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The Science of

Healthy Behaviors

under a contract from the

National Institutes of Health

National Institute of Nursing Research

Office of Behavioral and Social Sciences Research

5415 Mark Dabling Boulevard

Colorado Springs, CO 80918

BSCS Development Team

Design Conference Participants

Rodger W. Bybee, Principal Investigator

Elaine Borawski, Case Western Reserve University,

Jerry Phillips, Project Director

Cleveland, Ohio

Kristin Jenkins, Curriculum Developer

Nsombi Davis, Herbert Hoover Middle School, Rockville,

Mark Bloom, Curriculum Developer

Maryland

Pamela Warren, Project Assistant

Willa Doswell, University of Pittsburgh, Pittsburgh,

Ted Lamb, Evaluator

Pennsylvania

Molly Stuhlsatz, Evaluator

Julie Downs, Carnegie Mellon University, Pittsburgh,

Barbara Perrin, Production Manager

Pennsylvania

Dottie Watkins, Production Coordinator

Brian Finch, RAND Corporation, Santa Monica, California

Stacey Luce, Production Assistant

Norma Gilman, Edison Junior High, San Angelo, Texas

Jeff Marshall, Irving Middle School, Colorado Springs,

BSCS Administrative Staff

Colorado

Carlo Parravano, Chair, Board of Directors

Marvin Nochowitz, Haines School, Chicago, Illinois

Rodger W. Bybee, Executive Director

Pam Van Scotter, Director, Curriculum Development

Primary Field-Test Teachers

Division

Mitchell Comisky, Forest Glen Middle School, Coral

Janet Carlson Powell, Associate Director, Chief Science

Springs, Florida

Education Officer

Cassie Cox, Sherrard Junior High School, Wheeling, West

Virginia

National Institutes of Health

Diane French, Imagine Academy, Granada Hills, California

Janice Phillips, National Institute of Nursing Research

Laura Hays, Collaborative Education Program, Greeley,

Genevieve DeAlmeida-Morris, National Institute of Nursing

Colorado

Research

Susan Liscio, Eastern Middle School, Silver Spring,

Melinda Tinkle, National Institute of Nursing Research

Maryland

Deborah H. Olster, Office of Behavioral and Social Sciences

Brian Menzie, Thomas C. Marsh Middle School, Dallas,

Research

Texas

Judith Mulvihill, Office of Behavioral and Social Sciences

Janie Murray, Southeast Middle School, Kernersville, South

Research

Carolina

Bruce Fuchs, Office of Science Education

Rosalie Zonder, Our Lady of Mercy School, Madison,

Lisa Strauss, Office of Science Education

Connecticut

Cindy Allen, Office of Science Education

Adult Human Behavior Video Cast (SAIC)

SAIC Staff

Jessica Kolis, Steve Larson, Jessica Nakles, Donnie Pope,

Bach Nguyen, Project Manager

Blake Porch, Sung Rho, and Katie Riley

Steve Larson, Project Management Director

James Chandler, Director of Internet Services

Cover Design

Doug Green, Project Lead

Tim Cook, Medical Arts, National Institutes of Health

Tommy D’Aquino, Multimedia Director

Chris Doud, Video Producer

This material is based on work supported by the National

Mark Ford, Video Producer

Institutes of Health under Contract No. 263-03-C-0039.

John James, Multimedia Developer

Any opinions, findings, conclusions, or recommendations

Jeff Ludden, Multimedia Programmer

expressed in this publication are those of the authors and

Pat Leffas, Multimedia Programmer

do not necessarily reflect the view of the funding agency.

Dave Nevins, Audio Engineer

Katie Riley, Web Developer

Copyright © 2006 by BSCS. All rights reserved. You have

Mary Jo Mallonee, Web Developer, Editor, and Quality

the permission of BSCS to reproduce items in this module

Assurance

for your classroom use. The copyright on this module,

however, does not cover reproduction of these items for

Advisory Committee

any other use. For permissions and other rights under this

Elaine Borawski, Case Western Reserve University,

copyright, please contact BSCS, 5415 Mark Dabling Blvd.,

Cleveland, Ohio

Colorado Springs, CO 80918-3842; www.bscs.org; info@bscs.

