. zygote

C. ova
7. repeats about every 28 days in females
D. reproduction
8. the first cell of a new human
E. absorption
9. process essential to the continuation of life on Earth
F. sperm
10. male reproductive cell G. embryo
H. menstrual cycle

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Lab A 40 minutes

Model the Body Systems

You have learned about the functions of the different systems of the body. Your task is to
find a real-life example of something that can be used as a model for the entire body,
including all of its organ systems. You will illustrate this model and use it to describe how
the systems all work together to help the body function as a whole.

Ask a Question
What other real-life systems can be used to model the systems of the human body?

Materials
presentation materials

Make Observations
1. Read and complete a lab safety form.
2. Think about the different systems that make up your body.
In the table on the next page, list each body system, and describe what each
system in the body does.
3. Discuss a model of the entire body with your teacher and the rest of the class. Note
how each system is modeled in the example and how all the systems work together.
4. Think of an example of your own. Describe this model.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Fill in the last column of your table for the example you chose. Be creative and
descriptive.
6. Create a visual display that illustrates your model.
Use photos and other pictures to show the different parts of the model system
you created.
Label each of these pictures to describe which body system they represent.
Include a description of the function of each system on the labels.
7. Use the visual of your model to describe how the systems work together and
maintain homeostasis.
List the events that occur in your model as each system does its job.

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Lab A continued

Body System Description of Activity Model System

Circulatory transport materials

Form a Hypothesis
8. Use the information in your display to form a hypothesis about how your system
would be affected if one of the systems did not work properly.

Test Your Hypothesis

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. Use the model to explain how the entire model would be affected if one of the
“body systems” did not work properly.
Write out a list of events to describe what might happen.

Lab Tips
• Use the descriptions in your table to help you come up with the different parts of your
model. Remember that your model represents general functions.
• Use magazines, pictures, or other visuals to illustrate your model. Don’t forget to label
the parts of the model. Be as descriptive as possible with the labels.
• Make sure the parts of your model connect to each other as part of the larger picture.

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Lab A continued

Analyze and Conclude

10. Analyze Is there a system that is not included in your model?

Explain why some functions are easier to model than others.

11. Assess How do the systems in your model respond to changes in the environment?

12. Evaluate How successful was your model in showing what happens when a part of
the system breaks down?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

13. The Big Idea How do all of the systems in your
model work together to help the model as a whole? Remember to use scientific
methods.
Make Observations

Ask a Question

Form a Hypothesis

Test your Hypothesis

Analyze and Conclude

Communicate Your Results
Share your model with the class. Discuss the parts of your Communicate Results
model with other students, and compare the ways you
chose to model the same systems.

64 Human Body Systems

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Lab B 40 minutes

Model the Body Systems

You have learned about the functions of the different systems of the body. Your task is to
find a real-life example of something that can be used as a model for the entire body,
including all of its organ systems. You will illustrate this model and use it to describe how
the various systems all work together to help the body function as a whole.

Ask a Question
What other real-life systems can be used to model the systems of the human body?

Materials
presentation materials

Make Observations
1. Read and complete a lab safety form.
2. Think about the different systems that make up your body. In the table on the next
page, list each body system, and write a description of the role of each system in the
body.
3. Discuss a model of the entire body with your teacher and the rest of the class. Note
how each system is modeled in the example and how all the systems work together in
the model as well.
4. Think of an example of your own. Write out a description of this model.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Complete the last column of your table for the example you chose. Be creative and
descriptive.
6. Create a visual display that illustrates your model. Use photos and other pictures to
illustrate the different parts of the model system you created. Label each of these
pictures to describe which body system they represent. Include a description of the
function of each system on the labels.
7. Use the visual of your model to describe how the systems work together and maintain
homeostasis. List the events that occur in your model as each system does its job
properly.

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Lab B continued

Body System Description of Activity Model System

Circulatory transport materials

Form a Hypothesis
8. Use the information in your display to form a hypothesis about how your system
would be affected if one of the systems did not function properly.

Test Your Hypothesis

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. Use the model to explain how the entire model would be affected if one of the “body
systems” did not work properly. Write out a list of events for this scenario.

Lab Tips
• Use the descriptions in your table to help you come up with the different parts of your
model. Remember that your model represents general functions.
• Use magazines, pictures, or other visuals to illustrate your model. Don’t forget to label
the parts of the model. Be as descriptive as possible with the labels.
• Make sure the parts of your model connect to each other as part of the larger picture.

66 Human Body Systems

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Lab B continued

Analyze and Conclude

Remember to use scientific
10. Analyze Is there a system that is not included in your methods.
model? Explain why some functions are easier to model
Make Observations
than others.
Ask a Question

Form a Hypothesis

Test your Hypothesis

Analyze and Conclude

11. Assess How do the systems in your model respond to
Communicate Results
changes in the environment?

12. Evaluate How successful was your model in illustrating the effects of having parts of
the system break down?

13. The Big Idea How do all of the systems in your model work together to help the
model as a whole?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Communicate Your Results

Share your model with the class. Discuss the parts of your model with other students, and
compare the ways you chose to model the same systems.

Extension

In real life, human body systems might have problems that cause them to fail. Doctors
often fix a body system that no longer functions by replacing failing organs with donated
ones. Investigate how doctors use donated organs. Look for a recent news article in which
someone’s life was saved by one of these procedures. Write a brief summary of what you
found, and describe the procedure using your model.

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Lab C

Getting Under the Skin

Directions: Use the information and data from the Lab Model the Body Systems to perform this lab.

You have learned about many of the body’s organ systems. In Lab B you constructed models
of each organ system in the human body. But how do all those organs fit inside one body?
Use the skills and knowledge you have gained to determine how all the organ and organ
systems fit together. Design an investigation to accurately model how the human body
houses all these organs. Then review what you have learned from the Lab Model the Body
Systems and develop a way to show which organs belong with each system that you
modeled.
Please note that you must complete Lab B before starting Lab C. Also, have your teacher
approve your design and safety procedures before beginning your experiment.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

68 Human Body Systems

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Chapter Key Concepts Builder

Human Body Systems

End-of-Chapter Practice
Directions: Work with a partner or in small groups to study the muscular system.

• The goal of this activity is to find out which muscles are used in a group of fitness
exercises.
• Think about what you already know about the muscular system. Write that in this box.

What I know about the muscular system ...

• Then, think about the different muscles needed for improving performance in a
particular sport. For example, perhaps you want to strengthen your swing for playing
baseball. Which muscles are used? What type of exercises would you do to strengthen
those muscles?
• How will you find the information you need to know? You and your partner should
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

think of three ways to find your information.

1)
2)
3)
• Carry out your plan for finding your information. Will you interview a sport trainer,
for example? Work with your partner to learn more about the muscular system.
• Now decide how you will present your information to the class. Will you create a chart,
demonstrate exercises, make a poster, or some other creative way to share what you
have learned? Include how the fitness exercises affect the muscular system. Do the
exercises increase muscle strength, for example? Discuss the other body systems that
work with the muscular system while performing an exercise.
• Be prepared to answer questions from students and your teacher.

