running; he’s going to drive over to a restaurant to get some fried
chicken. The woman declines, saying she is too busy to stop now,
but may go for a walk later. A third man walks by and says he’d like
to go for a run if the first man will wait while he smokes a cigarette.
7. After students have made their observations, reconvene the
class. Ask students to share their observations.
Use the transparency of the Master 1.1, Observation Guide Sheet, to
record behaviors that were observed in each video clip.
8. On the basis of the previous discussions, have students refine
their definition of “behavior” if necessary.
Guide students to one general definition of behavior based on their
observations.
Note to teachers: Behavior is a very broad term that includes
virtually everything any individual or group does, whether
instinctual or learned. The goal here is for students to realize that
behavior is a very broad, inclusive term, and is not limited to
deliberately “good” or “bad” actions.
9. Ask students what outcomes (or consequences) can result from
the behaviors they observed. Are these outcomes good or bad?
40
Student responses will vary. You may wish to begin with the
Nonhuman Primate Behavior video. After surveying student
observations, guide the class to the Adult Human Behavior video.
Use observations from this video for the remainder of the lesson.
If students do not suggest outcomes that relate to health, guide
the discussion to include this idea. Some behaviors may have both
positive and negative health outcomes. For example, a person might
twist an ankle while running, but most of the time, they will be in
better overall health because of the physical activity.
10. Hand out Master 1.3, Health Outcomes of Behaviors. Ask
students to identify which of the health-related outcomes
(good and bad) are short-term (that is, the outcome will occur
immediately or in the very near future)? Which of the health-
related outcomes are long-term (that is, the outcome will occur
sometime in the more distant future)?
Use an overhead of Master 1.3 to record student comments. Some
behaviors may have both short-term and long-term consequences.
For example, physical activity can improve cardiac (heart) health
in the long term, but it may result in sore muscles or some injury
in the short term. Some health consequences may be very subtle. In
the Adult Human Behavior video, one person wants to smoke, which
has an immediate physiological consequence of reaction to nicotine,
which may feel good to the smoker but results in serious long-term
outcomes. Poor diet, such as habitually eating high-fat-content fried
foods, has long-term and short-term health effects. Poor diet can lead
to lack of energy or susceptibility to diseases. Long-term problems
occur with increasing weight and lack of essential nutrients. The
table below offers some suggestions for prompting students.
Behavior
Poor Short-
Good Short-
Poor Long-
Good Long-
Term Health Term Health Term Health Term Health
Outcome
Outcome
Outcome
Outcome
Smoking
Negligible
Feel good
Lung cancer, None
decreased
lung capacity
Exercise
Injury
Have fun,
Negligible
Improved
feel good
overall
health, more
energy
Eating a
Lack of
Possible
Overweight
None
Poor Diet
energy,
weight loss
or under-
increased
with low
weight,
risk of illness caloric intake increased
susceptibility
to illness
41
Student Lesson 1
The Science of Healthy Behaviors
11. Ask students for their ideas about why the behaviors they
observed in the videos occurred. For example, why would an
adult go for a run at lunch time?
Assessment:
Students may suggest very specific reasons and outcomes. Separate
Listening to student
these two concepts in lists on the board. Bring the students back to
responses will allow
the two lists and guide them to general category descriptions that
you to determine
recognize reasons and outcomes as separate concepts. In Lesson 2,
students will investigate why people behave in certain ways.
how well students are
now able to reason
12. Ask students why it would be important to understand the
scientifically.
reasons people behave the way they do.
Students may realize that in order to modify a behavior, under-
stand ing the reasons for the behavior is critical. Use this idea of the
reasons behind behaviors to lead into Lesson 2, in which students
explore factors that influence behavior.
For classes using the print version of this activity:
1. The day before you begin this lesson, give each
student a copy of Master 1.2, Behavior Record.
Explain to students that they will begin their
training as social and behavioral scientists. They will be using
observation as their tool for this study.
Have students use the remainder of their day at school and their time
at home that evening to fill in the chart. They should bring their
completed chart to the next class session. Explain that they have
some flexibility in the situations they observe, and that they do not
need to make extensive observations. There is no right or wrong
set of observations to make. Do not get into a discussion of what
behavior is. If students ask for a definition of behavior, ask them to
think about it as they make their observations of what people are
doing in different situations.
2. The following day, begin class by asking students, “What is
behavior?”
Write key words from their definitions on the board and try to derive
a consensus definition. Accept all responses. When you see that
thinking is engaged, move on to the next step.
Note to teachers: Asking this question requires students to call on
their prior knowledge and to engage their thinking. At this point,
do not critique student responses. Appropriate teacher comments
are short and positive, such as “good” and “what else?” Other
appropriate teacher responses include, “Why do you believe that?”
42
or “How do you know that?” Questions such as these allow you
to assess current student knowledge about the subject and adjust
lessons accordingly. They also provide a springboard to “Let’s find
out” or “Let’s investigate.” In general, it’s time to move forward when
you see that thinking has been engaged.
