The Science of
Healthy Behaviors
under a contract from the
National Institutes of Health
National Institute of Nursing Research
Office of Behavioral and Social Sciences Research
5415 Mark Dabling Boulevard
Colorado Springs, CO 80918
BSCS Development Team
Design Conference Participants
Rodger W. Bybee, Principal Investigator
Elaine Borawski, Case Western Reserve University,
Jerry Phillips, Project Director
Cleveland, Ohio
Kristin Jenkins, Curriculum Developer
Nsombi Davis, Herbert Hoover Middle School, Rockville,
Mark Bloom, Curriculum Developer
Maryland
Pamela Warren, Project Assistant
Willa Doswell, University of Pittsburgh, Pittsburgh,
Ted Lamb, Evaluator
Pennsylvania
Molly Stuhlsatz, Evaluator
Julie Downs, Carnegie Mellon University, Pittsburgh,
Barbara Perrin, Production Manager
Pennsylvania
Dottie Watkins, Production Coordinator
Brian Finch, RAND Corporation, Santa Monica, California
Stacey Luce, Production Assistant
Norma Gilman, Edison Junior High, San Angelo, Texas
Jeff Marshall, Irving Middle School, Colorado Springs,
BSCS Administrative Staff
Colorado
Carlo Parravano, Chair, Board of Directors
Marvin Nochowitz, Haines School, Chicago, Illinois
Rodger W. Bybee, Executive Director
Pam Van Scotter, Director, Curriculum Development
Primary Field-Test Teachers
Division
Mitchell Comisky, Forest Glen Middle School, Coral
Janet Carlson Powell, Associate Director, Chief Science
Springs, Florida
Education Officer
Cassie Cox, Sherrard Junior High School, Wheeling, West
Virginia
National Institutes of Health
Diane French, Imagine Academy, Granada Hills, California
Janice Phillips, National Institute of Nursing Research
Laura Hays, Collaborative Education Program, Greeley,
Genevieve DeAlmeida-Morris, National Institute of Nursing
Colorado
Research
Susan Liscio, Eastern Middle School, Silver Spring,
Melinda Tinkle, National Institute of Nursing Research
Maryland
Deborah H. Olster, Office of Behavioral and Social Sciences
Brian Menzie, Thomas C. Marsh Middle School, Dallas,
Research
Texas
Judith Mulvihill, Office of Behavioral and Social Sciences
Janie Murray, Southeast Middle School, Kernersville, South
Research
Carolina
Bruce Fuchs, Office of Science Education
Rosalie Zonder, Our Lady of Mercy School, Madison,
Lisa Strauss, Office of Science Education
Connecticut
Cindy Allen, Office of Science Education
Adult Human Behavior Video Cast (SAIC)
SAIC Staff
Jessica Kolis, Steve Larson, Jessica Nakles, Donnie Pope,
Bach Nguyen, Project Manager
Blake Porch, Sung Rho, and Katie Riley
Steve Larson, Project Management Director
James Chandler, Director of Internet Services
Cover Design
Doug Green, Project Lead
Tim Cook, Medical Arts, National Institutes of Health
Tommy D’Aquino, Multimedia Director
Chris Doud, Video Producer
This material is based on work supported by the National
Mark Ford, Video Producer
Institutes of Health under Contract No. 263-03-C-0039.
John James, Multimedia Developer
Any opinions, findings, conclusions, or recommendations
Jeff Ludden, Multimedia Programmer
expressed in this publication are those of the authors and
Pat Leffas, Multimedia Programmer
do not necessarily reflect the view of the funding agency.
Dave Nevins, Audio Engineer
Katie Riley, Web Developer
Copyright © 2006 by BSCS. All rights reserved. You have
Mary Jo Mallonee, Web Developer, Editor, and Quality
the permission of BSCS to reproduce items in this module
Assurance
for your classroom use. The copyright on this module,
however, does not cover reproduction of these items for
Advisory Committee
any other use. For permissions and other rights under this
Elaine Borawski, Case Western Reserve University,
copyright, please contact BSCS, 5415 Mark Dabling Blvd.,
Cleveland, Ohio
Colorado Springs, CO 80918-3842; www.bscs.org; info@bscs.
