teen health - snoqualmie valley school district 1 teen health course 1 v ... there is one concept...

TEEN HEALTHCourse 1

Chapter 1 Fast Files

Your Health and Wellness

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and familieswithout charge; and be used solely in conjunction with the Teen Health program. Any other reproduction, for sale or other use, is expressly prohibited.

Printed in the United States of America.

Send all inquiries to:Glencoe/McGraw-Hill21600 Oxnard Street, Suite 500Woodland Hills, California 91367

ISBN-13: 978-0-07-874847-9ISBN-10: 0-07-874847-X

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Table of ContentsTeacher Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Chapter 1 ResourcesChapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Performance Assessment Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Building Health Skills Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Chapter 1 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Lesson 1 ResourcesConcept Mapping Activity 1-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Health Application: Decision-Making Activity 1-1 . . . . . . . . . . . . . . . . . . . . . . . 10Reteaching Activity 1-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Enrichment Activity 1-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Guided Reading and Writing Activity 1-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Lesson Quiz 1-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lesson 2 ResourcesConcept Mapping Activity 1-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Health Application: Cross-Curriculum Activity 1-2 . . . . . . . . . . . . . . . . . . . . . . . 16Reteaching Activity 1-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Enrichment Activity 1-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Guided Reading and Writing Activity 1-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Lesson Quiz 1-2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Lesson 3 ResourcesConcept Mapping Activity 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Teaching the Health Lab 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Health Application: Health Lab Activity 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Reteaching Activity 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Enrichment Activity 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Guided Reading and Writing Activity 1-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Lesson Quiz 1-3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Lesson 4 ResourcesConcept Mapping Activity 1-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Health Application: Cross-Curriculum Activity 1-4 . . . . . . . . . . . . . . . . . . . . . . . 31Reteaching Activity 1-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Enrichment Activity 1-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Guided Reading and Writing Activity 1-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson Quiz 1-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

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Chapter 1 Teen Health Course 1

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Lesson 5 ResourcesConcept Mapping Activity 1-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Health Application: Decision-Making Activity 1-5 . . . . . . . . . . . . . . . . . . . . . . . 37Reteaching Activity 1-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Enrichment Activity 1-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Guided Reading and Writing Activity 1-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Lesson Quiz 1-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Teacher ResourcesParent Letter and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Performance Assessment Teacher Resources and Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Universal Access Activity Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Universal Access Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Transparency Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

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Chapter 1 Teen Health Course 1 v

The Fast File Chapter Resource system allows you to conveniently file and access the resources you use most often. The Chapter 1 Fast File includes the core materials needed for Chapter 1. The answers for activities appear at the back of this booklet.

These resources accompany Teen Health Course 1 to help you and your students expand, enrich, review, and assess every les-son. Glencoe provides a variety of resources organized conveniently for the way you teach.

CHAPTER AND LESSON RESOURCESChapter Summary and Activity

Concise, complete summaries cover key concepts and vocabulary. Each lesson in Teen Health is covered in the Chapter Summary. The chapter activities are one-page in length and vary in format.

Building Health Skills ActivitiesThese activities contain additional student

and teacher resources for the Building Health Skills features at the end of each chapter in the student text. The Building Health Skills fea-tures in the text reinforce chapter content and provide an opportunity for students to prac-tice the health skills identified in the National Health Education Standards.

Chapter Tests Each chapter test is divided into three sec-

tions: Reviewing Health Concepts, Apply-ing Health Concepts, and Thinking Critically About Health. Formats include combinations of true/false questions, multiple-choice items, matching items (with lettered words), and fill-in completion items. Thinking Critically About Health consists of two short-essay questions.

Concept Mapping ActivitiesConcept mapping activities help students

see how the information in their textbook is organized. The activities provide visual dis-plays that highlight main ideas, supporting details, cause and effect, and other organizing principles. There is one concept map for each lesson in the student text.

Enrichment ActivitiesThese activities are designed to extend the

concepts introduced in the student textbook. They are recommended for use with students showing a high degree of mastery of the health concepts and skills developed in each lesson. Enrichment activities challenge the students to apply their knowledge and critical thinking skills, analyze situations, and resolve problems presented in case studies.

Reteaching Activities There is a reteaching worksheet for each

lesson in the text. The activities are recom-mended for use with students who need addi-tional help learning the concepts presented in the textbook. A variety of formats include com-pletion items, lists and charts, graphic organiz-ers, acrostics, and other approaches.

HEALTH APPLICATION AND EXTENSION

• Cross-Curriculum ActivitiesCross-curriculum activities help students relate their understanding of health to other academic disciplines. The formats for the cross-curriculum activities are var-ied. There is at least one cross-curriculum activity in each chapter.

• Decision-Making ActivitiesThese worksheets help students under-stand and apply the decision-making process described in Chapter 1 of the text-book. The activities enable students to put themselves in realistic decision-making situations and examine options and out-comes, consider different values, choose a course of action, and evaluate it. There is at least one decision-making activity in each chapter.

• Health LabsThese health labs give students experience making observations and hypotheses, col-lecting and recording data, and forming conclusions based on analysis and inter-pretations of experimental results. There is one health lab activity for each chapter of the student text, keyed to a particular les-son. For each lab, there is a teacher page followed by two student pages.

Teacher Guide to Using the Chapter 1 Fast FileCo

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Guided Reading and Writing ActivitiesGuided Reading reinforces reading skills to

help students comprehend and retain the infor-mation contained in each lesson. The writing exercises give students another way to work closely with the material in the chapter as well as supporting writing skills.

Lesson Quizzes A 10-question objective quiz is provided for

each lesson. Quizzes may be used to review each lesson or may be compiled into a final test that covers all the lessons in the chapter.

TEACHING RESOURCESParent Letters and Activities

A letter for each chapter informs parents or guardians of the instructional program, activi-ties, and assessment techniques to be covered in the chapter. Letters include suggested ways that parents can work with their teen to incor-porate physical activity into their family life.

Performance Assessment Teacher Resources and Rubric

Performance assessment is a way of teach-ing and learning that involves both process and product. More detailed explanation is given on page 43.

Universal Access ActivitiesThe universal access activities address spe-

cial needs in the regular classroom. They are beneficial to all students, but especially so for those with particular special needs.

Lesson PlansEach chapter contains reproducible lesson

plans to help you organize your schedules and teaching strategies for every lesson in Teen Health. The lesson plans are organized for ease of use, allowing you to check off the items you use to teach the lesson.

Teaching Transparency PreviewA brief description of teaching transparen-

cies that go with this chapter is provided. These full-color transparencies are available in the separate Teaching Transparencies Binder, along with a booklet of teaching strategies and activities.

Answer KeyA complete answer key appears at the

back of each chapter booklet. This answer key includes answers for every activity, in the order in which activities appear.

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Name ________________________________________________ Date _________________ Class Period ___________

Chapter 1 Teen Health Course 1 1

Your Health and Wellness

Lesson 1 Your Total HealthHealth is a mix of physical, mental/emotional, and social well-being. Good

health is often pictured as a triangle with three equal sides. Total health exists when all three parts are in balance. You can be physically healthy by staying active, eating properly, and avoiding harmful substances, such as drugs and alcohol. You can develop good mental health by learning to handle stress and by expressing your feelings in positive ways. Your social health is determined by the way you relate to people in your life. Respecting others and getting along with people is a sign of good social health. Wellness is the ability to successfully balance the three health parts.

Lesson 2 Influences on Your HealthA number of factors influence your health. (1) Heredity is passed to you

by your biological parents. These include physical traits such as eye color, skin color, and body shape and type. (2) Environment includes all your surroundings. Your neighborhood, the air you breathe, and the water you drink are parts of your environment. (3) Family and culture also affect your health and influence your eating habits, religious beliefs, and physical activity. Culture is the collected beliefs, customs, and behaviors of a group. (4) Peers are your friends and other people in your age group. Peers can influence you positively or negatively. (5) Media refers to various methods of communicating information, including newspapers, magazines, radio, and the Internet. Information from the media can help you live more healthfully, but some media messages are more reliable than others. Check out all media messages carefully. (6) Technology is the use of scientific ideas to improve the quality of life. (7) Behavior is the way you act in different situations. Some of the factors that influence your health are out of your control. You do, however, have control over your behavior. (8) Your attitude, or what you believe or feel about something or someone, also influences your health.

Lesson 3 Building Health SkillsThere are many important health skills that can have a positive effect

throughout your life. (1) Stay informed—know how to access, or get, reliable information. (2) Take care of yourself—eat the right foods and get enough sleep. (3) Analyze influences—some are more positive than others. Learn to tell the difference between healthy and unhealthy influences. (4) Communicate with others—good communication skills include telling others how you feel. (5) Make decisions and set goals—these skills are step-by-step processes that require careful thought. (6) Be an advocate—support or speak out in favor of.

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Lesson 4 Making Responsible Decisions Decisions, or the choices you make, may be small or large. To make an

important decision, you can follow a six-step process. (1) State the situation. (2) List the options. (3) Weigh the possible outcomes. (4) Consider your values—beliefs that you feel strongly about that help guide the way you live. (5) Make a decision and act on it. (6) Evaluate, or review your decision.

To see if a decision is important enough to use the six-step process, ask yourself the following:

• Will the decision affect others?

• Will there be any long-term effects?

• Will the decision hurt anyone or cause any problems?

If you answer yes to any of these questions, you may want to use the six-step process.

Lesson 5 Setting Health GoalsSetting goals is an important skill that will help you achieve and maintain

good health. There are two types of goals: short-term and long-term. Short-term goals are goals you plan to reach in a short period of time, such as days or weeks. Long-term goals are goals you plan to reach in a period of months or years. Long-term goals are often made up of many short-term goals. You can choose health goals by thinking about your interests and abilities. Then make a plan to help you reach your goals. Good planning is crucial to reaching goals. Make your goals specific. List the steps you will take to reach each goal. Breaking down a goal into smaller tasks helps make reaching the goal easier. Get help from others when you need it. Check your progress regularly. Reward yourself when you reach a goal. Celebrating your accomplishments helps you appreciate the process of setting and reaching goals.