Content Standard A:
Behavior is one kind
3. Ask students
of response an organ-
• if they have ever heard of anyone who studies behavior in
ism can make to an
animals or people;
internal or environ-
• why scientists would study behavior; and
mental stimulus.
• why studying animal behavior might be useful.
Students may suggest specific people, such as Sigmund Freud or
Jane Goodall. Alternatively, they may name professions, such as
psychologists or psychiatrists. If necessary, give some examples (see
2.4 Careers in Behavioral and Social Sciences in Information about the Science of Healthy Behaviors). Mention school counselors or popular
media figures such as Dr. Phil.
Students may also need prompting on animal behavior studies.
Suggest some familiar examples such as animal trainers (Siegfried
and Roy) or highly trained working animals such as herding or guide
dogs. Students may suggest that studying behavior is interesting,
or that studying deviant behavior can help people understand and
perhaps prevent it. Students may not realize the full value of animal
models. They may understand that studying animals can be cheaper
or more convenient. (See note below for more on animal models.)
Keep this discussion brief. After introducing the idea of studying
behaviors scientifically, move on to the next step.
Note to teachers: Studying animal behavior is useful on several
levels. For example, many behaviors of nonhuman primates are
similar to those of humans. Information derived from observing
nonhuman primates can often be applied directly to humans. Some
animals’ behaviors are much simpler than human’s, and these
animals can be used to study behaviors that are too complex to
understand in humans. For example, in one video that students will
view, a rat in a special training environment learns to press a lever
to receive food. It is much simpler for scientists to observe a rat in
isolated and controlled circumstances than to study how people
learn to perform tasks in their complex environments. Finally,
humans are not good study subjects for many reasons. For example,
humans cannot be kept in a controlled environment, and they
reproduce and mature slowly. Also, some studies require treatments
that would be unethical in humans. Many would argue that some
treatments are unethical in animals as well. Others would cite the
valuable knowledge gained from animal studies that benefit both
humans and animals. In any case, try to steer students away from an
ethics debate, which is beyond the scope of this material.
43
Student Lesson 1
The Science of Healthy Behaviors
4. Ask students to refer to their completed Master 1.2, Behavior Record.
Ask them to share their observations for each of the situations listed.
Focus on behaviors observed by the students, rather than on time,
location, or who was present. Use the transparency of the Master
1.2, Behavior Record, or write on the board to show what behaviors
were observed in different situations.
5. Ask students what basic needs these behaviors may have met.
Responses may indicate common and important needs, such as
obtaining food and nourishment, finding shelter, communicating,
social bonding, protecting oneself, and exercising or building
strength and physical skills.
6. On the basis of the previous discussion, have students refine
their definition of “behavior,” if necessary.
Guide students to one general definition using their observations.
Note to teachers: Behavior is a very broad term that includes
virtually everything any individual or group does, whether
instinctual or learned. The goal here is for students to realize that
behavior is a very broad, inclusive term, and is not limited to
deliberately “good” or “bad” actions.
7. Ask students what outcomes (or consequences) can result from
the behaviors they observed. Are these outcomes good or bad?
Student responses will vary. For example, students may observe
that friends help each other, or that someone cooking dinner was
providing necessary food. If students do not suggest outcomes that
relate to health, guide the discussion to include this idea. Some
behaviors may have both positive and negative health outcomes.
For example, a person might receive an injury playing sports, but
they will enjoy playing with friends and be in better overall health
because of the physical activity.
8. Hand out Master 1.3, Health Outcomes of Behaviors. Ask students
to identify which of the health-related outcomes (good and bad)
are short-term (that is, the outcome will occur immediately or in
the very near future). Which of the health-related outcomes are
long-term (that is, the outcome will occur sometime in the more
distant future)?
Guide students to recognize short-term and long-term health
outcomes of different behaviors. Use an overhead of Master 1.3 to
record student comments. Some behaviors may have both short-term
and long-term consequences. For example, physical activity can
44
improve cardiac (heart) health in the long term, but it may result
in sore muscles or some injury in the short term. Try to keep the
discussion moving along the lines of likely health outcomes and not
improbable ones. Guide students away from unlikely scenarios, such
as walking home could lead to someone’s twisting an ankle or being
hit by a bus. Some health consequences may be very subtle. For
example, students may not recognize the long-term health benefits
of having a strong social network. The table below offers some
suggestions for prompting students.
Behavior
Poor Short-
Good Short-
Poor Long-
Good Long-
Term Health Term Health Term Health Term Health
Outcome
Outcome
Outcome
Outcome
Smoking
Negligible
Feel good
Lung cancer, None
decreased
lung capacity
Exercise
Injury
Have fun,
Negligible
Improved
feel good
overall
health, more
energy
Eating a
Lack of
Possible
Overweight
None
Poor Diet
energy,
weight loss
or under-
increased
with low
weight,
risk of illness caloric intake increased
susceptibility
to illness
9. Have students discuss their ideas about why the behaviors they
observed occurred. For example, why would someone cook a
meal? Why would friends talk to each other?