Your class presentation should include the following:

• background information on the muscular system
• an explanation of how you gained your new information
• an interesting demonstration or other visual way of sharing your new information

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Chapter Test A

Human Body Systems

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. What is the purpose of the circulatory system?

A. It defends the body from diseases.
B. It transports materials throughout the body.
C. It breaks down food into energy and nutrients.

2. Which event happens during infancy?

A. walking begins
B. embryos develop
C. reproductive systems mature

3. Which system helps the body detect and respond to information from the
environment?
A. the nervous system
B. the muscular system
C. the endocrine system

4. Which of these is NOT one of the five senses?

A. taste
B. smell

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

C. movement

5. The central nervous system is composed of the spinal cord and the
A. brain.
B. thymus.
C. peripheral nerves.

6. Which of the following are NOT gametes?

A. ova
B. sperm
C. zygotes

7. Which part of the blood carries nutrients?

A. plasma
B. red blood cells
C. white blood cells

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Chapter Test A continued

Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.

fertilization homeostasis hormone neuron

nutrient puberty reflex

8. A is a chemical signal sent to the organs of the body.

9. The part of food the body uses to grow and survive is a .
10. The period of time during which the reproductive system develops
is .
11. An automatic movement the body makes in response to a signal is
a .
12. is the maintenance of steady internal conditions in the
body when external conditions change.
13. occurs when a sperm cell and an egg cell join.
14. The basic unit of the nervous system is the .

Interpreting a Diagram
Directions: Complete this concept map by choosing terms from the word bank and writing them in the correct
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

spaces. Each term is used only once.

blood esophagus large intestine small intestine

Food enters the body through the

mouth.

It is swallowed and enters the

15.

on its way to the

stomach.

Food is now a soupy mixture that enters the

16.
Nutrients from digested food enter the Undigested food moves into the
17. 18.

Nutrients then travel It then leaves the body as

through the body. waste through the rectum.

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Chapter Test A continued

Short Answer
Directions: Respond to each statement on the lines provided.

19. Define menstrual cycle.

20. Identify the purpose of the excretory system.

Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.

21. Describe the three functions of the lymphatic system.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

22. Explain how the body protects itself from pathogens that have previously invaded it.

23. Summarize the functions of the muscular and skeletal systems.

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Chapter Test B

Human Body Systems

Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Not all
terms are used.

fertilization gamete homeostasis hormone

immunity neuron nutrient plasma
puberty reflex senses zygote

1. A(n) is a chemical signal sent to the organs of the body.

2. The part of food the body uses to grow and survive is a(n) .
3. The period of time during which the reproductive system develops
is .
4. An automatic movement the body makes in response to a signal is
a .
5. is the maintenance of steady internal conditions in the
body when external conditions change.
6. occurs when a sperm cell and an egg cell join.
7. The basic unit of the nervous system is the .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. Taste and smell are two of the five .

9. A sperm cell is a(n) .
10. is the part of the blood that carries nutrients.

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

11. Which system is responsible for transporting nutrients throughout the body?
A. the digestive system
B. the excretory system
C. the endocrine system
D. the circulatory system

12. The first two years of life are known as

A. aging.
B. infancy.
C. puberty.
D. pregnancy.

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Chapter Test B continued

13. Which of the following is NOT part of the nervous system?

A. the brain
B. a neuron
C. a lymphocyte
D. the spinal cord

Interpreting a Diagram
Directions: Complete this concept map by choosing terms from the word bank and writing them in the correct
spaces. Not all terms are used.

blood esophagus large intestine liver

lungs pancreas small intestine stomach

Food enters the body

through the

mouth.

It is swallowed and enters the

14.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

on its way to the

15.

Food is now a soupy mixture

that enters the

16.

Nutrients from digested food enter the Undigested food moves into the

17. 18.

Nutrients then travel It then leaves the body as

through the body. waste through the rectum.

74 Human Body Systems

 Name Date Class

Chapter Test B continued

Short Answer
Directions: Respond to each statement on the lines provided.

19. Explain how the body rids itself of solid and liquid wastes.

20. Examine how vaccines help the body protect itself from invading pathogens.

Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.

21. Describe the lymphatic system’s role in the body’s immune defense.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

22. Point out how the skeletal and muscular systems work together.

23. Analyze this statement: When the menstrual cycle stops completely, reproduction stops.

Human Body Systems 75

Name Date Class

Chapter Test C

Human Body Systems

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. Which word best describes the function of the circulatory system?

A. defense
B. structure
C. transport
D. reproduction

2. Infancy is the stage of development between

A. birth and childhood.
B. adolescence and puberty.
C. childhood and adolescence.
D. adolescence and adulthood.

3. The nervous system is divided into which two components?

A. central and reflex
B. reflex and lymphatic
C. peripheral and central
D. skeletal and peripheral

Completion

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Directions: On each line, write the term that correctly completes each sentence.

4. A(n) is a chemical signal sent to the organs of the body.

5. The part of food the body uses to grow and survive is a(n) .
6. The period of time during which the reproductive system develops
is .
7. An automatic movement the body makes in response to a signal is
a(n) .
8. is the maintenance of steady internal conditions in the
body when external conditions change.
9. occurs when a sperm cell and an egg cell join.
10. The basic unit of the nervous system is the .

11. Taste and smell are two of the five .

12. A sperm cell is a(n) .
13. is the part of the blood that carries nutrients.

76 Human Body Systems

 Name Date Class

Chapter Test C continued

Interpreting a Diagram
Directions: Complete this concept map by writing the correct terms in the correct spaces.

Food enters the body

through the

mouth.

It is swallowed and enters the

14.

on its way to the

15.

Food is now a soupy mixture

that enters the

16.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Nutrients from digested food enter the Undigested food moves into the

17. 18.

Nutrients then travel It then leaves the body as

through the body. waste through the rectum.

Human Body Systems 77

Name Date Class

Chapter Test C continued

Short Answer
Directions: Respond to each statement on the lines provided.

19. Predict the effects if the excretory system stopped functioning.

20. A young girl gets sick with a common virus and then recovers. A few months later, she
gets sick again due to a different virus. Assess whether antibodies will protect her from
the new virus.

Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.

21. Defend this statement: The lymphatic system plays a role in keeping you well and in
supplying your body with nutrients.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

22. Hypothesize the various problems that the body would experience if the skeletal and
muscular systems did not function properly.

