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Glencoe Health
Student Activity Workbook
Teacher Annotated Edition
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Health program. Any other reproduction, for sale or other use, is expressly prohibited.
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|ISBN: |978-0-07-888168-8 |(Student Edition) |
|MHID: |0-07-888168-4 | |(Student Edition) |
|ISBN: |978-0-07-888169-5 |(Teacher Annotated Edition) |
|MHID: |0-07-888169-2 | |(Teacher Annotated Edition) |
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Table of Contents
UNIT 1 A HEALTHY FOUNDATION
Chapter 1 Understanding Health and Wellness
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: English
Lesson 4 Note Taking
Academic Integration: Mathematics
Chapter 2 Taking Charge of Your Health
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Social Studies
Lesson 2 Note Taking
Academic Integration: Science
Lesson 3 Note Taking
Academic Integration: English
Lesson 4 Note Taking
Academic Integration: English
UNIT 2 MENTAL AND EMOTIONAL HEALTH
Chapter 3 Achieving Mental and Emotional Health
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: English
Chapter 4 Managing Stress and Coping with Loss
Test Taking
Real World Connection
|Contents |
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Table of Contents iii
|Cont|
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Table of Contents
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: English
Chapter 5 Mental and Emotional Problems
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: Mathematics
Lesson 4 Note Taking
Academic Integration: Science
UNIT 3 HEALTHY AND SAFE RELATIONSHIPS
Chapter 6 Skills for Healthy Relationships
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: English
Chapter 7 Family Relationships
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Mathematics
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: English
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Table of Contents
Chapter 8 Peer Relationships
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Social Studies
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: English
Chapter 9 Resolving Conflicts and Preventing Violence
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Social Studies
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: Social Studies
Lesson 4 Note Taking
Academic Integration: Social Studies
UNIT 4 NUTRITION AND PHYSICAL ACTIVITY
Chapter 10 Nutrition for Health
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: Science
Lesson 3 Note Taking
Academic Integration: English
Lesson 4 Note Taking
Academic Integration: English
Chapter 11 Managing Weight and Eating Behaviors
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Mathematics
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|Lesson 2 |Note Taking |145 |
| |Academic Integration: English |147 |
|Lesson 3 |Note Taking |148 |
| |Academic Integration: English |150 |
|Chapter 12 |Physical Activity and Fitness | |
| |Test Taking |151 |
| |Real World Connection |153 |
|Lesson 1 |Note Taking |155 |
| |Academic Integration: English |157 |
|Lesson 2 |Note Taking |158 |
| |Academic Integration: Mathematics |160 |
|Lesson 3 |Note Taking |161 |
| |Academic Integration: Science |163 |
|Lesson 4 |Note Taking |165 |
| |Academic Integration: English |167 |
| | | |
|UNIT 5 |PERSONAL CARE AND BODY SYSTEMS | |
|Chapter 13 |Personal Health Care | |
| |Test Taking |168 |
| |Real World Connection |170 |
|Lesson 1 |Note Taking |171 |
| |Academic Integration: English |173 |
|Lesson 2 |Note Taking |174 |
| |Academic Integration: English |176 |
|Lesson 3 |Note Taking |177 |
| |Academic Integration: Mathematics |179 |
|Chapter 14 |The Skeletal, Muscular, and Nervous Systems | |
| |Test Taking |180 |
| |Real World Connection |182 |
|Lesson 1 |Note Taking |183 |
| |Academic Integration: Mathematics |185 |
|Lesson 2 |Note Taking |186 |
| |Academic Integration: English |188 |
|Lesson 3 |Note Taking |189 |
| |Academic Integration: English |191 |
|Chapter 15 |The Cardiovascular, Respiratory, and Digestive Systems | |
| |Test Taking |192 |
| |Real World Connection |194 |
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Table of Contents
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: English
Lesson 4 Note Taking
Academic Integration: Science
Chapter 16 Endocrine and Reproductive Health
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Science
Lesson 2 Note Taking
Academic Integration: English
Lesson 3 Note Taking
Academic Integration: Mathematics
UNIT 6 GROWTH AND DEVELOPMENT
Chapter 17 The Beginning of the Life Cycle
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: Mathematics
Lesson 3 Note Taking
Academic Integration: English
Chapter 18 The Life Cycle Continues
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Science
Lesson 2 Note Taking
Academic Integration: Mathematics
Lesson 3 Note Taking
Academic Integration: English
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|Cont|
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Table of Contents vii
|Cont|
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Table of Contents
UNIT 7 DRUGS
Chapter 19 Medicines and Drugs
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Science
Lesson 2 Note Taking
Academic Integration: English
Chapter 20 Tobacco
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Social Studies
Lesson 2 Note Taking
Academic Integration: Mathematics
Lesson 3 Note Taking
Academic Integration: Social Studies
Chapter 21 Alcohol
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Mathematics
Lesson 2 Note Taking
Academic Integration: Social Studies
Lesson 3 Note Taking
Academic Integration: Mathematics
Chapter 22 Illegal Drugs
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: Mathematics
Lesson 3 Note Taking
Academic Integration: Science
Lesson 4 Note Taking
Academic Integration: English
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Table of Contents
UNIT 8 DISEASES AND DISORDERS
Chapter 23 Communicable Diseases
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Science
Lesson 2 Note Taking
Academic Integration: Mathematics
Lesson 3 Note Taking
Academic Integration: Science
Lesson 4 Note Taking
Academic Integration: Science
Chapter 24 Sexually Transmitted Diseases and HIV/AIDS
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: Mathematics
Lesson 2 Note Taking
Academic Integration: Science
Lesson 3 Note Taking
Academic Integration: English
Lesson 4 Note Taking
Academic Integration: Mathematics
Chapter 25 Noncommunicable Diseases and Disabilities
Test Taking
Real World Connection
Lesson 1 Note Taking
Academic Integration: English
Lesson 2 Note Taking
Academic Integration: Mathematics
Lesson 3 Note Taking
Academic Integration: Science
Lesson 4 Note Taking
Academic Integration: Social Studies
|Contents |
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Table of Contents ix
|Cont|
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Table of Contents
|UNIT 9 |SAFETY AND ENVIRONMENTAL HEALTH | |
|Chapter 26 |Safety and Injury Prevention | |
| |Test Taking |343 |
| |Real World Connection |345 |
|Lesson 1 |Note Taking |347 |
| |Academic Integration: English |349 |
|Lesson 2 |Note Taking |350 |
| |Academic Integration: Mathematics & Science |352 |
|Lesson 3 |Note Taking |353 |
| |Academic Integration: Science |355 |
|Lesson 4 |Note Taking |356 |
| |Academic Integration: English |358 |
|Chapter 27 |First Aid and Emergencies | |
| |Test Taking |359 |
| |Real World Connection |361 |
|Lesson 1 |Note Taking |362 |
| |Academic Integration: Science |364 |
|Lesson 2 |Note Taking |365 |
| |Academic Integration: Science |367 |
|Lesson 3 |Note Taking |368 |
| |Academic Integration: Science |370 |
|Lesson 4 |Note Taking |371 |
| |Academic Integration: English |373 |
|Chapter 28 |Community and Environmental Health | |
| |Test Taking |374 |
| |Real World Connection |376 |
|Lesson 1 |Note Taking |377 |
| |Academic Integration: English |379 |
|Lesson 2 |Note Taking |380 |
| |Academic Integration: English |382 |
|Lesson 3 |Note Taking |383 |
| |Academic Integration: English |385 |
|National Standards Chart |386 |
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x Table of Contents
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 1 Understanding Health and Wellness
Tips on Preparing for Tests
• Begin reviewing early. This will give you more time to become familiar with the information.
• Review your notes immediately after class. This will help you retain information that was taught in class while it is still fresh in your mind.
• Review your notes with other students. This often enables you to cover important material that you may have overlooked on your own.
• Quiz yourself by asking yourself questions about the content.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|Chap|
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1. Your health triangle consists of what three components?
A. age, spiritual, and physical
B. heredity, environment, and mental/ emotional
C. physical, mental/emotional, and social
D. physical, balance, and social
2. Which is the most effective strategy for locating health information on the Internet?
F. choosing sites that use .gov or .edu
G. choosing the most popular sites
H. choosing sites authored by
doctors
J. choosing sites with colorful graphics
3. Which risk behavior is NOT among the leading causes of death or disability in people under 24?
A. alcohol and other drug use
B. acts leading to unintended injuries
C. inadequate physical activity
D. unhealthy dietary behaviors
4. Which word group represents the three major influences on your health?
F. heredity, peer groups, lifestyle factors
G. heredity, spirituality, environment
H. environment, eating habits, heredity
1. heredity, environment, lifestyle factors
5. Which is a strategy for exercising control over the influence of heredity on your health?
A. show respect and care for your family
B. get plenty of daily physical activity
C. ask questions about health conditions and diseases that run in your family
D. avoid contact with relatives who have chronic health conditions
Chapter 1 Student Activity Workbook 1
Name _________________________________________ Date _______________ Class ____________
|Chap|
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|1 |
6. Which is NOT a characteristic of a health-literate individual?
F. being a critical thinker
G. being a responsible citizen
H. being an effective communicator
J. being a highly educated person
7. Which is a health benefit of a positive attitude?
A. protection against stress
B. protection against cholesterol
C. protection against disease
D. protection against danger
8. Which choice is NOT necessary in order to achieve good social health?
F. communicating clearly and listening
G. having a large number of friends
H. showing respect for yourself and others
J. giving and receiving support
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
Directions: Circle T if the statement is true or F if the statement is false. Rewrite any false statements to make them true.
9. T F Regular physical activity is considered a risk behavior.
F. Regular physical activity is important to maintaining a healthy body.
3. T F Cumulative risks are related risks that increase in effect with each added risk.
T
11. T F The Internet is the least powerful medium to use as a source for health information.
F. The Internet is the most powerful medium to use as a source for health information.
12. T F Practicing abstinence is one of the most effective strategies for avoiding risks to your health.
T
13. Having good health and wellness includes good health habits and being conscious of all aspects of your health. Write a personal statement about how you can achieve and maintain good health and wellness.
Write your answer to item 13 in this space.
Possible response: I can achieve good health and wellness by making healthful choices and practic-
ing healthful behaviors, while striving to understand how heredity, environment, and lifestyle affect
my health. I will avoid health risk behaviors such as alcohol and drug use. I will obtain the knowledge
I need to remain healthy. I will design and practice a health plan that involves healthy choices and
behaviors.
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2 Chapter 1 Student Activity Workbook
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Real World Connection
Chapter 1 Understanding Health and Wellness
Analyzing Influences
Many factors influence your health, such as heredity, environment, culture, media, behavior, and attitude. How do these influences affect you?
Directions: In this activity, you will spend one day recording the influences that affect your health. Throughout the day, record a variety of activities that influence your physical, mental/emotional, or social health. Then describe the influence that led you to participate in this activity.
|Activity |Influence |
| | |
|I tried out for the soccer team. |Social environment. My best friend is on the soccer |
| |team, and she encouraged me to try out. |
| | |
|I bought a new pair of pants at the mall. |Media. I saw an ad showing one of my favorite |
| |celebrities wearing the pants. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
Analyze and Conclude
1. Compare your grid with that of a classmate. How are your influences the same and how are they different? Did you respond to similar influences in different ways?
Student responses will vary.
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Chapter 1 Student Activity Workbook 3
Name _________________________________________ Date _______________ Class ____________
Note Taking
| |Chapter 1 |Understanding Health and Wellness | |
|1 | | | | | |
|Chapte|Lesson 1 Your Total Health | | |
|r | | | |
| |Directions: Use the following outline to help organize your notes as you read | |
| |through the lesson. | | | | |
| |Key Concept |Cause and Effect Before reading, identify two health | |
| | |behaviors that you practice regularly and list their benefits. | |
| | |After reading the lesson, write a sentence or two identifying | |
| | |additional behaviors you can practice that will benefit your | |
| | |health and wellness. | | |
| | | | | | |
| | | |Before Reading |After Reading | |
| | | | | | |
| | | |Benefit of healthful behavior: |Sample answer: I will increase | |
| | | |Sample answer: I need to |my physical activity by partici- | |
| | | |improve my physical health |pating in a sport at school. | |
| | | |Benefit of healthful behavior: | | |
| | | | | | |
New and Academic
Vocabulary
health
overall
spiritual health
wellness
Write the correct vocabulary term under each definition.
1. a deep-seated sense of meaning and purpose in life
spiritual health
2. the combination of physical, mental/emotional, and social well-being
health
3. a state of well-being or total health
wellness
4. as a whole
overall
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4 Chapter 1 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Your Health Triangle
I found this information on page(s) 6–8 .
List the three areas of your health that make up the health triangle.
physical, mental/emotional, social
Name five actions that contribute to getting and keeping a healthy body
Physical Health
1. Get 8 –10 hours of sleep every night.
|Chap|
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2. Eat nutritious foods and drink at least 8 cups of water every day.
3. Engage in 30–60 minutes of physical activity daily.
4. Avoid using tobacco, alcohol, and other drugs.
5. Bathe regularly, and brush and floss your teeth daily.
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The Health Continuum
I found this information on page(s) 9–10 .
Identify some characteristics of people who are mentally and emotionally healthy.
Mental/Emotional Health
1. They enjoy challenges that help them grow.
2. They accept responsibility for their actions.
3. They identify and express emotions in appropriate ways.
4. They deal with stress and frustration without feeling overwhelmed.
5. They have a positive outlook more than a negative one.
6. They make thoughtful and responsible decisions.
Name three behaviors that contribute to having healthy relationships.
Social Health
1. Seeking and lending support when needed
2. Communicating well and listening to others
3. Showing respect and care for yourself and others
Describe how you can predict the way your current health decisions will affect your health in the future.
Understanding how your health moves along the health continuum
gives you a way to predict both the short- and long-term effects of
the health decisions you make.
Chapter 1 Student Activity Workbook 5
|Chap|
|ter |
|1 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 1 Understanding Health and Wellness
NCTE.6 Applying Knowledge (Turn to pages 386 – 390 for complete standard language.)
Lesson 1 Your Total Health
Total Health
Directions: Your total health is made up of three equally important areas: physical, mental/ emotional, and social. If one area of your health suffers, your total health will also suffer. For each of the following cases, decide which area(s) of each teen’s health is being negatively affected and describe how each teen could improve his or her situation.
1. A 15-year-old boy has come to the office complaining of a stomachache. He has a math test during the next class period. You have noticed that he comes to the office with a stomachache every time he has a math test.
Physical, mental/emotional. The teen should get enough sleep on the night before his math tests. He should do some physical activity on the day of a math test to work out some of his stress and anxiety. He could think positively and try to enjoy the challenge.
2. A ninth-grade girl missed a week of school for her grandmother’s funeral. Now, she wants to talk with someone because she is having a hard time catching up with her schoolwork.
Mental/emotional, social. She should try to deal with the stress and frustration of losing her grand-mother and having a large workload at school without feeling overwhelmed. She should seek support from someone she trusts.
3. Two tenth-grade boys have been sent to the office for fighting. They have minor injuries and appear to be very angry. Both have been in fights before.
Mental/emotional, social, and physical. They should communicate and show respect. They should both take responsibility for their actions, and identify their emotions and express them in appropriate ways.
4. A ninth grader is unhappy about her weight problem. She says she is sick of being teased by the other kids.
Physical, mental/emotional, social. She should eat nutritious foods, drink water daily, and engage in more physical activity. She should communicate to her classmates her displeasure at being teased, and seek support from someone she trusts.
5. A senior wrestler has skipped lunch every day this week, replacing food with a dietary supplement. He is worried that he will not make weight for tonight’s big match.
Physical, mental/emotional. He should eat nutritious foods, drink water every day, and avoid the use of
drugs. He should try to make more responsible decisions about his health.
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6 Chapter 1 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 1 Understanding Health and Wellness
Lesson 2 What Affects Your Health?
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |down a list of items that influence your health. Consider |
| |where you live, the food you eat, and the people you socialize |
| |with. After you have finished reading the lesson, identify an |
| |influence on your health that you had not previously consid- |
| |ered and how this influence affects you. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: What I eat and |Sample answer: One influence on |
| | |how much I exercise influence |my health I had not considered |
| | |my health. |is culture. Because my family is |
| | | |Japanese and eats a diet made |
| | | |up mostly of vegetables, fish, and |
| | | |rice, I have never had trouble man- |
| | | |aging my weight. |
| | | | |
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New and Academic
Vocabulary
heredity
adequate
environment
peers
culture
media
Write a vocabulary word to answer each question.
1. Which term means the collective beliefs, customs, and behaviors of a group?
culture
2. Which term refers to media-producing devices such as radio, television, and the Internet?
technology
3. Which term describes the people in your age group?
peers
4. Which term means sufficient or satisfactory?
adequate
5. Which term means the sum of your surroundings?
environment
6. Which term means all the traits that were biologically passed on to you from your parents?
heredity
Chapter 1 Student Activity Workbook 7
Name _________________________________________ Date _______________ Class ____________
|Chap|
|ter |
|1 |
Influences on Your Health
I found this information on page(s) 11–14 .
List the influences on your health.
heredity, environment, attitude, behavior, media, technology
Identify one way that you can exercise control over heredity and the effects it has on your health.
Asking questions about what health conditions and diseases run in your
family can help you avoid certain health risks.
Describe each component of your environment and how each can affect your health.
| |Environment |
| | |
|Physical |Factors in your physical environment that affect |
|environment |your health are neighborhood and school safety; |
| |air and water quality; access to medical care; |
| |and availability of parks, recreational facilities, |
| |and libraries. |
| | |
|Social environment |Your social environment is made up of all the |
| |people around you. Good role models who |
| |support healthful decisions can help you avoid |
| |certain health risks. |
| | |
|Culture |Language, food, spiritual beliefs, and traditions |
| |you practice all influence your health behaviors. |
| | |
|Understanding Your |Name some sources of media that can influence your health | |
|Influences |behaviors. | |
|I found this information |newspapers, magazines, radio, television, the Internet | |
|on page(s) |15 |. | | |
| | | | | |
| | | | | |
| | | | | |
| | | |Explain how you can take control of your health. | |
| | | |You can take control of your health by understanding all the factors | |
| | | | | |
| | | |that influence it. | |
| | | | | |
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8 Chapter 1 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 1 Understanding Health and Wellness
NCTE.6 Applying Knowledge (Turn to pages 386–390 for complete standard language.)
|Lesson 2 What Affects Your Health |Chapter | |
|Choices Make the Difference | | |
| |1 | |
| | | |
Directions: Read the following health situations and use the information in your textbook as a guide to offer suggestions that would have a positive impact on the person’s health.
1. Jim plays computer games and rarely participates in other physical activities. Lately, he has allowed his game-playing time to cut into his sleep time. He usually eats his favorite snacks—chips and cookies—while he plays. His friends complain that they never see him anymore.
Health suggestions:
Jim should eat a variety of nutritious foods every day. He should also be more physically active. Jim
should make sure he is getting enough sleep each night. Finally, Jim should spend some time with his
friends to maintain healthy relationships.
2. Audra recently moved and is attending a new school. In an effort to be accepted, she went on a crash diet, hoping that being very thin would help her make friends. She was invited to join a group of kids known for having parties at which alcohol and marijuana are available. Audra is starting to think that hanging out with them would be better than doing nothing at all.
Health suggestions:
Audra should be patient and realize that making real friends takes time. She should not go to the parties at which alcohol and drugs are present. She should end her crash diet.
3. Jonathan has his sights set on getting a football scholarship to college. To prepare for the season, he has been working out several hours a day during the summer. He also has a part-time job, leaving him little free time. Because Jonathan is on such a tight schedule, he has been eating two of his daily meals at a fast food place. He gets home late and finds himself too wound up to sleep.
Health suggestions:
Jonathan might reduce the number of hours he works out each day, giving him a little more free time. This extra time might help him manage his daily stress better and help him get the amount of sleep he needs. Jonathan should also eat a variety of nutritious foods daily instead of fast food.
Chapter 1 Student Activity Workbook 9
|Chap|
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|1 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 1 Understanding Health and Wellness
Lesson 3 Health Risks and Your Behavior
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Cause and Effect As you read this lesson, think about how |
| |you can reduce the health risks in your life. Consider your |
| |behaviors and lifestyle choices. Make some notes before you |
| |start reading, then add more details after you have finished. |
| |Sample answer: Because of the effect of cumulative risks, I need to cut |
| | |
| |way back on how many times I eat fast food during the week. |
| | |
New and Academic
Vocabulary
risk behaviors
cumulative risks
prevention
abstinence
lifestyle factors
significant
Unscramble each vocabulary term. Then write the definition of each term.
sfraoct elliyftes
lifestyle factors—personal habits or behaviors related to the way a
person lives
sbreohiav krsi
risk behaviors—actions that can potentially threaten your health or the
health of others
finisgtanc
significant—noticeably or measurably large
eacbnsetni
abstinence—avoiding harmful behaviors
srkis ecvuimtual
cumulative risks—related risks that increase in effect with each added
risk
nporietvne
prevention—taking steps to keep something from happening or
getting worse
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10 Chapter 1 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
|Identifying Health Risks | |Explain why it is important to identify the health risks in | |
|I found this information | |your life. | |
|on page(s) |16–17 |. |By understanding the risks associated with certain behaviors, you can | |
| | | | | |
| | | | | | |
| | | |make safe and responsible decisions about which risks to avoid. | |
| | | | | | |
| | | | |Identify six risk behaviors that account for most of the death | |
| | | | |and disability among young people under 24. | |
Risk Behaviors
|Tobacco use |Unhealthy dietary behaviors |
| | |
|Inadequate physical activity |Alcohol and drug use |
| | |
|Sexual behaviors |Behaviors that result in violence |
| |and unintentional injuries |
| | |
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How to Avoid or Reduce Risks
I found this information on page(s) 18 –19 .
Explain how you can minimize health risks and protect your health.
You can protect your health and minimize the possibility of risk by
practicing positive health behaviors.
Name a strategy you can utilize to help protect yourself from risk and ensure a healthy future.
Practice abstinence. All areas of your health triangle benefit when you
choose to abstain from high-risk behaviors.
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|Promoting Your Health |List some lifestyle factors that promote good health. | |
|I found this information | | | |
| | |Lifestyle Factors | |
|on page(s) |20 |. | | | |
| | | |1. |Get eight to ten hours of sleep every night. | |
| | | |2. |Start each day with a healthy breakfast. | |
| | | |3. |Eat a variety of nutritious foods. | |
| | | |4. |Get 30 to 60 minutes of physical activity most days of | |
| | | | |the week. | |
| | | |5. |Maintain a healthy weight. | |
| | | |6. |Abstain from smoking or using other tobacco products. | |
| | | |7. |Abstain from the use of alcohol and other drugs. | |
| | | | | | |
Chapter 1 Student Activity Workbook 11
|Chap|
|ter |
|1 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 1 Understanding Health and Wellness
NCTE.6 Applying Knowledge (Turn to pages 386 – 390 for complete standard language.)
Lesson 3 Health Risks and Your Behavior
Risky Behaviors
Directions: Read the following excerpts from journal entries written by teens. In each case, identify behaviors that are health risks. Then rewrite each excerpt to eliminate the health risks and reflect a healthier lifestyle.
1. Devon picked me up after school today in his dad’s car. It’s an antique from the 1950s and doesn’t even have safety belts! Devon drives really fast, but other than that he’s a
good driver.
Health Risks: Not using safety belts and riding with an unsafe driver.
Your Rewrite: Sample answer: Instead of accepting a ride home in a car without safety belts with
a driver who speeds, the teen could choose to ride with another friend or to walk.
2. We stopped at Hamburger Haven for lunch on the way home from shopping and ordered jumbo shakes, burgers, and fries. After lunch, Tiara wanted me to go on a walk with her,
but I was too tired from all the shopping. I took a nap instead.
Health Risks: Unhealthy dietary behaviors and inadequate physical activity.
Your Rewrite: Sample answer: Change the meal to soup and salad, and replace the nap with the
walk or some other physical activity.
3. I have finally been invited to a party at Nick’s house. He’s the most popular guy in school and has really cool parties. Everybody there will be drinking beer, but I’m going to go.
I really want to fit in.
Health Risks: Alcohol use and negative peer pressure.
Your Rewrite: Sample answer: Abstinence from alcohol is the only healthy alternative. Situations
where alcohol is available, such as the party, should also be avoided. The teen decides not to go to
the party because he or she knows that alcohol will be available.
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12 Chapter 1 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 1 Understanding Health and Wellness
Lesson 4 Promoting Health and Wellness
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading this lesson, |
| |describe the various factors that influence your health. After |
| |you have finished reading, write a new sentence identifying |
| |the one factor that is the most important influence on your |
| |health. | |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Heredity |Sample answer: Health literacy |
| | |influences people’s health. |influences a person’s health |
| | | |more than age, income, and |
| | | |education. |
| | | | |
|Chap|
|ter |
|1 |
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New and Academic
Vocabulary
capacity
health education
Healthy People
health disparities
health literacy
Write the correct vocabulary term in the left column for each definition below.
1. an individual’s mental or physical ability
2. providing accurate health information and health skills education to help people make healthy decisions
3. a nationwide plan for health promotion and disease prevention designed to help improve the health of all people in the United States
4. differences in health outcomes among groups
5. a person’s capacity to learn about and understand basic health information and services and to use these resources to promote one’s health and wellness
Chapter 1 Student Activity Workbook 13
Name _________________________________________ Date _______________ Class ____________
|Chap|
|ter |
|1 |
The Importance of Health
Education
I found this information
on page(s) 22–23 .
Explain why health education is important.
Understanding health information and learning health skills empowers
people to live healthfully and improve their quality of life.
Explain the government’s role in promoting the nation’s health goals.
The government tracks health behaviors and outcomes to measure its
progress in achieving national objectives.
List the two main goals of the publication Healthy People.
1. To increase the quality and length of healthy life for all Americans
2. To remove differences in health outcomes that result from factors such as gender, race, education, disability, and location
|Becoming Health Literate |Explain why being health literate is necessary for a |
|I found this information |healthy life. |
|on page(s) |24–25 |. | | |
| | | |To become an informed individual who can make sound |
| | | |health decisions, one must: |
| | | |1. |Locate health information |
| | | |2. |Decide whether the information they find is correct |
| | | |3. |Assess the risks and benefits of treatment |
| | | |4. |Figure out how much medicine to take |
| | | |5. |Understand test results |
| | | | | |
Describe the qualities of a health-literate individual.
|Individual Quality |Description |
| | |
|critical thinker and |develops evaluation criteria |
|problem solver |before making decisions |
| | |
|responsible, productive citizen |acts in a way that promotes the |
| |health of the community |
| | |
|self-directed learner |searches for health information |
| |to make healthy decisions |
| | |
|effective communicator |can express his or her health |
| |knowledge in a variety of ways |
| | |
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14 Chapter 1 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 1 Understanding Health and Wellness
NCTM.Data.3 Analysis and Probability (Turn to pages 386–390 for complete standard language.)
Lesson 4 Promoting Health and Wellness
Health Literacy and Education
Health education can guide you to recognize the relationship between healthy living and quality of life. Health literacy is a person’s ability to learn about and understand basic health information and services and to use these resources to promote his or her health and well-ness. Educational attainment and health literacy are integral parts of becoming a health-literate adult.
Directions: Study the graphic on health literacy and educational attainment. Then answer the questions.
|Educational | | | | | | | | | | |
|attainment | | | | | | | | | | |
|Still in high school | | |13 | |24 | |56 |7 | | |
|Less than/some | | |49 | |27 |23 |1 | | | |
|high school | | | | | | | | | | |
| | | | | | | | | | | |
|GED/high school | | |14 | |30 | |54 |3 | | |
|equivalency | | | | | | | | | | |
| | | | | | | | | | | |
|High school graduate | | |15 | |29 | |53 |4 | | |
|Vocational/trade/ | | |12 | |25 | |57 |7 | | |
|business school | | | | | | | | | | |
| | | | | | | | | | | |
|Some college | | |5 | |20 | |67 |8 | | |
|Associate’s/ | | |4 | |15 | |66 |15 | | |
|2-years degree | | | | | | | | | | |
| | | | | | | | | | | |
|Bachelor’s degree | | |3 |10 |60 | |27 | | |
|Graduate studies/ | | |3 | |8 |57 | |33 | | |
|degree | | | | | | | | | | |
| | | | | | | | | | | |
|80 |60 |40 |20 |0|20 |40 |60 |80 |100| |
|Percent Below Basic | |Percent Basic and above | | |
[pic][pic] Below Basic [pic][pic] Basic [pic][pic] Intermediate [pic][pic] Proficient
Source: U.S. Department of Education, Institute of Education Sciences, Education
Statistics, 2003 National Assessment of Adult Literacy.
|Chap|
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|1 |
Chapter 1 Student Activity Workbook 15
| |Name _________________________________________ Date _______________ Class ____________ | |
| |1. Which level of educational attainment represents the highest percentage of adults | |
| | |considered proficient in health literacy? | |
|1 | |A. some college | |
| | |B. high school graduate | |
|Chapte| | | |
|r | | | |
| | |C. graduate studies/degree | |
| | |D. bachelor’s degree | |
| |2. Which level of educational attainment represents the highest percentage of adults | |
| | |in the intermediate health literacy level? | |
| | |A. bachelor’s degree | |
| | |B. some college | |
| | |C. associate’s/2-year degree | |
| | |D. still in high school | |
| |3. Which is the overall trend represented in the graphic? | |
| | |A. As educational attainment increases, health literacy levels decrease. | |
| | |B. There are no trends represented in this graphic. | |
| | |C. Educational attainment has no effect on health literacy levels. | |
| | |D. As educational attainment increases, health literacy levels increase. | |
| |4. Which level of educational attainment represents the highest percentage of adults | |
| | |in the “below basic” health literacy level? | |
| | |A. less than/some high school | |
| | |B. still in high school | |
| | |C. GED/ high school equivalency | |
| | |D. some college | |
| |5. Health literacy and health education are important and necessary components to | |
| | |becoming a health-literate adult. Assume you are a parent and your child has become ill. | |
| | |Describe some actions you would need to take, and discuss why it would be essential for | |
| | |you to be a health-literate adult in this case. | |
| | |Steps necessary would be to locate health information associated with the child’s illness, decide if | |
| | | | |
| | |the information found is valid, assess the risks and benefits of treatment, and figure out how much | |
| | | | |
| | |medicine to administer to the child. Being a health-literate adult in this case is critical for the child’s | |
| | | | |
| | |health because if parents are not able to properly assess their children’s health, it is very difficult to | |
| | | | |
| | |administer proper care. | |
| | | | |
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16 Chapter 1 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 2 Taking Charge of Your Health
Tips on Preparing for Tests
• When studying for a test, gather and review your notes.
• Review textbook material.
• Turn your textbook headings into questions and answer them.
• Ask your teacher to identify the information that is especially important for the test.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|1. Which method of strengthening your |4. Which would NOT be a recommended |2Chapt| |
| | |er | |
|interpersonal communication skills |step in a good action plan? | | |
|focuses on your emotions rather than |F. Identify sources of help and support. | | |
|placing blame? |G. Reward yourself for achieving | | |
|A. maintaining respect for yourself |your goal. | | |
|and others |H. Set a specific, realistic goal. | | |
|B. communicating with respect |J. Focus only on your long-term goal. | | |
|and caring |5. Which term refers to the ideas, beliefs, | | |
|C. using “I” messages to express your | | | |
|feelings |and attitudes that help guide the way | | |
|D. being an active listener |you live? | | |
| |A. goals | | |
|2. Which of the following is NOT a |B. action plan | | |
|health skill? |C. values | | |
|F. medical skills |D. decision-making skills | | |
|G. communication skills |6. Which is a promise typically made by | | |
|H. refusal skills | | | |
|J. decision-making skills |a warranty? | | |
| |F. The product has been tested for safety | | |
|3. Which is the best way to resolve a |and approved by an independent | | |
|consumer problem if you are not |organization. | | |
|satisfied with a manufacturer’s |G. The product was created or manufac- | | |
|response to a complaint? |tured without harming animals or | | |
|A. Talk to family and friends to get |the environment. | | |
|their opinion. |H. If you use the product properly, it | | |
|B. Seek advice from a consumer |will be safe. | | |
|advocate group. |J. If the product does not function | | |
|C. Read product labels carefully. |properly, it will be repaired or your | | |
|D. Understand advertising messages. |money will be refunded. | | |
Chapter 2 Student Activity Workbook 17
Name _________________________________________ Date _______________ Class ____________
|2 |
7. Which statement is true about being a smart consumer?
A. It is important to look past glossy advertising and fancy packaging when evaluating a product.
B. Cost should only rarely be considered when evaluating a product.
C. The opinions of others are often unreliable in deciding whether to buy a product.
D. Generic products are always better than similar brand-name products.
8. Which is a synonym for the word quackery?
F. malpractice
G. consumer advocate
H. advocacy
J. health fraud
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
|Cha|
|pte|
|r |
Directions: Circle T if the statement is true or F if the statement is false. Rewrite any false statements to make them true.
9. T F Being a smart shopper is not an important part of your well-being.
F. Being a smart shopper is important when it comes to making choices about health products and
services because they affect your well-being.
|10. |T |F |You can protect yourself from health fraud when buying a health-related product |
| |by checking out the product’s claim with a health professional. |
| |T | | |
| | | | |
|11. |T |F |Advertising has little influence on consumers’ decision to purchase health- |
related products.
F. Advertising can have a major influence on one’s desire to purchase certain products.
12. T F A person’s values affect his or her decisions.
T
1. Imagine that a friend is trying to convince you to attend a party this weekend where alcohol and drug use will be taking place. Write a paragraph stating how you can effectively refuse your friend’s wishes, while maintaining respect for yourself and your friend.
Write your answer to item 13 in this space.
Responses may include strategies such as using “I” messages to express feelings, communicating
with respect and caring, and being an active listener. Students may also respond with refusal strate-
gies such as saying no in a firm voice, explaining why it is not a good idea, offering an alternate
activity, or leaving if necessary.
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18 Chapter 2 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 2 Taking Charge of Your Health
Health Advocacy in Your Community
One way to advocate for health in your community is to volunteer at a local recreation center. Learn which types of health activities are offered and help spread the message throughout your community. Your advocacy will help promote not only your own health, but also the health of others in your community.
Directions: Inquire at your community or school recreation center about volun-teer positions. Talk to a representative from the recreation center to get answers to the following questions.
|1. |What types of activities and programs are offered at the recreation center? |2Chapter| |
| |Activities may include exercise classes, health and fitness education classes, group discussions, and | | |
| | | | |
| | | | |
| |community awareness projects. | | |
|2. | | | |
| |How many people take part in healthful activities each week at the recreation center? | | |
| |Students should get this information from someone at the recreation center. | | |
| | | | |
3. How is the recreation center advocating for good health in the larger community?
Students should talk with representatives from the recreation center about their efforts to advocate for
good health and send good health messages to the community.
4. What types of volunteer opportunities are available? Which do you find to be the most interesting?
Possible volunteer opportunities may include working with children’s programs, raising community
awareness about programs offered, or working in guest services.
5. Write a paragraph describing a volunteer experience typical of the recreation center, and share it with the class.
Paragraphs should describe the experience thoroughly, and should include information about specific
programs and how the recreation center promotes health messages throughout the community. Check
for correct grammar and communication techniques.
Chapter 2 Student Activity Workbook 19
|Chap|
|ter |
|2 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 2 Taking Charge of Your Health
Lesson 1 Building Health Skills
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Cause and Effect Before reading, list two health skills you |
| |practice regularly in order to maintain a healthy lifestyle. |
| |Explain how these skills have a positive effect on your health. |
| |After reading the lesson, write additional health skills you can |
| |practice and explain how they will positively affect your health. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: I play football. |Sample answer: I can work to |
| |We practice everyday. This |incorporate health skills such as |
| |helps me stay physically fit. |conflict resolution, refusal skills, |
| | |and interpersonal communication |
| | |into my life. These health skills will |
| | |positively affect my mental and |
| | |emotional health because I will get |
| | |along better with others and be |
| | |able to handle peer pressure. |
| | | |
New and Academic
Vocabulary
health skills
interpersonal communication
refusal skills
conflict resolution
stress management skills
Write the correct vocabulary term under each definition.
1. the process of ending a conflict through cooperation and problem solving
conflict resolution
2. specific tools and strategies to maintain, protect, and improve all aspects of your health
health skills
3. the exchange of thoughts, feelings, and beliefs between two or more people
interpersonal communication
4. communication strategies that can help you say no when you are urged to take part in behaviors that are unsafe or unhealthful, or that go against your values
refusal skills
5. skills that help you reduce and manage stress in your life
stress management skills
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20 Chapter 2 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
|Learning Health Skills |Explain why learning health skills is an important part of | |
|I found this information |living a healthy life. | |
|on page(s) |34 |. |Health skills help you avoid unhealthful risks, make healthful choices and | |
| | | | | |
| | | |give you ways to cope with factors that are out of your control. | |
Communication Skills
I found this information on page(s) 35–36 .
Accessing Information
I found this information on page(s) 37 .
Name the three health skills that deal with how you give and receive information.
1. Interpersonal communication
2. Refusal skills
3. Conflict resolution
List three ways you can strengthen your interpersonal communication skills.
use “I” messages to express your feelings, communicate with respect,
be an active listener
Write two questions you need to answer to decide whether health information is valid.
Accessing Information
1. Where did the information originate?
2. What is the reliability of this information?
|Chap|
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|2 |
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Self-Management Skills
I found this information on page(s) 38 .
Identify some valid sources of health information.
health care providers or professionals; trustworthy Internet sites;
parents, guardians, or other trusted adults; recently published articles by respected, well-known science and health professionals
Explain why it is important to understand the ways in which you are influenced.
The more aware you are of the various influences in your life and how
they affect you, the better able you are to make informed choices about your health.
List two useful self-management skills.
practicing healthful behaviors, managing stress
Chapter 2 Student Activity Workbook 21
|Chap|
|ter |
|2 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Social Studies
Chapter 2 Taking Charge of Your Health
NCSS.4 Individual Development and Identity (Turn to pages 386–390 for complete standard language.)
Lesson 1 Building Health Skills
In So Many Words
Teens are often pressured by their friends to take part in high-risk behaviors. Refusal skills, the strategies used to say no to unsafe behavior, are an important health tool for teens.
Directions: Read the conversations below. In the space provided, identify the refusal strategy being used. Then make a suggestion for one other refusal strategy that may also be effective in this situation.
1. Justin: “Come on! Don’t you want to have a smoke with me? What’s your problem?” Mike: “I’m leaving now. You won’t listen, and I’m done discussing it.”
Refusal strategy:
Mike is leaving a situation in which the other person will not take no for an answer.
Possible suggestion:
One other refusal strategy that might be effective in this situation is to suggest alternative
activities.
2. Tasha: “We’re going to be late unless we take the shortcut on the train tracks. Let’s go!” Ebony: “No. I don’t want to take the risk of walking on the tracks.”
Refusal strategy:
Ebony is clearly saying no to an unsafe situation in a firm voice.
Possible suggestion:
Another refusal strategy that might be effective would be to explain why it is unsafe to walk on the
tracks.
3. Brad: “It’s just one drink, and it’s only beer. Why won’t you have some?”
Keiko: “I don’t drink alcohol. It’s against the law and against my family’s beliefs.”
Refusal strategy:
Keiko is using the refusal strategy of explaining why she won’t participate in the unsafe behavior.
Possible suggestion:
Another refusal skill that might work in this situation is to suggest an alternative activity.
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22 Chapter 2 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 2 Taking Charge of Your Health
Lesson 2 Making Responsible Decisions and Setting Goals
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, recall | | |
| |a time when you were faced with a difficult decision. Write | | |
| |down some strategies you used to help make this decision. |2Chapter| |
| |When you have finished reading, write down a new strategy | | |
| |for making future decisions. | | | |
| | | | | |
| |Before Reading |After Reading | | |
| | | | | |
| |To help me make a difficult |Sample answer: The next | | |
| | | | | |
| |decision, I weigh the pros and |time I am faced with a difficult | | |
| |cons. |decision, I will practice the | | |
| | |HELP strategy. | | |
| | | | | |
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New and Academic
Vocabulary
values
decision-making process
goals
short-term goal
long-term goal
action plan
pursue
Write the correct vocabulary term under each definition.
1. a multi-step strategy to identify and achieve your goals
action plan
2. the ideas, beliefs, and attitudes about what is important that help guide the way you live
values
3. to find ways to obtain or accomplish
pursue
4. a goal that you can reach in a short period of time
short-term goal
5. the steps that enable you to make a healthful decision
decision-making process
6. something you aim for that takes planning and work
goals
7. a goal that you plan to reach over an extended period of time
long-term goal
Chapter 2 Student Activity Workbook 23
Name _________________________________________ Date _______________ Class ____________
|Decision Making | |Explain how decision-making is related to your health. | |
|I found this information |Developing good decision-making skills will help you make | |
|on page(s) |41–42 |. | | | |
| | | |responsible choices that contribute to your health and quality of life. | |
| | | | | |
| | | | | | |
| | | | |Identify some ways in which your values are reflected. | |
| | | | |Your values are reflected in the way you show respect, loyalty, | |
| | | | | | |
| | | | |honesty, trust, and tolerance. | |
| | | | | | |
|Chap|
|ter |
|2 |
Goal Setting
I found this information on page(s) 42–44 .
List each step of the decision-making process.
Decision-Making Process
|1. |State the situation |4. |Consider values |
| | | | |
|2. |List the options |5. |Make a decision and act on it |
| | | | |
|3. |Weigh the possible outcomes |6. |Evaluate the decision |
| | | | |
Explain why setting a goal is important.
Setting and meeting goals helps you achieve your hopes
and dreams.
Name two types of goals and describe how they relate to each other.
|short-term goal | |long-term goal |
| | | |
Short-term goals can be stepping stones to achieving long-
term goals.
List the stages of a well-thought-out action plan for reaching goals.
1. Set a specific, realistic goal and write it down.
2. List the steps you will take to reach your goal.
3. Identify sources of help and support.
4. Set a reasonable time frame for reaching your goal.
5. Evaluate your progress by establishing checkpoints.
6. Reward yourself for achieving your goal.
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24 Chapter 2 Student Activity Workbook
Students should correctly identify a long-term goal and a short-term goal. The
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 2 Taking Charge of Your Health
NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 2 Making Responsible Decisions and Setting Goals
The Long and Short of It
Where would you like to be in five years? What are your plans for next week? Both long-term and short-term goals are important for a healthy life. An action plan can help you identify and achieve your goals.
Directions: Use the blank action plans below to create one short-term goal and
one long-term goal.
action plans should reflect an understanding of each step in the goal-setting process.
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Personal Action Plan—Short-Term Goal
1. My goal:
2. Steps to reach this goal:
3. Sources of help and support:
4. Time frame for this goal:
5. Checkpoints for evaluation of progress:
6. Reward for achieving this goal:
Personal Action Plan—Long-Term Goal
7. My goal:
8. Steps to reach this goal:
9. Sources of help and support:
10. Time frame for this goal:
11. Checkpoints for evaluation of progress:
12. Reward for achieving this goal:
|2 |
Chapter 2 Student Activity Workbook 25
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 2 Taking Charge of Your Health
Lesson 3 Being a Health-Literate Consumer
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Chap|
|ter |
|2 |
Key Concept
New and Academic
Vocabulary
health consumer
advertising
comparison shopping
warranty
label
Cause and Effect As you read this lesson, think about the last time you purchased a health product. What affected your decision? Did you compare similar products or just buy the first one you saw? After reading the lesson, write a sentence or two about how you can be a more health-literate consumer
Sample answer: The next time I shop for health products, I will use
comparison shopping strategies while being aware of persuasive
advertising techniques.
Unscramble each vocabulary term. Then write the definition of each term.
gandivseirt
advertising—a written or spoken media message designed to
interest consumers in purchasing a product or service
rceomnus hhtela
health consumer—someone who purchases or uses health products or
services
bella
label—printed instructions or description
ywtanrar
warranty—a company or store’s written agreement to repair a product or refund your money if the product does not function properly
gsnhiopp ncoosmipra
comparison shopping—judging the benefits of different products by
comparing several factors, such as quality, features, and cost
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26 Chapter 2 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
|Making Informed Choices |Explain how smart shopping can relate to your health. | | |
|I found this information |Being a smart shopper is important when it comes to making informed | | |
|on page(s) |46–48 |. | | | | |
| | | |buying decisions about health products and services. | | |
| | | | | | |
| | | | | | | |
| | | |Explain what it means to be a health-literate consumer. | | |
| | | |Being a health-literate consumer means that you are aware of | | |
| | | | | | | |
| | | |advertising messages and know how to evaluate them. | | |
| | | | | | | |
| | | |List two ways you can make smart health-product purchases. | | |
| | | |read product labels, comparison shop |Chapter | |
| | | | | | | |
| | | |Identify important information that is found on product labels. | | |
| | | |product name; intended use, directions, and warnings; | | |
| | | | | | | |
| | | | | | | |
| | | |manufacturer’s information; and amount in the container |2 | |
| | | | | | | |
| | | |List some criteria you can use to judge health products and | | |
| | | |services. | | | |
| | | |Explain each in your own words. | | |
| | | | | | | |
| | | |Criteria |Description | | |
| | | | | | | |
| | | |Cost and quality |Compare the cost and quality of lower- | | |
| | | | |cost items that meet your needs. | | |
| | | | | | | |
| | | | | | | |
| | | |Features |Figure out which features are most | | |
| | | | |important to you. | | |
| | | | | | | |
| | | | | | | |
| | | |Warranty |Ask about warranties and read the | | |
| | | | |terms carefully. | | |
| | | | | | | |
| | | | | | | |
| | | |Safety |Be sure that products have been safety | | |
| | | | |tested. | | |
| | | | | | | |
| | | | | | | |
| | | |Recommendations |Listen to the opinions of people you trust | | |
| | | | |and check consumer product ratings. | | |
| | | | | | | |
| | | | | | | |
Name one way you can evaluate the validity of health information on the Internet.
Ask yourself these questions: who pays for the site? Is it a reputable
organization? What is the purpose of the site?
Identify some people you can turn to for reliable health information.
your doctor, a physician’s assistant, a nurse
Chapter 2 Student Activity Workbook 27
|Chap|
|ter |
|2 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 2 Taking Charge of Your Health
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 3 Being a Health-Literate Consumer
The Influence of Advertising
Many factors influence your choices as a consumer. Advertising is an external influence that can profoundly affect your choice of products. Television, magazines, the Internet, and radio are some of the most effective ways for advertisers to reach potential customers. This activ-ity will help you analyze how advertising may affect your thoughts about particular products.
Directions: For each product listed, identify the first brand name that comes to mind. Then, describe what you know about the product. In the last column, list the source of your information, if you remember it. For example, you may recall an advertisement you saw or a jingle you heard. Or, you may have used a product for a long time and have personal experience that has influenced your continued use of it. At the end of the activity, answer the questions to analyze what influenced your thoughts about these products.
| | | |Source of |
| | |Knowledge about |Information about |
|Product |Brand |the Product |the Product |
| | | | |
|Shampoo | | | |
| | | | |
|Soap | | | |
| | | | |
|Toothpaste | | | |
| | | | |
1. For which of the products above was your information based primarily on advertising?
shampoo, soap, or toothpaste
2. For which of the products above was your information based on personal experience with the product?
shampoo, soap, or toothpaste
3. Were any of the words or phrases you used to describe the product the same as the words and phrases used in an advertisement for the product?
Phrases may describe attributes such as effectiveness or price.
4. Based on the activity and your answers to the questions, how big of an effect do you feel advertising has on you and your consumer choices?
Students may suggest that advertising exerts great influence over consumers.
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28 Chapter 2 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 2 Taking Charge of Your Health
Lesson 4 Managing Consumer Problems
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Have you ever bought a product | |
| |and then been dissatisfied with it once you got home? How | |
| |did you handle this situation? Write a sentence about which | |
| |actions you took to resolve the problem. After you have | |
| |finished reading, write another sentence about how you can | |
| |handle such problems in the future. | |
| | | | |2Chapter| |
| | |Before Reading |After Reading | | |
| | | | | | |
| | | | | | |
| | |Sample answer: I took the |Sample answer: The next time | | |
| | |product back to the store for |I purchase a health product, | | |
| | |a refund. |I will be sure to check on the | | |
| | | |store’s return policy before | | |
| | | |leaving the store. | | |
| | | | | | |
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New and Academic
Vocabulary
federal
health fraud
consumer advocate
malpractice
Write the correct vocabulary term in the left column for each definition below.
1. relating to the central government
federal
2. the sale of worthless products or services that claim to prevent disease or cure other health problems
health fraud
3. people or groups whose sole purpose is to take on regional, national, and even international consumer issues
consumer advocate
4. a failure by a health professional to meet accepted standards
malpractice
Chapter 2 Student Activity Workbook 29
Name _________________________________________ Date _______________ Class ____________
Resolving Consumer
Problems
I found this information
on page(s) 50–52 .
Identify two important steps you should take before purchas-ing a product in case you need to return it.
Find out about the store’s return policy, be sure that the warranty is in
the package or that the sales person gives it to you, and scan the war-
ranty and read the store’s return instructions.
Name some steps you could take if you needed to return a faulty product.
|Chap|
|ter |
|2 |
1. Read the warranty to learn how the manufacturer requires you to return it.
2. Put the product in its original packaging.
3. Write a letter describing the problem and telling the manufacturer whether you want a replacement or your money back.
List three organizations you can consult if you are not satis-fied with the results of your efforts to correct a consumer problem.
1. The Better Business Bureau
2. A consumer advocate group
3. Local, state, or federal government agencies
Explain one way people can be sure they are receiving the best possible health care.
Getting a second opinion from another doctor for major health
concerns is one way to ensure the best care possible.
|Health Fraud |Name two areas that are particularly susceptible to |r| |
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|I found this information |health fraud. | | | | | |
|on page(s) |52–53 |. | | |Health Fraud | | | | | |
| | | | | | |
| | | |with fraud. | | | | | |
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| | | |secret formula, miracle cure, overnight results, all natural, available only | | |
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| | | |through mail order, hurry, this offer expires soon, one time offer | | | |
| | | |Describe what you can do to protect yourself from fraud. |©| |
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| | | |1. |Check out the product’s or service’s claim with a doctor or health professional. | | |
| | | | | | | |
| | | |2. |Talk to family and friends to get their opinion. | | | | | |
| | | |3. |Check with the Better Business Bureau for product complaints. | | |
| | | |4. |Check with a professional health organization about the claim. | | |
30 Chapter 2 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 2 Taking Charge of Your Health
NCTE.4 Communication Skills (Turn to pages 386–390 for complete standard language.)
Lesson 4 Managing Consumer Problems
Sandra’s Suggestions
Directions: Pretend you are Sandra, an online consumer advocate. Answer the following questions that have been submitted to your Web site.
1. “Sandra: I’m going to send my new hair dryer back. It just doesn’t work! The store manager said to send it back to the manufacturer. How can I increase my chances of getting a refund?”
Sample answer: Reread the instructions and make sure you are using the hair dryer properly; write
a letter explaining whether you would like a refund or a replacement; return the item in its original
packaging.
2. “Dear Sandra: The prescription my doctor gave me was for the wrong medicine, which landed me in the hospital. What can I do about my problem?”
Sample answer: This sounds like a case of malpractice. You and your parents should contact the state
licensing board, as well as the American Medical Association. Make sure to see another doctor for
your medical care and to get a second opinion about this problem.
3. “Dear Sandra: I tried to return some defective merchandise to a local store, and I was told that they don’t take returns. Since I had my receipt and the merchandise was still in the original box, I thought they would take care of the problem. My neighbor said the same thing happened to her at that store. Who can help us out?”
Sample answer: The Better Business Bureau would be an excellent place to start. In the future, you may
want to check the Better Business Bureau’s reliability reports before using a particular merchant. There are
other consumer advocacy groups that may also be able to help you with your problem. Check the phone
book or the Internet.
4. “Sandra: I bought an exercise device I saw on TV. It was supposed to give results in less than a week. All I’ve got to show for my week’s work is sprained muscles and a big doctor bill. Any advice?”
Sample answer: It sounds like you were the victim of health fraud. Exercise devices that promise such
quick results are usually fraudulent. You should try to return the device for a refund, and make sure to
make a complaint to the Consumer Product Safety Division, which protects customers against harmful
or fraudulent products.
|Chap|
|ter |
|2 |
Chapter 2 Student Activity Workbook 31
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 3 Achieving Mental and Emotional Health
Tips on Preparing for Tests
• Organize your reading notes and class notes.
• Set aside time to study for the test.
• Finish studying the day before the exam. Write down specific information that is hard for you to grasp. Reread it the night before the test.
• Get a good night’s sleep.
• On the day of the test, relax, be confident, and do your best.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|Chap|
|ter |
|3 |
1. Which common defense mechanism deals more with avoidance than with taking responsibility?
A. Compensation
B. Denial
C. Rationalization
D. Regression
2. Which statement is NOT true of your emotions?
F. Your emotions feel more intense when you are an adult.
G. The way you express your emotions can produce good or bad consequences.
H. The most intense emotions you feel are related to an event in your life.
J. People may respond to certain emotions without thinking about the consequences.
3. Which character trait reflects the importance of community concerns, such as obeying laws and voting?
A. Responsibility
B. Citizenship
C. Trustworthiness
D. Caring
4. Which is NOT a characteristic of good mental and emotional health?
F. Positive outlook G Self-sufficiency
H. Codependence
J. Sense of belonging
5. What is the first strategy to use when managing your anger?
A. Take deep breaths.
B. Rechannel your energy.
C. Do something to relax.
D. Talk with someone you trust.
6. If you offer moral support to a friend who is going through a tough time, you are
F. forgiving him or her.
G. tolerating him or her.
H. sympathizing with him or her.
J. empathizing with him or her.
7. Which is NOT a good way to promote a healthy identity?
A. Surround yourself with positive, supportive people
B. Find something that you love to do, and do it often
C. Socialize with a select group of people
D. List your assets and strengths
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32 Chapter 3 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
|8. Which is a common defense | | | |11. Which term describes the ability to | | |
|mechanism? | | | | | |accept yourself and others, adapt and | | |
|F. Fear | | | | | |manage emotions, and deal with the | | |
|G. Projection | | | | | |demands and challenges you meet in | | |
|H. Rejection | | | | | |your life? | | |
|9. Showing the courage to do the right | | |B. Self-esteem | | |
| | | |C. Character | | | | |
|thing without lying, cheating, or stealing | | | | | | |
| | |D. Competence | | |
|is an example of which of the six traits | | | | |
| | | | | | | | | |
|of integrity? | | | | |12. Which best describes empathy? | | |
|A. Responsibility | | | | | |F. Because Jenny did poorly on her last | | |
|B. Citizenship | | | | | |test, she understood how Ben felt | | |
|C. Fairness | | | | | |after receiving a D on his test. | | |
|D. Trustworthiness | | | | | |G. Kyle responded to Emma’s remarks | | |
|10. Needs at the bottom of Maslow’s | | |by yelling at her and calling her | | |
| | | |names. | | | | |
|hierarchy of needs are | | | | | | | | | | |
| | | | | | |H. Beth dealt with the coach’s decision | | |
|F. physical needs. | | | | | | | | |
| | | | | | |to leave her off the basketball team | | |
|G. needs to belong. | | | | | | | | |
| | | | | | |by ignoring the situation. | | |
|H. esteem needs. | | | | | | | | |
| | | | | | |J. Instead of confronting Michael after | | |
|J. safety needs. | | | | | | |Chapte| |
| | | | | | | |r | |
| | | | | | |their fight, Josie asked her mother | | |
| | | | | | | | | | |
| | | | | | | |for advice. | | |
| | | | | | | | | | |
| |Answer Space | | | | | | | | |
|1 |A |B |
| |have spoken with all three, write a paragraph outlining your plan to help your | |
| |friend. Use appropriate advice from the adults you speak with, as well as infor- | |
| |mation you have learned in Chapter 3. Be sure to inform each adult that you are | |
|3 |asking these questions for an activity at school, and that the situation you have | |
| |described is imaginary. | | | |
|Chapter | | | | |
| |Notes from Conversation with Adult #1 | |Your Advice to Your Friend | |
| |Students should demonstrate that they have | |Responses should include some of the advice | |
| |considered the adult’s advice and related it to | |from the conversations, as well as relevant | |
| | | | | |
Chapter 3 content.
Notes from Conversation with Adult #2
Students should demonstrate that they have
considered the adult’s advice and related it to
Chapter 3 content.
Notes from Conversation with Adult #3
Students should demonstrate that they have
considered the adult’s advice and related it to
Chapter 3 content. Chapter content should
include the processes through which self-esteem
develops, the benefits of a healthy self-esteem,
the effects of poor self-esteem, and some steps
that can be taken to improve self-esteem. Students
should show an understanding of how self-esteem
relates to good overall mental and emotional
health.
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Chapter 3 content.
34 Chapter 3 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 3 Achieving Mental and Emotional Health
Lesson 1 Developing Your Self-Esteem
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write | |
| |what you think “good mental and emotional health” means. | |
| |After reading the lesson, describe new ideas you learned from | |
| |your reading. | | |
| | | | | |
| | |Before Reading |After Reading | |
| | | | |
| |Sample answer: Good mental |Sample Answer: Good mental | |
| |and emotional health means |and emotional health includes | |
| |staying fit and controlling your |having a sense of belonging | |
| |emotions. |and a sense of purpose in life. | |
| | | | |
|New and Academic |Unscramble the vocabulary terms. Then write the definition | |
|Vocabulary |of each term. | | |
|mental/emotional health |1. ecconmepte | | |
| |competence—having enough skills to do something | |
| | | |
|resilient | | | | |
| | | | | |
| | | | | |
|self-esteem |2. trenseiil | | |
|competence |resilient—the ability to adapt effectively and recover from | |
| | | | | |
| |disappointment, difficulty, or crisis | |
| | | |
|hierarchy of needs | | | | |
| |3. lesf-noitazliuatca | | |
| | | | |
|self-actualization | |self-actualization—striving to become the best you can be | |
|mental | | | | |
| |4. efls-emsete | | |
| | | | |
self-esteem—how much you value, respect, and feel confident about yourself
|Chap|
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Chapter 3 Student Activity Workbook 35
Name _________________________________________ Date _______________ Class ____________
5. htleah leamonoit/lmaetn
mental/emotional health—the ability to accept yourself and others,
express and manage emotions, and deal with the demands and
challenges you meet in your life
|Chap|
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|3 |
What Is Mental and
Emotional Health?
I found this information
on page(s) 66–67 .
Self-Esteem
I found this information on page(s) 68 .
6. natml
mental—of or relating to the mind
7. edsen fo yhchrarie
hierarchy of needs—a ranked list of those needs essential to
human growth and development, presented in ascending order,
starting with the basic needs and building toward the need to
reach your highest potential
|Describe the importance |List some characteristics |
|of good mental and |of good mental and |
|emotional health. |emotional health. |
| | |
|Importance |Characteristics |
| | |
|helps you function effectively |sense of belonging, sense of |
|each day, helps you cope with |purpose, positive outlook, self- |
|feelings and situations, affects |sufficiency, healthy self-esteem |
|physical and social health | |
| | |
Explain how self-esteem develops.
Self-esteem develops from feeling valued, loved, and accepted by others.
Benefits of a Healthy Self-Esteem
Healthy self-esteem enables you to feel good about yourself, and take pride in your abilities, skills, and accomplishments.
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Improving Self-Esteem
I found this information on page(s) 69 .
List some steps you can take to improve your self-esteem.
choose friends who value and respect you; focus on positive aspects about yourself, replace negative self-talk with supportive, self-talk; work toward accomplishments rather than perfection; view your mistakes as learning opportunities; try new activities to discover your talents; set goals in writing to clarify your desires; exercise regularly to feel more energized; volunteer your time to help someone; accept the things you cannot change and focus your energy on the things you can change
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36 Chapter 3 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 3 Achieving Mental and Emotional Health
NCTE.6 Applying Knowledge (Turn to pages 386–390 for complete standard language.)
Lesson 1 Developing Your Self-Esteem
Dear Diary
Directions: Read the following journal entry written by a teen. In the spaces provided, identify statements that reflect poor mental and emotional health and rewrite the statements so they reflect good mental and emotional health.
It’s me again, diary. Not much to report today. As usual, I only got a C on my algebra quiz. I’ll never get a B in that course! I can’t decide if I should take math again next year or give it a rest. Mom says I should keep at it because I’ll need more math to get into college, but I don’t know if I even want to go to college. I have no idea what I want to do in life, so why plan ahead for college?
Even though Taina is my best friend, you won’t believe what she did today! She told me my hair looked bad, and that made me feel lousy all day. Why did she have to spoil my whole day like that? Then she expects me to want to go out for the cross-country team with her next year! Running is okay, I guess, but I don’t know if I’m into it that much. I can’t make up my mind if I should do cross-country or not. I probably wouldn’t be much good at running anyway, so what’s the point?
Well, I better go. Dad just said I have to get ready for bed. More tomorrow.
Statements:
Answers will vary. Students might include statements that reflect a lacking sense of purpose or autonomy,
such as: “I can’t decide if I should take math again next year,” “I have no idea what I want to do in life,” and
“I can’t make up my mind if I should do cross-country or not.” Students might also identify statements that
reflect negative self-esteem, such as: “As usual, I only got a C on my algebra quiz,” “I’ll never get a B in that
course,” and “I probably wouldn’t be much good at running anyway.”
Your Rewrite:
Answers will vary. Students might rewrite the above statements as follows: “I’ll take math again next year
but work harder at it,” “I haven’t yet decided on a career, but there are several alternatives I’m considering,”
“I’ll decide whether or not to do cross-country after I talk with the coach and learn more about it,” “I got a C
on my algebra quiz, but if I study harder, I might be able to get a B on the next quiz,” and “I won’t know how
good I am at running until I try it.”