Janet Erickson, C.R. Anderson Middle School, Helena,
org; (719) 531-5550.
Montana
Baruch Fischoff, Carnegie Mellon University, Pittsburgh,
NIH Publication Number 07-5288
Pennsylvania
ISBN: 1-929614-22-5
Sally Greer, Whitford Middle School, Beaverton, Oregon
Ron Steingard, Massachusetts Executive Office of Health
and Human Services
Please contact the NIH Office of Science
Education with questions about this
supplement at supplements@science.
education.nih.gov.
Contents
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii About the National Institute of Nursing Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix About the Office of Behavioral and Social Sciences Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi Introduction to The Science of Healthy Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
• What Are the Objectives of the Module?
• Why Teach the Module?
• What’s in It for the Teacher?
Implementing the Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
• What Are the Goals of the Module?
• What Are the Science Concepts and How Are They Connected?
• Science Content of the Lessons
• Conceptual Flow of Activities
• How Does the Module Correlate to the National Science Education Standards?
− Content Standards: Grades 5−8
− Teaching Standards
− Assessments Standards
• How Does the BSCS 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning?
− Engage
− Explore
− Explain
− Elaborate
− Evaluate
• How Does the Module Support Ongoing Assessment?
• How Can Controversial Topics Be Handled in the Classroom?
Using the Student Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
• Format of the Lessons
• Timeline for the Module
Using the Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
• Hardware/Software
Requirements
• Downloading and Installing Adobe Flash Player
• Getting the Most out of the Web Site
• Collaborative
Groups
• Web Activities for Students with Disabilities
Information about the Science of Healthy Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
1 What Is Behavior? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2 Studying Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.1 Behavioral and Social Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.2 Types of Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.3 Behavioral and Social Science Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
2.4 Careers in Behavioral and Social Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3 Influences on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4 Behavioral and Social Science Research and Cardiovascular Disease . . . . . . . . . . . . . . . . . . . . 28
4.1 Health Outcomes of Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
4.2 Identifying Behavioral Trends, Risky Behaviors, and At-Risk Groups . . . . . . . . . . . . . . . . 29
4.3 Behavioral Interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
4.4 Maximizing Effective Medical and Behavioral Treatments . . . . . . . . . . . . . . . . . . . . . . . . . 30
4.5 Behavioral and Social Science Research and Public Health . . . . . . . . . . . . . . . . . . . . . . . . 31
4.6 The Science of Healthy Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
5 Web Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Student Lessons
• Lesson
1— Defining Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
• Lesson
2— Influences on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
• Lesson
3— Tools of Social and Behavioral Science: The Survey. . . . . . . . . . . . . . . . . . . . . . . . . 57
• Lesson
4— Behavioral Specialists at Work: The Healthcare Setting . . . . . . . . . . . . . . . . . . . . . . 79
• Lesson
5— Behavioral Specialists in the Healthcare Setting . . . Again . . . . . . . . . . . . . . . . . . . 95
Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Letter to Parents and Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Foreword
This curriculum supplement, from The
learning and are inquiry-based to help students
NIH Curriculum Supplements Series, brings
develop problem-solving strategies and critical
cutting-edge medical science and basic
thinking.
research discoveries from the laboratories of
the National Institutes of Health (NIH) into
Each curriculum supplement comes with a
classrooms. As the largest medical research
complete set of materials for both teachers and
institution in the United States, NIH plays a
students, including printed materials, extensive
vital role in the health of all Americans and
background and resource information, and
seeks to foster interest in research, science, and
a Web site with interactive activities. The
medicine-related careers for future generations.
supplements are distributed at no cost to
NIH’s Office of Science Education (OSE) is
teachers across the United States. All materials
dedicated to promoting science education and
may be copied for classroom use but may
scientific literacy.
