• At the end of the discussion, ask students
• Insist upon a nonhostile environment in the
to summarize the points that they and their
classroom. Remind students to respond to
classmates have made. Respect students
ideas instead of to the individuals presenting
regardless of their opinion about any
those ideas.
controversial issue.
15
Implementing the Module
Using the Student Lessons
The heart of this module is a set of five
• Materials lists all the materials other than
classroom lessons that allow students to
photocopies needed for each activity in the
discover important concepts related to behavior
lesson.
and the study of behavior. To review these
• Preparation outlines what you need to do to
concepts in detail, refer to the Conceptual Flow
be ready to teach the activities in the lesson.
of the Lessons chart on page 6.
Procedure details the steps in each activity
Format of the Lessons
in the classroom. It provides implementation
As you review the lessons, you will find that
hints and answers to discussion questions.
each contains several major features.
Within the procedure section, annotations
At a Glance offers a convenient summary of
provide additional commentary.
the lesson.
• Tip from the field test details suggestions
• The Overview provides a short summary of
from field-test teachers for teaching
student activities.
strategies, class management, and module
• The Major Concepts section presents the central
implementation and is identified by a field-
ideas that the lesson is designed to convey.
test icon (see page 18).
• Objectives lists specific understandings
• Note to teachers gives information about
or abilities students should have after
issues that may be confusing or that need to
completing the lesson.
be emphasized.
• Teacher Background specifies which
• Assessment provides strategies for gauging
sections of Information about the Science
student progress throughout the module, and is
of Healthy Behaviors (pages 23–32) relate
identified by an assessment icon (see page 18).
directly to the lesson. This background
• Icons identify specific annotations:
reading provides the science content that
supports the key concepts covered in the
identifies teaching strategies that
lesson. This information is not intended to
address specific science content
form the basis of lectures to students nor is
standards as defined by the National
it intended as a direct resource for students.
Science Education Standards.
Rather, it enhances your understanding of
the content so that you can facilitate class
identifies when to use the Web site
discussions, answer student questions, and
as part of the teaching strategy.
provide additional examples.
Instructions in the Procedures section
tell you how to access the Web site
In Advance provides instructions for collecting
and the relevant activity. Specific information
and preparing materials required to complete
about using the Web site can be found in Using the
the activities in the lesson.
Web Site (see page 19). A print-based alternative
• Web-Based Activities tells you which of the
to each Web activity is provided for classrooms in
lesson’s activities use The Science of Healthy
which Internet access is not available.
Behaviors Web site as the basis for instruction.
• Photocopies lists the paper copies and
identifies a print-based alternative
transparencies that need to be made from
to a Web-based activity to be used
masters that are provided after Lesson 5, at
when computers are not available.
the end of the module.
17
The Science of Healthy Behaviors
The print-based activity addresses the same
lesson organizer is intended to be a memory
concepts as its Web-based counterpart.
aid for you to use only after you become
familiar with the detailed procedures for the
identifies when an assessment is
activities. It can be a handy resource during
embedded in the module’s structure.
lesson preparation as well as during classroom
An annotation suggests strategies
instruction.
for assessment.
Masters to be photocopied are found after
identifies suggestions from field-
Lesson 5, at the end of the module.
test teachers for teaching strategies,
class management, and module
Timeline for the Module
implementation.
The timeline below outlines the optimal plan
for completing the lessons in this module. This
The Lesson Organizer provides a brief
plan assumes you will teach the activities on
summary of the lesson. It outlines procedural
consecutive days. If your class requires more
steps for each activity and includes icons
time to discuss issues raised during a lesson
that denote where in each activity masters,
or to complete activities, adjust your timeline
transparencies, and the Web site are used. The
accordingly.
Suggested Timeline
Timeline Activity
3 weeks ahead
Reserve computers.
Check performance of the Web site. Be sure appropriate versions of the
required plug-ins are installed on the computers.
If your school district requires parental consent for students to fill out
surveys, copy and distribute the Permission Letter at the end of the
supplement (after Master 5.2).
7 days ahead
Make photocopies and transparencies.
Gather materials.
Day 1
Lesson 1
Monday
Activity 1: What Is Behavior? (Or, What Are You Doing?)
Day 2
Lesson 2
Tuesday
Activity 1: Influences on Behavior (Or, Why Did You Do That?)
Day 3
Lesson 3
Wednesday
Activity 1: Physical Activity Survey (Or, What Do You Do?)
Activity 2: Analyzing the Physical Activity Survey Results (Or, Who Else
Does That?)
Day 4
Lesson 3 (continued)
Thursday
Activity 2: conclude
Day 5
Lesson 3 (continued)
Friday
Activity 3: Getting More out of Surveys
Day 6
Lesson 4
Monday
Activity 1: What’s the Problem?