23. Consider why the menstrual cycle stops temporarily if fertilization of a released egg occurs.

78 Human Body Systems

 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Answers

Human Body Systems

Lesson Outlines for Teaching
Teacher Pages

T1
T8
T2
Lesson Outline for Teaching
Lesson 1: Transport and Defense
A. The Body’s Organization
1. Organ systems are groups of organs in the body that work together to form a
specific task.
2. Organ systems work together to maintain homeostasis, or steady internal
conditions, even when external conditions change.
B. Digestion and Excretion
1. Food is broken down in the body during digestion.
a. After food enters the mouth, chewing breaks food into smaller parts.
b. Saliva, which contains enzymes, also helps the mouth break down food.
2. When you swallow, food, water, and other liquids move into the esophagus, a
hollow tube that connects the mouth to the stomach.
3. From the stomach, food next moves into the small intestine, which has functions
of digestion and absorption.
4. The large intestine, or colon, receives digested food that the small intestine did not
absorb and absorbs water from the remaining waste material.
5. Nutrients are the parts of food needed for the body to grow and survive.
a. Nutrition labels on food show the amount of each nutrient in a food.
b. Nutrients in absorbed food contain energy, which is measured in Calories.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. After digestion, substances that are not used are removed by the excretory system,
which includes the lungs, skin, liver, kidneys, bladder, and rectum.
C. Respiration and Circulation
1. The respiratory system exchanges gases between the body and the environment.
Oxygen enters the body when you inhale. Carbon dioxide leaves the body when
you exhale.
2. The heart, blood, and blood vessels make up the circulatory system.
a. Your heart is made up of muscle cells that constantly contract and relax,
pumping blood to the rest of your body.
b. Blood travels through your body in tiny tubes called (blood) vessels.
c. The three main types of blood vessels are arteries, veins, and capillaries.
3. Blood contains red blood cells, platelets, and white blood cells.
a. The liquid part of blood is called plasma.
b. Red blood cells carry oxygen, and white blood cells protect the body from
infection and disease.

T2 Human Body Systems

 Lesson Outline continued

c. Platelets help the body heal when you get a cut.

d. Scientists classify the proteins found on the surface of red blood cells into groups
called blood types, which include, type A, type B, type AB, and type O.
4. The tonsils, the spleen, the thymus, bone marrow, and lymph nodes are part of the
lymphatic system. The lymphatic system has three main functions—removing
excess fluid, producing white blood cells, and absorbing and transporting fats.
5. Protection from infection or toxins is called immunity.
a. The skeletal system produces immune cells, and the circulatory system transports
them throughout the body.
b. As part of the first line of defense, skin and mucus prevent toxins and other
substances from entering the body.
c. During the second line of defense or the immune response, white blood cells
attack and destroy harmful substances.
d. The third line of defense includes antibodies and vaccines, which help fight
pathogens that have infected the body.

Discussion Question
Identify an organ that is part of two different organ systems and explain its role in each
system.
Answers include a discussion of the roles any one of the following organs plays in two
different organ systems: the liver (excretory and the digestive systems), the pharynx (the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

digestive and the respiratory systems), the lungs (excretory and respiratory systems), the
bones (skeletal and immune systems). Accept other organs if they are appropriate.

Human Body Systems T3

Lesson Outline for Teaching
Lesson 2: Structure, Movement, and Control
A. Structure and Movement
1. The skeletal system includes bones, ligaments, tendons, and cartilage.
2. The skeletal system protects internal organs, provides support, aids body
movement, and stores minerals.
a. The element calcium, which is required for healthy muscular and nervous
systems, is stored in bones.
b. The skeleton gives your body structure and support.
c. Your brain is protected by the skull, which is one way bones protect organs.
d. The skeleton works with the muscular system to help the body move.
3. Bones contain two types of tissue.
a. The hard, outer part of the bone is called compact bone.
b. The bone tissue that contains many holes is called spongy bone.
c. Some bones also contain bone marrow, which is a part of the lymphatic system
and makes white blood cells.
4. Almost half of your body mass is muscle cells, which make up the muscular system.
a. The type of muscle tissue that works with the skeletal system to help you move is
skeletal muscle.
b. Tendons connect skeletal muscles to bone.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

c. Muscle in the heart is cardiac muscle.
d. Smooth muscle tissue is in organs.
B. Control and Coordination
1. The nervous system detects, processes, and responds to information in the body.
a. The basic unit of the nervous system is the nerve cell, also called a(n) neuron.
b. The central nervous system contains the brain and the spinal cord.
c. Nerves outside the brain and spinal cord make up the peripheral nervous system.
d. Information entering the body through neurons is sent to the central nervous
system.
e. After the central nervous system processes the information, it sends signals to the
peripheral nervous system.
f. Functions, such as breathing and digestion, are automatic, or involuntary, and do
not require you to think about them to make them happen.
g. Many functions of the nervous system require you to think about them to make
them happen and are called voluntary.

T4 Human Body Systems

 Lesson Outline continued

h. Automatic movements in response to a signal are called reflexes. Signals for these
movements are processed by the spinal cord, not the brain.
i. Humans detect their external environment by using five senses—vision, touch,
hearing, taste, and smell.
2. The endocrine system uses hormones to communicate with other organ systems.
a. Hormones are chemical signals sent from the organs of the endocrine system.
b. Hormones take longer to send a signal than nerves do, but the effect lasts longer.
c. The endocrine system works with other body systems to maintain homeostasis.

Discussion Question
You pick up a rose, and a thorn sticks your finger. Describe the signals that are sent and the
paths they take.
The signal from your hand goes to the spinal cord, which sends a signal back to your hand
to release the thorn. The signal then goes to the brain, and after it processes the information,
you feel pain.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Human Body Systems T5

Lesson Outline for Teaching
Lesson 3: Reproduction and Development
A. Reproduction and Hormones
1. Some organs of the endocrine system ensure that humans can reproduce.
a. Reproduction is the process by which new organisms are produced.
b. Human reproductive cells, or gametes, are necessary for reproduction.
c. Male gametes are called sperm.
d. Female gametes are called ova.
e. Fertilization is the process during which a sperm and an egg join together.
f. The cell that forms from fertilization is called a(n) zygote.
2. The male reproductive system produces sperm and delivers it to the female
reproductive system.
a. Sperm are produced in the testes.
b. Testes also produce the hormone testosterone, which helps sperm develop.
c. After sperm have developed, they travel to the penis, which delivers the sperm to
the female reproductive system in a fluid called semen.
3. The female reproductive system contains two ovaries in which eggs grow and
mature.
a. Ovaries produce the hormones estrogen and progesterone, which help eggs
mature.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

b. Mature eggs leave the ovaries and enter the fallopian tubes, where they might
join with any sperm present.
c. A zygote moves from the fallopian tube and attaches itself to the wall of the
uterus.
d. If an egg is not fertilized, it travels through the fallopian tube and uterus and
breaks down.
4. The endocrine system controls egg maturation and release and the thickening of
the lining of the uterus in a process called the menstrual cycle.
a. The menstrual cycle takes place about every 28 days.
b. During the first part of the cycle, eggs grow and mature and the thickened lining
of the uterus leaves the body.
c. Next, mature eggs leave the ovary, and the lining of the uterus thickens.
d. In the third part of the cycle, the thickened lining and unfertilized eggs break
down.