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|3 |
Chapter 3 Student Activity Workbook 37
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 3 Achieving Mental and Emotional Health
Lesson 2 Developing Personal Identity and Character
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a phrase or sentence identifying what you think makes up an |
| |individual’s character and personal identity. After reading the |
| |lesson carefully, add to or revise what you wrote based on |
| |what you have learned. | |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: The activities a |Sample answer: I learned that |
| |person participates in make up |your identity is partly formed by |
| |their identity. |the people whose success or |
| | |behavior influences you. |
|Chap|
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|3 |
New and Academic
Vocabulary
personal identity
role model
personality
character
integrity
constructive criticism
Write a vocabulary word to answer each question.
1. Which term names a complex set of characteristics that makes you unique?
personality
2. Which are non-hostile comments that point out problems and encourage improvement?
constructive criticism
3. Which describes a firm observance of core ethical values?
integrity
4. Which consists of the distinctive qualities that describe how a person thinks, feels, and behaves?
character
5. Which describes someone whose success or behavior serves as an example for you?
role model
6. Which describes your sense of self as a unique individual?
personal identity
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38 Chapter 3 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
|Your Personal Identity |Describe how identity forms and list some of the aspects of | |
|I found this information |identity. | | |
|on page(s) |72–73 |. | | | |
| | | |How Identity Forms |Aspects of Identity | |
| | | | | | |
| | | | | | |
| | | |• By recognizing your likes |• Personality, or characteris- | |
| | | |and dislikes |tics that make you unique | |
| | | |• Through relationships and |• Group affiliations, including | |
| | | |experiences |family, ethnic group, and | |
| | | |• Through the influence of |friends | |
| | | |role models | | |
|The Importance of Good | | | |
| |Explain the importance of good character and list some | |
|Character |traits of good character. | | |
|I found this information | | | |
| |Importance of Good |Traits of Good Character | |
|on page(s) |73–74 |. | | | |
| | | |Character | | |
| | | | | | |
| | | | | | |
| | | |• Good character is an out- |• Trustworthiness | |
| | | |ward expression of inner |• Respect | |
| | | |values. |• Responsibility | |
| | | |• A person of good character |• Fairness | |
| | | |demonstrates core ethical |• Caring | |
| | | |values. |• Citizenship | |
| | | | | | |
Working Toward a
Positive Identity
I found this information
on page(s) 75–76 .
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Explain how you can actively pursue a healthy identity.
You can actively recognize your strengths and weaknesses, demon-strate positive values, develop purpose in your life, form meaningful relationships, avoid unhealthful risk behaviors, and contribute to the community.
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Chapter 3 Student Activity Workbook 39
|Chap|
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|3 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 3 Achieving Mental and Emotional Health
NCTE.6 Applying Knowledge (Turn to pages 386 – 390 for complete standard language.)
Lesson 2 Developing Personal Identity and Character
Working Toward a Positive Identity
Directions: Below are excerpts from newspaper articles about teens in trouble. In the spaces provided, identify at least two missing traits of good character that might have kept the teens out of trouble. Explain how each teen could begin to work toward a more positive identity.
1. Teen Arrested for Underage Drinking
Last night, a 15-year-old student from Jackson Township was arrested when police found him drinking beer behind a convenience store. According to the police report, the teen had used his older brother’s ID to buy beer at the store earlier in the evening.
Missing good character traits:
trustworthiness, responsibility, citizenship
Explanation:
Answers should suggest that the teen avoid unhealthful risk behaviors. He should take responsibility within
the community in order to make a positive contribution.
2. Student Admits Vandalizing South High School
A female student was questioned by authorities today about the minor vandalism that occurred recently at South High School. The student admitted painting graffiti on the lockers of three other girls. She said she did it because the girls were freshmen, and she thought it would be a funny practical joke.
Good Character Traits:
trustworthiness, respect, responsibility, citizenship
Explanation:
Answers should suggest that the girl consider working to form more meaningful relationships with her
peers. She should demonstrate more positive values, such as respecting the property of others.
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40 Chapter 3 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 3 Achieving Mental and Emotional Health
Lesson 3 Expressing Emotions in Healthful Ways
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about why |
| |expressing your emotions in a healthful way is a good step |
| |toward achieving a healthy lifestyle. After reading, write a sen- |
| |tence or two about expressing emotions in healthful ways. |
| |Learning to express emotions in a healthful way will not only help you |
| | |
| |cope with emotional upsets, but will also help those around you to |
| | |
| |better handle their emotions. |
| | |
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New and Academic
Vocabulary
emotions
hormone
hostility
empathy
defense mechanisms
resource
Define each vocabulary term.
Emotions are signals that tell your mind and body how to react.
Hormones are chemicals produced by your glands that regulate the
activities of different body cells.
Hostility is the intentional use of unfriendly or offensive behavior.
Empathy is the ability to imagine or understand how someone
else feels.
Defense mechanisms are mental processes that protect individuals from
strong or stressful emotions and situations.
A resource is a source of supply or support.
|Chap|
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|3 |
Chapter 3 Student Activity Workbook 41
Name _________________________________________ Date _______________ Class ____________
|3 |
Understanding Your
Emotions
I found this information
on page(s) 78 .
Managing Your Emotions
I found this information on page(s) 80–81 .
Explain how understanding your emotions is related to good emotional and mental health.
Learning to recognize your emotions and to understand their effect on
you will help you learn to manage them in positive ways.
Explain why it is important to manage your emotions.
Managing emotions in a healthful way will help you cope with emotional
upsets, and help those around you to better handle their emotions.
List some questions you can ask yourself to help you deal with your emotions in positive ways.
1. Why do I feel the way I do about this event?
2. Will this event matter later on in my life?
3. Why should I wait before responding?
4. What can I do to feel better?
5. Whom can I ask to help me deal with my negative feelings?
|Cha|
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|r |
Explain why it is important to try and respond to difficult emotions in positive ways.
When a person expresses strong feelings in negative ways, the person’s
mental/emotional health and relationships suffer.
List why seven common defense mechanisms and briefly explain each one.
|Defense Mechanism |Explanation |
| | |
|repression |involuntarily pushing unpleasant |
| |feelings out of one’s mind |
| | |
|regression |reverting to childish behaviors |
| |rather than dealing with the |
| |conflict maturely |
| | |
|denial |unconsciously overlooking the |
| |obvious |
| | |
|projection |attributing your own feelings or |
| |faults onto others |
| | |
|suppression |conscious, intentional pushing of |
| |unpleasantness from one’s mind |
| | |
|rationalization |making excuses rather than taking |
| |responsibility |
| | |
|compensation |making up for weaknesses |
| |through extreme efforts |
| | |
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42 Chapter 3 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 3 Achieving Mental and Emotional Health
NCTE.4 Communication Skills (Turn to pages 386–390 for complete standard language.)
Lesson 3 Expressing Emotions in Healthful Ways
Directions: Assume that you are Gabby, the advice columnist for a high school newspaper. Lately, you have received several letters from students who are bothered by guilty feelings. In the spaces provided, write answers that will help the students deal with their guilt.
1. Dear Gabby, My mom and dad are getting divorced, and I think it’s mostly my fault. If I behaved better, they wouldn’t get so stressed out and have so much to fight about. As it is, they seem to be fighting all the time. I feel awful! What can I do?
— Guilty Gus
Dear Guilty Gus,
Answers will vary. The student should recognize that he is not the cause of his parents’ marital difficulties
and that the situation is out of his control.
|2. Dear Gabby, A friend keeps offering me a ride in her car, but my parents won’t let me |Chapter | |
|ride with inexperienced drivers. Last night, my mom had to make a special trip to bring | | |
|me home. Now I feel guilty for being so much trouble. Should I just ride with my friend | | |
|next time? | | |
| |3 | |
|— Undecided Rider | | |
| | | |
|Dear Undecided Rider, | | |
|Answers will vary. The teen should not feel guilty about her parents’ rules because she has no control | | |
| | | |
|over them. Students might point out that secretly breaking her parents’ rules would probably lead to even | | |
| | | |
|more guilt. | | |
| | | |
3. Dear Gabby, I accidentally broke a neighbor’s window while I was playing ball. Nobody knows I did it, but I feel really guilty about it. I want to confess to my neighbor, but I feel that too much time has gone by. What should I do?
— Anonymous Neighbor
Dear Anonymous Neighbor,
Answers will vary. Confessing is the best solution because it will alleviate the guilty feelings, whereas trying
to forget about it may make the guilty feelings worse. The student should admit to breaking the window,
apologize to the neighbor, and promise to be more careful in the future.
Chapter 3 Student Activity Workbook 43
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 4 Managing Stress and Coping with Loss
Tips on Preparing for Tests—Test Time Management
• Before you begin the test, read the test directions carefully to make sure you understand exactly what you are being asked to do.
• Take note of the total number of questions and the type of questions. This can help you budget the time you will need to answer each questions.
• If you do not know the answer to a particular question, brainstorm words and phrases that are related to that question and write them down. Brainstorming can prompt you to remember information.
Directions: Choose the best answer and mark your responses in the answer space below.
| |1. Which is closely related to how you |5. According to Elisabeth Kübler-Ross, | |
| |perceive events in your life? | |which is likely to occur during the | | |
| |A. relationships | |grieving process? | | | | | | |
| |B. stress | |A. feeling bored | | | | | | |
| |C. earlier experiences | |B. the fight-or-flight response | | | |
| |D. positive situations | |C. feeling powerless or unfairly deprived | |
| |2. Stress can produce all of the following | |D. the relaxation response | | | | |
| | | | |
| |F. poor self-esteem | |F. sadness | | | | | | | |
| |G. weakened immune system | |G. remorse | | | | | | | |
| |H. high blood pressure | |H. anger |
| |if you know someone is grieving? | |A. frustration | | | | | | |
|Chapte| | | | | | | | | |
|r | | | | | | | | | |
| |A. Tell them to quickly resume the | |B. grief | | | | | | | |
| |B. Be a sympathetic listener, and use | |D. fear |
| |C. Tell them to seek support from their | | |
| | | |you remain healthy and build resiliency? | |
| |family members. | | | |
| | | |F. feeling disappointed | | | | | |
| |D. Encourage them to get adequate sleep. | | | | | | | |
| | | |G. juggling responsibilities | | | | |
| | | | | | | | |
| |4. Which is NOT a good strategy for | |H. overcoming test anxiety | | | | |
| |overcoming test anxiety? | |J. getting regular physical activity | | |
| |F. Plan for tests well in advance. | | | | | | | |
| |G. During a test, do some deep breathing. | | | | | | | |
| |
44 Chapter 4 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Directions: Circle T if the statement is true or F if the statement is false.
Rewrite any false statements to make them true.
9. T F Maintaining a healthful diet will not help you reduce the effects of stress.
F. Eating healthful foods and drinking plenty of water helps your body function properly, which can
reduce the effects of stress.
10. T F Planning ahead can help you avoid or limit stressful situations.
T
11. T F Chronic stress is associated with short-term problems that are within a person’s control.
F. Chronic stress is associated with long-term problems that are beyond a person’s control.
12. T F Stress can affect you in both positive and negative ways.
T
13. Because of her excellent grades in mathematics, Isabel has been asked to be a tutor on Wednesdays after school. This commitment adds to her busy schedule and has been an added cause of stress for her. She is feeling overwhelmed by all of her responsibilities, and has been complaining of headaches nearly every day. Write a paragraph explaining how Isabel could deal with the stress of a busy schedule.
Write your answer to item 13 in this space.
| |Chapter | |
|on Wednesdays. If not, she should use refusal skills to turn down the offer. Perhaps she could re- | | |
| |4 | |
| | | |
|schedule some of her activities to free up some time for relaxation and physical activity. | | |
| | | |
| | | |
| | | |
| | | |
Possible response: Isabel should consider whether she has planned adequate time to be a math tutor
Chapter 4 Student Activity Workbook 45
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 4 Managing Stress and Coping with Loss
Keeping a Stress Diary
An effective way to learn about what causes you stress is to keep a stress diary. This tool can help you understand which situations create stress in your life. It can also help you determine how to make these situations less stressful.
Directions: In your diary, make note of the situations that cause you to feel stressed and why. In particular, make note of stressful events and tell what led you to perceive them as stressful. At the end of the week, write a few sentences to summarize what events you found stressful and how you responded to that stress. A sample is provided below.
Stressful event: I was asked to recite a poem to my English class.
Reason it was stressful: I am uncomfortable speaking in front of an audience.
Monday
Stressful event: Events may include life situations, environmental stressors, biological stressors, cognitive stressors, or personal behavior.
Reason it was stressful: Students should show that they understand the role perception plays in the level of stress associated with an event.
Tuesday
|4 |Stressful event: |Events may include life situations, environmental stressors, biological stressors, | |
| | | | | |
|Chapter |cognitive stressors, or personal behavior. | |
| | | | |
| |Reason it was stressful: |Students should show that they understand the role perception plays in the | |
| |level of stress associated with an event. | |
| | | | | |
| | | |Wednesday | |
| |Stressful event: |Events may include life situations, environmental stressors, biological stressors, | |
| |cognitive stressors, or personal behavior. | |
| | | |
| |Reason it was stressful: |Students should show that they understand the role perception plays in the | |
| |level of stress associated with an event. | |
| | | | | |
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46 Chapter 4 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Thursday
Stressful event: Events may include life situations, environmental stressors, biological stressors,
cognitive stressors, or personal behavior.
Reason it was stressful: Students should show that they understand the role perception plays in the
level of stress associated with an event.
Friday
Stressful event: Events may include life situations, environmental stressors, biological stressors,
cognitive stressors, or personal behavior.
Reason it was stressful: Students should show that they understand the role perception plays in the
level of stress associated with an event.
Summary
Students’ responses should indicate an awareness of the stressors in their lives and their responses
to stress.
|Chapter 4 |
Chapter 4 Student Activity Workbook 47
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 4 Managing Stress and Coping with Loss
Lesson 1 Understanding Stress
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson |
| |carefully, write a sentence describing how stress affects a |
| |person’s health. After you have finished reading, use what |
| |you have learned to rewrite your sentence. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Stress can |Sample answer: Stress can |
| | |affect a person’s physical health |affect you physically, emotionally, |
| | |by giving them headaches or |mentally, and behaviorally. |
| | |causing them to get sick. |Compulsive talking is an example |
| | | |of a behavioral response to |
| | | |stress. |
| | | | |
|Chap|
|ter |
|4 |
New and Academic
Vocabulary
stress
perception
anticipate
stressor
psychosomatic response
Write the correct vocabulary term under each definition.
1. anything that causes stress
stressor
2. the act of becoming aware through the senses
perception
3. the reaction of the body and mind to everyday challenges and demands
stress
4. a physical reaction that results from stress rather than an injury or illness
psychosomatic response
5. to expect
anticipate
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48 Chapter 4 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
What Is Stress?
I found this information on page(s) 92–93 .
Explain how perception is related to stress.
The level of stress you experience depends on the way you think about
a challenge or perceive an event.
List two ways stress can affect you.
Positive effect: when it motivates you or gives you extra energy.
Negative effect: when it interferes with how you perform.
Causes of Stress
I found this information on page(s) 94 .
Your Body’s Response to Stressors
I found this information on page(s) 94–95 .
Identify five stressors that teens tend to experience.
1. Life situations
2. Environmental stress
3. Biological stress
4. Cognitive stress
5. Personal behavior
Name two systems that are active during your body’s response to stress.
Response to Stressors
1. Nervous system
2. Endocrine system
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Stress and Your Health
I found this information on page(s) 95 .
Identify the three stages your body goes through in response to stress. Describe the effect each stage has on your body.
|Stage |Effect |
| | |
|Alarm |Prepares your body to either defend itself or |
| |flee from a threat |
| | |
|Resistance |Allows the body to perform at a higher level |
| |and with more endurance |
| | |
|Fatigue |Causes you to feel tired and to lose the ability |
| |to handle other stressors |
| | |
List five effects of prolonged stress on your health.
1. Headache
2. A weakened immune system
3. High blood pressure
4. Bruxism, clenching the jaw or grinding the teeth
5. Digestive disorders
|Chap|
|ter |
|4 |
Chapter 4 Student Activity Workbook 49
|Chap|
|ter |
|4 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 4 Managing Stress and Coping with Loss
NCTE.7 Evaluating Data (Turn to pages 386–390 for complete standard language.)
Lesson 1 Understanding Stress
Question and Answer
Directions: The editor of your school newspaper has decided to start an advice column focusing on stress-related issues commonly experienced by students. The editor has appointed you the question-and-answer editor. Interview some of your peers to gather information about some common stress-related issues. Then write two questions that represent stress-related concerns of students in your school. Provide an answer for each question that includes possible sources of the stress as well as suggestions about how it can be reduced. A sample is provided below.
Q: I am a good student, but I get very anxious when I have to take a test. I seem to freeze up and don’t do as well as I should. I have mid-year exams coming up, and I’m already beginning to feel the stress. What do you suggest?
A: You should plan for your tests well in advance, studying a little each night. Learn to outline material, highlighting and numbering important points so you can learn them quickly. During your test, do some deep breathing. Answer all the questions you are sure of, and then go back to answer the ones that are more difficult. After getting your corrected test back, examine your mistakes and try to understand why you made them.
If you do not understand them, ask questions. Student responses should address stressors
discussed in the lesson or other common stressors that affect teens.
Q:
A:
Q:
A:
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50 Chapter 4 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 4 Managing Stress and Coping with Loss
Lesson 2 Managing Stress
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, | |
| |write a sentence or two about how you deal with stress in | |
| |your life. After you have read the chapter carefully, use what | |
| |you have learned to write a new sentence about how you can | |
| |handle the stress in your life. | | | | |
| | | | | | | |
| | | |Before Reading |After Reading | | |
| | | | | | |
| | |Sample answer: To deal with |Sample answer: The next time I | | | |
| | |stress, I take a deep breath |am feeling stress, I can practice | | |
| | |and think about something else |self-maintenance techniques | | |
| | |for a while. |such as getting adequate rest, | | |
| | | | |exercising regularly, and eating | | |
| | | | |nutritious foods. | | |
|New and Academic | | | | | |
| |Write a vocabulary word to answer each question. | |
|Vocabulary | | | | | | | |
| | |1. Which can be reached by practicing relaxation techniques | |
|chronic stress | | |such as taking a hot bath or stretching? | |
|relaxation response | |relaxation response | | | | |
| | | | | | | | |
| | |2. Which is associated with long-term problems that are | |
| | | | |
|technique | | |beyond a person’s control? | | |4Chapter| |
| | |chronic stress | | | | |
| | | | | | | | |
| | | | | | | | |
3. Which term means a method of accomplishing a desired aim?
technique
Chapter 4 Student Activity Workbook 51
Name _________________________________________ Date _______________ Class ____________
When Stress Becomes
a Problem
I found this information
on page(s) 97 .
Stress Management
Techniques
I found this information
on page(s) 98–100 .
Identify the first step in dealing with stress.
Identifying what is stressful is the first step in getting a handle on your
stress.
Identify four strategies that can help you avoid and limit stress.
1. Use refusal skills.
2. Plan ahead.
3. Think positively.
4. Avoid tobacco, alcohol, and other drugs.
|Chap|
|ter |
|4 |
Describe some tips for handling stress and reducing its effects.
| | | |Tip | |Examples |
| | | | | | |
| | | |Practice relaxation |Practice deep breathing, think pleasant |
| | | |techniques |thoughts, stretch, take a warm bath, get |
| | | | |a massage, or laugh. |
| | | | | | |
| | | |Redirect your energy |Work on a creative project, walk, swim, |
| | | | |jog, ride a bike, or play a game of |
| | | | |basketball. |
| | | | | | |
| | | |Seek out support |Confide in someone you trust, such as |
| | | | |a parent, guardian, sibling, teacher, or |
| | | | |close friend. |
| | | | |
|Staying Healthy and |Describe three self-maintenance habits that play a role in |
|Building Resistance |helping you prevent stress, reduce stress, and physically and |
|I found this information |mentally recover from stress. | |
|on page(s) |100–101 |. | | | |
| | | |Self-Maintenance Habit |Effect on Your Body |
| | | | | | |
| | | |Get adequate rest | |Helps you face the challenges |
| | | | | |and demands of the next day |
| | | | | |
| | | |Get regular physical activity |Uses pent-up energy, clears the |
| | | | | |mind, helps you sleep better |
| | | | | | |
| | | |Eat nutritious foods | |Helps your body function prop- |
| | | | | |erly, which reduces the effects of |
| | | | | |stress |
| | | | | | |
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52 Chapter 4 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 4 Managing Stress and Coping with Loss
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 2 Managing Stress
Building Resiliency
Directions: Below are two scenarios involving students with high levels of stress in their lives. Using what you learned from Lesson 2 as a guide, identify some ways each student could handle his or her stress effectively.
Carlos, a senior at South High School, will be taking his ACT this weekend. He knows the importance of his test score and the impact it will have on his college eligibility. Aside from studying for the test throughout the week, he is responsible for looking after his younger brother for a few hours after school every day. Additionally, his neighbor has asked him if he would be willing to help out with some household chores on Wednesday evening. Carlos has been an excellent student throughout his high school career and has generally managed his stress effectively. However, with the upcoming ACT, he is feeling overwhelmed with stress. He is afraid he will not score well on the test and not be able to attend the college of his choice.
What could Carlos do to manage his stress in this situation?
Possible response: Carlos should try to use refusal skills with his neighbor in order to eliminate the stress of having to work on Wednesday evening. Planning ahead and studying efficiently for the ACT will help him manage his test anxiety.
|Cindy has been putting off working on her art project for the entire semes- |Chapter | |
|ter. The project is due on Monday, and she hasn’t even started. While she | | |
|is a gifted artist, she is not very disciplined, and tends to procrastinate. | | |
|Cindy spends a great deal of time after school playing video games and | | |
|snacking on unhealthful foods. She generally stays up late watching tele- | | |
| |4 | |
|vision and is tired and inattentive while in school. Now Cindy is feeling | | |
| | | |
|overwhelmed as her project is due soon, she hasn’t started yet, and she | | |
|has very little energy to focus on designing a quality project. | | |
|What could Cindy do to manage her stress in this situation? | | |
|Possible response: Taking care of yourself is essential to stress management. Getting adequate sleep will | | |
| | | |
|help Cindy face the challenge of completing her project. Instead of playing video games and watching | | |
| | | |
|television, she should try to incorporate regular physical activity into her daily routine. Finally, Cindy should | | |
| | | |
|replace the unhealthful snacks she eats with nutritious foods. | | |
| | | |
Chapter 4 Student Activity Workbook 53
|Chap|
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|4 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 4 Managing Stress and Coping with Loss
Lesson 3 Coping with Loss and Grief
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about the | |
| |last time you helped a friend or family member through a | |
| |grieving process. What strategies did you use to comfort this | |
| |person? After reading the lesson, write a sentence or two | |
| |about how you can show empathy and help a friend or family | |
| |member cope with loss and grieving. | |
| |Sample answer: I can help the friend or family member focus on happy | |
| |memories of the person and how the person contributed to his or her | |
| |life in a positive way. | |
|New and Academic |Unscramble each vocabulary term. Then write the definition | |
|Vocabulary |of each term. | |
|stages of grief |ctirtaaum tenve | |
| |traumatic event—any event that has a stressful impact sufficient to | |
| | | |
|closure |overwhelm your normal coping strategies | |
| | | |
|coping |ecrluos | |
|mourning |closure—acceptance of a loss | |
| | | |
|traumatic event | | |
| |ssetga fo fgeir | |
| | | |
| |stages of grief—a variety of reactions that may surface as an individual | |
| |makes sense of how a loss affects him or her | |
| |gmnoirnr | |
| |mourning—the act of showing sorrow or grief | |
| | | |
| |gcnoip | |
| |coping—dealing successfully with difficult changes in your life | |
| | | |
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54 Chapter 4 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
|Acknowledging Loss |Explain why it is important to acknowledge and understand | |
|I found this information |your grief. | |
|on page(s) |102 |. |Acknowledging and understanding your grief will promote the healing | |
| | | | | |
| | | |process, helping you cope with the loss and manage your feelings. | |
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Expressing Grief
I found this information on page(s) 103 .
Coping with Death
I found this information on page(s) 104 .
Coping with Traumatic Events
I found this information on page(s) 105 .
Explain why the grieving process is healthy and necessary.
The grieving process can help a person heal and accept the loss.
List the eight stages of grief.
| | |Stages of Grief |
| | | | | |
|1. |Denial or numbness | |5. |Depression |
| | | | | |
|2. |Emotional releases | |6. |Remorse |
| | | | | |
|3. |Anger | |7. |Acceptance |
| | | | | |
|4. |Bargaining | |8. |Hope |
| | | | | |
Describe a positive way to cope with death.
To help yourself cope with death, focus on the positive ways the rela-
tionship with the lost loved one affected you and your life.
Explain why it is important to show empathy to people who are grieving.
Grieving alone makes the process more difficult. The friendship and
support of others may make the process easier.
List three ways you can show support to someone who is grieving.
1. Help the person recall happy, positive memories.
2. Be a sympathetic listener, and use silence when appropriate.
3. Do not rush the grieving process or attempt to resolve the person’s grief in one day.
Name some ways a person can cope with a traumatic event.
Seek support from family members, friends, and community groups and
agencies to help you through your shock and grief. Try to resume the
activities you enjoyed before the traumatic event occurred.
|Chap|
|ter |
|4 |
Chapter 4 Student Activity Workbook 55
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 4 Managing Stress and Coping with Loss
NCTE.3 Evaluation Strategies (Turn to pages 386–390 for complete standard language.)
Lesson 3 Coping with Loss and Grief
All Kinds of Grief
Feelings of loss are very personal. The way that a person responds to loss is unique to the situation and to the individual. Some may feel sadness or guilt. Others may experience anger or feel cheated. Sometimes, people may experience several or all of these emotions.
Directions: Identify the stage of grief each person is experiencing in the following descriptions.
1. Keisha’s brother was killed in a car crash. The person who was driving the car was not injured. Keisha feels powerless. She misses her brother. She resents the fact that the driver continues to attend her school and seems unaffected by her brother’s death.
Stage of grief: anger
2. Joe’s father and mother have just divorced, and his father has moved to another state. Joe misses his father and feels isolated because he won’t be seeing him very often. He thinks the situation is hopeless.
Stage of grief: depression
3. Manuel told his little sister, Lisa, that her kitten ran into the street and was killed by a car. Lisa does not believe Manuel. She is sure that he is mistaken and that her kitten will come home when it gets hungry.
Stage of grief: denial or numbness
|4 |4. Carla misses her best friend, Julie, who moved away a month ago. Before Julie left, she | |
|Chapte| | |
|r | | |
| |and Carla had a disagreement about Rick, a boy at school whom they both liked. Julie | |
| |and Carla stopped speaking. Now Carla realizes that she doesn’t like Rick at all, and | |
| |she wishes she could see Julie and straighten things out. If she had the opportunity, she | |
| |would apologize. She realizes now that Julie was a good friend and that the disagreement | |
| |was silly. | |
| |Stage of grief: |remorse | |
5. Pedro’s sister Annette had a mental disorder, and Pedro was often impatient with her. Annette died unexpectedly a year ago. For a long time, it was very difficult for Pedro to even mention Annette’s name. He regretted the way he had treated her, and it was painful to remember his impatience with her. Pedro finally reached the point where he could remember Annette and talk about her without experiencing so much pain.
Stage of grief: hope
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56 Chapter 4 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 5 Mental and Emotional Problems
Tips on Preparing for Tests
• Knowing when to begin the test-preparation process is critical in setting a study schedule without feeling rushed.
• Carry your class notes with you and make use of spare time by reviewing for a few minutes several times per day.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
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1. According to the Surgeon General, where are teens most likely to receive treatment for a mental health problem?
A. Church
B. A hospital
C. School
D. Home
2. Which is NOT a type of depression?
F. Long depression
G. Major depression
H. Mild depression
J. Adjustment disorder
3. Which best describes bipolar disorder (also called manic-depressive disorder)?
A. A type of mental disorder in which a person loses contact with reality and begins to hallucinate
B. A type of mood disorder in which a person goes through extreme mood changes and energy levels
C. A type of conduct disorder in which a person is aggressive and violent
D. A type of eating disorder in which people overeat compulsively
4. A mental disorder whose sufferers have difficulty distinguishing between real and imaginary events is
F. antisocial personality disorder.
G. schizophrenia.
H. bipolar disorder.
I. post-traumatic stress disorder.
5. Which is NOT a cause of depression?
A. Experiencing a loss
B. Living in poverty
C. Having a bad day
D. Heredity
6. Which type of disorder is characterized by patterns of behavior in which the rights of others or basic social rules are violated?
F. Anxiety disorder
G. Eating disorder
H. Mood disorder
J. Conduct disorder
7. Cluster suicides are
A. most common among adults.
B. related to hormone cycles.
C. never the result of media attention.
D. sometimes the result of suicide pacts.
|Chap|
|ter |
|5 |
Chapter 5 Student Activity Workbook 57
Name _________________________________________ Date _______________ Class ____________
|8. Which is NOT recommended when | | | | | | | |
|attempting to help someone who has | | | | | | | |
| |1 A B C D |2 |F |G |H |J | |
|spoken with you about committing | | | | | | | |
| |3 A B C D |4 |F |G |H |J | |
|suicide? | | | | | | | |
| |5 |A |B |
| | |T | | |
| | | | | |
| | | | | |
|11. | |T |F |Depression rarely has a physical cause. |
F. Depression can be caused by physical reasons, such as heredity, a medical condition, or an illness.
12. T F A neurologist is a physician who specializes in physical disorders of the brain and nervous system.
T
13. Arnold, a high school sophomore, has been showing signs of mild depression for some time now. Last week his parents decided to have him see the school psychologist for one counseling session per week. Arnold feels ashamed and does not want to see the psychologist. Write a letter to Arnold explaining the benefits of treatment for a mental health problem.
|5 |Write your answer to item 13 in this space. | |
|Chapter | | |
| |Letters should reassure Arnold that asking for help from a mental health professional is a sign of | |
| | | |
| |strength, that people who have mental disorders often cannot get better on their own, and that most | |
| | | |
| |people are surprised and happy to find that talking out their problems with an objective, helpful | |
| | | |
| | | |
| |individual is a great relief. | |
| | | |
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58 Chapter 5 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 5 Mental and Emotional Problems
Careers in Mental Health Care
Mental and emotional problems are prevalent among many teens and adults in the United States. However, there are many types of mental health professionals available for individuals who suffer from mental or emotional problems. Different types of mental health professionals include counselors, school psychologists, psychiatrists, neurologists, clinical psychologists, and psychiatric social workers.
Directions: Research career opportunities in the mental health field. Choose one type of mental health professional and research the profession. Use the following questions to guide your research.
1. What qualifications are required?
Students should outline educational requirements and other licensures needed.
2. What types of mental health problems does this mental health professional treat?
Students should list the types of mental health problems that the mental health
professional treats.
3. Which treatment methods does this mental health professional use?
Students should name and describe the treatment methods used.
4. In what kind of facility does this mental health professional offer services to patients?
Students should determine whether services are offered in a school, hospital, private practice,
or other location.
5. What is the average income of this mental health professional?
Students should determine the average income.
|Chapter 5 |
Chapter 5 Student Activity Workbook 59
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 5 Mental and Emotional Problems
Lesson 1 Dealing with Anxiety and Depression
Directions: Use the following outline to help organize your notes as you read
through the lesson.
Key Concept Consider and Reconsider Before reading the lesson, write a
sentence explaining why many individuals refrain from seek-
ing help for mental problems. After you have finished reading,
use what you have learned to rewrite your sentence.
New and Academic
Vocabulary
anxiety
require
depression
apathy
|Chap|
|ter |
|5 |
|Before Reading |After Reading |
| | |
|Sample answer: Some people |Sample answer: Many people do |
|aren’t willing to admit they have |not seek treatment because they |
|a problem. |feel embarrassed or ashamed. |
| | |
Write the correct vocabulary term under each definition.
1. a prolonged feeling of helplessness, hopelessness, and sadness
depression
2. a lack of strong feeling, interest, or concern
apathy
3. to demand as necessary
require
4. the condition of feeling uneasy or worried about what may happen
anxiety
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60 Chapter 5 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
|Understanding Anxiety |Describe some healthy ways to cope with anxiety and | |
|I found this information |stressful situations. | |
|on page(s) |115 |. |Answers should include stress-management techniques such as relax- | |
| | | | | |
| | | | | |
| | | |ing, redirecting energy, and seeking support. | |
| | | | | |
Understanding
Depression
I found this information
on page(s) 115–116.
Explain why turning to alcohol or over-the-counter medications is not a healthy way to cope with anxiety.
Alcohol and over-the-counter drugs produce only a temporary, false
sense of relaxation. These substances also cause physical, mental/
emotional, social, and legal problems that will make it even harder for a
person to function.
Identify three types of depression and describe each one.
|Type of Depression |Description | |
| | | |
|Major depression |Intense bouts that last for | |
| |weeks or months at a time | |
| | | |
| | | |
|Mild depression |Less severe symptoms, but | |
| |can last for years | |
| | | |
| | | |
|Adjustment disorder |Reaction to a specific life | |
| |event | |
| | | |
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Getting Help for Depression
I found this information on page(s) 116 .
Name three causes of depression and give examples:
Depression can be caused by physical reasons, such as heredity;
psychological reasons, such as surviving a traumatic life event;
and social or environmental factors, such as living in poverty or in
a physically or emotionally harmful family situation.
Identify three effects that depression can have on an individual.
1. Changes in thinking
2. Changes in feelings
3. Changes in behavior
Explain what you can do if you recognize persistent signs of depression in yourself or others.
I can discuss my concerns with a trusted adult, such as a parent,
teacher, or school counselor.
|Chap|
|ter |
|5 |
Chapter 5 Student Activity Workbook 61
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 5 Mental and Emotional Problems
NCTE.1 Reading for Perspective (Turn to pages 386–390 for complete standard language.)
Lesson 1 Dealing with Anxiety and Depression
Advice for Anxiety and Depression
Directions: Imagine that you have two friends who seem to be exhibiting signs of anxiety or depression. Below are descriptions of some of their recent behav-iors. Using what you learned from Lesson 1 as a guide, identify symptoms that show their reactions to stress. Then, decide whether the symptoms could be linked to anxiety or depression, and offer helpful advice.
1. Jenny: You have noticed that Jenny has seemed distracted the last couple of days. She can’t stay focused during conversations and has a hard time sitting still. Jenny complains to you that she sometimes feels lightheaded when she thinks about taking her driver’s test on Saturday. She tells you that she wishes Saturday wouldn’t come and that she
wishes she did not have to take her test at all.
Symptoms: restlessness, physical signs of nervousness, difficulty concentrating, feelings of worry
Anxiety or depression: anxiety
Advice: Jenny should try to redirect her energy toward something more positive. She could also try
to do some relaxation exercises. Getting support from family and friends is also a healthy way of deal-
ing with anxiety.
2. Marcus: For the past several months, Marcus has been irritable and disagreeable. He has not been hanging out with his friends or playing soccer at the park (one of his favorite pastimes). He looks tired and doesn’t seem his usual confident self. He says he has not been sleeping lately, and admits that the soccer cuts last fall made him feel like a failure.
Symptoms: persistent irritable mood, loss of interest in activities once enjoyed, difficulty sleeping or oversleeping, loss of energy, feelings of worthlessness
Anxiety or depression: depression
|5 |Advice: |Marcus should discuss his feelings with a trusted adult. If the symptoms persist, he may | |
| | | | |
|Chapter |want to talk with a school counselor, school psychologist, or another health care professional. | |
| | | | |
| |Spending time with family and friends is also a healthy way of dealing with depression. | |
| | | | |
| | | | |
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62 Chapter 5 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 5 Mental and Emotional Problems
Lesson 2 Mental Disorders
Directions: Use the following outline to help organize your notes as you read through the lesson.
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Key Concept
New and Academic
Vocabulary
mental disorder
stigma
percent
anxiety disorder
mood disorder
conduct disorder
Consider and Reconsider Before reading the lesson, make a list of all the mental disorders you know of. After you have read the lesson carefully, use what you have learned to update your list.
|Before Reading |After Reading |
| | |
|Sample answer: manic- |Sample answer: anxiety disor- |
|depressive; obssessive- |ders, impulse control disorders, |
|compulsive; depression; |eating disorders, mood disor- |
|claustrophobia. |ders, conduct disorders, schizo- |
| |phrenia, personality disorders |
| | |
Write a vocabulary word to answer each question.
1. Which disorder includes depression and bipolar disorder?
mood disorder
2. Which term is often associated with mental disorders and causes many people to feel embarrassed or ashamed?
stigma
3. Which type of disorder may cause individuals to perform acts of violence?
conduct disorder
4. Which term describes medical conditions that require diagnosis and treatment just like any physical illness or injury?
mental disorder
5. Which is one of the most common mental health problems among children and teens?
anxiety disorder
6. Which term means one part in a hundred?
percent
|Chap|
|ter |
|5 |
Chapter 5 Student Activity Workbook 63
Name _________________________________________ Date _______________ Class ____________
Understanding Mental
Disorders
I found this information
on page(s) 118 .
Explain why it is important to learn about mental disorders and emotional problems.
Learning about mental and emotional problems not only helps erase the
stigma associated with them, but also encourages people to seek early
medical help.
|Types of Mental Disorders |List seven types of mental disorders and briefly identify the | | |
|I found this information |effects and types of each disorder. | | |
|on page(s) |119–121 |. | | | | |
| | | |Disorder |Effect/Types | | |
| | | | | | | |
| | | |Anxiety disorder |Condition in which real or imagined fears | | |
| | | | |are difficult to control. Types include | | |
| | | | |phobias, obsessive-compulsive disorders, | | |
| | | | |panic disorders, post-traumatic stress dis- | | |
| | | | |orders, and generalized anxiety disorders. | | |
| | | | | | | |
| | | |Impulse control |Individual can´t resist the impulse to per- | | |
| | | |disorder |form actions that are harmful to themselves | | |
| | | | |or others. Types include kleptomania, cut- | | |
| | | | |ting, pyromania, excessive gambling, and | | |
| | | | |compulsive shopping. | | |
| | | | | | | |
| | | |Eating disorder |Teens put pressure on themselves to look | | |
| | | | |a certain way. Types include anorexia ner- | | |
| | | | |vosa, bulimia, and binge eating disorders. | | |
| | | | | | | |
| | | |Mood disorder |Mood extremes interfere with everyday | | |
| | | | |life. Types include depression and bipolar | | |
| | | | |disorders. | | |
| | | | | | | |
| | | |Conduct disorder |Results in patterns of behavior in which |reserved. | |
| | | | |the rights of others or basic social rules are | | |
| | | | |violated. Types include stealing, cruelty, | | |
| | | | |lying, aggression, violence, truancy, arson, | | |
| | | | | |rights | |
| | | | |and vandalism. | | |
| | | | | |Inc. All | |
| | | | | | | |
| | | |Schizophrenia |Person loses contact with reality. Symp- | | |
| | | | | |-Hill | |
| | | | | |Companies, | |
| | | | |toms include delusions, hallucinations, and | | |
| | | | |thought disorders. | | |
| | | | | | | |
| | | |Personality disorder |Teens are unable to regulate their emo- | | |
| | | | | |McGraw | |
| | | | |tions. They may feel distressed in social | | |
| | | | |situations, or may behave in ways that are | | |
| | | | | |The | |
| | | | |distressing to others. | | |
| | | | | |Copyright ©| |
| | | | | |by | |
|Chapter 5 | | | | |
| | | | | |
64 Chapter 5 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 5 Mental and Emotional Problems
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 2 Mental Disorders
What’s the Diagnosis?
Directions: Following are profiles of people with mental disorders. From the description of the symptoms, in the space provided, identify and write the type of mental disorder each person has.
1. Jim has difficulty controlling his feelings and often acts in ways that make others uncomfortable. He doesn’t show up for many activities because he feels anxious in social situations. He often feels like people are out to get him.
personality disorder
2. Andrea has difficulty keeping up with normal daily activities. She seems trapped in a pattern of repeated thoughts and behaviors that preoccupy her. In fact, she is urgent about them. When she is at home, she is constantly checking to make sure the doors are locked.
obsessive/compulsive disorder
3. Janell is an elementary school student. During recess one day, Janell and her classmates witnessed an automobile accident in which one of the cars burst into flames. Ever since, Janell has been having nightmares. She can’t concentrate on her schoolwork. She occasionally experiences flashbacks.
post-traumatic stress disorder
4. Jose experiences extreme mood changes. His friends can’t figure him out. He is either very happy or aggressive and angry. His energy levels also keep changing. Sometimes he is bored and cannot concentrate. Other times, he sleeps little but still feels energetic.
bipolar disorder
5. Samantha is afraid of heights. She will do anything in her power to avoid being in a tall building or on a mountain. One result is that she misses some fun times because she will not go shopping in malls with many floors or camping with her friends when they go to the mountains. She cannot remember anything in her childhood that might have caused this irrational fear. She just knows that it is very real.
anxiety disorder (phobia)
|Chap|
|ter |
|5 |
Chapter 5 Student Activity Workbook 65
|Chap|
|ter |
|5 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 5 Mental and Emotional Problems
Lesson 3 Suicide Prevention
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim and Scan Read all section titles, and review all pic- | |
| |tures, tables, and graphs throughout Lesson 3. Before you | |
| |read the lesson, write a question that you expect the lesson | |
| |to answer. After you have finished reading, write the answer | |
| |to your question. | | |
| | | | |
| |Question |Answer | |
| | | | |
| |Sample question: What are |Sample answer: Direct or | |
| |some warning signs that a |indirect suicide threats, obses- | |
| |person may be considering |sion with death, withdrawal | |
| |suicide? |from friends, unusual behavior, | |
| | |giving away personal belong- | |
| | |ings, substance abuse, violent | |
| | |actions | |
|New and Academic | | | |
| |Unscramble each vocabulary term. Then write the definition | |
|Vocabulary |of each term. | | |
|alienation |rceltus sseudiic | | |
| |cluster suicides—a series of suicides occurring within a short period of | |
| | | |
|display | | | |
| |time and involving several people in the same school or community | |
| | | | |
|suicide |noitaneila | | |
|cluster suicides |alienation—feeling isolated and separated from everyone else | |
| | | | |
| | | | |
esduiic
suicide—the act of intentionally taking one’s own life
siylapd
display—to make evident
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66 Chapter 5 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Knowing the Facts about Suicide
I found this information on page(s) 122–123 .
Identify some reasons why alcohol and drugs make self-destructive behavior more likely.
Alcohol and drugs have a depressant effect and lower inhibition, making
self-destructive behavior even more likely.
List two risk factors that are characteristic of more than 90 percent of people who kill themselves.
Depression or another mental disorder, a history of abusing alcohol or
other drugs.
Strategies to Prevent Suicide
I found this information on page(s) 123–124 .
Identify four other risk factors of suicide.
1. Stressful situation or loss
2. Previous suicide attempts
3. Family history of mental disorders, substance abuse, or suicide
4. Easy access to guns
Explain why it is important to recognize the warning signs of suicide.
Recognizing the signs of suicide may help prevent it.
Explain how you can use the following strategies to help a person who has indicated that he or she may be considering suicide.
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Initiate a Meaningful Conversation
Show interest and compassion. Listen closely. Be patient and understanding. Do not respond with statements like, “You don’t really want to do that,” or “Everyone feels sad sometimes.”
Show Support and Ask Questions
Remind the person that most problems have solutions and that suicide is not the answer. Share the fact that most suicide survivors later express gratitude that they did not die.
Try to Persuade the Person to Seek Help
Encourage the person to talk with a parent, counselor, or other trusted adult. Offer to go with the person to get help. After your con-versation, contact an adult immediately to let him or her know of the seriousness of the situation. Ask the adult what steps he or she will take to help your friend.
|Chap|
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|5 |
Chapter 5 Student Activity Workbook 67
|Chap|
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|5 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 5 Mental and Emotional Problems
NCTE-NUM.1 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 3 Suicide Prevention
Teens with Mild to Severe Depression
| |40 | | | |
| |35 | | | |
|Pe|30 | | | |
|rc| | | | |
|en| | | | |
|t | | | | |
| |25 | | | |
| |20 | | | |
| | | | | |
| |15 | | | |
| |10 | | | |
| |Boys |Girls |Average | |
[pic][pic] Felt Sad or Hopeless
[pic][pic] Thought About Suicide
[pic][pic] Often Felt Lonely
Source: Centers for Disease Control and Prevention, 2006, Health Behavior in
School-aged Children Study. 2006
1. The bar graph shows percentages of teens nationwide who reported feeling mild to severe depression. According to the graph, what percentage of teens on average felt sad or hopeless?
A. 20.4 percent
B. 23.3 percent
C. 36.7 percent
D. None of the above
2. What percentage of teens on average were depressed enough to think about suicide?
F. 16.9 percent
G. 21.8 percent
H. 36.7 percent
J. None of the above
3. Which statement can be inferred from the data in the graph?
A. Symptoms of mild and serious depression are not the same.
B. Teens who feel lonely often think about suicide.
C. The majority of teens do not think about suicide as an option.
D. None of the above
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68 Chapter 5 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 5 Mental and Emotional Problems
Lesson 4 Getting Help
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about the |
| |many types of mental health professionals. Suppose you or a |
| |friend were experiencing mental or emotional problems. After |
| |reading the lesson carefully, write a sentence stating which |
| |types of mental health professionals are available to help |
| |people who are suffering from mental or emotional problems. |
| |Sample answer: Mental health care professionals include counselors, |
| | |
| |school psychologists, psychiatrists, neurologists, clinical psychologists, |
| | |
| |and psychiatric social workers. |
| | |
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New and Academic
Vocabulary
psychotherapy
behavior therapy
cognitive therapy
family therapy
group therapy
drug therapy
Define each vocabulary term. Write the correct definition on the line next to each term.
an ongoing dialogue between a patient and a mental health
professional
a treatment process that focuses on changing unwanted behaviors
through rewards and reinforcements
a treatment method designed to identify and correct distorted
thinking patterns that can lead to feelings and behaviors that
may be troublesome, self-defeating, or self-destructive
a treatment method that helps families function in more positive
and constructive ways by exploring patterns in communication and
providing support and education
a treatment method for a group of people who have similar problems
and who meet regularly with a trained counselor
the use of certain medications to treat or reduce the symptoms of a
mental disorder
|Chap|
|ter |
|5 |
Chapter 5 Student Activity Workbook 69
Name _________________________________________ Date _______________ Class ____________
When Help Is Needed
I found this information on page(s) 126 .
Identify four feelings or behaviors that suggest a teen may be experiencing mental or emotional problems and likely needs help.
1. Feeling trapped with no way out or worrying all the time
2. Feelings that affect sleep, eating habits, schoolwork, job performance, or relationships
3. Becoming involved with alcohol or drugs
4. Becoming increasingly aggressive, violent, or reckless
Overcoming Stumbling Blocks to Getting Help
I found this information on page(s) 127 .
List four facts to keep in mind if you or someone you know is reluctant to seek help for mental or emotional problems.
1. Asking for help is a sign of inner strength. It shows responsibility for one’s own wellness.
2. Serious disorders, compulsions, and addictions are complex and require professional intervention.
3. Sharing your thoughts with an objective, helpful individual can be a great relief.
4. Financial help may be available through community resources.
|Where to Go for Help |Identify six different health care professionals that are | |
|I found this information |available for help. | | | |
|on page(s) |128 |. | | | | | |
| | | |1. |Counselor |4. |Neurologist | |
| | | | | | | | |
| | | |2. |School psychologist |5. |Clinical psychologist | |
| | | | | | | | |
| | | |3. |Psychiatrist |6. |Psychiatric social worker | |
|Treatment Methods | | | |
| |Identify six different types of treatment methods used by | |
|I found this information |health care professionals. | | | |
|on page(s) |128–129 |. | | | | | |
| | | |1. |Psychotherapy |4. |Family therapy | |
| | | | | | | | |
| | | |2. |Behavior therapy |5. |Group therapy | |
| | | | | | | | |
| | | |3. |Cognitive therapy |6. |Drug therapy | |
| | | | | | | | |
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70 Chapter 5 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 5 Mental and Emotional Problems
NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 4 Getting Help
Directions: The feelings or behaviors in the scenarios below are signs that someone needs help. Determine which type of therapy listed in the box below might be most helpful in each case.
Types of Therapy
Psychotherapy
Behavior Therapy
Cognitive Therapy
Group Therapy
Drug Therapy
Family Therapy
1. Maria has little self-confidence and often feels like a failure. She has let her grades slip in school because she figures it won’t make any difference whether she tries hard or not.
Cognitive Therapy
2. Matt has been becoming more aggressive and destructive.
Behavior Therapy
3. Jon has been seeing a psychiatrist for an anxiety disorder, but his symptoms are still severe.
Drug Therapy
4. Keiko has been fighting with her parents nearly every day.
Family Therapy
5. Chris is having trouble coming to terms with his mother’s alcohol problem. He would like to talk to others in the same situation.
Group Therapy
|Chapter 5 |
Chapter 5 Student Activity Workbook 71
|Chap|
|ter |
|6 |
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 6 Skills for Healthy Relationships
Tips on Preparing for Tests
• Learn how to relax. Meditation and breathing exercises have proven effective in control-ling stress. Practice clearing your mind just before you take a test.
• Do not overwhelm yourself by focusing on the entire workload all at once. Handle each task as it comes.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
1. Doing your share to make your school and community safe is
A. communication.
B. compromise.
C. citizenship.
D. trustworthiness.
2. Which is an example of an “I” message?
F. “I feel like my suggestions aren’t being taken seriously.”
G. “I said I’d take out the trash, but I’m busy!”
H. “You never listen to anything I say.”
J. “Why can’t you ever show up on time?”
3. Which is an example of a stereotype?
A. Many of the teachers in the school district are female.
B. All cheerleaders are vain.
C. Seven of the nine girls in our class enjoy home economics.
D. For the past three years, more boys than girls have enrolled in physical education.
4. Techniques for active listening include all of the following EXCEPT
F. restating what you hear.
G. interrupting.
H. asking questions.
J. showing empathy.
5. Which describes an aggressive style of communication?
A. Letting others know exactly what you are trying to communicate
B. Being evasive with your response
C. Responding to a question by raising your voice level
D. Repeating what you hear and making eye contact
6. Tim and Brian strongly disagree on how they should study for their algebra test. They have been study partners
all year, however, and are willing to compromise. Which quality of strong relationships does this show?
F. Honesty
G. Commitment
H. Caring
J. Mutual respect
7. Which is an example of bullying?
A. Threatening to harm a classmate if he refuses to let you copy his notes
B. Threatening to tell the teacher if a certain classmate keeps talking to you during tests
C. Having a friend walk home from school with you because you are afraid to walk alone
D. Telling a group of students in the library to lower their voices
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72 Chapter 6 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
8. Which is an example of constructive criticism?
F. “Do you always have to leave all your junk out in the hall?”
G. “I can’t stand the way you interrupt me all the time.”
H. “Haven’t you ever heard of knocking?”
J. “Next time, would you mind calling first to let me know you’re coming over?”
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
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Directions: Circle T if the statement is true or F if the statement is false. Rewrite any false statements to make them true.
9. T F Being unsure of your values can strengthen your relationships.
F. Uncertainty about your values can complicate your relationships.
|10. |T |F |The goal of constructive criticism is to bring about positive changes. |
| |T | | |
| | | | |
| | | | |
|11. |T |F |Passive communication may involve bullying or intimidation. |
F. Bullying or intimidation are examples of aggressive communication, not passive communication.
12. T F Trustworthiness is a trait that can strengthen a relationship.
T
13. Caitlyn and Anthony have been friends since childhood. Lately Caitlyn has been treating Anthony with disrespect. She has been very bossy and demanding, and often disregards Anthony’s suggestions and opinions. Explain how Anthony could let her know that he is unhappy with the way she has been treating him.
Write your answer to item 13 in this space.
Anthony should be assertive in expressing his feelings in a clear but respectful manner. He should use
“I” statements while talking to Caitlyn about the way she has been treating him.
Chapter 6 Student Activity Workbook 73
|Chap|
|ter |
|6 |
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 6 Skills for Healthy Relationships
You or “I”
An “I” message is a statement that focuses on your feelings rather than on someone else’s behavior. Using “I” messages helps you communicate your feelings in a positive way without placing the blame on someone else.
Directions: Pair up with another student and review the following “you” mes-sages. Then rewrite each message as an “I” message. Be sure your “I” message communicates your feelings in a positive way without placing blame.
1. “Why can’t you ever clean up after yourself ?”
Sample answer: “I feel disrespected when you leave your things lying around.”
2. “You never do what I tell you!”
Sample answer: “I think we should try harder to work together.”
3. “I said I’d do the dishes after I finish what I’m doing—you don’t have to keep mentioning it to me!”Sample answer: “I’m feeling stressed because I have an important test this week. I’ll do the
dishes as soon as I’m finished studying.”
4. “Stop taking my things without asking!”
Sample answer: “It bothers me when you use my things without asking me first.”
5. “You never come to my house for dinner.”
Sample answer: “It hurts my feelings that you haven’t been to my house for dinner.”
Practice What You Have Learned
Directions: Write an “I” message for the following situations.
1. Your younger sibling has been going into your room while you are away, and borrowing your things without asking. Sample answer: “It makes me upset when my things are not where I
left them. I feel like my privacy is not being respected.”
2. Your best friend has made plans for both of you on Saturday night without consulting with you first. Sample answer: “I feel like my opinions aren’t taken into account. I’d like to have a
say in what we will be doing on Saturday.”
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74 Chapter 6 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 6 Skills for Healthy Relationships
Lesson 1 Foundations of a Healthy Relationship
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write a |
| |sentence describing how healthy family relationships can help |
| |build your social health. After you have finished reading, use |
| |what you have learned to rewrite your sentence. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Healthy family |Sample answer: Healthy family |
| | |relationships teach me how to |relationships can build my social |
| | |interact with people. |health by teaching me the values |
| | | |and social skills that will guide me |
| | | |in all of my other relationships. |
| | | | |
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|6 |
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New and Academic
Vocabulary
relationship
friendship
citizenship
role
cooperation
compromise
computer
Write the correct vocabulary term under each definition.
1. the way you conduct yourself as a member of the community
citizenship
2. a problem-solving method in which each participant gives up something to reach a solution that satisfies everyone
compromise
3. a part you play in your relationships
role
4. a bond or connection you have with other people
relationship
5. a device that can store, retrieve, and process data
computer
6. working together for the good of all
cooperation
7. a significant relationship between two people that is based on trust, caring, and consideration
friendship
Chapter 6 Student Activity Workbook 75
Name _________________________________________ Date _______________ Class ____________
|Chap|
|ter |
|6 |
Relationships in
Your Life
I found this information
on page(s) 142–145.
Identify three different types of relationships.
Types of
Relationships
|Relationships with | | |Relationships in |
|family |Relationships with |your community |
| |friends | |
Identify some of the different roles you have in your home, at school, and in your community.
|Location |Role |
| | |
|Home |Daughter/son, brother/sister, grandchild, |
| |niece/nephew, cousin |
| | |
|School |Classmate, student, friend, bandmate, |
| |teammate, tutor |
| | |
|Community |Church member, employee, citizen, |
| |neighbor |
| | |
Traits of Healthy
Relationships
I found this information
on page(s) 145–147.
Name four important qualities of healthy relationships.
|1. |Mutual respect |3. |Honesty |
|2. |Caring |4. |Commitment |
Identify the three Cs of a healthy relationship and describe why each is important in building and maintaining healthy relationships.
1. Communication—Learning effective communication skills can help you express your thoughts, feelings, and expectations to others and understand theirs in return.
2. Cooperation—Cooperating with others to reach your goals can strengthen your relationships.
3. Compromise—Compromising with others allows you to resolve disagreements in a way that satisfies everyone.
List six character traits that can strengthen your relationships.
|1. |Trustworthiness |4. |Fairness |
|2. |Respect |5. |Caring |
|3. |Responsibility |6. |Citizenship |
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76 Chapter 6 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 6 Skills for Healthy Relationships
NCTE.1 Reading for Perspective (Turn to pages 386–390 for complete standard language.)
Lesson 1 Foundations of a Healthy Relationship
What’s Going On?
Directions: Read the scenarios and answer the questions that follow in the space provided. Use your Note Taking outline from Lesson 1 to help answer these questions.
1. Patricia’s mother belongs to the rotary club in their community. The club has planned a car wash to raise money for a local family. Early in the week, Patricia’s mother asked her to help on the following Saturday, and she agreed. On Friday, however, Patricia learned that her friends were all going to the beach on Saturday, and Patricia said she would join them. Then she remembered her promise to her mother, so she stayed and helped her instead.
What quality of a healthy relationship did Patricia demonstrate?
Commitment
What trait(s) of good character did Patricia demonstrate?
Trustworthiness, respect, responsibility, citizenship
2. Barry belongs to a hockey team that is not having a good season. He is frustrated and wants to quit, but there are a few games left on the schedule. The coach is aware of Barry’s attitude, and decided to talk with him about it. As the coach was talking, Barry realized that he had been self-centered, and that the coach was also feeling discouraged. Barry decided not to quit. Instead, he promised to work harder and to encourage others on the team.
What skill(s) for building healthy relationships did the coach use?
Communication
What trait(s) of good character did Barry demonstrate?
Respect, caring, responsibility
3. Felicia and her sister Karen have chores to do at home. They usually take turns washing the dinner dishes, but now Felicia has an opportunity to get a part-time job three evenings a week. She really wants the job and wonders if she can make a deal with Karen regarding their chores at home. She offers to do Karen’s chores plus her own for three of the days she is not working, if Karen would agree to do Felicia’s chores on the nights she is working. Karen thinks it over and agrees to the proposition.
What skill(s) for building healthy relationships did Felicia use?
Compromise, cooperation
What trait(s) of good character did Felicia demonstrate?
Fairness, responsibility
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Chapter 6 Student Activity Workbook 77
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|6 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 6 Skills for Healthy Relationships
Lesson 2 Respecting Yourself and Others
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write a |
| |sentence describing a time when you may have passed judg- |
| |ment on someone or associated him or her with a stereotype. |
| |After you have read the chapter carefully, use what you have |
| |learned to state what you can do to avoid stereotyping others. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Because he’s |Sample answer: I can avoid |
| | |smart in math, he is going to be |stereotyping others by |
| | |a scientist. |practicing tolerance, or |
| | | |accepting other’s differences. |
| | | | |
New and Academic
Vocabulary
prejudice
stereotype
tolerance
bullying
Write a vocabulary word to answer each question.
1. Assuming that all boys like sports is an example of which term?
stereotype
2. Which term means shared in common?
mutual
3. Calling someone names is an example of which term?
bullying
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hazing
4. Which term sometimes causes people to treat others
with disrespect?
mutual
prejudice
5. Which term refers to activities that may be physically or emotionally harmful?
hazing
6. Which term describes the ability to accept others’ differences?
tolerance
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78 Chapter 6 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Respect for Yourself
I found this information on page(s) 148–149 .
Explain how having respect for yourself will help strengthen your relationships.
When you respect yourself, you are more likely to seek out relationships
with people who treat you with respect.
Describe the connection between your values and the strength of your relationships.
Being unsure of your values can complicate your relationships. If you
are not clear about your values, it is much more difficult to communicate
them to other people.
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Respect for Others
I found this information on page(s) 149–150 .
List four ways you can show respect to the people with whom you have relationships.
1. Listen to other people.
2. Be considerate of others’ feelings.
3. Develop mutual trust.
4. Be realistic in your expectations.
Explain what it means to be a person who practices tolerance toward others.
People who are tolerant recognize and appreciate the differences
among people. They allow others to be who they are without showing
disapproval.
Identify some of the reasons that bullies act out disrespect-fully against other people.
Bullies may push other people around because it makes them feel superior. They may also do it as a way to feel that they are part of a group or to keep from being bullied themselves.
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Describe two ways that hazing activities can be harmful to people.
Hazing activities can be both physically and emotionally harmful.
Chapter 6 Student Activity Workbook 79
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 6 Skills for Healthy Relationships
|6 |NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.) | |
|Chapte| | |
|r | | |
| |Lesson 2 Respecting Yourself and Others | |
| |Dear Sammy | |
| | | |
| |Directions: You are the advice columnist in a teen magazine. Below are two letters you have | |
| |received. Respond to each letter using the information you learned in Lesson 2. | |
1. Dear Sammy,
I am 15 years old. I have a lot of friends, both boys and girls. Some of my friends have started dating, and lately they have been pushing me to do the same. I just don’t feel ready to do it. My parents believe that kids shouldn’t begin dating until they are at least 16. I’ve always figured that I wouldn’t date until then, but I don’t want my friends to give me a hard time. What should I do?
—Tony
Dear Tony,
Possible response: It is important to have respect for yourself. Therefore, you shouldn’t date until you
feel comfortable doing so. You should also respect your parents and their values. Until you are ready
to date, you can go out with groups of boys and girls. Ultimately, your friends will respect you for
standing up for your beliefs and values.
2. Dear Sammy,
I’m a sophomore in high school. For the past several weeks an older student in my school has been bullying me. I’m wondering what I can do to get him to leave me alone. Each afternoon, just before lunch, he shows up near my locker and demands a portion of my lunch money. Once, he even followed me after lunch and started calling me names. Do you have any advice? I really want him to leave me alone.
—Tommy
Dear Tommy,
Possible response: The first step you should take is to tell a trusted adult about what has been
going on. This person may be a teacher or counselor at your school, or a parent or guardian. You
may also want to surround yourself with your friends at the times when the bully approaches you for
your money. While your friends are with you, stand up to the bully by firmly refusing to give him
your money.
