Evaluation Form, Page 1.
Step 10
• Instruct students to proceed with their evaluation.
Activity 2: Changing Behaviors
Reconvene the class in groups of three or four students. Ask
Page 86
students to suggest risk factors for heart disease that a patient
Step 1
cannot modify.
• Write their suggestions on the board.
Ask students to suggest risk factors for heart disease that a patient
Page 86
can modify.
Step 2
• Write their suggestions on the board.
Ask students if they believe that people can change their behaviors.
Page 86
Step 3
90
Give each group one copy of Master 4.5, Second Memo. Display a
Page 87
transparency of the master and ask a student to read it aloud.
Step 4
Have students log on to the Web site and click on the link to
Page 87
Lesson 4—Healthcare Setting, “Activity 2—Changing Behaviors.”
Step 5
Give each student one copy of Master 4.2, Behavioral Sciences
Pages 87–88
Evaluation Form, Page 2. Instruct groups to
Step 6
• review the modifiable risk factors for heart disease,
• decide how Joe M. should change specific behaviors,
• consult the information about Joe’s environment, and
• record on page 2 of Master 4.2 specific behavioral
recommendations aimed at lowering Joe’s risk for heart
disease.
Reconvene the class. Ask groups to share their recommendations.
Page 88
Write the responses on a transparency of Master 4.6, Prescription
Step 7
Pad.
= Involves copying a master.
= Involves making a transparency.
= Involves using
the Internet.
91
Student Lesson 4
The Science of Healthy Behaviors
Lesson 4 Organizer: Print Version
What the Teacher Does
Procedure Reference
Activity 1: What’s the Problem?
Ask students to reflect on their preliminary training as behavioral
Page 84
scientists and explain to you what they have learned during the
Step 1
previous lessons.
Explain to students that they will use their training to investigate
Page 84
behaviors of an individual who has been admitted into the hospital
Step 2
with heart problems.
Divide the class into groups of three or four students.
Page 84
• Give each group one copy of Master 4.1, The First Memo.
Step 3
• Display a transparency of Master 4.1, The First Memo, and ask
a volunteer to read it aloud.
Give each group one copy of Master 4.3, Patient Notes, and one
Page 84
copy of Master 4.4, Reference Manual.
Step 4
Instruct students to identify factors that may have contributed to
Pages 84–85
the patient’s heart disease.
Steps 5 and 6
• Acquaint students with the reference manual and explain how
it will help them accomplish their task.
Ask students to read the General Patient Information found on
Page 85
Master 4.3, Patient Notes.
Step 7
Give each student one copy of Master 4.2, Behavioral Sciences
Pages 85–86
Evaluation Form, Page 1.
Step 8
• Instruct students to proceed with their evaluation.
Activity 2: Changing Behaviors
Reconvene the class in groups of three or four students. Ask
Page 88
students to suggest risk factors for heart disease that a patient
Step 1
cannot modify.
• Write their suggestions on the board.
Ask students to suggest risk factors for heart disease that a patient
Page 88
can modify.
Step 2
• Write their suggestions on the board.
Ask students if they believe that people can change their behaviors.
Page 88
Step 3
Give each group one copy of Master 4.5, Second Memo. Display a
Page 88
transparency of the master and ask a student to read it aloud.
Step 4
92
Give each student one copy of Master 4.2, Behavioral Sciences
Page 89
Evaluation Form, Page 2. Give each group one copy of Master 4.7,
Step 5
Joe’s Environment. Instruct groups to
• review the modifiable risk factors for heart disease,
• decide how Joe M. should change specific behaviors,
• consult the information about Joe’s environment, and
• record on page 2 of Master 4.2 specific behavioral
recommendations aimed at lowering Joe’s risk for heart
disease.
Reconvene the class. Ask groups to share their recommendations.
Page 89
Write the responses on a transparency of Master 4.6, Prescription
Step 6
Pad.
= Involves copying a master.