Janet Erickson, C.R. Anderson Middle School, Helena,

org; (719) 531-5550.

Montana

Baruch Fischoff, Carnegie Mellon University, Pittsburgh,

NIH Publication Number 07-5288

Pennsylvania

ISBN: 1-929614-22-5

Sally Greer, Whitford Middle School, Beaverton, Oregon

Ron Steingard, Massachusetts Executive Office of Health

and Human Services

Please contact the NIH Office of Science

Education with questions about this

supplement at supplements@science.

education.nih.gov.

Contents

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii About the National Institute of Nursing Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix About the Office of Behavioral and Social Sciences Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi Introduction to The Science of Healthy Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

• What Are the Objectives of the Module?

• Why Teach the Module?

• What’s in It for the Teacher?

Implementing the Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

• What Are the Goals of the Module?

• What Are the Science Concepts and How Are They Connected?

• Science Content of the Lessons

• Conceptual Flow of Activities

• How Does the Module Correlate to the National Science Education Standards?

− Content Standards: Grades 5−8

− Teaching Standards

− Assessments Standards

• How Does the BSCS 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning?

− Engage

− Explore

− Explain

− Elaborate

− Evaluate

• How Does the Module Support Ongoing Assessment?

• How Can Controversial Topics Be Handled in the Classroom?

Using the Student Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

• Format of the Lessons

• Timeline for the Module

Using the Web Site. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

• Hardware/Software

Requirements

• Downloading and Installing Adobe Flash Player

• Getting the Most out of the Web Site

• Collaborative

Groups

• Web Activities for Students with Disabilities

Information about the Science of Healthy Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1 What Is Behavior? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2 Studying Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2.1 Behavioral and Social Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2.2 Types of Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2.3 Behavioral and Social Science Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

2.4 Careers in Behavioral and Social Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

3 Influences on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

4 Behavioral and Social Science Research and Cardiovascular Disease . . . . . . . . . . . . . . . . . . . . 28

4.1 Health Outcomes of Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

4.2 Identifying Behavioral Trends, Risky Behaviors, and At-Risk Groups . . . . . . . . . . . . . . . . 29

4.3 Behavioral Interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

4.4 Maximizing Effective Medical and Behavioral Treatments . . . . . . . . . . . . . . . . . . . . . . . . . 30

4.5 Behavioral and Social Science Research and Public Health . . . . . . . . . . . . . . . . . . . . . . . . 31

4.6 The Science of Healthy Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

5 Web Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Student Lessons

• Lesson

1— Defining Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

• Lesson

2— Influences on Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

• Lesson

3— Tools of Social and Behavioral Science: The Survey. . . . . . . . . . . . . . . . . . . . . . . . . 57

• Lesson

4— Behavioral Specialists at Work: The Healthcare Setting . . . . . . . . . . . . . . . . . . . . . . 79

• Lesson

5— Behavioral Specialists in the Healthcare Setting . . . Again . . . . . . . . . . . . . . . . . . . 95

Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Letter to Parents and Guardians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Foreword

This curriculum supplement, from The

learning and are inquiry-based to help students

NIH Curriculum Supplements Series, brings

develop problem-solving strategies and critical

cutting-edge medical science and basic

thinking.

research discoveries from the laboratories of

the National Institutes of Health (NIH) into

Each curriculum supplement comes with a

classrooms. As the largest medical research

complete set of materials for both teachers and

institution in the United States, NIH plays a

students, including printed materials, extensive

vital role in the health of all Americans and

background and resource information, and

seeks to foster interest in research, science, and

a Web site with interactive activities. The

medicine-related careers for future generations.

supplements are distributed at no cost to

NIH’s Office of Science Education (OSE) is

teachers across the United States. All materials

dedicated to promoting science education and

may be copied for classroom use but may

scientific literacy.