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80 Chapter 6 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 6 Skills for Healthy Relationships
Lesson 3 Communicating Effectively
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept | |Food for Thought As you read this lesson, think about the | |
| | |last time a friend talked to you about a problem he or she | |
| | |was having. Recall your listening techniques. Were you a good | |
| | |listener? Write a sentence stating how you can use active | |
| | |listening skills the next time you are listening to a friend. | |
| | |Sample answer: The next time I am listening to a friend talk about her | |
| | | | |
| | |problems, I will face her, make eye contact, and give her my full atten- | |
| | | | |
| | |tion. I can rephrase what she has said, ask questions, and try not to | |
| | | | |
| | |pass judgment on what she is saying. | |
|New and Academic | | | |
| | |Unscramble each vocabulary term. Then write the definition | |
|Vocabulary | |of each term. | |
|aggressive | |ecvointsctcr mcsriicti constructive criticism—non-hostile comments | |
| | |that point out problems and encourage improvement | |
| | | | |
|passive | | | |
| | |eavgigsrse | |
| | | | |
|assertive | |aggressive—overly forceful, pushy, or hostile | |
|active listening | |ybdo elgaanug body language—nonverbal communication through | |
| | |gestures, facial expressions, behaviors, and posture | |
| | | | |
|body language | | | |
| | |epvaiss passive—unwilling or unable to express thoughts and feelings | |
| | | | |
|constructive criticism |in a direct or firm manner | |
| | |eavcit glniisnte active listening—paying close attention to what | |
| |someone is saying and communicating | |
| | | | |
| | |eavsister | |
| | |assertive—expressing your views clearly and respectfully | |
| | | | |
|Chap|
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|6 |
Chapter 6 Student Activity Workbook 81
Name _________________________________________ Date _______________ Class ____________
|Chap|
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|6 |
Communication Styles
I found this information on page(s) 152–153.
List the three major styles of communication and identify the characteristics of each.
|Communication |Characteristics |
|Style | |
| | |
|Aggressive |Means being overly forceful, pushy, or hostile; |
| |may involve bullying or intimidation |
| | |
|Passive |Means being unwilling or unable to express |
| |thoughts and feelings in a direct or firm manner; |
| |putting other people’s needs ahead of your own |
| | |
|Assertive |Means expressing your views clearly and |
| |respectfully; involves standing up for your |
| |rights and beliefs while also respecting those |
| |of others |
| | |
|Ways to Communicate |Explain what is meant by the sentence “Communication is a | |
|I found this information |two-way street.” It is not enough to get your own messages across to | |
|on page(s) |153–155 |. |the other person. You also need to receive and process the messages | |
| | | | | |
| | | | | |
| | | |that the other person is sending to you. | |
| | | | | |
Offering Useful Feedback
I found this information on page(s) 156 .
Explain how you can use speaking skills to communicate well with others.
Speaking clearly and simply may get your message across more
effectively. The key to good communication is to say what you mean.
List five active listening skills that will help you communicate well with others.
|1. Don’t interrupt. |4. |Ask questions. |
|2. Show interest. |5. |Show empathy. |
|3. Restate what you hear. | | |
Give two examples of nonverbal communication.
Your tone of voice and body language are examples of nonverbal
communication.
Identify the goal of constructive criticism and explain how to offer it to another individual in a positive manner.
The goal of constructive criticism is to bring about positive change.
When offering constructive criticism, it is most effective to use non-
hostile comments that point out problems and encourage improvement.
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82 Chapter 6 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 6 Skills for Healthy Relationships
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 3 Communicating Effectively
What’s Your Style?
Directions: Read each situation and answer the questions that follow.
1. Henry always wants to spend time with his friends. He agrees to go to the mall with them on Saturday afternoon even though he does not enjoy going to the mall. He would rather do something active, such as play soccer or go hiking. He is not willing to express his feelings, though, for fear of losing their friendship.
What is Henry’s communication style?
Passive
What could he say to be more assertive?
Possible response: “I want to spend Saturday afternoon with you, but I’d rather not go to the mall.
Could we do something else, like going on a hike by the river, and you could go to the mall another
time?”
2. Last Saturday, Juan’s friend Matt was really upset. Juan remained silent and listened as Matt explained to him that he had lost his wallet and could not find it. Juan knew that he would also be upset if he lost his wallet. He asked Matt where he had last seen his wallet and offered to look for it with him.
What active listening technique(s) did Juan use?
He showed empathy, did not interrupt, and asked questions.
3. Alex went camping with a group of friends at a nearby lake, where the activities included boating, waterskiing, volleyball, and tennis. As Alex was preparing to go boating for
the afternoon, his friends mentioned that two canoes were nearby and that they were going to use them. Alex asked if they had consulted with the owners of the canoes first. When his friends revealed that they were going to use the canoes without permission, Alex became uncomfortable. He told his friends that it was against his beliefs to use someone’s property without permission. He refused to go with them if they took the canoes, but he invited them to join him on his boat instead.
What is Alex’s communication style?
assertive
Identify which aspects of Alex’s behavior are assertive.
Alex stated that it was against his beliefs to use the canoes without permission. He also suggested
that his friends refrain from using the canoes also.
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Chapter 6 Student Activity Workbook 83
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 7 Family Relationships
Tips on Preparing for Tests
| |• Study regularly. Do not wait until the last minute to cram for a test. Use the night before | |
| |a test wisely. Instead of cramming, prepare for a test by taking time to review what you | |
| |have already studied. | | |
| |• Understand how the test content is organized. Ask your teacher if the test will include | |
| |multiple choice, true or false, and/or essay-style questions. Just knowing how the | |
|7 |questions are organized will help you prepare for a test. | |
| | | | |
|Chapte|Directions: Choose the best answer and mark your responses in the answer | |
|r | | |
| |space on the next page. | | |
| |1. A person’s blended family consists of |4. Which is NOT one of the three steps | |
| |A. parents, siblings, and other relatives. |toward stopping domestic violence? | |
| |B. family members and close friends. |F. Report the abuse | |
| |C. a married couple and their children |G. Resist the abuser | |
| |from previous marriages. |H. Recognize the problem | |
| |D. a parent, or parents, and one or |J. Remember the abuser | |
| |more adopted children. |5. Which is NOT an example of a change | |
| | | | |
| |2. Which is NOT true of elder abuse? |in family structure? | |
| |F. Elder abuse is a diminishing |A. A birth | |
| |problem among American families. |B. A divorce | |
| |G. Elder abuse can occur both within |C. Moving to a new home | |
| |the family and in institutional |D. A separation | |
| |settings. |6. Family members showing consideration | |
| |H. Elders may suffer physical, | | |
| |emotional, and sexual abuse, as |for one another is an example of which | |
| |well as neglect. |trait of strong families? | |
| |J. People can convince elders to hand |F. Commitment | |
| |over control of their money and |G. Trust | |
| |other assets. |H. Caring and support | |
| | |J. Respect | |
| |3. Which best describes joint custody? |7. Which is NOT one of the core ethical | |
| |A. The mother is responsible for the | | |
| |children. |values that families teach their | |
| |B. Both parents share the responsibil- |children? | |
| |ity for the children. |A. Safety | |
| |C. The father is responsible for the |B. Responsibility | |
| |children. |C. Honesty | |
| |D. Foster parents are responsible for |D. Respect | |
| |the children. | | |
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84 Chapter 7 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
8. Which type of family includes additional relatives beyond parents and children?
F. Adoptive family
G. Blended family
H. Nuclear family
J. Extended family
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
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Directions: Circle T if the statement is true or F if the statement is false.
Rewrite any false statements to make them true.
|9. |T |F |Substance abuse is one of the most serious problems a family can face. | | |
| |T | | |Chapter | |
| | | | | | |
| | | | | | |
|10. |T |F |Divorce is a decision between two married people to live apart from each other. | | |
| | | | |7 | |
| |F. A separation is a decision between two married people to live apart from each other. A divorce is a | | |
| | | | |
| | | | |
| |legal end to a marriage contract. | | |
| | | | | | |
|11. |T |F |Children whose parents are going through divorce may find it easier to cope if | | |
they keep their feelings to themselves.
F. Children may find it easier to cope with divorce if they discuss their feelings with their parents and
other trusted adults.
12. T F A support group is a gathering of people who are all coping with the same problem.
T
13. Each of you has a unique family unit. The way your family members interact and care for one another helps define your family, and it plays a role in what type of adult you will become. Write a personal essay about your family. Describe the ways family members interact together, and discuss how your actions contribute to each other’s total health.
Write your answer to item 13 in this space.
Responses should describe how family members interact with one another, the roles played by each
family member, and how each student contributes to the total health of the family.
Chapter 7 Student Activity Workbook 85
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 7 Family Relationships
Families on the Screen
A lot can be learned about family relationships and roles within the family unit by observing families portrayed in movies or television programs. Before beginning this activity, recall some families that have been portrayed in some of your favorite movies and television programs.
| |Directions: Identify two current television programs or movies that deal with | |
|7 |families. Analyze the ways that the family meets its members’ needs and the | |
| |ways that members strengthen or weaken the family relationships. State which | |
|Chapter | | |
| |type of family unit the television program or movie represents. | |
| |Program and movie choices will vary. Students should identify how the families portrayed in the program or | |
| |movie meet the members’ needs, as well as the actions they take that either strengthen or weaken family | |
| |relationships. Students should indicate whether the family is nuclear, blended, extended, adoptive, foster, or | |
| |single-parent. | |
| |Name of TV program/movie: | | | |
| |Ways the family meets its members’ emotional needs: | |
| | | | | |
| |Ways the family meets its members’ social needs: | |
| | | | | |
| |How members strengthen or weaken family relationships: | |
| | | | | |
| |Type of family unit represented: | | |
| |Name of TV program/movie: | | |
| |Ways the family meets its members’ emotional needs | |
| | | |
| |Ways the family meets its members’ social needs | |
| | | |
| |How members strengthen or weaken family relationships | |
| | | |
| |Type of family unit represented: | | |
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86 Chapter 7 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 7 Family Relationships
Lesson 1 Healthy Family Relationships
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write a |
| |sentence describing how the family unit can promote a teen’s |
| |health. After you have finished reading, use what you have |
| |learned to rewrite your sentence. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Families teach |Sample answer: Families can |
| | |their members how to eat healthy |promote the physical, mental/ |
| | |foods. |emotional, and social health |
| | | |of teens. |
| | | | |
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New and Academic
Vocabulary
sibling
nuclear family
blended family
authority
extended family
foster care
affirmation
Write the correct vocabulary term under each definition.
1. a married couple and their children from previous marriages
blended family
2. the temporary placement of children in the homes of adults who are not related to them
foster care
3. a brother or sister
sibling
4. a family that includes additional relatives beyond parents and children
extended family
5. positive feedback that helps others feel appreciated and supported
affirmation
6. two parents and one or more children living in the same place
nuclear family
7. persons in command
authority
Chapter 7 Student Activity Workbook 87
Name _________________________________________ Date _______________ Class ____________
|The Family Unit | |Explain the importance of a healthy family. | |
|I found this information | |Healthy families provide support to their members and help children and | |
|on page(s) |166–168 |. | | | |
| | | | | | | | |
| | | | |teens develop the values and skills that will help them become success- | |
| | | | | | |
| | | | | | | | |
| | | | |ful members of society. | | |
| | | | | | | |
| | | | |List and briefly describe six types of families. | |
| | | | | | | | |
| | | | |Type of Family | |Description | |
| | | | | | | | |
| | | | |Nuclear family | |two parents and one or more children living in | |
| | | | | | |the same place | |
|7 | | | | | | | |
| | | | |Blended family | |a married couple and their children from | |
| | | | | | |previous marriages | |
|Chapter | | | | | |
| | | | | | |
| | |Extended family | |a family that includes additional relatives | |
| | | | |beyond parents and children | |
| | | | | | |
| | |Foster family | |the temporary placement of children in the | |
| | | | |homes of adults who are not related to them | |
| | | | | | | | |
| | | | | | | | |
| | | | |Single-parent | |one person cares for one or more children | |
| | | | |families | | | |
| | | | | | | | |
| | | | |Adoptive families | |a parent, or parents, and one or more | |
| | | | | | |adopted children | |
| | | | | | | |
| | | | |Explain the effect on families that teens may have when they | |
| | | | |take on responsibilities such as doing chores and caring for | |
| | | | |younger siblings. | | |
| | | | |By taking on such tasks, teens can help their families run more smoothly | |
| | | | | | | |
| | | | |and boost their own self-esteem. | |
|Your Family and | | | | |
| | |Identify three ways your family can promote your physical | |
|Your Health | |health. | | |
|I found this information |Provide medical care; set limits on behavior; teach health skills | |
|on page(s) |169–171 |. | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
Identify three ways your family can promote your mental and emotional health.
Provide a safe environment to express emotions; give love and support;
provide affirmation
Identify two ways your family can promote your social health.
Instill core ethical values; share their cultural heritage with their children
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88 Chapter 7 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 7 Family Relationships
NCTM-Data.3 Data Analysis and Probability (Turn to pages 386–390 for complete standard language.)
Lesson 1 Healthy Family Relationships
Directions: The following graph contains data from the U.S. census about the composition of American families in 2005. Review the graph carefully, then answer the following questions.
Families by Composition
|Male Single Parent, |Female Single | |
|1 or More Children |Parents, 1 or More | |
|3% |Childern | |
|Two Parents, 3 or |12% | |
|More Children | | |
| | | |
|8% | | |
|Two Parents, 2 | | |
|Children | | |
|16% |Childless Couples, | |
| | | |
| |47% | |
|Two Parents, 1 Child | | |
|14% | | |
Source: U.S. Census Bureau, 2005
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1. According to the pie chart, what is the combined percentage of all single-parent families?
A. 3 percent
B. 12 percent
C. 15 percent
D. None of the above
2. Which slice of the pie represents the smallest percentage of all households with two parents?
A. The slice labeled “Two Parents, 3 or More Children”
B. The slice labeled “Two Parents, 2 Children”
C. The slice labeled “Two Parents, 1 Child”
D. The slice labeled “Childless Couples”
3. Based on the pie chart, which of the following statements is true?
A. The number of single-parent families has decreased in recent years.
B. There are twice as many two-parent families with two children than two-parent families with three children or more.
C. More than half of all families have no children.
D. More single-parent households are headed by a male parent.
Chapter 7 Student Activity Workbook 89
|Chap|
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|7 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 7 Family Relationships
Lesson 2 Strengthening Family Relationships
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write a |
| |sentence or two explaining the difference between a separa- |
| |tion and a divorce. After you have read the lesson carefully, |
| |use what you have learned to rewrite your sentences. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: A separation |Sample answer: A separation |
| | |is when a couple lives apart. |is a decision by two married |
| | |A divorce legally unbinds a |people to live apart from each |
| | |marriage. |other. A divorce is a legal end to |
| | | |a marriage contract. |
| | | | |
New and Academic
Vocabulary
circumstance
separation
divorce
custody
Write a vocabulary word to answer each question.
1. Which may be granted to only one parent or divided so that both parents share in the child-rearing?
custody
2. Which is a legal end to a marriage contract?
divorce
3. Which is a decision by two married people to live apart from each other?
separation
4. Which is an event that influences another event?
circumstance
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90 Chapter 7 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
|Characteristics of Strong |List five common traits of a strong family. | |
|Families |1. |Good communication | |
|I found this information | | | |
| |2. |Caring and support | |
|on page(s) |172–173 |. | | | |
| | | | | | |
| | | |3. |Respect | |
| | | |4. |Commitment | |
| | | |5. |Trust | |
|Coping With Change |Identify six types of changes in family structure. | |
|I found this information |1. |Birth | |
|on page(s) |174–176 |. | | | |
| | | |2. |Adoption | |
| | | |3. |Separation | |
| | | |4. |Divorce | |
| | | |5. |Remarriage | |
| | | |6. |Death of a family member | |
| | | |List four potential changes in family circumstances. | |
| | | |1. |Moving to a new home | |
| | | |2. |Changes in the family’s financial situation | |
| | | |3. |Illness and disability | |
| | | |4. |Alcohol or other drug abuse | |
Name one of the most important strategies for coping with family changes.
Talking openly and honestly with other family members is an important
strategy for coping with family changes.
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|7 |
Chapter 7 Student Activity Workbook 91
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 7 Family Relationships
NCTE.4 Communication Skills (Turn to pages 386–390 for complete standard language.)
Lesson 2 Strengthening Family Relationships
Dear Katie
| |Directions: Katie writes an advice column for teens. Many of the letters she | |
| |receives are from teens whose families are experiencing changes in structure | |
| |or circumstance. Read the following letters. Then, on the lines following each | |
|7 |letter, write the advice that you think Katie should provide. | |
| | | | | |
|Chapte|1. Dear Katie: My parents are getting a divorce. They’ve been fighting a lot and have been | |
|r | | |
| | |arguing over custody of my sister and me. Sometimes I feel like I’m a big reason they’re | |
| | |getting divorced. All of this has really stressed me out. What should I do? | |
| | |Advice: |Advice will vary, but students might stress to the writer that he or she has no control over | |
| | | | | |
| | |the parents’ relationship and that a divorce is not the fault of the children. Students might suggest that | |
| | | | |
| | |the writer communicate his or her feelings about the divorce to the parents or, perhaps, to the school | |
| | | | |
| | |counselor. Students might also suggest that the writer join a support group for children of divorce. | |
| | | | | |
2. Dear Katie: My dad died a few months ago. I miss him a lot. I talk to my friends about it and they try to be there for me, but I don’t think they completely understand how I feel. It’s getting really hard for me to cope. I need some help.
Advice: Advice will vary, but students might suggest that the writer join a support group to share
feelings with people who have also experienced loss. Students might also suggest that the writer seek out a grief counselor or other mental health care professional. Sharing memories and feelings about the lost loved one with family or friends is also a good suggestion.
3. Dear Katie: My family has been experiencing some financial problems. My mom lost her job, and that makes it difficult for us just to pay our bills, much less to buy the extras we sometimes want. Mom has been upset, and she and I fight a lot. I want to know what I can do to change things.
Advice: Advice will vary, but students might suggest that the writer talk openly and honestly with his
or her mother. The writer could also get a part-time job to help pay for some of his or her own needs or
to contribute to the family finances. Students might also suggest that the writer take on more respon-sibilities around the house.
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92 Chapter 7 Student Activity Workbook
5. lsapsou easbu
2. eabsu
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 7 Family Relationships
Lesson 3 Strengthening Family Relationships
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about the |
| |various types of abuse that can occur within the family unit. |
| |After you have finished reading the lesson carefully, write a |
| |sentence naming some places an individual or family could |
| |seek help for family problems. |
| |Sample answer: Families or individuals seeking help may benefit from a |
| | |
| |crisis center, a public or private agency, or social services. |
| | |
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New and Academic
Vocabulary
abuse
domestic violence
spousal abuse
child abuse
neglect
elder abuse
crisis center
Unscramble each vocabulary term. Then write the definition of each term.
1. rcsisi rceetn crisis center—a facility that offers advice and support to people dealing with personal emergencies
abuse—the physical, mental, emotional, or sexual
mistreatment of one person by another
3. cdiotmse evcinoel
domestic violence—acts of violence involving family members
4. tnceegl
neglect—the failure to provide for a child’s basic needs
spousal abuse—domestic violence or any other
form of abuse directed at a spouse
6. eusba dlchi
child abuse—domestic abuse directed at a child
7. reeld eabus
elder abuse—the abuse or neglect of older family members
Chapter 7 Student Activity Workbook 93
Name _________________________________________ Date _______________ Class ____________
Violence in Families
I found this information on page(s) 178–180 .
List and describe three types of domestic violence.
|Type of Violence |Description |
| | |
|Spousal abuse |Domestic violence or any other type of |
| |abuse directed at a spouse |
| | |
|Child abuse |Domestic abuse directed at children |
| | |
|Elder abuse |The abuse or neglect of older family |
| |members |
| | |
|Chap|
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|7 |
Sources of Support
I found this information on page(s) 182–183 .
Explain some of the physical and emotional effects of abuse.
Victims of abuse may suffer from physical injuries such as bruises,
burns, or broken bones. Emotional effects include feelings of shame,
worthlessness, depression, and anxiety.
Identify three important steps in stopping domestic abuse.
recognizing the problem, resisting the abuser, reporting the abuse
Describe some common family issues that can be dealt with through counseling.
Counseling can help families deal with changes such as separation or
divorce. Counseling can also help when family members are struggling
with anger, depression, or substance abuse.
Describe how a support group can be helpful to an individual suffering from personal or family problems.
Individuals can discuss their problems and get advice from others in the
same situation. Support groups can help many people just by reassur-
ing them that they are not alone.
List some of the various types of help offered to individuals and families by community services and public agencies.
People might turn to a crisis center to help them get through problems
such as substance abuse or domestic violence. Public or private agencies
may offer classes on parenting and conflict resolution. Social services can
help families in need get food, clothing, shelter, and medical care. Public
agencies can also help adults find a job or receive job training.
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94 Chapter 7 Student Activity Workbook
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Academic Integration: English
Chapter 7 Family Relationships
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 3 Help for Families
Help Is on the Way
I. Directions: Below are descriptions of two families who are having difficulty resolving their problems. Read each scenario and identify which community support service the families could contact for help. Describe how the recom-mended social service provider would help the individuals. Use the descriptions of available social services in Lesson 3 as a guide.
1. Jimmy has a hard time dealing with his father’s constant drinking. He knows his father wants to quit but can’t seem to stop. Jimmy is worried that his father may lose his job and is concerned about the effect his father’s drinking is having on Jimmy’s mom and little brother.
Recommended social service: Support groups. Jimmy could try to get his father involved
with Alcoholics Anonymous. Jimmy and the rest of his family could receive help from Al-Anon. These
support groups can help reassure the family that they are not alone.
2. Shawn, age 13, and his brother, age 11, are not getting along at home. At first, they just said mean things to each other and took each other’s possessions. Recently, however, their disagreements have escalated into shoving and punching. So far, their parents have been unable to find a solution to this problem.
Recommended social service: Family counseling. Counselors will help the family try to find the
cause of the growing problem between the boys. Solutions can then be discussed and implemented.
Counselors will try to provide the family with the skills needed to resolve future conflicts.
II. Directions: Find out which family-assistance services are available in your community. On the lines below, write the names of the agencies and a brief description of the types of services each agency provides.
Services will vary, but students should use the types of services discussed in the lesson to identify the
community services they list.
|Chap|
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|7 |
Chapter 7 Student Activity Workbook 95
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 8 Healthy Peer Relationships
Tips on Preparing for Tests
• When studying for a test, take a 10-minute break every hour to stretch your body and relax your mind.
• During your break, reward yourself with a call to a friend, a walk, a bike ride, or a healthy food or drink treat.
• Set an alarm or keep an eye on your watch. Breaks should last for only about 10 minutes.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|Chap|
|ter |
|8 |
1. Which choice BEST describes how a platonic friend of the opposite gender can contribute to your growth?
A. A platonic friend can share a common interest with you.
B. Platonic friendships can develop online.
C. Platonic friendships can help you become comfortable with the opposite gender.
D. Platonic friends can be casual friends.
2. Which is a good guideline to follow when communicating with people you meet online?
F. Offer your phone number.
G. Do not share personal information
H. Learn about other cultures and traditions.
J. Inform a trusted adult.
3. Which is true of most friendships?
A. They grow and change.
B. They form from cliques.
C. They are threatened by other relationships.
D. They are built on dependency.
4. Which is NOT a good idea if you decide to end a close friendship?
F. Talk with another friend if you need advice.
G. Realize that ending a friendship is sometimes best for both individuals.
H. Communicate your feelings to your friend.
J. Avoid contact until you naturally begin to drift apart.
5. Which is NOT likely to involve teasing?
A. Manipulation
B. Harassment
C. Positive peer pressure
D. Negative peer pressure
6. Which will probably NOT help you resist negative peer pressure?
F. Associate with people who share your values and interests.
G. Understand that you have a responsi-bility to your friend no matter what.
H. Stand up for your rights in a firm
but positive way.
J. Learn and practice refusal skills.
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96 Chapter 8 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
7. Which includes the three steps, state your position, suggest alternatives, and stand your ground?
A. Refusal skills
B. Passive response
C. Aggressive response
D. Peer pressure
8. What is probably the most important limit you can set in your teen years?
F. To take responsibility
G. To plan for self-control
H. To override emotions
J. To commit to abstinence
10. Which will best reinforce the decision to practice abstinence until marriage?
F. Facing the challenges of adult life
G. Considering the negative conse-quences of sexual activity
H. Considering past sexual activity
J. Resolving disagreements in a mature way
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|9. About how many teenage girls become |Answer Space | | | | | |
|pregnant in the United States each year? |1 |A |B |C |D |2 |F |G |H |J |
|A. 100 |3 |A |B |C |D |4 |F |G |H |J |
|B. 1,000 |5 |A |B |C |D |6 |F |G |H |J |
|C. 100,000 |7 |A |B |C |D |8 |F |G |H |J |
|D. 1,000,000 |9 |A |B |C |D |10 |F |G |H |J |
11. Write a paragraph to describe the difference between an aggressive response and an assertive response to negative peer pressure.
Write your answer to item 11 in this space.
Answers will vary but should include the observation that an aggressive response is overly forceful
or pushy, while an assertive response is a way for someone to stand up for their rights in a firm yet
positive way.
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|8 |
Chapter 8 Student Activity Workbook 97
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 8 Healthy Peer Relationships
Be Assertive
People respond to negative peer pressure in one of three ways: passive, aggressive, and assertive.
Directions: Read each situation below. Then identify which way the teen has responded to the pressure. If the response was passive or aggressive, suggest an assertive response.
1. Some friends were watching TV at Micah’s when an ad for beer appeared on the screen. Several people began to boast about drinking. When Craig remained silent, the group challenged him to drink one of the beers in Micah’s family’s refrigerator—or admit he was a wimp. Craig knew that Micah’s parents were not home. He also knew that he would never live down the teasing if he refused. “Well, maybe,” he said in a weak voice.
Craig’s response: Passive
| | |Assertive response: |Possible answer: No. I don’t have to prove anything. If you’re my friends, | |
|8 |you shouldn’t make me do something I don’t want to do. Besides, it’s illegal for people our age to | |
| | | | | | | | | |
| | | | | | | | | |
|Chapte|drink. Let’s forget this whole idea and listen to some music instead. | |
|r | | |
| | | | | | | | |
| |2. Jose just made the varsity basketball team. When one of the older members of the team | |
| | |offered him pills and promised they would have him “slam-dunking the ball in no time | |
| | |flat,” Jose replied, “Thanks, but no thanks. The coach wouldn’t have chosen me unless | |
| | | | |
| | |he thought I had something to offer as I am.” | |
| | |Jose’s response: |Assertive | |
| | |Assertive response: |Jose’s response was assertive. | |
| |3. Alyssa sat behind Elizabeth in algebra class. The class was preparing for an exam that | |
| | |counted for a third of their grade. Alyssa begged Elizabeth to let her copy Elizabeth’s | |
| | |answers on the day of the exam. Elizabeth told Alyssa, “All I have to do is tell the | |
| | |principal about our little conversation, and you’ll get kicked out of school so fast your | |
| | |head will spin. Now bug off!” | |
| | |Elizabeth’s response: |Aggressive | |
| | |Assertive response: |Possible answer: I’m sorry. I don’t feel comfortable helping you cheat. The | |
| |answer is no. | |
| | | | | |
| |4. Trina is tired of her 19-year-old neighbor flirting with her all the time. When he suggested | |
| | |they take a ride in his new car, she replied, “Get lost!” | |
| | |Trina’s response: |Aggressive | |
| | |Assertive response: |Possible answer: Thanks for the offer, but I’d prefer not to. | |
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98 Chapter 8 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 8 Healthy Peer Relationships
Lesson 1 Safe and Healthy Friendships
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim and Scan Lesson 1 of the chapter. Use the checklist | |
| |as a guide. | |
| |≤ Read all lesson titles and subtitles. | |
| |≤ Read all boldfaced words. | |
| |≤ Read all tables and lists. | |
| |≤ Look at all the pictures and read the captions. | |
| |≤ Think about your own friendships as you scan the lesson. | |
| | |List the four types of friendships discussed in the lesson. | |
| |1. |Casual friendships | |
| | |Close friendships | |
| |2. | | |
| | |Platonic friendships | |
| |3. | | |
| | |Online friendships | |
| |4. | | |
| | | | |
|New and Academic |Define each vocabulary term. | |
|Vocabulary |a friendship with a member of the opposite gender in which the two | |
|platonic friendship | | |
| |people have affection for each other but are not considered a couple | |
| | | |
| | | |
|clique |a small circle of friends, usually with similar backgrounds or tastes, who | |
| |exclude people viewed as outsiders | |
|attribute | | |
| |a quality or characteristic | |
|exclude | | |
| | | |
| |to prevent or restrict the entrance of | |
| | | | |
| | | | |
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|8 |
Chapter 8 Student Activity Workbook 99
Name _________________________________________ Date _______________ Class ____________
Peer Relationships
I found this information on page(s) 192–194 .
Describe the advantages of each type of friendship.
|Casual | |Close |
|share interests but not | |have strong emotional ties; |
|deep emotional bonds; | |can share close personal |
|have the potential to grow | |information |
|into close friendships | | |
| | | |
| |Types of Friendships | | | |
| | | | | | |
| | | | | | | |
|Platonic | |Online | |
|have strong emotional ties | |Rewards |Dangers | |
|to a member of the oppo- | | | | |
| | | | | | |
|site gender without being | |meet people |some peo- | |
|a couple | |in different |ple may not | |
| | | |areas |be truthful | |
| | | | | | | |
|Chap|
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|8 |
Building Strong
Friendships
I found this information
on page(s) 194 .
Recognizing Problems in
Friendships
I found this information
on page(s) 195–196 .
Identify the foundations that strong friendships are built on and the traits that all strong friendships have in common.
Building Strong
|Foundations | |Traits |
|mutual respect, honesty, | |empathy, fairness, shared |
|dependability, commitment | |interests, acceptance, loyalty |
| | | |
| | | |
| | | |
Summarize the facts about these three friendship problems.
Cliques and Stereotyping
Cliques tend to exclude others based on stereotyping.
Handling Envy and Jealousy
Both types of feelings may arise from one friend being more successful,
and both feelings can harm a friendship.
Ending a Friendship
Although it may be difficult, ending a friendship may be the best deci-
sion for both individuals.
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100 Chapter 8 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Social Studies
Chapter 8 Healthy Peer Relationships
NCSS.IV Individual Development and Identity (Turn to pages 386–390 for complete standard language.)
Lesson 1 Safe and Healthy Friendships
“Jackson High”
Directions: Below is a description of the relationships among the characters in a new television drama series. The new show involves teens at a typical high school. Read the description. Then answer the questions that follow.
Brenda, the star of “Jackson High,” has many acquaintances. They include Felicia, who is on her tennis team, and Carly, who is in her French class. Brenda spends much of her time, however, with Maria and Carlos, who have been her best friends since elementary school. The three are able to share their deepest feelings. In the first episode, Maria is talking about how upset she is about her recent breakup with Ahmed. As the three friends sit talking during lunch in the cafeteria, Wendy and Adam enter with their group of friends. Adam tells the three in his typically superior way that the table they are sitting at belongs to his group, and that “not just anyone” can sit there.
1. Which two characters have a platonic relationship? Explain what makes the relationship platonic.
Brenda and Carlos or Maria and Carlos. They are affectionate but not a couple.
2. What type of friendship do Brenda and Carly share?
They share a casual friendship.
3. What kind of relationship did Maria and Ahmed have?
They had a dating relationship.
4. What kind of relationship does Brenda have with Maria and Carlos? Explain.
They have a close friendship because they are able to share their deepest feelings.
5. What are groups like Wendy’s and Adam’s called? What is the danger of such groups?
Cliques. They exclude people viewed as outsiders.
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|8 |
Chapter 8 Student Activity Workbook 101
|8 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 8 Healthy Peer Relationships
Lesson 2 Peer Pressure and Refusal Skills
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim the lesson. Write a question that comes to mind as |
| |you read the headings and captions. After reading, write an |
| |answer to your question based on what you have learned. |
| |Question: |Possible response: Why isn’t it a good idea to have an |
| |aggressive response to negative peer pressure? |
| | | |
| |Answer: |Possible response: Aggressive people may get their way, |
| |but most people react to aggressive behavior by avoiding the person or |
| | |
| |fighting back. Either reaction can result in emotional or physical harm to |
| | |
| |both parties. |
| | | | |
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New and Academic
Vocabulary
manipulation
aspect
harassment
peer pressure
Write the correct vocabulary term under each definition.
1. the influence that people your own age have on you
peer pressure
2. persistently annoying others
harassment
3. an indirect, dishonest way to control or influence others
manipulation
4. a feature or phase of something
aspect
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102 Chapter 8 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Peer Pressure
I found this information on page(s) 198–200 .
Examples of Peer Pressure
| |Positive | |Negative |
| | | | | | |
| |Answers will vary; may include |Answers will vary; may include |
| | | | | | |
| |pressure to participate in sports |pressure to harass or belittle |
| | | | | | |
| |or to volunteer at charity events. |others or pressure to participate in |
| | | | | | |
| | | |dangerous behavior like drinking |
| | | | | | |
| | | |and doing drugs. |
| | | | | | |
Resisting Negative
Peer Pressure
I found this information
on page(s) 202–204.
Outline the Refusal Skills process
Assertive Refusal: The Best Response to Negative Peer Pressure
I.
A: State your position
B: Reinforce your words with body language
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II.
A: Suggest alternatives
B: Suggest an alternative that removes the dangerous behavior
III.
A: Stand your ground
B: Make it clear you mean what you said
Summarize other responses to negative peer pressure.
Passive
Backing down without standing up for your rights and needs
Aggressive
Forceful, hostile, pushy in your approach
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|8 |
Chapter 8 Student Activity Workbook 103
|Chap|
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|8 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 8 Healthy Peer Relationships
NCTE.11 Participating in Society (Turn to pages 386–390 for complete standard language.) NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 2 Peer Pressure and Refusal Skills
Speak Out with the Experts
Directions: Below are quotes from experts about peer pressure. Read each quote and write a couple of sentences about each one. Tell if the quote reflects your own experience with peer pressure. Do you agree with what the person is saying? Why or why not?
1. Peer pressure has many redeeming qualities. It is the pressure of our peers, after all, that gives us the support to try things we otherwise wouldn’t have.”
Bill Treasurer, Right Risk
Answers will vary but should describe whether the quote reflects the student’s own experience with peer pressure and provide reasons for agreeing or disagreeing with the writer.
2. “Kids . . . can get to the point where they feel peer pressure that isn’t even there simply because of how they see themselves.”
L. Eugene Arnold, Childhood Stress
Answers will vary but should describe whether the quote reflects the student’s own experience with peer pressure and provide reasons for agreeing or disagreeing with the writer.
3. “The people in the popular group say there is no peer pressure because they are at the top of the food chain. Really what they are doing is just eating away at everybody else.” Walt Mueller, Understanding Today’s Youth Culture
Answers will vary but should describe whether the quote reflects the student’s own experience with
peer pressure and provide reasons for agreeing or disagreeing with the writer.
4. “Talk to your children about peer pressure. Explain what a powerful force it can be, and . . . tell them that you will never accept the excuse that ‘everyone did it’ . . . that they will be held responsible for their actions.”
Tom McMahon, Teen Tips
Answers will vary but should describe whether the quote reflects the student’s own experience with peer pressure and provide reasons for agreeing or disagreeing with the writer.
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104 Chapter 8 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 8 Healthy Peer Relationships
Lesson 3 Practicing Abstinence
Directions: Use the following outline to help organize your notes as you read through the lesson.
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Key Concept
New and Academic
Vocabulary
priorities
intimacy
infatuation
self-control
sexually transmitted diseases (STDs)
process
K-W-L Write what you know about abstinence and what you want to learn about it. After reading the chapter, come back to this activity and write a few words about what you learned that you did not know or think of before.
13. Know Answers will vary.
14. Want to Learn Answers will vary.
15. Learned Answers will vary.
Define each vocabulary term. Write the correct definition on the line next to each term.
the goals, tasks, or activities that you judge to be more important
than thers
a closeness between two people that develops over time
exaggerated feelings of passion
ability to use responsibility to override emotions
infectious diseases that spread through sexual contact
a series of actions geared toward an end result
|Chap|
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|8 |
Chapter 8 Student Activity Workbook 105
Name _________________________________________ Date _______________ Class ____________
Dating Decisions
I found this information on page(s) 205–206 .
Use your own words and phrases to answer the questions about each topic.
What are priorities and limits?
Priorities are the items you judge to be more important than others.
Limits are restrictions intended to protect your health and safety
What are the benefits of having priorities and setting limits?
Having priorities can keep you focused on your goals, and setting limits can protect you from harm.
|8 |
Abstinence
I found this information on page(s) 207 .
What is self-control?
Self-control is a person’s ability to use responsibility to override
emotions.
How can you maintain self-control?
You can maintain self-control by setting limits for expressing affection,
communicating with your partner, seeking low-pressure dating situations,
and dating someone who respects and shares your values.
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Considering the
Consequences
I found this information
on page(s) 208–209.
What are some consequences and effects of sexual activity on the following sides of the health triangle?
• Physical health
Sexual activity can lead to getting an STD or having an unwanted
pregnancy.
• Mental/emotional health
Sexual activity can lead to guilt, hurt, loss of self-respect, regret
and anxiety.
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| | | | |• Social health | |
| | | | |Sexual activity may prevent teens from pursuing other interests. | |
|Committing to | | | | |
| | | | | |
| | | |What are some strategies that can help you maintain a firm | |
|Abstinence | | |commitment to sexual abstinence? | |
|I found this information |Remind yourself of the reasons you chose abstinence, communicate your | |
|on page(s) | |210 |. | | |
| | | | | | |
| | | | | | |
values and decisions to your dating partner, and use refusal skills.
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106 Chapter 8 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 8 Healthy Peer Relationships
NCTE.3 Evaluation Strategies (Turn to pages 386–390 for complete standard language.)
Lesson 3 Practicing Abstinence
Categorizing Terms
Directions: Think about how the words in each list are related. Then write a sentence for each list using the words in the list.
|1. |goals |priorities |tasks |values |activities | | |
| |Sample answer: Priorities are the goals, tasks, values, and activities that you judge to be more | | |
| | | | | | | | |
| |important than others. | | | | | | |
|2. | | | | | |
| | | | | | |
| |risk-avoidance self-control | |limits and precautions commitment to abstinence | | |
| |Sample answer: Self-control, limits and precautions, and commitment to abstinence are all | | |
| | | | | | | | |
| |risk-avoidance techniques. | | | | | | |
|3. | | | | | |Chapter | |
| | | | | | | | |
| |hurt |guilt |regret | |high-risk behavior | | |
| |Sample answer: Hurt, guilt, and regret are all examples of emotions that you may experience as a | | |
| | | | | | | | |8 | |
| |result of high-risk behavior. | | | | | | |
| | | | | | | | |
|4. | | | | | | |
| | | | | | | |
| |parent |trusted adult |teacher |guardian | | |
Sample answer: Trusted adults can be parents, guardians, or teachers.
5. sterility infertility sexually transmitted disease death
Sample answer: The effect of risky sexual activity can be getting a sexually transmitted disease, which
can result in sterility, infertility, and even death.
Chapter 8 Student Activity Workbook 107
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 9 Resolving Conflicts and Preventing Violence
Tips on Preparing for Tests
• Take responsibility for yourself. In order to succeed, you need to make decisions about your priorities, your time, and your resources.
• Find one or two study partners in each of your classes. Take turns quizzing each other on the material.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|Chap|
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|9 |
1. Which of the following drugs is considered a “date rape drug”?
A. Alcohol
B. Marijuana
C. Ketamine
D. PCP
2. Which of the following is a way in which drugs and alcohol play a role in violent crime?
F. They may cause a person to overreact.
G. They sharpen a person’s senses.
H. They make a person stronger.
1. They make a person less likely to engage in high-risk behaviors.
3. Which of the following is NOT a step in the peer mediation process?
A. Establishing ground rules
B. Hearing each side
C. Speaking with the principal
D. Exploring solutions
4. Which is considered to be a positive result of resolving conflicts?
F. improved communication skills
G. improved problem-solving skills
H. strengthened relationships
J. all of the above
5. Which best describes an internal conflict?
A. Mia’s mother has grounded her because of her behavior at dinner.
B. Todd and Michael are arguing about who should get the last piece of pie.
C. Jenny is having difficulty deciding how to talk to a friend she is worried about.
D. Jose has refused to help Miguel with his homework, and now they are not speaking.
6. Which of the following accurately describes the term confidentiality?
F. sharing information only with people who promise not to share it with others
G. speaking freely about your problems and concerns
H. speaking with trusted friends and family members about your emotions
J. respecting the privacy of both parties and keeping details secret
7. Which of the following is an accurate statement about gangs?
A. All gang activities are predictable.
B. Most gang-related violence is com-mitted against non-gang members.
C. Few crimes committed by teens are gang-related.
D. Joining a gang increases one’s risk of being arrested, hurt, or killed.
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108 Chapter 9 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
8. Which statement is NOT true about hate crimes?
F. People may be targeted because of their race, religion, culture, sexual orientation, or other difference.
G. Hate crimes affect everyone in a community.
H. The best way to stop hate crimes is to change the attitudes behind them.
J. Practicing and teaching tolerance cannot end hate crimes.
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
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Directions: Circle T if the statement is true or F if the statement is false. Rewrite any false statements to make them true.
|9. |T |F Date rape occurs when the attacker is someone the victim knows casually or |
| |knows as a friend. |
| |F. It is called acquaintance rape. |
| | | |
|10. |T |F One key to successful negotiation is to stay calm. |
| |T | |
| | | |
|11. |T |F Negotiation is a process in which specially trained students help other students |
| |resolve conflicts peacefully. |
| |F. It is called peer mediation. |
| | | |
|12. |T |F Drinking and drug use can lower people’s self-control. |
| |T | |
| | | |
13. Alberto and Cynthia have been dating for almost a year. Cynthia would like to remain abstinent until marriage, but lately Alberto has been pressuring her into going beyond her sexual limits. He has tried to lower her inhibitions by offering her alcohol. When she refuses him, Alberto becomes angry and says hurtful things. A few times he has even pushed her hard. Write a paragraph stating how Cynthia can best protect herself from abuse in her relationship with Alberto.
Write your answer to item 13 in this space.
Possible answer: Cynthia should clearly communicate her sexual limits to Alberto. She should avoid
alcohol and drug use. She should be aware of the warning signs of an abusive relationship. If she feels
that her relationship with Alberto is turning into an abusive one, she should get out immediately. If
necessary, she should seek help from a trusted adult.
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|9 |
Chapter 9 Student Activity Workbook 109
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 9 Resolving Conflicts and Preventing Violence
Group Assignment: School Violence
Violence in schools is a serious problem that affects many teens throughout the country. Address the topic of school violence in the following exercise.
Directions: You work at the Center for Social Research in your state capital. The Board of Education has been holding hearings on the impact of violence in schools among teens. They have asked you to present a paper on the topic. Your task is to gather information and write a report to present to the Board
of Education.
Content of papers should explain the contribution of weapons, drugs, and gangs to violence among teens; describe acts of school violence; and describe causes of violence among teens
at school. Students should discuss strategies that may prevent school violence.
The Board of Education has set guidelines for you to follow to ensure that all the pertinent information is included and prepared correctly before you present it. The guidelines are as follows:
Format guidelines for final paper
• Cover page should include title of paper, your name, class period, and date.
• Report should be two to three pages long, double-spaced, and typed.
• Bibliography should list at least three references.
| |Information to include in paper | |
| |• Explain how weapons, drugs, and gangs contribute to violence among teens. | |
| |• Describe some acts of school violence in the United States in the past 20 years. | |
|9 |• Describe some causes for violence among teens at school. Include factors | |
| |such as alcohol and drug use, mental/emotional problems, availability of | |
|Chapte| | |
|r | | |
| |weapons, violence in the media, and gang violence. | |
| |• Discuss some strategies that may prevent school violence, such as commu- | |
| |nication and conflict-resolution skills, peer mediation, weapon control, and | |
| |reduced violence in the media. | |
| | | |
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110 Chapter 9 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 9 Resolving Conflicts and Preventing Violence
Lesson 1 Causes of Conflict
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a sentence describing some possible causes of conflict. After |
| |you have finished reading, use what you have learned to |
| |rewrite your sentence. | |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: confilct |Sample answer: Causes of |
| | |starts when one person |conflict include power |
| | |disrespects another person. |struggles, personal loyalties, |
| | | |jealousy and envy, property |
| | | |disputes, conflicting attitudes |
| | | |and values, and lack of respect. |
| | | | |
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New and Academic
Vocabulary
conflict
interpersonal conflict
escalate
misinterpret
Write the correct vocabulary term under each definition.
1. to become more serious
escalate
2. to understand wrongly
misinterpret
3. a conflict between people or groups of people
interpersonal conflict
4. any disagreement, struggle, or fight
conflict
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|9 |
Chapter 9 Student Activity Workbook 111
Name _________________________________________ Date _______________ Class ____________
Understanding Conflicts
I found this information on page(s) 220–222.
Explain how interpersonal conflicts differ from internal conflicts.
An interpersonal conflict occurs between people or groups of people.
An internal conflict occurs within an individual.
List six possible causes of conflict.
power struggles, personal loyalties, jealousy and envy, property dis-
putes, conflicting attitudes and values, lack of respect
Identify some positive results of working to resolve a conflict and some negative results of a conflict.
|Positive Results |Negative Results |
| | |
|Improved communication |Stress from conflict could |
|and problem-solving skills, |lead to headaches, lost sleep, |
|improved social health, |and difficulty concentrating; |
|strengthened relationships |anger could result in dam- |
| |aged emotional and social |
| |health; other results include |
| |frustration, fear, emotional |
| |pain, lost jobs, and violence. |
| | |
|Chap|
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|9 |
Explain how you can avoid a conflict with someone who often tries to start arguments.
If you know someone who is always trying to provoke you into an argu-
ment, you might decide to avoid that person.
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112 Chapter 9 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Social Studies
Chapter 9 Resolving Conflicts and Preventing Violence
NCSS.IV Individual Development and Identity (Turn to pages 386–390 for complete standard language.)
Lesson 1 Causes of Conflict
Causes of Conflict
Directions: Read the following conflict scenario. Determine the possible cause or causes of the conflict. State some possible positive and negative results of the conflict, and list some ways in which the conflict may have been avoided.
Orlando’s curfew has been the same since he was 14 years old. He must be home by 7:00 p.m. on weeknights, and 9:00 p.m. on Friday and Saturday nights. Orlando is 17 now and feels that his curfew is too restrictive. He decided to ignore the curfew one Friday night and stayed out until midnight. When he returned home, his father was waiting up for him. A big argument ensued. Orlando’s father was upset that he disobeyed the curfew, while Orlando was upset with his father’s restrictive rules.
1. What are some possible causes of this conflict?
Power struggles, lack of respect, conflicting attitudes and values
2. Name some potentially positive and negative results of the conflict between Orlando and his father.
Possible positive results:
If dealt with properly, this conflict could strengthen Orlando’s relationship with his father and help him improve his problem-solving skills. Perhaps Orlando’s father will agree that at 17 years old, Orlando
should receive a less restrictive curfew. In turn, perhaps Orlando will agree to respect his father’s
wishes in the future.
Possible negative results:
This conflict may cause a great deal of stress for both Orlando and his father. The insulting
comments may lead to anger, frustration, and emotional pain for both.
3. Describe how Orlando and his father could have avoided this conflict.
Adjusting behaviors and attitudes is the best way to prevent conflict. Orlando could have
spoken with his father about extending his curfew before staying out so late. He also could have
adjusted his attitude and respected his father’s wishes. Orlando’s father could have adjusted his
attitude and considered extending his son’s curfew now that Orlando is older.
|Chap|
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|9 |
Chapter 9 Student Activity Workbook 113
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 9 Resolving Conflicts and Preventing Violence
Lesson 2 Resolving Conflicts
Directions: Use the following outline to help organize your notes as you read through the lesson.
Key Concept Consider and Reconsider Before reading the lesson, write a sentence describing how you handled a recent conflict with a friend or family member. Was there a negotiation process?
After you have read the chapter carefully, use what you have learned to state how you can better prepare yourself to negotiate a conflict.
|Before Reading |After Reading |
| | |
|Sample answer: In a recent fight |Sample answer: I can choose |
|with a friend, I walked out of the |a time and place to negotiate, |
|room to stop arguing. |check my facts to be sure I have |
| |all the information straight, and |
| |plan what I will say in advance |
| |in order to avoid using hurtful |
| |words. |
| | |
|Chap|
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|9 |
New Vocabulary
negotiation
mediation
confidentiality
peer mediation
Write the correct vocabulary term to answer each question.
1. Which strategy for dealing with conflict involves bringing in a third party to help reach a solution?
mediation
2. Which conflict-resolution strategy involves students helping other students to reach a solution to their conflicts?
peer mediation
3. Which is a strategy for dealing with conflict that involves communication and compromise?
negotiation
4. Which principle of the mediation process involves respecting privacy and keeping details secret?
confidentiality
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114 Chapter 9 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Responding to Conflict
I found this information on page(s) 224–225.
Identify two ways to respond to a conflict.
Walk away or resolve it.
Identify an instance when compromise is not a recommended solution to a conflict.
It is unwise to compromise when doing so could have harmful
consequences or would go against your values.
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Effective Negotiation
I found this information on page(s) 225–226.
Explain why violence is not a good strategy for solving conflicts.
Violence does not deal with the causes of a conflict, leaving the possi-
bility that the conflict will arise again.
List the seven steps of the negotiation process.
The Negotiation process
|1. |Take time to calm down. |5. |Discuss the advantages and | |
|2. Let each party explain |6. |disadvantages of each solution. | |
| | |Agree on a solution that is | |
| |its side of the conflict | |acceptable to both sides. | |
| |without interrupting. | | | |
|3. |Ask for clarification. |7. |Follow up to see if the | |
|4. |Brainstorm solutions. | |solution has worked. | |
| | | | | |
Identify three ways you can prepare for the negotiation process.
Choose the time and place carefully, check your facts, and plan what
you will say.
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| | | |Explain what your goal should be during negotiation. | |
| | | |My goal should be to find a solution that everyone can accept. | |
| | | | | |
|The Mediation Process |Identify three principles to keep in mind during mediation. | |
|I found this information |Neutrality, confidentiality, well-defined ground rules | |
|on page(s) |227–228 |. | | |
| | | |List five steps involved in peer mediation. | |
| | | | | |
| | | | | |
| | | |Making introductions, establishing ground rules, hearing each side, | |
| | | | | |
| | | |exploring solutions, and wrapping it up | |
| | | | | |
|9 |
Chapter 9 Student Activity Workbook 115
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 9 Resolving Conflicts and Preventing Violence
NCTE.3 Evaluation Strategies (Turn to pages 386–390 for complete standard language.)
Lesson 2 Resolving Conflicts
Skills and Qualities of Peer Mediators
Directions: Peer mediation is one method of resolving a conflict peacefully and produc-tively. The following table outlines the goals, skills, and requirements that a peer mediator must meet. Answer the following questions based on the information provided in the table.
Peer Mediation Training
Goals of Peer Mediation
• Increasing the school’s ability to respond to student problems
• Freeing teachers, administrators, and support staff to focus more on teaching and academic issues
• Students learn to assume greater responsibility for resolving their own problems
Skills and Qualities Required of Peer Mediators
• An appreciation of the differences between people
• Good listening, critical thinking, problem-solving skills
• The ability to speak clearly to students experiencing conflict
• Ability to be fair, neutral, and open-minded
• Ability and willingness to keep personal information private
• Fact-gathering techniques, note-taking, and questioning skills
• Ability to identify and prioritize issues in a dispute and write up a mediation agreement
| |1. According to the table, which of the following is NOT a goal of peer mediation? | |
| |A. enhancing a school’s ability to address student problems | |
| |B. allowing teachers to teach rather than devote time to discipline problems | |
|9 |C. providing students with space to carry out mediation sessions | |
| |D. giving students more responsibility for solving their own problems | |
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|r | | |
| |2. All of the following are skills and qualities required of peer mediators EXCEPT: | |
| |A. an ability to tell right away which of two parties is in the wrong and which is not | |
| |B. effective listening and problem-solving skills | |
| |C. an ability to gather facts, take notes, and ask good questions | |
| | | |
| |D. an understanding of the differences among people | |
| |3. Which choice describes the purpose of this table? | |
| |A. To explain to students why schools have peer mediation programs | |
| |B. To permit students to determine whether they have the needed skills to become | |
| |a peer mediator | |
| |C. To ensure that students understand that becoming a peer mediator means a | |
| |commitment to spending time in training and on the job | |
| |D. All of the above | |
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116 Chapter 9 Student Activity Workbook
3. lsaeux aultssa
2. evcinoel
1. prae
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 9 Resolving Conflicts and Preventing Violence
Lesson 3 Understanding Violence
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about what |
| |you know about hate crimes. After you have finished reading |
| |the lesson carefully, write a sentence stating some reasons |
| |that people are targeted for hate crimes. |
| |Sample answer: People may be targeted because of their race, |
| | |
| |religion, culture, sexual orientation, or a physical or mental disability. |
| | |
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New and Academic
Vocabulary
violence
assault
random violence
insecure
homicide
sexual violence
sexual assault
rape
Unscramble each vocabulary term. Then write the definition of each term.
rape—any form of sexual intercourse that takes place
against a person’s will
violence—the threatened or actual use of physical
force or power to harm another person or to damage property
sexual assault—any intentional sexual attack
against another person
4. ssuaalt
assault—an unlawful physical attack or threat of attack
5. uaxesl iovlneec sexual violence—any form of unwelcome sexual contact directed at an individual
6. ndomar ecvienol
random violence—violence committed for no particular reason
7. cimideoh
homicide—the willful killing of one human being by another
8. scenieur
insecure—not confident or sure
|Chap|
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|9 |
Chapter 9 Student Activity Workbook 117
children and teens.
Name _________________________________________ Date _______________ Class ____________
Causes of Violence
I found this information on page(s) 229–232.
Name three factors that can contribute to violence.
Weapons, drugs, gangs
List four reasons people may commit violent acts.
1. Uncontrolled anger or frustration
2. A need to control others
3. Hatred or prejudice
4. Retaliation or revenge
List four possible reasons for the connection between alcohol use and the occurrence of violent crimes.
1. Lower people’s self-control
2. Damage people’s judgment
3. Engage in violent crimes as a way to get money to buy drugs
4. More likely to engage in other high-risk behaviors
Identify some mental and emotional problems that can lead teens to become violent.
Low self-esteem, stress, depression, strong emotions such as anger
List three things you can do to protect yourself from the dangers associated with weapons.
1. Do not carry weapons.
2. Report teens who carry a weapon to a trusted adult.
3. Practice gun safety at home.
|Chap|
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|9 |
Types of Violence
I found this information on page(s) 232–235.
Explain the effect that violent scenes in the media have on
Some young people may become more
comfortable with the idea of violence. They may perceive it as
normal or even positive.
List three reasons a teen may join gangs. Seeking protection,
trying to fit in, trying to make money by illegal means
Explain how an assault becomes a homicide.
When the victim of an assault dies, the crime becomes a homicide.
List three forms of sexual violence.
Sexual harassment, sexual assault, rape
Identify different types of hate crimes.
Harassment, vandalism, arson, assault, homicide
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118 Chapter 9 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Social Studies
Chapter 9 Resolving Conflicts and Preventing Violence
NCSS.X Civic Ideals and Practices (Turn to pages 386–390 for complete standard language.)
Lesson 3 Understanding Violence
In the Headlines
Directions: The table below lists some reasons why violence occurs, influences on violence, and types of violence. Look at the following newspaper headlines. Find at least three words or phrases from the columns in the table that might apply to each headline. Your answers should include at least one word or phrase from each column.
|Reasons Violence Occurs |Influences on Violence |Types of Violence |
| | | |
|To deal with conflicts |Weapons availability |Assault |
| | | |
|Frustration about poverty |Media messages |Random violence |
| | | |
|Need to control others |Substance abuse |Sexual assault |
| | | |
|Way of expressing anger |Mental/emotional issues |Rape |
| | | |
|Prejudice | |Gang-related violence |
| | | |
|Retaliation | |Homicide |
| | | |
1. Drive-by Shooting Blamed on Gangs—Four Dead
Possible answers: prejudice, retaliation, weapons availability, assault, random violence, gang-related violence, homicide
2. Alcoholic Husband Arrested for Beating Wife
Possible answers: to deal with conflicts, need to control others, way of expressing anger,
substance abuse, mental/emotional issues, assault
3. Man Arrested for Two Rapes
Possible answers: need to control others, mental/emotional issues, sexual assault, rape
4. Student with Gun Threatens Other Students—He Was Often a Victim of Bullying
Possible answers: way of expressing anger, retaliation, weapons availability, mental/emotional issues,
assault
|Chap|
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|9 |
Chapter 9 Student Activity Workbook 119
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 9 Resolving Conflicts and Preventing Violence
Lesson 4 Preventing and Overcoming Abuse
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim and Scan Before reading this lesson review all section |
| |titles, pictures, tables, and graphs. Write a question that you |
| |expect to be answered in the lesson. After reading the lesson |
| |carefully, use what you have learned to answer your question. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample question: How does the |Sample answer: Some young |
| |media influence young people’s |people who view scenes of vio- |
| |perception of violence? |lence become more comfort- |
| | |able with the idea of violence. |
| | | |
|Chap|
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|9 |
New and Academic
Vocabulary
physical abuse
emotional abuse
verbal abuse
sexual abuse
stalking
date rape
partner
Define each vocabulary term. Write the correct definition on the line next to each term.
a pattern of intentionally causing bodily harm or injury to another person
a pattern of attacking another person’s emotional development and
sense of worth
the use of one’s words to mistreat or injure another person
a pattern of sexual contact that is forced upon a person against his or
her will
repeatedly following, harassing, or threatening an individual
one person in a dating relationship forces the other person to take part
in sexual intercourse
one associated with another
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120 Chapter 9 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Abuse in Relationships
I found this information on page(s) 236–237.
Identify six indications that a dating relationship may be abusive.
|1. |One partner pressures the |2. |One partner tries to con- |
| |other into sexual activity. | |trol the other’s behavior. |
| | | | |
|3. |One partner tries to make the |4. |One partner yells, swears, or |
| |relationship serious or | |emotionally attacks the other. |
| |exclusive right away. | | |
|5. |One partner acts jealous or |6. |One partner threatens the |
| |possessive. | |other with physical violence. |
| | | | |
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Date Rape and
Acquaintance Rape
I found this information
on page(s) 238–239.
List four forms of abuse.
|1. |Physical abuse |3. |Sexual abuse |
|2. |Emotional abuse |4. |Stalking |
Explain the difference between date rape and acquaintance rape.
Date rape occurs when one person in a dating relationship forces the
other person to take part in sexual intercourse. In acquaintance rape,
the attacker is someone the victim knows casually or considers a friend.
Describe the connection between the use of drugs and alcohol and the occurrence of date rape.
Alcohol often plays a role in date rape. Drinking lowers people’s inhibi-tions and impairs their judgment. Both females and males are more likely to be sexually attacked when they have been drinking. In addition, males
are more likely to commit sexual attacks when under the influence of
alcohol.
Identify six strategies for avoiding date rape.
|1. Avoid being alone with a dating |2.Keep an eye on your own | |
|partner you do not know well. |beverages in social settings. | |
| | | |
|3. Avoid alcohol and drugs. |4.Do not depend on your date | |
| |for transportation. | |
| | | |
|5. Be clear about sexual limits. |6.If you are feeling dizzy or disori- | |
| |ented, tell someone you trust. | |
| | | |
|Chap|
|ter |
|9 |
|Overcoming Abuse |Identify the best way for victims of abuse to work through | |
|I found this information |their feelings. | |
|on page(s) |240–241 |. |Seeking professional help is the best way to work through these feelings | |
| | | | | |
| | | | | |
| | | |and avoid long-term health consequences. | |
| | | | | |
Chapter 9 Student Activity Workbook 121
|Chap|
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|9 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Social Studies
Chapter 9 Resolving Conflicts and Preventing Violence
NCSS.IV Individual Development and Identity (Turn to pages 386–390 for complete standard language.)
Lesson 4 Preventing and Overcoming Abuse
Dear Diary
Directions: Read the following diary entries. Identify the type of abuse being described. Then, list actions the people involved should take to protect them-selves from being abused or overcome the abuse they have experienced.
1. Dear Diary,
A boy at school, Ken, is beginning to bother me. Lately he has been watching me at school, and he has called me at home several times. This afternoon after school I saw him standing in front of my house. He is beginning to scare me, and I don’t know what to do. —Stephanie
Type of abuse: Stalking
Recommended actions: Stephanie should report Ken’s stalking behavior to a trusted adult
immediately.
2. Dear Diary,
Everything was going great with Michael until the night of the Homecoming Dance. We went to the beach afterward. Even though I told him “no,” he forced me to have sex with him. He is my boyfriend, and we were on a date. Does that make it okay?
—Keesha
Type of abuse: Date rape/sexual abuse
Recommended actions: Date rape is illegal—it should be reported to authorities
immediately. Keesha should then tell a trusted adult and seek counseling.
3. Dear Diary,
I am worried about the way my girlfriend, Sarah, has been treating me since I started studying with her friend Melissa. She has been yelling at me and insulting me quite often, while attempting to cut off my study time with Melissa. What should I do?
—Brian
Type of abuse: Emotional abuse
Recommended actions: Brian should consider ending his relationship with Sarah, as it has
become an unhealthy relationship. He should know the warning signs of abuse in a relationship. Brian
should consider dating a girl who shares his values and treats him with respect.
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122 Chapter 9 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 10 Nutrition for Health
Tips on Preparing for Tests
• When taking a multiple choice test, answer all questions without skipping or jumping around.