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Goal SettingGoals are things you hope to accomplish. Working toward goals is an

important process. To achieve them, you should have a plan.

Directions: Read the description of two teens below. In the space provided, fill in the appropriate steps to help the teens reach their goals.

I. Every Thanksgiving, Brent’s town has a 5k running and walking event called a Turkey Trot. Some people walk or run the Turkey Trot as a race. Other people participate for exercise or for fun. Brent plays soccer but has never run a 5k race. His soccer coach has urged him to run in the race. In January, he decides to race in the Turkey Trot that year.

1. Brent’s goal: ________________________________________________________

2. Steps to reach the goal: _______________________________________________

a. He can contact his doctor to find out how he can prepare for the Turkey Trot.

b. _________________________________________________________________

c. _________________________________________________________________

3. Others who can help:

a. _________________________________________________________________

4. Evaluate progress:

a. Run 2k by April 1.

b. _________________________________________________________________

c. Run 5k by October 1.

5. Brent’s reward:

____________________________________________________________________

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Chapter 1 Activity

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Developing Good Character

Background

Your total health depends on the balance of your physical, mental/emotional, and social health. These three types of health are connected. When you play team sports, you are taking care of your physical health. Working with others on a team affects your social health. Being a team member influences your mental/emotional health as you handle winning and losing games. The health triangle is a good way to picture how your different types of health are connected.

Task

Make a detailed health triangle poster. Each side of your health triangle should include details of how you view your physical, mental/emotional, and social health. Your health triangle will also include suggestions for improvement.

Audience

You are the audience because you are making the poster for yourself. Your teacher will also look at your poster to make sure your suggestions are realistic.

Purpose

The purpose of the poster is to help you think about how you can improve your total health.

Procedure

Use the check boxes and answer lines to record your progress.

1. Find a sturdy sheet of paper or posterboard for your poster.

2. Draw the health triangle on your paper or posterboard. Write one label on each side: Physical Health, Mental/Emotional Health, and Social Health.

Chapter 1 Performance Assessment ActivityName ________________________________________________ Date _________________ Class Period ___________

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3. Think about your social health. On the side of the triangle labeled Social Health, write down three things about your social health. For example, “I get along with people in my class,” or “I like to talk to my family at the dinner table.”

4. Think about your physical health. On the side of your triangle labeled Physical Health, write down three things about your physical health. For example, “I ride my bike on weekends,” or “I like to run in gym class.”

5. Think about your mental/emotional health. On the side of your triangle labeled Mental/Emotional Health, write down three things about your mental/emotional health. For example, “I cry when I get angry,” or “When I am happy, I like to talk.”

6. Study your health triangle poster. Where do you see room for improvement? You might want to try to ride your bike to school two days a week. Write two suggestions below each triangle. Be realistic!

7. When you complete one of your suggestions, congratulate yourself. Put a sticker or write your initials next to your suggestion.

Assessment

1. Review the classroom assessment list for a poster if it is available.

2. Refer to models of excellent work if they are available.

Chapter 1 Performance Assessment Activity

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Evaluating Influences on Your Health

Skill: Analyzing Influences

Directions: Complete Part A and answer the questions below. Then, working in small groups, examine the chart and complete Part B.

Part A

Imagine you are choosing which after-school club to join. Your are trying to decide between the Drill Team or the Art Club. Use the chart below to help you make your decision. Fill in what you most value to help you decide on a club. Remember to assign a number value in order of importance to each factor.

Decision: Which Club to Join?

Influencing Factors What I value most right now and why

Likes/dislikes_________________________________________________________

_________________________________________________________

Peers_________________________________________________________

_________________________________________________________

Health_________________________________________________________

_________________________________________________________

Part B

1. Which influence has the greatest effect on you? _______________________________

2. Which influence has the least effect on you? __________________________________

3. Name another influence that could affect your decision on which club to join. _________________________________________________________________________

Chapter 1 Building Health Skills ActivityName ________________________________________________ Date _________________ Class Period ___________


Chapter 1 Building Health Skills Activity

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Reviewing Health Concepts (4 points each)

Read each statement carefully. If the statement is true, place a plus sign (+) in the space provided. If the statement is false, cross out the italicized word(s) and write the correct word(s) in the space provided.

__________________ 1. Listing your options is part of the decision-making process.

_________________ 2. Long-term goals can be accomplished without a plan.

_________________ 3. Physical health is measured not only by what you do but also by what you do not do.

_________________ 4. Peers are people in your life older than you.

_________________ 5. One way to maintain mental/emotional health is to express your feelings.

_________________ 6. As you work toward your goal, it is important to periodically check your progress.

_________________ 7. Your heredity is what you feel or believe about something.

_________________ 8. If you ignore any part of your health triangle, your habitsuffers.

Score (number correct � 4 points):

Applying Health Concepts (4 points each)

In the space provided, write the word(s) from the list that will best complete each statement.

9. The process by which biological parents pass traits to their children is __________________________.

10. How you get along with others is a measure of your __________________________ health.

11. An ethical decision is one that your family believes to be __________________________.

12. A __________________________ is something you hope to accomplish.

CHAPTER

1Name ________________________________________________ Date _________________ Class Period ___________


Chapter Test

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Chapter Test

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13. Wearing protective gear during certain activities, such as biking can help __________________________ injury.

14. Major decisions can have serious __________________________.

15. __________________________ is the way you act in many situations.

16. Good __________________________ skills include telling others how you feel.

17. Your environment is the sum total of your __________________________.

18. When you __________________________ for health,you encourage other people to live healthy lives.

19. The first step in analyzing an influence is to identify the __________________________.

20. You should consider both the __________________________ and consequenceswhen making decisions.


Thinking Critically About Health (20 points maximum)

On a separate sheet of paper, write a short paragraph to answer each question. (20 points maximum)

21. Analyze Describe a commercial you have seen in which the advertiser says a certain product will improve your health. Explain why you should think before buying this product.

22. Apply A peer encourages you to ride your bike during a thunderstorm. Describe how you would use HELP to decide what to do. What would be your final decision?

Score (20 points maximum):

Total Score:

Chapter Test

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Directions: Complete the concept map showing the different parts of the health triangle, using terms and phrases from your textbook.

social health,

The health triangleconsists of

__________________ /emotional health,

___________________health,

which involves thehealth of your

__________________ .


___________________ .


__________________ .

This stays healthy by

__________________ ,

__________________ ,and

__________________ .

This stays healthy by__________________ ,

expressing___________________

in healthy ways,and asking for

___________________when needed.

This stays healthy by___________________

well with others,having

___________________for others, and

building__________________ .

Concept Mapping Activity 1-1

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Using the Health TriangleDirections: Read each situation. Select one and answer the

questions in the spaces provided.

Situation A

Juan loves playing tennis. Sometimes he plays tennis instead of meeting with his friends. Last week he played tennis after school until his mom came and got him for dinner. He was very tired in school the next day. Juan has skipped doing his homework twice this week.

Situation B

Sonya is worried about her science project. She was supposed to start it two weeks ago and it is due in five days. She is so worried that she cannot sleep. She is too tired to pay attention in class. Her stomach feels queasy, and she doesn’t want to eat.

1. Which situation did you select? Which part of the health triangle is a problem for this person? ________________________________________________

2. Describe the situation this person is in. _____________________________________

________________________________________________________________________

3. What are some possible choices for this person? Explain how changing one part of the triangle can help the other parts.

a. _____________________________________________________________________

b. _____________________________________________________________________

4. What is the possible outcome of each choice?

a. _____________________________________________________________________

b. _____________________________________________________________________

5. Consider your values. What decision do you think should be made? Why? ____________________________________________________________

6. Describe what action this person should take to follow through with this decision. _______________________________________________________

7. How will this person know whether he or she has made a good decision? _______________________________________________________________

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Balancing Your HealthThe three sides of the health triangle are physical health, mental/

emotional health, and social health. When your life is in balance, all three sides of the triangle are about the same size. When your life is out of balance, one of the sides is probably shorter than the others.

Directions: Draw health triangles for the people below. The triangles will have a short side if the person is struggling with one of their health types.

Social health

Mental/Emotionalhealth

Physical health

1. Clare does not like to eat vegetables or exercise. She never goes to bed before 11:00 p.m. on school nights. She has some good friends and seems happy.

2. Parker has been feeling sad ever since his dog Jake died a month ago. Jake was as old as Parker, and Parker had known Jake his whole life. Parker can’t seem to stop feeling sad.

3. Becky likes to play soccer. She eats healthful foods and always gets enough sleep. She feels happy but does not understand why her friends are so whiny sometimes. When one of them has a problem, they want her to listen and be sympathetic. She tries to listen, but she’d rather be playing soccer.

Reteaching Activity 1-1

Lesson 1



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Developing Healthy HabitsDirections: Read the following paragraph and complete the exercise

by responding to the statements listed below.

Developing healthful habits is a great way to stay healthy. For example, if you are in the habit of taking the stairs between floors at the mall, rather than taking the elevator or escalator, you have developed a good habit that helps you stay healthy. Developing healthy habits is easier if you have a strategy like the one below.

1. Pick a healthy behavior you would like to make into a habit.

________________________________________________________________________

2. Commit to following your plan for two weeks from the day you start your healthful behavior. Write your commitment statement here.

________________________________________________________________________

________________________________________________________________________

3. Write some things that could help you with your goal. For example, if you want to remember to take the stairs at the mall, make up a saying that reminds you to take the stairs instead of the escalator, such as “See you later, escalator!” ___________________________________________

________________________________________________________________________

4. Be positive. Don’t focus on your failures. Notice your progress. Write a positive phrase that you can tell yourself when you have made progress toward your goal. ______________________________________________________

________________________________________________________________________

5. Ask others to help. Have family and friends gently remind you and encourage you. Write the names of people who can help. ______________________

________________________________________________________________________

6. When you have reached your goal date, think about how you can continue your progress. You may want to continue the plan as described, or you may want to modify it. ___________________________________

________________________________________________________________________

Enrichment Activity 1-1

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Your Total Health

Guided Reading

Directions: Please refer to pages 4–7 in the text and answer the following questions.