T6 Human Body Systems

 Lesson Outline continued

B. Human Development
1. A zygote develops into a(n) embryo, which attaches to the uterus and continues to
grow.
a. An embryo develops into a(n) fetus, which is the last stage before birth.
b. For a human, it takes approximately 38 weeks from fertilization to birth—a
development time called pregnancy.
c. During birth, the endocrine system releases hormones that help the uterus push
the fetus through the vagina and out of the body.
2. The first stage after birth is infancy, the first 2 years of life.
a. The stage of development from 2 years through 12 years is called childhood.
b. The stage after childhood is called adolescence, during which skeletal and
muscular systems, lungs, kidneys, and the reproductive system continue to grow.
c. The time during which the reproductive system matures is called puberty.
d. After adolescence, humans enter adulthood.
e. In later adulthood, hair turns gray, wrinkles form in the skin, and bones become
weaker in the process called aging.
f. Aging is a slow process that can last for decades.

Discussion Question
Which stage of development are you currently in? How has your body changed from
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

infancy until now?

Sample answer: I am in adolescence. I have grown taller and learned different skills, such as
walking and talking. My body proportions have changed, and different body systems have
developed at different rates.

Human Body Systems T7

Answers
What do you think? (page 1) respiration, excretion from the kidneys,
1. Agree; organ systems provide movement, sweating, and feces.
transport substances, and perform many other Content Practice A (page 13)
functions.
1.
2. Agree; the lymphatic system generates immune
cells to fight infection, the skin protects the Types of Diseases
body, and the respiratory system prevents
harmful substances from entering the body. Caused by Caused
Disease Noninfectious
3. Disagree; the insides of bones in the skeletal Bacteria by Virus
system are not hollow but contain lots of tiny heart disease ✓
holes or pores with blood tissues and fats.
colds ✓
4. Agree; the endocrine system produces and
uses hormones to communicate with other AIDS ✓
organ systems.
cancer ✓
5. Agree; sperm develop inside each testis.
diabetes ✓
6. Disagree; puberty is a period during adolescence
when the reproductive systems in children strep throat ✓
fully develop.
chicken pox ✓
Lesson 1 allergy ✓
Launch Lab (page 8)
2. First: Students’ drawings should show two
1. Answers will vary. Students should find that
student-determined-and-labeled shapes—a
some methods, such as the straw or turkey
lymphocyte (or labeled as a white blood cell)
baster, are more effective at moving liquids
and a bacteria.
quickly than others, such as the spoon or
washcloth. Next: Students’ drawings should indicate
the lymphocyte engulfing the bacteria.
2. Students might understand that liquids can
allow objects to be moved continuously in large Last: Students’ drawings should show the
volumes over time instead of individually. bacteria completely engulfed by the lymphocyte.

Content Vocabulary (page 9) Content Practice B (page 14)

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. nutrients 1. The function of the digestive system is to break
down food so nutrients can be absorbed by the
2. homeostasis
body. Organs included in the digestive system
3. organ system are the salivary glands, tongue, esophagus,
4. vessels stomach, liver, pancreas, gallbladder, large
intestine, small intestine, and rectum.
5. Calories
2. The function of the excretory system is to
6. lymphocyte remove solid, liquid, and gas waste from the
7. immunity body. Organs included in the excretory system
8. detect are the lungs, skin, kidneys, bladder, and
rectum.
9. Proteins
3. The respiratory system takes in oxygen and
MiniLab (page 12) releases carbon dioxide.
1. Students should have released most water 4. The circulatory system transports nutrients,
intake as urine. If the majority of their water gases, wastes, and other substances through
was released as part of respiration, then they the body.
should note the difference and comprehend
5. The lymphatic system removes excess fluid
that they probably did not drink enough
around the organs, produces white blood
water. If they released more water as urine,
cells, and absorbs and transports fats.
then they drank more water than the average
person does. 6. Immunity is the body’s protection from
infection or toxins. The body is able to
2. Students should create a circle graph that
detect pathogens and send white blood cells
displays their usage in percentages.
to attack and destroy them. The body also is
3. Water is ultimately transported in the able to make antibodies to fight off future
bloodstream and then lost through infections.

T8 Human Body Systems

 Answers continued
Math Skills (page 15) 3. liver
1. 192 C 4. removes wastes from the blood
2. 150 C 5. urea forms
3. 277.5 C 6. water vapor
4. 630 g 7. (either order) water, salt
School to Home (page 16) 8. urine
1. During digestion, food is taken into the body 9. (either order) water, urea
and broken down into smaller parts that the 10. urethra
body can use. During absorption, nutrients
and water are absorbed from the organs of 11. rectum
the digestive system into the blood. During 12. insoluble fiber
excretion, undigested products and toxins
pass out of the body as waste. Key Concept Builder (page 19)
1. the exchange of gases between the body and
2. The heart, blood, and blood vessels make up
the environment
the circulatory system. Blood carries nutrients
and gases, such as oxygen, throughout the 2. nose, pharynx, trachea, bronchi, lungs,
body. Blood also contains cells that help heal diaphragm
cuts and fight infections. Tiny tubes called 3. oxygen, carbon dioxide
blood vessels carry blood throughout the body.
4. assist with inhaling and exhaling
3. When a person inhales, oxygen passes from
the nostrils, through the pharynx and 5. digestive and respiratory systems
trachea, and into the bronchi of the lungs. 6. Air enters the nostrils and passes through the
Oxygen then travels through the bronchi into pharynx to the trachea, which connects to
tiny alveoli located throughout the lungs. the bronchi and into the lungs.
Small blood vessels called capillaries surround 7. Oxygen in the alveoli enters the capillaries as
the alveoli. Oxygen leaves the respiratory it is transported to the body by blood.
system and enters the circulatory system, as it
passes from the alveoli into the capillaries. 8. the transportation of nutrients, gases, wastes,
The blood can then carry oxygen to organs and other substances through the body
throughout the body. 9. heart, blood, blood vessels
4. White blood cells (immune cells) produced by 10. blood between the heart, lungs, and other
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

the lymphatic system detect bacteria, viruses, organs

and other cells that are foreign to the body.
11. to pump blood to the rest of the body
The white blood cells attack the invaders,
destroy them, and remove them from the 12. through tiny tubes called vessels
body. Immune cells also produce antibodies 13. arteries, veins, capillaries
that protect the body against substances that
14. Arteries carry blood away from the heart;
have previously invaded it.
veins carry blood to the heart.
Key Concept Builder (page 17)
Key Concept Builder (page 20)
1. the process by which food is broken down
1. T
2. mouth, esophagus, stomach, small intestine,
2. F; lymph nodes
liver, pancreas, large intestine
3. T
3. breaks food into smaller parts
4. F; made
4. bile and enzymes
5. F; produce
5. absorption of food and water into the blood
6. T
6. parts of food used by the body to grow and
survive 7. T
7. digested food the small intestine did not absorb 8. F; toxins
8. contains enzymes that break down food into 9. F; defend against infection
smaller parts so food can be used by the body 10. T
Key Concept Builder (page 18) 11. F; engulf
1. solid, gas 12. F; antibodies
2. (any order) liver, bladder, intestines 13. T