not be sold. We welcome your feedback. For
a complete list of curriculum supplements,
We designed this curriculum supplement to
updates, and availability and ordering
complement existing life science curricula
information, or to submit feedback, please visit
at both the state and local levels and to be
our Web site at http://science.education.nih.gov or
consistent with National Science Education
write to
Standards.1 It was developed and tested by a
Curriculum Supplements Series
team composed of teachers, scientists, medical
Office of Science Education
experts, and other professionals with relevant
National Institutes of Health
subject-area expertise from institutes and
6100 Executive Boulevard
medical schools from across the country;
Suite 3E01 MSC 7520
representatives from the National Institute of
Bethesda, MD 20892-7520
Nursing Research and the Office of Behavioral
and Social Sciences Research; and curriculum-
We appreciate the valuable contributions of the
design experts from Biological Sciences
talented staff at BSCS and SAIC. We are also
Curriculum Study (BSCS) and SAIC. The
grateful to the NIH scientists, advisors, and all
authors incorporated real scientific data and
other participating professionals for their work
actual case studies into classroom activities.
and dedication. Finally, we thank the teachers
A three-year development process included
and students who participated in focus groups
geographically dispersed field tests by teachers
and field tests to ensure that these supplements
and students.
are both engaging and effective.
The structure of this module enables teachers
I hope you find our series a valuable addition
to effectively facilitate learning and stimulate
to your classroom and wish you a productive
student interest by applying scientific concepts
school year.
to real-life scenarios. Design elements include
a conceptual flow of activities based on the
Bruce A. Fuchs, Ph.D.
BSCS 5E Instructional Model, multisubject
Director
integration emphasizing cutting-edge science
Office of Science Education
content, and built-in assessment tools.
National Institutes of Health
Activities promote active and collaborative
supplements@science.education.nih.gov
1 In 1996, the National Academy of Sciences released the National Science Education Standards, which outlines what everyone should understand about science by the time they graduate from high school. The Standards encourages teachers to select major science concepts that empower students to use information to solve problems rather than stressing memorization of unrelated information.
v
About the National Institutes of Health
Begun as the one-room Laboratory of Hygiene
• understanding of mental, addictive, and
in 1887, the National Institutes of Health (NIH)
physical disorders; and
today is one of the world’s foremost biomedical
• collection, dissemination, and exchange
and behavioral research centers and the federal
of information in medicine and health,
focal point for health research in the United
including the development and support of
States.
medical libraries and the training of medical
librarians and other health information
Mission and Goals
specialists.
The NIH mission is science in pursuit of
fundamental knowledge about the nature and
Organization
behavior of living systems and the application
Composed of 27 separate institutes and
of that knowledge to extend healthy life and
centers, NIH is one of eight health agencies
reduce the burdens of illness and disability.
of the Public Health Service within the U.S.
The goals of the agency are to
Department of Health and Human Services.
• foster fundamental creative discoveries
NIH encompasses 75 buildings on more than
and innovative research strategies and
300 acres in Bethesda, Md., as well as facilities
their applications as a basis for advancing
at several other sites in the United States. The
significantly the nation’s capacity to protect
NIH budget has grown from about $300 in
and improve health;
1887 to more than $28 billion in 2005.
• develop, maintain, and renew scientific
resources—both human and physical—that
Research Programs
will ensure the nation’s ability to prevent
One of NIH’s principal concerns is to invest
disease;
wisely the tax dollars entrusted to it for
• expand the knowledge base in medical and
the support and conduct of this research.
associated sciences in order to enhance the
Approximately 82 percent of the investment is
nation’s economic well-being and ensure
made through grants and contracts supporting
a continued high return on the public
research and training in more than 2,000
investment in research; and
research institutions throughout the United
• exemplify and promote the highest level of
States and abroad. In fact, NIH grantees are
scientific integrity, public accountability,
located in every state in the country. These
and social responsibility in the conduct of
grants and contracts make up the NIH
science.
