• Ask students, “Do the summary data from the previous activity
Steps 1–4
contain all the information that can be obtained from the
survey?”
• Suggest ways to get more information about physical activity
behaviors and influences form the survey.
• Give students an example of a question that can elicit more
information from the survey data.
Have students log onto the Web site and click on “Lesson 3—
Pages 65–66
Activity 3, Getting More out of Surveys.”
Step 5
Display a transparency of Master 3.5 Analysis Guide, and lead
Page 67
students through a sample analysis.
Step 6
• From “Behavior,” select “Active work around the house such as
cleaning, laundry, or yardwork.”
• From “Influences,” select “Male.”
Instruct students to type in the research question, Do males or
Page 67
females do more active work around the house?
Step 7
• Have students click the “Generate Report” button.
• Write the research question and the results on the
transparency.
Instruct students to click on the “Back” button.
Pages 67–68
• From “Behavior,” have students select “Active work around the
Step 8
house such as cleaning laundry or yardwork.”
• From “Influences,” have students select “Female.”
• If necessary, have students reenter the research question.
• Have students click the “Generate Report” button.
Ask students to answer the research question posed earlier and
Page 68
provide evidence for their responses.
Step 9
74
Give each student one copy of Master 3.5, Analysis Guide. Instruct
Pages 68–69
students to perform their own survey analysis. Groups should
Steps 10 and 11
• Choose a behavior and an influence.
• Write their research question.
• Click the “Generate Report” button.
• Record their results on Master 3.5 and answer the questions
on the second page of the master.
If time permits, ask student volunteers to report their research
Page 69
questions and the results of their analyses.
Step 12
Ask students,
Page 69
• “Which influences seem to have an impact on behaviors?”
Step 13
• “Do you see any difference in the results for males compared
with females?”
• “Which influences can an individual modify?”
• “Which influences can an individual not modify (or modify
with difficulty)?”
Explain that social and behavioral scientists use surveys in the same
Page 69
way. They develop research questions, collect and analyze data,
Step 14
draw conclusions, and decide how to continue their investigation.
= Involves copying a master.
= Involves making a transparency.
= Involves using
the Internet.
75
Student Lesson 3
The Science of Healthy Behaviors
Lesson 3 Organizer: Print Version
What the Teacher Does
Procedure Reference
Activity 1: Physical Activity Survey (Or, What Do You Do?)
Instruct students to raise their hands if they have ever participated
Page 59
in a survey. Ask students for their definition of a survey.
Step 1
On the board, write the question, Do you play a sport?
Pages 59–60
• Ask two or three students to respond.
Step 2
• Write their answers on the board.
Explain that they will study physical activity patterns among
Page 60
students.
Step 3
• Ask students to revise the question on the board or ask a new
one.
• Write new questions and their answers on the board.
Select answers from a single student. Ask the class,
Pages 60–61
• “Does everyone agree with these answers?”
Step 4
• “How many students must answer a question to represent
how all (or most) students would respond?”
• “Would the answers represent how all (or most) students in
the school would respond?”
• “Would the answers represent how middle school students at
other schools in the city, state, or country would respond?”
• “Would the answers represent how students in lower or
higher grades would respond?”
Give each student one copy of Master 3.1, Survey. Explain to
Pages 61–62
students that they will participate in a survey of physical activity
Step 5
behaviors of middle school students.
Activity 2: Analyzing the Physical Activity Survey Results
(Or, Who Else Does That?)
Display a transparency of Master 3.1, Survey. Tally the class data
Page 64
from the individual student surveys.
Step 1
Divide the class into groups of two to four students.
Page 65
• Give each group one copy of Master 3.3, Add Health Study
Step 2
Data.
• Give each student one copy of Master 3.4, Class and Add
Health Study Comparison.
Explain that each group will compare their class’s responses for two
Page 65
questions with those from all classes in the database and with data
Step 3
from the Add Health study.
76
Instruct the groups to copy the Add Health data into the tables on
Page 65
Master 3.4, Class and Add Health Study Comparison.
Step 4
• Students should graph the percentages on Master 3.4.
Reconvene the class. Ask students if they observed response
Pages 65–66
differences between their class and participants of the Add Health
Steps 5 and 6
study, and if so, why? Ask,
• “Which data set is the most accurate?”
• “Sometimes, small and large data sets show similar
percentages for responses to the same question. Why?”
Activity 3: Getting More out of Surveys
Ask students, “Do the summary data from the previous activity contain
Pages 69–70
all the information that can be obtained from the survey?” Suggest
Steps 1–3
ways to get more information about physical activity behaviors and
influences form the survey. Provide students with an example of a
question that can elicit more information from the survey data.
Display a transparency of Master 3.6, Influences on Physical Activity.
Page 70
Explain the data to students.
Step 4
Display a transparency of Master 3.5, Analysis Guide, and lead
Page 70
students through a sample analysis.
Steps 5 and 6
• From “Behavior” on Master 2.6, select “active work around the
house such as cleaning, laundry, or yardwork.”