Human Body Systems T9

Answers continued
Enrichment (page 21) athletically fit. Students do not have to graph all
1. Answers should provide one advantage and their data—just trends that they can demonstrate.
one disadvantage. One of the benefits is that Their presentations should include what they have
artificial blood has the potential to save lives found to be the average, or normal, heart rate of all
by being an oxygen carrier. Other advantages their collected data and how it compares with the
include the following: It can be sterilized to national average.
kill pathogens; it doesn’t have different blood Skill Practice (pages 23–24)
types; it has a long shelf life; it doesn’t require
7. Students should model how the red blood cell
refrigeration; and it can be used to help people
(pickup truck) carries oxygen molecules from
who object to blood transfusions on religious
the lung cells to the body cells.
grounds. A disadvantage is the possibility of
side effects and the fact that the newer 8. Students should model how food molecules
products are not yet widely available or tested reach body cells. Students should use a truck
for current use. as their vehicle.
2. Possible response: If EMTs carried real blood, 9. Students should model how waste materials
their emergency vehicles would have to add are removed. Students should use a truck as
a fairly large refrigerated section for blood. their vehicle.
The emergency vehicles would have to be 10. Answers will vary but might include that police
equipped with all types of blood or risk not cars are used to chase and capture criminals
having the needed blood type on hand. much as white blood cells capture harmful
Consequences directly related to victims bacteria in the bloodstream. Red pickup trucks
would be the waiting time for their blood to deliver goods that people need similar to the
be typed, especially if they were unable to way that red blood cells deliver oxygen that is
answer questions. Moreover, if the wrong needed by cells.
blood type is given, the victim could die.
There is also the risk that the blood will be Lesson Quiz A (page 25)
beyond its expiration date or contaminated Multiple Choice
with a pathogen. 1. A
3. Current artificial blood products carry only 2. A
oxygen and carbon dioxide. Real blood can pick 3. B
up and deliver nutrients, enzymes, hormones,
antioxidants, immune cells, and plasma. Completion
4. immunity

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Challenge (page 22) 5. Plasma
Questionnaires:
6. homeostasis
Students should have at least five questions on their
questionnaire that allow them to categorize participants. 7. lymphocyte
Questions should include age, gender, and fitness 8. antibody
level, and two others, such as relative size (for their
age group), whether they smoke, or any other factor Lesson Quiz B (page 26)
that would reasonably affect heart rate. Questions Multiple Choice
should be polite and unbiased. Students should have 1. C
as many participants as possible to work within a 2. C
given time. Twenty should be the minimum.
3. D
Data Tables:
Completion
Student data tables should be well organized and 4. immunity
record all the data taken in the questionnaires and
5. Plasma
the pulses taken for each individual. Some students
may want to record the pulses directly on the 6. homeostasis
questionnaire page. 7. lymphocyte
Sample Data Table: 8. antibody
For the completed table, see page T18.
Graphs: Lesson 2
There are many ways these data can be graphed. Launch Lab (page 28)
Look for graphs that demonstrate perceived trends, 1. Answers will vary. Encourage students to
such as male youths of average fitness have higher describe why they found some materials
average resting heart rates than male youths who are useful and other not as useful.

T10 Human Body Systems

 Answers continued
2. Answers will vary. Students should have found 8–14. (any order) brain, central nervous system,
that structure is important, but they might endocrine system, hormones, neurons, senses,
also have realized that some flexibility is good spinal cord
as well. Students might have found success 15. Together, the nervous and endocrine systems
many different ways, including combining receive and process information about the
materials such as the chenille stems and paper internal and external environments and
clips to create an optimal model. control many body functions, including
3. Students might have considered movement. If movement, communication, and growth.
there is additional time, have them create a
model that considers structure and movement. Content Practice B (page 34)
1. Muscle and nervous systems would not work
Content Vocabulary (page 29) properly because nerves and muscles need
1. an automatic movement in response to a signal calcium. Bones would also become much
2. nervous system weaker.

3. Movement; reflexes allow the body to respond 2. There would be no structure to the body
very quickly to specific types of stimuli. because spongy bones could not support
the body’s weight.
4. neuron
3. The heart would stop working, and blood
5. nervous system would stop flowing in the body.
6. Control and movement; neurons are involved 4. There would be a problem with the absorption
in voluntary and involuntary control of body of nutrients.
functions.
5. Organ systems would not work properly.
7. spongy bone Growth and development might not progress
8. the interior region of bone that contains normally.
many tiny holes 6. Voluntary and involuntary control would
9. skeletal system be affected.
10. the hard outer layer of bone 7. Information could not be sent to or from
the spinal cord.
11. skeletal system
8. The muscle connected to the bone by that
12. Structure and movement; bones give the body
tendon would not function properly.
structure and support; they work with muscles
to make the body move. School to Home (page 35)
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13. hormone Answers will vary. Tables should look similar to

the completed table on page T18.
14. a chemical signal that is released by the
organs of the endocrine system Key Concept Builder (page 36)
15. other body systems affected by hormones 1. to protect internal organs, provide support,
help the body move, store minerals
16. Control; hormones help the body maintain
homeostasis. 2. bones, ligaments, tendons, cartilage

MiniLab (page 32) 3. minerals such as calcium

1. Most students will not be able to perform the 4. essential for life; helps build stronger bones
activity as many times with their eyes closed 5. sample answer: stand, sit up, raise your arms
as they did with their eyes open.
6. soft tissues and organs
2. Most students will report being more disoriented
7. The bones move because they are attached
and feeling much more unbalanced with their
to muscles.
eyes closed.
8. organs that contain two types of tissue: a
3. Students should understand that even though
hard outer layer and an interior area with
they are not actively thinking about it, their
tiny holes
vision is supplying them with constant
information that is helping them to keep their 9. the hard outer layer of bone
balance and coordinate their movements. 10. the interior region of bone
Content Practice A (page 33) 11. Bone marrow is found inside some bone,
1–7. (any order) bones, cardiac muscle, cartilage, is part of the lymphatic system, and makes
ligaments, skeletal muscle, smooth muscle, white blood cells.
tendons

Human Body Systems T11

Answers continued
Key Concept Builder (page 37) idea because of the expense or because the
1. (any order) cardiac, skeletal, smooth money could have been spent on other projects,
such as world hunger or health care, that might
2. help the body move, lift heavy objects seem more useful in the immediate future.
3. heart 3. Students should be creative in their predictions.
4. organs Answers might include reference to travel to
other galaxies, orbiting space cities or colonies,
5. everywhere
colonies on other planets, or space travel that
6. skeletal is available to everyone. In 50 years, NASA
7. tendons might have learned many things about human
body systems and human health that could be
8. move blood throughout the body
applied to life in space as well as to life on Earth.
9. smooth
Challenge (page 41)
10. half
Sample booklets should illustrate four steps. A
Key Concept Builder (page 38) sample layout is described below:
1. F Panel 1. Identify that the injury is in fact a broken
2. D bone. Illustration should be of a forearm with some
degree of deformity. Description should point out
3. A the deformity and emphasize that even if it is a
4. I sprain, not a break, that the arm should be
5. K immobilized just the same.