1. What are the three sides of the health triangle?

________________________________________________________________________

________________________________________________________________________

2. Define the word habit.

________________________________________________________________________

________________________________________________________________________

3. List three examples of good health habits that can lead to wellness.

________________________________________________________________________

________________________________________________________________________

Writing

Directions: Choose one of the following selections and write a paragraph on a separate sheet of paper.

Healthy Habits: Write a journal entry about a day in your life. Focus on your good health habits. Show how you try to balance all three sides of the health triangle in your daily life.

Practicing Healthful Behaviors: Write a short story about a teen who is making healthy decisions. In your story, identify some decisions the teen makes in one day. Show how the teen’s decisions lead to a balanced health triangle.

Guided Reading and Writing Activity 1-1

Lesson 1

In the space provided, write the word(s) from the list that best completes each statement.

1. Barry chooses healthful foods whenever he can. This is an example of a good __________________________.

2. The combination of physical, mental/emotional, and social well-being is called __________________________.

3. If the three sides of your health triangle are balanced, you have reached the state of __________________________.


_________________ 4. Physical health is measured by what you do, not by what you don’t do.

_________________ 5. Health is a pattern of behavior that you follow almost without thinking.

_________________ 6. Even if you manage your health, you may still feel sad occasionally.

_________________ 7. The health triangle consists of your mental/emotional health, your physical health, and your social health.

_________________ 8. Working through problems in a peaceful and constructive man-ner is an example of positive social health.

_________________ 9. An example of a healthful habit is brushing your teeth every day.

_________________ 10. Mental health is the condition of your body.


Lesson Quiz 1-1

total health

wellness

habit



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Directions: Complete the concept map about factors that affect your health, using terms and phrases from your textbook.

Factors thataffect your

health

___________________means the traits passed

on to you from yourbiological parents.

_____________________involves scientific ideas

that affect your life.

Your family and______________________

influence your beliefs.

Your______________________

is how you act.

The informationyou see and read comes

from the___________________ .

The way youfeel about your health

is your___________________ .

People your ageare your

____________________ .

The_____________________

is the sum of yoursurroundings




Lesson 2

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Science ConnectionDirections: Read the paragraphs below. Then follow the directions.

Heredity is one factor that influences your health. You inherit many of your traits from your biological parents. Your hair and eye color, your skin color, your body shape and type, and your chances of getting some diseases are all controlled by your genes. Genes are on the chromosomes, which are in each nucleus of the cells in your body.

A man named Gregor Mendel discovered genes. He did research by breeding pea plants. He bred many generations of plants and discovered that after a few generations, he could predict which plants would be tall and which would be short. His research formed the basis of modern genetics.

Since Gregor Mendel’s time, many physical traits have been linked to heredity. Genes are even responsible for some diseases. Diseases caused by hereditary factors are called genetic diseases. Using the Internet or library, research one genetic disease and answer the following questions.

1. What are the symptoms of this disease? ____________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Who is usually at risk? ___________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. How is the disease treated? _______________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Cross-Curriculum Activity 1-2

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Identifying Influences

Directions: In each of the following cases, identify the influence being described. Review pages 8–11 of your textbook for ideas.

1. Marcia notices that the smog in the air is very heavy one morning. _____________

________________________________________________________________________

2. Craig has blue eyes just like his mom and dad. ______________________________

________________________________________________________________________

3. Kevin convinces his teammate Eric to buy sneakers just like his. _______________

________________________________________________________________________

4. Kahlid’s family celebrates Ramadan. _______________________________________

________________________________________________________________________

5. Angel sees an advertisement for a video game and decides to save up his allowance to buy it. ________________________________________________

________________________________________________________________________

6. Travis travels by plane to visit his grandmother, who lives four states away. ____________________________________________________________

________________________________________________________________________

7. Connor believes that playing soccer is good for him. _________________________

________________________________________________________________________

8. Maria turns off the TV and goes for a walk in the park. _______________________

________________________________________________________________________


Lesson 2



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Influences on Your LifeMany forces influence your life. People, organizations, nature, and media

all contribute to making you who you are. In this activity, you will name and explore some of these influences.

Directions: Using the library, Internet, or your own resources, answer the questions below to learn more about the influences on your life.

1. Name one trait you inherited from your parents. How has heredity influenced your life?

________________________________________________________________________

2. Name two environmental factors in your community. How has the environment influenced your life?

________________________________________________________________________

3. Name three of your peers. How have your peers influenced your life?

________________________________________________________________________

4. Name two parts of your culture. How does your culture influence your life?

________________________________________________________________________

5. Name two technological devices you use every day. How does technology influence your life?

________________________________________________________________________

________________________________________________________________________

6. How would you describe your general attitude about your health? How does this attitude influence your life?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


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Influences on Your Health

Guided Reading

Directions: Please refer to pages 8–11 in the text and answer the following questions.

1. In addition to physical traits, what else do children inherit from their biological parents?

________________________________________________________________________

2. How can peers have a negative influence on your health?

________________________________________________________________________

3. Give one example of how modern technology has influenced your health.

________________________________________________________________________

4. Explain the difference between heredity and behavior.

________________________________________________________________________

Writing


Communication Skills: Imagine you are writing an article on technology and health for your school newspaper. In your article, explain and give examples of how technology has made our lives healthier.

Analyzing Influences: Write a paragraph about your peers and how they influence your life in a positive way. Identify your peers and explain their activities. Show how their activities have a positive influence on your health.


Lesson 2

Match each definition in the left column with the correct term in the right column. Write the letter of the term in the space provided.

_____ 1. friends and people in your age group

_____ 2. the way you act

_____ 3. process that determines your eye color and skin color

_____ 4. newspapers, television, radio, and the Internet

_____ 5. your surroundings

_____ 6. helps us to gather and share information more quickly


_________________ 7. Behavior is the collected beliefs and customs of a group.

_________________ 8. Your attitude is what you believe or feel about someone or something.

_________________ 9. Technology is the process by which biological parents pass traits to their children.

_________________ 10. Your environment includes the air you breathe, the water you drink, and the neighborhood in which you live.


Lesson Quiz 1-2

a. heredity

b. environment

c. peers

d. media

e. technology

f. behavior



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Directions: Complete the concept map on health skills, using terms and phrases from your textbook.

Skills for a Healthy Life

Practicing health andsafety habits to stay healthy is

___________________ .

You can stay___________________about health issues by

getting reliable information.

When you copewell with emotional

challenges, youcan manage

___________________.

Everyone should payattention to the

___________________on their health.

It is important to___________________

with others.

When you___________________

for health, youencourage other people

to live healthy lives.




Lesson 3

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How Many Ads Do You See?

Objectives• Hypothesize how many ads people see and hear in one week.

• Count the number of ads you see and hear in a week.

• Analyze the effect of advertising on people.

• Discuss and draw conclusions about the effects of advertising and how to respond in healthy ways.

• Create a poster that helps make people aware of how many ads they see and hear.

MaterialsPaper

Pencils

Poster-making supplies

TimeTwo class periods

Preparation• Make copies of the student worksheets on pages 24–25, one set for

each student.

Teaching the Lab

1. Review with students the influences on their health covered in Lesson 2. Remind them that media is all around them and that analyzing influences is an important health skill.

2. Lead a class discussion about the importance of evaluating sources of information.

3. Discuss some of the tactics advertisers use to persuade people to buy products. Note that advertisers seek to persuade people to buy products or act in certain ways.

Teaching the Health Lab 1-3For use with Chapter 1

4. Note that advertising can have positive and negative benefits. Advertising can acquaint people with products, but people may also be persuaded to spend more than they can afford. Remind students that they are in control of the money they spend.

5. Students may do the lab in groups or as individuals.

6. Have groups discuss their hypotheses.

7. Have groups discuss their results and work on the poster campaign together. Encourage the students to tell about times when they were influenced by advertising to buy something. Were they happy or unhappy with the results?

Analysis

1. Ask students why some people might be exposed to some kinds of advertising more than others. Students should see that, for example, people who watch a lot of TV are exposed to more TV ads.

2. Students will probably underestimate the number of ads they see.

3. Most Americans see and hear thousands of ads per week. This probably encourages people to spend a lot of money. Students should note that an awareness of advertising techniques and the different ads will have an effect on their purchases.

Further InvestigationPoint out that today’s teens have tremendous buying power. They

have their own money to spend, and they also influence the buying decisions of their parents. As a result, advertisers are eager to design ads that appeal to teens. Students should be aware that they form a huge target market and have a responsibility to act wisely. Student posters should have a positive, encouraging message. They will probably need permission to hang posters outside the classroom.


Teaching the Health Lab 1-3For use with Chapter 1

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How Many Ads Do You See?Introduction

Ads are on store windows, TV, radio, magazine pages, billboards, the Internet, t-shirts, and stickers. You may not realize it, but advertising surrounds you. How many ads do you see or hear in a day? A week? What kind of influence do these ads have on your behavior?

Objectives• Hypothesize how many ads you see and hear in one week.

• Count the number of ads you see and hear in a week.

• Compare the hypothesis to your true results.

• Analyze the effect of advertising on people.

• Create a poster that helps make people aware of how many ads they see and hear.

MaterialsPaper

Pencils

Poster-making supplies

Procedure

1. Hypothesize how many ads you see and hear in one week. ____________________

2. Count the number of ads you are really exposed to every day for a week. Use a chart similar to the one below. Make sure the column heads are labels for the ways you see and hear advertising.

TV Internet Magazine Radio TotalsDay 1Day 2Day 3Day 4Day 5Day 6Day 7Totals

Health Lab Activity 1-3

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3. Add the number of ads you see each day. Then add the number of ads you see from each source of advertising.