Extramural Research Program.
NIH works toward meeting those goals by
Approximately 10 percent of the budget goes to
providing leadership, direction, and grant
NIH’s Intramural Research Programs, the more
support to programs designed to improve the
than 2,000 projects conducted mainly in its
health of the nation through research in the
own laboratories. These projects are central to
• causes, diagnosis, prevention, and cure of
the NIH scientific effort. First-rate intramural
human diseases;
scientists collaborate with one another
• processes of human growth and
regardless of institute affiliation or scientific
development;
discipline and have the intellectual freedom
• biological effects of environmental
to pursue their research leads in NIH’s own
contaminants;
laboratories. These explorations range from
vii
basic biology to behavioral research, to studies
Impact on the Nation’s Health
on treatment of major diseases.
Through its research, NIH has played a major
role in making possible many achievements
Grant-Making Process
over the past few decades, including these:
The grant-making process begins with an
• Mortality from heart disease, the number
idea that an individual scientist describes in
one killer in the United States, dropped by
a written application for a research grant. The
36 percent between 1977 and 1999.
project might be small, or it might involve
• Improved treatments and detection methods
millions of dollars. The project might become
increased the relative five-year survival rate
useful immediately as a diagnostic test or
for people with cancer to 60 percent.
new treatment, or it might involve studies of
• With effective medications and psycho-
basic biological or behavioral processes whose
therapy, the 19 million Americans who suffer
clinical value may not be apparent for many
from depression can now look forward to a
years.
better, more productive future.
• Vaccines are now available that protect
Each research grant application undergoes peer
against infectious diseases that once killed
review. A panel of scientific experts, primarily
and disabled millions of children and adults.
from outside the government, who are active
• In 1990, NIH researchers performed the first
and productive researchers in the health
trial of gene therapy in humans. Scientists
sciences, first evaluates the scientific merit
are increasingly able to locate, identify, and
of the application. Then, a national advisory
describe the functions of many of the genes
council or board, composed of eminent
in the human genome. The ultimate goal is
scientists as well as members of the public who
to develop screening tools and gene therapies
are interested in health issues or the biomedical
for the general population for cancer and
or behavioral sciences, determines the project’s
many other diseases.
overall merit and priority in advancing the
research agenda of the particular NIH funding
Science Education
institutes and centers.
Science education by NIH and its institutes and
centers contributes to ensuring the continued
About 38,500 research and training appli ca-
supply of well-trained basic research and clinical
tions are reviewed annually through the NIH
investigators, as well as the myriad professionals
peer-review system. At any given time, NIH
in the many allied disciplines who support
supports 35,000 grants in universities, medical
the research enterprise. These efforts also help
schools, and other research and research
educate people about scientific results so that
training institutions, both nationally and
they can make informed decisions about their
internationally.
own—and the public’s—health.
NIH Nobelists
This curriculum supplement is one such
The roster of people who have conducted NIH
science education effort, a collaboration among
research or who have received NIH support
four partners: the NIH National Institute for
over the years includes some of the world’s
Nursing Research, the NIH Office of Behavioral
most illustrious scientists and physicians.
and Social Sciences Research, the NIH Office
Among them are 115 winners of Nobel Prizes
of Science Education, and Biological Sciences
for achievements as diverse as deciphering
Curriculum Study.
the genetic code and identifying the causes of
hepatitis. You can learn more about Nobelists
For more about NIH, visit its Web site at
who have received NIH support at http://www.
http://www.nih.gov.
nih.gov/about/almanac/nobel/index.htm.
viii
About the National Institute
of Nursing Research
There are more than two and a half million
• a community awareness program decreased
nurses in the United States, making nursing
the exposure to lead for children in a low-
the largest healthcare profession. People
income neighborhood;
consistently rate nurses highly for being
• a coping-skills program taught teenagers
trustworthy. You can find nurses in a variety
with diabetes ho