• Do not linger on any one question. Mark your best guess and move on, returning later if you have sufficient time.
• Pay special attention to all questions containing negative wording, such as not or least. Make sure you are addressing the question being asked, not the opposite of that question.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
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1. The most helpful factor in making healthful food choices is understanding
A. your family environment.
B. the influence of emotions on eating.
C. nutrition.
D. psychology.
2. A unit of heat energy is called
F. a calorie.
G. an appetite.
H. a vitamin.
J. a nutrient.
3. Which health problem is associated with the development of type
2 diabetes?
A. Cardiovascular disease
B. Unhealthful weight gain
C. Stroke
D. Osteoporosis
4. Which type of nutrient is NOT a source of energy for the body?
F. Carbohydrates
G. Fats
H. Proteins
J. Vitamins
5. Which pair of food types provides carbohydrates?
A. Fruit and dairy products
B. Eggs and soy products
C. Vegetable oils and nuts
D. Meat and legumes
6. Which statement is true for teens?
F. About 50 percent of your daily calories should come from calcium-rich foods.
G. Less than 10 percent of your daily calories should come from grains.
H. About 50 percent of your daily calories should come from protein.
J. No more than 25 to 35 percent of your daily calories should come from fats.
7. Starches and fiber are types of which nutrient?
A. Sugar
B. Proteins
C. Carbohydrates
D. Vitamins
|Chap|
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|10 |
Chapter 10 Student Activity Workbook 123
Name _________________________________________ Date _______________ Class ____________
8. Which best describes nutrient-dense foods?
F. Foods that contain carbohydrates, protein, and fat
G. Foods with a high ratio of nutrients to calories
H. Foods high in nutrients and calories
J. Foods that are low in saturated and trans fats
9. Which appears first in an ingredients list on a food label?
A. Food additives used to improve taste, texture, and appearance
B. Percent daily value of various nutrients
C. Nutritional claims about the food’s value
D. The ingredient that makes up the largest share of the food by weight
10. Which term applies to foods produced without the use of certain agricultural chemicals?
F. Organic
G. Healthy
H. Light
J. Fat-free
11. Which would most likely be the best source of dietary fiber?
A. Oranges
B. Grapefruit juice
C. Eggs
D. Milk
12. Which is a possible result of eating foods that are high in trans fats?
F. An increase in fat-soluble vitamin levels
G. A reduction in the risk of heart disease
H. An increase in total blood cholesterol
J. A reduction in the risk of osteoporosis
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
|9 |A |B |C |D |10 |F |G |H |J |
|11 |A |B |C |D |12 |F |G |H |J |
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13. Lauren’s father often travels during the week for his job and eats many of his meals in restaurants. Write a paragraph suggesting some techniques he might use to keep his diet healthy.
Write your answer to item 13 in this space.
Lauren’s father should be careful to keep portion sizes small; avoid ordering fried foods and stick with
grilled, baked, or broiled foods; eat at a salad bar; avoid mayonnaise, butter, and sour cream that add
fat to a dish; and drink water instead of soft drinks.
|Chap|
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|10 |
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124 Chapter 10 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 10 Nutrition for Health
Guiding Your Food Choices
Choosing nutritious foods and balancing your meals help keep you physically healthy.
Directions: List a day’s worth of meals and snacks based on a diet of 2,000 calories per day. Use MyPyramid to guide your choices and number of servings from each food group. To determine the size of servings for packaged foods, check the nutrition labels. For fresh foods, check reliable Web sites that feature nutrition facts.
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|Chapter 10 |
Chapter 10 Student Activity Workbook 125
Name _________________________________________ Date _______________ Class ____________
List your food choices for each meal. Include amounts.
|Breakfast |Lunch |Snack |Dinner |
| | | | |
| | | | |
Chart your choices by food group. Include amounts.
|Grains |Vegetables |Fruits |Milk |Meat & Beans |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
Refer to your completed charts. How well do your meal plans follow the recommended foods and number of servings suggested in MyPyramid? How can you adjust your food choices to better follow the recommendations?
Charts will vary. Students’ evaluations will vary but should indicate how well their meal plans follow
the recommendations in MyPyramid and how they might adjust their plans to better follow the
recommendations.
|Chap|
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|10 |
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126 Chapter 10 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 10 Nutrition for Health
Lesson 1 The Importance of Nutrition
Directions: Use the following outline to help organize your notes as you read through the lesson.
Key Concept Details
Consider and Reconsider Before reading, write a sentence or two about why you think nutrition is important. After reading, add any new information you learned.
|Before Reading |After Reading |
| | |
|Sample answer: Good |Sample answer: Good |
|nutrition is important |nutrition is important because |
|because it gives you energy. |it can lower your risk of |
| |life-threatening diseases |
| |such as certain cancers and |
| |cardiovascular disease. |
| | |
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New and Academic
Vocabulary
nutrition
nutrients
calories
hunger
appetite
psychological
Complete each sentence below. One of the missing words in each sentence is listed at the left.
|1. |Nutrition |is the process by which the body takes in and | |
| |uses |food | |. | | | | |
| | | | | | |eat | | | |
|2. |Hunger |is a natural physical drive to | | |. | |
|3. |Calories |are units of heat energy that food supplies to | |
| |the | |body |.| | | | | |
| | | | | | | | | | | |
4. Nutrients are substances your body needs to grow, repair
| |itself, and provide you with |energy |. | | | | | | |
| | | | | | | | | | |
|5. |Appetite |is a desire, rather than a need, to | |eat | |.| |
|6. |Psychological |means directed toward the | |mind |. | | |
|Chap|
|ter |
|10 |
Chapter 10 Student Activity Workbook 127
Name _________________________________________ Date _______________ Class ____________
|Why Nutrition Matters |Describe the relationship between nutrients and calories. | |
|I found this information |Nutrients are substances in food your body needs to perform various | |
|on page(s) |254 |. | | | |
| | | |functions, including providing energy. The measurement of energy your | |
| | | | | |
| | | | | | |
| | | |body receives from food is called calories. | |
| | | | | |
|I found this information |List the benefits of good nutrition. | |
|on page(s) |255 |. | | | |
| | | | | | |
| | | |During the Teen Years |Lifelong | |
| | | | | | |
| | | |Supports growth and develop- |Prevents weight gain and asso- | |
| | | |ment, provides fuel for activity, |ciated diseases such as type 2 | |
| | | |helps you stay mentally alert, |diabetes; lowers risk of cardio- | |
| | | |keeps you looking and feeling |vascular disease, stroke, cancer, | |
| | | |good |and osteoporosis | |
| | | | | | |
What Influences Your
Food Choices?
I found this information on page(s) 255 .
Describe the following influences on food choices.
Hunger And Appetite
Hunger is the natural physical drive to eat. The body sends a signal when it is time to eat—you may feel tired or lightheaded. These signals stop when you are satisfied.
Appetite is the psychological desire for food. Food aromas, for example, can trigger appetite.
I found this information on page(s) 256 .
Food and Emotions
People sometimes eat in response to an emotional rather than physical need. Stress, loneliness, and boredom can lead to eating that is not related to the body’s need for food.
Recognizing how emotions affect eating can help you break unhealthy patterns.
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I found this information on page(s) 256 .
|Chap|
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|10 |
Food and Your Enviroment
Environmental factors include:
• Family and culture: Food choices often reflect heritage.
• Friends: Friends and peers can influence food choices in positive and negative ways.
• Time and money: Busy schedules may lead to overuse of convenience foods.
• Advertising: Advertisers send messages and show tempting images to try to influence which foods you purchase.
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128 Chapter 10 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 10 Nutrition for Health
NCTE.6 Applying Knowledge (Turn to pages 386–390 for complete standard language.)
Lesson 1 The Importance of Nutrition
Slogans and Jingles
Directions: Advertising jingles and slogans for foods are designed to influence you in the ways described in Lesson 1. Read each jingle or slogan and write a sentence or two about how it is trying to influence you.
1. Carla’s Cranberry Currant juice makes your lips smack!
This slogan appeals to your appetite by describing the pleasurable experience of drinking the juice.
2. The choice that’s new, hip, and now!
This slogan appeals to an emotional need for a sense of belonging to a group by suggesting that
young people like this product and that you will be “new, hip, and now” if you purchase it.
3. For a gourmet experience that fits with your budget!
This slogan appeals to your desire to have the best food and to save money at the same time.
4. Mmmm—flavorful and oh so spicy! Just like Mama made back home in Italia!
This slogan appeals to your appetite by suggesting the delicious taste of the food. It also
suggests that the food will provide a connection to family (Mama) and culture (Italia).
5. When you’re on the go, grab a box of BoBos!
This jingle appeals to your desire for foods that are convenient.
|Chapter 10 |
Chapter 10 Student Activity Workbook 129
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 10 Nutrition for Health
Lesson 2 Nutrients
Directions: As you read, fill in the charts below to help you organize your notes.
Key Concept Details
Consider and Reconsider Before reading the lesson carefully, skim it by reading headings, captions, and sentences containing highlighted vocabulary. Write a phrase or sentence identifying what you think the lesson’s most important idea will be. After reading the chapter carefully, revise what you wrote based on what you have learned.
|Before Reading |After Reading |
| | |
|Sample answer: Nutrients are |Sample answer: Each nutrient |
|important to your body. |in your body plays a unique |
| |and essential role. |
| | |
|Chap|
|ter |
|10 |
New and Academic
Vocabulary
carbohydrates
fiber
protein
cholesterol
vitamins
minerals
osteoporosis
reaction
Write a vocabulary word to answer each question.
1. Which nutrient is a type of carbohydrate?
fiber
2. Which nutrient helps maintain and build body cells and tissues?
protein
3. Which nutrients help build strong bones?
minerals
4. Which substance does your body use fat to produce?
cholesterol
5. Which nutrients are sometimes water-soluble and sometimes fat-soluble?
vitamins
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130 Chapter 10 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
6. Which health condition is related to a lack of calcium?
osteoporosis
7. Which term refers to a response to a stimulus or influence?
Giving Your Body
What It Needs
I found this information
on page(s) 258 .
reaction
List the ways your body uses nutrients.
1. As an energy source
2. To heal, build, and repair tissue
3. To sustain growth
4. To help transport oxygen to cells
5. To regulate body functions
Describe the types and role of each nutrient.
| |Nutrient |Types |Role | | |
| | | | | | |
| |Carbohydrates |sugar, starch, fiber |body’s main fuel source; fiber aids digestion and | | |
| | | |reduces risk of heart disease and type 2 diabetes | | |
| | | | | | |
| |Protein |11 nonessential and 9 |supports growth, maintains cells and tissues, provides | | |
| | |essential amino acids |energy, hemoglobin in red blood cells carries oxygen, | | |
| | | |functions as hormones | | |
| | | | | | |
| |Fats |saturated, |provide energy, promote brain development, aid blood | | |
| | |unsaturated, |clotting, control inflammation, maintain healthy skin | | |
|reserved. | |trans fats |and hair | | |
| | | | | | |
| |Vitamins |fat-soluble, |A, E, and Folic acid help grow and maintain tissues | | |
|rights | |water-soluble |and cells; B vitamins help body use other nutrients | | |
| | | |for energy; C protects against infection; D and K help | | |
|Inc. All | | | | | |
| | | |build bones | | |
|Companies, | | | | | |
| |Minerals |calcium, phosphorus, |calcium, phosphorus, and magnesium form and | | |
| | |magnesium, iron |maintain bones; calcium reduces risk of osteoporosis; | | |
|-Hill | | |iron is needed for energy use and supports immune | | |
|McGraw | | |system | | |
| | | | | | |
| |Water | |lubricates cells and joints; cushions eyes, brain, and | | |
|by The | | | | | |
| | | |spinal cord; moves food through the digestive system | | |
|Copyright ©| | | |Chapter | |
| | | | | | |
| | | |10 | |
Chapter 10 Student Activity Workbook 131
|Chap|
|ter |
|10 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 10 Nutrition for Health
NSES.6 Science in Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 2 Nutrients
Categorizing and Classifying
Directions: Use your knowledge of important terms used in this lesson to com-plete the following exercises.
1. How do the following nutrients help maintain body function? Write a sentence or two describing what these nutrients have in common.
carbohydrates fats protein
Carbohydrates, proteins, and fats provide the nutrients and calories your body uses for energy.
2. The following are all which type of nutrient? Tell how your body uses them.
starch fiber sugar
All three are carbohydrates, the body’s main source of energy. Sugars are small molecules of carbon,
oxygen, and hydrogen that the body can convert quickly into energy. Starches are long chains of sug-
ars linked together. The body breaks these down before they can be used. Fibers are tough complex
carbohydrates that help with digestion and reduce the risk of heart disease.
3. Explain how the acids listed below are alike and different.
amino acid fatty acid folic acid
All are considered nutrients that we get from food, although our bodies produce some amino acids
and fatty acids. Amino acids and fatty acids provide energy. They help regulate some body systems.
Fatty acids help maintain healthy skin and hair. Folic acid helps the body form and maintain new cells
and reduces the risk of birth defects.
4. Why are some proteins and fatty acids considered “essential”?
They are considered essential because the body does not produce them on its own and they must be
obtained through the food we eat.
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132 Chapter 10 Student Activity Workbook
Note Taking
Chapter 10 Nutrition for Health
Lesson 3 Healthy Food Guidelines
Directions: As you read, fill in the charts below to help you organize your notes.
Key Concept Details
Food for Thought As you read this lesson, think about why a pyramid is a good symbol for a healthy diet and active lifestyle. After reading, write a sentence or two about
why MyPyramid works as a symbol.
Sample answer: MyPyramid works as a symbol because it reminds you
of all aspects of a healthy lifestyle. The color bars are different sizes
because you need different amounts of each food group each day. The
figure running up the stairs reminds you to be active for good health
throughout your life.
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New and Academic Vocabulary
Dietary Guidelines for Americans
MyPyramid
nutrient-dense
visualize
Define each vocabulary term. Write the correct definition on the line next to each term.
a set of recommendations for healthful eating and active living
a guide for making healthful daily food choices
foods with a high ratio of nutrients to calories
to form a mental image of
Compare two different foods and explain which is more nutrient-dense and why.
Possible response: A large carrot and half an ounce of potato chips
have about the same number of calories. The carrot is higher in nutri-
ents, which makes it more nutrient-dense.
|Chap|
|ter |
|10 |
Chapter 10 Student Activity Workbook 133
Name _________________________________________ Date _______________ Class ____________
Guidelines for Eating Right and Active Living
I found this information on page(s) 267–269.
Explain MyPyramid and how it is designed to help you make healthful food choices.
The five wide bands stand for the five food groups. Different widths
suggest you need more of some types of food than others. The steps
remind you to be physically active.
Healthful Eating Patterns
I found this information on page(s) 270–273.
|Chap|
|ter |
|10 |
List food choices that contribute to a healthful diet.
Nutrient-dense foods such as fruits, veggies, calcium-rich foods, whole
grains, lean meats, fish, beans, and nuts; limited fats, salt, and sugar
Identify a good goal for physical activity.
Teens: 60 minutes daily; adults: 30 to 60 minutes daily
Explain how nutrient-dense foods can help you stay fit.
Nutrient-dense foods have a high ratio of nutrients to calories and give
you lots of energy without extra calories that are hard to burn off.
List tips for healthful eating and food choices.
|Breakfast |Dinner Plate | | |
| | |reserved. | |
|Prepare the night before to |Devote half your plate to | | |
|save time. Eat instant oatmeal |vegetables, a quarter to | | |
|or grits, hard-cooked eggs, |bread or other grains, and a | | |
| | |rights | |
|whole-grain bagels or muffins, |quarter to protein; add fruit | | |
| | |All | |
|breakfast burritos, leftovers. |and low-fat dairy. | | |
| | |-Hill | |
| | |Companies, | |
| | |Inc. | |
| | | | |
| | | | |
| | |The McGraw | |
|Snacks |Restaurant Meal | | |
| | | | |
|Snack on fresh fruit, raw |Keep portions small by splitting | | |
|veggies, string cheese, |a meal with a friend or taking |by | |
| | |© | |
|unsalted nuts, popcorn, fat- |leftovers home; order grilled or | | |
| | |Copyright | |
|free yogurt, bread sticks |baked rather than fried foods; | | |
| |use the salad bar but go easy | | |
| | | | |
| |on toppings that add fat; drink | | |
| |water, not soft drinks. | | |
| | | | |
134 Chapter 10 Student Activity Workbook
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Academic Integration: English
Chapter 10 Nutrition for Health
NCTE.11 Participating in Society (Turn to pages 386–390 for complete standard language.)
Lesson 3 Healthy Food Guidelines
Be a Nutrition Counselor
Directions: You have learned that in order to function properly, your body needs the nutrients found in food. Take on the role of a writer of a health column in a local newspaper. This week’s column focuses on nutrients. Your job is to advise your readers about the nutrients necessary for healthful living. Read each situation below. Write your response in the blanks provided.
1. Sylvia writes: “I keep reading about the importance of getting the proper nutrients in the food I eat. What exactly are the nutrients I need?”
The main nutrients are carbohydrates, proteins, fats, vitamins, minerals, and water.
2. Jenna writes: “I heard that eating foods rich in carbohydrates is recommended for healthful living. What are carbohydrates, and what do they do for the body? What foods should I eat to increase my intake of carbohydrates?”
Possible response: Carbohydrates are the starches and sugars in foods. Carbohydrates provide
energy, which your body uses to perform tasks. Foods rich in carbohydrates include grain products such as bran cereals, oatmeal, and brown rice, as well as popcorn, nuts, vegetables, and fruits.
3. Joel writes: “My doctor said that I should increase my intake of protein. What foods would you suggest that I eat?”
Possible response: For complete proteins, consider animal products such as fish, meat, eggs, milk,
cheese, yogurt, and soybean products. You might also combine incomplete proteins found in foods
such as rice and beans, or peanut butter and bread.
4. Marty writes: “I always thought that fat was bad for you, but recently I read that some fat is good for you. What are the facts?”
|Possible response: Although some kinds of fat can increase the risk of heart disease, the body needs | | |
|some fat. Fats provide a concentrated form of energy, and they help transport some vitamins in the | | |
|blood. Fats are a source of linoleic acid, which is necessary for growth and healthy skin. | | |
|Nutritionists recommend that no more than 20 to 30 percent of your calorie intake be from fat. |Chapter| |
|5. Tess writes: “Everyone says that you have to drink a lot of water every day. What is so | | |
|important about water?” | | |
|Possible response: Water is important to every body function. It transports nutrients to and carries | | |
| |10 | |
| | | |
wastes away from cells. It lubricates joints and mucous membranes, and it helps you to swallow and
digest foods, eliminate waste, and maintain normal body temperature.
Chapter 10 Student Activity Workbook 135
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 10 Nutrition for Health
Lesson 4 Nutrition Labels and Food Safety
Directions: As you read, fill in the charts below to help you organize your notes.
|Key Concept |Q and A Skim the headings, captions, and highlighted vocabu- |
| |lary words in this lesson before reading it carefully. Write a |
| |question or two that you expect will be answered in the lesson. |
| |After reading carefully, write the answer to the question. |
| | | | |
| | |Questions |Answers |
| | | | |
| | |Sample question: What |Sample answer: Foods labeled |
| | |does “organic” mean when |“USDA Organic” are produced |
| | |you see it on a food label? |without the use of certain |
| | | |synthetic fertilizers or pesticides. |
| | | | |
|Chap|
|ter |
|10 |
New and Academic
Vocabulary
food additives
food allergy
foodborne illness
pasteurization
cross-contamination
food intolerance
item
Write the correct vocabulary term in the left column for each definition below.
1. substances intentionally added to food to produce a desired effect
2. a condition in which the body’s immune system reacts to substances in some foods
3. food poisoning
4. the process of treating a substance with heat to destroy or slow the growth of pathogens
5. the spreading of bacteria or other pathogens from one food to another
6. a negative reaction to food that does not involve the immune system
7. an object of concern or interest
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136 Chapter 10 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Nutrition Label Basics
Complete the web with details about nutrition labels.
I found this information on page(s) 274–278.
Ingredients
Ingredients are listed in order by weight; similar ingredients are listed separately
Food
Labels
Nutrition Facts Panel
Gives info about nutrients in the food based on a serving size; lists calories per serving and how many come from fat; identifies %DV (percent daily value—the amount you need per day)
Nutritional Claims
Uses words defined by federal law, such as low, light, reduced, high, good source of, and healthy
Open Dating
Organic Labeling
Foods labeled USDA Organic are produced without the use of certain chemicals, fertilizers, or pesticides; they are not genetically modified or subject to certain types of radiation
Dates that tell how long the food will remain fresh
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Food Safety
I found this information on page(s) 278–281.
Describe foodborne illness and how it occurs.
Foodborne illness, is caused by bacteria and viruses that can occur
naturally in animals and spread to food by unsafe conditions in the way
they are raised or slaughtered.
List tips for keeping food safe.
Clean Separate
Wash and dry hands often. Keep raw food separate.
Cook Chill
Cook completely and at the Keep refrigerator at or below 40
correct temperature degrees F and freezer at 0 degrees F.
Describe food-related sensitivities some people have.
Food Sensitivities
Food Allergy Food Intolerance
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The body responds to allergens as if they were pathogens; com-mon allergens are milk, eggs, peanuts, tree nuts, soybeans, wheat, fish, and shellfish; symp-toms vary, but allergens can cause dangerous reactions.
More common than food allergies; does not involve the immune sys-tem; a common food intolerance is lactose intolerance, in which a person cannot digest lactose, a sugar found in milk.
|10 |
Chapter 10 Student Activity Workbook 137
|Chap|
|ter |
|10 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 10 Nutrition for Health
NCTE.7 Evaluating Data (Turn to page 386–390 for complete standard language.)
Lesson 4 Nutrition Labels and Food Safety
Knowing What You Eat
Directions: The law requires that packaged and prepared foods include a Nutrition Facts panel, which helps you determine the nutritional needs the food will meet. Choose a pack-aged food that you enjoy. Find the Nutrition Facts panel on the food and record the informa-tion listed on the panel in the diagram below. Then answer the questions that follow.
Nutrition Facts
Serving size:
Number of servings per container:
Number of Calories per serving:
Calories from fat per serving:
Total Fat Grams:
Saturated Fat:
Trans Fat:
Cholesterol:
Sodium:
Total carbohydrate:
Dietary fiber:
Sugars:
Protein:
Percentage of the Daily Value of vitamins and minerals:
1. What are the three main ingredients in the food product you chose?
Ingredients will vary but should be the first three listed in the “Ingredients” section of the panel.
2. How well does the food product meet the body’s nutritional needs?
Students should indicate which nutrients are included in the food and which are missing.
3. How can using the Nutrition Facts panel help you maintain a healthful diet?
Using the information can help you choose nutritious foods and help ensure that the body gets all the
nutrients it needs.
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138 Chapter 10 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 11 Managing Weight and Eating Behaviors
Tips on Preparing for Tests
• Study for tests over a few days or weeks, and continually review class material.
• When studying for tests, do not wait until the night before and try to learn everything at once.
• Read the chapter summaries when you study from a textbook. They do a good job of summarizing important points.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|Chap|
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|11 |
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1. Which is the process by which the body breaks down substances to get energy?
A. Caloric intake
B. BMI
C. Metabolism
D. Weight cycling
2. What happens if you consume more calories than you burn?
F. You will lose weight.
G. Your body will store the extra energy as fat.
H. Your metabolism will increase.
J. Your BMI will decrease.
3. Which of the following is NOT a way to maintain a healthy weight?
A. Get 60 minutes of physical activity every day.
B. Follow the guidelines for daily servings from MyPyramid.
C. Eat a balanced diet.
D. Skip meals from time to time.
4. Which of the following is a weight-loss plan that is only popular for a short time?
F. Physical activity
G. Anorexia
H. Body mass index
J. Fad diet
5. Which of the following is NOT considered a fad diet?
A. Liquid diets
B. Fasting
C. Exercise
D. Diet pills
6. Which group is most likely to develop an eating disorder?
F. Athletes
G. Teen girls
H. Teen boys
J. Older women
7. Which of the following is NOT
a health consequence of anorexia nervosa?
A. High blood pressure
B. Brittle bones
C. Smaller organs
D. Reduced body temperature
8. Which of the following is NOT a health consequence of bulimia nervosa?
F. Dehydration
G. Tooth damage
H. Irregular heart rhythms
J. Obesity
Chapter 11 Student Activity Workbook 139
|Chap|
|ter |
|11 |
Name _________________________________________ Date _______________ Class ____________
9. Which of the following factors affects 12. Which of the following is NOT
your nutritional needs? considered a performance enhancer?
A. Location of residence F. Energy drinks
B. Income G. Gluten
C. Eye color H. Creatine
D. Gender J. Androstenedione
10. Which is NOT a health condition that is affected by what you eat?
F. Diabetes
G. Celiac disease
H. High blood pressure
J. Multiple sclerosis
11. What is the definition of body composition?
A. A measure of body weight relative to
|height |Answer Space | | | | | |
|B. The ratio of muscle to bone in your |1 |A |B |C |D |2 |F |G |H |J |
|body |3 |A |B |C |D |4 |F |G |H |J |
|C. The ratio of fat to lean tissue in your |5 |A |B |C |D |6 |F |G |H |J |
|body |7 |A |B |C |D |8 |F |G |H |J |
|D. Being below the standard weight |9 |A |B |C |D |10 |F |G |H |J |
|range for your height |11 |A |B |C |D |12 |F |G |H |J |
13. Write a paragraph describing steps you can take to maintain a healthy body weight.
Write your answer to item 13 in this space.
Answers will vary but should include eating a healthful diet, balancing calorie intake with physical
activity, and drinking plenty of water.
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140 Chapter 11 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 11 Managing Weight and Eating Behaviors
Weight Management Strategies
Managing your weight and eating healthy is important at any age.
Directions: Students in Mr. Spicia’s health class wrote journal entries describing their weight, their BMI, their eating habits, and their physical activity. Read each paragraph and identify the health risks each student might be facing. Then, offer recommendations for healthy weight-management strategies.
1. Celine: I am an appropriate weight for my height, and my BMI is 21. Because my weight and BMI are okay, I don’t pay a lot of attention to what I eat or how much physical activity I get.
Possible Health Risks: Celine is at an appropriate weight and BMI, but she is not following a
balanced diet. She also has a sedentary lifestyle, which could eventually cause obesity.
Recommendations: Celine should follow The Dietary Guidelines for Americans and be
physically active.
2. Terrance: My BMI is 29, and I know I weigh too much. I have a really big appetite and usually eat a ton of fast food when I go out with my buddies. I play football in the fall, but now it’s the off-season.
Possible Health Risks: Terrance is facing the health risks of being overweight, which include
cardiovascular disease, type 2 diabetes, cancer, high blood pressure, and osteoarthritis.
Recommendations: Terrence should participate in physical activity year-round, consume more
nutrient-dense foods, and reduce portion sizes.
3. Jen: My weight is a bit below what it should be for my height, and my BMI is 18. I work out every day. To stay thin, I often skip meals.
Possible Health Risks: Jen might not be getting the nutrients she needs, and she might also be
at risk for developing an eating disorder.
Recommendations: Jen should continue her exercise program and add healthy weight-gain
strategies to her lifestyle. She might also consider talking with someone about a possible eating
disorder.
|Chap|
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|11 |
Chapter 11 Student Activity Workbook 141
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 11 Managing Weight and Eating Behaviors
|11 | | | | | |
|Chapte|Lesson 1 Maintaining a Healthy Weight | |
|r | | |
| |Directions: Use the following outline to help organize your notes as you read | |
| |through the lesson. | | | | |
| | | | | | |
| |Key Concept |Prior Knowledge. Before you read, write a sentence or two | |
| | |about how weight and health are related. Rewrite the sentences | |
| | |after you read, adding more to explain this relationship based | |
| | |on what you have learned. | | |
| | | | | | |
| | | |Before Reading |After Reading | |
| | | | | | |
| | | |Sample answer: Being over- |Sample answer: If you consume | |
| | | |weight has negative effects on |more claories than you burn | |
| | | |your health. |through physical activity, your | |
| | | | |body stores the extra energy | |
| | | | |as fat. | |
| | | | | | |
New and Academic
Vocabulary
metabolism
body mass index
overweight
obese
underweight
psychological
Define each vocabulary term. Write the correct definition on the line next to each term.
the process by which the body breaks down substances and gets
energy from food
a ratio that allows you to assess your body size in relation to your height
and weight
a condition in which a person is heavier than the standard weight range
for his or her height
having an excess amount of body fat
a condition in which a person is less than the standard weight range for
his or her height
directed toward the mind
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142 Chapter 11 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
The Calorie Connection
I found this information on page(s) 290–291.
Define energy balance.
The balance between calories consumed and physical activity.
Compare and contrast characteristics of higher-calorie and lower-calorie foods.
|Higher-Calorie Foods |Lower-Calorie Foods |
| | |
|• High-fat foods have more |• Fresh fruits and vegetables |
|calories because there are 9 |are high in water and fiber. You |
|calories to a gram of fat and 4 |can eat more without gaining |
|to a gram of protein or carbo- |weight. |
|hydrate. | |
• Sugary foods, fried foods, and those served in a cream sauce are high in calories.
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|Maintaining a Healthy |List factors affecting your ideal weight. | |
|Weight |Age, gender, height, body frame, stage, rate of growth | |
|I found this information | | |
| | | |
| | | |
|on page(s) |291–292 |. | | |
| | | | | |
| | | |Identify two ways to test your body composition to find out | |
| | | |if you are overweight. | |
| | | |Body Mass Index (BMI), or skin-fold testing | |
|Your Weight and | | |
| | | |
| |List the health risks of each problem. | |
|Your Health | | | |
| |Overweight |Underweight | |
|I found this information | | | |
| | | | |
|on page(s) |292–294 |. |Hypertension, cardiovascu- |Trouble fighting disease, lack | |
| | | |lar disease, type 2 diabetes, |of calories and nutrients for | |
| | | |osteoarthritis, gall bladder dis- |growth, feeling of weakness, | |
| | | |ease, asthma, certain cancers |trouble concentrating | |
| | | | | | |
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Managing Your Weight
I found this information on page(s) 294–295.
Describe healthy ways to accomplish weight goals.
|Lose Weight |Gain Weight |
| | |
|Choose nutrient-dense foods, |Use MyPyramid to select |
|watch portion sizes, eat fewer |higher-calorie, nutrient-rich |
|high-fat and sugary foods, |foods; use discretionary |
|increase activity, participate in |calories fully; eat nutritious |
|strength training, drink more |snacks; exercise to build lean |
|water |tissue |
| | |
Chapter 11 Student Activity Workbook 143
|Chap|
|ter |
|11 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 11 Managing Weight and Eating Behaviors
NCTM-NUM.2 Number and Operations (Turn to pages 386–390 for complete standard language.)
Lesson 1 Maintaining a Healthy Weight
Your Energy Balance
Directions: Burning calories or reducing the number of calories that you con-sume can help you lose weight. If you consume more calories than you burn, you will gain weight. Conversely, if you consume fewer calories than you burn, you will lose weight. It takes about 3,500 calories to equal 1 pound of body fat. Use this information to answer the following questions. Show your work.
1. If you consume 500 calories less than you normally do each day, how long will it take you to lose 1 pound?
7 days: 3,500 ÷ 500 = 7
2. By how much would you need to reduce your daily intake of calories in order to lose 5 pounds in 35 days?
500 calories: 3,500 x 5 = 17,500 calories; 17,500 ÷ 35 days = 500
3. If you reduce your caloric intake by 300 calories per day, and you also start an exercise program that allows you to burn an extra 200 calories per day, how long will it take you to lose 1 pound?
7 days: 3,500 ÷ 500 = 7
4. Use the formula found on page 293 of your textbook to calculate the body mass index (BMI) for a 15-year-old female who is 5’4” (64 inches) tall and weighs 110 pounds. (Show your work.)
BMI = 18.9; 110 ÷ 64 = 1.719; 1.719 ÷ 64 = 0.027; 0.027 × 703 = 18.9
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144 Chapter 11 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 11 Managing Weight and Eating Behaviors
Lesson 2 Body Image and Eating Disorders
Directions: Use the following outline to help organize your notes as you read through the lesson.
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|11 |
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Key Concept
New and Academic
Vocabulary
eating disorder
fad diet
body image
weight cycling
pose
anorexia nervosa
bulimia nervosa
binge eating disorder
Details
Skim the lesson. Write two questions that come to mind as you read the headings and captions.
1.
2.
Write the correct term in the left column for each definition below.
1. extreme, harmful eating behavior that can cause serious illness or death
2. weight-loss plan that tends to be popular for only a short time
3. the way you see your body
4. repeated pattern of losing and regaining body weight
5. to put or set forth
6. eating disorder characterized by severe weight loss from starvation
7. eating disorder in which periods of strict dieting are followed by binge eating and purging
8. eating disorder in which huge quantities of food are consumed at one time
Chapter 11 Student Activity Workbook 145
Name _________________________________________ Date _______________ Class ____________
|Chap|
|ter |
|11 |
Your Body Image
I found this information on page(s) 297–298.
Identify problems and solutions.
Body Image
|Problems |Solutions |
| | |
|Many teens feel insecure |Accept yourself, focus on |
|about their changing bodies. |qualities you like in yourself, |
|Feelings of inadequacy come |be active, and look for sup- |
|from media, celebrities, and |portive friends and family. |
|peers. | |
| | |
Fad Diets
I found this information on page(s) 298–299.
Eating Disorders
I found this information on page(s) 300–302.
|Fad Diets | | |
| | | | |
|Problems |Solutions | | |
| | | | |
|Fad diets often rely on gim- |Most teens should not diet. | | |
|micks that help people burn |Doctors can advise overweight | | |
|fat quickly, but the dieters |teens about a low-calorie | | |
|regain it just as quickly. The |plan under supervision. Teens | | |
|lack of nutrients in fad diets |should get regular physical | | |
|starves the body of energy. |activity and follow the | | |
|Pills and supplements can be |guidelines of MyPyramid. | | |
|addictive or even fatal. | | | |
| | | | |
| | | |
|Eating Disorders | | |
| | | | |
|Problems |Solutions | | |
| | | | |
|Anorexia nervosa: avoiding |Medical help is required. | | |
|food and excessive physical |Sufferers need behavioral | | |
|activity are related to |therapy to break the cycle, | | |
|malnutrition and starvation; |and psychological and family | | |
|can lead to brittle bones, |therapy to address emotional |reserved. | |
|lowered blood pressure, and |problems. Support groups | | |
|heart problems. |can help. A starting point is | | |
| | |rights | |
|Bulimia nervosa: binging and |talking with a trusted adult. | | |
|purging leads to dehydration | |All | |
| | |Inc. | |
|and damage to teeth, stom- | | | |
| | |Companies, | |
|ach, intestines, and kidneys. | | | |
|Binge eating: compulsive over- | | | |
|eating leads to obesity and | | | |
| | |-Hill | |
|related diseases. | | | |
| | |Copyright ©| |
| | |by The | |
| | |McGraw | |
| | | | |
| | | | |
146 Chapter 11 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 11 Managing Weight and Eating Behaviors
NCTE.5 Communication Strategies (Turn to pages 386–390 for complete standard language.)
Lesson 2 Body Image and Eating Disorders
Eating Disorders
Directions: Paula is preparing a report that discusses eating disorders. Unfor-tunately, her computer crashed while she was making the outline for the report. Reorganize Paula’s notes by placing the statements from the list under the appropriate headings. Some statements belong under more than one heading.
Eating disorders are often linked to depression and low self-esteem.
People with this disease see themselves as overweight even when they are dangerously thin.
Consequences of this disease include dehydration, sore and inflamed throat, and swollen glands.
Teen girls and young women are most likely to develop eating disorders.
This disease is more common in males than females and leads to obesity.
This disease can lead to heart problems and sudden cardiac death.
The first step in treating this disease is getting the patient’s body weight back up to normal.
People with this disorder binge, or overeat compulsively, but they do not purge, or vomit.
People cannot overcome these diseases with willpower alone; they need medical help.
Some people with this disease fast or exercise frantically after a binge.
Anorexia nervosa
Eating disorders are often linked to depression and low self-esteem. Teen girls and young women are most likely to develop eating disorders.
People with this disease see themselves as overweight even when they are dangerously thin. This disease can lead to heart problems and sudden cardiac death.
The first step in treating this disease is getting the patient’s body weight back up to normal. People cannot overcome these diseases with willpower alone; they need medical help.
Bulimia nervosa
Eating disorders are often linked to depression and low self-esteem. Teen girls and young women are most likely to develop eating disorders. Some people with this disease fast or exercise frantically after a binge.
Consequences of this disease include dehydration, sore and inflamed throat, and swollen glands. People cannot overcome these diseases with willpower alone; they need medical help.
Binge eating disorder
Eating disorders are often linked to depression and low self-esteem. Teen girls and young women are most likely to develop eating disorders.
People with this disorder binge, or overeat compulsively, but they do not purge, or vomit. This disease is more common in males than females and leads to obesity.
People cannot overcome these diseases with willpower alone; they need medical help.
|Chap|
|ter |
|11 |
Chapter 11 Student Activity Workbook 147
|Chap|
|ter |
|11 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 11 Managing Weight and Eating Behaviors
Lesson 3 Lifelong Nutrition
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Knowledge Comparison Before you read the lesson, write a |
| |few sentences showing what you know about dietary supple- |
| |ments. After you read the lesson, write a few sentences about |
| |what you learned in your reading. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Dietary |Sample answer: Vegetarians |
| | |supplements give you extra |may need to take dietary supple- |
| | |vitamins and minerals. |ments to supply nutrients such as |
| | | |protein, iron, calcium, and some |
| | | |B vitamins that may be lacking in |
| | | |their diets. |
| | | | |
New Vocabulary
vegetarian
dietary supplements
performance enhancers
herbal supplements
megadoses
Lifelong Nutritional
Needs
I found this information
on page(s) 303–307.
Define each vocabulary term. Write the correct definition on the line next to each term.
a person who eats mostly or only foods that come from plant sources
products that supply one or more nutrients
substances that boost athletic ability
dietary supplements containing plant extracts
very large amounts
Describe the special nutritional needs of each group:
teens Need extra calories to support growth
adults Calorie needs decrease depending on activity level
males Generally need more calories than women
females Have a greater need for iron and calcium; pregnant women need
folic acid and iron along with more calories for developing baby very active people Need extra calories to maintain weight
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148 Chapter 11 Student Activity Workbook
energy drinks
Need 2,000 to 5,000 calories per day (depending on
|Name _________________________________________ |Date _______________ Class ____________ | | |
| |vegetarians |Need to be sure to include sufficient protein, iron, | | | |
| |calcium, zinc, and some B vitamins, especially B12 | |Chapte| |
| | | |r | |
| |people with diabetes | |Require careful monitoring of carbohydrate | | | |
| |intake; weight-loss advisable if overweight | | |
| | | | | | | | | |
| |people with food allergies |Need to avoid certain foods and pay | | | |
| | | | |11 | |
| |special attention to ingredient lists | | |
| | | | |
| | | | | | | | | |
people with lactose intolerance Should avoid or reduce milk drink-ing and take lactase
people with celiac disease Should avoid wheat and oat-based foods including pasta, beer, and bread
people with high blood pressure Should reduce salt in the diet people with high cholesterol Should reduce intake of saturated and trans fats
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I found this information on page(s) 306–307.
Using Supplements
I found this information on page(s) 308 .
Describe the special nutritional needs of each group:
teen athletes
intensity of training), more protein and carbohydrates than inactive people, and more nutrient-dense foods
athletes needing to “make weight” Should eat enough to meet
daily nutritional needs and follow a sensible plan
athletes who exercise regularly Should drink 9 cups (teen girls) or
15 cups (teen boys) of noncaffeinated beverages per day
athletes before a competition Should eat 3 to 4 hours before competing;
should eat meals high in carbohydrates and low in fat and protein
Identify the health risks associated with performance enhancers and dietary supplements:
anabolic steroids Same effect as male hormones androstenedione Same side effect as steroids; banned in sports
creatine Quick burst of power, less muscle fatigue, organ damage
Increased heart rate due to caffeine; dehydration
herbal supplements Poor substitute for nutrients in real food; can
stress systems and lead to heart attacks, stroke, or liver damage
megadoses of vitamins Can build up in body until they become toxic
Chapter 11 Student Activity Workbook 149
|Chap|
|ter |
|11 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 11 Managing Weight and Eating Behaviors
NCTE.3 Evaluation Strategies (Turn to pages 386–390 for complete standard language.)
Lesson 3 Lifelong Nutrition
General and Specific Terms
Directions: Words and phrases can be general or specific. A specific term describes a single idea. A general term describes a broad range of ideas or mean-ings. For example, eating disorder is a general term, while bulimia nervosa is a specific type of eating disorder.
Some of the terms used in this lesson are general, and others are specific. Define each general term below. Then, in the space provided, define a more specific term related to that concept or idea.
1. General term: Dietary supplement
Possible response: a nonfood form of one or more nutrients
Specific term: Herbal supplement
A chemical substance from plants that may be marketed as a dietary supplement
2. General term: Vegetarian
Possible response: a person who eats mostly or only foods derived from plants
Specific term: Vegan
A type of vegetarian who does not eat anything that came from an animal
3. General term: Food intolerance
Possible response: an inability to digest a particular food or substance
Specific term: Celiac disease
Intolerance of gluten, a protein found in wheat
4. General term: Performance enhancer
Possible response: substance that boosts athletic ability
Specific term: Creatine
A type of performance enhancer that helps release energy
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150 Chapter 11 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 12 Physical Activity and Fitness
Tips on Preparing for Tests
• If each item on a test is worth the same number of points, do not spend too much time on questions that are confusing.
• If you are unsure about an answer, eliminate the choices you know are incorrect. Then make your best guess from the remaining answer choices.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|1. Which of the following is a mental and |5. Which of the following is NOT a sign |Chapte| |
| | |r | |
|emotional benefit of physical activity? |of hypothermia? | | |
| | |12 | |
|A. Stronger muscles and bones |A. Breathing and heart rate slow down | | |
|B. Higher energy level |B. Shock or heart failure occurs | | |
| | | | |
|C. Stress relief |C. Cold, clammy hands | | |
|D. Teamwork skills |D. The ability to move decreases | | |
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2. Which of the following is a way to test flexibility?
F. Sit-and-reach test
G. Three-minute step test
H. Partial curl-ups
J. Push-ups
3. Which is the correct way to figure out your heart rate while exercising?
A. Take your pulse for six seconds and multiply the result by six.
B. Take your pulse for six seconds and multiply the result by 10.
C. Take your pulse for 10 seconds and multiply the result by six.
D. Take your pulse for 10 seconds and multiply the result by 10.
4. Which can result from repeated or prolonged sun exposure?
F. Hypothermia
G. Concussion
H. Diabetes
J. Skin cancer
6. Which is the ability of your heart, lungs, and blood vessels to send fuel and oxygen to your tissues during long periods of activity?
F. Anaerobic exercise
G. Aerobic exercise
H. Cardiorespiratory endurance
J. Muscular endurance
7. Which of the following is a sedentary activity?
A. Walking to school
B. Cleaning your room
C. Playing computer games
D. Yoga
8. Which of the following is NOT a result of a concussion?
F. Severe headache
G. Dislocations
H. Unconsciousness
J. Memory loss
Chapter 12 Student Activity Workbook 151
Name _________________________________________ Date _______________ Class ____________
|Cha|
|pte|
|r |
|12 |
9. Which of the following is a way teens could reduce the risk of injury during sports activities?
A. Participate in anaerobic activities
B. Participate in fewer activities
C. Play for shorter intervals
D. Use proper safety equipment
10. Which of the following is NOT a symptom of heat exhaustion?
F. Heavy sweating
G. Cold, clammy skin
H. Dizziness or fainting
J. Decrease in heart rate
11. Which of the following is a low-level activity that prepares your body to return to a resting state?
A. Cool-down
B. Warm-up
C. Progression
D. Overload
12. Which of the following is NOT part of the mental and emotional benefits of being physically active?
F. Improved self-esteem
G. Stress relief
H. Greater muscle mass
J. Mood enhancement
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
|9 |A |B |C |D |10 |F |G |H |J |
|11 |A |B |C |D |12 |F |G |H |J |
13. Kevin is a freshman in high school who is unhappy with his physical condition. He tires easily when playing sports with his friends or simply walking home from school.
Write a paragraph outlining some ways in which Kevin can incorporate regular physical activity into his life and improve his physical condition.
Write your answer to item 13 in this space.
Possible response: Kevin should set up a weekly routine for himself. Walking to and from school each
day; playing basketball on Monday, Wednesday, and Friday; and jogging on Tuesday and Thursday are examples of regular exercise that will help Kevin improve his physical condition.
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152 Chapter 12 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 12 Physical Activity and Fitness
Planning a Personal Activity Program
Do you exercise as often as you should? What physical activities do you participate in?
Directions: Use this copy of the Physical Activity Pyramid to assess the variety and frequency of your physical activity over the course of a week. For seven consecutive days, record your physical activities in the appropriate areas of the Physical Activity Pyramid. At the end of the week, evaluate how the variety and frequency of your activities compare to the recommendations.
| | |Physical Activity Pyramid | |12Chapter | |
| | | | | | | | |
| | |Sedentary Activities | | | | |
| | | | | | | |
| | |Recommended: Infrequently | | | | |
| | | | | | | | |
| |Anaerobic Activities |Flexibility Activities | | | |
| |Recommended: 2–3 |Recommended: 2 or | | | |
| |days per week |more days per week | | | |
| | | | | | | | |
Aerobic Activities
Recommended: 3–5 days per week, 20–60 minutes per session
Moderate-Intensity Physical Activities
Recommended: every day, about 30 minutes
Chapter 12 Student Activity Workbook 153
Name _________________________________________ Date _______________ Class ____________
|Chap|
|ter |
|12 |
| | | | |Moderate- |
| | | | |Intensity |
|Sedentary |Anaerobic |Flexibility |Aerobic |Physical |
|Activities |Activities |Activities |Activities |Activities |
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Refer to your completed chart. How well does your personal activity program follow the recommendations outlined in the Physical Activity Pyramid?
How can you adjust your personal activity program to better follow the recommendations?
Charts will vary. Students’ evaluations will vary but should indicate how well their personal activity
programs follow the recommendations in the Physical Activity Pyramid and how they might adjust
their programs to better follow the recommendations.
|Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. |
154 Chapter 12 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 12 Physical Activity and Fitness
Lesson 1 Benefits of Physical Activity
Directions: As you read, fill in the charts below to help you organize your
|notes. | | | |
|Key Concept |Details | |
| |Consider and Reconsider Before reading, name a few |
| |activities that you take part in regularly, and list the benefits |
| |they offer. After reading the lesson, write a sentence or two |
| |telling what additional activities you can include in your life to |
| |benefit your well-being. | |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: I jog with my |Sample answer: I could join the |
| | |sister, which benefits my |swim team at school. The exer- |
| | |cardiovasculor health. |cise would benefit my physical |
| | | |health, and the opportunity to |
| | | |make new friends would benefit |
| | | |my social health. |
| | | | |
|Chap|
|ter |
|12 |
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New and Academic
Vocabulary
physical activity
physical fitness
devote
exercise
sedentary
Complete each sentence. The missing words are listed at the left.
|1. |Physical activity |is any form of movement that causes | |
| |your body to use energy. | |
|2. |A | |sedentary | |lifestyle involves little physical activity. | |
|3. | | |Exercise |is a purposeful activity that is planned, | |
| | | | | | |
| |structured, and repetitive, and which improves or | |
| |maintains physical fitness. | |
|4. |Physical fitness |is the ability to carry out daily tasks | |
| | | | | | |
| |easily and have enough energy to respond to unexpected | |
| |demands. | | | | |
|5. |To |devote | | |yourself to something is to give time | |
| | | | | | | |
or effort to it
Chapter 12 Student Activity Workbook 155
|Chap|
|ter |
|12 |
Name _________________________________________ Date _______________ Class ____________
|Physical Activity and |Describe the relationship between physical activity and good | |
|Your Health |health. | |
|I found this information |Being physically active benefits just about every system in your body, | |
|on page(s) |318 –321 |. | | |
| | | |as well as your mental, emotional, and social health. | |
| | | | | |
| | | |List the benefits of physical activity. | |
| | | | | |
| | | |Physical Benefits | |
| | | |Improving physical fitness, avoiding health risks, maintaining | |
| | | |healthy weight, boosting energy level, improving posture, strength- | |
| | | |ening muscles and bones, maintaining healthy lungs and heart | |
| | | | | |
Mental and Emotional Benefits
Stress relief, mood enhancement, better sleep, improved self-esteem
Social Benefits
Forming and strengthening friendships, learning relationship skills, building confidence, managing stress
|Risks of Being Inactive |Identify the risks of being inactive. |
|I found this information | |
|on page(s) |322 |. |Health Problems |
| | | |Being inactive puts you at risk for a variety of health problems, |
| | | |including unhealthy weight gain, obesity, cardiovascular disease, |
| | | |type 2 diabetes, certain types of cancer, asthma, osteoporosis, |
| | | |osteoarthritis, psychological problems, and premature death. |
| | | | |
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156 Chapter 12 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 12 Physical Activity and Fitness
NCTE.6 Applying Knowledge (Turn to pages 386–390 for complete standard language.)
Lesson 1 Benefits of Physical Activity
Directions: Most newspaper articles are factual reports about news events, written by reporters. Newspapers also employ editorial writers who offer their opinion of current news events. Imagine you have been asked to fill in for the editorial writer at the local newspaper. Choose one of the following news events and write some notes for an editorial column concerning the issue. Decide what opinion your editorial will express, and list four facts you will use to support your opinion. Use your knowledge of physical fitness and information from the lesson when forming your opinion.
1. The state legislature voted today to decrease the amount of physical education required for high school graduation.
The opinion I will express in my editorial:
Opinion statements will vary but should reflect support for physical education in high school.
Supporting facts:
Possible facts: physical fitness benefits physical, social, and emotional health; regular participation in
physical activity decreases during the teen years; 14% of teens are overweight, which poses serious
health risks; one in three teens does not participate in vigorous physical activity. Accept other logical
statements that support the student’s opinion.
2. Today, the mayor announced support for construction of a physical fitness center open to all city residents. Construction of the center will require a tax increase, which will be put to a public vote in the next election. The mayor will address voter concerns about increased taxes at a town meeting on Thursday evening.
The opinion I will express in my editorial:
Opinion statements will vary but should reflect support for the need for physical fitness.
Supporting facts:
Possible facts: physical fitness benefits people of all ages; physical fitness activities provide a chance
for community interaction; increased taxes might be offset by reduced health care expenses; physical
fitness can reduce obesity and related disorders. Accept other logical statements that support the
student’s opinion.
|Chap|
|ter |
|12 |
Chapter 12 Student Activity Workbook 157
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 12 Physical Activity and Fitness
Lesson 2 Improving Your Fitness
Directions: As you read, fill in the charts below to help you organize your notes.
Key Concept
|Chap|
|ter |
|12 |
Details
Consider and Reconsider Before reading the chapter, write down areas of fitness in which you would like to improve, and try to come up with ways of doing so. When you finish read-ing, revise or add to your ideas.
|Before Reading |After Reading |
| | |
|Sample answer: I would like to |Sample answer: I could improve |
|improve my flexibility by |my flexibility by stretching daily |
|stretching. |and by joining a yoga class. |
| | |
New and Academic
Vocabulary
cardiorespiratory endurance
muscular strength
muscular endurance
flexibility
period
aerobic exercise
anaerobic exercise
Write a vocabulary term to answer each question.
1. Which describes an intense, short burst of activity in which muscles work very hard?
anaerobic exercise
2. Which means the ability of your muscles to perform physical tasks over a period of time without tiring?
muscular endurance
3. Which is the ability of your heart, lungs, and blood vessels to send fuel and oxygen to your tissues during long periods of activity?
cardiorespiratory endurance
4. Which is the amount of force your muscles can exert?
muscular strength
5. Which describes the ability to move your body parts through their full range of motion?
flexibility
6. Which defines all rhythmic activities that use large muscle groups for an extended period of time?
aerobic exercise
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7. Which term refers to the completion of a cycle?
period
158 Chapter 12 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
|Elements of Fitness |List the five elements of fitness that affect your health. | |
|I found this information |1. |Cardiorespiratory endurance | |
|on page(s) |324–325 |. | | | |
| | | |2. |Muscular strength | |
| | | | | | |
| | | |3. |Muscular endurance | |
| | | |4. |Flexibility | |
| | | |5. |Body composition | |
|Evaluating Your Fitness |Describe the different tests you can use to evaluate your own | |
|I found this information |fitness. | |
|on page(s) |325–327 |. | | | | | | |
| | | |Test | |Description | | |
| | | | | | | | | |
| | | |Measuring |• |Three-minute step test |Chapter | |
| | | |cardiorespiratory | | | | | |
| | | |endurance | | | | | |
| | | | | | | | | |
| | | |Measuring muscular |• |Partial curl-ups | | | |
| | | |strength and |• |Right angle push-ups | | |
| | | | | | |12 | |
| | | |endurance | | | | | |
| | | | | | | | | |
| | | | | | | | | |
| | | |Measuring flexibility |• |Sit-and-reach test | | |
|Getting Fit | | | | | |
| |Describe the different forms of exercise that will help you | | |
|I found this information |improve the various elements of your fitness. | | |
|on page(s) |327–330 |. | | | | | | |
| | | |Type of Fitness |Form of Exercise |Benefits | | |
| | | | | | | | |
| | | |Cardiorespiratory |Aerobic exercise |Strengthens heart | | |
| | | |endurance | | |and lungs; reduces | | |
| | | | | | |risk of cardiovascu- | | |
| | | | | | |lar disease, type 2 | | |
|reserved. | | | |diabetes, and cer- | | |
| | | | |tain cancers; helps | | |
| | | | |with weight control | | |
|All rights | | | | | |
| |Muscular strength |Anaerobic exercise |Increases muscle | | |
| |and endurance | | |mass, boosts me- | | |
|Inc. | | | |tabolism, protects | | |
| | | | | | | |
|Companies, | | | | | | |
| | | | |joints from injury, | | |
| | | | |increases stamina | | |
| | | | | | | |
| |Flexibility |Stretching |Improves circula- | | |
|-Hill | | | | | |
| | | | |tion, posture, and | | |
|McGraw | | | | | | |
| | | | |coordination; eases | | |
| | | | |stress; reduces risk | | |
|by The | | | | | | |
| | | | |of injury | | |
|© | | | | | | | | |
|Copyright |Bone strength |Weight-bearing |Builds bone mass, | | |
| | |exercise |lowers risk of devel- | | |
| | | | |oping osteoporosis | | |
| | | | | | | | | |
| | | | | | | | | |
Chapter 12 Student Activity Workbook 159
|Chap|
|ter |
|12 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 12 Physical Activity and Fitness
NCTM-NUM.1 Number and Operations (Turn to pages 386–390 for complete standard language.) NCTM-Data.3 Analysis and Probability (Turn to pages 386–390 for complete standard language.)
Lesson 2 Improving your Fitness
Cardiorespiratory Health
Directions: Cardiovascular disease is the number one cause of death in the United States. Heart attack and stroke are two cardiovascular diseases you may know about. Good cardiorespiratory endurance can reduce your risk of develop-ing cardiovascular disease. Follow the steps below to plan ways to improve your cardiorespiratory health.
Part 1: Measure your cardiorespiratory endurance by using the three-minute step test described in the lesson. Find your pulse rate on the chart in the text, and record it here:
Answers will vary.
Part 2: Develop a plan to improve your cardiorespiratory endurance. If your rating is already excellent, develop a plan to maintain it. While making your plan, consider which types of activities improve cardiorespiratory endurance. How can you incorporate these activities into your lifestyle? Your plan should include three specific activities and explain how you will make these activities part of your life.
Answers will vary but should include three specific activities that will maintain or increase
cardiorespiratory endurance (the activities should be aerobic rather than anaerobic) and logical,
reasonable ways these activities could be included in the student’s life.
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160 Chapter 12 Student Activity Workbook
progression—gradually increasing the demands on your body
ramw-pu warm-up—a gentle cardiovascular activity that prepares the muscles for work
natecin
instance—to mention as a case or example
Chapter 12 Student Activity Workbook
Details
Food for Thought As you read this lesson, think about how you can plan a personal activity program for yourself. Consider your resources, goals, and time available for physical activity when creating your activity program. Make some notes before you start reading, then elaborate after you have finished.
Answers will vary.
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 12 Physical Activity and Fitness
Lesson 3 Planning a Personal Activity Program
Directions: As you read, fill in the charts below to help you organize your
notes.
Key Concept
|Chapter 12 |
|New and Academic |Unscramble each vocabulary term. Then write the definition | |
|Vocabulary |of each term. | |
|specificity |ater erath grneist resting heart rate—the number of times your heart | |
| |beats per minute when you are not active | |
| | | |
|overload | | | |
| |doavoelr overload—exercising at a level that is beyond your regular daily | |
| | | |
|progression |activities | |
| | | | |
| |twuoork workout—part of an exercise session when you are exercis- | |
|warm-up | | |
| |ing at your highest peak | |
| | | |
|instance | | | |
| |ystpiecciif specificity—choosing the right types of activities to im- | |
|workout |prove a given element of fitness | |
| | | | |
| |ocol-nodw cool-down—low-level activity that prepares your body to | |
|cool-down | | |
| |return to a resting state | |
| | | |
|resting heart rate | | | |
| |nporiosgsre | |
| | | | |
| | | | |
| | | | |
161
Name _________________________________________ Date _______________ Class ____________
|Chap|
|ter |
|12 |
Your Fitness Plan
I found this information on page(s) 331–332 .
Explain how each individual’s fitness plan is unique.
The physical fitness plan you choose will depend on your goals, the
activities you like, and other factors specific to you.
Identify some personal needs when designing a fitness plan.
Cost, where you live, your schedule, your fitness level, your overall
health, personal safety
Explain the activities that can be included in your fitness plan.
It is important to choose a variety of the following: moderate-intensity
physical activities, aerobic activities, strength training, and flexibility
exercises.
Principles of Building
Fitness
I found this information
on page(s) 332 .
Stages of a Workout
I found this information on page(s) 334–335 .
List the principles of building fitness.
An effective fitness plan is based on four principles: specificity,
overload, progression, and regularity.
List and briefly explain the stages of a workout.
|Stages of a Workout |Description |
| | |
|Warm-up |Gentle cardiovascular activity that |
| |prepares muscles for work |
| | |
|Workout |Part of exercise session when you are |
| |exercising at your peak |
| | |
|Cool-down |Low-level activity that prepares body to |
| |return to resting state |
| | |
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|Tracking Your |Explain how you can track your progression. | |
|Progression |You can track your progression by keeping a fitness journal. List your | |
|I found this information | | |
| | | |
|on page(s) |336 |. |activities, how long you work out, how often, and at what level. You can | |
| | | | | |
| | | |also measure your resting heart rate. | |
| | | | | |
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162 Chapter 12 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 12 Physical Activity and Fitness
NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 3 Planning a Personal Activity Program
Building Your Fitness
Directions: You have set a goal for yourself to improve your physical condition by the end of the year. In order to meet your goal, you will have to get orga-nized. As you have learned in this lesson, an effective fitness plan is based on four principles: specificity, overload, progression, and regularity. Additionally, you have learned that there are three stages to a workout: warm-up, workout, and cool-down. Using the charts below, outline the details of your fitness plan and describe how you will address each principle of fitness. List which types of exercises will make up the stages of your workout. Then answer the questions that follow.
Principles of Building Your Fitness
|Specificity |Overload |Progression |Regularity |
| | | | |
|Responses should in- |Responses should |Responses should |Responses should |
|dicate which type of |show that students |show that students |indicate that students |
|training the students |understand that in |understand that it is |understand that in |
|wish to take part in, |order to increase |necessary to increase |order to meet their |
|such as strength- |physical ability, it is |the demands on their |goals, they must con- |
|training activities to |necessary to train at |bodies a little at a |tinue to work out on a |
|build muscle strength |a higher level than |time in order to see |regular basis. |
|and endurance. |normal daily activity. |results. | |
| | | | |
Stages of Your Workout
|Warm-up |Workout |Cool-down |
| | | |
|Students should state which |Students should state which |Students should state which |
|types of warm-up activities |types of exercise training they |types of activities they will in- |
|they will incorporate into their |will incorporate into their work- |corporate into their cool-downs; |
|workouts; responses should |outs; responses should show |responses should indicate that |
|show that students understand |that students understand that |students understand that the |
|that a warm-up is a gentle |the workout is when you are |cool-down is a low-level activity |
|cardiovascular activity that |exercising at your highest peak. |that prepares the body to return |
|prepares the muscles for work. | |to a resting state. |
| | | |
|Chap|
|ter |
|12 |
Chapter 12 Student Activity Workbook 163
|Chap|
|ter |
|12 |
Name _________________________________________ Date _______________ Class ____________
1. What are some of the benefits of incorporating a warm-up into your workout?
It gradually increases heart rate and body temperature; muscles are less prone to injury
when warm.
2. Why is it necessary to exercise at a higher level than your regular daily activities?
If you increase the demands on your body, it will adapt by growing stronger.
3. How many times per week should you work out in order to maintain the fitness gains you have made?
To maintain your level of fitness, you need at least three balanced workouts a week.
4. If you have time to stretch only once during a workout, at which stage is it best to do so?
If you only have time to stretch once during a workout session, it is best to stretch during the cool-
down stage.
5. What decisions will help you stick with your personal activity program?
Possible response: Including activities that I enjoy—such as biking, jogging, or weight lifting—will help
me stick with my personal activity program.