Activity 2: Changing Behaviors
Day 7
Lesson 4 (continued)
Tuesday
Activity 2: conclude
Day 8
Lesson 5
Wednesday
Activity 1: The Problem Remains
18
Using the Web Site
The Web site for The Science of Healthy
The recommended hardware and software
Behaviors is a wonderful tool that can engage
requirements for using the Web site are listed
student interest in learning, enhance students’
in the table below. Although your computer
learning experience, and orchestrate and
configuration may differ from what is listed,
individualize instruction. The Web site
the Web site may still be functional on your
features simulations that articulate with three
computer. The most important items in this list
of the unit’s lessons. To access the Web site,
are current browsers and plug-ins.
type the following URL into your browser:
http://science.education.nih.gov/supplements/
Downloading and Installing Adobe Flash
healthy/teacher. Click on the link to a specific
Player
lesson under Web Portion of Student
To experience full functionality of the Web site,
Activities.
Adobe Flash Player, version 6.0 or higher, must
be downloaded and installed on the hard drive of
Hardware/Software Requirements
each computer that will be used to access the site.
The Web site can be accessed from Apple
The procedure for downloading and installing
Macintosh and IBM-compatible personal
Adobe Flash Player is as follows:
computers. Links for downloading the Adobe
• Open a Web browser.
Flash plug-in are provided on the Web site’s
• Access the main page of the Web site at
Getting Started page. This plug-in is required for
http://science.education.nih.gov/supplements/
the activities to function properly.
healthy/teacher. Click on “Getting Started.”
Recommended Hardware/Software Requirements for Using the Web Site*
CPU/Processor (PC Intel, Mac)
Pentium III, 600 MHz; or Mac G4
Operating system (DOS/Windows, Mac OS)
Windows 2000 or higher; or Mac OS 9 or newer
System memory (RAM)
256 MB or more
Screen setting
1024 × 768 pixels, 32 bit color
Netscape Communicator, version 7 or better, or
Browser
Microsoft Internet Explorer, version 6 or better
Browser settings
JavaScript enabled
Free hard drive space
10 MB
Connection speed
T1, cable, or DSL
Adobe Flash Player (version 6 or better); or Apple
Plug-ins, installed for your Web browser
QuickTime Player (version 6 or better)
Audio
Sound card with speakers
*For users of screen-reader software, a multichannel sound card such as Sound Blaster Live!TM is recommended.
19
The Science of Healthy Behaviors
This will open up a page of information on
are closer to actual life than print-based
system requirements for the module.
media offer;
• Scroll down to the “Recommended Setup”
• support teachers in experimenting with
section and click on the link to “Adobe
new instructional approaches that allow
Flash.” This will bring up the Adobe Flash
students to work independently or in small
Player Download Center Web site.
teams—technology gives teachers increased
• The Download Center Web site should
credibility among today’s technology-literate
present you with the option of installing the
students; and
latest version (highest number) of Adobe
• increase teachers’ productivity—technology
Flash Player. As of June 2006, this was
helps teachers with assessment, record
version 8.
keeping, and classroom planning and
• Click on the button marked “Install Now”
management.
or “Download Now.” Clicking this button
will allow Adobe’s Web site to download and
The ideal use of the Web site requires one
install Flash Player on your computer’s hard
computer for each student team. However, if
drive. If you are using Internet Explorer, the
you have only one computer available, you can
installation will happen automatically after
still use the Web site. For example, you can
clicking the “Install Now” button. If you are
use a projection system to display the monitor
using Netscape, you will have to download
image for the whole class to see. Giving
and run the installation file. Follow the on-
selected students in the class the opportunity
screen instructions provided.
to manipulate the Web activities in response
• Your Web browser may present you with a
to suggestions from the class can give students
security dialog box asking if you would like
some of the same autonomy in their learning
to install and run Adobe Flash Player. Click
that they would gain from working in small
“Yes.”
teams. Alternatively, you can rotate student
• After a minute or so, you should once again
teams through the single computer station. If
see the Adobe Download Center Web page
you do not have access to the Web site, you can
on your browser. There will be a box toward
use the print-based alternatives provided for
the top of the page containing clickable text.
each Web activity.
The appearance of this box in your browser
window indicates that you have successfully
Collaborative Groups
downloaded and installed Adobe Flash
We designed many of the activities in the
Player.
lessons to be done by teams of students
working together. Although individual students
Getting the Most out of the Web Site
working alone can complete these activities,
Before you use the Web site, or any other piece
this strategy does not stimulate the types of
of instructional software in your classroom, it
student-student interactions that are part of
may be valuable to identify some of the benefits
active, collaborative, inquiry-based learning.
you expect the software to provide. Well-
Therefore, we recommend that you organize
designed instructional multimedia software can
collaborative teams of two to four students
• motivate students by helping them enjoy
each, depending on the number of computers
learning—students want to learn more
available. Students in teams larger than this
when content that might otherwise be
will have difficulty organizing the student-
uninteresting is enlivened;
computer interactions equitably. This can lead
• offer unique instructional capabilities that
to one or two students’ assuming the primary
allow students to explore topics in greater
responsibility for the computer-based work.
depth—technology offers experiences that
Although large groups can be efficient, they
20
do not allow all students to experience the
Web Activities for Students
in-depth discovery and analysis that the Web
with Disabilities
site was designed to stimulate. Team members
The Office of Science Education (OSE) is
not involved directly may become bored or
committed to providing access to the NIH
disinterested.