6. B Panel 2. Look for other injuries. Illustration might

show a cut on the arm or face. Description should
7. G emphasize that if there are injuries to the head, neck,
8. B or back, the injured person should not be moved.
9. C Panel 3. Immobilize the broken arm. Illustration
should show the arm inside a rolled piece of cardboard
10. B or I
or similar material. The cardboard should be supported
11. I with a sling around the neck that could be a piece of
12. H torn fabric, gauze strips, or a belt. See detailed
recommendations in the Red Cross Manual.
13. A

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Panel 4. The injured person can be safely moved.
14. G or H or K
Illustration could show the injured person being
15. I helped to walk away from the area. Students might
16. B want to illustrate that the building is on fire or is
flooding or in some way show why it is necessary
17. B to move the person.
18. I Note: A broken arm does not typically warrant
Key Concept Builder (page 39) calling 911 unless it is an open fracture or there
is some other medical complication. All other
For the completed table, see page T19.
suspected breaks, especially of the skull, hip, or
Enrichment (page 40) thigh, merit a 911 assist.
1. Possible answer: NASA will be able to determine Lesson Quiz A (page 42)
what is safe and what is not safe for future
Multiple Choice
astronauts and devise safer ways for people to
1. B
travel in space. In addition, NASA might learn
more about human body systems and behaviors 2. B
that could be applied to humans living on 3. A
Earth. For example, knowledge of the effects of
working in confined spaces in space can be Completion
applied to human working in confined space, 4. neuron
such as on submarines. 5. reflex
2. Accept all answers that are supported with 6. hormone
reasons. Students might say that the space 7. spinal cord
station was a good idea because it supports more
space research and encourages international 8. muscles
cooperation. Students might say it was a bad 9. senses

T12 Human Body Systems

 Answers continued
Lesson Quiz B (page 43) Content Practice B (page 50)
Multiple Choice 1. T
1. A 2. T
2. D 3. F; testosterone
3. D 4. F; a fallopian tube
Completion 5. F; endocrine system
4. neuron
6. T
5. reflex
7. T
6. hormone
8. F; second stage
7. spinal cord
9. F; zygote
8. muscles (also accept tendons)
10. T
9. senses
11. T
Lesson 3 12. F; endocrine system
Launch Lab (page 45) 13. F; grow longer and stronger
1. Answers will vary. Possible answer: Students 14. T
should be able to define the ratio and the
sizes of the objects they found or made from Language Arts Support (page 51)
clay. When a sperm fertilizes an egg, a zygote form.
The zygote is a single cell that contain genetic
2. The sperm cell embeds itself into the egg cell
information from both the sperm and the ovum. The
and is absorbed. The size difference is indicative
zygote goes through cell division as it develops into
of how the egg cell will play the primary role.
an embryo, which attach to the inside of the
The much smaller sperm cell contributes its
uterus. The embryo develops into a fetus. It take
DNA and becomes part of the egg.
about 38 weeks for a fertilized egg to fully develop.
Content Vocabulary (page 46) This period of time is called pregnancy. Pregnancy
1. These are types of human reproductive cells. end when birth occurs. During birth, the endocrine
A sperm is the reproductive cell of a male, system release hormones. These hormones helps
and an ovum is the reproductive cell of a control the birthing process. After a baby is born, it
female. is considered an infant for the first two years of life.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Infants develop at different rates. Most infants

2. When a male gamete and a female gamete begins crawling between 5 months and 13 months
join, fertilization occurs. of age. Some infants walks at 8 months. Others
3. A sperm is the male gamete. will not walk until 17 months of age. These
variations is perfectly normal.
4. Fertilization is an initial stage in the process
of human reproduction. zygote forms
5. An ovum is a female gamete. cell…contains
6. After fertilization occurs, the resulting cell is embryo…attaches
a zygote. It takes
Content Practice A (page 49) pregnancy ends
1. Baby learns to lift his or her head. endocrine system releases
2. Baby sits without support. hormones help
3. Baby learns to crawl. infants begin
4. Infant stands without support. infants walk
5. Infant walks without support. variations are
6. Bones grow longer and the lymphatic system
Language Arts Support (page 52)
matures.
1. a. reproduce; b. reproduction; c. reproductive
7. The endocrine system develops, and male and
female reproductive systems mature. 2. a. detection; b. detective; c. detect

8. Adults begin to age. Eventually, their hair 3. a. immune; b. immunity

turns gray, wrinkles form in the skin, and the 4. a. fertilization; b. fertile; c. fertilize; d. fertile
bones become weaker.

Human Body Systems T13

Answers continued
School to Home (page 53) 4. An unfertilized egg breaks down.
1. Gametes are human reproductive cells. Male 5. The fertilized egg (zygote) continues into
gametes are called sperm, and female gametes the uterus where it attaches inside.
are called ova or eggs. Fertilization occurs when
6. An egg matures, and the thickened lining
a male and female gamete—an egg cell and
of the uterus leaves the body.
a sperm cell—join together. The cell that forms
as a result of this union is called a zygote. 7. A mature egg is released from an ovary, and
the lining of uterus thickens.
2. Both produce gametes that combine to
produce offspring. The male reproductive 8. The unfertilized egg and the thickened lining
system produces sperm cells in testes and break down.
delivers the sperm to the female reproductive 9. Fertilization can occur.
system through the penis. The female
reproductive system produces ova in ovaries Key Concept Builder (page 56)
and receives sperm cells from the male 5 weeks: The heart and organs have started to
through the vagina. The new offspring then develop. Arms and legs show. Size: 7 mm
develops within the body of the female. 8 weeks: The heart is fully formed and beating,
3. If an egg is not fertilized in the fallopian tubes, bones are beginning to harden, and nearly all
it still moves into the uterus where a thickened muscles have appeared. Size: 2.5 cm
lining is waiting to receive it. However, if the 14 weeks: The fetus continues to grow and develop.
egg is not fertilized, it does not attach to the Size: 6 cm
lining of the uterus. It breaks down, along with
the thickened lining, and leaves the body 16 weeks: The fetus is able to make a fist and facial
during menstruation. expressions. Size: 15 cm and 140 g

4. Answers will vary, but should include these 22 weeks: Footprints and fingerprints are forming.
stages: 1) During the first two years, or Size: 27 cm and 430 g
infancy, the muscular and nervous systems Key Concept Builder (page 57)
develop and the infant learns to walk and
Infancy: first two years of life, muscular system develops,
coordinate movement; 2) During childhood,
nervous system develops, infant begins to walk
from 2 to 12 years of age, growth continues
as bones grow longer and stronger and the Childhood: 2 years to 12 years, growth and
lymphatic system matures; 3) During development continue, bones in skeletal system
adolescence, growth continues and the grow longer, lymphatic system matures

