Knowledge of medical technology can help promote the understanding of how technology affects our lives, including a visit to the doctor's office. By being made aware of how and why certain procedures are accomplished during a visit to the doctor's office, it can become an interesting and educational experience.

"Setting the Stage" - Before starting the program, ask the students: Do you like going to the doctor? What does the doctor do for you? What kind of tools does a doctor use? Does a doctor use technology to help make his or her job easier?

Special note: A videotaping activity was NOT included in this program, but, there are a number of activities that would work well, depending on individual class size. Students can give reports on the blood cells, using the Learning Station game to explain the white blood cell activity. Students could create a question-and-answer session or role-play using the stethoscope they make. This may also depend on what tools are available to the teacher, such as microscopes, x-rays, magnifying glasses, etc.

"Glasses"
Chad and Cleo Cat notice Mrs. Cat's new glasses. She explains how some people need glasses to help them see more clearly. These characters introduce the technology of various types of magnification and lenses.
Hands-on activity - a fun activity to get the students interested in the science of magnification - Using pipe cleaners (chenille bendable wires), students create a pair of eyeglass frames. These can be any shape, and older students should be encouraged to help the younger students twist the wires into whatever shape they decide. While students wear their 'glasses', talk about someone they know who wears glasses. Someone in their family? Why? What about sunglasses? Avoid using negative terms such as 'bad' eyes, etc.

"Microscopes"
After talking about glasses, the cartoon characters in our story are introduced to the microscope. They learn about how the curvature of the lenses in the microscope, like the glasses, changes how the item being viewed is seen.
Hands-on activity- To illustrate how curvature alters the reflected image, provide a large metal spoon for students to compare their reflected image in the front and back of the spoon. Talk about how the image is distorted. The narration then continues by explaining how light is also necessary to see things in lenses.
Hands-on activity - Provide a newspaper, a piece of waxed paper, and water. Place a piece of waxed paper over a part of the newspaper that has printed letters. Place a drop of water onto the waxed paper over a word. The printed letters will appear below the bubble. Again, talk about how the curve changes the word's appearance. If available, provide a magnifying glass to examine the newspaper print and other objects in the room.
Optional activity - if available, provide a microscope to examine.

"Magnification Game"
Touch-screen activity - To illustrate how items are magnified using a microscope, pictures are shown of different items on the Learning Station as if they were on a microscope slide. Icons of the corresponding items are also on the screen. Students match the item shown with the corresponding icon. The 'magnified' images are not scientifically correct, but are illustrations to give a child a better idea of what the item would look like. Most children will initially color-match the items. Talk about how different the items appear as they are magnified. The items shown are an insect's leg, a fish scale, a human hair, and a piece of material fiber. The program advances when all of the items are correctly identified. The lesson moves on to medical uses of the microscope. Red and white blood cells are explained. Talk about how white blood cells fight off bacteria (or virus). Have you ever had a cold? Your blood cells were hard at work to fight the cold virus.

"Bacteria Game"
Touch-screen game - Students must move the white blood cells to 'attack' the bacteria. The correct amount must be used to eliminate the bad bacteria. A reset button in the upper left corner can be used to reset the game as many times as desired. The fast-forward button must be used to advance.

"Thermometers"
Now that Chad and Cleo have learned how hard their bodies work when they are sick, they learn about the thermometer. The oral thermometer is shown, as well as the digital thermometer that is being used more and more in medical offices and hospitals. Encourage the students to talk about when and why they have had their temperature taken.
Optional activity - if available, provide a thermometer for students to examine. The teacher may want to explain that the mercury inside a thermometer is toxic and should never be handled.

"Stethoscope"
The next piece of medical technology discussed is the stethoscope. Again, talk about a visit to the doctor's office. Did the doctor listen to the student's heartbeat? What does your heartbeat sound like? Why does it make that noise?
Hands-on activity - this simple stethoscope is fun for students to make and compare to a real one, if it is available. The teacher will need to provide:
2 plastic funnels (per funnel) - the kind found in kitchen supplies
3 feet (1 m) of plastic tubing to fit the end of the funnels - hardware or garden store
These are easy to make - simply fit each end of the tubing to the small end of each funnel. Place one funnel over the student's heart and the other to the ear. Talk about how the sound waves are sent down the tube and to the ear to better hear the sounds of the body.

"X-rays"
Chad and Cleo next learn about x-rays and how they assist doctors and dentists in keeping them healthy or determining if a bone is broken.
Hands-on activity - The narration tells the students that a sample of an x-ray will be provided by the teacher. These often can be obtained from a dentist or veterinarian's office (free) for education purposes. If this is not possible, talk about what the students think an x-ray looks like.
Optional activity - Another activity, especially if an x-ray is not available to examine - Provide a skeleton of a fish (from the grocery store or fish market). Talk about what the bones look like and how hard it is to imagine what bones look like inside of bodies without the benefit of x-rays.

"The X-ray Game"
Touch-screen activity - After discussing x-rays and what they may (or may not) look like, a variety of x-rays are shown on the Learning Station. Students must determine what the x-ray represents and match each one to the corresponding picture, also on screen (fish, frog, horse, bat).

"Make Your Own X-ray"
Hands-on activity - As directed by the program narration, students now draw an x-ray of their own hands. The teacher should provide enough paper and crayons or markers. Encourage the students to study the shape of their hands before they begin. Then, students draw an outline of the hand and 'fill in' bones where they think they would be. Talk about how difficult it would be to imagine what the body's skeleton would look like without the benefit of x-rays.

Before Students Go Home - Review
Why are lenses in glasses and microscopes curved?
What do white blood cells do for your body?
Why are red blood cells important?
What tool is used to take your temperature?
How do these tools make the doctor's job easier?
What tool is used to listen to your heartbeat?
Why are x-rays useful?

Supply List for Activities
"Today I Discovered" - parents handout
pipe cleaners (chenille wires) to make 'glasses'
large metal spoon (to show how the curvature alters the image)
newspaper, waxed paper, water
optional - if available, microscope, magnifying glass, thermometers, stethoscope
to make stethoscopes -
3 feet (1 meter) of plastic tubing (for 1 stethoscope)
2 plastic funnels (with openings to fit tubing)
if available - x-ray to examine
OR - fish skeleton
Paper and markers or crayons to draw hand x-rays
Videotape