not be sold. We welcome your feedback. For

a complete list of curriculum supplements,

We designed this curriculum supplement to

updates, and availability and ordering

complement existing life science curricula

information, or to submit feedback, please visit

at both the state and local levels and to be

our Web site at http://science.education.nih.gov or

consistent with National Science Education

write to

Standards.1 It was developed and tested by a

Curriculum Supplements Series

team composed of teachers, scientists, medical

Office of Science Education

experts, and other professionals with relevant

National Institutes of Health

subject-area expertise from institutes and

6100 Executive Boulevard

medical schools from across the country;

Suite 3E01 MSC 7520

representatives from the National Institute of

Bethesda, MD 20892-7520

Nursing Research and the Office of Behavioral

and Social Sciences Research; and curriculum-

We appreciate the valuable contributions of the

design experts from Biological Sciences

talented staff at BSCS and SAIC. We are also

Curriculum Study (BSCS) and SAIC. The

grateful to the NIH scientists, advisors, and all

authors incorporated real scientific data and

other participating professionals for their work

actual case studies into classroom activities.

and dedication. Finally, we thank the teachers

A three-year development process included

and students who participated in focus groups

geographically dispersed field tests by teachers

and field tests to ensure that these supplements

and students.

are both engaging and effective.

The structure of this module enables teachers

I hope you find our series a valuable addition

to effectively facilitate learning and stimulate

to your classroom and wish you a productive

student interest by applying scientific concepts

school year.

to real-life scenarios. Design elements include

a conceptual flow of activities based on the

Bruce A. Fuchs, Ph.D.

BSCS 5E Instructional Model, multisubject

Director

integration emphasizing cutting-edge science

Office of Science Education

content, and built-in assessment tools.

National Institutes of Health

Activities promote active and collaborative

supplements@science.education.nih.gov

1 In 1996, the National Academy of Sciences released the National Science Education Standards, which outlines what everyone should understand about science by the time they graduate from high school. The Standards encourages teachers to select major science concepts that empower students to use information to solve problems rather than stressing memorization of unrelated information.

v

About the National Institutes of Health

Begun as the one-room Laboratory of Hygiene

• understanding of mental, addictive, and

in 1887, the National Institutes of Health (NIH)

physical disorders; and

today is one of the world’s foremost biomedical

• collection, dissemination, and exchange

and behavioral research centers and the federal

of information in medicine and health,

focal point for health research in the United

including the development and support of

States.

medical libraries and the training of medical

librarians and other health information

Mission and Goals

specialists.

The NIH mission is science in pursuit of

fundamental knowledge about the nature and

Organization

behavior of living systems and the application

Composed of 27 separate institutes and

of that knowledge to extend healthy life and

centers, NIH is one of eight health agencies

reduce the burdens of illness and disability.

of the Public Health Service within the U.S.

The goals of the agency are to

Department of Health and Human Services.

• foster fundamental creative discoveries

NIH encompasses 75 buildings on more than

and innovative research strategies and

300 acres in Bethesda, Md., as well as facilities

their applications as a basis for advancing

at several other sites in the United States. The

significantly the nation’s capacity to protect

NIH budget has grown from about $300 in

and improve health;

1887 to more than $28 billion in 2005.

• develop, maintain, and renew scientific

resources—both human and physical—that

Research Programs

will ensure the nation’s ability to prevent

One of NIH’s principal concerns is to invest

disease;

wisely the tax dollars entrusted to it for

• expand the knowledge base in medical and

the support and conduct of this research.

associated sciences in order to enhance the

Approximately 82 percent of the investment is

nation’s economic well-being and ensure

made through grants and contracts supporting

a continued high return on the public

research and training in more than 2,000

investment in research; and

research institutions throughout the United

• exemplify and promote the highest level of

States and abroad. In fact, NIH grantees are

scientific integrity, public accountability,

located in every state in the country. These

and social responsibility in the conduct of

grants and contracts make up the NIH

science.