6. Identify the four elements of the F.I.T.T. formula, and discuss how they relate to the principles of fitness.
The four elements are frequency, intensity, type of activity, and time. Frequency relates to the principle
of regularity, or working out on a regular basis. Intensity relates to the principle of overload, or the idea
that it is necessary to train at a higher level than normal daily activity. Type of activity is related to the
principle of specificity, or choosing the right types of activities to improve a given element of fitness.
Time is related to the principle of progression, or the idea that in order to achieve a given level of fit-
ness, one must gradually increase the demands on the body.
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164 Chapter 12 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 12 Physical Activity and Fitness
Lesson 4 Fitness Safety and Avoiding Injuries
Directions: As you read, fill in the charts below to help you organize your notes.
|Key Concept |Q and A Skim the headings, captions, and highlighted vocabu- | | |
| |lary words in this lesson before reading it carefully. Write a |Chapte| |
| | |r | |
| |question or two that you expect will be answered in the les- | | |
| |son. After reading carefully, write the answer to the question. | | |
| | | | | | | |
| | |Questions |Answers | | | |
| | | | | |12 | |
| | | | | | | |
| | |Sample question: What is the |Sample answer: Strains occur | | | |
| | |difference between a strain and |when muscles are overstretched | | | |
| | | | | | | |
| | |a sprain? |or torn. Sprains occur when the | | | |
| | | |ligaments around a joint are | | | |
| | | |injured. | | | |
| | | | | | | |
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New and Academic
Vocabulary
overexertion
heat exhaustion
heat stroke
Write the correct vocabulary term in the left column for each definition below.
1. overworking the body
2. a form of physical stress on the body caused by overheating
3. a dangerous condition in which the body loses its ability to cool itself through perspiration
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|frostbite |4. |damage to the skin and tissues caused by extreme cold | |
|hypothermia |5. |a dangerously low body temperature | |
|muscle cramps |6. |sudden and sometimes painful contractions of the | |
| | |muscles | |
|strains |7. |overstretching and tearing a muscle | |
|sprains |8. |injuries to the ligaments around a joint | |
|exposure |9. |the condition of being unprotected | |
| | | | |
| | | | |
Chapter 12 Student Activity Workbook 165
Name _________________________________________ Date _______________ Class ____________
Safety First
I found this information on page(s) 337–340.
|Chap|
|ter |
|12 |
Explain how you can protect yourself during physical activity and exercise.
Use correct safety equipment, pay attention to your environment, play or exercise at your skill level, warm up, stay within areas designated for a given activity, obey rules, and practice good sportsmanship
List some common safety equipment that is used during physical activity.
Comfortable, well-fitting shoes; socks; nonbinding, weather-appropri-
ate clothing; helmets, lights, and reflectors for biking; cups or athletic supporters for males; sports bras for females
Describe the risks involved with participating in physical activities in severe weather.
In extreme heat, risks include heat exhaustion and heat stroke; in
| | | | |extreme cold, hypothermia and frostbite are risks. | |
|Coping With Injuries | | | |
| | |Explain how you can cope with injuries sustained during | |
|I found this information | |exercise or physical activity. | | |
|on page(s) |341–343 |. |You can treat minor injuries yourself; major injuries require | |
| | | | | |
| | | | | | | |
| | | |professional medical treatment. | | |
| | | | | | |
| | | | |List the types of minor and major injuries. | |
| | | | |Minor |Major | |
|Blisters, muscle cramps, |Fractures, dislocations, |
|strains, sprains, tendonitis |concussions |
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166 Chapter 12 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 12 Physical Activity and Fitness
NCTE.7 Evaluating Data (Turn to pages 386–390 for complete standard language.)
Lesson 4 Fitness Safety and Avoiding Injuries
Safety First
Directions: Roberto, an experienced youth baseball player, eagerly anticipates his high school team’s first practice of the season. He wants to be prepared to perform at his best in order to make varsity. He has two months to get himself into condition. He hopes to run, bicycle, or play baseball every day. He has decided to prepare checklists to ensure that his training program is safe and productive. What training and safety suggestions would you recommend for Roberto? Write four for each activity.
Baseball
Answers will vary. Some possible answers include:
Warm up and cool down after each practice.
Wear proper equipment, including a helmet, athletic shoes, and gloves.
Drink plenty of fluids to avoid dehydration.
Pay attention to the environment to avoid weather-related risks.
Cycling
Answers will vary. Some possible answers include:
Warm up and cool down after each session.
Wear proper equipment, including a helmet, lights, and reflectors.
Drink plenty of fluids to avoid dehydration.
Pay attention to the environment to avoid weather-related risks.
Running
Answers will vary. Some possible answers include:
Warm up and cool down after each practice.
Wear well-fitting athletic shoes and socks.
Drink plenty of fluids to avoid dehydration.
|Chap|
|ter |
|12 |
Chapter 12 Student Activity Workbook 167
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 13 Personal Health Care
Tips on Preparing for Tests
• Relax. The more agitated you are, the harder it will be for you to concentrate. If you feel nervous, close your eyes and take five deep breaths. Continue to breathe slowly and deeply until you feel calm.
• After you have finished studying, take five minutes to visualize, reflect on, and digest the information you have just taken in.
Directions: Choose the best answer and mark your responses in the answer space below.
| |1. In which condition does a person hear |5. Which is NOT a characteristic of | | | |
| |a ringing, buzzing, whistling, roaring, | |moles that should be checked for early | |
| |hissing, or other sound even when there | |detection of melanoma? | | | | | |
| |is no external sound? | |A. Color | | | | | |
| |B. Macular degeneration | |C. Alignment | | | | | | |
|13 |C. Tinnitus | |D. Diameter | | | | | | | |
| |D. Halitosis | | | |
| |2. Which set makes up the three | |out saliva that normally protects | | | |
| |main parts of the tooth? | |against bacteria? | | | | | | |
| |F. crown, neck, root | |F. Calcium | | | | | | | |
| |G. crown, body, root | |G. Tartar | | | | | | | |
| | | | | | | | | | | |
| |H. body, root, crest | |H. Pulp | | | | | | | |
| |3. Which method is used for treating |7. Which eye structure bends and focuses | |
| |glaucoma? | |light before it enters the lens? | | | |
| |A. Vision therapy | |A. Cornea | | | | | | | |
| |B. Laser treatment | |B. Retina | | | | | | | |
| |C. Contact lenses | |C. Sclera | | | | | | | |
| |D. Antibiotics | |D. Aqueous humor | | | | | | |
| |4. Which structures within the dermis |8. Which structure is a part of the outer ear? | |
| |secrete perspiration through ducts to | |F. Labyrinth | | | | | | | |
| |pores on the skin’s surface? | |G. Cochlea | | | | | | | |
| |F. Sebaceous glands | |H. Auditory ossicles | | | | | | |
| |G. Pigment | |J. Auricle | | | | | | | |
| |H. Blood vessels | | | | | | | |
| |J. Sweat glands | | | | | | | |
| |
168 Chapter 13 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Directions: Circle T if the statement is true or F if the statement is false.
Rewrite any false statements to make them true.
9. T F Iron and magnesium are the most important minerals to consume for healthy teeth.
F. Phosphorous and calcium are the most important minerals to consume for healthy teeth.
10. T F A person with 20/60 vision is said to be farsighted.
F. A person with 20/60 vision is said to be nearsighted.
11. T F Pigment in the skin is called melanoma.
F. Pigment in the skin is called melanin.
12. T F The auditory ossicles are the smallest bones in the body.
| |T |Chapter | |
|13. | | | |
| | | | |
| |Lacy aspires to be a model. She often studies the pages of beauty magazines and wishes | | |
| | |13 | |
| |she looked just like the models she admires. She especially likes the way the models’ | | |
| | | | |
skin appears so fresh and healthy. Write a paragraph to Lacy explaining how she can take care of her skin to keep it looking as healthy as possible.
Write your answer to item 13 in this space.
Possible response: Lacy should wash her face every morning and evening with mild soap, bathe or
shower daily, avoid touching her face with her hands, carefully choose skin care products to avoid
irritation, and eat a well-balanced diet that is rich in vitamins and minerals, especially vitamin A.
Chapter 13 Student Activity Workbook 169
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 13 Personal Health Care
Community Health Screenings
Healthy skin, hair, nails, teeth, mouth, eyes, and ears are all important aspects of your personal health. Neglecting any of these areas can lead to health concerns. To maintain good personal health, several behaviors, such as brushing your teeth regularly, flossing, bathing, shampooing your hair, and protecting your skin are important. Regular checkups with a health care professional are also a necessary part of your personal health.
Directions: Write a feature article for a newspaper informing readers about the availability and costs of community health care providers. Research community health services in your area that provide vision screenings, dental checkups, hearing tests, or skin cancer examinations. Look in your school library, on the Internet, at your local recreation center, or at a local hospital for information. Use the following questions to guide your research. Use an additional sheet of paper to write your article.
|13 |1. |Which types of community agencies provide health screenings? | |
| | |Answers may include local hospitals, schools, or recreation centers. | |
|Chapte| | | |
|r | | | |
| |2. | | |
| | | | |
| | |When are community health screenings made available to the public? | |
| | |Answers may state monthly or weekly screenings. Time and day should be included. | |
| | | | |
| |3. | | |
| | | | |
| | |Who is eligible to participate in community health screenings? | |
| | |Students should indicate age limits, income levels, or other restrictions. | |
| |4. | | |
| | | | |
| | |What is the cost of community health screenings? | |
| | |Students should give the cost per person or family. | |
| |5. | | |
| | | | |
| | |Which areas of personal health are included in community health screenings? | |
| | |Responses should indicate whether screenings include dental checkups, vision screenings, | |
| | | | |
| | |hearing tests, and skin cancer examinations. | |
| | | | |
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170 Chapter 13 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 13 Personal Health Care
Lesson 1 Healthy Skin, Hair, and Nails
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a sentence describing how your skin protects you. After you |
| |have finished reading, use what you have learned to rewrite |
| |your sentence. | |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Your skin |Sample answer: Your skin helps |
| | |protects you by covering your |keep you cool, protects your |
| | |entire body. |internal organs, and keeps you |
| | | |safe from pathogens. |
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New and Academic
Vocabulary
epidermis
dermis
melanin
sebaceous glands
melanoma
hair follicles
remove
Write the correct vocabulary term under each definition.
1. the thicker layer of the skin beneath the epidermis that is
made up of connective tissue and contains blood vessels and nerves dermis
2. structures within the skin that produce an oily secretion called sebum sebaceous glands
3. sacs or cavities that surround the roots of hairs
hair follicles
4. the outer, thinner layer of the skin that is composed of living and dead cells epidermis
5. the most serious form of skin cancer melanoma
6. a pigment that gives the skin, hair, and iris of the eyes their color melanin
7. to get rid of remove
|Chap|
|ter |
|13 |
Chapter 13 Student Activity Workbook 171
Name _________________________________________ Date _______________ Class ____________
|Your Skin | |List the two main layers of your skin. | |
|I found this information |epidermis, dermis | |
|on page(s) |356–357 |. | | | |
| | | | |Name the three main functions of your skin. | |
| | | | | | |
| | | | |protection, temperature control, sensation | |
| | | | | | |
Keeping Your
Skin Healthy
I found this information
on page(s) 358–360 .
Identify five tips that will help keep your skin healthy.
1. Wash your face each morning and evening.
2. Wash, bathe, or shower daily.
3. Avoid touching your face with your hands.
4. Choose personal skin-care products carefully to avoid irritation.
5. Eat a well-balanced diet rich in vitamins and minerals.
Identify the risks involved with tattoos and piercing of the skin.
Risks include the transfer of blood-borne pathogens from viruses such
as hepatitis B, hepatitis C, and HIV.
|Chap|
|ter |
|13 |
Your Hair
I found this information on page(s) 361 .
Your Nails
I found this information on page(s) 362 .
Name seven common skin problems.
Common Skin Problems
|1. |acne |5. |boils |
| | | | |
|2. |warts |6. |vitiligo |
| | | | |
|3. |dermatitis |7. |moles |
| | | | |
|4. |fungal infections | | |
| | | | |
List four characteristics one should look for when checking moles for early detection of melanoma.
Asymmetry, border irregularity, color, diameter
Name two functions of your hair.
Helps protect the skin from UV light, helps maintain body heat
Identify two potential hair problems.
1. Dandruff
2. Lice
Identify the main function of your nails.
Protect and support the tissues of the fingers and toes
Name two personal care techniques that will keep your nails healthy.
Keeping nails clean, keeping nails evenly trimmed to help prevent split
nails and hangnails
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172 Chapter 13 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 13 Personal Health Care
NCTE.5 Communication Strategies (Turn to pages 386–390 for complete standard language.)
Lesson 1 Healthy Skin, Hair, and Nails
Point of View
Keeping your skin healthy improves more than your physical appearance. It is also an important part of maintaining your overall health.
Directions: Read the following situations that describe various choices people make about skin care. Decide whether the behaviors described would have a positive or negative effect on a person’s health. Write a sentence describing the effect.
Example: Deciding to skip the tanning bed and to use sunscreen outside.
Effect: Deciding to skip the tanning bed and to use sunscreen outside has a positive effect on your health. Prevention of sunburn reduces the risk of contracting skin cancer.
1. Deciding to sleep until five minutes before the bus arrives, meaning no morning shower.
Effect: Not showering daily has a negative effect on your social health. Without showering, bacteria
that stays on the body can cause body odor.
2. Getting your eyebrow pierced because your friends did.
Getting an eyebrow piercing has a negative effect on your health. Piercings cause scarring and puts
you at risk of infection from bacteria or the transfer of viruses such as hepatitis B, hepatitis C, and HIV.
3. Maintaining a well-balanced diet that includes milk and lots of fruit and vegetables.
Effect: Maintaining a well-balanced diet has a positive effect on your health. A good diet contributes
to healthy skin.
4. Washing your face gently twice a day and avoiding oily products.
Effect: Washing your face gently twice a day and avoiding oily products has a positive effect on your
health. It can help control the outbreak of acne.
5. Ignoring several large moles on your back because they are not causing you pain.
Effect: Not getting moles checked by a dermatologist has a negative effect on your health. Certain
types of moles may develop into melanoma, the most common form of skin cancer. Early detection
and treatment are critical in controlling the spread of this cancer.
Chapter 13 Student Activity Workbook
|Chapt|
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173
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 13 Personal Health Care
Lesson 2 Healthy Teeth and Mouth
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim and Scan Before reading the lesson, read all section |
| |titles, pictures, tables, and graphs. Write a question that you |
| |expect the lesson to answer. After you have read the lesson |
| |carefully, use what you have learned to answer your question. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample question: How much |Sample answer: Brushing for |
| | |time should I spend brushing |two full minutes is an adequate |
| | |my teeth? |amount of time. |
| | | | |
|Chap|
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|13 |
New Vocabulary
periodontium
pulp
plaque
halitosis
periodontal disease
malocclusion
Write a vocabulary word to answer each question.
1. Which is a layer of tissue that extends to the root canal?
pulp
2. Which adheres to the outside of the tooth and seals out saliva?
plaque
3. Which is made up of the gum, periodontal ligaments, and the jawbone?
periodontium
4. Which is a misalignment of the upper and lower teeth, also referred to as “bad bite”?
malocclusion
5. Which is an inflammation caused by bacterial infection?
periodontal disease
6. Which is also referred to as “bad breath”?
halitosis
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174 Chapter 13 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Your Teeth
I found this information on page(s) 363 .
Keeping Your Teeth
and Mouth Healthy
I found this information
on page(s) 364–365 .
Explain why it is important to have healthy teeth.
Having healthy teeth is important for your appearance and your overall
physical health.
Identify the three main parts of a tooth.
1. Crown
2. Neck
3. Root
Describe how bacteria cause tooth decay.
The bacteria that inhabit your mouth live on the sugar found in foods
you eat. They produce an acid that breaks down tooth enamel, allowing
the bacteria to penetrate the tooth and cause decay.
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Tooth and Mouth
Problems
I found this information
on page(s) 365 .
List six steps you can take to keep your teeth and gums strong and healthy.
Keeping the Teeth and Gums Healthy
|1. Eat a well-balanced diet. |4. |Get regular dental checkups. |
| | | |
|2. Reduce sugary drinks |5. |Wear a mouth guard when |
|and snacks. | |playing sports. |
| | |
|3. Brush and floss after every meal. |6. Avoid all tobacco products. |
| | | |
Describe four common oral problems.
|Oral Problem |Cause |
| | |
|Halitosis (bad breath) |Caused by eating certain foods, |
| |poor oral hygiene, smoking, bacte- |
| |ria on the tongue, decayed teeth, |
| |and gum disease. |
| | |
|Periodontal disease |Caused by a bacterial infection. |
| |When plaque hardens, it builds |
| |up tartar. This causes the gums to |
| |become irritated and swollen. |
| | |
|Malocclusion (bad bite) |Caused by crowded or extra |
| |teeth, thumb sucking, injury, or |
| |heredity. |
| | |
|Impacted wisdom teeth |Caused when wisdom teeth |
| |crowd or push on other teeth |
| |or become infected. |
| | |
|Chap|
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|13 |
Chapter 13 Student Activity Workbook 175
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 13 Personal Health Care
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 2 Healthy Teeth and Mouth
Terrific Teeth
Directions: The following list gives suggestions for maintaining good dental health. Pick five items from the list and compare your current habits with the suggested practices. Then decide how you could improve or change your habits to meet the suggested practice.
| |a. brush your teeth after every meal | | |
| |b. brush for a full two minutes | | |
| |c. see your dentist regularly | | |
| |d. floss daily | | | | | | |
| |e. avoid sugary and sticky snacks | | |
| |f. avoid all tobacco products | | |
| |g. eat a well-balanced diet | | |
|13 |h. wear a mouth guard when participating in sports | | |
| |1. Suggestion: |brush for a full two minutes | | |
|Chapte| | | | |
|r | | | | |
| | |Comparison to current habits: |I only brush for about one minute. | | |
| | | | | | | | | |
| | |Ways I can improve: |I will increase the time I spend brushing to two minutes. | | |
| | | | | | |
| | | | | | | |reserved. | |
| |2. Suggestion: |avoid sugary and sticky snacks | | |
| | | | | | | | |
| | |Comparison to current habits: |I often snack on sugary treats such as candy bars. |rights | |
| | | | |Inc. All | |
| | | | | | | | | |
| | | | | | |McGraw-Hill| |
| | | | | | |Companies, | |
| | |Ways I can improve: |I will replace candy bars with apples or other fruit. | | |
| | | | | | | | |
| |3. Suggestion: |floss daily | | |
| | |Comparison to current habits: |I currently do not floss. |© byThe | |
| | | | | | |
| | | | | | | |Copyright | |
| | | | | | | | | |
Ways I can improve: I will begin flossing each morning and evening.
176 Chapter 13 Student Activity Workbook
6. yaruodti soeslsci
5. aceonr
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 13 Personal Health Care
Lesson 3 Healthy Eyes and Ears
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about the |
| |complexity of your eyes. Imagine all the different parts of the |
| |eye and how they work to allow your brain to form images. |
| |After you have finished reading the chapter, write a few |
| |sentences describing how your eyes and brain work together |
| |to convert light into images. Sample answer: Most sensory |
| | |information that travels to your brain comes from light signals your eyes |
| | | | |
| | |receive. When light enters your eye, it forms a visual image. Light stimulates |
| | | | |
| | |the rods and cones in the retina to send nerve impulses to the brain. |
| | | | |
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New and Academic
Vocabulary
sclera
cornea
retina
auditory ossicles
labyrinth
tinnitus
portion
Unscramble each vocabulary term. Then write the definition of each term.
1. stuitnin tinnitus—a condition in which a person hears ringing, buzzing, whistling, roaring, hissing, or other sounds when there
is no actual external sound
2. asrcel
sclera—the white part of the eye
3. hltanbiyr
labyrinth—the inner ear
4. arneit
retina—the inner layer of the eye wall
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cornea—a transparent tissue that bends and
focuses light before it enters the lens
auditory ossicles—three small bones linked
together that connect the eardrum to the inner ear
7. troinpo
portion—a part set off from the whole
Chapter 13 Student Activity Workbook 177
Name _________________________________________ Date _______________ Class ____________
|Your Eyes |Explain how your brain receives most of its sensory | |
|I found this information |information. | |
|on page(s) |367–369 |. |Most sensory information your brain receives comes from light | |
| | | | | |
| | | | | |
| | | |signals received by your eyes. | |
| | | | | |
|Chap|
|ter |
|13 |
Keeping Your Eyes
Healthy
I found this information
on page(s) 371 .
Your Ears
I found this information on page(s) 371–372 .
Name the two main parts of the eye.
The optic nerve; the three layers of the eyeball wall (sclera, cornea,
and retina)
Explain how the eye turns light rays into images.
When light passes through the cornea, pupil, and lens to reach the
retina, an image forms. Light rays are first focused by the curved
cornea, then later refined by the lens onto the retina. This light stimu-
lates the rods and cones in the retina, sending nerve impulses to the
brain through the optic nerve. The brain translates the nerve impulses
into images that you recognize.
List four behaviors that will keep your eyes healthy.
1. Follow a well-balanced eating plan.
2. Protect your eyes.
3. Rest your eyes regularly.
4. Get regular eye exams.
List the three main parts of the ear.
1. Outer ear
2. Middle ear
3. Inner ear
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Keeping Your Ears
Healthy
I found this information
on page(s) 372–373 .
Identify the two main functions of the ear.
Hearing, balance
List four guidelines that will help you keep your ears healthy.
1. See a health care professional if you think you have an infection.
2. Wear a hat that covers both the auricles and the earlobes in cold weather.
3. Wear protective gear when playing sports.
4. Keep foreign objects out of the ear.
Name two categories of hearing loss.
Conductive hearing loss, sensorineural hearing loss
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178 Chapter 13 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 13 Personal Health Care
NCTM-MEA.1 Measurement (Turn to pages 386–390 for complete standard language.)
Lesson 3 Healthy Eyes and Ears
That’s Too Loud!
Directions: The volume of sound is measured in decibels. Your ears can tolerate only so many decibels before damage occurs. The following chart lists the decibel level of everyday sounds. Answer the following questions based on the information provided in the chart.
|Decibel Level of Everyday | | | | |
|Sounds | | | | | |
|Sound |Decibels | | | | |
| | | | | | |
|.30 Caliber rifle |155 dB | | | | |
| | | | | | |
|Jet airplane engine |140 dB | | |Extreme danger | |
| | | | | | |
| | | | | | |
|Jack hammer |130 dB | | |Threshold of feeling | |
| | | | | | |
| | | | | | |
|Propeller airplane |120 dB | | |Threshold of pain | |
| | | | | | |
| | | | | | |
|Amplified music |110 dB | | | | |
| | | | | | |
|Chain saw/subway station |90 dB | | | | |
| | | | | | |
|Lawnmower |80 dB | | |Limit of exposure for 8 hours | |
| | | | | | |
| | | | | | |
|Computer print room |70 dB | | | | |
| | | | | | |
|Noisy restaurant/heavy traffic |60 dB | | | | |
| | | | |Moderate | |
|Normal conversation |50 dB | | | | |
| | | | | | |
| | | | | | |
|Quiet office |40 dB | | | | |
| | | | | | |
|Quiet whisper |30 dB | | | | |
| | | | | | |
|Buzzing insect |20 dB | | | | |
| | | | | | |
|Leaf rustling |10 dB | | | | |
| | | | |Threshold of hearing | |
|No sound |0 dB | | | | |
| | | | | | |
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|13 |
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1. Judging from the chart, how many decibels (dB) of sound are your ears exposed to at a rock concert?
A. 40 dB
B. 60 dB
C. 110 dB
D. 155 dB
2. Which of the following sounds is “moderate,” according to the chart?
A. heavy traffic noise
B. a noisy restaurant
C. a subway station
D. conversation
3. If noises above 70dB can be hazardous to hearing, then which of the following sounds is a possible danger?
A. heavy traffic noise
B. a noisy restaurant
C. a subway station
D. conversation
Chapter 13 Student Activity Workbook 179
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 14 The Skeletal, Muscular, and
Nervous Systems
Tips on Preparing for Tests
• Study during the times of the day when you feel most energetic. If you are a morning person, then study early. If you are an evening person, then study in the evening.
• Have a set schedule for studying so that you can tell yourself, “Just one more hour,” and there will be a definitive end to the study session.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
| |1. Which body parts are made up |5. Which type of fracture is completely | |
| |of long bones? |across the bone? | |
| |A. Face and vertebrae |A. Dislocation | |
| |B. Feet and ankles |B. Comminuted fracture | |
| |C. Legs and arms |C. Transverse fracture | |
| |D. Ribs and skull |D. Hairline fracture | |
| |2. The elbow, knee, and ankle are |6. Which of the following best describes | |
| |examples of which type of joint? |the natural tension found in the fibers | |
| |F. Hinge joint |of a muscle? | |
| |G. Pivot joint |F. Muscle tone | |
| |H. Ball-and-socket joint |G. Muscle atrophy | |
| |J. Ellipsoidal joint |H. Muscle weakness | |
|14 |3. Which commonly occurs in the |J. Muscle spasms | |
| | | | |
| |abdomen from straining to lift a |7. Which results when the ligaments that | |
|Chapte| | | |
|r | | | |
| |heavy object? |attach the bone at the joint are torn as | |
| |A. Bruise |the bone slips out of place? | |
| |B. Hernia |A. Dislocation | |
| |C. Tendonitis |B. Torn cartilage | |
| |D. Muscle strain |C. Bursitis | |
| |4. Recurrent seizures characterize which |D. Bunions | |
| | | | |
| |disorder of the nervous system? | | |
| |F. Epilepsy | | |
| |G. Alzheimer’s disease | | |
| |H. Multiple sclerosis | | |
| |J. Parkinson’s disease | | |
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180 Chapter 14 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
8. Bones are NOT involved in which of the following?
F. Production of red blood cells
G. Storage of minerals
H. Protection of organs
J. Production of calcium
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
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Directions: Circle T if the statement is true or F if the statement is false. Rewrite any false statements to make them true.
9. T F The brain is a long column of nerve tissue about the thickness of your index finger.
F. The spinal chord is a long column of nerve tissue about the thickness of your index finger.
10. T F Caring for your skeletal system includes eating a healthful diet, getting regular physical activity, wearing protective gear during physical activity, and getting regular checkups.
T
11. T F The complex network that allows communication between the brain and all other areas of the body is called the muscular system.
F. The complex network that allows communication between the brain and all other areas of the body
is called the nervous system.
12. T F Muscles are elastic like rubber bands; they stretch to allow a wide range of motion.
T
13. Because your skeletal system supports your entire body, your overall health depends on the health of your skeletal system. Explain how you can care for your skeletal system to avoid disorders and injuries.
Write your answer to item 13 in this space.
Possible response: I can care for my skeletal system by eating a healthful diet, getting regular physical
activity, wearing protective gear during physical activity, and getting regular checkups.
|Chap|
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|14 |
Chapter 14 Student Activity Workbook 181
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 14 The Skeletal, Muscular, and
Nervous Systems
Poster Project
Caring for your skeletal, muscular, and nervous systems is a lot different than just keeping a healthy weight and looking good. Your bones, muscles, and nerves need specific vitamins and minerals to keep them strong.
Directions: Create a poster that illustrates ways to keep either the skeletal, muscular, or nervous system healthy and protected from injury. Your poster should focus on a specific topic related to the system you choose and not on the entire system. Include an illustration and a slogan. Make sure the slogan tells how the behavior illustrated can protect the system’s overall health. Use the space below to sketch and plan your poster. When your poster is complete, present it to the class.
Poster 1: Topic—Muscular System
Sample topic: Posture. Art and slogan will illustrate how practicing good posture will strengthen
back muscles.
Poster 2: Topic—Skeletal System
Sample topic: Medical checkups. Art and slogan will illustrate that during regular checkups, your doctor
can screen you for skeletal disorders such as scoliosis.
|14 |Poster 3: Topic—Nervous System | |
|Chapter | | |
| |Sample topic: Safety equipment. Art and slogan will illustrate that people should wear proper safety | |
| | | |
| |equipment while participating in physical activity or while operating or riding in motor vehicles. | |
| | | |
| |Sketch of Poster: | |
| | | |
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182 Chapter 14 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 14 The Skeletal, Muscular, and
Nervous Systems
Lesson 1 The Skeletal System
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a sentence describing what you know about osteoporosis. |
| |After you have finished reading, use what you have learned to |
| |rewrite your sentence. | |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Osteoporosis is |Sample answer: Osteoporosis |
| | |when older people start losing |occurs when bones weaken and |
| | |bone matter. |become brittle. To help bones |
| | | |remain strong and healthy and |
| | | |reduce the risk of developing |
| | | |osteoporosis, people should eat |
| | | |foods containing calcium, |
| | | |vitamin D, and phosphorus. |
| | | | |
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New Vocabulary
cartilage
ossification
ligament
tendon
osteoporosis
scoliosis
Structure and Functions
of the Skeletal System
I found this information
on page(s) 382–383.
Write the correct vocabulary term under each definition.
1. the process by which bone is formed, renewed, and repaired ossification
2. a band of fibrous, slightly elastic connective tissue that attaches one bone to another ligament
3. a lateral or side-to-side curvature of the spine scoliosis
4. a strong, flexible connective tissue cartilage
5. a condition involving a progressive loss of bone tissue
osteoporosis
6. a fibrous chord that attaches muscle to the bone tendon
List six functions of your skeletal system.
1. Provides support for the upper body
2. Protects internal tissues and organs
3. Acts as a framework for attached muscles
4. Allows movement of limbs and digits
5. Produces new red and white blood cells
6. Stores fat and minerals
|Chap|
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|14 |
Chapter 14 Student Activity Workbook 183
Name _________________________________________ Date _______________ Class ____________
List four categories of bones and give examples of each.
| |Types of Bones |Example |
| | | |
|1. |Long bones |Arms, legs |
| | | |
|2. |Short bones |Hands, wrists, feet, ankles |
| | | |
|3. |Flat bones |Ribs, skull, scapula |
| | | |
|4. |Irregular bones |Facial bones, vertebrae |
| | | |
Identify three types of connective tissue.
Cartilage, ligaments, tendons
Name four types of flexible joints and give examples of each.
| |Type of Joint |Example |
| | | |
|1. |Ball-and-socket |Hip, shoulder |
| | | |
|2. |Hinge |Elbow, knee, ankle, fingers |
| | | |
|3. |Pivot |Vertebrae |
| | | |
|4. |Ellipsoidal |Wrist |
| | | |
|Chap|
|ter |
|14 |
Caring for the Skeletal System
I found this information on page(s) 383 .
Understanding Skeletal
Problems
I found this information
on page(s) 384 .
List some ways in which you can care for your skeletal system.
A healthful diet, exercise, wearing protective gear, and having regular
checkups are ways to care for your skeletal system.
Name three types of fractures.
Hairline, transverse, comminuted
List five potential injuries to your joints.
|1. Dislocation |4. |Bunions |
| | | |
|2. Torn cartilage |5. |Arthritis |
| | | |
|3.Bursitis | | |
| | | |
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Describe what can cause a repetitive motion injury.
A repetitive motion injury can result from damage to tissues caused by
prolonged, repeated movements.
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184 Chapter 14 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 14 The Skeletal, Muscular, and
Nervous Systems
NCTM-NUM.1 Number and Operations (Turn to pages 386–390 for complete standard language.)
Lesson 1 The Muscular System
Protected Bones
Directions: The following graph shows how many schools require students to wear protective gear for various activities and classes. Answer the following questions based on information provided in the graph.
Schools Requiring Students to Wear Protective
Gear for Various Activities or Classes
| |100 | | | | | |
| |90 | | | | | |
| |80 | | | | | |
|Pe|70 | | | | | |
|rc| | | | | | |
|en| | | | | | |
|t | | | | | | |
| |60 | | | | | |
| |50 | | | | | |
| |40 | | | | | |
| |30 | | | | | |
| | | | | | | |
| |20 | | | | | |
| |10 | | | | | |
| |0 | | | | | |
| |School |Intramural |School |Physical |Wood Shop | |
| |Sports |Sports |Labs* |Activities |or Metal Shop | |
| | | | |During | | |
| | | | |Physical | | |
| | | | |Education | | |
| | | | |Classes | | |
* Includes photography, chemistry, biology, or other science
Source: Journal of School Health, 2001
1. According to the bar graph, what percentage of schools require students to wear protective gear in wood or metal shop?
|A. Under 90 percent |C. |More than 100 percent |
|B. 100 percent |D. |The information is not given in the graph. |
2. Which of the following observations can be inferred from the data in the graph?
A. Most of the injuries to the nervous system result from explosions in chemistry labs.
B. Wearing protective gear in school activities is so important that most schools require it.
C. Most of the injuries to the skeletal system result from injuries on the playing field.
D. None of the above.
|Chap|
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|14 |
Chapter 14 Student Activity Workbook 185
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 14 The Skeletal, Muscular, and
Nervous Systems
Lesson 2 The Muscular System
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Think about the muscles within |
| |your body and how they work. Write a sentence that gives |
| |some examples of involuntary muscle movement. After you |
| |have read the lesson, rewrite your sentence using what you |
| |have learned. | |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Involuntary |Sample answer: Involuntary |
| | |muscles work even if you’re not |muscles help you breathe, make |
| | |thinking about them. |your heart beat, and move food |
| | | |through your digestive system. |
| | | | |
|Chap|
|ter |
|14 |
New Vocabulary
smooth muscle
skeletal muscle
flexor
extensor
cardiac muscle
tendonitis
hernia
Write a vocabulary word to answer each question.
1. Which type of muscle can be found in the digestive tract and the urinary bladder? smooth muscle
2. Which is a type of skeletal muscle that closes a joint?
flexor
3. Which type of muscle forms the wall of the heart?
cardiac muscle
4. Which problem commonly occurs in the abdomen from straining to lift a heavy object? hernia
5. Which type of muscle tissue has a striated or striped appearance under a microscope? skeletal muscle
6. Which type of skeletal muscle opens a joint? extensor
7. Which potential problem can result from injury, overuse, or natural aging of the muscular system? tendonitis
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186 Chapter 14 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
|How Muscles Work |Explain the role of muscle fibers and nerve impulses in the | |
|I found this information |functioning of your muscles. | |
|on page(s) |388 |. |When nerve impulses stimulate muscle fibers, the muscles contract, | |
| | | | | |
| | | | | |
| | | |or shorten. | |
| | | | | |
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Caring for Your Muscles
I found this information on page(s) 389 .
Identify three types of muscles and name the area of the body in which each type is located. Then state the function of each muscle.
|Type of Muscle |Area of Body |Function |
| | | | |
|1. |Smooth muscle |Digestive tract, urinary |Acts on the lining |
| | |bladder, lining of blood |of the body’s pas- |
| | |vessels, passageways |sageways and hollow |
| | |that lead to lungs |internal organs |
| | | | |
|2. |Skeletal muscle |Most areas of the body |Causes body |
| | | |movements |
| | | | |
|3. |Cardiac muscle |The wall of the heart |Forms the wall of |
| | | |the heart |
| | | | |
Identify two strategies that will help you care for your muscular system.
Proper diet and regular physical activity can help you care for your
muscular system.
List five tips that will help your care for you muscular system and maintain muscle tone.
Tips for Caring for Your Muscular System
1. Get regular exercise.
2. Eat foods that are high in protein to help build muscles.
3. Practice good posture to strengthen back muscles.
4. Use proper equipment and wear appropriate clothing to protect muscles during physical activity.
5. Warm up properly and stretch before exercising, and cool down after exercising to keep your muscles flexible and prevent injury.
|Chap|
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|14 |
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|Understanding |List five potential problems of the muscular system. | |
|Muscular Problems |1. |Bruises | |
|I found this information | | | |
| |2. |Muscle strains or sprains | |
|on page(s) |389–390 |. | | | |
| | | |3. |Tendonitis | |
| | | | | | |
| | | |4. |Hernia | |
| | | |5. |Muscular dystrophy | |
Chapter 14 Student Activity Workbook 187
|Chap|
|ter |
|14 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 14 The Skeletal, Muscular, and
Nervous Systems
NCTE.4 Communication Skills (Turn to pages 386–390 for complete standard language.)
Lesson 2 The Muscular System
Strong Words
Directions: Imagine that the muscles in your body want to advertise their importance and their specific function in the body. What slogans might an adver-tising agency develop to “advertise” the three types of muscles in the human body? In the spaces below, help the advertising agency develop slogans for each muscle type. Be creative, but make sure the slogans accurately describe the muscle type’s function or aspects of its structure.
1. Cardiac Muscle
Students’ advertising slogans should reflect the function or structure of cardiac muscle.
For example: “Cardiac Muscle—Contracting for You 100,000 Times Daily.”
2. Skeletal Muscles
Students’ advertising slogans should reflect the function or structure of skeletal muscle.
For example: “You’re in (Voluntary) Control with Skeletal Muscles.
3. Smooth Muscles
Students’ advertising slogans should reflect the function or structure of smooth muscle.
For example: “Smooth Muscles—We Move Your Lunch.”
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188 Chapter 14 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 14 The Skeletal, Muscular, and
Nervous Systems
Lesson 3 The Nervous System
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about the | | |
| |last time you experienced a headache. Try to recall what may | | |
| |have caused the headache. After you have finished reading the | | |
| |lesson carefully, write a sentence naming the various causes | | |
| |of headaches. Sample answer: Headaches can be caused by | | |
| |muscle tension in the back and neck, eyestrain, exposure to fumes, | | |
| | | | | | | | | | |
| |a sinus infection, dehydration, or allergies to certain foods. | | |
| | | | | | | | | | |
|New and Academic |Unscramble each vocabulary term. Then write the definition | | |
|Vocabulary |of each term. | | |
| |1. |snneour |neurons—nerve cells | | |
|neurons | | | | | | | | | | |
|cerebrum | | | | | | | | | | |
| |2. |nbira mset |brain stem—a three-inch-long stalk of nerve cells and | | |
| | | | | | |
|cerebellum | |fibers that connects the spinal cord to the rest of the brain | | |
|brain stem |3. |lcaerrbe ypsal |cerebral palsy—a group of neurological disorders |Chapter | |
| | |that result from damage to the brain before, during, or just after | | |
| | | | | |
|epilepsy | | | | | | | | | | |
| | |birth or in early childhood | | |
| | | | | |
|cerebral palsy | | | | | | | | | | |
| |4. |mcuerrbe |cerebrum—the largest and most complex part of the |14 | |
| | | | | | |
|layer | |brain; center of conscious thought, learning, and memory | | |
| | | | | |
| |5. |yesppiel |epilepsy—a disorder of the nervous system that is | | |
| | |characterized by recurrent seizures | | |
| | | | | | | |
| |6. |mcuelrleeb |cerebellum—the second-largest part of the brain; | | |
| | |coordinates the movement of skeletal muscles | | |
| |7. |yaler layer—one thickness or fold spread over or under another | | |
| | | | | | | | | | | |
Chapter 14 Student Activity Workbook 189
Name _________________________________________ Date _______________ Class ____________
How the Nervous
System Works
I found this information
on page(s) 392 .
Understanding Neurons
I found this information on page(s) 393 .
Describe the main function of the nervous system.
The nervous system coordinates all the body's activities by
transmitting massages via nerves.
Name three types of neurons.
sensory, motor, interneuron
List the three main parts of a neuron.
cell body, dendrites, axons
|Chap|
|ter |
|14 |
The Central
Nervous System
I found this information
on page(s) 393–396.
The Peripheral
Nervous System
I found this information
on page(s) 396–397 .
Caring for the Nervous System
I found this information on page(s) 398–399 .
Identify the two organs that make up the central nervous system.
brain, spinal cord
List the three main divisions of the brain.
cerebrum, cerebellum, brain stem
Describe the main function of the peripheral nervous system.
The PNS carries messages between the CNS and the rest of the body,
signaling changes in both internal and external environments.
Identify the two sections of the peripheral nervous system.
1. Autonomic nervous system
2. Somatic nervous system
Name some behaviors that will help you care for your nervous system. To help care for your nervous system, eat a proper
diet; get regular physical activity and enough sleep; avoid tobacco,
alcohol, and drug use; and protect against injury.
List four potential problems of the nervous system.
|1. |Headaches |3. |Spinal injuries |
|2. |Head injuries |4. |Meningitis |
List two diseases and disorders of the nervous system and explain the possible causes of each.
|Disease or Disorder |Causes |
| | |
|Epilepsy |Brain damage at birth, infections, head |
| |injury, exposure to toxins |
| | |
|Cerebral palsy |Damage to the brain before, during, or |
| |after birth |
| | |
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190 Chapter 14 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 14 The Skeletal, Muscular, and
Nervous Systems
NCTE.12 Applying Language (Turn to pages 386–390 for complete standard language.)
Lesson 3 The Nervous System
Act on Impulse
Directions: Imagine that the nerve impulses in your body kept a travel journal. What would they describe? What “sights” would they see as they travel
through your body? What destinations would they visit? On what type of neuron would they travel? Read the example below. Then, write a travel journal entry for the nerve impulses involved in each situation described below.
Example: Latasha’s hand comes in contact with the hot stove, then quickly jerks away.
Travel Journal Entry: I’m a nerve impulse. Today I traveled like lightning from Latasha’s
hand to her spinal cord via sensory neurons. I then passed to an interneuron and climbed
her spinal cord, where, in nanoseconds, I stimulated a motor neuron to carry the impulse to
move her hand away from the hot stove.
1. Marcos is backstage at the piano recital, waiting for his turn to perform. His heart is beating quickly, and he is breathing rapidly.
Travel Journal Entry: The travel journal entries should mention that the sympathetic nervous
system, a part of the autonomic nervous system, has been stimulated. The impulse travels on sensory
neurons from the internal organs to the brain. Motor neurons then carry signals to speed up the heart
rate and breathing rate.
2. Jenny, a volleyball player, prepares to serve the possible match point. She tosses the ball high into the air with her left hand and strikes it with her right hand.
Travel Journal Entry: The travel journal entries should mention that the cerebellum has been
stimulated. This area of the brain continuously receives messages from sensory neurons in the inner ear and muscles, and it uses this information to maintain the body’s posture and balance. The cerebellum makes it possible to complete a complex series of muscle movements, such as serving a volleyball.
|Chap|
|ter |
|14 |
Chapter 14 Student Activity Workbook 191
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
Tips on Preparing for Tests
• If there is any information that you are unsure about, ask your instructor or a classmate to help you understand the material.
• Try to show up at least five minutes before the test starts so you can find a comfortable spot in the room where you will be able to concentrate.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|Chap|
|ter |
|15 |
1. Approximately how many times does the heart beat per day?
A. 10,000
B. 1,000
C. 100,000
D. 1,000,000
2. Which structure, also called the voice box, connects the throat and the trachea?
F. larynx
G. lymph
H. bronchi
J. diaphragm
3. Which condition is the result of crystallization of salts in the urine?
A. nephritis
B. kidney stones
C. uremia
D. cystitis
4. Which best characterizes the cardiovascular disorder hemophilia?
F. Abnormal sounds occur as blood flows through the heart.
G. White blood cells are produced excessively and abnormally.
H. The blood’s ability to carry oxygen is reduced.
J. Blood does not clot properly due to low clotting factors.
5. Which of the following is a correct statement about the urinary system?
A. The kidneys store urine until it is ready to be eliminated.
B. Urine consists of water and body wastes that contain oxygen.
C. The kidneys monitor and maintain the body’s acid-base and water balances.
D. When the body is dehydrated, the bladder signals the brain that you are thirsty.
6. Which is the oxygen-carrying protein in the blood?
F. plasma
G. capillaries
H. platelets
J. hemoglobin
7. Which is a functional problem of the digestive system?
A. constipation
B. gastritis
C. peptic ulcers
D. colitis
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192 Chapter 15 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
8. Which condition causes inflammation of the lining of the digestive tract?
F. colitis
G. colon cancer
H. hemorrhoids
J. Crohn’s disease
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
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Directions: Circle T if the statement is true or F if the statement is false.
Rewrite any false statements to make them true.
9. T F The kidneys remove waste products from the blood through tiny filtering units called ureters.
F. The kidneys remove waste products from the blood through tiny filtering units called nephrons.
10. T F The respiratory system’s main function is respiration, the exchange of gases between the body and the environment as we inhale and exhale.
T
11. T F Asthma is an inflammation of the bronchi caused by infection or exposure to irritants such as tobacco smoke or air pollution.
F. Bronchitis is an inflammation of the bronchi caused by infection or exposure to irritants such as
tobacco smoke or air pollution.
12. T F About 55 percent of total blood volume consists of plasma.
T
13. Cardiovascular disease is an increasing health concern in the United States. Both your own health behaviors and your family history contribute to your risk of cardiovascular disease. Explain some ways in which you can reduce your risk of cardiovascular disease.
Write your answer to item 13 in this space.
Possible answer: I can prevent my risk of cardiovascular disease by inquiring about my family
|history of cardiovascular disease. This will help me determine which risks I am susceptible to. I can |Chapter | |
| | | |
|also practice good health behaviors such as getting regular exercise, eating a well-balanced diet, | | |
|avoiding tobacco and other drugs, and avoiding stress. |15 | |
| | | |
Chapter 15 Student Activity Workbook 193
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
Research Paper: Disorders of the Cardiovascular, Respiratory, or Digestive System
Next week, recruiters from several universities will be visiting your school to listen to student presentations on health topics. Impressing the recruiters with an exceptional presentation will greatly increase your chances of being accepted to the university of your choice.
Directions: Research a disorder of the cardiovascular, respiratory, or digestive system. Then write a research paper to present to the college recruiters.
The recruiters have selected some criteria for the paper. The guidelines are as follows:
Papers should define and explain the disorder and identify its causes. Students should describe the symptoms, provide a timetable for appearance of symptoms, and discuss treatment options.
Format Guidelines for Research Papers
• Cover page will include the name of the disorder, your name, class period, and date.
• Report should be two to three pages long, double-spaced, and typed.
• Bibliography should list at least three references.
Information to Include in Paper
• Define and explain the disorder.
• Identify the causes of the disorder.
• Describe the symptoms that a person with this disorder experiences and how long it takes for these symptoms to appear.
• Describe how doctors treat this disorder.
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194 Chapter 15 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
Lesson 1 The Cardiovascular and Lymphatic Systems
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write a |
| |sentence describing what you know about the risks of having high |
| |blood pressure and how to prevent it. After you have finished |
| |reading, use what you have learned to rewrite your sentence. |
| | | |
| |Before Reading |After Reading |
| | | |
| |High blood pressure can lead to |Sample answer: Chronic high blood |
| |clogged arteries and a possible |pressure can cause several cardiovas- |
| |heart attack. |cular problems, including hardening of |
| | |the arteries, heart attack, and stroke. |
| | |Prevention includes maintaining a |
| | |healthy weight, avoiding salt, staying |
| | |physically active, managing stress, |
| | |and avoiding tobacco and drug use. |
| | | |
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New and Academic
Vocabulary
plasma
hemoglobin
platelets
capillaries
lymph
pathogen
blood pressure
Write the correct vocabulary term under each definition.
1. small vessels that carry blood from arterioles and small vessels called venules, which empty into veins
capillaries
2. the oxygen-carrying protein in blood hemoglobin
3. the clear fluid that fills the spaces around body cells
lymph
4. types of cells in the blood that cause blood clots to form
platelets
5. a measure of the amount of force that the blood places on
the walls of blood vessels, particularly large arteries, as it is pumped through the body blood pressure
6. the fluid in which other parts of the blood are suspended
plasma
7. a microorganism that causes disease pathogen
|Chap|
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|15 |
Chapter 15 Student Activity Workbook 195
Name _________________________________________ Date _______________ Class ____________
Why the Blood Circulates
I found this information on page(s) 408 .
How Blood
Circulation Works
I found this information
on page(s) 409 – 412.
Explain the main functions of the cardiovascular system.
The cardiovascular system provides nutrients and oxygen, carries away
wastes, and helps fight disease.
List the three main components of the cardiovascular system and name the function of each.
|Component |Function |
| | |
|Heart |The heart is the pump that makes the |
| |cardiovascular system work. |
| | |
|Blood |The blood delivers oxygen, hormones, and |
| |nutrients to cells and carries away wastes. |
| | |
|Blood vessels |Blood vessels carry blood throughout the body. |
| | |
How Lymph
Circulation Works
I found this information
on page(s) 412 .
Maintaining Your
Circulatory Health
I found this information
on page(s) 413 .
Cardiovascular
System Problems
I found this information
on page(s) 414 .
|Chap|
|ter |
|15 |
Explain the role of the lymphatic system.
The lymphatic system helps fight infection and provides immunity
to disease.
List six behaviors that will help you maintain a healthy circulatory system.
Health Behaviors
|1. |Eat a well-balanced diet. |4. |Avoid the use of tobacco. |
| | | | |
|2. |Maintain a healthy weight. |5. |Avoid illegal drugs. |
| | | | |
|3. |Participate in regular exercise. |6. |Get regular medical checkups. |
| | | | |
Name some causes of cardiovascular problems.
Some cardiovascular problems are inherited; others result from illness,
poor diet, or aging.
List six disorders of the cardiovascular system.
Cardiovascular Disorders
|1. Congenital heart defects |4. |Anemia |
| | | | |
|2. |Heart murmurs |5. |Hemophilia |
| | | |
|3. |Varicose veins |6. Leukemia |
| | | | |
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196 Chapter 15 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
NCTE.7 Evaluating Data (Turn to pages 386–390 for complete standard language.)
Lesson 1 The Cardiovascular and Lymphatic Systems
The Case of the Missing Notes
Directions: A medical student has misplaced some of her class notes. The missing notes are case studies of patients with cardiovascular problems. Help the student replace her lost notes by filling in the following case studies.
Case Study 1
Patient: 38-year-old male
Symptoms: susceptible to infection, severe anemia, and uncontrolled bleeding
Possible Diagnosis: Leukemia
Possible Treatment: Chemotherapy, radiation, bone marrow transplant
Case Study 2
Patient: 15-year-old female
Symptoms: heart functioning inefficiently, oxygenated blood mixing with oxygen-depleted blood
Possible Diagnosis: Congenital heart defect (septal defect)
Possible Treatment: Medication, possibly surgery
Case Study 3
Patient: 39-year-old male
Symptoms: none, blood pressure reading 160/100, 30 pounds overweight, smoker
Possible Diagnosis: High blood pressure
Possible Treatment: Lose the extra weight, start an exercise program, manage stress, stop using
tobacco, follow a healthful eating plan
|Chapter 15 |
Chapter 15 Student Activity Workbook 197
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
Lesson 2 The Respiratory System
Directions: Use the following outline to help organize your notes as you read through the lesson.
Key Concept
New and Academic
Vocabulary
diaphragm
Consider and Reconsider Before reading the lesson, think about what is involved in the process of respiration. After you have read the lesson carefully, use what you have learned to write a sentence describing the two parts of respiration.
|Before Reading |After Reading |
| | |
|In internal respiration, oxygen |Sample answer: In external res- |
|moves from the blood into the |piration, oxygen moves from the |
|cells, and carbon dioxide moves |lungs into the blood, and carbon |
|from the cells into the blood. |dioxide moves from the blood |
| |into the lungs. |
| | |
Write a vocabulary word to answer each question.
1. Which structure of the lungs does the trachea branch out into?
bronchi
trachea
bronchi
asthma
tuberculosis
2. Which respiratory problem is characterized by symptoms including a cough, fever, fatigue, and weight loss?
tuberculosis
3. Which disease progressively destroys the walls of the alveoli?
emphysema
4. Which body part is also called the windpipe?
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emphysema
expand
|Chap|
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|15 |
trachea
5. Which respiratory problem is characterized by an involuntary contraction of smooth airway muscles that leads to chest tightness and breathing difficulties?
asthma
6. Which muscle allows breathing to occur?
diaphragm
7. Which term means “to open up”?
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198 Chapter 15 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
What Happens
During Respiration
I found this information
on page(s) 416 .
How Respiration Works
I found this information on page(s) 417 .
Maintaining Your
Respiratory Health
I found this information
on page(s) 419 .
Explain the role of the respiratory system.
The respiratory system provides oxygen to the blood and removes
carbon dioxide from the body.
Name the respiratory system’s three main components.
Lungs, trachea, and diaphragm
Explain why it is important to maintain your respiratory health.
Respiratory problems can affect the functioning of other body systems
and, in turn, many other aspects of your daily life.
Identify four behaviors that will help you maintain good respiratory health.
1. Avoid smoking.
2. Get regular physical activity.
3. Wash hands regularly.
4. Limit exposure to pollutants.
|Respiratory System |Name six problems of the respiratory system and describe the | | |
|Problems |symptoms of each. | | | |
|I found this information | | | | |
|on page(s) |419–421 |. | | | | |
| | | |Respiratory Problem |Symptoms | | |
| | | | | | | |
| | | | | | | |
| | | |Sinusitis |Nasal congestion, headache, fever | | |
|reserved. | | | | |
| |Bronchitis |Coughing, wheezing, shortness of breath | | |
| | |that worsens with physical activity | | |
|All rights | | | | |
| | | | | |
| |Asthma |Chest tightness, difficulty breathing | | |
|Companies, Inc. | | | | |
| | | | | |
| |Pneumonia |Cough, fever, chills, chest pain | | |
|McGraw-Hill | | | | |
| |Tuberculosis |Cough, fever, fatigue, weight loss | | |
|by The | | | | |
|Copyright © | | |Chapter | |
| |Emphysema |Difficulty breathing, chronic cough | | |
| | | | | |
| | | | | | | |
| | | | | |15 | |
Chapter 15 Student Activity Workbook 199
|Chap|
|ter |
|15 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
NCTE.11 Participating in Society (Turn to pages 386–390 for complete standard language.)
Lesson 2 The Respiratory System
What’s My Line?
Directions: See if you can guess the structures of the respiratory system described below. For each structure, there is a series of clues. Use the clues to guess which respiratory system structure is described, and write your answer in the space provided.
1. Clues:
Found within the chest cavity Protected by the ribs
Air naturally flows into these
Structure: Lungs
2. Clues:
Voice box
Connects the throat and trachea Contains the vocal cords
Structure: Larynx
3. Clues:
Separates the chest from the abdominal cavity The base of the chest cavity
Contracts along with muscles between ribs
Structure: Diaphragm
4. Clues:
Flap of tissue Above the larynx
Closes off entrance to larynx and trachea
Structure: Epiglottis
5. Clues:
Air moves into the lungs through this Branches out into bronchi
Also known as the windpipe
Structure: Trachea
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200 Chapter 15 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
Lesson 3 The Digestive System
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about how | |
| |your body processes the food you eat. Try to think of the | |
| |many functions of your digestive system. After you have | |
| |finished reading the lesson carefully, write a sentence | |
| |describing the different functions of your digestive system. | |
| |Sample answer: The functions of the digestive system include digestion, | |
| | | |
| |absorption, and elimination. | |
|New and Academic | | |
| |Unscramble each vocabulary term. Then write the definition | |
|Vocabulary |of each term. | |
|mastication |1. |saiptpiecnid | | |
| | |appendicitis—inflammation of the appendix | | |
| | | | | |
|peristalsis |2. | | | |
| | |nmoaisttaic | | |
| | | | | |
|gastric juices | |mastication—the process of chewing | | |
| |3. |cpietp ruelc | | |
|bile | | | | |
| | |peptic ulcer—sores in the lining of the digestive tract | | |
| | | | | |
|peptic ulcer |4. | | | |
| | |spiesrliast | | |
| | | | | |
|appendicitis | |peristalsis—a series of involuntary muscle contractions that move | | |
| | |food through the digestive tract | | |
| | | | | |
| |5. | | | |
| | |ebli | | |
| | |bile—a yellow-green, bitter fluid important in the breakdown and |Chapter | |
| | | | | |
| | |absorption of fats | | |
| |6. | | | |
| | |cirtsag siciuj | | |
| | |gastric juices—secretions from the stomach lining that contain | | |
| | | |15 | |
| | | | | |
| | |hydrochloric acid and pepsin, an enzyme that digests protein | | |
| | | | | |
| | | | | |
Chapter 15 Student Activity Workbook 201
healthy digestive system.
Name _________________________________________ Date _______________ Class ____________
|What Happens |Describe what happens to food during digestion. | |
|During Digestion |Foods are first broken down into a form the body can use, and are then | |
|I found this information | | | | |
| | | | | |
|on page(s) |422 |. |absorbed as nourishment or eliminated as waste. | |
| | | |Name the three main processes that take place during | |
| | | |digestion and briefly describe the function of each. | |
| | | | | | | |
| | | |Process |Function | | |
| | | | | | | |
| | | |Digestion |The mechanical and chemial breakdown of foods | | |
| | | | |within the stomach and intestines | | |
| | | | | | | |
| | | |Absorption |The passage of digested food from the digestive | | |
| | | | |tract into the cardiovascular system | | |
| | | | | | | |
| | | |Elimination |The expulsion of undigested food or body wastes | | |
| | | | | | | |
How Digestion Works
I found this information on page(s) 423–425.
Describe the two mechanical and chemical processes involved in digestion.
The mechanical process involves chewing, mashing, and breaking down
food. The chemical process involves secretions produced by digestive
organs.
|Chap|
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|15 |
Digestive System
Problems
I found this information
on page(s) 426–428.
List the organs that make up the digestive system.
Esophagus, stomach, pancreas, liver, gallbladder, small intestine, large
intestine
Name five health behaviors that will help you maintain a
Eat a variety of low-fat, high-fiber foods;
wash hands before preparing or eating food; eat slowly and chew
food thoroughly; drink 8 glasses of water every day; avoid using food
as a way of dealing with emotions
Identify two categories of digestive-system problems and list several examples of each.
1. Functional problems—indigestion, constipation, heartburn, gas, nausea, diarrhea
2. Structural problems—tooth decay, gastritis, peptic ulcer, gall stones, lactose intolerance, appendicitis, colitis, colon cancer, hemorrhoids, Crohn’s disease, cirrhosis
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202 Chapter 15 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 3 The Digestive System
Dinner’s Destinations
You and your family have just had a great dinner. Your dad made a green salad, and your mom made her famous veggie pizza. You also enjoyed a large glass of cold milk and some fruit for dessert. What happens to your dinner after you eat it? Through which organs does the food pass? What occurs in each of these organs?
Directions: In the spaces provided below, describe the passage of food through your body. For each organ listed, describe the process that occurs in that part of the digestive system.
Mouth:
The food first enters the mouth, where the teeth chew it up. The salivary glands produce saliva, which
begins the process of digestion. The tongue helps the mouth to swallow.
↓
Esophagus:
The food then enters the esophagus, a muscular tube. The action of peristalsis forces the food through the
esophagus.
↓
Stomach:
The food then enters the stomach, where it mixes with gastric juices. Hydrochloric acid in the stomach kills
the germs in the food.
↓
Small Intestine:
The food then moves into the small intestine, where juices from the pancreas and the liver act upon it. The
fat in food dissolves, and the walls of the villi absorb the nutrients and transfer them to the blood.
↓
Large Intestine:
The large intestine absorbs water, vitamins, and salt from the food. Feces form as the body prepares to
eliminate the waste.
|Chap|
|ter |
|15 |
Chapter 15 Student Activity Workbook 203
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
Lesson 4 The Excretory System
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim and Scan Before you read this lesson, read all section |
| |titles, pictures, tables, and graphs. Write a question that you |
| |expect the lesson to answer. After reading the lesson carefully, |
| |write the answer to your question. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample question: What types |Sample answer: The body |
| |of waste does the body |produces wastes in the form of |
| |produce? |solids, liquids, and gases. |
| | | |
|Chap|
|ter |
|15 |
New and Academic
Vocabulary
nephrons
ureters
urethra
cystitis
urethritis
hemodialysis
monitor
How Excretion Works
I found this information on page(s) 429–430.
Define each vocabulary term. Write the correct definition on the line next to each term.
the functional units of the kidneys
tubes that connect the kidneys to the bladder
the tube that connects the bladder to the outside of the body
an inflammation of the bladder
an inflammation of the urethra
when an artificial kidney machine removes waste products from the blood
to watch or keep track of
Identify the main function of the excretory system.
The excretory system uses several organs to remove all types of wastes
from the body.
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204 Chapter 15 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Describe the ways in which each of the following body parts excretes waste from your body.
| |Excretion |
| | |
|Lungs |The lungs expel the gaseous waste carbon |
| |dioxide when you exhale. |
| | |
|Skin |When the skin produces sweat, it is removing |
| |excess water and salts from the body through |
| |the pores. |
| | |
|Intestine |Solid wastes produced by the digestive system |
| |are eliminated through the large intestine. |
| | |
|Liver |The liver processes and excretes into bile such |
| |things as drugs, alcohol, and some |
| |cellular waste products. |
| | |
|Urinary |The urinary system filters waste and extra fluid |
|system |from the blood. |
| | |
Maintaining Your
Excretory Health
I found this information
on page(s) 431–432.
List five behaviors that will help you maintain your excretory health.
1. Drink at least 8 glasses of water every day.
2. Limit your intake of caffeine and soft drinks.
3. Eat a well-balanced diet.
4. Practice good hygiene and personal health care.
5. Get regular medical checkups.
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Excretory System
Problems
I found this information
on page(s) 432–433.
Name two common disorders of the urinary system. Briefly describe each disorder, as well as treatment methods.
1. Cystitis—inflammation of the bladder. Treatment includes a visit to the doctor and possibly antibiotics.
2. Urethritis—inflammation of the urethra. Treatment includes a visit to the doctor and possibly antibiotics.
Identify three types of kidney problems. Briefly describe each problem.
1. Nephritis—inflammation of the nephrons
2. Kidney stones—form when salts in the urine crystallize into solid stones
3. Uremia—associated with decreased blood filtration by the kidneys
List three treatment methods used in the case of kidney failure.
1. Hemodialysis
2. Peritoneal dialysis
3. Kidney transplant
|Chap|
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|15 |
Chapter 15 Student Activity Workbook 205
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 15 The Cardiovascular, Respiratory, and
Digestive Systems
NSES.5 Science and Technology (Turn to pages 386–390 for complete standard language.)