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

reproductive system matures during puberty; Adolescence: follows childhood, growth of skeletal
4) During adulthood, the body continues to and muscular systems continue, organs get larger,
change. In the later stages of adulthood, hair endocrine systems mature, reproductive system
turns gray, wrinkles form in the skin, and matures
bones weaken during the process of aging.
Adulthood: hair turns gray, wrinkles form in the
Key Concept Builder (page 54) skin, bones become weaker, can last for decades
1. Fertilization occurs when a sperm joins with Enrichment (page 58)
an egg.
1. Identical twins results from the splitting of
2. body parts where sperm are produced a single egg fertilized by a single sperm.
3. place where sperm mature and are stored 2. Answers will vary. Accept all answers supported
4. helps sperm change from round cells to long, by facts. Students might attribute the traits
slender cells that swim they have in common with family members
who do not live with them to heredity.
5. the fluid that provides sperm nutrients,
Adopted students might attribute personality
and in which they are transported
traits they share with family members to their
6. the body part that delivers sperm to the female environment. Most traits are thought to be
reproductive system linked to heredity and environment.
7. to produce sperm and deliver them to the 3. Students should note that some traits
female reproductive system mentioned in the article, such as having
wives and pets with the same name, are
Key Concept Builder (page 55) coincidences and are not inherited traits.
1. These hormones help eggs in the ovaries mature. These traits, though interesting, probably
2. The egg enters a fallopian tube. should not be studied as if they were
inherited traits.
3. Sperm swim toward the egg in a fallopian tube.

T14 Human Body Systems

 Answers continued
Challenge (page 59) think about how these inputs and outputs are
Students’ research should yield information similar acquired or removed. Have the students
to that found in the completed table below. Look for identify the “senses” that collect information
brochures that are colorful, accurate, and informative. about the environment in their models.
Each brochure should cover at least three substances 12. Answers will vary. Students should have some
from the table. degree of success in using their models to
For the completed table, see page T20. illustrate how problems with one body system
affect other systems and the body as a whole.
Lesson Quiz A (page 60) 13. Make sure students have linked the different
Multiple Choice components of their models in a way that
1. A shows that the different systems are somewhat
2. B dependent on each other.
3. B Communicate Your Results Have students take turns
displaying and explaining their models. Encourage
4. C
them to use different formats such as handouts or
Matching PowerPoint presentations as part of their sharing.
5. B
Extension Students should be able to display further
6. A knowledge and depth of understanding of their models
7. F by describing the effects of having a system or part
break or become lost. Explain to students that this is
8. E one of the true tests of creating a working model:
9. C being able to use the model to evaluate additional
10. D pieces of information or events that were not part of
its conception.
Lesson Quiz B (page 61)
Chapter Lab C (page 68)
Multiple Choice
1. D Please note:
• Students must complete Lab B before they are
2. A
assigned Lab C.
3. A
• The procedure given below is just one
4. B possibility of many.
Matching • If you have students perform the labs they
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. C design, make sure proper safety precautions

6. A are included before allowing them to proceed.
7. H Sample procedure:
8. B Ask a Question How do all the organs from the
different organ systems fit together within the body?
9. D
Form a Hypothesis Student hypotheses will vary, but
10. F the following is an example: If the body contains so
Labs A and B (pages 62, 65) many organs, then they must layer on top of one
another to fit within the body because there is not
Analyze and Conclude
enough room for them to form just one layer.
10. Explain to students that it is all right if their
models cannot perfectly represent all the Test Your Hypothesis Testing procedures will vary,
systems of the human body. Encourage them to but the following is an example:
think of examples that come close and suggest • Use butcher paper and a volunteer from your
that they reject potential models that do not group to draw a life-sized outline of a human
represent human body systems well. Students body.
should be able to evaluate their models and
receive feedback that allows them to assess the • Research the averages sizes of the various
strengths and weaknesses. organs you have studied.

11. Ask students to think about the types of inputs • Accurately draw them and cut them out of
and outputs encountered in their models and construction paper. Be sure to label them.
to identify them with inputs and outputs in • Color code the organs according to the system
human body systems. For example, where does in which they belong.
the energy come from in their model? What • Place the organ shapes in the appropriate
types of wastes are produced? Ask them to places on the human body outline.

Human Body Systems T15

Answers continued
Analyze and Conclude Students should present an cells that protect the body from harmful
analysis of their data and some conclusion. invaders, such as bacteria and viruses. It also
helps the body absorb and transport fats.
Chapter Key Concepts Builder (page 69)
22. Lymphocytes are white blood cells that detect
Students should share what they know about the
bacteria, viruses, and other invaders. They attack
muscular system with the class, how they determined
and engulf the invaders and remove them from
which type of fitness exercises they wanted to know
the body. If the same invaders infect the body
more about, and how they gained their new
again, the immune system produces antibodies
information. Students’ presentations should explain
that recognize proteins on the invading cells
how the fitness exercises improve the muscular
and quickly move to fight the infection.
system by giving it more strength and/or flexibility.
Information on other body systems that work with 23. The skeletal system protects major organs,
the muscular system should be included in each provides support for the body, helps the body
report. Students’ presentations should be engaging. move, and stores some minerals. The muscular
system works with the skeletal system to help
Chapter Test A (page 70) the body move. The heart, which is a muscle,
Multiple Choice plumps blood throughout the body.
1. B
Chapter Test B (page 73)
2. A
Completion
3. A 1. hormone
4. C 2. nutrient
5. A 3. puberty
6. C 4. reflex
7. A 5. Homeostasis
Chapter Test A (page 71) 6. Fertilization
Completion 7. neuron
8. hormone
8. senses
9. nutrient
9. gamete
10. puberty
10. Plasma
11. reflex
Multiple Choice

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

12. Homeostasis 11. D
13. Fertilization 12. B
14. neuron Chapter Test B (page 74)
Interpreting a Diagram 13. C
15. esophagus
Interpreting a Diagram
16. small intestine 14. esophagus
17. blood 15. stomach
18. large intestine 16. small intestine
Chapter Test A (page 72) 17. blood
Short Answer 18. large intestine
19. Answers will vary but should contain the idea
that it is a cycle of the female reproductive Chapter Test B (page 75)
system. In this cycle, eggs are released from Short Answer
ovaries, enter the uterus, and if they are 19. The body rids itself of waste through the
unfertilized, they will break down and leave excretory system. After digestion, some solid
the body (along with a thickened uterus substances are undigested. These substances
lining) about every 28 days. pass into the large intestine and then into the
rectum before leaving the body as feces. The
20. The purpose of the excretory system is the
liver filters liquid waste from the blood and
elimination of wastes from the body.
breaks down proteins to form a material called
Concept Application urea. The kidneys combine urea and other
21. The lymphatic system helps the body maintain waste chemicals to make urine, which leaves
homeostasis by removing excess fluid from the body through the urethra as liquid waste.
around organs. It produces the white blood