Extramural Research Program.

NIH works toward meeting those goals by

Approximately 10 percent of the budget goes to

providing leadership, direction, and grant

NIH’s Intramural Research Programs, the more

support to programs designed to improve the

than 2,000 projects conducted mainly in its

health of the nation through research in the

own laboratories. These projects are central to

• causes, diagnosis, prevention, and cure of

the NIH scientific effort. First-rate intramural

human diseases;

scientists collaborate with one another

• processes of human growth and

regardless of institute affiliation or scientific

development;

discipline and have the intellectual freedom

• biological effects of environmental

to pursue their research leads in NIH’s own

contaminants;

laboratories. These explorations range from

vii

basic biology to behavioral research, to studies

Impact on the Nation’s Health

on treatment of major diseases.

Through its research, NIH has played a major

role in making possible many achievements

Grant-Making Process

over the past few decades, including these:

The grant-making process begins with an

• Mortality from heart disease, the number

idea that an individual scientist describes in

one killer in the United States, dropped by

a written application for a research grant. The

36 percent between 1977 and 1999.

project might be small, or it might involve

• Improved treatments and detection methods

millions of dollars. The project might become

increased the relative five-year survival rate

useful immediately as a diagnostic test or

for people with cancer to 60 percent.

new treatment, or it might involve studies of

• With effective medications and psycho-

basic biological or behavioral processes whose

therapy, the 19 million Americans who suffer

clinical value may not be apparent for many

from depression can now look forward to a

years.

better, more productive future.

• Vaccines are now available that protect

Each research grant application undergoes peer

against infectious diseases that once killed

review. A panel of scientific experts, primarily

and disabled millions of children and adults.

from outside the government, who are active

• In 1990, NIH researchers performed the first

and productive researchers in the health

trial of gene therapy in humans. Scientists

sciences, first evaluates the scientific merit

are increasingly able to locate, identify, and

of the application. Then, a national advisory

describe the functions of many of the genes

council or board, composed of eminent

in the human genome. The ultimate goal is

scientists as well as members of the public who

to develop screening tools and gene therapies

are interested in health issues or the biomedical

for the general population for cancer and

or behavioral sciences, determines the project’s

many other diseases.

overall merit and priority in advancing the

research agenda of the particular NIH funding

Science Education

institutes and centers.

Science education by NIH and its institutes and

centers contributes to ensuring the continued

About 38,500 research and training appli ca-

supply of well-trained basic research and clinical

tions are reviewed annually through the NIH

investigators, as well as the myriad professionals

peer-review system. At any given time, NIH

in the many allied disciplines who support

supports 35,000 grants in universities, medical

the research enterprise. These efforts also help

schools, and other research and research

educate people about scientific results so that

training institutions, both nationally and

they can make informed decisions about their

internationally.

own—and the public’s—health.

NIH Nobelists

This curriculum supplement is one such

The roster of people who have conducted NIH

science education effort, a collaboration among

research or who have received NIH support

four partners: the NIH National Institute for

over the years includes some of the world’s

Nursing Research, the NIH Office of Behavioral

most illustrious scientists and physicians.

and Social Sciences Research, the NIH Office

Among them are 115 winners of Nobel Prizes

of Science Education, and Biological Sciences

for achievements as diverse as deciphering

Curriculum Study.

the genetic code and identifying the causes of

hepatitis. You can learn more about Nobelists

For more about NIH, visit its Web site at

who have received NIH support at http://www.

http://www.nih.gov.

nih.gov/about/almanac/nobel/index.htm.

viii

About the National Institute

of Nursing Research

There are more than two and a half million

• a community awareness program decreased

nurses in the United States, making nursing

the exposure to lead for children in a low-

the largest healthcare profession. People

income neighborhood;

consistently rate nurses highly for being

• a coping-skills program taught teenagers

trustworthy. You can find nurses in a variety

with diabetes ho