Lesson 4 The Excretory System
How Dialysis Works
Directions: Below are descriptions of the two types of dialysis, a medical pro-cedure to remove wastes and additional fluid from the blood after the kidneys have stopped functioning. Read the descriptions and then answer the questions that follow.
Hemodialysis: In hemodialysis, a machine removes blood from the body and pumps it into a device called a dialyzer, which is an artificial kidney.
In the dialyzer, an artificial membrane filters the blood, removing waste products. The dialyzer then returns the purified blood to the person’s body as a fluid called dialystate.
The process typically takes about three to four hours. People who have chronic kidney failure usually need hemodialysis three times a week.
Peritoneal Dialysis: In peritoneal dialysis, the peritoneum—a membrane that sur-rounds the digestive organs, creating a space called the abdominal cavity—serves as a filter. Substances in the blood pass through the peritoneum and flow into the abdominal cavity. Dialysis solution flows into the abdominal cavity through a catheter. The dialysis solution is left in the abdominal cavity, and waste products in the blood pass into it. Then the dialysis solution is drained out of the abdomen and replaced with new solution.
|Chap|
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|15 |
1. In hemodialysis, what happens in the dialyzer?
A. A connection is made between an artery and a vein.
B. Waste products are filtered from the blood.
C. Dialysis solution passes into the abdominal cavity.
D. Substances in the blood pass through the peritoneum.
2. In peritoneal dialysis, where are waste products filtered from the blood?
A. in the abdominal cavity
B. in the dialyzer
C. in the arteriovenous fistula
D. in the catheter
3. What is one big difference between hemodialysis and peritoneal dialysis?
A. In hemodialysis, the blood is filtered in the body. In peritoneal dialysis, the blood is filtered in a machine.
B. Hemodialysis always takes longer than peritoneal dialysis.
C. In peritoneal dialysis, the blood is filtered in the body. In hemodialysis, the blood is filtered in a machine.
D. Peritoneal dialysis never involves surgery. Hemodialysis always involves surgery.
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206 Chapter 15 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 16 Endocrine and Reproductive Health
Tips on Preparing for Tests
• Take notes in class every day. Ask your teacher questions when you do not understand part or all of the material being covered.
• Process information as you come to it. Learning information is much different than “becoming acquainted” with it.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|Chap|
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|16 |
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1. Which disorder of the female reproductive system is characterized by fluid-filled sacs on the ovary?
A. Ovarian cysts
B. Cervical cancer
C. Blocked fallopian tubes
D. Endometriosis
2. Between which ages do most females begin their first menstrual cycle?
F. 21 and 27
G. 15 and 20
H. 10 and 15
J. 17 and 25
3. Which happens on day 21 of the menstrual cycle?
A. A new egg cell is maturing inside the ovary.
B. The mature egg is released into one of the fallopian tubes.
C. The egg enters the uterus.
D. The egg completes its trip through the fallopian tubes.
4. Which is a soft tubelike structure that collects and carries sperm in the male body?
F. Prostate
G. Seminal vesicle
H. Testes
J. Epididymis
5. Toxic shock syndrome (TSS) is:
A. Spread during sexual contact
B. A rare bacterial infection
C. A fluid-filled sac on the ovaries
D. A disorder caused by hormonal changes
6. Which male reproductive problem is characterized by a separation of tissue that allows part of the intestine to push into the abdominal wall near the top of the scrotum?
F. Mumps
G. Testicular cancer
H. Sterility
J. Inguinal hernia
7. Which hormone stimulates production of hormones in the adrenal glands?
A. Adrenocorticotropic hormone
B. Somatotropic hormone
C. Follicle-stimulating hormone
D. Thyroid-stimulating hormone
Chapter 16 Student Activity Workbook 207
Name _________________________________________ Date _______________ Class ____________
| |8. Nervous tension, anxiety, irritability, | | | | | | | |
| |bloating, weight gain, depression, mood | | | | | | | |
|16 | |1 |A |
| |T | | |
| | | | |
|11. |T |F |The male reproductive system usually reaches maturity between the ages of |
15 and 18.
F. The male reproductive system usually reaches maturity between the ages of 12 and 15.
12. T F Each testis is divided into hundreds of tiny tubules in which sperm are formed.
T
13. Jimmy is a high school senior with a family history of testicular cancer. He often wonders if he will get testicular cancer himself. Write a paragraph describing how Jimmy can do a self-exam to help detect any signs of testicular cancer.
Write your answer to item 13 in this space.
The steps include: (1) Stand in front of a mirror. Check for any swelling on the scrotum skin.
Examine each testicle with both hands. Roll the testicle gently between the thumbs and forefingers. (2) Find the epididymis, the soft tubelike structure behind the testicle that collects and carries sperm. Become familiar with it so that you will not mistake it for a lump. Cancerous lumps usually are found on the side of the testicle but can appear on the front. (3) Although lumps do not always indicate the presence of cancer, be sure to consult a health care professional if you do find a lump, or if you experience swelling or pain.
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208 Chapter 16 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 16 Endocrine and Reproductive Health
Care of Reproductive Health Systems
During your teen years, your body is developing into the body of an adult male or female. It is important to take care of your body during this time so it can develop in a healthy way.
Directions: The editor of a teen health magazine has asked you to share your expertise on reproductive health matters. Your assignment is to write a cover story about health behaviors that will help teens maintain a healthy reproductive system. You will need to include information on both male and female reproduc-tive health. Your article will be read by a large audience of intelligent readers, so be sure to research the topic thoroughly. Use the spaces below to keep track of your sources, prepare an outline, and write a draft of your first paragraph. Then write your article on another sheet of paper.
Articles should cover tips that both males and females can use to maintain the health of their reproductive systems. Students should use correct grammar and an informative writing style, and should demonstrate knowledge of the topic throughout the article.
|Bibliography |Outline |
| | |
| | |
Draft of Introductory Paragraph
|Chap|
|ter |
|16 |
Chapter 16 Student Activity Workbook 209
|Chap|
|ter |
|16 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 16 Endocrine and Reproductive Health
Lesson 1 The Endocrine System
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, list as |
| |many glands of the endocrine system as you can. After you have |
| |finished reading, use what you have learned to revise your list. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: The male and |Sample answer: thyroid, |
| | |female reproductive organs. |parathyroid, testes, ovaries, |
| | | |hypothalamus, pineal, pituitary, |
| | | |thymus, adrenal, pancreas |
| | | | |
New and Academic
Vocabulary
endocrine glands
hormones
thyroid gland
parathyroid glands
pancreas
pituitary gland
Write the correct vocabulary term under each definition.
1. a gland that serves both the digestive and the endocrine systems pancreas
2. glands that help the body deal with stress and respond to emergencies adrenal glands
3. a gland that produces hormones that regulate metabolism, body heat, and bone growth thyroid gland
4. a gland that regulates and controls the activities of all other endocrine glands pituitary gland
5. ductless, or tubeless, organs or groups of cells that secrete hormones directly into the bloodstream
endocrine glands
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adrenal glands
intermediate
6. glands that produce a hormone that regulates the body’s balance of calcium and phosphorus parathyroid glands
7. chemical substances that help regulate many of the body’s functions hormones
8. being at a middle place or stage intermediate
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210 Chapter 16 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
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How the Endocrine
System Works
I found this information
on page(s) 442–444 .
Maintaining Your
Endocrine Health
I found this information
on page(s) 445 .
Explain the main function of the endocrine system.
The endocrine system includes various organs that work together to
regulate body functions.
List and briefly describe the 10 glands of the endocrine system.
|Gland |Function | |
| | | |
|Thyroid gland |Produces hormones that regulate metabolism, | |
| |body heat, and bone growth | |
| | | |
|Parathyroid |Produce a hormone that regulates the body’s | |
|glands |balance of calcium and phosphorus | |
| | | |
|Testes |Male reproductive glands that produce sperm for | |
| |fertilization | |
| | | |
|Ovaries |Female reproductive glands that produce the | |
| |egg cells | |
| | | |
|Hypothalamus |Links the endocrine system and the nervous sys- | |
| |tem and stimulates the pituitary gland to secrete | |
| |hormones | |
|Pineal gland |Secretes the hormone melatonin | |
| | | |
|Pituitary gland |Regulates and controls the activities of all other | |
| |endocrine glands | |
| | | |
|Thymus gland |Regulates development of the immune system | |
| | | |
|Adrenal glands |Produce hormones that regulate the body’s salt | |
| | | |
| |and water balance | |
| | | |
|Pancreas |Secretes two hormones, glucagon and insulin, that | |
| |regulate the level of glucose in the blood | |
| | | |
Identify the three sections, or lobes, of the pituitary gland.
Anterior lobe, intermediate lobe, and posterior lobe
List the two parts that make up each adrenal gland.
Adrenal cortex and adrenal medulla
Describe how you can maintain your endocrine health.
Eat balanced meals, get enough sleep, use stress management
techniques, exercise regularly, have regular medical checkups
|Chap|
|ter |
|16 |
Chapter 16 Student Activity Workbook 211
|Chap|
|ter |
|16 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 16 Endocrine and Reproductive Health
NSES.1 Abilities Necessary to Do Scientific Inquiry (Turn to pages 386–390 for complete standard language.)
Lesson 1 The Endocrine System
Studying Hormones
Below are descriptions of four experiments conducted by scientists as part of their research on hormones.
Directions: Read the descriptions and think about the purpose of each experiment. Then, answer the questions that follow.
Experiment #1: The scientists took a group of 10 adult mice and injected five of them with varying amounts of melatonin, a hormone linked to regulating sleep cycles in people. The scientists then subjected all the mice to the same light and sound stimulation. They observed the mice for a period of seven days.
Experiment #2: The scientists took a group of 10 pre-adult mice and injected five of them with varying amounts of melatonin, a hormone also thought to affect the onset of puberty in humans. The scientists observed the mice until all of them developed adult sex characteristics.
Experiment #3: The scientists took a group of 10 young mice and injected five of them with varying amounts of pituitary gland hormones that stimulate body growth in people. The scientists observed the mice until all of them developed into adults.
Experiment #4: The scientists took a group of 20 mice, consisting of 10 young mice and 10 adult mice. They injected half of each group with thymus gland hormones that regulate
development of people’s immune systems. The scientists then exposed all the mice to the same disease-causing bacteria. They observed all the mice to measure their responses and health.
1. What were the scientists trying to learn in Experiment #1?
They wanted to see if the melatonin affected the mice’s sleep cycles.
2. What were the scientists trying to learn in Experiment #2?
They wanted to see if the melatonin affected the mice’s development of adult sex characteristics.
3. What were the scientists trying to learn in Experiment #3?
They wanted to see how the pituitary gland hormones affected the mice’s growth.
4. In Experiment #4, what were the scientists trying to learn?
They wanted to see if the thymus gland hormones affected the mice’s immune systems.
5. In Experiment #4, why did the scientists inject both young and adult mice with thymus gland hormones?
Adults’ immune systems are more developed. The scientists wanted to see if the thymus gland
hormones strengthened the young mice’s immune systems.
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212 Chapter 16 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 16 Endocrine and Reproductive Health
Lesson 2 The Male Reproductive System
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write | |
| |a sentence describing the functions of the male reproductive | |
| |system. After you have read the lesson carefully, use what you | |
| |have learned to rewrite your sentence. | |
| | | | | | |
| | | |Before Reading |After Reading | |
| | | | | |
| | |Sample answer: The function of |Sample answer: The two main func- | |
| | |the male reproductive system is |tions of the male reproductive sys- | |
| | |to reproduce. |tem are to produce and store sperm | |
| | | | |(the male reproductive cells) and | |
| | | | |transfer them to the female’s body | |
| | | | |during sexual intercourse. | |
|New Vocabulary | | | | |
| |Write a vocabulary word to answer each question. | |
|sperm |1. |Which tubelike structure is composed of spongy tissue | |
| | | |that contains many blood vessels? | |
| | | | | |
|testosterone | | |penis | | |
| |2. |Which can result from too few sperm or sperm of poor | |
|testes | | | |
| | | |quality? | | |
| | | | | | |
|scrotum | | |sterility | | |
| |3. |Which two glands are located in the scrotum? | |
|penis | | | |
| | | |testes | | |
| | | | | | |
|semen |4. | | | |
| | |Which thick fluid contains sperm? | |
| | | | |
|sterility | | |semen | | |
| |5. |Which hormone controls the production of sperm? | |
| | | | |
| | | |testosterone | | |
| |6. |Which is referred to as “gametes,” or reproductive cells? | |
| | | |sperm | | |
| |7. |Which is an external skin sac? | |
| | | |scrotum | | |
| | | | | | |
|Chap|
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|16 |
Chapter 16 Student Activity Workbook 213
Name _________________________________________ Date _______________ Class ____________
|Chap|
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|16 |
How Male
Reproduction Works
I found this information
on page(s) 446—448 .
Name the ages between which the male reproductive system reaches maturity.
The male reproductive system reaches maturity during the early teen
years, usually between the ages of 12 and 15.
List the three external organs of the male reproductive system and describe each.
|Organ |Description |
| | |
|Testes |Two small glands that secrete testosterone and |
| |produce sperm |
| | |
|Penis |A tube-shaped organ that extends from the |
| |trunk of the body just above the testes |
| | |
|Scrotum |An external skin sac within which the testes are |
| |located |
| | |
Maintaining
Reproductive Health
I found this information
on page(s) 448—449 .
Male Reproductive
System Problems
I found this information
on page(s) 450 .
List the internal structures of the male reproductive system.
Urethra, vas deferens, seminal vesticle, prostate and Cowper’s glands,
epididymis, and testes
List five steps males can take toward maintaining reproductive health.
1. Bathe regularly
2. Wear protective equipment
3. Practice abstinence
4. Perform monthly self-examinations
5. Get regular checkups
Identify some potential problems of the male reproductive system.
1. Inguinal hernia
2. Sterility
3. Testicular cancer
4. Prostate problems and prostate cancer
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214 Chapter 16 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 16 Endocrine and Reproductive Health
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 2 The Male Reproductive System
Mix and Match
Directions: A great way to prepare yourself for a test is to make up a set of study cards. Organize the study cards below by matching each card that names a structure of the male reproductive system with the card stating the role of that system.
|1. coiled tube where |2. passageway through |3. prostate gland and |
|sperm mature and |which semen and |Cowper’s glands |
|are stored |urine leave the body | |
| | | |
|4. produces fluid that |5. testis |6. seminal vesicle |
|nourishes the sperm | | |
|and makes them | | |
|more mobile | | |
| | | |
|7. produces secretions |8. epididymis |9. vas deferens |
|that combine with | | |
|sperm-containing | | |
|fluid to form semen | | |
| | | |
|10. tubes that extend |11. forms sperm in hun- |12. urethra |
|from each epididymis |dreds of tiny tubules | |
|to the urethra | | |
| | | |
Matching Cards: 1 and 8; 2 and 12; 3 and 7; 4 and 6; 5 and 11; 9 and 10.
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|Chap|
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|16 |
Chapter 16 Student Activity Workbook 215
|Chap|
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|16 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 16 Endocrine and Reproductive Health
Lesson 3 The Female Reproductive System
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept | |Skim and Scan Before you read this lesson, read all section | |
| | |titles, pictures, tables, and graphs. Write a question that you | |
| | |expect the lesson to answer. After you have finished reading | |
| | |the lesson carefully, write the answer to your question. | |
| | | | | |
| | |Before Reading |After Reading | |
| | | | | |
| | |Sample question: When does |Sample answer: The female | |
| | |the female reproductive system |reproductive system matures at | |
| | |mature? |puberty and enables women to | |
| | | |reproduce. | |
|New Vocabulary | | | | |
| | |Write the definition of each vocabulary term on the lines | |
| | |provided. | | |
|eggs |female gametes | | |
| | | | | |
| | | | | |
|ovaries |the female sex glands that store the ova, or eggs, and produce | |
| |female sex hormones | | |
|uterus |the hollow, muscular, pear-shaped organ that nourishes and | |
| |protects a fertilized ovum until birth | | |
|ovulation |the process of releasing a mature ovum into a fallopian tube each | |
| |month | | |
|fallopian tubes |the tubes with fingerlike projections that draw in the ovum | |
| | | | | |
|vagina |a muscular, elastic passageway that extends from the uterus | |
| |to the outside of the body | | |
|menstruation |shedding of the uterine lining | | |
| | | | | |
|cervix | |the opening to the uterus | | |
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216 Chapter 16 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
|Female Reproductive |Name and describe the structures of the female reproductive | | |
|Organs |system. | |Chapter | |
|I found this information | | | | |
| |Structure |Function | | |
|on page(s) |453–454 |. | | | | |
| | | | | | | |
| | | |Cervix |Opening of the uterus | | |
| | | | | | | |
| | | | | | | |
| | | |Uterus |Protects and nourishes a developing fetus | | |
| | | | | |16 | |
| | | |Ovaries |Contain ova and produce hormones | | |
| | | | | | | |
| | | | | | | |
| | | |Fallopian tubes |Tubes through which ova travel from the | | |
| | | | |ovaries to the uterus | | |
| | | | | | | |
| | | |Endometrium |Endometrium tissue lines the uterus | | |
| | | | | | | |
| | | |Vagina |Passageway from the uterus to the | | |
| | | | |outside of the body | | |
| | | | | | | |
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Maintaining Reproductive
Health
I found this information
on page(s) 455 .
Explain the menstrual cycle by completing the chart.
|Days 1– 8 |Menstruation begins as hormone levels fall. |
| | |
|Days 9 –20 |A new egg cell matures inside the ovary. |
| | |
|Days 21 |The mature egg is released into one of the |
| |fallopian tubes. |
|Days 22–30 |The egg travels through the fallopian tube to |
| |the uterus. |
| | |
List three behaviors that can help females maintain reproduc-tive health.
1. Bathe regularly
2. Have regular medical exams
3. Practice abstinence
State when and how often the American Medical Association recommends that females inspect their breasts.
The American Cancer Society recommends that females examine their
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breasts once a month—right after the menstrual period
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Female Reproductive
Problems
I found this information
on page(s) 456 .
List three potential problems menstruating females may face.
Menstrual cramps, premenstrual syndrome, toxic shock syndrome
List five potential causes of infertility.
|1. |Endometriosis |4. |Ovarian cysts |
|2. |Sexually transmitted diseases |5. |Cervical, uterine, and ovarian |
|3. |Vaginitis | |cancers |
Chapter 16 Student Activity Workbook 217
|Chap|
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|16 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 16 Endocrine and Reproductive Health
NCTM-Data.3 Analysis and Probability (Turn to pages 386–390 for complete standard language.)
Lesson 3 The Female Reproductive System
According to the Centers for Disease Control and Prevention, 19 million new cases of STD infections occur every year in the United States. Almost half of them occur among people 15–24 years old. The most commonly reported STD in the United States is chlamydia, which is more common among women than men.
Directions: Study the graph below. Then answer the questions that follow.
|Fem| |STDs Among Females Aged 10 and Older, by Age, 2002 | |
|ale| | | |
|s | | | |
| |3000 | | |2,628.4 |2,581.2 | | | | |
| |2500 | | | | | | | | |
| | | | | | | |Chlamydia | |
| | | | | | | | | |
|1,0|2000 | | | | | | | | |
|0,0| | | | | | | | | |
|00 | | | | | | | | | |
| |1500 | | | | | | |Gonorrhea | |
| | | | | | | | | | |
| |1000 | | |675.6 |650.3 |882.1 | | | |
|per| |460.6 | | | | |332.5 | | |
| |500 | | | | |251.3 | | | |
|Rat| |125.5 142.6 46.6 | | | |113.0 |125.4 57.4 | |
|e | | | | | | | | |
| |0 | | | | | | | |
| | | | | | | | | | |
| | |Total |10–14 |15–19 |20–24 |25–29 |30–34 |35–39 | |
| | |(10 years |years |years |years |years |years |years | |
| | |and olders) | | | | | | | |
Source: U.S. Department of Health and Human Services
|1. About | |times more cases of | |
|chlamydia were reported for females | |
|15 –19 than for girls 10 –14. | |
|A. 8.5 |C. 185 | |
|B. 18.5 |D. 800 | |
|2. The number of gonorrhea cases | |
|reported for females 10–14 is | | |of|
|the cases reported for females 15 –19. | |
|A. 7% |C. 77% | |
|B. 10% |D. 90% | |
3. For females 15–19, the number of chlamydia infections is about three times higher than for females
|A. 10 –14. |C. |25 –29. |
|B. 20 –24. |D. |30 –34. |
4. In 2005, the chlamydia rate per 100,000 was about three times higher for females than for males. About 496 cases were reported for females. What was the
approximate number of cases among males?
|A. 300,000 |C. |1,488 |
|B. 33,300 |D. |165 |
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218 Chapter 16 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
|5. Based on the graph, what would be the |7. If left untreated, an STD could |
|number of chlamydia cases for girls |eventually result in | | |. |
|15 –19 in a population of 1.5 million? |A. toxic shock syndrome | |
|A. 390 |B. premenstrual syndrome | |
|B. 3,930 |C. pregnancy | |
|C. 39,390 |D. infertility | |
D. 393,900
6. A female health disorder that can result
from an untreated STD is .
A. endometriosis
B. pelvic inflammatory disease
C. yeast infection
D. vaginitis
8. Why might the number of chlamydia and gonorrhea cases be greater for females aged 15–19 than for females in older age groups?
Females aged 15–19 are still growing emotionally and are not as mature as older women. They might not
have as much knowledge about sex and STDs as they should, and they may be more likely to engage in
risk behaviors that can lead to STDs.
|Chap|
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|16 |
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Chapter 16 Student Activity Workbook 219
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 17 The Beginning of the Life Cycle
Tips on Preparing for Tests
• When preparing for a difficult test, spend more time studying the information that chal-lenges you than the information you are comfortable with.
• Keep your past tests in a binder and review them as you study for upcoming tests. Know-ing how your instructor designs his or her tests will help you prepare for future exams.
|17 |Directions: Choose the best answer and mark your responses in the answer | |
| |space on the next page. | | |
|Chapte| | | |
|r | | | |
| |1. Asking many questions is a |5. How many sperm are needed to fertilize | |
| |characteristic of |an egg? | |
| |A. middle childhood. |A. 50 | |
| |B. early childhood. |B. 100 | |
| | | | |
| |C. low self-esteem. |C. 1 | |
| |D. self-control. |D. 10 | |
2. An amniocentesis
F. can show what genetic abnormali-ties the mother has.
G. is performed after birth to check for FAS.
H. is used to treat genetic disorders
such as hemophilia.
J. indicates whether the baby has a genetic disorder.
3. Which vitamin helps in the production of red blood cells and supplies oxygen to cells?
A. Protein
B. Iron
C. Calcium
D. Folic acid
4. Miscarriage and stillbirth
F. can occur even when the pregnant female gets good prenatal care.
G always indicate that the pregnant female used drugs or alcohol during pregnancy.
H. do not occur in women who use illegal substances.
J. are the result of ectopic pregnancies.
6. Which environmental hazard has been linked to miscarriage, low birth weight, mental disabilities, and behavior problems in children?
F. Exposure to radiation
G. Exposure to lead
H. Exposure to mercury
J. Exposure to smog
7. Which of the following is an accurate statement?
A. A baby’s gender depends on the chromosome in the egg.
B. Two X chromosomes result in a male.
C. A baby’s gender is determined by the sperm.
D. Each egg and sperm cell contain a full set of 46 chromosomes.
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220 Chapter 17 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
8. Which is the chemical compound that makes up genetic material?
F. DNA
G. Proteins
H. Chromosomes
J. Genes
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
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Directions: Circle T if the statement is true or F if the statement is false. Rewrite any false statements to make them true.
9. T F Chorionic villi sampling is a procedure in which a syringe is inserted through a pregnant female’s abdominal wall to remove a sample of the amniotic fluid surrounding the developing fetus.
F. Amniocentesis is a procedure in which a syringe is inserted through a pregnant female’s
abdominal wall to remove a sample of the amniotic fluid surrounding the developing fetus.
10. T F Between each cell division, each chromosome in the nucleus of a cell copies itself, producing two sets of the 46 chromosomes.
T
11. T F A pregnant female should avoid physical activity in order to protect the health of her developing fetus.
F. Physical activity can be beneficial to a pregnant female and her developing child.
12. T F During middle childhood, children learn to initiate play rather than following the lead of others.
T
13. Imagine that your sister-in-law has become pregnant and wants to give her developing baby the best possible prenatal care. Write an e-mail to your sister-in-law, giving her advice on how she can best take care of her body during her pregnancy in order to ensure good health for herself and her baby.
Write your answer to item 13 in this space.
Advice should include making regular visits to the doctor; consuming an increase in nutrients, including
calcium, protein, iron, vitamin A, vitamin B complex, and folic acid; maintaining a healthy weight; get-
ting proper nutrition and rest; and getting regular, physician-approved physical activity.
|Chap|
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|17 |
Chapter 17 Student Activity Workbook 221
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 17 The Beginning of the Life Cycle
Research Assignment: Human Genome Project
In the Human Genome Project, scientists tried to locate all of the genes in human DNA. The project started in 1990 and was supposed to last 15 years. However, huge technology advances made it possible for them to finish in 13 years.
| |Directions: Gather information from a variety of academic sources on the Human | |
|17 |Genome Project. After you have gathered your information, write a two- to three- | |
| |page essay about what you have learned. Follow the guidelines below to organize | |
| |your information and help you prepare to write your essay. | |
|Chapte| | |
|r | | |
| |Format Guidelines for Essay | |
| |• Cover page should include your name, class period, and the date. | |
| |• Essay should be two to three pages long, double-spaced, and typed. | |
| |• Bibliography should list at least three references. | |
| | | |
Information to Include in Paper
• Outline the history and budget of the project. State who coordinated the project and which countries were involved.
• State the goals of the Human Genome Project.
• Identify and discuss at least five perceived benefits of the project.
Students should follow the guidelines presented for the project. Information should come from schol-arly sources. All work should be original. Students’ papers should clearly outline the Human Genome Project’s history, budget, and participants. Goals stated should include the following: to identify all the approximately 20,000-25,000 genes in human DNA, to determine the sequences of the 3 billion chemi-cal base pairs that make up human DNA, to store this information in databases, to improve tools for data analysis, to transfer related technologies to the private sector, and to address the ethical, legal, and social issues that may arise from the project. Benefits listed may include improved diagnosis of dis-ease, development of environmental monitoring techniques to detect pollutants, creation of new energy sources, assessment of health damage caused by radition exposure, improvements in DNA forensics, and other benefits.
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222 Chapter 17 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 17 The Beginning of the Life Cycle
Lesson 1 Prenatal Development and Care
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a sentence or two describing why drinking alcohol is a health |
| |risk for a pregnant mother. After you have finished reading, |
| |use what you have learned to rewrite your sentences. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: When a female |Sample answer: The fetus |
| |is pregnant, she should not |breaks down alcohol slower |
| |drink alcohol because it could |than the adult does. This |
| |damage the growing baby |means the fetus’s alcohol level |
| |inside of her. |remains high and stays in the |
| | |bloodstream longer. A high |
| | |alcohol level can result in fetal |
| | |alcohol syndrome. |
| | | |
|Chap|
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|17 |
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New and Academic
Vocabulary
fertilization
implantation
embryo
fetus
prenatal care
fetal alcohol syndrome
eventually
Write the correct vocabulary term under each definition.
1. the process by which the zygote attaches to the uterine wall implantation
2. a cluster of cells that develops between the third and eighth week of pregnancy embryo
3. a group of alcohol-related birth defects that includes both physical and mental problems fetal alcohol syndrome
4. the name for a group of developing cells after about the eighth week of pregnancy fetus
5. at an unspecified later time eventually
6. the union of a male sperm cell and a female egg cell
fertilization
7. the steps that a pregnant female can take to provide for her own health and the health of her baby
prenatal care
Chapter 17 Student Activity Workbook 223
Name _________________________________________ Date _______________ Class ____________
|Cha|
|pte|
|r |
|17 |
The Very Beginning
I found this information on page(s) 470–472 .
Briefly explain how the microscopic cell that begins human life is formed.
The microscopic cell that turns into a human body is formed by the
union of an egg (female gamete) and a sperm (male gamete).
List and briefly describe two important structures that form outside the embryo during the early stages of development.
1. Amniotic sac—a thin, fluid-filled membrane that surrounds and protects the developing embryo.
2. Umbilical cord—a ropelike structure that connects the fetus to the mother’s placenta
List the stages of embryonic and fetal development and identify one major change that takes place during each stage.
|Stage of Development |Major Changes |
|First trimester |Possible response: the brain, ears, and |
| |arms begin to form; the heart begins to |
| |beat |
| | |
|Second trimester |Possible response: weight increases |
| |rapidly |
| | |
|Third trimester |Possible response: fetus begins to pass |
| |water through the bladder |
A Healthy Pregnancy
I found this information on page(s) 472–473 .
Explain how a pregnant female can ensure proper care and nutrition for her developing fetus.
Seeing a doctor regularly throughout the pregnancy will ensure proper
care and nutrition for both the mother and her baby.
Explain the risks involved with too much or too little weight gain during a pregnancy.
Gaining too little weight can result in a small baby that is not fully
developed. Gaining too much weight can result in an early delivery.
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A Healthy Fetus
I found this information on page(s) 474 .
Complications of Pregnancy
I found this information on page(s) 475–476 .
List three substances a pregnant female should avoid.
Tobacco, alcohol, drugs
List six possible complications of pregnancy.
Premature birth, miscarriage, stillbirth, gestational hypertension,
preeclampsia, ectopic pregnancy
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224 Chapter 17 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 17 The Beginning of the Life Cycle
NCTE.1 Reading for Perspective (Turn to pages 386–390 for complete standard language.)
Lesson 1 Prenatal Development and Care
It All Happens Before Birth
Directions: Read the following list of events in the stages of embryonic and fetal development. Then fill in the chart by placing each event in the trimester during which it usually occurs.
1. Fetus may dream
2. Heart begins beating
3. Fingers and toes form
4. Weight increases rapidly
5. Spinal cord grows faster than rest of body
6. Fetus can hear conversations
7. Fetus passes water from the bladder
8. Baby is ready to be born
9. Nervous system responds to stimuli
10. Fetus weighs six to nine pounds
11. Fetus has regular sleep/wake cycle
12. Fetus uses all five senses
13. Fetus develops human profile
14. Limbs reach full proportion
15. Fetus can kick
|Chap|
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|17 |
| |First Trimester |1. |Heart begins beating | |
| | |2. |Fingers and toes form | |
| | |3. |Spinal cord grows faster than rest of body | |
|reserved. | |4. |Nervous system responds to stimuli | |
| | |5. |Fetus develops human profile | |
|All rights | | | | |
| | | | | |
| |Second Trimester |1. Fetus can kick | |
|Inc. | | | |
| | | | | |
|-Hill | |2. |Weight increases rapidly | |
|Companies, | | | | |
| | |3. |Fetus can hear conversations | |
| | |4. |Fetus has regular sleep/wake cycle | |
|McGraw | | | | |
| | |5. |Limbs reach full proportion | |
|by The | | | | |
| |Third Trimester |1. |Fetus may dream | |
|© | | | | |
| | | | | |
|Copyright | |2. |Fetus uses all five senses | |
| | |3. |Fetus weighs six to nine pounds | |
| | | | | |
| | |4. |Fetus passes water from the bladder | |
| | |5. |Baby is ready to be born | |
| | | | | |
Chapter 17 Student Activity Workbook 225
|Chap|
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|17 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 17 The Beginning of the Life Cycle
Lesson 2 Heredity and Genetics
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a sentence listing a few common traits that parents pass on |
| |to their children. After you have read the lesson carefully, use |
| |what you have learned to rewrite your sentence. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: Parents and |Sample answer: Parents pass |
| |their children tend to look |on common traits such as hair |
| |alike. |color, eye color, height, and |
| | |earlobe shape. |
| | | |
New and Academic
Vocabulary
chromosomes
genes
DNA
genetic disorder
amniocentesis
chorionic villi sampling
gene therapy
Write a vocabulary word to answer each question.
1. Which structures are arranged in pairs and are found in most human body cells? chromosomes
2. Sickle-cell anemia is a type of which condition?
genetic disorder
3. Which procedure can be used to determine the age and gender of a fetus? chorionic villi sampling
4. Which occurs in strands and makes up all living things?
DNA
5. Which is a procedure through which doctors can examine the chromosomes in fetal cells taken from amniotic fluid?
amniocentesis
6. Which sets of structures did your mother and father each pass on to you? genes
7. Which experimental treatment replaces defective genes with normal genes? gene therapy
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226 Chapter 17 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Heredity
I found this information on page(s) 478–479.
Explain the relationship between chromosomes and genes.
Genes are sections of chromosomes. Together, chromosomes
and genes make up the basic units of heredity.
Describe the role of DNA in determining heredity.
A newborn child carries a combination of DNA sequencing from both parents. These DNA sequences contain different proteins that result in various individual traits.
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Genetics and Fetal
Development
I found this information
on page(s) 479–480.
Explain the function of chromosomes in determining heredity.
Chromosomes carry the parents’ hereditary traits, which are passed on
to their children.
List two types of genes.
Gene Type I
• Dominant
Gene Type II
• Recessive
Explain how the chromosome carried by the sperm determines the gender of a child.
If the sperm carries an X chromosome, the child will be female. If the
sperm carries a Y chromosome, the child will be male.
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Genetic Disorders
I found this information on page(s) 481–482.
Battling Genetic Diseases
I found this information on page(s) 482 .
List and explain two common technologies used to detect genetic disorders.
1. Amniocentesis—a procedure in which a syringe is inserted through a pregnant female’s abdominal wall to remove a sample of the amniotic fluid surrounding the developing fetus
2. Chorionic villi sampling—a procedure in which a small piece of membrane is removed from the chorion
Explain how scientists can use the information obtained from the Human Genome Project to learn more about genetic disease.
The information obtained from the Human Genome Project can lead to a
greater understanding of how diseases progress and can help scientists
identify people who may be susceptible to genetic diseases or disorders.
Chapter 17 Student Activity Workbook 227
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 17 The Beginning of the Life Cycle
NCTM-ALG.2 Algebra (Turn to pages 386–390 for complete standard language.)
Lesson 2 Heredity and Genetics
Early Tests
Directions: The following graph shows the effects of improved prenatal care on two serious birth defects. Answer the following questions based on the informa-tion provided in the graph.
|17 | |30 |
|C. About 28 percent |D. |More than 38 percent |
2. Which of the following BEST captures a trend shown in the graph?
A. Between 1995 and the most recent year shown, spina bifida decreased by about 8 percent.
B. Between the earliest and most recent years shown, anencephaly decreased by about 12 percent.
C. Over the period shown in the graph, both birth defects rose a combined 47 percent.
D. Over the period shown in the graph, the percentage of birth mothers who ate foods rich in folic acid rose by about 47 percent.
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228 Chapter 17 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 17 The Beginning of the Life Cycle
Lesson 3 Birth Through Childhood
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, recall your child- | | |
| |hood and try to remember some of the various health screen- |Chapter | |
| |ings you received. After you have finished reading the lesson | | |
| |carefully, write a sentence naming some common health | | |
| |screenings that children receive. | | |
| |Sample answer: Some common health screenings include vision and | | |
| | |17 | |
| | | | |
| |hearing checks, as well as screenings for scoliosis. | | |
| | | | |
| | | | |
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New Vocabulary
developmental tasks
autonomy
scoliosis
Define each vocabulary term. Write the correct definition on the line next to each term.
events that need to happen in order for a person to continue growing
toward becoming a healthy, mature adult
the confidence that a person can control his or her own body, impulses,
and environment
an abnormal lateral, or side-to-side, curvature of the spine
Chapter 17 Student Activity Workbook 229
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|17 |
Name _________________________________________ Date _______________ Class ____________
|Childhood |Identify the four stages of infancy and childhood. | |
|I found this information |1. |Infancy | |
|on page(s) |484–486 |. | | | |
| | | |2. |Early childhood | |
| | | | | | |
| | | |3. |Middle childhood | |
| | | |4. |Late childhood | |
List some of the most important developmental tasks of infancy.
During this stage a child learns to eat solid food, sit up, crawl, and
walk. Infants also learn to trust others.
Name the stage of childhood in which a child develops a sense of autonomy.
Early childhood
Identify a trait that children learn in middle childhood.
Children learn to initiate play rather than following the lead of others.
Describe how children develop in late childhood.
Children learn to get along with their peers, learn about different roles in
society, and develop a conscience.
Childhood Health
Screenings
I found this information
on page(s) 486–487.
List three health screenings or tests that children receive, either at school, by a pediatrician, or at a health clinic.
1. Vision
2. Hearing
3. Scoliosis
Identify two other types of health screenings that children may undergo.
Children are tested for lead poisoning yearly until age four. Children
with a family history of cholesterol problems or anemia may also be
screened for these conditions.
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230 Chapter 17 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 17 The Beginning of the Life Cycle
NCTE.3: Evaluation Strategies (Turn to pages 386–390 for complete standard language.)
Lesson 3 Birth Through Childhood
Making the Connection
Directions: After reading this passage, answer the questions that follow.
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Awaiting the birth of a new baby can be a very exciting time. Parents-to-be are often amazed when they see ultrasound images of the developing fetus. They may learn whether they will have a boy or a girl. They can identify feet and hands, and they can see the head and eyes, allowing them a “sneak preview” of their new baby. When the baby is born, parents, family, and friends are thrilled to see the tiny infant up close and personal.
Some of the most miraculous and criti-cal developments in an infant, however, cannot be detected with modern technol-ogy or by sight. From the first month after conception, an infant’s brain is developing at a tremendous rate, and it continues to develop after birth in ways that will shape it throughout life. Parents play a critical role in protecting a young child’s brain before birth and in helping it to develop after birth. The interactions a child has with his or her parents or guardians in the first months of life actually shape the structure of the brain.
A developing fetus grows more brain cells before birth than it will ever use in life. These cells multiply at an amazing rate. Before a child is born, he or she already has 100 billion brain cells. Brain cells seek to connect to each other even before birth. In fact, each one has the potential to make up to 15,000 connections.
Brain cells connect through electrical impulses conducted by chemicals. These connections form networks, and the com-plex networks help us to think and learn.
Although sufficient brain cells are present, the networks to connect them are not fully developed at the time of birth. So, the “un-finished” brain forms its networks in direct response to the world around it.
The gentle actions parents take to stimulate their infant’s brain networks are critical to a child’s development. Research shows that networks that are poorly estab-lished in the first years of life rarely develop adequately later. In a warm, loving, stimulat-ing environment, a child’s brain may estab-lish 1,000 trillion networks by the age of three. Beginning at about age 11, the brain begins to get rid of some connections. This may explain why very young children with the maximum number of brain connections are able to learn languages more easily than adults.
Making eye contact, holding and hug-ging a child, gently touching arms, fingers, and toes, talking softly, singing, and reading establishes and reinforces brain networks. These actions also release hormones that aid in human development. A strong bond between parent and child provides more than just reassurance; it improves the physi-cal condition of the brain.
|Chap|
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Chapter 17 Student Activity Workbook 231
|Chap|
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|17 |
Name _________________________________________ Date _______________ Class ____________
1. Brain cells
A. form more quickly after birth.
B. connect to each other before birth.
C. make up to 900 connections.
D. develop as an infant grows.
2. What helps to shape the structure of an infant’s brain?
F. Interactions with parents
G. The size of the infant’s body
H. Good prenatal care
J. Advances in technology
3. What action can help establish and reinforce brain networks?
A. Teaching an infant to talk and cry
B. Learning to walk and run
C. Holding and hugging an infant
D. Playing with other infants
4. Children are able to learn other languages easier than adults because
F. adults already know one language well.
G. children can focus more on one thing.
H. adults forget things and children remember.
J. as people age, they lose brain connections.
Label the following questions true or false. If the statement is false, rewrite it to make it true.
5. Brain cells connect through nerve signals.
F. Brain cells connect through electrical impulses conducted by chemicals.
6. Complex networks in the brain help people think and learn.
T
7. The “unfinished” brain forms its networks for thinking and learning as a response to the world around it. What kind of experiences or responses should parents give to aid in their infant's brain development.
Parents should make eye contact with their infant, hold and hug their child, gently touch arms, fingers,
and toes, talk softly, sing, and read to aid in their child's brain development.
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232 Chapter 17 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 18 The Life Cycle Continues
Tips on Preparing for Tests
• Studying in groups is often an effective strategy when preparing for tests. Remember, several minds are better than one!
• Relaxation techniques such as deep breathing exercises and stretching just before taking a test will help you enter the test in a more relaxed state and improve your overall performance.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|1. Which is a responsibility of |5. Parents can help their children learn to | | |
|parenthood? |be self-directed by | | |
|A. Giving unconditional love |A. punishing children quickly and | | |
|B. Setting limits |severely. | | |
|C. Instilling values |B. letting children figure out the limits | | |
|D. All of the above |of behavior on their own. |Chapte| |
| | |r | |
| |C. allowing children to break rules | | |
|2. Which is a developmental |occasionally | | |
|accomplishment that occurs after |D. constantly applying rules and | | |
|adolescence? |discipline. | | |
|F. Developing intimacy | |18 | |
|G. Achieving emotional independence |6. Which can detract from a person’s | | |
| | | | |
|from parents |ability to adjust to marriage? | | |
|H. Developing an identity |F. Having hobbies in common | | |
|J. Adopting a system of personal values |G. Being willing to compromise | | |
| |H. Being reluctant to communicate | | |
|3. Which is generally a characteristic of |feelings | | |
|middle adulthood? |J. Sharing attitudes about values | | |
|A. Looking back on life with a sense | | | |
|of fulfillment |7. At which age do people generally reach | | |
|B. Satisfying a career goal |physical maturity? | | |
|C. Reviewing events of life and |A. Late adolescence | | |
|achievements |B. Early adolescence | | |
|D. Looking back on life without regret |C. Middle adulthood | | |
| |D. Late adulthood | | |
|4. Which often occurs in females, but | | | |
|usually not in males, during puberty? | | | |
|F. Body hair appears | | | |
|G. Perspiration increases | | | |
|H. All permanent teeth grow in | | | |
|J. Body fat increases | | | |
Chapter 18 Student Activity Workbook 233
Name _________________________________________ Date _______________ Class ____________
8. Which part of the brain grows and changes significantly during adolescence, increasing creativity and problem-solving skills?
F. Frontal cortex
G. Amygdala
H. Cerebellum
J. Corpus callosum
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
|Chap|
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|18 |
Directions: Circle T if the statement is true or F if the statement is false. Rewrite any false statements to make them true.
|9. |T |F |People reach adulthood once they achieve physical and emotional maturity. |
| |T | | |
| | | | |
|10. |T |F |At birth, a female’s body contains about half of the eggs she will ever produce. |
F. At birth, a female’s body contains all the eggs she will ever produce.
11. T F Emotional maturity is the point at which the body and its organs are developed.
F. Physical maturity is the point at which the body and its organs are developed.
12. T F Middle and late adulthood are times of contribution and reflection.
T
1. Jimmy and Amanda have been dating since ninth grade. They are in love with each other and are discussing the possibility of marriage, even though they still have one year of high school remaining. Write a paragraph explaining some consequences of teen marriage to Jimmy and Amanda.
Write your answer to item 13 in this space.
Consequences of teen marriage could include financial difficulties, restrictions on educational and
career plans, emotional stress, and limitations on social and personal life.
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234 Chapter 18 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 18 The Life Cycle Continues
Using the Internet
The Internet is a powerful tool for finding information.
Directions: The purpose of this exercise is to practice using the Internet to gather information. First, find information on the physical, mental, emotional, and social changes that occur in humans throughout various stages of the life cycle. Focus on adolescence, young adulthood, middle adulthood, and late adulthood. Next, discuss the criteria you used to select authentic and appropri-ate health information from the Internet.
1. Which search engine did you use to begin your search?
Possible answers include: Google, Yahoo!, Ask, MSN
|2. |What keywords did you use to conduct your search? | | |
| |Possible answers: Life cycle, changes throughout the life cycle, physical, mental, emotional, social |Chapter | |
| | | | |
| |changes throughout the life cycle | | |
|3. | | | |
| |List the Web sites or home pages that you visited (include URLs and full names). | | |
| |Web sites will vary. |18 | |
| | | | |
| | | | |
4. Describe the criteria you used to select information. How did you determine whether a web site contained valid information? Possible answers include: Author’s credentials or
affiliations, whether sources are stated, frequency with which site is updated, whether the site is
hosted by a reputable organization such as the government or an educational institution
5. Describe three advantages of using the Internet over traditional sources of information, such as textbooks, encyclopedias, newspapers, magazines, and journals.
Possible answers include: Web information is extensive and expansive, information on the Web can be accessed more easily than traditional sources, information on the Web is usually free
6. Describe three disadvantages of using the Internet over traditional sources of information. Possible answers include: Narrowing your search can be difficult, the same or similar
information may be found on several different Web sites, background information may be missing from
Internet sources, information on Web sites may not be valid
Chapter 18 Student Activity Workbook 235
|Chap|
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|18 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 18 The Life Cycle Continues
Lesson 1 Changes During Adolescence
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, list |
| |some of the changes that males and females experience dur- |
| |ing puberty. After you read, use what you have learned to |
| |complete your list. | |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: Males and |Sample answer: Females: |
| |females develop at different |breasts develop, waist narrows, |
| |paces. Both males and females |hips widen, body fat increases, |
| |experience an increase in |menstruation starts. Males: facial |
| |Perspiration. |hair appears, voice deepens, |
| | |shoulders broaden, muscles |
| | |develop, hairline recedes. Both: |
| | |body hair appears, permanent |
| | |teeth grow in, perspiration in- |
| | |creases. |
| | | |
|New and Academic |Write the correct vocabulary term under each definition. |
|Vocabulary | | |
| |1. the time when a person begins to develop certain traits of |
|adolescence |adults of his or her gender | |
puberty
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puberty
cognition
significant
Puberty: A Time of
Changes
I found this information
on page(s) 496–500.
2. having meaning
significant
3. the ability to reason and think about abstract solutions
cognition
4. the period between childhood and adulthood
adolescence
List three areas of a person’s life in which change occurs during adolescence.
Physical, mental/emotional, social
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236 Chapter 18 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
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Accomplishments in
Adolescence
I found this information
on page(s) 500–501.
Identify the primary sex characteristics that develop in both males and females during puberty.
The male gametes, or sperm, begin production in the testes during
puberty. The female gametes are the eggs, or ova. The eggs mature
with the onset of ovulation.
Identify five areas of the brain and state which body func-tions each area controls.
|Area of Brain |Functions |
| | |
|Cerebrum |Language, communication, movement, sense |
| |of smell, memory, determination of intelligence, |
| |development of skills |
| | |
|Cerebellum |Coordination of muscles and physical |
| |movement |
| | |
|Amygdala |Emotions |
| | |
|Frontal cortex |Planning, strategizing, impulse control, |
| |reasoning |
| | |
|Corpus callosum |Creativity, problem solving |
| | |
|List three cognitive skills that develop during puberty. |Chapter| |
|1. |Ability to anticipate the consequences of actions | | |
| | |18 | |
|2. |Thinking logically | | |
|3. |Understanding different points of view | | |
|List three emotional needs adolescents may begin to search | | |
|for as they mature emotionally. | | |
|1. |Meaning | | |
|2. |Personal values | | |
|3. |Sense of self | | |
List two social changes that adolescents experience.
Development of strong friendships based on shared goals, experiences, and
values; appreciation of the enriching quality of ethnic and cultural diversity
Identify four developmental tasks that adolescents achieve.
1. Emotional and psychological independence
2. Personal value system
3. Vocational goals
4. Control over behaviors
Chapter 18 Student Activity Workbook 237
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 18 The Life Cycle Continues
NSES.5 Science and Technology (Turn to pages 386–390 for complete standard language.)
Lesson 1 Changes During Adolescence
Directions: Imagine that you are a police artist whose specialty is helping to find missing children. You work with computer software that enables you to create and alter images. A lot of your work involves starting with a picture of a child who disappeared when he or she was young, and creating a picture of what the child might look like now that several years have passed. This often means adding changes brought about by puberty.
Below are descriptions of two “cold cases” concerning missing children who disappeared years ago. Read each case. Then answer the questions that follow.
| |Case #1: Denny was 10 years old when he disappeared 7 years ago. His parents, | |
| |who are both tall, have given you a photograph of Denny playing in the yard on | |
| |his tenth birthday. Although he is thin, he is tall for his age. You scan the photo | |
| |into your computer and create two pictures of what Denny might look like now | |
|18 |if he were standing in the yard. Denny’s face is different in the two pictures. | |
| |Case #2: Althea was 8 years old when she disappeared 10 years ago. Her | |
|Chapte| | |
|r | | |
| |parents have given you a photograph of her walking the family dog. In the | |
| |picture, she has very short hair and a big smile that shows two missing front | |
| |teeth. You scan the photo into your computer and create a picture of what a | |
| |smiling Althea might look like now if she were walking a dog. | |
1. In your pictures of Denny, what should you do about his height? Why?
He should be tall. Growth spurts are common during puberty. He was already tall at age 10, and
both his parents are tall, so Denny has probably experienced a growth spurt and is probably
now tall and thin.
2. Why did you make two pictures of Denny? What changes did you make to his face, and why?
There are two pictures because Denny may or may not have facial hair now. Facial hair is a
characteristic of puberty, but puberty affects teens differently. In one picture he has facial hair,
and in the other he does not—because it has not grown in yet or because he shaves.
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238 Chapter 18 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
3. In addition to making Althea taller, what other changes would you make to her body? Why?
She would have breasts and wider hips. These are changes that puberty causes in females.
4. What would be the most significant difference in Althea’s face? Why?
She would have all of her teeth, because during adolescence all permanent teeth grow in.
5. What changes would you make to the bodies of both Denny and Althea? Why?
Both children would be bigger and their bodies would be filled out. In boys, puberty causes the
shoulders to broaden; in girls, it causes the hips to widen. Also, their faces would be filled out
and look older.
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|18 |
Chapter 18 Student Activity Workbook 239
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 18 The Life Cycle Continues
Lesson 2 Adulthood, Marriage, and Parenthood
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a sentence describing some common causes of conflict in a |
| |marriage. After you have read the lesson carefully, use what |
| |you have learned to rewrite your sentence. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: Conflicting |Sample answer: Differences in |
| |values, financial problems, |spending and saving habits, |
| |lack of trust and jealousy. |conflicting loyalties, lack of |
| | |communication, lack of inti- |
| | |macy, jealousy, infidelity, lack of |
| | |attention, conflicting decisions |
| | |about children, and abuse. |
|Chap|
|ter |
|18 |
New and Academic
Vocabulary
physical maturity
emotional maturity
commitment
adoption
self-directed
unconditional love
Write a vocabulary word to answer each question.
1. Which is a promise that a married couple makes to each other?
commitment
2. Which is a state of maturity at which an individual has a strong personal identity and is able to develop close relationships?
emotional maturity
3. Which term describes children who have learned limits and can effectively control their own behavior?
self-directed
4. Which is a state of maturity that most people reach in late adolescence or in their early twenties?
physical maturity
5. Which is one of the main responsibilities of parenting?
unconditional love
6. Which term refers to legally taking a child of another parent as one’s own?
adoption
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240 Chapter 18 Student Activity Workbook
and a marriage.
Name _________________________________________ Date _______________ Class ____________
Maturing Physically and
Emotionally
I found this information
on page(s) 502 .
Stages of Adulthood
I found this information on page(s) 503 .
Name two states of maturity that people must reach before they are considered adults.
Physical maturity, emotional maturity
List the three stages of adulthood and name the goals associ-ated with each stage.
|Stage |Goal |
| | |
|Young adulthood |Developing intimacy |
| | |
|Middle adulthood |Developing a sense of having |
| |contributed to society |
| | |
|Late adulthood |Feeling satisfied with life |
| | |
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Marriage
I found this information on page(s) 505 .
Parenthood
I found this information
Explain the major differences between a dating relationship
In a marriage, the couple makes a deeper
commitment to each other than in a dating relationship. They also
consider long-term consequences when making decisions.
List three factors that can determine how well an individual will adjust to marriage.
1. Communication
2. Emotional security
3. Values and interests
List two ways that spouses can reduce marital conflict.
Spouses can reduce conflict by practicing communication and conflict-
resolution skills.
Identify three reasons why a high percentage of teen mar-riages end in divorce within the first few years.
Interference with personal freedoms and educational or career goals,
lack of life experience, financial pressures
Name four responsibilities of parenting.
Providing
|Chap|
|ter |
|18 |
on page(s) 506 .
guidance
Instilling values
Parenting
Giving
Setting limits
unconditional love
Chapter 18 Student Activity Workbook 241
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 18 The Life Cycle Continues
NCTM-ALG.2 Algebra (Turn to pages 386–390 for complete standard language.)
Lesson 2 Adulthood, Marriage, and Parenthood
Transitions into Adult Responsibilities
Directions: Becoming an adult means more than just reaching a certain age. It means taking charge of your life and making healthful, responsible decisions. Answer the following questions based on the information provided in the graph.
| | |School with Health Couorse that Prepare | |
| | |100 |Teens for Adult Responsibilities | | |
| | | | | | | |
| | |90 | | | | |
| | |80 | | | | |
| |Percent |70 | | | | |
| | |60 | | | | |
| | |50 | | | | |
|18 | |40 | | | | |
| | |30 | | | | |
| | |20 | | | | |
|Chapter | | | | | | |
| | |10 | | | | |
| | |0 | | | | |
| | |Importance of |Dating and |Care of the |Marriage and | |
| | |Abstinence |Relationship |Reproductive |Commitment | |
| | | |Skills |System | | |
| | | | | | | |
| |Source: Journal of School Health, 2001 | | | |
1. According to the bar graph, what percentage of schools teach the importance of abstinence?
A. More than 30 percent
B. More than 70 percent
C. More than 80 percent
D. More than 90 percent
2. How many more schools teach skills related to dating and relationships than skills related to marriage and commitment?
A. About 11 percent more
B. About 19 percent more
C. About 21 percent more
D. About 80 percent more
3. Which best sums up the purpose of this graph?
A. To show the importance our schools place on preparing teens for their future as adults
B. To show that marriage and com-mitment are more important topics than care of the reproductive system
C. All of the above
D. None of the above
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242 Chapter 18 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 18 The Life Cycle Continues
Lesson 3 Health Through the Life Cycle
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept | |Food for Thought As you read this lesson, think about | | |
| | |health issues individuals encounter during middle adulthood. | | |
| | |After you have finished reading the lesson carefully, list | | |
| | |several areas of health that can become a concern during | | |
| | |middle adulthood. | | |
| | |Sample answer: Eyesight, hearing, muscles and joints, bones, teeth and | | |
| | | | | |
| | |gums, heart disease, cancer | | |
|New Vocabulary | | |Chapter | |
| | | | | |
| | |Unscramble each vocabulary term. Then write the definition | | |
| | |of each term. | | |
|transitions | |typme-esnt eomrdyns | | |
| | | | | |
|empty-nest syndrome |empty-nest syndrome—the feelings of sadness or loneliness that arise | | |
| | |18 | |
| | | | | |
| |when children leave home and enter adulthood | | |
| | | | |
|integrity | | | |
| | | | | |
| | |tyigrentni | | |
| | | | | |
| |integrity—a firm adherence to a moral code | | |
| | | | | |
| | | | | |
| | |tinosinsart | | |
| | |transitions—critical changes that occur at all stages of life | | |
| | | | | |
| | | | | |
Chapter 18 Student Activity Workbook 243
Name _________________________________________ Date _______________ Class ____________
Middle Adulthood
I found this information on page(s) 509–510.
Name some transitions that can take place during middle adulthood.
Transitions may include family and individual accomplishments, the
arrival of the first grandchild, achievement of a career goal, or recogni-
tion of an individual’s contribution to a community.
|Chap|
|ter |
|18 |
Late Adulthood
I found this information on page(s) 510–511.
Identify examples of some transitions that often occur during middle adulthood.
|Transition |Examples | |
| | | |
|Physical |Rate of physical change slows, females | |
| |enter menopause | |
| | | |
| | | |
|Mental |Exercising brain to remain mentally active, | |
| |beginning new career, returning to school, | |
| | | |
| |learning new hobbies | |
| | | |
|Emotional |Taking pride in personal accomplishments; | |
| |having concerns about whether one has | |
| | | |
| |met goals, has been loved and valued, | |
| |and has made a positive influence on | |
| |others’ lives | |
| | | |
|Social |Dealing with death of parent, seeing children | |
| |leave home, applying talents and life experi- | |
| | | |
| |ences to community and social programs, | |
| |pursuing new interests | |
| | | |
Explain how living with integrity can have an effect on late adulthood.
Living with integrity can help people look back on their lives with
feelings of satisfaction and fulfillment.
Describe the roles of public health policies and programs such as the Social Security system, Medicare, and Medicaid.
The Social Security system provides benefits to older adults and
individuals with disabilities. Medicare and Medicaid provide health
care to retired and low-income people, respectively.
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244 Chapter 18 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 18 The Life Cycle Continues
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 3 Health Through the Life Cycle
Transitions
Directions: Read the following passage about a married couple and describe possible physical, mental, emotional, and social transitions facing them in the years to come. Then, offer suggestions as to what steps the couple could take to make these transitions more comfortable.
Pedro and Penelope have been married for 22 years. Pedro is 48 and Penelope is 45. They have two teen children, Maria and Richie. Pedro has been an architect for 26 years, while Penelope has taught school for 24 years.
Physical transitions: Both Pedro and Penelope will experience slower physical changes due to aging.
Penelope will experience menopause within the middle adult years.
Suggestions: They should continue to get regular physical activity, eating nutritious foods, and managing
their weight.
Mental transitions: The brain continues to need stimulation. Adults need to continue engaging in
mental activities to strengthen the brain.
Suggestions: They could solve puzzles, read, and play strategy games to provide themselves with mental
stimulation. They might also consider returning to school, learning a new hobby, or starting a new career.
Emotional: They might experience midlife crises when they begin to question whether they feel loved and
valued, have met their goals, or have made positive differences in others’ lives.
Suggestions: They should continue setting goals and looking ahead, contemplating such events as
retirement, the birth of grandchildren, new ambitions, paying off the mortgage, and travel opportunities.
Social: Further transitions will include watching their children grow up and leave the home, which may cause
them to experience “empty nest syndrome.”
Suggestions: They could apply their talents and life experiences to community programs, pursue new
interests, and make new friends.
|Chap|
|ter |
|18 |
Chapter 18 Student Activity Workbook 245
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 19 Medicines and Drugs
Tips on Preparing for Tests
• Be prepared for tests by taking items such as extra pencils, scrap paper, and a watch with you.
• Always review your homework assignments after your instructor has returned them. Clarify any information you do not understand to better prepare for the test.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
| |1. Which is NOT a way in which medicines |4. Which are a class of chemical | |
| |are categorized? |agents that destroy disease-causing | |
| |A. Medicines that relieve pain and |microorganisms called bacteria, | |
| |other symptoms |while leaving the patient unharmed? | |
| |B. Medicines that help prevent disease |F. Antifungals | |
| |C. Medicines that help build muscle |G. antitoxins | |
| |mass |H. Antivirals | |
| |D. Medicines that fight pathogens, or |J. Antibiotics | |
| |infectious agents that cause disease | | |
| | |5. Which anti-inflammatory agent is | |
| |2. Which are criteria that the FDA uses to |often recommended for children in | |
| |regulate prescription drugs? |place of aspirin? | |
| |F. Chemical composition, possible |A. Acetaminophen | |
| |side effects |B. Narcotics | |
| |G. Potential to cause harm, number |C. Ibuprofen | |
|19 |of individuals in need |D. Codeine | |
| |H. Strength of medicine, severity of | | |
|Chapte|illness |6. Which is NOT an example of medicine | |
|r | | | |
| |J. Cost of production, strength of |misuse? | |
| |medicine |F. Discontinuing use of a medicine | |
| | |without informing your health care | |
| |3. Which term describes when medicines |professional | |
| | | | |
| |work together in a positive way? |G. Failing to follow the instructions | |
| |A. Additive effect |on or included with the medicine | |
| |B. Additive interaction |package | |
| |C. Synergistic effect |H. Taking too much or too little of a | |
| |D. Antagonistic interaction |medicine | |
| | |J. Taking a medication as directed | |
| | |by a pharmacist | |
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246 Chapter 19 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
7. Which of the following is NOT listed on 8. Morphine, codeine, and aspirin are all
over-the-counter medicine labels? F. antivirals.
A. Possible side effects G. analgesics.
B. Symptoms treated by the product H. vaccines.
C. Directions for taking the medicine J. antibiotics.
D. Safety rating of the medicine
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
Directions: Circle T if the statement is true or F if the statement is false. Rewrite any false statements to make them true.
|9. |T |F |Intentionally taking more than the recommended dose of a prescribed |
| |pain reliever is an example of substance abuse. |
| |T | | |
| | | | |
|10. |T |F |Inhaled medicines, such as asthma medicines, are delivered in a fine mist |
| |or powder. |
| |T | | |
| | | | |
|11. |T |F |Body-regulating medicines are often used to treat people suffering from |
mental illnesses.
F. Antidepressant and antipsychotic medicines can help people suffering from mental illnesses.
12. T F Children who take aspirin are at risk of developing Reye’s syndrome, a potentially life-threatening illness of the brain and liver.
T
13. Francisco, a high school junior, is planning to travel abroad for the summer. He has taken care of nearly everything for his trip, except for the vaccinations recommended by his physician. Francisco knows little about vaccines and does not understand why he must be vaccinated before traveling. Write a paragraph explaining to Francisco what a vaccine is and how it will protect him while traveling.
Write your answer to item 13 in this space.