= Involves making a transparency.
93
Student Lesson 4
Lesson 5
Evaluate
Behavioral Specialists
in the Healthcare
Setting . . . Again
Overview
At a Glance
This lesson consists of one activity and should take one classroom
period to complete. It provides an opportunity for students to pull
information together and demonstrate an understanding of basic
concepts investigated in earlier lessons. Students continue to role-play
behavioral specialists in a hospital scenario. After learning that
Joe M., the fictitious patient from Lesson 4, has had only limited
success maintaining his program of behavior modification, students are
presented with their final tasks. They prepare a list of influences on Joe’s
behaviors and then design questions to gain specific information about
these influences.
Major Concepts
Individuals exhibit specific behaviors. Behaviors originate from various
influences. Asking well-designed, specific questions is an important tool
of scientists who study human behavior. Modifying behavior depends on
complex relationships among many influences in a person’s life.
Objectives
After completing this activity, students will
• recognize that changing one’s behavior requires an understanding of
the influences in one’s life, and
• be able to design specific questions to clarify the role that specific
influences play in determining behavior.
Background Information
See the following sections in Information about the Science of Healthy
Behaviors:
2.3 Behavioral and Social Science Tools (pages 25–26)
3 Influences on Behavior (pages 27–28)
4 Behavioral and Social Science Research and Cardiovascular Disease
(pages 28–32)
95
The Science of Healthy Behaviors
In Advance
Web-Based Activities
Activity
Web component?
1
No
Photocopies
Activity
Master
Number of copies
1
Master 5.1, The Final Memo
1 copy per team or
1 transparency
Master 5.2, The Final Tasks
1 copy per student
Materials
Activity
Materials
1 None
Preparation
Activity 1
Students who used the Web version of Lesson 4 will need either
access to a computer to review Joe M.’s patient information or a
hard copy of Master 4.3, Patient Notes. Students also will need their recommendations for modifications to Joe M.’s behaviors from the
previous lesson.
Procedure
Activity 1: The Problem Remains
1. Ask students if they have ever tried to change a behavior.
You can ask for a show of hands and then accept a specific example
from one or two students.
2. Ask students if they were successful in changing a behavior. If
they were not successful, why do they believe they could not
change the behavior?
You can ask for a show of hands and again accept an example from
one or two students. Keep the discussion short, but make sure
it includes mention of the many influences on behavior and the
relationships among influences. Students studied these in Lessons 2
and 3.
3. Tell students that it is time to see how well Joe M. did with his
behavior modification plan. Divide the class into groups of three
or four. Give each group a copy of Master 5.1, The Final Memo,
96
and read it with the class. Alternatively, display a transparency
of Master 5.1 for the class to follow.
The memo describes the final tasks for the class. Students’ major
tasks are twofold. First, after reviewing Joe’s old and new patient
information, students are to pick one of Joe’s behaviors and list
influences on that behavior. If necessary, clarify for students that
“people (groups)” could refer to family, friends, or co-workers, for
instance. They may identify additional groups. Second, students
should prepare lists of questions to gain specific information about
the influences they identify. They should prepare a list for each
influence.
Tip from the field test: It may be helpful to show students
the transparency of Master 2.1, Influences, to reengage them
about the many influences on behavior.
4. Give each student a copy of Master 5.2, The Final Tasks, and ask
them to review the updated behavioral history information for
Joe M.
Students learn that Joe M. has had some success modifying his
behaviors. They learn that Joe successfully quit smoking, and his
wife’s quitting at the same time had a positive influence on this.
Furthermore, students learn about Joe’s partially successful and
unsuccessful attempts to change some other behaviors. A hint is
provided concerning Joe’s attempt to increase his physical activity.
5. Explain to students that they should begin by choosing one of
Joe’s behaviors and then listing influences in Joe’s life on that
behavior.