4. Answer the questions in the Analysis section.

Data and Observations

5. How many ads did you see and hear each day? How many ads did you see and hear in one week?

6. How does your weekly total compare with your estimate?

7. How does your total compare with the estimates of the people you questioned?

Analysis

1. Which medium were you exposed to most often? ____________________________

2. How did your hypothesis compare to the results of how many ads you were really exposed to? Try to explain any differences you see.

________________________________________________________________________

________________________________________________________________________

3. Think about the products you own. Are they a result of advertising? If so, list here.

________________________________________________________________________

4. What conclusion can you draw about the number of ads people see and hear every week? What kind of effect do you think this has on people? ______________________________________________________________

________________________________________________________________________

Further InvestigationCreate a poster with a public service announcement about how many

ads people are exposed to every day. Encourage people to be aware of the amount of advertising they are exposed to.

Lesson 3



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Matching Health SkillsDirections: Draw lines to match the situation in the left column to

the health skill in the right column. See pages 12–15 in your textbook if you need help.

1. You listen carefully to a friend who is sad because his parents got divorced.

2. You look up tonsillitis in the encyclopedia.

3. You walk away from a bully who wants to start a fight.

4. You start going to bed at 9:30 p.m. every night to get nine hours of sleep.

5. You want to learn to play chess, so you join the chess club.

6. Your brother demands that you keep your half of the room cleaner, and you discuss with him the best way to do that.

7. You ask your health teacher if an ad for a sports drink is accurate.

8. You make a poster describing all the reasons that people should drink water every day.

9. You practice taking deep breaths to relieve the tension before a test.

10. You decide to ignore your little sister when she teases you, because if you get mad she only teases you more.


A. Practicing HealthfulBehaviors

B. Stress Management

C. Accessing Information

D. Refusal Skills

E. Confl ict Resolution

F. Decision-Making

G. Goal-Setting

H. Advocacy

I. Analyzing Infl uences

J. Communication Skills

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Skateboard HeavenDirections: Read the following story. On a separate sheet of paper,

list the health skills and tell how Nate and his friends applied each one to their situation.

Nate loves to skateboard, particularly when he’s feeling tense and needs to let off steam. Until recently, there was no place in his neighborhood set aside for skateboarding. Their favorite places were grocery store parking lots. Shoppers, however, complained about having to dodge skateboarders. Store owners frequently called the police to chase the skateboarders away. The teens themselves risked being run over. What’s more, they were getting labeled as “bad kids.”

Nate and his friends found out that it would be at least three years before the city could build a public skate park in their part of town. After thinking about the situation for a while, Nate decided to start a park himself. He pulled plans off the Internet for building ramps and asked four other boys to be on the planning committee.

They got their parents involved, too. One boy’s father is a carpenter, and he helped to build portable ramps. Nate’s mother works for a small, neighborhood print shop. She talked her boss into letting the teens use the shop’s parking lot on Saturdays. The nearby branch of the YMCA agreed to provide staff supervision, equipment storage, and insurance. Nate and his committee asked local businesses to help pay for materials to build ramps. One grocery store owner bought twenty safety helmets for park users.

The park was ready to open in four weeks, complete with a list of rules. Now, each Saturday morning, Nate and his friends pull the equipment out of the storage shed and set it up. They give tips on techniques to beginners and fix damaged boards. They also sell soft drinks to raise money for more ramps. Thirty to sixty teens use the park every Saturday, and they all agree that it’s “skateboard heaven.”


Health Skills

Accessing Information Practicing Healthful Behaviors Stress Management

Analyzing Influences Refusal Skills Communication Skills Conflict Resolution

Goal Setting Decision Making Advocacy

Lesson 3



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Building Health Skills

Guided Reading

Directions: Please refer to pages 12–15 in the text to answer the following questions.

1. List three ways of promoting social health.

________________________________________________________________________

2. Name two health skills that all teens should learn.

________________________________________________________________________

3. What are the two steps in analyzing influences?

________________________________________________________________________

4. Identify three skills involved in good communication.

________________________________________________________________________

Writing

Directions: Choose one of the following below and write a paragraph on a separate sheet of paper.

Analyzing Influences: Think of an ad you’ve recently seen from a magazine, newspaper, television, or the Internet. Explain the source of the ad and the motive behind the ad.

Communication Skills: Write a dialogue between two teens having a disagreement. Decide on a focus for the disagreement. Then write each teen’s lines to show how the teens feel, how they listen, and how they understand each other’s feelings.


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_________________ 1. Wearing a helmet while bike riding can cause injury to your body.

_________________ 2. Knowing how to access reliable health information is an impor-tant skill.

_________________ 3. Practicing healthy behaviors and encouraging stress are two skills all people should learn.

_________________ 4. When analyzing an influence, the first step is to identify the motive.

_________________ 5. Refusal skills help you say no in an effective way.

_________________ 6. When you advocate for health, you encourage other people to live healthy lives.

In the space provided, write the word(s) from the list that best completes each statement.

7. Skills that help you become and stay healthy are called __________________________.

8. Practicing health and safety habits to remain free of disease and injury is called __________________________.

9. Good __________________________ skills include telling others how you feel and listening to them.

10. When you support something or speak out in favor of it, then you are a(n) __________________________.


prevention

health skills

communication

advocate

Lesson Quiz 1-3

Lesson 3



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Directions: Complete the concept map to describe the six steps in the decision-making process, using words and phrases from your textbook.

Steps in the Decision-Making Process

Step 1:Make

sure youunderstand

the__________ .

Step 2:Make a

list of the

Step 3:Think

about the

Step 4:Consider

your personal

Step 5:Make a

and

__________

__________

__________

____________________

on it.

__________

Step 6:After you

have gonethrough

with yourdecision,

what theoutcomes ofthe decision

were.

you have.Cover all

of the

of eachoption. Makesure they are

about whatis right

and wrong.

__________ .

____________________ .

__________ ,

ethical,

__________ ,

and wouldget


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Lesson 4

Math ConnectionYour heart is a pump that pushes blood through your body. At rest,

a healthy adult heart beats 60 to 80 times per minute. In general, people who are fit have stronger hearts than those who are not fit. The hearts of fit people can pump more blood with each beat. This results in fewer heartbeats per minute.

Dave had a resting heart rate of 85 beats per minute. His doctor suggested that Dave increase his exercise and become more fit. Dave decided to exercise more and practice healthy behaviors. After one year, Dave’s heartbeat is down to 75 beats per minute.

Fill in the following table with data about Dave’s heartbeat.

Resting Heartbeat Before 1 Year of Exercise

After 1 Year of Exercise Difference

Resting heartbeat per minute

Resting heartbeat, beats per hour

Resting heartbeat, beats per day

Resting heartbeat,beats per week

Resting heartbeat,beats per year

1. List one positive consequence of Dave’s decision.

________________________________________________________________________

2. How many fewer beats did Dave’s heart have to make every day? Every year?

________________________________________________________________________

3. How would you evaluate Dave’s decision to start exercising to help his heart?

________________________________________________________________________




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Outlining a DecisionYou and a friend have decided to study together for your health test.

Your friend has helped you by starting an outline of the decision-making process. Help your friend by filling in the rest of the outline.

Directions: Fill in the important points under each heading of the outline. Review pages 16–19 in your textbook if you need help.

Lesson 4: Making Responsible Decisions

I. Your Decisions Count

A. __________________ are choices that you make. Some are small. Others are large. They can have serious __________________, or results.

1. Risk Factors

B. Any decision that involves __________________ to your health is an important one. Think carefully about these decisions.

II. The Decision-Making Process

A. Step 1: State the __________________

B. Step 2: __________________

C. Step 3: Weigh the Possible Outcomes

D. Step 4: Consider Values

E. Step 5: Make a Decision and Act on It

F. Step 6: __________________ the Decision

III. Decisions Large and Small

A. Questions to Ask

1. Will my decision affect anyone besides __________________?

2. Will there be any __________________ from my action?

3. Will my decision hurt anyone or __________________?


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Decisions and Your CharacterDirections: Read the paragraph below. Then follow the directions.

The decisions you make should be based on your values. Your decisions can also show you what kind of values you have. For example, suppose you are heading to the park to play soccer with your friends. On the way, you meet a neighbor, an older adult struggling to carry her groceries up to her apartment. If you choose to help your neighbor with her groceries, you will be late for the game. If you don’t stop to help, you will arrive at the game on time, but your neighbor might get hurt trying to get her bags up the stairs. Each choice reflects different values.

Use the six-step decision-making process to decide which option would be best in this scenario. Which values shape your choice?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


Lesson 4

Making Responsible Decisions

Guided Reading


1. Explain the relationship between decision and cumulative risk.

________________________________________________________________________

2. List the six steps to healthy and responsible decisions.

________________________________________________________________________

3. Define the word values.

________________________________________________________________________

4. What three questions can help you decide whether a decision is important or not?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Writing


Advocacy: Write a short story about a teen who sees that one of his smaller classmates is being picked on by some other boys. Your main character must make a decision to stand up for the classmate or ignore the situation. Use the six steps of decision making.

Practicing Healthful Behaviors: Write a monologue of a teen’s thoughts while deciding whether or not to start smoking. Include in your monologue the consequences and risks of this potential decision.




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Match each definition in the left column with the correct term in the right column. Write the letter of the term in the space provided.

_____ 1. beliefs you feel strongly about

_____ 2. choices

_____ 3. the addition of one risk factor to another, increasing the chance of harm or loss

_____ 4. chance of harm, injury, or loss

_____ 5. results

Read the following statements. If the statement will help Jesse make a good decision, place a plus sign (+) in the space provided. If the statement will not help him make a good decision, place a zero (0) in the space provided.

Jesse and his friends want to take his go-cart for a ride. His parents are not at home. Jesse has spent many hours riding the go-cart and knows how to operate the machine.