A vaccine is a preparation that prevents a person from contracting a specific disease. Vaccines
contain weakened or dead pathogens that cause the disease. When injected into your body, the
vaccine produces antibodies that fight those pathogens. Your body also produces memory cells that
recall how to make these antibodies. This provides you with long-lasting protection against specific
pathogens.
|Chap|
|ter |
|19 |
Chapter 19 Student Activity Workbook 247
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 19 Medicines and Drugs
Medicine Abuse—Get Involved
Which organizations in your community discourage drug and alcohol use?
Directions: Research and contact one organization to learn how it is helping teens avoid medicine abuse. Find out if any volunteer opportunities exist and learn more about those that interest you.
1. Give the names of two organizations that are actively preventing medicine abuse in your community.
Sample answer: Community recreation centers, hospitals, health clinics, school programs
2. Research volunteer opportunities within an organization and find out how to become a volunteer. Describe your findings.
Responses should describe what students have learned about volunteer positions at their
chosen organization.
| |3. |Which of the volunteer opportunities interest you? Why? | |
| | |Responses should explain which volunteer opportunities interested them and give reasons | |
|19 | | | |
| | |why they found them interesting. | |
|Chapte|4. | | |
|r | | | |
| | |Pursue one of the volunteer opportunities, and write a paragraph describing your | |
| | |volunteer experience. Share your experience with the class. | |
| | | | |
Paragraphs should describe the work they performed and their overall impressions of the
experience.
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248 Chapter 19 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 19 Medicines and Drugs
Lesson 1 The Role of Medicines
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, list |
| |what you know about how cold medications affect your body. |
| |After you have finished reading, use what you have learned to |
| |write a sentence describing how antihistamines work. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Antihistamines |Sample answer: Antihistamines |
| | |can be used to treat allergies |block the chemicals released |
| | |and hay fever. |by the immune system that |
| | | |cause an allergic response. |
| | | | |
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New and Academic
Vocabulary
medicines
drugs
vaccine
side effects
additive interaction
synergistic effect
antagonistic interaction
neutralize
Write the correct vocabulary term under each definition.
1. occurs when medicines work together in a positive way
additive interaction
2. substances other than foods that change the structure or function of the body or mind drugs
3. to counteract the effect of neutralize
4. occurs when one medicine’s effect is canceled or reduced when taken with another antagonistic interaction
5. drugs that are used to treat or prevent diseases or other conditions medicines
6. the interaction of two or more medicines that results in a greater effect than when the medicines are taken alone
synergistic effect
7. reactions to medicines other than the one intended
side effects
8. a preparation that prevents a person from contracting a specific disease vaccine
|Chap|
|ter |
|19 |
Chapter 19 Student Activity Workbook 249
Name _________________________________________ Date _______________ Class ____________
|Types of Medicines |Explain how medicines are classified. | |
|I found this information |Medicines are classified based on how they work in your body. | |
|on page(s) |524–527 |. | | |
| | | | | | |
| | | |List the four broad categories that treat or prevent illness. | |
| | | | | |
| | | |1. Medicines that help prevent disease | |
| | | |2. Medicines that fight pathogens | |
| | | |3. Medicines that relieve pain and other symptoms | |
| | | |4. Medicines that manage chronic conditions, help maintain or | |
| | | |restore health, and regulate the body’s systems | |
| | | |List four types of medicines that fight pathogens and explain | |
| | | |how each works. | | |
| | | | | | |
| | | |Medicine |Pathogen(s) | |
| | | | | | |
| | | |Antitoxins |Antitoxins fight bacteria that produce | |
| | | | |substances toxic to the body. | |
| | | | | | |
| | | |Antibiotics |Antibiotics destroy disease-causing | |
| | | | |microorganisms called bacteria. | |
| | | | | | |
| | | |Antivirals |Antiviral medicines suppress viruses, | |
| | | | |but do not kill them. | |
| | | | | | |
| | | |Antifungals |Antifungals can suppress or kill | |
| | | | |fungus cells. | |
| | | | | | |
|Chap|
|ter |
|19 |
Taking Medications
I found this information on page(s) 528–529.
List four types of medicines that people use to control chronic conditions.
1. Allergy medicines
2. Body-regulating medicines
3. Antidepressant and antipsychotic medicines
4. Cancer treatment medicines
List four ways in which medicines can be delivered to the body.
1. Oral medicines—taken by mouth
2. Topical medicines—applied to the skin
3. Inhaled medicines—delivered in a fine mist or powder
4. Injected medicines—delivered through a shot
List three types of medicine interactions.
1. Additive interaction
2. Synergistic effect
3. Antagonistic interaction
Describe the difference between tolerance and withdrawal.
Tolerance is a condition in which the body becomes used to a medi-
cine’s effects. Withdrawal occurs when a person who is physiologically
dependent on a medicine stops using it.
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250 Chapter 19 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 19 Medicines and Drugs
NSES.7 History and Nature of Science (Turn to pages 386–390 for complete standard language.)
Lesson 1 The Role of Medicines
The First Vaccine
Directions: Below is a brief history of the first vaccine. Read the history and answer the questions that follow.
Smallpox used to be a serious health problem throughout much of the world. The first recorded smallpox epidemic occurred as far back as 1350 B.C in what is today the Middle East. The disease reached Europe sometime between the fifth and seventh centuries. From there, it eventually spread to North America.
In the late eighteenth century, an English doctor named Edward Jenner noticed that milkmaids who had developed cowpox (which was similar to smallpox but less serious) did not catch smallpox. In 1796, Jenner took fluid from a cowpox sore on a milkmaid’s hand. He used the fluid to inoculate an eight-year-old boy. Several weeks later, Jenner exposed the boy to smallpox. The boy did not get sick.
Jenner had found a way to stop people from getting smallpox. He called his break-through a “vaccine.” (Vaca is Latin for “cow.”) The new technique for preventing smallpox was soon put to use, and by 1800, hundreds of thousands of people had been vaccinated against smallpox.
|1. A vaccine is a medicine that | |. |2. What was in Jenner’s smallpox vaccine? | |
| | | | | |
|A. relieves pain | |A. smallpox pathogens | |
|B. manages chronic conditions | |B. antitoxins | |
|C. helps restore health | |C. cowpox pathogens | |
|D. fights pathogens | |D. antibiotics | |
3. Why did milkmaids who had developed cowpox not get sick with smallpox?
After developing cowpox, their bodies produced antibodies to that disease. Because cowpox
was so similar to smallpox, these antibodies also protected them from smallpox.
4. Why did the boy whom Jenner exposed to smallpox not get the disease?
The boy’s exposure to cowpox caused his body to produce antibodies to that disease. When
the boy was later exposed to smallpox, these antibodies protected him.
5. Based on the history above, what would have happened to the boy if he were exposed to smallpox five years later? Why?
He would not have gotten the disease because his body would “remember” how to make
antibodies to fight it.
|Chap|
|ter |
|19 |
Chapter 19 Student Activity Workbook 251
|Chap|
|ter |
|19 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 19 Medicines and Drugs
Lesson 2 Using Medicines Safely
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write a | |
| |sentence describing some reasons why you think people may | |
| |abuse medicines. After you have read the lesson carefully, use | |
| |what you have learned to write a sentence describing three | |
| |pieces of advice you would give people to help them avoid | |
| |abusing medicine. | | |
| | | | | | |
| | | |Before Reading |After Reading | |
| | | | | | |
| | |Sample answer: People may |Sample answer: Avoid using | |
| | |abuse medicines to achieve a |drugs to lose weight or stay | |
| | |certain feeling or to fit in with |awake, avoid using drugs to fit | |
| | |peers. |in, and avoid taking medicine | |
| | | | |that was prescribed to some- | |
| | | | |one else. | |
|New and Academic | | | | | |
| |Write a vocabulary word to answer each question. | |
|Vocabulary | | | | | |
| | |1. Using medicines at a “pill party” is an example of | |
|prescription medicines | | |which term? | | |
|over-the-counter (OTC) | | |medicine abuse | | |
| | | | | | |
| | |2. Which is a potential result of medicine abuse? | |
|medicines | | | |
|medicine misuse | | |drug overdose | | |
| | | | | | |
| | |3. Which types of medicines can be purchased without a | |
| | | | |
|medicine abuse | | |doctor’s prescription? | | |
over-the-counter (OTC) medicines
drug overdose
4. Mixing medicines without the knowledge or approval of your health care provider is an example of which term?
medicine misuse
5. Which type of medicine should be taken only by the person whose name appears on the label?
prescription medicines
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252 Chapter 19 Student Activity Workbook
prescription medicine label.
Name _________________________________________ Date _______________ Class ____________
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Standards for Medicine
I found this information on page(s) 530–532.
Medicine Misuse
I found this information on page(s) 532–533.
List some pieces of information that the FDA requires drug manufacturers to supply before approving a drug for use.
Chemical composition, intended use, effects, possible side effects
Give two criteria that the FDA tests for during clinical trials.
Drug’s effectiveness, harmful side effects
List the information that drug makers must include on all OTC and prescription medicine labels.
Active ingredient, inactive ingredients, uses, purpose, directions,
warnings, expiration date
List the additional information that must be included on a
Special instructions for taking the
medicine, the prescribing doctor’s name, the patient’s name, the
pharmacy’s name and address, the date the prescription was filled,
the prescription number, whether refills are allowed
Explain the difference between medicine misuse and medicine abuse. Medicine misuse involves using a medicine in ways
other than the intended use. Medicine abuse involves intentionally
taking medications for nonmedical reasons.
List six examples of medicine misuse.
1. Failing to follow the instructions on the medicine package
2. Giving a prescription medicine to a person for whom it was not prescribed, or taking another person’s medicine
3. Taking too much or too little of a medicine
4. Taking a medicine for a longer or shorter period than prescribed or recommended
5. Discontinuing use of a medicine without informing your health care provider
6. Mixing medicines without the knowledge or approval of your health care provider
List three behaviors that will help you avoid medicine abuse:
Do not use drugs to lose weight or stay awake while studying; avoid
using drugs to fit in; do not use medicine that was prescribed to a family
member or friend
|Chap|
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|19 |
Chapter 19 Student Activity Workbook 253
|Chap|
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|19 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 19 Medicines and Drugs
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 2 Using Medicines Safely
The Importance of Labeling
As you have learned, reading the product label on over-the-counter (OTC) medicines is important to your health and safety. The Food and Drug Administration (FDA) has made it easier to read medicine labels by ensuring that labels on all OTC medicines include certain information and have information listed in the same order and style as shown below.
Directions: Examine the label below and answer the questions that follow.
Drug Facts
| | |Active ingredient (in each tablet) | | |Purpose | | |
| | |Chlorpheniramine maleate 2 mg| | | |Antihistamine| | |
| | | | | | | | |
| | |allergies: |runny noseitchy, watery eyesitchy throat | | | | | |
| | |sneezing | | | | | | |
| | |Warnings | | | | | | | |
| | |glaucomaa breathing problem such as emphysema or chronic bronchitis | | | | | |
| | |trouble urinating due to an enlarged prostate gland | | | | | |
| | |Ask a doctor or pharmacist befor use if you are taking tranquilizers or | | | | | |
| | |sedatives | | | | | |
| | |When using this product | | | | | | | |
| | |drowsiness may occuravoid alcoholic drinks | | | | | |
| | |alcohol, sedatives, and tranquilizers may increase drowsiness | | | | | |
| | |be careful when driving a motor vehicle or operating machinery | | | | | |
| | |excitability may occur, especially in | | | | | | | |
| | |children | | | | | | | |
| | |If pregnant or breast feeding, ask a health professional before use. | | | | | |
| | |Keep out of reach of children. In case of overdose, get medical help or | | | | | |
| | |contact a Poison | | | | | |
| | |Control Center right away. | | | | | | | |
| | |Directions | | | | | | | |
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Inactive Ingredients D&C yellow no. 10, lactose, magnesium stearate, microcrystaline cellulose, pregelatinized starch
1. What is the active ingredient in this medicine? How much of the ingredient does each tablet contain?
Chlorpheniramine maleate, 2 mg
2. What two side effects may occur as a result of taking this medicine?
Drowsiness, excitability
3. In what situations should people contact a doctor before taking this medicine?
If they have glaucoma, breathing problems, or trouble urinating; are taking tranquilizers or sedatives;
are pregnant or breast-feeding; or if the medicine is to be given to a child under six years of age
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Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 20 Tobacco
Tips on Preparing for Tests
• Studying with index cards is an effective way to memorize information. Write a vocabulary word on one side of the card and the definition on the other.
• Recopying your class notes is another effective way to memorize information. While studying, recopy your notes once or twice in order to absorb the information.
|Directions: Choose the best answer and mark your responses in the answer space below. | | |
|1. Which substance reduces the oxygen |5. Which condition can leukoplakia | | | |
|levels in the blood of a pregnant | |potentially lead to? | | | | | | | |
|mother and fetus? | |A. Heart disease | | | | | | | |
|A. Tar | |B. Emphysema | | | | | | | |
|B. Nicotine | |C. Oral cancer | | | | | | | |
|C. Carbon monoxide | |D. Lung cancer | | | | | | | |
|D. Carcinogen |6. For which age group is environmental | | |
| | | | |
|2. Tar contained in tobacco smoke is | |tobacco smoke especially harmful? | | | |
|harmful to the lungs because it | |F. Middle-aged adults | | | | | | |
|F. clogs the blood vessels. | |G. Senior citizens | | | | | | | |
|G. is a stimulant. | |H. Young adults | | | | | | | |
|H. paralyzes cilia. | |J. Infants and children | | | | | | |
|J. is addictive. |7. Which is a reason most teens begin | | | |
| | | | | |
|3. According to the Surgeon General, what | |using tobacco? | | | | | | | |
|is the only way to fully protect people | |A. Media influence | | | | | | | |
|from the damaging health effects of | |B. Desire for mature appearance | | | |
|environmental tobacco smoke? | |C. Weight control | | | | | | | |
|A. Prohibit smoking in the home | |D. All of the above | | | | | | | |
|B. Prohibit smoking in public places |8. Which is NOT a withdrawal symptom | | |
|C. Prohibit smoking altogether | | | |
|D. Increase the legal smoking age to 21 | |many tobacco users experience? | | | |
| | |F. Difficulty concentrating | | | | | |
|4. Which is not an effect of nicotine on | |G. Sleep disturbances | | | | | | |
|the body? | |H. Irritability | | | | | |Chapter | |
|F. Increased heart rate | |J. Uncontrolled shaking | | | | | |
|G. Raised blood pressure | | | | | | | | |
|J. Reduces stress | | | | | | | | |
| |1 |A |
| |F. In addition to health complications, the consequences of smoking include costs to society, |
| | |
| |cost to individuals, and legal consequences. |
| | | |
|10. |T |F Some teens avoid using tobacco because of family values. |
| |T | |
| | | |
| | | |
|11. |T |F A low level of exposure to secondhand smoke is not dangerous to your health. |
| |F. No amount of exposure to secondhand smoke is safe. |
| | | |
| | | |
|12. |T |F Many teens begin using tobacco because they feel it makes them look sophisticated. |
| |T | |
| | | |
13. Frank’s father is a chronic smoker, often smoking more than two packs per day. Frank is on his school’s cross-country team and is concerned about his health at home. He knows that secondhand smoke is dangerous and does not want to risk his own health simply by being at home. Write a paragraph explaining some measures Frank could take to reduce his exposure to his father’s secondhand smoke.
Write your answer to item 13 in this space.
Sample answer: Frank should encourage his father to quit smoking. He should try to establish smoke-
free areas within the house. He should try to open windows when possible to help circulate the air in the
home. Installing air cleaners will help remove some contaminants from the air.
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256 Chapter 20 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 20 Tobacco
An Anti-Tobacco Campaign
In order to make better health decisions, it is important to keep people informed about the risks they take when choosing negative behaviors such as smoking.
Directions: Create a pamphlet about smoking and the dangers of tobacco use. Include risks involved with smoking and strategies teens can use to protect themselves from the dangers of tobacco. Fill in the information below to help guide your project.
1. What artwork will you include in your pamphlet?
Artwork may include photos or drawings of cigarettes, pipes, or cigars; the effects of tobacco use,
such as yellowed teeth and bad breath; or other negative results of tobacco use.
2. What catchy slogans or phrases will you use in your pamphlet?
Slogans or phrases may discuss the dangers of nicotine, tar, and carbon monoxide, or may be
centered on health problems or consequences of tobacco use.
3. In the space provided, write the main subject matter of your pamphlet. Make sure to include information on both the short-term and long-term effects of tobacco use, the risks of environmental tobacco smoke (ETS) for nonsmokers, common reasons teens begin using tobacco, and strategies teens can use to avoid tobacco use.
|Short-term effects: brain chemistry changes; increased respiration and heart rates; dulled taste buds | | |
|and reduced appetite; bad breath and yellowed teeth; bad-smelling hair, skin, and clothes. Long-term | | |
|effects: Chronic bronchitis, emphysema, lung cancer, coronary heart disease and stroke, weakened | | |
|immune system. Risks of ETS: causes eye irritation, headaches, ear infections, and coughing; worsens | | |
|asthma and other respiratory problems; increases the risk of coronary heart disease. Common reasons | | |
|teens begin using tobacco: belief that tobacco will help them control their weight, cope with stress, or |Chapte| |
| |r | |
|seem mature and independent. Teens are often influenced by TV, movies, and advertisements. Strate- | | |
|gies for avoidance: surround yourself with positive influences, reduce peer pressure, be prepared with | | |
|refusal skills. | | |
| |20 | |
| | | |
Chapter 20 Student Activity Workbook 257
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 20 Tobacco
Lesson 1 The Health Risks of Tobacco Use
Directions: Use the following outline to help organize your notes as you read through the lesson.
Key Concept
New and Academic
Vocabulary
| |addictive drug | |
| |nicotine | |
| |stimulant | |
| |carcinogen | |
| |tar | |
| |carbon monoxide | |
|20 |smokeless tobacco | |
| |leukoplakia | |
|Chapter| | |
| |decade | |
| | | |
Consider and Reconsider Before reading the lesson, write a sentence describing why it is so difficult for some individuals to quit smoking. After you have finished reading, use what you have learned to rewrite your sentence.
|Before Reading |After Reading |
| | |
|It is difficult for some |Sample answer: Tobacco con- |
|individuals to quit smoking |tains an addictive drug called |
|because it is an addictive |nicotine, which causes smokers |
|habit. |to become physiologically and |
| |psychologically addicted. |
| | |
Write the correct vocabulary term under each definition.
1. a cancer-causing substance
carcinogen
2. the addictive drug found in tobacco leaves
nicotine
3. a colorless, odorless, and poisonous gas
carbon monoxide
4. a substance that causes physiological or psychological dependence
addictive drug
5. thickened, white, leathery spots on the inside of the mouth that can develop into oral cancer
leukoplakia
6. a thick, sticky, dark fluid produced when tobacco burns
tar
7. a group or set of ten
decade
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258 Chapter 20 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
8. a drug that increases the action of the central nervous system, the heart, and other organs
stimulant
9. tobacco that is sniffed through the nose, held in the mouth, or chewed
smokeless tobacco
Toxic Substances in
Tobacco Products
I found this information
on page(s) 543 .
List three toxic substances found in tobacco products and briefly describe how each one affects the body.
|Substance |Affects |
| | |
|Nicotine |Causes changes in the brain that make |
| |tobacco users want more nicotine |
| | |
|Tar |Paralyzes and destroys cilia, destroys |
| |alveoli, destroys lung tissue |
| | |
|Carbon monoxide |Deprives the body’s tissues and cells of |
| |oxygen |
| | |
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Pipes, Cigars, and
Smokeless Tobacco
I found this information
on page(s) 544 .
Harmful Effects of
Tobacco Use
I found this information
on page(s) 545 .
Other Consequences of
Tobacco Use
I found this information
on page(s) 544–546.
Identify some of the evidence to support the claim that pipes and cigars are just as dangerous, if not more so, than cigarettes.
Cigars contain significantly more nicotine and produce more tar and
carbon monoxide than cigarettes do. Pipe and cigar smokers have an
increased risk of developing cancers of the lips, mouth, throat, larynx,
lungs, and esophagus.
List four short-term effects of tobacco use.
1. Brain chemistry changes
2. Respiration and heart rate increase
3. Taste buds are dulled and appetite is reduced
4. Users have bad breath, yellowed teeth, and smelly hair, skin, and clothes
List five health problems caused by long-term tobacco use.
1. Chronic bronchitis
2. Emphysema
3. Lung cancer
4. Coronary heart disease and stroke
5. Weakened immune system
List three other consequences of tobacco use.
1. Costs to society
2. Costs to individuals
3. Legal consequences
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Chapter 20 Student Activity Workbook 259
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|20 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Social Studies
Chapter 20 Tobacco
NCSS.X Civic Ideas and Practices (Turn to pages 386–390 for complete standard language.)
Lesson 1 The Health Risks of Tobacco Use
Cigarette Advertising
Directions: One of your most effective defenses against being influenced to use tobacco is your ability to understand and analyze cigarette advertising. Below are descriptions of real cigarette advertisements, campaigns, and slogans. Read each one and answer the questions that follow it.
1. An ad featuring a smiling, proud woman holding a cigarette has this headline: “The best choice for you—and your wallet!”
What is this ad’s strategy? Why is the ad’s message misleading?
This ad’s strategy is to suggest that people can save money by buying that brand of cigarettes. The
truth is that the average cost to a person smoking one pack of cigarettes a day is about $1,500 per
year, and the choice of brand will not make much of a difference.
2. An ad celebrating a brand’s 75th year features this headline: “75 years and still smokin’.” What is this ad’s apparent message? What is the ad’s unspoken message? Why is the ad’s message false?
This ad’s apparent message is that the brand is 75 years old. Its unspoken message is that people can
smoke and live long lives. The truth is that those who smoke cigarettes are far more likely to contract
diseases that may shorten their lives than those who do not use tobacco.
3. An ad features an older woman saying, “Proper, decent women shouldn’t have fun.” A young woman replies, “Well, shame on me, ‘cause I really like to have fun.”
Who is the intended audience of this ad? How does the ad target this audience? What could be some consequences of using tobacco for the reasons suggested by the ad?
This ad is intended for teenage girls and young women. Its strategy is appealing to their desire to have
fun and rebel against authority. The truth is that people under age 18 who use tobacco in order to rebel
against authority could face legal consequences or be suspended or expelled from school.
4. An ad for a slim cigarette shows a smiling, attractive young woman, with this headline: “The slimmest slim in town.”
Who is the intended audience of this ad? How does the ad target this audience? Why is the ad’s message false?
This ad is targeting teenage girls and young women. Its strategy is appealing to their desire to be thin.
The truth is that smoking reduces the body’s capacity for physical activity, which may lead to weight gain.
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260 Chapter 20 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 20 Tobacco
Lesson 2 Choosing to Live Tobacco Free
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a sentence describing the last time you saw smoking on |
| |TV, in an advertisement, or in a movie. After you have read |
| |the lesson carefully, use what you have learned to write a |
| |sentence describing how you can resist being tempted by |
| |media efforts that make tobacco use look appealing. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: The last time that |Sample answer: Being aware |
| | |I saw a character smoking on TV |of advertising techniques in the |
| | |was while watching a cartoon. |media and knowing the risks of |
| | | |tobacco use will help me avoid |
| | | |temptation. |
| | | | |
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New Vocabulary
nicotine withdrawal
nicotine substitutes
tobacco cessation program
Write a vocabulary word to answer each question.
1. Which physical symptom do people often experience when they stop using tobacco?
nicotine withdrawal
2. Which is a course that provides information and help to people who want to stop using tobacco?
tobacco cessation program
3. Which substances do people often use to relieve the symptoms of nicotine withdrawal?
nicotine substitutes
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Chapter 20 Student Activity Workbook 261
Name _________________________________________ Date _______________ Class ____________
Teens and Tobacco
I found this information on page(s) 548–549.
Identity some reasons for tobacco use among teens.
Some teens falsely believe that tobacco will help them control their
weight or cope with stress. Other teens believe that smoking will make
them seem mature and independent. Teens are often influenced by TV,
movies, and advertisements.
Benefits of Living
Tobacco Free
I found this information
on page(s) 550 .
List four factors that have contributed to a reduced number of high school students who use tobacco products.
1. Tobacco legislation
2. No-smoking policies
3. Family values
4. Positive peer pressure
Identify the benefits of living tobacco-free.
Better cardiovascular endurance and lung function; improved fitness
level and athletic performance; reduced risk of lung cancer, heart
disease, and stroke; sense of freedom because you know that you are
not dependent on an addictive substance; less stress; more confidence
in social situations because you look and feel better
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Quitting Tobacco Use
I found this information on page(s) 551 .
List three strategies that will help you avoid tobacco use.
1. Surround yourself with positive influences.
2. Reduce peer pressure.
3. Use refusal skills.
Describe some of the symptoms of nicotine withdrawal.
Sample responses: Irritability, difficulty concentrating, anxiety, sleep
disturbances, cravings for tobacco
List four strategies for people who want to quit using tobacco.
1. Prepare for the quit day.
2. Get support and encouragement.
3. Access professional health services.
4. Replace tobacco use with healthier alternatives.
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262 Chapter 20 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 20 Tobacco
NCTM-Data.5 Data Analysis and Probability (Turn to pages 386–390 for complete standard language.)
Lesson 2 Choosing to Live Tobacco Free
Directions: You have read that smoking is a very dangerous and addictive habit. With more information available on the effects of tobacco use, more teens are choosing to live tobacco-free lives. Answer the questions below based on the information provided in the graph.
Smoking Habits of People Aged 18-24
| |70 | | | | | |
| |65 | | | | | |
| |60 | | | | | |
| |55 | | | | | |
|Pe|50 | | | | | |
|rc| | | | | | |
|en| | | | | | |
|t | | | | | | |
| |45 | | | | | |
| |40 | | | | | |
| |35 | | | | | |
| |30 | | | | | |
| |25 | | | | | |
| |20 | | | | | |
| |1965 |1974 |1985 |1995 |2003 | |
Never Smoked
Current Smoker
Source: American Lung Association, 2005
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1. According to the line graph, what percentage of people in 2003 said they had never smoked?
A. About 24 percent
B. About 57 percent
C. About 67 percent
D. About 70 percent
2. By what percentage did smoking decline between the earliest and latest years shown?
A. About 3 percent
B. About 4 percent
C. About 12 percent
D. About 20 percent
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3. What health trend does this graph show?
A. The percentage of smokers has steadily decreased for the years shown.
B. The percentage of people who have never smoked has mostly increased for the years shown.
C. Both A and B
D. Neither A nor B
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Chapter 20 Student Activity Workbook 263
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 20 Tobacco
Lesson 3 Promoting a Smoke Free Environment
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about how |
| |smoking can affect people other than the smoker. After you |
| |have finished reading the lesson carefully, write a sentence or |
| |two describing what you have learned about the health risks |
| |of tobacco smoke for nonsmokers. |
| |Smokers are not the only people negatively affected by tobacco smoke. |
| | |
| |Anyone who breathes in environmental tobacco smoke (ETS) is also at |
| | |
| |risk for health problems. |
| | |
New and Academic
Vocabulary
environmental tobacco smoke
mainstream smoke
sidestream smoke
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|20 |
Unscramble and define each vocabulary term.
meartsdesi omske
sidestream smoke—the smoke from the burning end of a cigarette,
pipe, or cigar
eramtsnima osmek
mainstream smoke—the smoke exhaled from a smoker’s lungs
latmenonirenv oaccbot ekosm
environmental tobacco smoke—air that tobacco smoke has
contaminated
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264 Chapter 20 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Health Risks of
Tobacco Smoke
I found this information
on page(s) 553–554.
Explain the difference between mainstream smoke and sidestream smoke.
Mainstream smoke is the smoke exhaled from the lungs of a smoker,
and sidestream smoke is the smoke from the burning end of a cigarette.
Sidestream smoke has more carcinogens, nicotine, and tar because it
has not been filtered, as mainstream smoke has.
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Reducing Your Risks
I found this information on page(s) 555 .
Creating a Smoke-Free
Society
I found this information
on page(s) 556–557.
Identify some effects of ETS on nonsmokers.
Eye irritation, headaches, ear infections, coughing in people of all ages,
worsened asthma and other respiratory problems, increased risk of
coronary heart disease
Explain how nicotine and carbon monoxide can be dangerous to a mother and her fetus.
Nicotine constricts the fetus’s blood vessels. Carbon monoxide reduces
the oxygen levels in the blood. This increases the risk of impaired fetal
growth, spontaneous abortion and prenatal death, premature delivery,
low birth weight, deformities, and stillbirth.
List some strategies you can use to reduce the effects of ETS in your home.
Encourage family members to quit smoking, designate smoke-free
areas within your home, open windows when possible, ask visitors to
refrain from smoking in your home, use air cleaners
Identify three actions that have aided efforts to curb smoking in public places.
1. Laws that prohibit the sale of tobacco to minors are being strictly enforced.
2. Some states have successfully sued tobacco companies to recover the costs of treating tobacco-related diseases.
3. Community activities that promote a healthy lifestyle provide everyone with the opportunity to practice healthful behaviors.
Describe the purpose of Healthy People 2010.
The purpose of Healthy People 2010 is to promote health and prevent
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disease nationwide. One of its goals is to reduce tobacco use and the
number of tobacco-related deaths.
|20 |
Chapter 20 Student Activity Workbook 265
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|20 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Social Studies
Chapter 20 Tobacco
NCSS.X Civic Ideals and Practices (Turn to pages 386–390 for complete standard language.)
Lesson 3 Promoting a Smoke-Free Environment
Tobacco, the Law, and You
Directions: Write two brief essays answering the questions below. Use what you have learned in Lesson 3 and additional research from online or library resources to support your position.
1. List several laws that restrict tobacco use. Do you think these types of laws can help promote a smoke-free society? Explain your answer.
Answers will vary. Students should list different types of laws that restrict tobacco use and support the
reasons why they feel these laws are or are not helpful in promoting a smoke-free society.
2. What steps can teens take to help the Healthy People 2010 program reach its goal of reducing the number of people who use tobacco and the number of deaths associated with tobacco use?
Answers will vary but could include involvement in activities that promote a healthy lifestyle, start-
ing or participating in a tobacco prevention group at school, joining a youth group, campaigning for
stricter government control of tobacco and its availability, circulating petitions for tobacco companies
to stop targeting teens in their advertisements, asking local merchants not to display tobacco ads in
their stores, and campaigning for tobacco-free environments.
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266 Chapter 20 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 21 Alcohol
Tips on Preparing for Tests
• While studying content in your textbook, underline or highlight important information to help you remember it.
• Ask your instructor to clarify any information that is confusing to you.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
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1. Which statement about alcohol’s effect on the body is accurate?
A. In general, alcohol moves into the bloodstream faster in males than in females.
B. Smaller-sized people and larger-sized people feel equal effects if they consume equal amounts of alcohol.
C. As the amount of alcohol consumed increases, the level of alcohol in the bloodstream increases.
D. Food in the stomach speeds up the passage of alcohol into the bloodstream.
2. Which organization helps families and friends of alcoholics deal with and recover from the effects of living with an alcoholic?
F. Al-Anon/Alateen
G. Alcoholics Anonymous
H. Mothers Against Drunk Driving
J. National Drug and Treatment Referral Routing Service
3. Which of the following is NOT an effect of alcohol on the body?
A. Reduced ability to judge distances
B. Heightened motor skills
C. Slow reflexes
D. Reduced concentration
4. Which is true of alcohol’s effect on the liver?
F. Alcohol has no effect on the liver.
G. Liver acid production increases with alcohol use, often resulting in nausea and vomiting.
H. Alcohol causes the liver to increase urine output, which can lead to
dehydration.
J. Toxic chemicals released as the liver metabolizes alcohol cause inflamma-tion and scarring of the liver tissue.
5. Infants born with fetal alcohol syndrome may have
A. heart, liver, and kidney defects.
B. vision and hearing problems.
C. difficulties learning.
D. all of the above.
6. Drinking five or more alcoholic drinks at one sitting is called
F. binge drinking.
G. alcoholism.
H. alcohol poisoning.
J. moderate drinking.
7. When a person is dependent on alcohol, he or she
A. has a nervous system disorder.
B. is intoxicated.
C. has fetal alcohol syndrome.
D. is an alcoholic.
Chapter 21 Student Activity Workbook 267
Name _________________________________________ Date _______________ Class ____________
| |8. |Which is NOT a step toward recovery | | | | | | | | |
| | |from alcoholism? | | | | | | | |
|21 | | |1 |A |B |C |D |
| | | | | | | | |
| |Rewrite | | | | |
| |any | | | | |
| |false | | | | |
| |statemen| | | | |
| |ts to | | | | |
| |make | | | | |
| |them | | | | |
| |true. | | | | |
| | |drug in order to feel good or function normally. | |
| | | | | | | | | |
| |10. |T |F Impaired coordination is a short-term effect of alcohol consumption. | | | | |
| |
268 Chapter 21 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 21 Alcohol
Refusing Alcohol
Alcohol use during the teen years can lead to risky behaviors and may seriously and permanently affect brain development. Yet, many teens still choose to drink. In addition to harming your health, alcohol use can lead to teens being arrested, fined, and sentenced
to a detention center. Alcohol use increases the risk of sexual activity among teens, leading to STDs and unwanted pregnancy. It can also negatively affect a teen’s eligibility to participate in extracurricular activities, including athletics. As you have learned, teens can experience many benefits by remaining alcohol-free. In order to remain alcohol-free, teens need to
know and exercise certain refusal skills.
Directions: Write a dialogue between Jenny and Jacob. Jacob has been experiencing a high level of peer pressure to drink while socializing with friends. Jenny must talk with Jacob and educate him on how to refuse alcohol and avoid situations where alcohol will be present.
Advice from Jenny to Jacob may include: The easiest way to remain alcohol-free is to never start using
alcohol. You will feel less peer pressure to use alcohol if you choose friends who do not use alcohol and
avoid situations where underage drinking occurs. If you find yourself in a situation where alcohol is present,
be assertive, refuse to drink, leave the situation quickly, and call for a ride home. You can use a variety
of refusal strategies, such as providing personal reasons or values for your choice to be alcohol-free.
Remember that your best defense is to avoid situations where alcohol is present. Plan alcohol-free activities
with friends, and avoid parties or social gatherings where alcohol is served. Practice your refusal skills at
home to build confidence when you are with peers who are drinking alcohol. Some refusal statements may
include: “I don’t like the taste.” “No thanks, I need to be in top shape for the game this week.” “I don’t drink
alcohol—besides, I really need to be getting home.” “I really can’t, my parents and I have an agreement.” “I
don’t want to risk getting kicked off the team.”
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Chapter 21 Student Activity Workbook 269
|Chap|
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|21 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 21 Alcohol
Lesson 1 The Health Risks of Alcohol Use
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim and Scan Before reading the lesson, skim all section |
| |titles, pictures, tables, and graphs. Write a question that you |
| |expect the lesson to answer. After you have finished reading, |
| |write the answer to your question. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample question: What effect |Sample answer: Toxic chemicals |
| |does alcohol consumption have |are released as the liver |
| |on the liver? |metabolizes alcohol. These |
| | |chemicals cause inflammation |
| | |and scarring of the liver tissue. |
| | | |
New Vocabulary
ethanol
fermentation
depressant
intoxication
binge drinking
alcohol poisoning
Write the correct vocabulary term under each definition.
1. a drug that slows the central nervous system
depressant
2. drinking five or more alcoholic drinks at one sitting
binge drinking
3. a severe and potentially fatal physical reaction to an alcohol overdose
alcohol poisoning
4. the type of alcohol in alcoholic beverages
ethanol
5. the state in which the body is poisoned by alcohol or another substance, and the person’s physical and mental control is significantly reduced
intoxication
6. the chemical action of yeast on sugars
fermentation
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270 Chapter 21 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
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Alcohol
I found this information on page(s) 566 .
Short-Term Effects of
Drinking
I found this information
on page(s) 567–568.
Long-Term Effects of
Alcohol
I found this information
on page(s) 569–570.
Bing Drinking and
Alcohol Poisoning
I found this information
on page(s) 569 .
Explain why adolescents are at a particularly high risk for the negative health effects of alcohol use.
Adolescents are at particular risk because alcohol affects their brain
development.
Identify some short-term effects of alcohol consumption.
Slowed reaction time, impaired vision, diminished judgment
List six factors that influence the onset and intensity of alcohol’s effects.
|1. |Body size |4. |Rate of intake |
| | | | |
|2. |Gender |5. |Amount |
| | | |
|3. |Food |6. Medicine |
| | | | |
Describe three ways that alcohol can change the way a medicine affects your body.
1. The body may absorb the drug or alcohol more slowly, increasing the length of time that the alcohol or drug is in the body.
2. Alcohol use can make some medications less effective, while increasing the effectiveness of others.
3. Enzymes in the body can change some medications into chemicals that damage the liver or other organs.
Identify ways in which alcohol can damage the following body systems:
Brain Addiction, loss of brain functions, brain damage
Cardiovascular System Heart damage, high blood pressure
Digestive System and Pancreas Irritation of digestive lining, fatty
liver, alcoholic hepatitis, cirrhosis of the liver
Pancreas Swelling of the pancreas lining
Describe the dangerous effects of binge drinking.
Binge drinking can lead to alcohol poisoning, a severe and potentially
fatal physical reaction to an alcohol overdose. Alcohol acts as a
depressant on body organs. Involuntary actions, such as breathing and
the gag reflex that prevents choking, may be impaired. Alcohol is also a
stomach irritant.
|Chap|
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Chapter 21 Student Activity Workbook 271
|Chap|
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|21 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 21 Alcohol
NCTM-Data.3 Analysis and Probability (Turn to pages 386–390 for complete standard language.)
Lesson 1 The Health Risks of Alcohol Use
Alcohol and Accidents
Directions: In addition to health risks that directly affect your body, alcohol use is associated with safety risks that can endanger your life. The graph below shows the relationship between alcohol and accidental death, homicide, and suicide. Study the graph. Then answer the questions that follow.
Alcohol Involvement* in Accidental Death, Homicide, and Suicide
| |100 | | | | | | | | | |
| |90 | | | | | | | | | |
| |80 | | | | | | | | | |
|Pe|70 | | | | | | | | | |
|rc| | | | | | | | | | |
|en| | | | | | | | | | |
|t | | | | | | | | | | |
| |60 | | | | | | | | | |
| |50 | | | | | | | | | |
| |40 | | | | | | | | | |
| |30 | | | | | | | | | |
| | | | | | | | | | | |
| |20 | | | | | | | | | |
| |10 | | | | | | | | | |
| |0 | | | | | | | | | |
| |Burn/Fire Hypothermia|Drowing |Fall |Poisoning|Gunshot |Homicide |Suicide| |Cra| |
| | | | | | | | | |sh | |
| | | | | | | | |Car| | |
| | | | | | | | | | | |
| | | | |Positive Alcohol | | | | | |
| | | | |Intoxicated | | | | | |
Scource: Smith et al., 2001
Source: National Institute on Alcohol Abuse and Alcoholism
*Alcohol involvement is defined as any blood alcohol content (BAC) level greater than zero. On the graph, “positive alcohol” is a BAC level of 0–100 mg/dL. Intoxication is defined as a BAC greater than 100 mg/dL.
1. For what three groups were about 50% 3. Which group shows a 50-50 split
of the victims either positive for alcohol between being positive for alcohol
or intoxicated? use and being intoxicated?
A. drowning, gunshot, hypothermia A. drowning
B. burn/fire, fall, poisoning B. fall
C. poisoning, suicide, car crash C. gunshot
D. drowning, gunshot, homicide D. homicide
2. For which group was the role of alcohol 4. For which group did alcohol play
the least significant? the biggest overall role?
A. burn/fire A. hypothermia
B. suicide B. fall
C. homicide C. burn/fire
D. poisoning D. suicide
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272 Chapter 21 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 21 Alcohol
Lesson 2 Choosing to Live Alcohol-Free
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, |
| |write a sentence describing how alcohol abuse differs from |
| |alcoholism. After you have read the lesson carefully, use |
| |what you have learned to rewrite your sentence. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: Alcohol abuse |Sample answer: Alcohol abuse |
| |is the misuse of alcohol while |is the excessive use of alcohol, |
| |alcoholism is a disease. |while alcoholism is a disease in |
| | |which a person has a physical |
| | |or psychological dependence on |
| | |drinks that contain alcohol. |
| | | |
|Chap|
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New and Academic
Vocabulary
psychological dependence
physiological dependence
alcohol abuse
alcoholism
isolation
Write a vocabulary word to answer each question.
1. In which type of dependence does an individual develop a chemical need for a drug? physiological dependence
2. Which is a disease in which a person has a physical or psychological dependence on drinks that contain alcohol?
alcoholism
3. Which type of abuse is characterized by an excessive use of alcohol? alcohol abuse
4. Which type of dependence causes people to think they need a drug in order to feel good or function properly?
psychological dependence
5. Which term describes being withdrawn or separated?
isolated
|Alcohol Use | | |List three factors that influence alcohol use. | |
|I found this information |1. |Peer pressure | |
|on page(s) |572 |. | | | |
| | | | | | |
| | | |2. |Family | |
| | | |3. |Media messages | |
Chapter 21 Student Activity Workbook 273
Name _________________________________________ Date _______________ Class ____________
|Chap|
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|21 |
Health Risks of
Alcohol Use
I found this information
on page(s) 573–575.
Identify some consequences that teens may face if caught buying, possessing, or consuming alcohol.
Teens can be arrested, fined, and sentenced to a youth detention center.
An arrest can limit college and employment options. Teens might damage their reputations and lose the trust of friends and family members.
Avoiding Alcohol
I found this information on page(s) 576 .
Describe the relationship between alcohol and violence for teens.
Fights are more likely to break out at parties where alcohol is present.
Teens who drink are also more likely to be victims or perpetrators of
violent crimes such as rape, aggravated assault, and robbery.
Explain why alcohol use can cause teens to compromise their values regarding sexual activity.
Alcohol impairs judgment and lowers inhibitions. Teens who use alcohol
are more likely to become sexually active at earlier ages and to engage
in unprotected sexual activity.
Identify the risks faced by teens who live in a household in which a family member abuses alcohol.
1. Neglect, abuse, social isolation
2. Economic hardship
3. Personal use of alcohol themselves
4. Mental illness or physical problems
List some negative consequences teens may face at school if they use alcohol.
Students who use alcohol may become ineligible for school activities or
graduation, and may be suspended or expelled from school.
List seven benefits that you will enjoy throughout your life by remaining alcohol-free.
1. Maintaining a healthy body
2. Establishing healthy relationships
3. Making healthy decisions
4. Avoiding risky behaviors
5. Avoiding illegal activities
6. Avoiding violence
7. Achieving goals
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274 Chapter 21 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Social Studies
Chapter 21 Alcohol
NCSS.X Civil Ideas and Practices (Turn to pages 386–390 for complete standard language.)
Lesson 2 Choosing to Live Alcohol-Free
Five Reasons to Be Alcohol-Free
Directions: Read the facts and statistics about alcohol below. Then answer the questions that follow.
A. Alcohol is a leading cause of death among youth, particularly teenagers. It contributes substantially to adolescents’ motor-vehicle accidents, other traumatic injuries, suicide, date rape, and family and school problems.
B. Children who are drinking alcohol by seventh grade are more likely to report academic problems, substance use, and delinquent behavior in both middle school and high school. By young adulthood, early alcohol use is associated with employment problems, other substance abuse, and criminal and other violent behavior.
C. Young people who begin drinking before age 15 are four times more likely to develop alcoholism than those who begin drinking at 21.
D. About one-third of drivers convicted or arrested for DUI (driving under the influence of alcohol) are repeat offenders.
E. About one in five cars driven on Friday and Saturday nights after 10 p.m. has a drunk driver at the wheel.
1. Why does alcohol “contribute substantially” to adolescents’ motor-vehicle accidents, other traumatic injuries, suicide, and date rape?
Alcohol impairs judgment and makes a person more likely to engage in risk behaviors.
2. What would be one reason that young people who begin drinking before age 15 are four times more likely to develop alcoholism than those who begin drinking at 21?
Starting to drink before the age of 15 means there is more time for someone to develop a dependency
on alcohol.
3. Read Fact D again. What conclusion can you draw about alcohol and risk behavior? Why?
This fact is evidence that alcohol use increases the likelihood of engaging in risk behaviors. Even after
getting a DUI conviction or arrest, one-third of the drivers repeated the dangerous behavior.
4. How does Fact E show that alcohol use puts everyone at risk, even nondrinkers?
If about one in five cars has a drunk driver at the wheel, anyone on the road can be involved in an
alcohol-related accident, even if he or she does not drink.
|Chap|
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|21 |
Chapter 21 Student Activity Workbook 275
|Chap|
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|21 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 21 Alcohol
Lesson 3 The Impact of Alcohol Abuse
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about the |
| |many times you have heard about the dangers of drinking and |
| |driving. After you have finished reading the lesson carefully, |
| |write a sentence stating the ways in which alcohol consumption |
| |impairs drivers. |
| |Sample answer: Alcohol drinkers experience slowed reflexes, reduced |
| | |
| |ability to judge distance and speeds, an increase in risk-taking |
| | |
| |behaviors, reduced concentration, and increased forgetfulness. |
| | |
New Vocabulary
alcoholic
sobriety
recovery
blood alcohol concentration
fetal alcohol syndrome
Write the correct vocabulary term in the left column for each definition below.
1. an addict who is dependent on alcohol
2. living without alcohol
3. the process of learning to live an alcohol-free life
4. the amount of alcohol in a person’s blood, expressed as a percentage
5. a group of alcohol-related birth defects that include physical and mental problems
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|Alcohol and Driving |Identify the factors that go into calculating blood alcohol | |
|I found this information |concentration. | |
|on page(s) |578–580 |. |The BAC depends on the quantity and type of alcohol consumed, the | |
| | | | | |
| | | | | |
| | | |rate of consumption, and body size and gender. | |
| | | | | |
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276 Chapter 21 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
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Alcohol and Pregnancy
I found this information on page(s) 580–581.
Alcoholism
I found this information on page(s) 580–581.
List some consequences that teens who drink and drive may face.
Injuries to, or death, of the driver and others; arrest, court appearance
|and fine, and a police record; severely restricted driving privileges |Chapter | |
| | | |
|and/or immediate confiscation of driver’s license; higher auto | | |
| |21 | |
| | | |
|insurance rates | | |
| | | |
| | | |
|Explain why pregnant females should not use alcohol at any | | |
|time during their pregnancy. | | |
|A female who drinks during her pregnancy puts her baby at risk for fetal | | |
| | | |
|alcohol syndrome (FAS). | | |
| | | |
|Identify some problems associated with fetal alcohol | | |
|syndrome. | | |
1. Small head and deformities of face, hands, or feet
2. Heart, liver, and kidney defects
3. Vision and hearing problems
4. Central nervous system problems, developmental disabilities, and poor coordination
5. Difficulties with learning and short attention span
6. Hyperactivity, anxiety, and social withdrawal
List some symptoms of alcoholism.
Craving, loss of control, physical dependence, tolerance
Describe some behavioral characteristics of an alcoholic.
The behavior of alcoholics varies—they may act aggressive and violent,
or they may become withdrawn.
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Effects on Family and Society
I found this information on page(s) 582 .
List the stages of alcoholism.
1: Abuse; 2: Dependence; 3: Addiction
Identify behaviors that people close to alcoholics sometimes exhibit. They develop unhealthy behaviors, such as codependency.
Codependents ignore their emotional and physical needs and focus
their energy and emotions on the alcoholic’s needs.
|Treatment for | |List the stages of recovery from alcoholism. | |
|Alcohol Abuse | |1: Admission; 2: Detoxification; 3: Counseling; 4: Recovery | |
| | | | | |
|I found this information | | |
| | | |
|on page(s) | |583 |. | | |
Chapter 21 Student Activity Workbook 277
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
|21 |Chapter 21 |Alcohol | | | | | | |
| |NCTM-ALG.2 Algebra (Turn to pages 386–390 for complete standard language.) | |
|Chapte|Lesson 3 The Impact of Alcohol Abuse | | |
|r | | | |
| |BAC and Driving Impairment | | | | | | | |
| |Directions: Any amount of alcohol in the body is dangerous, but the rate at | |
| | | |
| |which it affects each individual differs. Answer the following questions based on | |
| |the information provided in the chart. | | | | | | |
| | |Blood Alcohol Concentration and Level of Impairment | |
| |Drinks | | |Body Weight in Pounds | | | | |
| | |100 |120 |140 |160 |180 |200 |220 |240 | |
| |1 |.04 |.03 |.03 |.02 |.02 |.02 |.02 |.02 |Impairmen|
| | | | | | | | | | |t Begins |
| |5 |.19 |
|C. 0.06 |D. |1.1 |
2. How many drinks does it take to affect the driving skills of a 100-pound female, putting herself and others at risk of an accident?
|A. 1 |B. 2 |
|C. 3 |D. 5 |
3. Which of the following blood alcohol levels falls within the “safe driving limit”?
|A. 0.00 |B. 0.02 |
|C. 0.03 |D. 0.16 |
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278 Chapter 21 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 22 Illegal Drugs
Tips on Preparing for Tests
• Review your class notes each day to remain “on top” of the material.
• Get a good night’s sleep and eat a nutritious breakfast the morning before a big test.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
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1. Which treatment would be most appropriate for a person with a long history of serious drug abuse?
A. Drug counseling
B. Maintenance therapy
C. A stay at a therapeutic community
D. Medication therapy
2. Which type of drug is sold as an over-the-counter cough suppressant but is dangerous when misused?
F. DMX
G. Morphine
H. Heroin
J. Codeine
3. Which is a possible consequence for babies when a pregnant woman uses drugs?
A. Birth defects
B. Drug addiction
C. Behavioral problems
D. All of the above
4. Which of the following is true about marijuana?
F. It interferes with and may perma-nently damage the immune system.
G. It contains fewer cancer-causing chemicals than tobacco.
H. It raises the level of testosterone
in men.
J. It enhances mental reflexes and short-term memory.
|5. Which type of drug treatment center is |Chapte| |
| |r | |
|intended for heroin addicts? | | |
|A. Therapeutic communities | | |
|B. Short-term treatment | | |
|C. Maintenance therapy | | |
| |22 | |
|D. Outpatient drug-free treatment | | |
| | | |
|6. Which is an example of how drugs can | | |
|affect mental health? | | |
|F. Risk of overdose | | |
|G. Higher risk of unintentional injuries | | |
|H. Negative effect on relationships | | |
J. Clouded reasoning and thinking
7. Which drug has both stimulant and hallucinogenic effects?
A. Ecstasy
B. Rohypnol
C. GHB
D. Ketamine
8. Cocaine is which type of drug?
F. Hallucinogenic drug
G. Psychoactive drug
H. Designer drug
J. Stimulant
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
Chapter 22 Student Activity Workbook 279
Name _________________________________________ Date _______________ Class ____________
Directions: Circle T if the statement is true or F if the statement is false.
Rewrite any false statements to make them true.
9. T F Using marijuana can harm social interactions with friends.
T
10. T F Steroids affect the central nervous system and alter activity in the brain.
F. Psychoactive drugs affect the central nervous system and alter activity in the brain.
|22 | | | | |
| | | | | |
|Chapte|11. |T |F Spending time with users but promising not to use is an effective way for teens | |
|r | | | | |
| | |to resist pressure to do drugs. | |
| | |F. Practicing refusal skills is an effective way for teens to resist pressure to do drugs. | |
| | | | | |
| | | | | |
| | | | | |
| |12. |T |F Drug abusers often find it difficult to stop using on their own, because addiction | |
| | |involves both psychological and physiological dependence. | |
T
13. Suppose a friend of yours has been experimenting with marijuana. She has confided in you that she wishes she hadn’t used marijuana, but she felt pressured by her peers and gave in. Write a letter to your friend that includes some refusal strategies she can use the next time she is feeling pressured to use drugs.
Write your answer to item 13 in this space.
Student letters should include refusal strategies to avoid drug use, such as choosing friends who
value a drug-free lifestyle, participating in activities that do not involve drugs, and choosing alterna-
tives to drug use such as hobbies, sports, community activities, and school organizations.
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280 Chapter 22 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 22 Illegal Drugs
Drug Use and Athletic Performance
Being a good athlete requires many different qualities and skills. Some people believe that drugs can improve an athlete’s performance.
Directions: Read through the list of attributes that are characteristic of all good athletes. Refer to these attributes when responding to the questions.
|• |Cardiorespiratory endurance |• |Power |Chapter | |
|• Muscular strength and endurance |• |Agility | | |
|• |Flexibility |• |Reaction time | | |
|• |Body composition |• |Speed | | |
|• |Balance |• |Coordination | | |
| | | | |22 | |
| | | | | | |
1. Using your textbook as a guide, research the negative effects of marijuana use. Write a paragraph about the negative effects of marijuana use on physical health. Determine which of the above attributes an athlete would be compromising by using marijuana.
Paragraphs should describe the negative effects of marijuana use on physical health, which can
include impaired reaction time and coordination, damage to the respiratory system, weight gain, and
a distorted sense of time, sound, touch, and sight. The athletic attributes compromised may include
cardiorespiratory endurance, muscular strength and endurance, agility, reaction time, speed, and
coordination.
2. Using your textbook as a guide, research the negative effects of steroid use. Write a paragraph about the negative effects of steroid use on physical health. Determine which of the above attributes an athlete would be compromising by using steroids.
Paragraphs should describe the negative effects of steroids on physical health, which can include
weakened ligaments and tendons, weight gain, acne, high blood pressure, and liver and kidney
tumors. The athletic attributes compromised may include agility, flexibility, and cardiorespiratory
endurance.
Chapter 22 Student Activity Workbook 281
|Chap|
|ter |
|22 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 22 Illegal Drugs
Lesson 1 The Health Risks of Drug Use
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim and Scan Before reading the lesson, read all section | |
| |titles, pictures, tables, and graphs. Write a question that you | |
| |expect the lesson to answer. After you have finished reading, | |
| |use what you have learned to answer your question. | |
| | | | | | |
| | | |Before Reading |After Reading | |
| | | | | |
| | |Sample question: What is a good |Sample answer: Becoming in- | |
| | |way for teens to protect them- |volved in anti-drug programs in | |
| | |selves, as well as their family and |your community is a good way | |
| | |friends, from drug use? |to protect your family and friends | |
| | | | |from the dangers and violence | |
| | | | |associated with drug use. | |
|New and Academic | | | | |
| |Write the correct vocabulary term under each definition. | |
|Vocabulary | | | | | |
| | |1. the use or sale of any substance that is illegal or otherwise | |
|substance abuse | | |not permitted | | |
|illegal drugs | | |illicit drug use | | |
| | | | | | |
| | |2. chemical substances that people of any age may not | |
| | | | |
|illicit drug use | | |lawfully manufacture, possess, buy, or sell | |
|alter | | |illegal drugs | | |
| | | | | | |
| | |3. a strong, sometimes fatal reaction to taking a large | |
| | | | |
|overdose | | |amount of a drug | | |
overdose
addiction
4. to make different alter
5. a physiological or psychological dependence on a drug
addiction
6. any unnecessary or improper use of chemical substances for nonmedical purposes
substance abuse
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282 Chapter 22 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Substance Abuse
I found this information on page(s) 592–593 .
Explain what substance abuse means.
Substance abuse includes the use of illegal substances as well as the
misuse of legal substances, such as medicines.
Explain how the following factors can influence teens’ choices about drug use.
|Peer pressure |Teens whose friends and acquaintances avoid | | |
| |drug use can say no to drugs more easily than | | |
| |teens whose friends accept and even encour- | | |
| |age drug use. |Chapter | |
| | | | |
|Family members |Parents and other family members who avoid | | |
| |drug use and who discourage drug experimen- | | |
| |tation can influence teens to abstain | | |
| |from drugs. | | |
| | | | |
|Role models |Teens who choose drug-free role models have |22 | |
| |an advantage in resisting drugs. | | |
| | | | |
| | | | |
|Media messages |Media messages can influence how teens feel | | |
| |about drug use. | | |
| | | | |
|Perceptions |Teens may believe that drug use is higher than | | |
| |it is in reality. | | |
| | | | |
|Misleading |Teens may think that certain drug use can be | | |
|information |beneficial. | | |
| | | | |
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How Drugs Affect
Your Health
I found this information
on page(s) 593–594 .
Identify three areas of your health that drug use affects.
1. Physical health
2. Mental health
3. Social health
Name some negative consequences that are part of the addiction cycle.
Tolerance, psychological dependence, physiological dependence,
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addiction
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Drugs Take a Heavy Toll
I found this information on page(s) 595–596 .
Identify some consequences of drug use for different groups of people.
1. Consequences for the individual: Using drugs prevents teens from pursuing their interests, goals, and responsibilities.
2. Consequences for friends and family: When a teen abuses drugs, the decision affects everyone in that person’s life.
3. Consequences for babies and children: Drugs that the mother takes can enter the developing baby’s body, causing even more harm to the baby than the mother experiences.
Chapter 22 Student Activity Workbook 283
|Chap|
|ter |
|22 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 22 Illegal Drugs
NCTE.1 Reading for Perspective (Turn to pages 386–390 for complete standard language.)
Lesson 1 The Health Risks of Drug Use
Directions: Teens face choices about many behaviors, including drug use. Teens may be tempted to experiment with drugs at school, at their jobs, in their communities, or at home. Many factors influence how a teen chooses to handle decisions about drugs. Read each scenario below and determine which of the listed factors has influenced the teen to choose not to use drugs.
Factors that influence teens to avoid drug use:
Peer pressure—Family members—Role models
Media messages—Perceptions—Misleading information
1. One of Carolyn’s favorite television programs is about a family that resembles her own. A recent episode featured a guest appearance by an actor she admires. In one scene, the actor refused to use drugs, even though it meant not fitting in with some of his peers. A few days after watching the show, Carolyn attended a party where someone offered her marijuana. She thought of the television show and used refusal skills to avoid accepting the drug.
Influence: Media messages
2. Hector has grown up with Ray and Anita. They will all be graduating in a few months and
|have something special to celebrate. None of them has tried or been involved with drugs | | |
|in any way. As they progressed through their high school years, they made a pact with | | |
|each other to participate in sports, study hard, and volunteer their time after school in |rights | |
| |reserved. | |
|order to avoid the temptation to use drugs. | | |
|Influence: |Peer pressure | | |
|3. Knowing the potential dangers of drug use, Mr. and Mrs. Konerko have taught their two |Inc. All | |
| |-Hill | |
| |Companies, | |
|teens a lot about drugs and the dangers associated with them. They have provided their | | |
|children with many healthy alternatives to drug use and have seen their children learn to | | |
|avoid drug use on their own. | | |
|Influence: |Family members |McGraw | |
|4. Sarah has been a huge fan of professional women’s tennis for most of her life. She has |by The | |
| |© | |
|many favorite players and watches as many tournaments as she can. At the summer | | |
| |Copyright | |
|tennis camp she attended, one of her favorite players gave a talk about the dangers of | | |
|drug use. Ever since the camp, Sarah has worked hard to avoid the dangers of drugs. | | |
| | | |
|Influence: |Role models | | |
284 Chapter 22 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 22 Illegal Drugs
Lesson 2 Marijuana, Inhalants, and Steroids
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a sentence describing some consequences that an athlete may |
| |face if caught using steroids. After you have read the lesson |
| |carefully, use what you have learned to rewrite your sentence. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Athletes who |Sample answer: Athletes who |
| | |are caught using steroids may |fail a drug test for steroids can |
| | |be banned from a sport or given |face exclusion from an event, |
| | |jail time. |expulsion from the team, loss |
| | | |of trophies or medals, monetary |
| | | |fines, tarnished reputation, and |
| | | |jail time. |
| | | | |
|Chap|
|ter |
|22 |
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New and Academic
Vocabulary
marijuana
paranoia
inhalants
anabolic-androgenic steroids
intense
Write a vocabulary word to answer each question.
1. Which drug can cause weight gain, acne, high blood pressure, and liver and kidney tumors?
anabolic-androgenic steroids
2. Which are often prescribed by doctors for allergies, asthma, and other medical conditions?
inhalants
3. Which is a symptom that marijuana users often experience?
paranoia
4. Which drug is considered a “gateway drug” and may lead the user to try other, more dangerous drugs?
marijuana
5. Which term means existing in an extreme degree?
intense
Chapter 22 Student Activity Workbook 285
Name _________________________________________ Date _______________ Class ____________
|Chap|
|ter |
|22 |
Marijuana
I found this information on page(s) 599–600 .
Identify three types of consequences that are affiliated with marijuana use.
Physical, mental, and emotional consequences
Name some physical consequences of marijuana use.
Marijuana use can severely damage the respiratory system and
immune system. For males, marijuana use can interfere with sperm
production and testosterone levels. For females, marijuana use can
increase testosterone levels.
Identify some mental and emotional consequences of marijuana use.
Slow mental reflexes; feelings of anxiety and paranoia; short-term
memory suffers; distorted perception; loss of coordination; trouble
with thinking and problem-solving; users can become sleepy.
Inhalants
I found this information on page(s) 601 .
Explain why driving while under the influence of marijuana is dangerous.
Marijuana interferes with depth perception, increases reaction time,
causes sleepiness, impairs judgment, and slows reflexes.
Identify some immediate effects of inhalant use.
Glassy stare, slurred speech, impaired judgment, nausea, coughing,
nosebleeds, fatigue, lack of coordination
Identify some long-term effects of inhalant use.
Inhalants depress the central nervous system and can lead to the loss
of brain cells. Long-term use can cause liver and kidney damage,
blindness, brain damage, paralysis, cardiac arrest, and death.
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Consequences of
Steroid Use
I found this information
on page(s) 601 .
Name the effects of steroid use on both males and females.
Males: shrinking of testicles, reduced sperm count, baldness,
development of breasts, and increased risk for prostate cancer.