Students can list the influences on the back of Master 5.2, The Final
Tasks. Give students five minutes for this task. Students may choose
Content Standard F:
from any of Joe’s behaviors, including engaging in physical activity
Students should
and eating. They should be able to identify a number of influences
understand the risks
on the behavior they choose (such as family, co-workers, Joe’s job
associated with
itself, climate, and various aspects of Joe’s environment), as well as
natural hazards, bio-
speculate about a number of others (for example, Joe probably has
friends, watches TV, and reads magazines). Students may identify
logical hazards, social
influences relating to socioeconomic status. For instance, they may
hazards, and personal
speculate that Joe’s income may determine whether he can continue
hazards.
to afford his gym membership or buy healthy foods, which tend to
be more expensive than less-healthy foods. Allow students to be
creative.
6. Reconvene the class. Ask several groups to share the influences
they identified.
97
Student Lesson 5
The Science of Healthy Behaviors
After one or two groups have responded, you can ask if other groups
have anything new to offer. Limit discussion at this point and move
to the next task.
7. Tell students that they now must gain specific information
about the influences in Joe M.’s life. They should make a list
of questions to gain information about the influences they
identified.
Allow students about 15 minutes to do this. You may want to limit
students to what they determine to be the three or four major
influences. In the interest of time, each group member can focus on
a different influence. Good questions are simple and ask for only
one piece of information at a time. Questions should be specific and
ask for information that will enhance students’ understanding of
why people behave as they do. For instance, students probably have
identified family as an influence for Joe. Consequently, they may
want to know if Joe’s wife engages in regular physical activity. If she
does, in what activities does she engage? How often does she engage
in physical activity? Is it possible for Joe and his wife to exercise
together? Does anyone in Joe’s family like to cook? What are typical
meals at Joe’s house? Does the family eat together? Because there are
so many questions that can be asked, you may consider limiting the
number of questions students should generate (for example, 5 to 10).
8. Ask students to include a brief statement of how the answers to
these questions will help in preparing a new behavior plan for
Joe.
Assessment: As a
formal assessment,
Students are answering the questions, Why do I want to know the
collect students’ cop-
answer to this question? and How would I use the information I get
ies of Master 5.2, The
from Joe? If, for example, Joe’s family engages in regular physical
activity, Joe may find it easier to become more physically active
Final Tasks.
himself. A new behavioral intervention plan could suggest that Joe
and members of his family make time to walk together, for example.
9. Reconvene the class. Ask different groups to share the questions
they came up with and explain specifically why they want to ask
each question.
Do this as time allows.
98
Lesson 5 Organizer
What the Teacher Does
Procedure Reference
Activity 1: The Problem Remains
Ask students,
Page 96
• “Have you ever tried to change a behavior?”
Steps 1 and 2
• “If so, were you successful?”
• “If you were not successful, why did you fail?”
Explain to students they will now learn what progress was made by
Pages 96–97
Joe M. in changing his behaviors related to risk for heart disease.
Step 3
• Divide the class into groups of three or four students.
• Give each group one copy of Master 5.1, The Final Memo.
• Display a transparency of Master 5.1 and ask a student
volunteer to read it aloud.
Give each student one copy of Master 5.2, The Final Tasks. Ask
Page 97
students to review the updated behavioral history for Joe M.
Steps 4 and 5
• Groups should select one behavior and list influences in Joe’s
life on that behavior.
Reconvene the class and ask groups to share their results.
Pages 97–98
Step 6
Explain to students that they need to obtain specific information
Page 98
about the influences in Joe M.’s life. Instruct them to work in
Step 7
groups and create a list of questions designed to gain information
about the influences that they identified.
Ask students to write a brief statement explaining how answers to
Page 98
these questions will help prepare a new behavioral plan for Joe.
Step 8
Reconvene the class. Ask groups to share the questions they have
Page 98
prepared. Students should explain why they want to ask each
Step 9
question.
= Involves copying a master.
= Involves making a transparency.