_____ 6. Jesse should call his mother at work to get permission to ride his go-cart.

_____ 7. Jesse does not have to wear a helmet because his parents are not there to remind him.

_____ 8. Jesse’s friends are saying it’s fine to ride the go-cart without a helmet, so it must be safe.

_____ 9. Jesse weighs the possible outcomes as part of his decision-making process.

_____ 10. Jesse should not evaluate his decision afterward.


a. decision

b. consequence

c. risk

d. cumulative risk

e. values

1-4



Lesson QuizCo

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Lesson 4



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Directions: Complete the concept map describing the steps for setting goals, using words and phrases from your textbook.

Steps for Setting Goals

Choose a ___________________goal. Make sure you will be

able to _____________________ your goal at some point. Make your goal

___________________________ .

List the _____________________ needed to __________________

your goal.

___________________________ the people who can

___________________________ you reach your goal. ___________________________

your progress while you aretrying to

___________________________ your goal.

___________________________ yourself for reaching the goal!


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Lesson 5

Goal-Setting Decisions Directions: Read each situation. Select one and answer the

questions in the space provided.

Situation A: Last year, Raj decided to walk in a 10-mile walkathon for a local charity. Raj had never walked that far before and did not realize how tired he would get. About halfway through the walk, he had to ride in the van because he was too tired to finish. Raj was embarrassed. This year, some of Raj’s friends are participating in the walkathon. Raj wants to join them, but he is afraid he will fail again.

Situation B: Jimmy is always in a hurry. He rushes to finish assignments. He rushes to get to swim practice. Jimmy is very popular at school, and he enjoys his many friends. However, his science teacher has warned him that he may fail unless he gets a good grade on the next test. Jimmy cannot figure out why there is never enough time to do everything.

1. Which situation did you select? ____________________________________________

2. Describe the situation this person is in. _____________________________________

________________________________________________________________________

3. What are some possible choices for this person?

a. _____________________________________________________________________

b. _____________________________________________________________________

4. What is the possible outcome of each choice?

a. _____________________________________________________________________

b. _____________________________________________________________________

5. Consider your values. What decision do you think should be made?Why? __________________________________________________________________

________________________________________________________________________

6. Describe what action this person should take to follow through with this decision. ___________________________________________________________

7. How will this person know whether he or she has made a good decision? _______________________________________________________________

Decision-Making Activity 1-5



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Going for the GoalDirections: Use the words or phrases in the box to complete each

sentence below. For help, review pages 20–23 of your textbook. When you have completed the sheet, use it as a guide for setting and achieving goals.

1. A __________________________ is a goal that you hope to achieve over a period of months or years.

2. A __________________________ is a goal that you can accomplish quickly.

3. Before you establish a goal, __________________________ to be sure your goalis realistic.

4. __________________________, or make sure your goal is challenging for you.

5. Don’t just say, “I want to be a piano player,” __________________________.

6. When you __________________________, you breakdown your big goal into smaller steps.

7. You can __________________________ from experts, such as parents, teachers, and other trusted adults.

8. __________________________ by checking to see how close you are to reaching your goal.

9. After you reach a goal, find a special way to __________________________.


long-term goal

list steps

do a reality check

short-term goal

don’t sell yourself short

evaluate your progress

be specifi c

get help

reward yourself

Less

on 5



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Goal PostsDirections: Read the following paragraphs. Then follow the

directions below.

When you are striving to reach a goal, encouraging words can keep you going. The support of friends and family is usually a huge help to anyone trying to achieve something. You can also gain confidence from the words of successful people, even if you never meet them. For example, Thomas Edison once said, “Many of life’s failures are experienced by people who did not realize how close they were to success when they gave up.”

You may benefit from posting positive quotations from famous people where you can see them regularly—perhaps in your locker or near your bed. When you get discouraged while trying to reach a goal, read a quote and remember that most successful people must overcome some setbacks. The following activity will help you find sayings and quotations that may encourage you.

1. Ask a parent, a guardian, or a grandparent if he or she has a positive saying about overcoming setbacks and achieving goals. Write it below. __________________________________________________________

________________________________________________________________________

2. Use the Internet or library to find a positive quotation by each of the following:

A. An athlete ___________________________________________________________

B. A male historical figure ________________________________________________

C. A female historical figure ______________________________________________

D. An explorer __________________________________________________________

E. A business leader _____________________________________________________

F. A scientist ___________________________________________________________


Lesson 5

Setting Health Goals

Guided Reading


1. Give an example of a realistic goal.

________________________________________________________________________

2. List the steps in the goal-setting process.

________________________________________________________________________

________________________________________________________________________

3. Explain how setting goals in a group can be challenging.

________________________________________________________________________

________________________________________________________________________

Writing


Practicing Healthful Behaviors: Imagine you are writing an article for your school newspaper on the importance of setting goals. Explain to your fellow students why having goals is important. Also include the two different types of goals, giving specific examples from your own life.

Analyzing Influences: Think of a famous person who has accomplished an important goal. Identify the person and the goal. Write a short fictional story about how this person achieved his or her goal using the six steps to reaching goals.




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Less

on 5

In the space provided, write the word(s) from the list that best complete each statement.

1. Emmett wants to finish his chores so he can have dessert. This is an example of a __________________________.

2. A __________________________ is something you hope to accomplish.

3. Sally wants to be a teacher when she grows up. This is her __________________________.


_________________ 4. Select goals that are easy for you.

_________________ 5. Ask yourself whether your goal is realistic.

_________________ 6. Break big goals into bigger tasks.

_________________ 7. Your goals are also your dreams and ambitions.

_________________ 8. Someone’s short-term goal may include planning to go to college.

_________________ 9. One way to make your goals a reality is to make your goals broad.

_________________ 10. Be sure to evaluate your progress toward a specific goal.


Lesson Quiz 1-5

goal

short-term goal

long-term goal



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Lesson 5


Parent Letter and ActivitiesFor use with Chapter 1

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Dear Parent or Guardian,

Your child’s health class is studying material about overall health and well-being. The topics covered are physical, mental/emotional, and social health.

Questions your child will consider include: What are measures of good social health? How can I make responsible decisions? Why is it important to set realistic goals? With your help, your child can proceed with confidence and find satisfying answers.

To support and extend our classroom work, please set aside some time during the next few weeks to complete one or more of the following activities with your child.

• Talk with your child about how you might work together to balance and care for your physical, mental/emotional, and social health.

• Help your child work through one decision using the six decision-making steps.

• Discuss goals that each of you wishes to achieve. Talk about steps you can take to move closer to those goals.

Please engage in any other activities that you feel would help your child deal with balancing the different aspects of his or her health. Thank you for your time and attention. As always, please feel free to contact me.

Sincerely,

Health Teacher


Performance Assessment Teacher ResourcesFor use with Chapter 1

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Performance assessment is a way of teaching and learning that involves both process and product. It is not just a testing strategy. Performance assessment tasks get students involved in constructing various types of products for diverse audiences. Students also are involved in developing the process that leads to the finished product.

Performance assessment tasks are based on the most essential elements in the curriculum and activities that will engage students. Students need the opportunity to put concepts, skills, and attitudes together. Performance assessment allows students to demonstrate how effectively they can put the pieces together and use information in real-world applications.

The assessment of each student’s work should consider not only the final product but also the processes that led to it. Some of the processes include getting and working with information, using information for a purpose, using information to craft a product or presentation, and using information to communicate with specific audiences.

In all, there are 12 activities: one for each chapter in Teen Health Course 1. Each chapter contains a rubric and a classroom assessment list. There are a total of 10 rubrics. Some of these rubrics may be repeated in other chapters.

Learning StylesSome learners prefer to understand the connections between ideas and

excel in the skills of critical analysis. These students are good at predicting, comparing and contrasting, and analyzing. Other learners enjoy organizing information and excel in remembering details. Some learners engage in creative problem solving and use productive, divergent thinking skills. Other learners are best at tasks that require interpersonal skills. These students are good at interviewing and at working in teams. They focus on attitudes, motivations, feelings, and opinions and are more self-aware than most. Some learners prefer to write, while others like oral presentations; still others enjoy making things. Performance assessment often uses a combination of individual and group cooperative learning. Group work may be used as the first step in getting students engaged and allowing a diversity of ideas to emerge. Sometimes a whole project is based on group work. In this case individuals should have specific tasks for which they are accountable. For example, if the group’s task is to write a booklet about safety for elementary students, each group member should create one chapter. The group then works together to plan the sequence of chapters, the book’s cover, a title page, and other elements.

All learning styles are valuable. Performance assessment tasks give students opportunities to use their preferred learning style and expand their competency in other styles. For example, the student who excels at writing detailed informational pamphlets for peers could also be involved in making persuasive posters for adult groups. Some performance tasks will dictate what the product is to be. Other performance tasks will allow students to choose the format, purpose, and audience for their product.



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The Performance TaskEach chapter resource contains a performance task for that chapter in Teen

Health. You are encouraged to use the tasks, change them, and create your own versions. After some experience, students will be able to help create the tasks and thus increase their ownership of the process.

Following is a description of the essential elements for a valid performance task. Use these criteria to evaluate each task:

1. Essential: The task must focus on the most important elements of the chapter.

2. Integrative: The task must require students to put together important information, concepts, and skills.

3. Engaging: The task must grab students’ attention.

4. Activating: As students continue working on the task, they become more interested and are willing to work harder.

5. Feasible: The task fits the time, sources of information, and other resources available to students.

6. Safe: The activity is safe for the students and others.

7. Equitable: All students have a fair chance to succeed at the task.

8. Balance of Group and Individual Work: Group work is often used in performance tasks. When a group works on a single product or performance, each individual must be held accountable for his or her part.

9. Appropriate Structure: The task has enough structure to give students a reasonable chance to understand it. Structure can be provided through the statement of the task, the directions, the rubric and/or the classroom assessment list of criteria (shown ahead of time to students), and models of excellent work.

10. Authentic Product: The product is similar to or the same as products found in a real-world situation; that is, the product is not unique to the classroom.

11. Authentic Process: The processes students use to complete the task are similar to or the same as the processes used by people in real-world situations.