T16 Human Body Systems

 Answers continued
20. Vaccines help the body makes antibodies Chapter Test C (page 78)
against certain infectious diseases, even if Short Answer
the person getting the vaccine has not yet 19. The excretory system removes wastes from
had the disease. So, for example, if a flu virus the body. These wastes could become toxic
invades the body of a person who has had if they are not eliminated. This is the case
a flu vaccine, antibodies can quickly get to with urea, a substance created by the liver
work killing and ridding the body of the flu after it breaks down protein. If the kidneys
virus. did not remove urea as a part of urine, the
Concept Application toxins could build up in the body, causing
21. The lymphatic system makes white blood illness.
cells, such as lymphocytes. These white blood 20. No; they will not. The girl’s body would make
cells are the body’s immune response, which antibodies to combat the first virus she was
destroys harmful invaders such as viruses and exposed to. If she was never exposed to the
bacteria when they enter the body. second virus, her body’s immune system would
22. The bones of the skeletal system are attached not recognize it as a repeat invader and would
to the muscles by tendons. The bones of the not make antibodies to fight it. However, her
skeletal system could not move without the body’s immune system would still respond with
help of the muscles that are attached to them. white blood cells that would attack the invader.
23. The statement is correct. As part of the 21. The lymphatic system performs both of these
menstrual cycle, the ovaries typically release functions. It produces white blood cells, which
one egg each 28 days. The egg is then ready fight invading pathogens and keep the body
for fertilization by male sperm. If the egg healthy. It also absorbs and transports fats,
remains unfertilized, the egg and the which are an important nutrient the body
thickened uterus lining disintegrate, and the gains from the food it eats and digests.
cycle starts again. Without the cyclical release 22. Answers will vary but should demonstrate an
of an egg and preparation of the uterus to understanding of the skeletal and muscular
receive the fertilized egg, pregnancy could not systems’ major functions and the effects if
occur. There would no longer be a chance for either system could not function. Students
reproduction. should state that the skeletal system protects
Chapter Test C (page 76) major organs, provides support for the body,
helps the body move, and stores minerals in
Multiple Choice
bones. A problem with the skeletal system could
1. C
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

expose organs such as the brain (protected by

2. A the skull) to injury, make a person unable to
3. C stand properly, make it difficult to move, or
contribute to a deficiency in a mineral such
Completion as calcium. Students should state that the
4. hormone muscular system works with the skeletal system
5. nutrient to help the body move, pumps blood through
6. puberty the body, and helps some organs expand and
contract. Problems with the muscular system
7. reflex would interfere with the body’s ability to move
8. Homeostasis (skeletal muscle) or circulate blood (cardiac
muscle). Students might infer that
9. Fertilization
nonfunctioning smooth muscle in an organ
10. neuron such as the stomach might interfere with the
11. senses contractions that make digestion possible.
12. gamete 23. It stops to allow a fetus to develop in the uterus.
The menstrual cycle involves the release of an
13. plasma
egg every 28 days, to make it available for
Chapter Test C (page 77) fertilization. If the egg is fertilized, it implants
Interpreting a Diagram in the thickened lining of the uterus in order
14. esophagus to grow and develop during pregnancy. In that
case, there is temporarily no need to release
15. stomach new eggs for fertilization. The cycle could only
16. small intestine begin again after the birth of the developing
baby, when the female reproductive system
17. blood
would be ready again to release more eggs to
18. large intestine prepare for other pregnancies.

Human Body Systems T17

Answers continued
Charts and Tables
Challenge (page 22)

Fitness Gender Smoke? Pulse 1 Pulse 2

Participant Age Group Size (S, M, L)
(Avg/Athlete) (M/F) (Yes/No) Resting Active

1 adolescent average female no small 68 90

2 advancing age athlete male no large 72 100

3 youth average male yes medium 78 110

4 young adult athlete female yes medium 60 84

School to Home (page 35)

Skeletal System Muscular System Nervous System Endocrine System

bones, ligaments, muscle cells (cardiac, brain and spinal cord endocrine glands and
tendons, and cartilage smooth, and skeletal) (central nervous hormones
Major Parts system), other nerves
(peripheral nervous
system)

Protects organs. Helps the body move. Receives and Uses hormones to
Provides support. Pumps blood through processes information communicate with
Helps the body move. the blood vessels. about the other organ systems.
Functions
Stores minerals. environment and the Helps maintain
functions of other homeostasis.
organ systems

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

T18 Human Body Systems

 Answers continued
Key Concept Builder (page 39)

Nervous Endocrine
System System

1. involves chemical signals released by organs ✓

2. controls automatic functions such as breathing and digesting ✓

3. detects and responds to the external environment ✓ ✓

4. processes information about the internal environment ✓ ✓

5. responds in less than a second ✓

6. processes reflex signals ✓

7. sends signals to the body ✓ ✓

8. Insulin is used. ✓

9. pulls hand away from something hot ✓

10. signals peripheral nervous system to respond ✓

11. Parathyroid hormone helps control calcium storage. ✓

12. works with other organs to help you grow ✓

13. includes taste buds ✓

14. includes reflexes like covering your eyes in a bright light ✓

15. receives light signals ✓

16. Response travels in the blood system. ✓

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

17. participates in answering questions ✓

Human Body Systems T19

Answers continued
Challenge (page 59)
Sample Table:

Major Effects on Mother

Substance Source Is it safe or unsafe?
and Fetus

over-the-counter pain thought to have no effect No medication is

acetaminophen medication when taken as directed 100 percent safe, but this
one is safer than others.

beverages, such as wine, may result in fetal alcohol unsafe especially in the early
beer, liquor, and some syndrome: microcephaly, weeks of pregnancy; the
medications abnormal face or heart leading cause of birth
alcohol
defects, mental retardation, defects
low birth weight; risk of
miscarriage

over-the-counter pain increased risk of miscarriage; unsafe in regular adult

medication also used in low increased risk of a placental doses; generally not
doses by people who are at separation; delayed labor; recommended but doctor-
aspirin
risk of heart attack increased risk of heart and prescribed, low-dose aspirin
lung problems; bleeding can be tolerated
complications

in beverages and some stimulates the fetus; unclear; one cup of coffee
caffeine foods, such as coffee, tea, increased fetal heart rate; or equivalent considered
sodas, chocolate decreased absorption of iron relatively safe

illegal drug powerful stimulant of central unsafe

nervous system; reduces
cocaine blood flow through the
placenta; growth is inhibited;
baby can be born addicted

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

methamphetamine illegal drug same as cocaine unsafe

found in cigarettes and all increased risk of miscarriage; unsafe

tobacco products delayed fetal growth;
nicotine
reduced oxygen crossing
the placenta

over-the-counter and often might be good for the safe as long as the particular
vitamins prescribed during pregnancy mother and the developing brand and dosage is cleared
fetus when taken as directed by the doctor

T20 Human Body Systems