Students may suggest very specific reasons and outcomes. Separate
these two concepts in lists on the board. Bring the students back to
the two lists and guide them to general category descriptions that
recognize reasons and outcomes as different concepts. In Lesson 2,
students will investigate why people behave in certain ways.
10. Ask students why it would be important to understand the
reasons people behave they way they do.
Students may realize that in order to modify a behavior, under-
stand ing the reasons for the behavior is critical. Use this idea of the
reasons the behavior occurs to lead into Lesson 2, in which students
explore factors that influence behavior.
45
Student Lesson 1
The Science of Healthy Behaviors
Lesson 1 Organizer: Web Version
What the Teacher Does
Procedure Reference
Activity 1: What Is Behavior? (Or, What Are You Doing?)
Divide the class into groups of two to four. Facilitate a class
Pages 37–38
discussion. Focus on the following questions:
Steps 1 and 2
• What is behavior?
• Have you ever heard of anyone who studies behavior in
animals or people?
• Why would scientists study behavior?
• Why might studying animal behavior be useful?
Explain to students that they will visit a behavioral and social
Page 38
science research institute to begin training as a social and
Step 3
behavioral scientist. Give each student one copy of Master 1.1,
Observation Guide Sheet.
Have students log onto the Web site and click on “Activity 1—What
Page 38
Is Behavior?”
Step 4
Instruct groups to click on the “Proceed to Video” link and watch
Pages 38–39
the video. Demonstrate the use of Master 1.1, Observation Guide
Step 5
Sheet.
Instruct groups to view the other videos and record their
Pages 39–40
observations on Master 1.1.
Step 6
Reconvene the class. Have students share their observations. Ask stu-
Page 40
dents whether they refined their definition of behavior and, if so, how.
Steps 7 and 8
Ask students,
Pages 40–41
• “What outcomes (or consequences) can result from the
Step 9
observed behaviors?”
• “Are these outcomes good or bad?”
Give each student a copy of Master 1.3, Health Outcomes of
Page 41
Behaviors.
Step 10
• Display a transparency of Master 1.3.
• Instruct students to identify which health-related outcomes
are short-term and which are long-term.
Ask students,
Page 42
• “Why did the observed behaviors occur?”
Steps 11 and 12
• “Why might it be important to understand the reasons people
behave as they do?”
= Involves copying a master. = Involves using the Internet. = Involves making a transparency.
46
Lesson 1 Organizer: Print Version
What the Teacher Does
Procedure Reference
Activity 1: What Is Behavior? (Or, What Are You Doing?)
The day before beginning the lesson, give each student one copy
Page 42
of Master 1.2, Behavior Record. Explain to students that they will
Step 1
begin their training as social and behavioral scientists.
Begin the lesson by facilitating a class discussion. Focus on the
Pages 42–43
following questions:
Steps 2 and 3
• What is behavior?
• Have you ever heard of anyone who studies behavior in
animals or people?
• Why would scientists study behavior?
• Why might studying animal behavior be useful?
Display a transparency of Master 1.2, Behavior Record. Ask students
Page 44
to share their observations of each situation and write them on the
Step 4
transparency.
Ask students to identify the basic needs that each behavior may
Page 44
have met.
Step 5
Ask students if they have refined their definition of behavior and, if
Page 44
so, how.
Step 6
Ask students,
Page 44
• “What outcomes (or consequences) can result from the
Step 7
observed behaviors?”
• “Are these outcomes good or bad?”
Give each student a copy of Master 1.3, Health Outcomes of
Pages 44–45
Behaviors.
Step 8
• Display a transparency of Master 1.3.
• Instruct students to identify which health-related outcomes
are short-term and which are long-term.
Ask students,
Page 45
• “Why did the observed behaviors occur?”
Steps 9 and 10
• “Why might it be important to understand the reasons people
behave as they do?”
= Involves copying a master.
= Involves making a transparency.
47
Student Lesson 1
Lesson 2
Explore
Influences on Behavior
Explain
Overview
At a Glance
This lesson consists of one activity and should take one class period
to complete. It focuses on having students recognize the reasons
underlying behaviors (that is, why people behave as they do) as well as
the many factors influencing behaviors. Students begin by examining
reasons for common behaviors and thinking about the influences that
create these reasons. Students then create a diagram depicting these
influences on behavior. Students also consider the extent to which an
individual can modify his or her behavior based on the influences in his
or her life.
Major Concepts
Individuals behave in certain ways for particular reasons. Reasons
for behavior stem from various influences. These influences can be
classified in general categories, such as biological, personal, social, or
environmental. Individuals can modify the behaviors based on some
influences more easily than they can modify the behaviors based on
others.
Objectives
After completing this lesson, students will
• be able to describe the reasons for behaviors,
• recognize and be able to describe influences on behaviors, and
• be able to describe behaviors that can be modified more easily and
those that can be modified either with more difficulty or not at all.
Teacher Background
See the following section in Information about the Science of Healthy
Behaviors:
3 Influences on Behavior (pages 27–28)
49
The Science of Healthy Behaviors
In Advance
Web-Based Activities
Activity
Web component?
1
No
Photocopies
Activity
Master
Number of copies
1