• Select “Male” as the influence.
• On the transparency, write the research question, Do males or
females do more active work around the house?
Transfer the appropriate data for males and females to the
Pages 70–71
transparency of Master 3.5, Analysis Guide.
Step 7
Ask students to answer the research question posed earlier and
Pages 71–72
provide evidence for their responses.
Step 8
Give each student one copy of Master 3.5, Analysis Guide, and give each Page 72
group one copy of Master 3.6, Influences on Physical Activity Behaviors.
Step 9
Instruct students to perform their own survey analysis. Groups should
Page 72
• Choose a behavior and an influence.
Step 10
• Write their research question
• Transfer the appropriate data from Master 3.6 to the table on
Master 3.5.
If time permits, ask student volunteers to report their research
Page 72
questions and the results of their analyses.
Step 11
77
Student Lesson 3
The Science of Healthy Behaviors
Ask students,
Page 72
• “Which influences seem to have an impact on behaviors?”
Step 12
• “Do you see any difference in the results for males compared
with females?”
• “Which influences can an individual modify?”
• “Which influences can an individual not modify (or modify
with difficulty)?”
Explain that social and behavioral scientists use surveys in the same
Page 72
way. They develop research questions, collect and analyze data,
Step 13
draw conclusions, and decide how to continue their investigation.
= Involves copying a master.
= Involves making a transparency.
78
Lesson 4
Behavioral Specialists
Elaborate
at Work: The
Healthcare Setting
At a Glance
Overview
This lesson consists of two activities and should take two class periods
to complete. Students role-play behavioral clinicians in a hospital
scenario to investigate factors that may have influenced the health of a
fictitious person, Joe M., who has been admitted to the hospital for heart
disease. In Activity 1, student teams analyze and evaluate various data
for Joe, including his behavioral history and his own and his family’s
medical histories. In Activity 2, students develop recommendations for
changes in specific behaviors that should decrease Joe’s risk of continued
health problems. These activities allow students to combine their
understandings of what behavior is and how behavior is studied from
Lessons 1 and 3 and their understanding of influences on behavior from
Lessons 2 and 3. Students develop an awareness that behaviors can have
long-term, health-related outcomes and that behaviors can be modified.
This lesson can be done on the Web or with printed materials.
Major Concepts
Health is influenced by factors that we may not be able to modify (such
as genetics) and by factors that we may be able to modify by changing
behaviors (such as being physically inactive). Behaviors have both
positive and negative effects on health. Behaviors can have both short-
term and long-term effects on health. Behaviors can be modified to affect
health positively.
Objectives
After completing this activity, students will
• recognize that health is influenced by various factors, some of which
relate to behavior;
• explain how modifying behaviors can change factors that affect
human health;
• recognize the relationship between behavior and health, including
positive and negative outcomes, and long-term and short-term
outcomes, or effects; and
• identify ways in which behaviors can be changed to improve health
outcomes.
79
The Science of Healthy Behaviors
Background Information
See the following sections in Information about the Science of Healthy
Behaviors:
3 Influences on Behavior (pages 27–28)
4 Behavioral and Social Science Research and Cardiovascular Disease
(pages 28–32)
In Advance
Web-Based Activities
Activity
Web component?
1
Yes
2
Yes
Photocopies
Activity
Master
Number of copies
1
Master 4.1, The First Memo
1 copy per team or
For Web version
1 transparency
Master 4.2, Behavioral Sciences 1 copy per student
Evaluation Form, Page 1
1
Master 4.1, The First Memo
1 copy per student
For print version
or 1 transparency
Master 4.2, Behavioral Sciences 1 copy per student
Evaluation Form, Page 1
Master 4.3, Patient Notes
1 copy per team
Master 4.4, Reference Manual
1 copy per team
2
Master 4.2, Behavioral Sciences 1 copy per student
For Web version
Evaluation Form, Page 2
Master 4.5, The Second Memo
1 copy per team or
1 transparency
Master 4.6, Prescription Pad
1 transparency
2
Master 4.2, Behavioral Sciences 1 copy per student
For print version Evaluation Form, Page 2
Master 4.5, The Second Memo
1 copy per team or
1 transparency
Master 4.6, Prescription Pad
1 transparency
Master 4.7, Joe M.’s Environment 1 copy per team
80
Materials
Activity
Materials
1 (print and Web
None
versions)
2 (print and Web
None
versions)
Preparation
Activity 1
For classrooms using the Web version of this activity, you will need
computers with an Internet connection. Verify that the computer lab
is reserved for your classes or that classroom computers are ready to
use. To save time, have computers online and at the correct URL: http://
science.education.nih.gov/supplements/healthy/student. This is a main menu page that contains links to this unit’s Web activities.
For classrooms using the print version of this activity, you will need to create enough “patient files” so that each student team has both a copy
of Master 4.3, Patient Notes, and a copy of Master 4.4, Reference Manual.