12. Authentic Audience: Part of crafting the product is deciding how best to communicate with different audiences about it.

13. Criteria to Assess Quality: Share with students at the beginning of the task the criteria that will be used to judge the quality of the process and the product. Students may be involved in setting the criteria. Rubrics and classroom assessment lists are the criteria for the tasks in this book.



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14. Models of Excellent Work: Models of excellent work should be available to students at the beginning of a task. The models should be of work similar to, but not the same as, the current task.

15. Self-Assessment: The task allows the student to engage in self-assessment of the process and/or the product. Additional information on self-assessment is given later in this introduction.

16. Outside Assessment: If the audience for a product is not the teacher or classmates, the outside audience can provide an assessment of the product or performance. Outside audiences should be used whenever possible.

17. Feedback and Revision Loop: The task allows the student to get feedback from peers and/or the teacher while the work is in progress. This gives the student the opportunity to revise and refine the product.

18. Connection to the Context of the Curriculum: The task fits naturally into the curriculum and is a good way to assess a student’s understanding of the concepts being studied.

Using Performance Assessment TasksThis book includes tasks that call for a variety of products and performances.

They are intended to be used as written, but they can be easily adapted by changing the product, purpose, and/or audience. The tasks also can serve as models for the teacher to use in creating other performance assessment tasks. On page 48, a rubric and classroom list are provided for use with the chapter performance task. Note that the Assessment entry on the task form refers the student to a particular classroom assessment list or lists. For your assessment of the task, use the corresponding rubric. You may want to adapt the rubric and classroom list to meet your specific needs.

Classroom Lists and Models of Excellent Work At the beginning of a performance task, show students the classroom

list relevant to their project. Also show them examples of excellent work similar, but not identical, to their current project. Models of excellent student work are not included in this book. They should come from your students. You may not have models of excellent work available at first. You and your colleagues could define what excellent work is in your course.

RubricA rubric is a set of descriptions of the quality of a process and/or a product.

The set of descriptions includes a continuum of quality from excellent to poor. There are many varieties of rubrics. The one used in this book is a six-level rubric called a Two-Decision Rubric.



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To use the rubric, the assessor studies the product and makes the first of two decisions: Is the product more like one that is excellent (T) or more like one that is poor (W)? If the product is more like a T, then the assessor makes the second decision: Is the product unusually excellent (S), evenly excellent (T), or mostly excellent (U)?

If the first decision is that the product is more like a W, the assessor’s second decision is as follows: Is the product evenly poor (W), mostly poor but with some better elements (V), very poor (X), or not done (X)? In only two decisions, the product is placed on a six-point scale.

Rubrics in this book use letters instead of numerals to avoid misleading scores. For example, using numerals from 1 to 4, if a student were to get a 2 on one presentation and a 4 on another, it might be reported that the student got an average of 3. The scores of 1, 2, 3, and 4 are in a continuum of quality, but the distances between each of the four levels are probably the same. Rubrics are more like Continuum B than Continuum A, so the values should not be added together and a mean score calculated.

Continuum A:Equal intervals between values

1 2 3 4

Continuum B:Unequal intervals between values

1 2 3 4 5 6

Consider the ratings one student earned on seven posters done throughout the course:

W U T U U T T

It would be correct to describe the student’s long-term performance by reporting that he or she earned three Ts, three Us, and a W. Another observation would be that the student earned two of the T ratings during the later part of the course, which showed improvement.

If two or more teachers are assessing the same type of product, such as a poster, using the same rubric will help them assess the poster in a similar way. Once a rubric has been created, many teachers can use it without alteration. (Even teachers at different grade levels or teaching different subjects can use the same rubric. Use of a common rubric can provide continuity from grade to grade and from subject to subject.)

S Superb, eloquent, un-usually excellent

T Evenly excellent

U Mostly excellent, unevenly excellent, one or two important elements that are not excellent

V Mostly poor, one or two important ele-ments that are better than poor

W Evenly poor

X Very poor or not done



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Classroom Assessment ListThe rubric is not a tool for students. Each teacher uses the rubric to make

a classroom assessment list, using terms students can easily understand. Classroom lists are guidelines. If a student meets every guideline of a classroom list in an excellent manner, the product or performance would probably be assessed as a T.

While the rubric remains unchanged from teacher to teacher, classroom assessment lists will likely differ. Each teacher decides how best to translate the rubric into a useful list of guidelines for a particular class. After a few experiences using classroom assessment lists, the students can make their own lists of guidelines, working alone or in cooperative groups. This further engages them in active learning.

Students’ Self-AssessmentStudents should learn to examine their work and identify what they have

done well and where they could improve. When students are taught to use the instructions in the performance task, the classroom assessment list, and the models of excellent work to assess their projects, their self-assessment will be more effective.

The PortfolioPortfolios are a good way to look at the overall work of a student. One

strategy is to have students save a variety of their best work in a “working folder” during the course. Near the end of the course, ask students to select a small number of products for their portfolio. These products should show how competent students have become in using concepts and information from the overall course.

After students have made their selections, each student writes a narrative explaining why he or she chose specific items and how those items demonstrate the degree to which the student has achieved health literacy. The teacher reads each narrative and writes a short response to the student about how honest and perceptive the student has been. Teachers might use the student’s portfolio and narrative as a significant part of the final grade for the course. The portfolio strategy engages students in decision making, promotes self-analysis, and requires a reasonable amount of work from the teacher.

GradesA grade may also be necessary for a project. On each classroom assessment

list, the teacher can assign a point value to each element. Students are awarded points according to the quality of their work relevant to that element. The teacher can assign more or fewer points to an element to weight its value in the total score. Points earned should reflect the letter assessment from the rubric.

A PosterS: The poster is excellent and communicates the intended information to the audience.

T: The poster shows that the student thoroughly understands the curriculum. The information is complete, clear, and legible. The student uses color, shapes, and the space on the poster to effectively convey information. The position of content shows forethought and planning. The poster is not just a collection of pieces. Main ideas are connected to a theme. Photographs, drawings, diagrams, graphs, and other visuals add clarity and information. The words used are appropriate for the topic and audience. The form of the poster is appropriate for the intended purpose. The work is neat and presentable.

U: The poster is almost as good as a poster receiving a rating of T, but one or two important elements are not as well developed.

V: The poster is similar to a poster receiving a rating of W, but some important elements are better developed.

W: The poster is difficult to understand even when the student explains its purpose. The information is not coherent and shows a lack of planning. The writing on the poster is illegible in some places. The poster does not convey a clear and thorough understanding of the concepts covered in the curriculum. There are few colors and shapes, and the space on the poster is not filled effectively. Photographs, drawings, diagrams, graphs, and other visuals are not used or are used inappropriately. The words are not clear. The form of the poster may not be the best one for the intended audience.

X: The poster is very poorly done or is not done.


RubricFor use with Chapter 1

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A Poster Element

1. The main idea of the poster is clear at first glance.

2. The writing on the poster is easy to read.

3. The composition of the poster is balanced. There is a wholeness about the poster. It does not seem like a collection of information.

4. The student makes good use of available space.

5. The information on the poster is accurate and shows the student understood the assignment.

6. Photographs, drawings, diagrams, graphs, or other visuals add to the overall effectiveness of the poster.

7. Colors and shapes are used creatively and add to the overall effectiveness of the poster.

8. The poster is neat and presentable.

9. The poster is informative and interesting.

Total

Assessment Points

Possible Earned


Classroom Assessment ListFor use with Chapter 1

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The purpose of this guide is to aid you in helping all the students in your class get the most from this course. Each chapter contains activities appropriate for each of the following student groups. Answers for each activity are included at the end of this book.

Activity

Different Learning

Styles(visual,

kinesthetic, auditory)

Physical, Visual,Hearing

ImpairmentsBehavioral Disorders

LearningDisabilities

At- Risk Gifted

Chapter 1, Activity 1 ✓ (visual) ✓

Chapter 1, Activity 2 ✓

Chapter 1, Activity 3 ✓ ✓ ✓

Chapter 1, Activity 4 ✓


Universal Access ActivitiesFor use with Chapter 1

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Your Total HealthWhat to Do: Draw lines to match each activity with the area of

your total health affected by that activity.

Mental/Emotional

Physical

Social

Get plenty of rest

Use positive thinking

Build relationships with others

Eat healthy foods

Get plenty of exercise

Ask for help when you need it

Express feelings in positive ways

Avoid harmful drugs and alcohol

Listen to a friend’s problems

Show respect for others

Universal Access Activity 1



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Health InfluencesWhat to Do: Many different factors influence your social, physical,

and mental/emotional health. Next to each factor listed, write an example of a situation when that factor had a positive influence on your overall health.

1. Environment

________________________________________________________________________

________________________________________________________________________

2. Culture

________________________________________________________________________

________________________________________________________________________

3. Peers

________________________________________________________________________

________________________________________________________________________

4. Media

________________________________________________________________________

________________________________________________________________________

5. Technology

________________________________________________________________________

________________________________________________________________________

6. Personal Behavior

________________________________________________________________________

________________________________________________________________________

7. Personal Attitudes

________________________________________________________________________

________________________________________________________________________



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Decision-Making ProcessWhat to Do: Apply the six steps of the decision-making process to

Kris’s problem, described on page 19 of your textbook. What decision would you make if you were Kris? Explain your decision.