Curriculum Supplements Series Curriculum
Supplement Series for individuals with
We recommend that you keep students in the
disabilities, including members of the
same collaborative teams for all the activities
public and federal employees. To meet this
in the lessons. This will allow each team to
commitment, we comply with the requirements
develop a shared experience with the Web site
of Section 508 of the Rehabilitation Act. Section
and with the ideas and issues that the activities
508 requires that individuals with disabilities
present. A shared experience will also enhance
who are members of the public seeking these
your students’ perceptions of the lesson as a
materials will have access to and use of
conceptual whole.
information and data that are comparable to
those provided to members of the public who
If your student-to-computer ratio is greater
are not individuals with disabilities. The online
than four to one, you will need to change
versions of this series have been prepared to
the way you teach the module from the
comply with Section 508.
instructions in the lessons. For example, if you
have only one computer available, you may
If you use assistive technology (such as a
want students to complete the Web-based work
Braille reader or a screen reader) and the format
over an extended time period. You can do this
of any materials on our Web site interferes with
several ways. The most practical way is to use
your ability to access the information, please let
your computer as a center along with several
us know. To enable us to respond in a manner
other centers at which students complete
most helpful to you, please indicate the nature
other activities. In this approach, students
of the problem, the format in which you would
rotate through the computer center, eventually
like to receive the material, the Web address
completing the Web-based work you have
of the requested material, and your contact
assigned.
information.
A second way to structure the lessons if you
Contact us at
have only one computer available is to use
Curriculum Supplements Series
a projection system to display the desktop
Office of Science Education
screen for the whole class to view. Giving
National Institutes of Health
selected students in the class the opportunity
6100 Executive Boulevard, Suite 3E01
to manipulate the Web activities in response
MSC7520
to suggestions from the class can give students
Bethesda, MD 20892-7520
some of the same autonomy in their learning
supplements@science.education.nih.gov
they would have gained from working in small
teams.
21
Using the Web Site
The Science of Healthy Behaviors
The Science of Healthy Behaviors 508-Compliant Web Activities For students with hearing
Lesson, activity
For students with sight impairment
impairment
Lesson 1,
The Learning Behavior and
On each video page, there is a link to a
Activity 1
Nonhuman Primate Behavior
video with descriptive narration. These
videos do not have audio
videos include a narrated description of the
and, therefore, do not have
video.
captioning.
To view the captioning
for the Adult Human
Behavior video, students can
click on the closed-captioning
icon. The icon is located in the
top left corner of the video
after it begins playing. The text
appears at the bottom of the
video.
Lesson 3,
No special considerations are
The forms are designed to be compatible
Activities 2 and 3
required.
with assistive software.
The Analyzing the Physical Activity Survey
Results report table and graph contain blank
areas that are designed to be completed
by groups in class. A note for screen-reader
software and other assistive software
indicates this.
The tables and bar graphs in this lesson
are designed to be accessible with assistive
software.
Lesson 4,
No special considerations are
Students using screen-magnification or
Activities 1 and 2
required.
screen-reading software have the option of
choosing an alternate, accessible version
of the activity. The content of the alternate
activity is equivalent to the original’s, but
it has been specially designed for use with
assistive software. Students can choose this
option from a menu that appears when the
activity first loads.
Supervision is recommended.
22
Information about the
Science of Healthy Behaviors
1 What Is Behavior?
culture to culture. Some behaviors are social,
Webster’s New World Dictionary defines
involving interactions with others. Behaviors
behavior as “the way a person behaves or
change based on an individual’s age, education,
acts.”28 Behavior effectively includes anything
social status, and situation.
and everything an individual or group does.
Behaviors play key roles in survival, long- and
Given the inclusiveness of the term, it should
short-term health, and emotional and physical
not be surprising if students have difficulty
well-being. Some behaviors are instinctual,
defining behavior. One of the goals of this
and others are conscious choices. Behaviors
curriculum supplement is for students to
result from a complex interaction between
gain a more complete understanding of what
genetics and the environment, and they include
constitutes behavior. Students will also begin
emotional and physical actions and reactions.
to analyze the causes and effects of behaviors
Some behaviors are learned and vary from
and think about the process and results of
modifying behaviors. Ideally, this information
will provide students with tools to evaluate
their own behavioral choices, with the goal of
improved health.
2 Studying Behavior
2.1 Behavioral and Social Sciences
The goal of the behavioral and social sciences
is to better understand human behaviors and
apply this understanding to improving the
quality of life for peo