You can place each team’s materials in a manila folder.
Activity 2
Students using the Web version of this activity will continue to work on the computer for a portion of the class.
For classrooms using the print version of this activity, no additional preparations are required.
Activity 1: What’s the Problem?
Procedure
In classrooms using the Web version of this activity:
1. Tell students that their preliminary training as
behavioral scientists is complete. Ask them to tell
you the key concepts of their work from Lessons 1, 2, and 3.
Assessment: Step 1
will stimulate think-
Write student responses on the board. The list should include the
ing about the topic
following:
and give you an
• a definition of behavior,
opportunity to assess
• scientists have tools they can use when they study behavior,
informally students’
• some behavior has health-related outcomes, and
• various factors influence behavior.
understanding of key
concepts from Lessons
This review should be done quickly.
1, 2, and 3.
81
Student Lesson 4
The Science of Healthy Behaviors
2. Tell the class that they are ready to put their training to the
test. In a clinical (that is, health-related) setting, they will use
the knowledge gained by behavioral and social scientists to
investigate behaviors that may have influenced the health of a
Content Standard F:
person who has been admitted to the hospital for heart problems.
Individuals can use a
systematic approach
3. Organize students into teams of three or four and distribute one
to thinking critically
copy of Master 4.1, The First Memo, to each team. Tell students
about risks and ben-
to read the memo. Alternatively, show the transparency of the
memo and read it with the class.
efits.
The memo sets up the scenario. Student teams play behavioral-
health-team members at a hospital. The students’ task is to evaluate
the behaviors of a fictitious patient and determine which behaviors
may have been factors in the patient’s heart disease. In Activity 2,
students will make recommendations to the hospital’s behavioral
sciences review board for changes in specific behaviors that should
decrease the patient’s risk of continued health problems.
4. Explain to students that their first task is to identify factors
that may have contributed to the patient’s heart disease.
They will have access to a reference manual (see Step 6) and a
patient file (see Step 8).
5. Direct the teams to their computer stations and ask them to
wait for instructions.
Computers should be at the URL http://science.education.nih.gov/
supplements/healthy/student. This is a main menu page that contains
a link for this activity.
6. Students should then click on the link to Lesson 4—The
Healthcare Setting, “Activity 1—What’s the Problem?”
Students view a short animation, in which they enter County
Hospital and are given a file labeled “Joe M.” As the animation
sequence ends, students see the reference manual’s Table of
Contents overlaying the information contained within Joe M.’s file.
7. Before students begin their work, point out the topics covered
in the manual. Emphasize that the manual contains valuable
information that students need to complete their tasks.
The reference manual contains the information students need to
complete this activity. It provides a definition of heart disease
and brief discussions of the risk factors for heart disease that are
relevant to this lesson.
82
Tip from the field test: Reviewing the reference manual
with students at this time is important; otherwise, they may
not consult it and will have difficulty completing the activity
satisfactorily.
8. Ask students to close the reference manual for now (they may
open it again at any time as they review the information in
Joe’s file). Point out the information students must review to
complete their tasks.
Information accessed on this page sets the stage for the students’
work. Students see links to the following:
• patient information, including a statement of the patient’s health
problem,
• medical history,
• family medical history, and
• behavioral history.
9. Ask students to click on the link to “Patient Information.”
Content Standard F:
Information on the Patient Information page introduces students to
Regular exercise is
Joe M.
important to the main-
tenance and improve-
10. Give each student one copy of Master 4.2, Behavioral Sciences
Evaluation Form, Page 1, and tell students to proceed with their
ment of health.
evaluation.
Student teams should begin by determining which factors may
have contributed to the patient’s heart disease. They can do this
by evaluating the information on the Medical History, Family
Medical History, and Behavioral History pages. Students can view
this information in any order they want. Allow students 20 to
30 minutes to complete this part of the activity. Students should
consult the reference manual for help with their evaluation. For
example, if they read in the patient’s chart that he is overweight,
they may check the manual to see whether being overweight is a
risk factor for heart disease. Students will make recommendations
for behavioral changes in Activity 2.
Students can identify the following risk factors as those the patient
may not be able to modify:
• family history of heart disease (genetics) and
• the high blood cholesterol if it is due to genetics and not the
patient’s diet.
Students can identify the following risk factors as those the patient
may be able to modify by changing behaviors:
• smoking,
83
Student Lesson 4
The Science of Healthy Behaviors
• physical activity,
• nutrition,
• weight control, and
• stress.
Assessment:
Note that while an individual cannot modify the genes they inherit
Collect and review
from their parents, one can modify an inherited health risk, such as
Master 4.2, Behavioral
heart disease, by modifying behaviors. This should become clear as
Sciences Evaluation
students consider a behavioral modification program for Joe M.
Form, Page 1, from
each student. Students In classrooms using the print version of this activity: will need the information on Master 4.2,
1. Tell students that their preliminary training as
Page 1, to complete
behavioral scientists is complete. Ask them to tell
Activity 2.