1. State the situation. What are the facts? _____________________________________

2. List the options. What are the choices? _____________________________________

________________________________________________________________________

3. Weigh the possible outcomes. What might the consequences be? _______________

________________________________________________________________________

________________________________________________________________________

4. Consider values. What beliefs would guide your decision? ____________________

________________________________________________________________________

________________________________________________________________________

5. Make a decision and act on it. Based on your previous answers, what would you decide? __________________________________________________

________________________________________________________________________

6. Evaluate the decision. Was it a good decision? Why or why not? _______________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


Setting GoalsWhat to Do: As you read, pay attention to the words given in the

word bank. After reading, write a definition for each word. Then write one short-term goal and one long-term goal that you would like to achieve for good health.

goal

short-term goal

long-term goal

1. Goal

________________________________________________________________________

________________________________________________________________________

2. Short-term goal

________________________________________________________________________

3. My short-term health goal

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Long-term goal

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. My long-term health goal

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



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LESSON OBJECTIVESStudents will be able to:

_____ identify the three parts of the health triangle.

_____ describe the relationship between health and wellness.

_____ explain how to balance your physical, mental/emotional, and social health.

FOCUS_____ Activating Prior Knowledge,

TWE page 4

_____ Guide to Reading, TWE page 4

_____ Building Vocabulary, TWE page 4

_____ Quick Write, TWE page 4

TEACH (Reading and Studying the Lesson)_____ Read and discuss the lesson,

SE pages 4–7

_____ Teaching Strategies, TWE pages 5–6

_____ Chapter 1 Study Guide, WKBK

_____ Teaching Transparency 1-1, TCR

_____ Concept Mapping Activity, FF page 9

_____ Decision-Making Activity, FF page 10

_____ Reading Tutor, TCR pages 1–2

_____ Universal Access Activities, FF pages 51–54

_____ Guided Reading and Writing Activity, FF page 13

_____ TeacherWorks, TECH

ASSESS_____ Lesson 1 Review, SE page 7

_____ Lesson Quiz 1-1, FF page 14

_____ Chapter 1 Assessment, SE pages 28–29

_____ ExamView, TECH

PRACTICE/APPLY_____ Building Health Skills, SE pages 24–25,

FF page 6

_____ StudentWorks, TECH

_____ Lesson Activity 1, WKBK

RETEACHING_____ Reteaching Activity, FF page 11

_____ Reteaching, TWE page 7

_____ PowerPoint, TECH

ENRICHMENT AND EXTENSION_____ Enrichment Activity, FF page 12

_____ Enrichment, TWE page 7

_____ Parent Letter and Activities, FF page 42

_____ Vocabulary PuzzleMaker, TECH

CLOSE_____ Activity, TWE page 7

Lesson Plan

Chapter 1 • Lesson 1 (SE pages 4–7)


Chap

ter 1

Teacher’s Name Date

Grade Class(es) Date(s) M T W Th F

KEY SE=Student Edition FF=Fast Files TCR=Teacher Classroom Resources TWE=Teacher Wraparound Edition WKBK=Workbook TECH=Technology Resources

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National Health Education Standards

This lesson addresses the following National Health Education Standards: 1.1, 1.2, 1.4, 1.5, 3.2, 4.2, 4.4





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OBJECTIVESStudents will be able to:

_____ identify factors that infl uence your health.

_____ explain the role that behavior and choices play in health.

_____ describe how your attitudes affect your health.


TWE page 8





SE pages 8–11





_____ Cross-Curriculum Activity, FF page 16










FF page 6










Lesson Plan


Chap

ter

1


This lesson addresses the following National Health Education Standards:1.1, 1.4, 1.5, 1.8, 2.1, 2.2, 2.3, 2.4, 3.3, 4.2, 5.2





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_____ identify skills that can help you stay healthy.

_____ explain why health skills are skills for life.

_____ demonstrate how to analyze media infl uences.


TWE page 12





SE pages 12–15














FF page 6

_____ Health Lab Activity, FF pages 22–25










Lesson Plan


Chap

ter 1


This lesson addresses the following National Health Education Standards:1.1, 1.2, 2.2, 2.4, 3.1, 3.2, 3.3, 4.5, 7.1, 7.2, 7.4, 7.5, 8.5





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_____ identify how to make responsible decisions.

_____ explain why values are important when making decisions.

_____ practice the decision-making process.


TWE page 16





SE pages 16–19





_____ Cross-Curriculum Activity, FF page 31










FF page 6










Lesson Plan


Chap

ter

1


This lesson addresses the following National Health Education Standards:2.2, 5.1, 5.2, 5.3, 7.1





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_____ explain why having goals is important.

_____ describe how to set goals.

_____ develop a strategy to reach your goals.


TWE page 20





SE pages 20–23





_____ Decision-Making Activity, FF page 37






_____ Reading Review, SE page 27, TWE page 27


_____ Performance Assessment Activity, FF page 4

_____ Chapter 1 Health Inventory, WKBK

_____ Chapter 1 Test, FF page 7

_____ Standardized Test Practice, SE page 29



FF page 6

_____ Hands-On Health, SE page 26





_____ Chapter 1 Summary and Activity, FF pages 1–3






Lesson Plan


Chap

ter 1


This lesson addresses the following National Health Education Standards:6.1, 6.2, 6.3

Transparency 1-1 The Health TriangleThe relationship between physical, mental/emotional, and social health

helps students understand how their actions, habits, and behaviors can affect their well-being. This transparency depicts the health triangle, a tool that gives students a visual representation of how these three aspects of their health relate to each other. The health triangle also represents the importance of maintaining a balance between all three sides. Students will see how they can improve all sides of their health triangle to maintain a positive balance.

Transparency 1-2 Factors That Influence Your Health In order for teens to adopt positive healthy behaviors, it is important for

them to be able to identify the factors that influence their health. Influences can be either positive or negative, and an understanding of these distinctions will enable students to make healthy choices. Students will learn which influences they can and cannot control. This transparency depicts the six main influences on health: heredity, environment, family and culture, peers, media, and technology. It also asks students to explain how one of these factors influenced a decision they recently made related to their health.

Transparency 1-3 The Health SkillsThe health skills are a group of ten skills that students will learn to help

them build all sides of their health triangle as they grow into their teen years. Also called “life skills,” the health skills give teens healthy and positive strategies to deal and cope with the many changes that they will be facing. This transparency lists all ten health skills and provides a brief summary of each skill.

Transparency 1-4 The Decision-Making Process Learning the steps to make good, responsible decisions will enable teens

to think about all aspects of decisions they will face in their lives. This transparency depicts the six steps of the decision-making process, which is a guideline for teens to follow when making important decisions that will affect their health. When thinking ahead about possible consequences of their choices and considering their values, teens will be better able to make healthy choices.

Transparency 1-5 Reaching Your GoalsOne important aspect of growth during the teen years involves identifying

goals and working to reach them. When students have goals, they are working toward something positive and will feel a sense of accomplishment. This transparency lists the steps of the goal-setting process, a health skill that will help students identify and reach their goals.

Transparency PreviewFor use with Chapter 1


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CHAPTER 1 ACTIVITY I. 1. To run in a 5k race.

2. b. Sample answer: Learn the route and use it for practice.

c. Sample answer: Buy a good pair of running shoes.

3. His soccer coach.

4. b. Sample answer: Run 3k by June 1.

5. Running and finishing the event.

CHAPTER 1 TEST 1. +

2. cannot

3. +

4. the same age

5. +

6. +

7. attitude

8. health

9. hereditary

10. social

11. right

12. goal

13. prevent

14. consequences

15. behavior

16. communication

17. surroundings

18. advocate

19. source

20. risks

21. Answers will vary but should include that the source of the information must be con-sidered as well as the source’s motive.

22. Answers will vary but should include knowledge of the HELP method: Healthful, Ethical, Legal, Parental Approval.

LESSON 1


The health triangleconsists of

Mental/emotional

health,

whichinvolves

the healthof yourmind.

This stayshealthy bythinking

positively,expressingfeelingsin healthyways, andasking for

help whenneeded.

socialhealth,

whichinvolves

the healthof your

relationships.

This stayshealthy by

communicatingwell with

others, havingrespect forothers, and

buildingrelationships.

Physicalhealth,

whichinvolves

the healthof yourbody.

This stayshealthy bygetting

rest, eatinghealthy

foods, andstayingactive.

Decision-Making Activity 1-1Situation A 1. Physical health

2a. Sample answer: He could make a schedule so that he plans time for tennis, home-work, friends, and sleep. He could also keep doing what he is doing.

2b. Sample answer: If he plans time to get enough rest, he will play tennis better and have energy and time for homework, friends, and sleep.

3a. Sample answer: He’ll increase his chances of going to college.

3b. Sample answer: He will have better ways to manage his stress.

Answer KeyA

nsw

er Key


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4. Answers will vary. Juan could learn to bal-ance his health better. He could play less tennis.

5. Answers will vary. Juan could do his homework and not play as much tennis.

6. Answers will vary. Juan will know he has made a good decision if he is less tired and if he gets his homework done.

Situation B 1. Mental/emotional health

2a. Sample answer: She could make a sched-ule so that she does a little bit of her proj-ect every day for the next five days.

2b. Sample answer: Managing her stress will help her to feel better physically.

3a. Sample answer: She might get sick and miss school.

3b. Sample answer: She might get her project done and feel better.

4. Answers will vary. Sonya could start work-ing right away on her project so that her stress level goes down.

5. Answers will vary. Sonya could talk to her parents or teacher about her situation to express her feelings. She could also start working on her project right away.

6. Answers will vary. Sonya will know she has made the right decision when she starts eating and sleeping normally.

Reteaching Activity 1-1 1.

Social health

Mental/EmotionalhealthPhysical health

2.

Social health


3.

Social health


Enrichment Activity 1-1Answers will vary.

Guided Reading and Writing Activity 1-1 1. One side is physical health, another side

is mental/emotional health, and the third side is social health. They are connected and should be balanced.

2. A habit is a pattern of behavior that you follow almost without thinking.

3. Answers will vary, but may include choosing healthful foods; avoiding use of tobacco, alcohol, and other drugs; partici-pating in regular physical activity; learning how to handle stress; getting along with others.

Lesson Quiz 1-1 1. habit

2. total health

3. wellness

4. and

5. a habit

6. +

7. +

8. +

9. +

10. Physical health

An

swer

Key


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LESSON 2


Factorsthat affect

yourhealth

Technologyinvolvesscientificideas thataffect your

life.

Yourfamily and

cultureinfluence

yourbeliefs.

The wayyou feel about

your healthis your

attitude.

Hereditymeans the

traits passedon to you fromyour biological

parents.