99
Student Lesson 5
Masters
Lesson 1, Defining Behavior
Master 1.1, Observation Guide Sheet . . . . . . . . . . . . . . . . . . . student copies and transparency ( Web version only)
Master 1.2, Behavior Record . . . . . . . . . . . . . . . . . . . . . . . . . student copies and transparency ( print version only)
Master 1.3, Health Outcomes of Behaviors . . . . . . . . . . . . . . . student copies (optional) and transparency
Lesson 2, Influences on Behavior
Master 2.1, Influences: Examples, by Category . . . . . . . . . . . transparency Master 2.2, Influences on Behavior . . . . . . . . . . . . . . . . . . . . transparency Lesson 3, Tools of Social and Behavioral Science: The Survey
Master 3.1, Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . student copies and transparency Master 3.2, Comparison Guide . . . . . . . . . . . . . . . . . . . . . . . student copies and transparency ( Web version only)
Master 3.3, Add Health Study Data . . . . . . . . . . . . . . . . . . . team copies and transparency ( print version only)
Master 3.4, Class and Add Health Study Comparison. . . . . . student copies and transparency ( print version only)
Master 3.5, Analysis Guide . . . . . . . . . . . . . . . . . . . . . . . . . . student copies and transparency Master 3.6, Influences on Physical Activity Behaviors . . . . . . team copies and transparency ( print version only)
Lesson 4, Behavioral Specialists at Work: The Healthcare Setting
Master 4.1, The First Memo . . . . . . . . . . . . . . . . . . . . . . . . . . team copies or transparency Master 4.2, Behavioral Sciences
Evaluation Form (2 pages) . . . . . . . . . . . . . . . . . . . . . . . . . student copies Master 4.3, Patient Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . team copies ( print version only) Master 4.4, Reference Manual (3 pages) . . . . . . . . . . . . . . . . . team copies ( print version only) Master 4.5, The Second Memo . . . . . . . . . . . . . . . . . . . . . . . . team copies or transparency Master 4.6, Prescription Pad . . . . . . . . . . . . . . . . . . . . . . . . . transparency Master 4.7, Joe M.’s Environment . . . . . . . . . . . . . . . . . . . . . . team copies Lesson 5, Behavioral Specialists in the Healthcare Setting ... Again
Master 5.1, The Final Memo . . . . . . . . . . . . . . . . . . . . . . . . . team copies or transparency Master 5.2, The Final Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . team copies Permission Letter
Letter to Parents and Guardians . . . . . . . . . . . . . . . . . . . . . student copies, if school district requires 101
Observation Guide Sheet
Name: ___________________________
Record your observations of the video clips on this sheet. Record behaviors you observe, as well as those you only hear about. Record as many behaviors as you can, but be careful to record only the behavior and not what you think it means. Use the third column, General Behaviors, to record overall categories of behavior. Check each box that applies.
Research
Specific Behaviors
General Behaviors
Project
(check all that apply)
Learning
®
Social bonding
behavior
®
Obtaining/Eating Food
®
Activity/Exercise
®
Self-protection
®
Communication
®
Other:______________
Nonhuman
®
Social bonding
primate
®
Obtaining/Eating Food
behavior
®
Activity/Exercise
®
Self-protection
®
Communication
®
Other:______________
Adult human
®
Social bonding
behavior
®
Obtaining/Eating Food
®
Activity/Exercise
®
Self-protection
®
Communication
®
Other:______________
Master 1.1
Behavior Record
Name: ___________________________
For each situation listed in the first column, find an example of it in your own life. Note the time and location and who was present. Observe the behaviors for two to five minutes.
Describe the behaviors you observed in that time, but be careful to record only the behaviors. Do not record the reasons for the behaviors.
Situation
Time and
Who was
Describe behavior
location
present?
Students in class 1:30 p.m.,
Teacher, Mr.
Mr. Smith handed out papers and
Jefferson Middle Smith; 32 8th-
explained the assignment, showing
School
grade students
an example on the board.