Foreign Body Bingo

Foreign Body Bingo is a fun way for students to learn how to identify various objects from a radiograph. Radiographs are one way that veterinarians and physicians can look inside the body of people and animals to diagnose problems. For example, radiographs can be used to see if a bone is broken.  In veterinary medicine, one way to use radiographs is to see if an animal has swallowed a foreign body, or something that it shouldn't have swallowed. For example, if a dog swallows a sock, we call the sock a foreign body.

All of the radiographs used in Foreign Body Bingo have come from real cases in which dogs swallowed foreign bodies. In each case, the veterinarian was able to identify and remove the foreign body and the dog was fine.

In radiography, x-rays are used to make an image. The animal is typically placed on its back or on its side and a beam of x-rays is passed through the animal at a specific location. X-rays act differently when they pass through different body parts. Air will appear black on radiographs. Fat and soft body parts like organs and muscles will appear light white. Bone will appear bright white. Metals are the brightest white.

Instructions for Teachers

1. Print out bingo cards for each student

2. Download the PowerPoint presentation to your computer.

3. Pass bingo cards and bingo chips out to students.

4. Begin the Foreign Body Bingo presentation by introducing the concepts of radiographs and foreign bodies. Slide two pictures the first foreign body in the game and is labeled to assist explanation.

5. Explain to students that they will have to identify the foreign body in each radiograph and mark it on their bingo card.

6. If a bingo is called, verify that they have correctly identified what has been shown using the answer key.


Foreign Body Bingo Cards (PDF)

Foreign Body Bingo Presentation (PPT)

Foreign Body Bingo Answers (PDF)

Indiana Academic Standards

Grade 3

The Nature of Science and Technology

• 3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis.
• 3.1.4 Discuss the results of investigations and consider the explanations of others.
• 3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and communicating one’s own conclusions about findings.

Scientific Thinking

• 3.2.4 Appropriately use simple tools such as clamps, rulers, scissors, hand lenses, and other technology, such as calculators and computers, to help solve problems.
• 3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.

The Living Environment

• 3.4.8 Explain that some things people take into their bodies from the environment can hurt them and give examples of such things.

Grade 6

The Nature of Science and Technology

• 6.1.2 Give examples of different ways scientists investigate natural phenomena and identify processes all scientists use, such as collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations, in order to make sense of the evidence.
• 6.1.7 Explain that technology is essential to science for such purposes as access to outer space and other remote locations, sample collection and treatment, measurement, data collection and storage, computation, and communication of information.

Scientific Thinking

• 6.2.6 Read simple tables and graphs produced by others and describe in words what they show.
• 6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more than one good way to do so.

Grade 9

Development and Function of Animal Organ Systems

• AS 3.1 Identify the major organ systems found in vertebrate animals (fish, birds, and mammals).
• AS 3.2 Describe the organization of the animal body, cells, tissues, organs, and organ systems.
• AS.3.3 Discuss four basic tissue types: epithelial, connective, muscle, and nervous.
• AS.3.4 Discuss the integumentary, skeletal and muscular systems.
• AS.3.5 Identify and describe the two layers of skin: epidermis and dermis.
• AS.3.6 Explain the functions of the skeletal system in terms of body support, mineral storage, and marrow functions.
• AS.3.30 Compare the impact of various organs and organs system on an overall organism.

The project described is supported by a Science Education Partnership Award (SEPA) from the Office of Research Infrastructure Programs (ORIP), a component of the National Institutes of Health (NIH).

NIH . . . Turning Discovery Into Health

Its contents are solely the responsibility of the authors and do not necessarily represent the official views of ORIP or NIH.

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