Peopleyour ageare yourpeers.

Theenvironment

is the sumof your

surroundings

Yourbehavior

is howyou act.

Theinformationyou see andread comes

from themedia.

Cross-Curriculum Activity 1-2Answers will vary.

Reteaching Activity 1-2 1. environment

2. heredity

3. peers

4. culture/religion/family

5. media

6. technology

7. attitude

8. behavior

Enrichment Activity 1-2 1. Answers will vary. Any inherited physical

trait will be accurate. Heredity has a lot of influence. For example, if a student is tall or strong, he or she may have advantages in sports.

2. Answers will vary. The environment includes all the factors around the student. The environment can affect students in many ways. For example, students with asthma may be affected by smog in the air.

3. Answers will vary. Peers have a huge influence on the health and well-being of most teens. For example, a peer may have encouraged a teen to play a sport or take part in a play.

4. Answers will vary. Government, regional culture, and religion all may have played important roles in the student’s life.

5. Answers will vary. Students probably have used microwave ovens, TVs, phones, or any number of technological devices. Transportation may include a bike, car or bus.

6. Answers will vary. Encourage students to use positive words to describe their atti-tude.

Guided Reading and Writing Activity 1-2 1. Children also inherit abilities and medical

conditions.

2. If your peers smoke or drink, you might feel pressure to join them.

3. E-mail and the Internet are resources that provide fast and easy access to health-related information.

4. We can control how we behave, but we can’t control what we inherit.

Lesson Quiz 1-2 1. c

2. f

3. a

4. d

5. b

6. e

7. culture

8. +

9. heredity

10. +


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LESSON 3


Skills for a Healthy Life

1.Practicing health andsafety habits to stay

healthy isprevention.

2.You can stayinformed

about health issues bygetting reliable information.

3.When you cope

well with emotionalchallenges, you

can managestress.

4.Everyone should

pay attention to theinfluences

on their health.

5.It is important tocommunicate

with others.

6.When you

advocate for health, you encourage other

people to livehealthy lives.

Reteaching Activity 1-3 1. J

2. C

3. D

4. A

5. G

6. E

7. I

8. H

9. B

10. F

Enrichment Activity 1-3Answers will vary. Sample responses are

provided.

Accessing Information: When Nate and his friends found out how long it would be until the city would build a park, they pulled plans off the Internet, and they asked four other boys and their parents for help. They also talked to local businesses for support.

Practicing Healthful Behaviors: They got staff supervision and insurance, used safety equipment, made up a list of rules, and fixed damaged boards.

Stress Management: Getting regular physical activity by skateboarding is a great way to relieve stress.

Analyzing Influences: The boys recog-nized the external influences affecting them when they skated in parking lots.

Communication Skills: They communi-cated by talking to parents and local busi-nesspeople, giving tips to beginners, and making a list of rules.

Refusal Skills: They decided to say no to the risky behaviors of skateboarding in unsupervised parking lots and other places.

Conflict Resolution: They worked together to resolve their conflict of not hav-ing anywhere safe and approved for skate-boarding.

Decision Making: They found a healthy solution after working through their problem.

Goal Setting: They set a goal of making their own park and worked toward it.

Advocacy: They made a difference in their community by giving skateboarders a safe, approved place to enjoy their sport.

Guided Reading and Writing Activity 1-3 1. Answers will vary, but may include lis-

tening to friends and respecting people who seem different; treating others as you would want to be treated; choosing friends who avoid risky behaviors.

2. Teens should learn to practice healthy behaviors and manage stress.

3. The first step is to identify the source of the influence. The second step is to think about the motive for the influence.

4. The three skills are telling how you feel, listening to others, and understanding how they feel.

Lesson Quiz 1-3 1. prevent

2. +


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3. managing

4. source

5. +

6. +

7. health skills

8. prevention

9. communication

10. advocate

LESSON 4


Step

s in

th

e D

ecis

ion

-Mak

ing

Pro

cess

Step

1:

Mak

e su

re y

ouun

ders

tand

the

situ

atio

n.

Step

2:

Mak

e a

list o

f the

opti

ons

you

have

.C

over

all

of th

ep

ossi

bil

itie

s.

Step

3:

Thin

k ab

out

the

outc

omes

of e

ach

optio

n. M

ake

sure

they

are

hea

lth

ful,

ethi

cal,

lega

l,an

d w

ould

get

par

ent

app

rova

l.

Step

4:

Con

side

r yo

urpe

rson

alva

lues

abou

t wha

tis

rig

htan

d w

rong

.

Step

5:

Mak

e a

dec

isio

nan

dac

ton

it.

Step

6:

Afte

r yo

uha

ve g

one

thro

ugh

with

you

rde

cisi

on,

eval

uat

ew

hat t

heou

tcom

es o

fth

e de

cisi

onw

ere.


Resting Heartbeat Before 1 Year of Exercise

After 1 Year of Exercise Difference

Resting heartbeat per minute 85 75 10 fewer

Resting heartbeat, beats per hour 5,100 4,500 600 fewer

Resting heartbeat, beats per day 122,400 108,000 14,400

fewerResting heartbeat,

beats per week 856,800 756,000 100,800 fewer

Resting heartbeat,beats per year 44,553,600 39,312,000 5,241,600

fewer

1. His resting heart rate decreased.

2. 14,400 fewer every day; 5,241,600 fewer per year

3. Dave’s decision was an effective one.

Reteaching Activity 1-4 I. A. Decisions; consequences

B. risks

II. A. Step 1: State the Situation

B. Step 2: List the Options

F. Step 6: Evaluate the Decision

III. 1. me

2. harm

3. cause any problems

Enrichment Activity 1-4Answers will vary, but should reflect an

understanding that character is demonstrated by the choices we make—particularly if those choices are not influenced by others. Choices made without regard to public recognition, gratitude, or repayment may be good indica-tors of true character.

Guided Reading and Writing Activity 1-4 1. Some decisions may have serious conse-

quences and involve risks. Teens should consider the risks and consequences when making decisions. Additional risks can increase the chance of harm or loss.

2. State the situation; list the options; weigh the possible outcomes; consider values; make a decision and act on it; evaluate the decision.

3. Values are beliefs you feel strongly about that help guide the way you live.

4. Will my decision affect anyone besides me? Will there be any long-term effects from my action? Will my decision hurt anyone or cause any problems?

Lesson Quiz 1-4 1. e

2. a

3. d

4. c

5. b

6. +

7. 0Chapter 1 Teen Health Course 1 65

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8. 0

9. +

10. 0

LESSON 5


Steps for Setting Goals

Choose a realistic goal.Make sure you will beable to achieve yourgoal at some point.

Make your goalspecific.

List the stepsneeded to reach

your goal.

Identifythe people who

can help you reachyour goal.

Evaluateyour progress while

you are trying toreach

your goal. Rewardyourself for reaching

the goal!

Decision-Making Activity 1-5 1. Situation A 2. Raj must make a decision to try and walk

the whole distance of the walkathon.

3. a. He could decide not to participate.

3. b. He could set a goal to practice and work up to walking the whole distance.

4. a. By not participating, Raj could feel even worse.

b. By setting a goal, Raj can participate in the walkathon and feel good about reaching his goal.

5. Answers will vary. Raj should set a goal and work toward it.

6. Answers will vary. Raj should set small goals and start training for the walkathon. He could ask his friends to train with him.

7. Answers will vary. Raj will know he made a good decision if he trains properly and finishes the event.

1. Situation B 2. Jimmy must decide immediately whether

he will make time to study for his science test. He must also make other decisions about how to plan his time.

3. a. Jimmy could set aside time to study for his science test, giving up something else he wanted to do.

b. He could plan to drop a few activities so that he does not need to hurry so much. Jimmy could also decide that he does not need to study for the test and continue living a hurried life.

4. a. Jimmy will probably get a good grade if he studies for his test, and he will pass science. If he drops some activities, he may miss them, but he will also do bet-ter at those he keeps.

b. If Jimmy does not study, he will prob-ably do poorly on the test and fail sci-ence. If he keeps his schedule as it is, he risks disappointing himself and oth-ers as well as getting sick.

5. Jimmy should make time to study for the test and examine his schedule with the intention of dropping several activities.

6. Jimmy should set aside enough time to study and postpone or cancel any activi-ties he has planned during that time. He should set aside two hours during the weekend when he can make changes in his schedule.

7. Jimmy will know he made a good decision if he prepares for his test and finds that he is no longer in a hurry all the time.

Reteaching Activity 1-5 1. long-term goal

2. short-term goal

3. do a reality check

4. Don’t sell yourself short

5. be specific

6. list steps

7. get help

8. Evaluate your progress

9. reward yourself

Enrichment Activity 1-5Answers will vary.


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Guided Reading and Writing Activity 1-5 1. A realistic goal is something you can actu-

ally achieve and have control over.

2. Choose a realistic goal; make your goal specific; list the steps to reach your goal; get help from others; evaluate your prog-ress; reward yourself.

3. When a group is involved, people must work together to make a decision. Each person needs to use communication skills to speak to, listen to, and understand others.

Lesson Quiz 1-5 1. short-term goal

2. goal

3. long-term goal

4. challenging

5. +

6. smaller

7. +

8. short-term goals

9. specific

10. +

UNIVERSAL ACCESS ACTIVITIES

Activity 1Mental/Emotional: Use positive thinking;

Ask for help when you need it; Express feel-ings in positive ways

Physical: Eat healthy foods; Get plenty of exercise; Avoid harmful drugs and alcohol

Social: Build relationships with others; Lis-ten to a friend’s problems; Show respect for others

Activity 2Answers will vary.

Activity 3Answers will vary.

Activity 4 1. Goal: A goal is something you hope to

accomplish.

2. Short-term goal: A goal that you plan to accomplish in a short time.

3. Answers will vary.

4. Long-term goal: A goal that you hope to achieve within a period of months or years.

5. Answers will vary.


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teen health - snoqualmie valley school district 1 teen health course 1 v ... there is one concept...

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