Females: growth of facial hair, baldness, changes in the menstrual cycle, and a deepened voice. Side effects for both genders include weight gain, acne, high blood pressure, and liver and kidney tumors.
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286 Chapter 22 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 22 Illegal Drugs
NCTM-ALG.2 Algebra (Turn to pages 386–390 for complete standard language.)
Lesson 2 Marijuana, Inhalants, and Steroids
Declining Substance Abuse Trends Among Teens
Directions: Drug use can have serious consequences for your health and can cause death. Answer the following questions based on the information provided in the graph.
34.5
Substance Abuse by Teens
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| |33 | |31.6 |30.3 |30.2 | | | |
| |31 | | | | | | | |
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| | | | | | | |29.2 | |
| |29 | | | | | | | |
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| |25 | | | | | | | |
| |23 |20.4 | | | | | | |
| |21 | | | | | | | |
| | | |19.2 | | | | | |
| |19 | | | | | | | |
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| | | | |17.5 |16.3 |16.5 | | |
| |17 | | | | | | | |
| | | | | | | | | |
| | |17 | | | | |15.7 | |
| |15 | | | | | | | |
| | | |13.7 |13.6 |12.2 |12.1 | | |
| |13 | | | | | | | |
| | | | | | | | | |
| | | | | | | |12.1 | |
| |11 | | | | | | | |
| | | | | | | | | |
| | |2001 |2002 |2003 |2004 |2005 |2006 | |
All Other Illicit Drugus
Marijuana/Hashish
Inhalants
Source: Monitoring the Future Study, 2006
1. What was the change in the percentage 2. What change took place in illicit drug
of teens who used marijuana or hashish use by teens between 2001 and 2006?
between 2001 and 2002? A. Usage went up 2.7 percent.
A. From 20.4 percent to 19.2 percent B. Usage went up from 30.2 percent to
B. From 29.2 percent to 30.0 percent 31.6 percent.
C. From 34.5 percent to 31.6 percent C. Usage went down about 5 percent.
D. None of the above D. Usage went down from 30.2 percent
to 31.6 percent.
3. Which of the following BEST summarizes the general trends shown in the graph?
A. Teens’ use of dangerous substances, including drugs, has been increasing.
B. The percentage of teens using marijuana has declined steadily from 2001 to 2006.
C. Teens’ use of dangerous substances, including drugs, has been dropping.
D. The percentage of teens using inhalants has declined steadily from 2001 to 2006.
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Chapter 22 Student Activity Workbook 287
6. llicunogensah
3. taiesop
2. nergsied urdgs
|Chap|
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|22 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 22 Illegal Drugs
Lesson 3 Psychoactive Drugs
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about what |
| |you have heard about the drug Ecstasy. After you have fin- |
| |ished reading the lesson carefully, write a sentence describing |
| |the negative health effects of Ecstasy. |
| |Sample answer: Negative effects of Ecstasy include confusion, |
| | |
| |depression, paranoia, and muscle breakdown. |
| | |
New and Academic
Vocabulary
psychoactive drugs
designer drugs
hallucinogens
euphoria
depressants
stimulants
opiates
available
Unscramble each vocabulary term. Then write the definition of each term.
1. lnatsumsti
stimulants—drugs that speed up the central nervous system
designer drugs—synthetic drugs that are made
to imitate the effects of other drugs
opiates—drugs derived from the opium plant that are
obtainable only by prescription and are used to relieve pain
4. hporaieu
euphoria—a feeling of intense well-being or elation
5. ivectaochpsy rsgud psychoactive drugs—chemicals that affect the central nervous system and alter activity in the brain
hallucinogens—drugs that alter moods, thoughts,
and sense perceptions including vision, hearing, smell, and touch
7. assentspesrd
depressants—drugs that tend to slow the central nervous system
8. elblaiava
available—present or ready for immediate use
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288 Chapter 22 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Effects of Psychoactive Name the four main groups of psychoactive drugs.
Drugs Stimulants, depressants, opiates, hallucinogens
I found this information on page(s) 603–604 .
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Club Drugs, Stimulants,
and Depressants
I found this information
on page(s) 605–607 .
Hallucinogens and
Opiates
I found this information
on page(s) 608–610 .
List six types of club drugs.
|1. |Ecstasy |4.|Ketamine |
| | | | |
|2. |Rohypnol |5.|Methamphetamine |
| | |
|3. GHB |6. LSD |
| | | | |
Explain what stimulants are and list three types of stimulants.
Stimulants are drugs that speed up the central nervous system.
Cocaine, crack, and amphetamines are stimulants.
Explain why depressants are dangerous.
Depressants can slow heart and respiration rates and lower blood
pressure.
Identify two types of depressants.
Barbiturates, tranquilizers
Explain what hallucinogens are and why they are dangerous.
Hallucinogens are drugs that alter moods, impair judgment, and
increase heart and respiratory rates. The effects are unpredictable,
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and may result in harmful or violent behavior.
Name four types of hallucinogens.
PCP, DXM, mushrooms, peyote
Explain what opiates are and why they are dangerous.
Opiates are highly addictive drugs that dull the senses. Opiate use
creates feelings of euphoria, drowsiness, constipation, slow and
shallow breathing, convulsions, coma, and death.
Identify four types of opiates.
Codeine, morphine, heroin, oxycodone
Chapter 22 Student Activity Workbook 289
|Chap|
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|22 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 22 Illegal Drugs
NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 3 Psychoactive Drugs
Understanding Ecstasy
Directions: Below is the text of a slide presentation that shows how the psychoactive drug Ecstasy (MDMA) affects users. Read the slides. Then answer the questions that follow.
Slide 1: How Ecstasy Acts on the Body Ecstasy alters brain chemistry. This leads to pleasurable feelings of elevated mood and empathy. Ecstasy is a reinforcing drug, meaning that its pleasurable effects increase the likelihood that someone who takes it once will take it again. Reinforcing drugs are often addictive.
Slide 2: Side Effects of Ecstasy Use Side effects include anxiety, restlessness, irritability, impaired judgment, sweating, dry mouth, increased heart rate, muscle spasms (especially jaw-clenching), hyperthermia (excessive body heat), and difficulty sleeping.
Slide 3: Multiple Doses Some users take multiple doses of Ecstasy in one night. Multiple or high doses can cause high blood pressure, irregular heartbeat, muscle breakdown, and kidney failure. In extreme cases, multiple doses of Ecstasy can lead to brain damage or death.
Slide 4: Is Ecstasy Addictive? There is evidence that Ecstasy has the potential to be addictive. In one study, 43 percent of Ecstasy users met standards commonly used to determine
dependence.
These standards include:
• Continuing to use the drug, knowing it can result in physical or psychological harm
• Experiencing withdrawal symptoms
• Building tolerance to the drug with repeated use
Research has shown that monkeys will self-administer Ecstasy. (They do not self-administer nonaddictive drugs.)
Other research shows that Ecstasy affects the “reward pathway” in the brain. This pathway becomes more active when a person experiences pleasure. Addictive drugs are known to affect this part of the brain. Because users attain the “reward” they seek from using Ecstasy, they are likely to use the drug repeatedly.
1. What does Ecstasy do to the brain to produce its effects on the body?
Ecstasy alters brain chemistry.
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290 Chapter 22 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
2. Give two examples of evidence showing that Ecstasy might be addictive.
In one study, almost half of Ecstasy users met standards commonly used to determine dependence. Also, monkeys will self-administer Ecstasy, but they do not self-administer nonaddictive drugs. Addi-tionally, research shows that Ecstasy affects a part of the brain called the “reward pathway.” Addictive drugs are known to affect this pathway.
3 Some people continue to take Ecstasy even though it has the negative side effects listed in Slide 2. How does this continued use support the findings of the study mentioned in Slide 4?
The side effects listed in Slide 2 can be harmful. This supports evidence that Ecstasy might be addic-
tive because it meets one of the addiction standards in Slide 4: people continue to use the drug even
when they know it can result in physical or psychological harm.
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Chapter 22 Student Activity Workbook 291
|Chap|
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|22 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 22 Illegal Drugs
Lesson 4 Living Drug-Free
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim and Scan Before reading the lesson, read all section |
| |titles, pictures, tables, and graphs. Write a question that you |
| |expect the lesson to answer. After you have finished reading, |
| |use what you have learned to answer your question. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample question: How can |Sample answer: Support groups |
| | |support groups help recovering |provide the long-term moral sup- |
| | |users remain drug-free? |port that recovering users need |
| | | |to remain drug-free. |
| | | | |
New and Academic
Vocabulary
drug-free school zones
drug watches
rehabilitation
community
Define each vocabulary term. Write the correct definition on the line next to each term.
areas designated by signs within 1,000 to 1,500 feet of schools, within
which people caught selling drugs receive especially severe penalties
organized community efforts by neighborhood residents to patrol, monitor,
report, and otherwise try to stop drug deals and drug abuse
the process of medical and psychological treatment for physiological or
psychological dependence on a drug or alcohol
a population of individuals in a common location
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292 Chapter 22 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Resisting Pressure to Use Drugs
I found this information on page(s) 611–612 .
Drug Prevention Efforts
I found this information on page(s) 613 .
Name the best way to resist the pressure to use drugs.
One way to ensure that you will avoid the dangers of substance abuse is
to be fully committed to refusing drugs before they are offered.
List some strategies that can be help you avoid drug use.
Refusal Strategies
1. Choose friends who share your attitude about drug use.
2. Avoid places where drugs might be available.
3. Choose healthy alternatives to drug use.
List four activities that can serve as healthy alternatives to using drugs.
|1. |Hobbies |3. |Sports |
| | | | |
|2. |Community activities |4. |School organizations |
| | | | |
Describe some efforts communities have made to make schools safe from the dangers of drugs.
Schools have established drug-free school zones, drug education classes, zero-tolerance policies, and policies for expelling students found using drugs. Some schools conduct locker searches and maintain police patrols.
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|Becoming Drug-Free |Identify four ways a teen can help a friend or family member | |
|I found this information |deal with a drug problem. | |
|on page(s) |613–614 |. | | | |
| | | |1. |Identify specific sources of help in the community. | |
| | | | | | |
| | | |2. |Talk to the person when he or she is sober. | |
| | | |3. |Listen to the person’s response. | |
| | | |4. |Offer to go with the friend or family member to a counselor or | |
| | | | |support group. | |
| | | | | | |
List four types of drug treatment centers.
|1. |Outpatient drug-free treatment |3. |Short-term treatment |
| | | | |
|2. |Maintenance therapy |4. |Therapeutic communities |
| | | | |
Chapter 22 Student Activity Workbook 293
|Chap|
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|22 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 22 Illegal Drugs
NCTE.3 Evaluation Strategies (Turn to pages 386–390 for complete standard language.)
Lesson 4 Living Drug-Free
Working to Be Drug-Free
Directions: You are asked to be part of a program to help younger children stay away from drugs. Your job is to work with a group of children to create slogans that point out the risks of drug use and the advantages of being drug-free. Think of catchy slogans and phrases that you could display around your school and community.
Slogan #1
Sample answer: “Do Hobbies, Not Drugs”
Slogan #2
Sample answer: “Agree to Be Drug-Free”
Slogan #3
Sample answer: “If you do drugs in school, you’ll be made a fool — Zero Tolerance!”
Directions: Research what types of anti-drug efforts are in place to ensure the safety of your neighborhood, your school, and your community. Write a para-graph describing your findings.
Answers may include after-school programs, drug education classes, treatment or counseling groups,
youth activity groups, and other related efforts.
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294 Chapter 22 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 23 Communicable Diseases
Tips on Preparing for Tests
• Analyze multiple-choice questions very carefully. Note key terms. Use your knowledge and anticipate what the answer should be. Find an answer choice that looks like the one you predicted.
• Keep your parents or guardians informed about your test schedule. They can help you with your study schedule, provide encouragement, and keep you motivated.
Directions: Choose the best answer and mark your responses in the answer space below.
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1. Which substance kills cells or interferes with their functions?
A. Bacteria
B. Protozoa
C. Vector
D. Toxin
2. Which part of the body does tuberculosis attack?
F. Lungs
G. Heart
H. brain
J. Liver
3. Which is an important reason why reportable diseases are tracked?
A. To help countries prepare and develop prevention strategies
B. To provide job security for health workers
C. So vaccines can be produced and shipped efficiently
D. So tourists can avoid countries with records of disease
4. Which is NOT a good idea if you want to protect yourself from vectors?
F. Wearing pants and long-sleeved shirts to avoid insect bites
G. Using insect repellent
H. Avoiding contact with dead birds
J. Spending time outdoors at dawn and dusk
5. Which vaccines are made from pathogens grown in laboratories?
A. Live-virus vaccines
B. Killed-virus vaccines
C. Second-generation viruses
D. Toxoids
6. Which is NOT a way that communicable diseases are spread indirectly?
F. Through sexual contact
G. Through airborne transmission
H. Through contaminated foods
J. Through vectors
7. Which refers to the yellowing of the skin and eyes?
A. Pneumonia
B. Cirrhosis
C. Influenza
D. Jaundice
8. Which statement about avian flu is NOT true?
F. It is passed to humans through direct contact with infected birds.
G. There is no vaccine or cure.
H. It occurs naturally among birds.
J. It has not spread to domesticated birds.
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
|Chap|
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Chapter 23 Student Activity Workbook 295
Name _________________________________________ Date _______________ Class ____________
Directions: Circle T if the statement is true or F if the statement is false.
Rewrite any false statements to make them true.
|9. |T |F |Fungi are plantlike organisms that can cause athlete’s foot. |
| |T | | |
| | | | |
| | | | |
|10. |T |F |Hepatitis C attacks the digestive system. |
F. Hepatitis A attacks the digestive system. Hepatitis C attacks the liver.
| |11. |T |F The inflammatory response prevents further injury to the tissue and stops the | |
| | |invading pathogens. | |
| | |T | | |
| | | | | |
| | | | | |
| |12. |T |F People acquire passive immunity when their bodies are exposed to antigens from | |
| | |invading pathogens. | |
|23 | |F. People acquire passive immunity when their bodies receive antibodies from other people or animals. | |
| | | | | |
| | | | | |
|Chapte|13. | | |
|r | | | |
| | |Over the past few days, you have noticed that your mother, father, and younger sister | |
| | |have been coughing, sneezing, and blowing their noses frequently—all symptoms of | |
| | |the common cold. You have plans to attend a high school sporting event this weekend, | |
and you want to avoid catching the cold from your family members. Write a paragraph describing the steps you will take over the course of the next few days to avoid catching the cold from your family members.
Write your answer to item 13 in this space.
Sample answer: To avoid catching the cold from my family members, I will avoid close contact with
sick family members, wash my hands frequently, avoid touching my nose and mouth, avoid sharing
personal items such as combs and razors, eat nutritious foods, and get plenty of rest.
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296 Chapter 23 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 23 Communicable Diseases
Researching Communicable Diseases
Communicable diseases such as colds, influenza, pneumonia, strep throat, and tuberculosis pass easily from one person to another. To lower your chances of getting sick, you must take certain health precautions.
Directions: Research a communicable disease of your choice and write a short essay on what you learn. Use resources such as your school library, the Internet, newspapers, and academic journals. Look for information about the disease’s origins, how it is spread, and what symptoms are present in infected people. Also, include some tips on how to avoid getting and spreading the disease, as well as information on treatment methods. You may want to describe your personal experience, if any, with the disease.
Essays should include information from a variety of sources. Research should thoroughly cover the
disease’s origins, how it is spread, and which symptoms are present in those infected. Essays should
also discuss prevention and treatment methods.
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Chapter 23 Student Activity Workbook 297
contact—union or junction of surfaces
Consider and Reconsider Before reading, describe the causes of communicable diseases. After reading, update your list using information you have learned in Lesson 1.
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 23 Communicable Diseases
Lesson 1 Understanding Communicable Diseases
Directions: Use the following outline to help organize your notes as you read
through the lesson.
Key Concept
| | | | |Before Reading |After Reading | | |
| | | |Sample answer: Germs in the air |Sample answer: Communicable | | |
| | | |cause communicable diseases. |diseases occur when pathogens | | |
| | | | | |enter your body. If your body | | |
| | | | | |does not fight off the pathogens | | |
| | | | | |quickly and successfully, you | | |
| | | | | |can develop an infection. | | |
|23 | | | | | | | |
|Chapte|New and Academic |Unscramble the vocabulary terms. Then write the definition | |
|r | | | |
| |Vocabulary |of each term. | | | |
| |communicable disease |1. |rvoetc vector—an organism that carries and transmits | |
| | | | |pathogens to humans or other animals | |
| |infection |2. |vusri | | | |
| |virus | | |virus—a piece of genetic material surrounded by a protein coat | |
| |bacteria |3. |abiarcet | | | |
| | | | |bacteria—single-celled microorganisms | |
| |toxins |4. |nitsox | | | |
| |vector | | |toxins—substances that kill cells or interfere with their functions | |
| |contact |5. |edsiase eclobmamcuin communicable disease—a disease that | |
| | | | |spreads from one living organism to another or through the environment | |
| | |6. |nioniftec infection—a condition that occurs when pathogens in | |
| | | | |the body multiply and damage body cells | |
| | |7. |atcntoc | | | |
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298 Chapter 23 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Understanding the
Causes of Communicable
Diseases
I found this information
on page(s) 629 .
Describe the following pathogens and name the communi-cable diseases that can result from each one.
|Pathogen |Description |Resulting Disease |
| | | |
|Viruses |A piece of genetic |Common cold, |
| |material surrounded |influenza |
| |by a protein coat | |
| | | |
|Bacteria |Single-celled organism |Strep throat, |
| | |tuberculosis |
| | | |
|Fungi |Plantlike organisms |Athlete’s foot |
| | | |
|Protozoans |Single-celled organism |Malaria |
| | | |
|Rickettsias |Resemble bacteria, act |Typhus, Rocky Moun- |
| |like virus |tain spotted fever |
| | | |
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How Diseases Spread
I found this information on page(s) 630–631.
Taking Precautions
I found this information on page(s) 631–632.
List the ways in which communicable diseases can be spread.
Direct Contact
Touching, biting, kissing, sexual contact, puncture wounds, childbirth, contact with infected animals
Indirect Contact
Touching contaminated objects such as doorknobs and then rubbing your eyes; being bitten by vectors such as flies,
mosquitoes, and ticks; ingesting contaminated food and water
Explain the precautions you can take in order to avoid contracting and spreading communicable diseases.
Taking Precautions
1. Wash your hands: before eating, after using the bathroom, after handling pets, before handling contact lenses, after touching an object handled by an infected person
2. Protect yourself from vectors: limit time spent outdoors at dawn and dusk, wear pants and long-sleeved shirts to avoid insect bites, cover your skin and use repellent to avoid insect bites
3. Other prevention strategies: avoid sharing personal items; han-dle food properly; eat well and exercise; avoid tobacco, alcohol, and other drugs; abstain from sexual contact; cover your mouth when you cough or sneeze
|Chap|
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|23 |
Chapter 23 Student Activity Workbook 299
|Chap|
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|23 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 23 Communicable Diseases
NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 1 Understanding Communicable Diseases
Yellow Fever
Directions: Below is a discussion of yellow fever. Read the discussion, then answer the questions that follow.
Yellow fever is a communicable disease caused by a virus. The vector for the disease is infected mosquitoes, which inject the virus into people’s blood when they bite. Mosquitoes can get the virus in two ways. Some are born with it, because they are the offspring of parents that carried the virus. Others pick up the virus by biting an infected person. As the mosquito draws blood from the person, the virus is transmitted to the mosquito in human blood.
There is no cure for yellow fever. When a person is infected, doctors treat their symp-toms (fever, muscle pain, headache, shivers, loss of appetite, and nausea or vomiting) while the disease runs its course. Most people recover after 6–10 days. However, about 15 percent of infected people have extreme symptoms, and about half of those people die in 10–14 days.
The best weapon against yellow fever is prevention. The yellow fever vaccine, developed in 1937, protects against the disease for at least 10 years. People who were vaccinated as children are encouraged to get vaccinated again if they are traveling to high-risk areas. Today these areas are limited mainly to Africa and South America.
Another important part of prevention is mosquito control, which involves destroying mosquito populations and getting rid of breeding sites such as bodies of stagnant water. Finally, people in high-risk areas should do whatever they can to avoid mosquitoes.
1. Yellow fever .
A. is not contagious.
B. is a communicable disease.
C. is spread by airborne transmission.
D. is spread by an infected person.
2. Yellow fever is caused by .
A. bacteria.
B. a protozoa.
C. a virus.
D. fungi.
3. What is the vector for yellow fever?
A. Viruses
B. People
C. Vaccines
D. Mosquitoes
4. Why aren’t antibiotics used to treat someone with yellow fever?
A. Antibiotics do not work against viruses.
B. Antibiotics do not work against mosquitoes.
C. Antibiotics are not available in Africa and South America.
D. Antibiotics are not effective in Africa and South America.
5. Based on the material above, which of the following will NOT help people in high-risk areas stay safe from yellow fever?
A. getting vaccinated
B. wearing long-sleeved clothing
C. sleeping under a mosquito net
D. avoiding the use of insect repellent
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300 Chapter 23 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 23 Communicable Diseases
Lesson 2 Common Communicable Diseases
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |down two questions you have about common communicable |
| |diseases. After reading the lesson carefully, come back and |
| |answer your questions using what you have learned. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: What is tuber- |Sample answer: Tuberculosis is |
| | |culosis and how easy is it to |a bacterial disease that affects |
| | |catch? |the lungs. It typically affects |
| | | |people with weak immune |
| | | |systems. |
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New Vocabulary
respiratory tract
mucous membrane
pneumonia
jaundice
cirrhosis
Write a vocabulary word to answer each question.
1. Which is a condition that causes yellowing of the skin and eyes?
jaundice
2. Which is the lining of various body cavities, including the nose, ears, and mouth?
mucous membrane
3. Which term refers to scarring of the liver?
cirrhosis
4. Which is the passageway that makes breathing possible?
respiratory tract
5. Which is an infection of the lungs in which the air sacs fill with pus and other liquid?
pneumonia
|Chap|
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|23 |
Chapter 23 Student Activity Workbook 301
Name _________________________________________ Date _______________ Class ____________
Respiratory Infections
I found this information on page(s) 634–635.
Describe each type of respiratory infection.
|Infection |Symptoms |Cause |Treatment |
| | | | |
|Common |Sneezing, sore |Virus |Plenty of rest |
|cold |throat, runny nose | |and fluids |
| | | | |
|Influenza |Fever, fatigue, |Virus |Antiviral drugs, |
| |headache, muscle | |proper nutrition, |
| |ache, coughing | |rest, liquids |
| | | | |
|Pneumonia |Fever, fatigue, |Virus or |Antiviral drugs, |
| |headache, muscle |bacterial |antibiotics |
| |aches, coughing |infection | |
| | | | |
|Strep throat |Sore throat, fever, |Bacterial |Antibiotics |
| |enlarged lymph |infection | |
| |nodes | | |
| | | | |
|Tuberculosis |Fatigue, coughing, |Bacterial |Antibiotics |
| |fever, weight loss, |infection | |
| |night sweats | | |
| | | | |
|Chap|
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|23 |
Hepatitis
I found this information on page(s) 635–636.
Describe each type of hepatitis.
|Type |Symptoms |Cause |Prevention | | |
| | | | | | |
|Hepatitis A |Fever, vomiting, |Contact with |Avoid infected | | |
| |fatigue, abdomi- |feces of in- |people, wash | | |
| |nal pain, jaundice |fected person |hands after using | | |
| | | |public restrooms | | |
| | | | | | |
|Hepatitis B |Fever, vomit- |Sexual con- |Avoid sharing | | |
| |ing, fatigue, |tact, contact |razors and tooth- | | |
| |abdominal pain, |with blood of |brushes, abstain |reserved. | |
| |jaundice |infected per- |from sexual activ- | | |
| | |sons, sharing |ity, avoid drug | | |
| | |needles |use, avoid getting |All rights | |
| | | |tattoos or body | | |
| | | |piercings |Inc. | |
| | | | |Companies, | |
|Hepatitis C |Jaundice, dark |Direct contact |Avoid sharing | | |
| |urine, fatigue, |with needles |needles or per- | | |
| |abdominal pain, |contaminated |sonal care items, |Hill | |
| |loss of appetite |with infected |abstain from |- | |
| | | | |McGraw | |
| | |blood |sexual activity | | |
| | | |and drug use |The | |
| | | | |Copyright ©| |
| | | | |by | |
| | | | | | |
302 Chapter 23 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 23 Communicable Diseases
NCTM-Data.4 Data Analysis and Probability (Turn to pages 386-390 for complete standard language.)
Lesson 2 Common Communicable Diseases
Learning About Communicable Diseases
Directions: You can lower your chances of catching a communicable disease by learning about the causes and symptoms of these diseases, and how to avoid them. The table below lists common communicable diseases and treatments. Answer the following questions based on the information provided in the table.
Common Communicable Diseases and Treatments
|Disease |Symptoms |Contagious Period |Medicines |
| | | | |
|Chicken Pox |Itchy rash, fever |1 to 5 days before symptoms |Anti-itch lotion and/or |
| | |appear until spots crust over |antihistamine, pain reliever |
| | | | |
|Pneumonia |High fever, chest pain,cough |Varies |Antibiotics for many types |
| | | | |
|Rubella |Swollen lymph nodes, rash, fever |7 days before rash starts to |Pain reliever, medicine to |
| | |5 days after |reduce fever, anti- |
| | | |inflammatory medicines |
| | | | |
|Measles |Fever, runny nose, cough, rash |3 to 4 days before rash starts |No specific treatment or |
| | |to 4 days after |antiviral therapy |
| | | | |
|Mumps |Fever, headache, swollen areas |7 days before symptoms |No specific treatment: ice or |
| |in neck and under jaw |appear to 9 days after |heat may relieve symptoms |
| | | | |
|Whooping |Fever, runny nose, dry cough |From inflammation of mucous |Antibiotics |
|Cough |(with a whooping sound) |membranes to 4 weeks after | |
| | | | |
|Tuberculosis |Fever, fatigue, weight loss, |Varies |Antibiotics for many types |
| |coughing blood | | |
| | | | |
1. According to the table, which common communicable disease has the longest contagious period?
A. Chicken pox
B. Measles
C. Mumps
D. Whooping cough
2. Which communicable diseases have no specific treatments?
F. Chicken pox and rubella
G. Measles and mumps
H. Whooping cough and tuberculosis
J. Pneumonia and rubella
3. Which of the following can be inferred from the information in the table?
A. Symptoms of a person infected with one of the diseases shown
B. How long family members and others in contact with the infected person are at risk
C. What medicines will fight the infection and/or relieve symptoms of the disease
D. All of the above
|Chap|
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|23 |
Chapter 23 Student Activity Workbook 303
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 23 Communicable Diseases
Lesson 3 Fighting Communicable Diseases
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought After reading this lesson, write a sentence |
| |or two about the role of your immune system in protecting |
| |your body. |
| |Sample answer: White blood cells are key to the immune response |
| | |
| |because they recognize antigens in toxins and on the surfaces of |
| | |
| |pathogens. |
| | |
|Chap|
|ter |
|23 |
New and Academic
Vocabulary
immune system
inflammatory response
phagocyte
antigens
immunity
lymphocyte
antibody
vaccine
enable
Physical and Chemical
Barriers
I found this information
on page(s) 638 .
Define each vocabulary term. Write the correct definition on the line next to each term.
a network of cells, tissues, organs, and chemicals that fights off
pathogens
a reaction to tissue damage caused by injury or infection
a type of white blood cell that attacks invading pathogens
substances that can trigger an immune response
the state of being protected against a particular disease
a specialized white blood cell that coordinates and performs many
functions of specific immunity
a protein that acts against specific antigens
a preparation of dead or weakened pathogens that is introduced into
the body to stimulate an immune response
to make possible
Describe two types of barriers your body uses in fighting pathogens.
Physical barriers (the skin) block pathogens from invading your body;
chemical barriers (the enzymes in tears) destroy pathogens.
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304 Chapter 23 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
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The Immune System
I found this information on page(s) 639–640.
Prevention Strategies
I found this information on page(s) 643–644.
Name the two major strategies your immune system uses to protect your body against pathogens.
Inflammatory response, specific defenses
Describe the role of the inflammatory response in fighting pathogens.
Inflammatory Response
The inflammatory response protects against all types of pathogens. It prevents further injury to the tissue and stops the invading pathogens.
Explain the role of the immune system in fighting specific pathogens.
Specific Defenses
The immune system recognizes a specific pathogen and activates specific defenses to prevent infection from occurring again.
Name the two types of lymphocytes that act within the immune response.
| | |23Cha| |
| | |pter | |
|List prevention strategies that will help your immune system | | |
|function properly. | | |
|Wash hands frequently; handle food properly; avoid insect bites; abstain | | |
| | | | |
|from sexual contact | | |
| | | | |
|Explain why health organizations track diseases. | | |
|Tracking diseases helps health organizations predict where diseases | | |
| | | | |
|might strike next, and allows them to help countries prepare and develop | | |
| | | | |
|prevention strategies. | | |
| | | | |
|Name the four categories of vaccines. | | |
|Live virus, killed virus, toxoids, new and second generation | | |
| | | | |
|Explain why immunization is important. | | |
|Receiving a vaccine is important for keeping yourself healthy, as well as | | |
| | | | |
|protecting everyone around you from disease and infection. | | |
| | | | |
T cells and B cells
Chapter 23 Student Activity Workbook 305
|Chap|
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|23 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 23 Communicable Diseases
NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 3 Fighting Communicable Diseases
The World Health Organization (WHO) Reports On Measles
Directions: The following information is taken from a WHO report on measles. Read the report, then answer the questions that follow.
Measles is caused by a virus and is one of the most contagious diseases known. Vaccination has played a key role in reducing measles deaths. From 2000 to 2005, more than 360 million children worldwide received a measles vaccine, and measles deaths decreased by 60 percent between 1999 and 2005. The biggest improvement was in Africa, where measles cases and deaths were reduced by nearly 75 percent. For 2005, estimated measles deaths worldwide were 345,000.
The measles virus is spread by airborne droplets (from coughing and sneezing), close personal contact with an infected person, or direct contact with nasal or throat secretions of infected people. Anyone who has not been vaccinated, or who has not already had the disease, can become infected.
Measles is now rare in many industrialized nations, but remains common in many developing countries. More than 95 percent of measles deaths happen in poor countries. The main reason for this high rate is the failure to vaccinate infants. However, it costs less than one U.S. dollar to immunize a child against measles.
1. According to WHO statistics, about how many people died from measles in 2005?
|A. 260,000 |C. |20,000,000 |
|B. 345,000 |D. |360,000,000 |
2. Someone who gets measles and recovers
A. has lifelong immunity to measles.
B. has a higher chance of getting measles again.
C. should immediately be vaccinated against measles.
D. should be vaccinated against measles at regular intervals.
3. According to WHO, why is measles still a common illness in many developing countries?
A. People refuse to be vaccinated.
B. Infants are not being vaccinated.
C. People lack access to the vaccine.
D. The vaccine is too expensive.
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306 Chapter 23 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 23 Communicable Diseases
Lesson 4 Emerging Diseases and Pandemics
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, try to |
| |list any emerging diseases and pandemics you have heard of. |
| |After reading the lesson carefully, come back and add to your |
| |list using what you have learned. | |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: West Nile Virus, |Sample answer: E. coli, avian in- |
| | |HIV/AIDS |fluenza, salmonella, recreational |
| | | |water illnesses, Lyme disease, |
| | | |SARS, mad cow disease. |
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New & Academic
Vocabulary
emerging infection
giardia
epidemic
pandemic
Define each vocabulary term. Write the correct definition on the line next to each term.
a communicable disease whose occurrence has increased within the
past two decades or threatens to increase
a microorganism that infects the digestive system
a disease outbreak that affects many people in the same place and at
the same time
a global outbreak of an infectious disease
|Chap|
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|23 |
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community a population of individuals in a common location
Chapter 23 Student Activity Workbook 307
Name _________________________________________ Date _______________ Class ____________
Emerging Infections
I found this information on page(s) 645–648.
|Chap|
|ter |
|23 |
Describe the following emerging infections.
|Infection |Description |Cause |
| | | |
|Avian influenza |Influenza occurring |Passed to humans |
| |naturally among |through direct contact |
| |birds |with infected birds or |
| | |contaminated surfaces |
| | | |
|West Nile virus |A pathogen carried |Passed to humans by |
| |by insects that feed |infected mosquitoes |
| |on infected birds | |
| | | |
|Salmonella and |Bacteria in animals’ |Passed to humans |
|E. coli |intestinal tracts |through contaminated |
| | |foods |
| | | |
|Recreational water |Infections caused by |Spread to humans |
|illnesses |strains of bacterias |through swallowing or |
| | |contact with contami- |
| | |nated water |
| | | |
How Diseases Affect
the World
I found this information
on page(s) 648–649.
List some additional types of emerging infections.
1. HIV/AIDS
2. Lyme disease
3. SARS
4. Mad cow disease
Explain the relationship between faster, more advanced travel and the rapid spread of emerging diseases.
The mobility of people in our globalized world contributes to the spread
of disease. A tourist can pick up an infection in another country, return
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home, and spread it to family, co-workers, and friends.
308 Chapter 23 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 23 Communicable Diseases
NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 4 Emerging Diseases and Pandemics
Directions: The following graphic shows global documented cases of avian influenza in humans from 1997 to 2004. Study the graphic and answer the questions that follow.
|Chapter 23 |
|Source: Health Protection Scotland | | |
|1. Given the information in the graphic, |3. Which country represented in the | |
|which region of the world has |graphic reported the most deaths | |
|experienced the most cases of avian flu? |from avian influenza in 2004? | |
|A. North America |C. Asia |A. Canada | |
|B. Europe |D. South America |B. Thailand | |
|2. How many cases of avian influenza were |C. Germany | |
| |D. Vietnam | |
|reported in the Netherlands in 2003? | | |
| | | |
|A. None |C. 99 | | |
|B. 89 |D. 38 | | |
4. Explain why health officials are concerned about avian influenza.
Avian influenza spreads quickly from wild birds to domestic birds, such as chickens, ducks, and turkeys. It has now spread to humans, some of whom have died. There is no vaccine or cure.
Chapter 23 Student Activity Workbook 309
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
Tips on Preparing for Tests
• Be sure you have all the materials you will need for a test before the test starts. Take extra items such as pens, erasers, and scratch paper, if permitted.
• For information that you have questions about, consult a trusted adult or teacher.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|Chap|
|ter |
|24 |
1. Which STD can be diagnosed through a Pap test in females?
A. Genital herpes
B. Gonorrhea
C. Genital HPV infection
D. Syphilis
2. Which of the following occurs during the asymptomatic stage of HIV infection?
F. The virus continues to grow and can be transmitted to others.
G. The infected person cannot transmit the virus to others.
H. The virus goes dormant and does not
reproduce itself for a period of time.
J. The symptoms become increasingly severe.
3. Which of the following STDs stays in the body after symptoms are treated?
A. Chlamydia
B. Human papillomavirus
C. Gonorrhea
D. Syphilis
4. Which sexually transmitted disease can cause genital warts?
F. Syphilis
G. Chlamydia
H. Genital herpes
J. Genital HPV infections
5. Which STD requires antiviral medication to shorten and prevent outbreaks?
A. Syphilis
B. Gonorrhea
C. Genital herpes
D. Chlamydia
6. Which of the following statements is NOT true?
F. All STDs produce recognizable symptoms.
G. All STDs are preventable.
H. Some STDs can be passed from a mother to her baby.
J. Some STDs cause cancer.
7. Which STD can damage internal organs, cause brain dementia, and even lead to death in its third stage?
A. Syphilis
B. Gonorrhea
C. Trichomoniasis
D. Genital herpes
8. Which is a disease in which the immune system is weakened?
F. HIV
G. Genital herpes
H. Gonorrhea
J. AIDS
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310 Chapter 24 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
Directions: Circle T if the statement is true or F if the statement is false.
Rewrite any false statements to make them true.
9. T F HIV is an aggressive virus that grows stronger with exposure to air.
F. HIV is a fragile virus and cannot live outside the human body. Exposure to air at room
temperature kills the virus.
|10. |T |F |Chlamydia can be treated and cured with antibiotics. | | |
| |T | | | | |
| | | | | | |
|11. |T |F |Genital herpes cannot be passed from a pregnant mother to her baby. | | |
| |F. Genital herpes can cause a life-threatening infection in a baby born to a mother with | | |
| | | | |
| |the disease. | | |
| | | | | | |
|12. |T |F |Syphilis, an infection caused by a small bacterium called a spirochete, attacks | | |
| |many parts of the body. | | |
| |T | | | | |
|13. | |Chapter | |
| | | | |
| |You can prevent HIV/AIDS and other STDs by avoiding risky behaviors and practicing | | |
| |healthful ones. Write a paragraph describing some healthful behaviors that will help | | |
| | |24 | |
| |protect you from infection. | | |
| | | | | | |
Write your answer to item 13 in this space.
Students’ paragraphs should include such healthful behaviors as practicing abstinence, not sharing needles, avoiding situations in which drugs and alcohol are present, and using refusal skills when pressured to engage in risky behaviors.
Chapter 24 Student Activity Workbook 311
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
Awareness Activity: STDs
The only way to completely avoid getting STDs is to practice abstinence. Helping inform other people about the risks of these diseases is important to stop the spread of STDs.
Directions: With a partner, create a public awareness campaign for your school to help others understand how sexually transmitted diseases are spread. Be creative and consider the most appropriate tone, language, and medium to use when addressing your audience. For example, you may create a public service message to read during morning announcements, a bulletin board for the school hallway, or an organized discussion in your health class. Follow the guidelines below as you construct your awareness campaign. Use the space below to organize your ideas.
Project Guidelines:
1. Choose one of the six most common STDs for your awareness campaign.
2. Describe the symptoms.
3. Discuss the long-term effects of the STD.
4. List the treatment options for those infected with the STD.
5. Identify several healthful behaviors that will help teens avoid STDs.
| |Students should choose one of the six STDs covered in Chapter 24—genital HPV infections, chlamydia, | |
|24 |genital herpes, gonorrhea, trichomoniasis, or syphilis—for their awareness campaign. All work should be | |
| |original, and students should put forth a creative effort. Students should refer to the textbook or other | |
| |reliable sources for accurate information on symptoms, long-term effects, treatment options, and healthful | |
|Chapte|behaviors for avoiding STDs. | |
|r | | |
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312 Chapter 24 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
Lesson 1 Sexually Transmitted Diseases
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write a |
| |sentence describing how people who have STDs but no symp- |
| |toms contribute to the spread of STDs. After you have finished |
| |reading, use what you have learned to rewrite your sentence. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: People may |Sample answer: People who do |
| |spread the disease without |not realize they are infected will |
| |knowing they have it. |not seek treatment, and they |
| | |may spread the disease un- |
| | |knowingly to other individuals. |
| | | |
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New and Academic
Vocabulary
sexually transmitted diseases
sexually transmitted infections
transmit
asymptomatic
Write the correct vocabulary term under each definition.
1. showing no symptoms or only mild symptoms that disappear after the onset of an infection
asymptomatic
2. to send from one person or place to another
transmit
3. diseases that spread from person to person through sexual contact
sexually transmitted diseases
4. another name for sexually transmitted diseases
sexually transmitted infections
|Chap|
|ter |
|24 |
Chapter 24 Student Activity Workbook 313
|Chap|
|ter |
|24 |
Name _________________________________________ Date _______________ Class ____________
| | | | | | | | | |
|What Are STDs? |Identify two factors that cause STDs and whether they can | |
|I found this information |be cured. | | | | |
|on page(s) | |658 |. |STDs caused by bacterial infections can be cured with medication; | |
| | | | | | |
| | | | |STDs caused by viruses are incurable. | |
|Common STDs | | |Name the six most common STDs and list the symptoms | |
|I found this information |of each. | | | | |
|on page(s) |660–662 |. | | | | | |
| | | | |STD | | |Symbols | |
| | | | | | | |
| | | | |Genital HPV infections |Genital warts | |
| | | | | | | |
| | | | |Chlamydia |Discharge, burning during urination, itch- | |
| | | | | |ing, lower abdominal or back pain, nausea, | |
| | | | | |fever, bleeding between periods, pain | |
| | | | | |during intercourse, muscle ache, headache | |
| | | | | | | |
| | | | |Genital herpes |Blisters on or near genitals or rectum, sores | |
| | | | | |that can take weeks to heal, flulike symp- | |
| | | | | |toms, including fever and swollen glands | |
| | | | | | | |
| | | | |Gonorrhea |In males, a green, yellow, or white dis- | |
| | | | | |charge comes from the penis and the | |
| | | | | |testicles become swollen and painful; in | |
| | | | | |females, increased vaginal discharge and | |
| | | | | |vaginal bleeding between periods; for both | |
| | | | | |genders, pain or burning when urinating | |
| | | | | | | |
| | | | |Trichomoniasis |In females, painful urination, vaginal | |
| | | | | |itching, and a thick, gray or yellowish-green | |
| | | | | |vaginal discharge with strong odor; in | |
| | | | | |males, temporary irritation inside penis with | |
| | | | | |mild burning after urination or ejaculation | |
| | | | | | | |
| | | | |Syphilis |Single sore on the genitals or vagina and | |
| | | | | |a skin rash—the sore disappears but the | |
| | | | | |infection remains | |
| | | | |
|The STD Epidemic |List four reasons why STDs sometimes go undiagnosed and | |
|I found this information |untreated. | | | | |
|on page(s) | |663 |. |1. Embarrassment or fear |3. |Misinformation | |
| | | | | | | | |
| | | | |2. Lack of symptoms | |4. |Notification policies | |
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314 Chapter 24 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
NCTM-NUM.2 Number and Operations (Turn to pages 386–390 for complete standard language.)
Lesson 1 Sexually Transmitted Diseases
Chlamydia: A Closer Look
Directions: According to the Centers for Disease Control and Prevention, cases of chla-mydia have declined in certain areas, but the disease continues to spread throughout the population and remains at very high levels. Chlamydia is common among adolescents— 40 percent of reported cases are in teens 15 to 19 years old. The table below provides addi-tional information about the prevalence of chlamydia among teens and young adults in the United States. Study the table, then answer the questions that follow.
Chlamydia Rates for Teens and Young Adults (per 100,000)
|Gender |Ages 15 –19 |Ages 20 –24 |
| | | |
|Male |308.4 |432.5 |
| | | |
|Female |2,359.4 |1,952.7 |
| | | |
Source: CDC Fact Book 2000/2001
1. For what age group are chlamydia rates the highest?
15 –19
2. Based on information in the lesson, what reasons might explain why chlamydia is the most common STD among teens?
Chlamydia often produces no symptoms. Therefore, sexually active teens may not know they are in-
fected, may not seek testing, may not receive treatment, and may continue to spread
the disease.
3. If the rates given are per 100,000, how many females aged 15 –19 would have chlamydia in a city of 650,000 people?
15,336.1
4. What would be the chlamydia rate for males aged 15 –19 in a city of 15,000 people?
46.26
|Chap|
|ter |
|24 |
Chapter 24 Student Activity Workbook 315
Name _________________________________________ Date _______________ Class ____________
5. How much greater is the reported incidence of chlamydia among females aged 20–24 than the rate for males of the same age?
4.5 times greater
6. In addition to chlamydia’s symptoms and possible serious health consequences, what other risk do infected females face?
|Chap|
|ter |
|24 |
Females with chlamydia are up to five times more likely to become infected with HIV if exposed to
the virus.
|Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. |
316 Chapter 24 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
Lesson 2 Preventing and Treating STDs
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, write |
| |a sentence telling something you know about STDs. After you |
| |have read the lesson carefully, write a sentence telling |
| |something you learned that you did not know before. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: There are no |Sample answer: STDs that |
| |cures for some STDs. |are bacterial infections, such |
| | |as chlamydia and gonorrhea, |
| | |can be treated and cured with |
| | |antibiotics. |
| | | |
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New and Academic
Vocabulary
guideline
antibiotics
viral STDs
HPV vaccine
Write a vocabulary word to answer each question.
1. Which is a class of chemical agents that destroy disease-causing microorganisms while leaving the patient unharmed?
antibiotics
2. Which refers to sexually transmitted diseases that are caused by a virus?
viral STDs
3. Which can prevent cervical cancer and precancerous genital lesions?
HPV vaccine
4. Which refers to an outline or rule about conduct?
guideline
|Chap|
|ter |
|24 |
Chapter 24 Student Activity Workbook 317
Name _________________________________________ Date _______________ Class ____________
|Prevention Through |Explain the only successful method for preventing the spread | |
|Abstinence |of STDs. | |
|I found this information |The only successful method for preventing the spread of STDs is absti- | |
|on page(s) |664–666 |. | | |
| | | |nence. | |
| | | | | |
| | | |List four high-risk behaviors that people should avoid in | |
| | | |order to prevent contracting STDs. | |
1. Being sexually active with more than one person
2. Engaging in unprotected sex
3. Engaging in sexual activity with high-risk partners
4. Using alcohol and other drugs
Diagnosing and
Treating STDs
I found this information
on page(s) 667–668 .
|Chap|
|ter |
|24 |
Explain why it is important to diagnose and treat STDs early.
If STDs are not diagnosed and treated early, serious, long-term
consequences can result.
Identify the diagnosis methods and treatments for each of the following STDs.
|STD |Diagnosis Method |Treatment |
| | | |
|Genital HPV |Pap test in females, |No cure, medication |
|infection |physical examination |may clear up warts |
| | | |
|Chlamydia |Urine test, specimen |Antibiotics |
| |test | |
| | | |
|Genital herpes |Visual inspection, test- |No cure, antiviral |
| |ing of sores, blood test |medication |
| | | |
|Gonorrhea |Lab test, urine test |Antibiotics |
| | | |
|Trichomoniasis |Physical exam, |Metronidazole |
| |lab test | |
| | | |
|Syphilis |Physical exam, |Penicillin, other |
| |blood test |antibiotics |
| | | |
Explain two ways that people can help prevent the spread of STDs.
Practice abstinence; report any known infections to past partner(s)
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318 Chapter 24 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
NSES.1 Science as Inquiry (Turn to pages 386–390 for complete standard language.)
Lesson 2 Preventing and Treating STDs
HPV Vaccine Fact Sheet
Directions: Below is a fact sheet on the HPV vaccine, based on information from the Centers for Disease Control and Prevention. Read the fact sheet, then answer the questions that follow.
• The vaccine protects against four types of genital HPV. These viruses cause 70% of cervical cancers and 90% of genital warts.
• The vaccine is almost 100% effective in preventing diseases caused by the four HPV types it covers. It does not protect against all HPVs or other sexually transmitted infections (STIs).
• The vaccine does not treat existing HPV infections, genital warts, precancers, or cancers.
• Ideally, females should get the vaccine before they are sexually active. It is most effective in females who have not acquired any of the four HPV types covered by the vaccine.
• Females who may have acquired one or more HPV type(s) covered by the vaccine will get protection from those types they have not acquired.
• Studies have found that women are protected for at least five years.
Source: CDC
1. The HPV vaccine protects females against
A. all types of HPV.
B. four types of HPV.
C. all sexually transmitted infections.
D. HPV infections they already have.
2. Why should females get the vaccine before they are sexually active?
The vaccine is most effective in females who have not acquired any of the four HPVs covered
by the vaccine. Females who are not sexually active have not acquired any type of HPV.
3. If a female has acquired one of the HPV types covered by the vaccine, she will
A. not be permitted to get the vaccine.
B. not get any protection from the vaccine.
C. be protected from the four HPV types covered by the vaccine.
D. be protected from vaccine-covered HPVs that she has not acquired.
4. Which statement is true?
A. Someone who gets the vaccine does not have to be concerned about STIs.
B. The vaccine does not prevent other sexually transmitted infections.
C. Someone who gets the vaccine has lifelong protection against HPV.
D. The vaccine is effective in treating existing genital warts.
5. For how long does the vaccine give protection from HPV?
The vaccine gives protection for at least five years.
Chapter 24 Student Activity Workbook
|Chapt|
|er 24|
319
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
Lesson 3 HIV/AIDS
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about the |
| |ways in which a pregnant mother can pass HIV to her unborn |
| |child. After you have finished reading the lesson carefully, |
| |write a sentence describing the ways in which transmission of |
| |the HIV virus can occur. Sample answer: A pregnant female infected |
| |with HIV can pass the virus to her unborn baby through the umbilical |
| | |
| |cord, during childbirth, or through breast-feeding. |
| | |
|Chap|
|ter |
|24 |
New and Academic
Vocabulary
human immunodefi-ciency virus (HIV)
acquired immune deficiency syndrome (AIDS)
lymphocytes
antibodies
confine
Unscramble each vocabulary term. Then write the definition of each term.
1. octyeshplym
lymphocytes—specialized white blood cells in bone marrow that
provide the body with immunity
2. muanh ummiynciecifedo riusv
human immunodeficiency virus—a virus that attacks the immune
system
3. itbnadieos
antibodies—proteins that help destroy pathogens that enter
the body
4. dueriqac unemmi ydecfnieci nomerdys
acquired immune deficiency syndrome—a disease in which the immune system is weakened
5. enifnoc
confine—to keep within limits
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320 Chapter 24 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
What Is HIV/AIDS?
I found this information on page(s) 669 .
Explain the difference between HIV and AIDS. HIV attacks the
body’s immune system, finding and destroying the white blood cells
that fight disease. AIDS is the final stage of an HIV infection.
Explain the circumstances through which an infected person can spread HIV to another individual.
HIV/AIDS is passed from person to person only when a person’s
infected blood, semen, or vaginal secretions come in contact with the
broken skin or mucous membranes of another person.
Understanding HIV/AIDS List three ways HIV can be spread.
I found this information
1. During sexual intercourse
on page(s) 670–672 .
2. By sharing needles
3. From mother to baby
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Explain how HIV/AIDS affects the immune system.
HIV/AIDS causes the immune system to break down by destroying
lymphocytes.
Identity the four stages of HIV infections and list the characteristics of each stage.
|Stage |Characteristics | | |
| | | | |
|1. Asymptomatic stage |Virus confined to lymph nodes; virus takes | | |
| |over T-helper cells; no outward signs of | | |
| |infection | | |
| | |Chapter | |
|2. Middle stage |Patient experiences fever, headache, sore | | |
| |throat, rash, diarrhea, enlarged lymph | | |
| |nodes | | |
| | | | |
| | |24 | |
|3. Symptomatic stage |Helper T cells fall to 200 to 400 per mil- | | |
| |liliter of blood; patient experiences flulike | | |
| | | | |
| |symptoms such as headache, fever, body | | |
| |aches, swollen glands, diminished appetite, | | |
| |unexplained weight loss, and skin rashes | | |
| | | | |
|4. AIDS stage |Helper T cells drop to less than 200; one or | | |
| |more AIDS-opportunistic illnesses are | | |
| |present | | |
| | | | |
Chapter 24 Student Activity Workbook 321
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 3 HIV/AIDS
HIV/AIDS Expert
Directions: Many people are confused about which behaviors and situations put them at risk of HIV infection. Pretend that you are an HIV/AIDS expert and that you operate an Internet information service to answer teens’ questions about HIV. Read each of the following e-mail questions teens have submitted. Then, in the space provided, write a response based on what you have learned about HIV transmission.
1. I just found out that the new guy in my gym class was infected with HIV through a blood transfusion when he was a child. Now, whenever we play basketball, I’m afraid to get aggressive for fear of bumping into him. What should I do?
Sample answer: Stop worrying and enjoy the game. HIV can be transmitted only when body fluids
from an infected person, such as blood, enter your blood. This is unlikely to happen when you play
sports such as basketball, even if the game gets rough.
2. I heard you can get HIV through body fluids. Does this mean I can get it from the sweat of an infected person? Should I avoid going into the sauna at the health club in case someone with HIV has been sweating in there before me?
|24 |Sample answer: HIV is present in blood, semen, and vaginal secretions. Although the virus has also | |
| | | |
| | | |
|Chapter |been found in sweat, tears, and saliva of infected persons, the amount of HIV in these substances is | |
| | | |
| |too small to be considered dangerous. | |
| | | |
| | | |
| | | |
3. I live next door to a woman with AIDS. We have a lot of mosquitoes this time of year, and I am afraid that if one bites her and then bites me, I could become infected with HIV. How likely is that?
Sample answer: It is not at all likely. HIV has not been shown to be spread through insect bites.
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322 Chapter 24 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
4. Last week, my parents introduced me to someone I had never met before, and she gave me a big hug. I found out later that she is infected with HIV. Now I am worried that she may have transmitted the virus to me when she hugged me. What should I do?
Sample answer: You should stop worrying. Casual physical contact, such as hugging, does not
spread HIV.
5. My cousin has HIV. When I saw her a few days ago, she had a cold and accidentally sneezed on me. Today I woke up with a stuffy nose and sore throat. I think I caught her cold. Could I have caught HIV as well?
Sample answer: HIV, unlike cold viruses, is not spread through sneezing. Therefore, you could not
have caught HIV along with her cold when she sneezed on you.
|Chapter 24 |
Chapter 24 Student Activity Workbook 323
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
Lesson 4 Preventing and Treating HIV/AIDS
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, look for informa- |
| |tion about the progress made since the 1980s in treating patients |
| |with HIV/AIDS. After reading the lesson carefully, write a sen- |
| |tence or two describing what treatment methods currently exist. |
| |Sample answer: Drugs have been developed that slow the growth of |
| | |
| |the HIV virus and treat some of the symptoms. To slow the growth of |
| | |
| |the AIDS virus, people take a combination of drugs known as HAART. In |
| | |
| |2006, the FDA approved a once-daily, single-pill treatment for HIV/AIDS. |
| | |
| |No drug yet exists to cure HIV/AIDS. |
| | |
|Chap|
|ter |
|24 |
New and Academic
Vocabulary
EIA
Western Blot
Rapid Test
opportunistic infections
estimate
Define each vocabulary term. Write the correct definition on the lines next to each term.
a test that screens for the presence of HIV antibodies in the blood
a test that detects HIV antibodies and confirms the results of earlier EIA
tests
an HIV test that produces results in only 20 minutes
infections that occur in individuals who do not have healthy immune
systems
to determine the approximate size or extent of something
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324 Chapter 24 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Preventing HIV/AIDS
I found this information on page(s) 674–675.
Diagnosing HIV/AIDS
I found this information on page(s) 676–678.
Identify four responsible behaviors that you can practice to prevent the spread of HIV/AIDS.
1. Practicing abstinence
2. Not sharing needles
3. Avoiding situations where drug and alcohol use might compromise your decision-making skills
4. Using refusal skills when you feel pressured to engage in risky
behaviors
List six types of laboratory HIV tests and identify the characteristics of each.
|Type of Test |Characteristics |
| | |
|EIA |Screens for the presence of HIV antibodies in |
| |the blood |
| | |
|Western Blot |Detects HIV antibodies and confirms results of |
| |earlier EIA tests |
| | |
|RNA |Shows how many copies of the virus are |
| |circulating in the blood |
| | |
|CD4 |Looks at the number of white blood cells in a |
| |sample of blood |
| | |
|Rapid Test |Blood sample is collected and analyzed within |
| |20 minutes on-site |
| | |
|Home testing kit |Requires a spot of dried blood, which is then |
| |mailed to an approved lab for analysis |
| | |
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| | | |Explain how early detection enhances treatment. | |
| | | |Early detection allows a person to begin proper medical care early to | |
| | | | | |
| | | |slow progress of the virus, avoid behaviors that could spread HIV to | |
| | | | | |
| | | |others, and gain peace of mind when the results are negative. | |
|Treating HIV/AIDS | | |
| |Describe the limitations of medications for HIV/AIDS patients. | |
|I found this information |Medications can slow the growth of HIV/AIDS, but there is no cure. | |
|on page(s) |678 |. | | |
| | | | | |
| | | | | |
| | | | | |
|Chap|
|ter |
|24 |
Chapter 24 Student Activity Workbook 325
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 24 Sexually Transmitted Diseases
and HIV/AIDS
NCTM-REA.3 Reasoning and Proof (Turn to pages 386–390 for complete standard language.)
Lesson 4 Preventing and Treating HIV/AIDS
STD and HIV Prevention Skills
Directions: HIV/AIDS is preventable and treatable, but it is not curable. In the following table, the Journal of School Health presents the percentage of schools teaching STD and HIV prevention in the year 2001. Answer the following ques-tions based on the information provided in the table.
Percentage of Schools Teaching Topics and
Skills Related to STD and HIV Prevention
|Topic |Percent of Schools |
| | |
|Abstinence |91.5 |
| | |
|How HIV is transmitted |97.3 |
| | |
|Skills |Percent of Schools |
| | |
|Communication (communicating the decision to remain abstinent |78.0 |
|until marriage) | |
| | |
|Decision-making (making healthful decisions |74.0 |
|regarding sexual behaviors) | |
| | |
|Goal-setting (setting the goal of remaining abstinent until marriage) |82.8 |
| | |
|Refusal (resisting peer pressure to engage in sexual behavior) |86.8 |
| | |
|Chap|
|ter |
|24 |
1. According to the data table, what percent of schools teach abstinence as a topic for preventing STD and HIV infections?
A. 78 percent
B. 74 percent
C. 91.5 percent
D. 13 percent
2. Which of the skills shown is taught by the most schools?
F. How HIV is transmitted
G. Communication skills related to sexual behavior
H. Goal-setting skills related to sexual behavior
J. Resisting peer pressure to engage in sexual behavior
3. Which of the following statements BEST summarizes what the data table shows?
A. Schools are teaching students mul-tiple ways on how to avoid
STD and HIV infections.
B. Schools are focusing on both health skills and key health topics when it comes to teaching the risks of HIV and STDs.
C. Both A and B
D. None of the above
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326 Chapter 24 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 25 Noncommunicable Diseases
and Disabilities
Tips on Preparing for Tests
• Study regularly. Do not wait until the last minute to cram for a test. Use the night before a test wisely. Instead of cramming, prepare for a test by taking time to review what you have already studied.
• Understand how the test content is organized. Ask your teacher if the test will include multiple choice, true or false, and/or essay-style questions. Just knowing how the questions are organized can help you prepare for a test.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|1. People with a family history of |4. Which are cancers of the | | |
|hypertension |blood-forming organs? | | |
|A. are at a lower risk of developing |F. Lymphomas | | |
|atherosclerosis. |G. Carcinomas | | |
|B. should avoid strenuous exercise so |H. Sarcomas | | |
|as not to bring on a heart attack. |J. Leukemias | | |
|C. can only develop hypertension | | | |
|themselves after age 35. |5. Which disease is characterized by | | |
|D. should take extra steps to lower |the destruction of the joints due | | |
|their other risk factors for |to inflammation? | | |
|cardiovascular disease. |A. Arthritis | | |
| |B. Osteoarthritis | | |
|2. Which type of diagnostic tool creates |C. Rheumatoid arthritis | | |
|multiple images of the heart? |D. Lyme disease | | |
|F. Electrocardiogram | | | |
|G. Magnetic resonance imaging |6. Which is a common cause of blindness? | | |
|H. CT scan |F. Rubella infection | | |
|J. Radionuclide imaging |G. Nerve damage | | |
| |H. Genetic disorders | | |
|3. Which is NOT a symptom of diabetes? |J. Macular degeneration | | |
|A. More infections than usual | |Chapte| |
| | |r | |
|B. Swelling of the tongue |7. In atherosclerosis, which is the main | | |
|C. Sores that are slow to heal |cause of the buildup of plaque on | | |
|D. Unexplained weight loss |artery walls? | | |
| |A. Unhealthful food choices | | |
| |B. Smoking |25 | |
| |C. Lack of exercise | | |
| | | | |
| |D. Drinking alcohol | | |
Chapter 25 Student Activity Workbook 327
Name _________________________________________ Date _______________ Class ____________
8. Osteoarthritis is a disease of which body part?
F. Bone marrow
G. Joints
H. Blood
J. Brain
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
Directions: Circle T if the statement is true or F if the statement is false.
Rewrite any false statements to make them true.
9. T F Dietary fiber makes colon cells more vulnerable to carcinogens.
F. Fats make colon cells more vulnerable to carcinogens.
|10. |T |F |Chemotherapy uses chemicals to destroy cancer cells. |
| |T | | |
| | | | |
| | | | |
|11. |T |F |Type 1 diabetes accounts for 90 to 95 percent of all diabetes cases. |
F. Type 2 diabetes accounts for 90 to 95 percent of all diabetes cases.
12. T F Genetic disorders such as Down syndrome, PKU, Tay-Sachs, and Fragile X syndrome result in babies born with mental retardation.
T
13. By practicing healthful behaviors, you can reduce your risk for many types of cardiovascular diseases. Write a paragraph outlining some strategies to reduce the risk of cardiovascular disease.
Write your answer to item 13 in this space.
Sample answer: Strategies to reduce the risk of cardiovascular disease include avoiding tobacco and
secondhand smoke, getting blood pressure checked regularly, eating fewer high-fat foods, getting
physical activity, maintaining a healthy weight, reducing stress, and avoiding alcohol and other drugs.
|Chap|
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|25 |
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328 Chapter 25 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 25 Noncommunicable Diseases
and Disabilities
Reporting on Noncommunicable Diseases
Journalists have a responsibility ro report the facts about a story. Research facts about noncommunicable diseases to complete the following activity.
Directions: You work as a journalist at a major national newspaper. Congress has been holding hearings on the impact of noncommunicable diseases on Americans, and you have been covering these hearings for your newspaper. Now, your editor has asked you to produce a feature article about one of the most-discussed noncommunicable diseases. Your task is to choose a non-communicable disease that affects a large number of people and write a feature article about it.
Your editor has set guidelines for you to follow to ensure that all the pertinent information is included. Review the guidelines given below, then write your article on separate sheets of paper.
Information to Include in Your Article
• Write a headline that includes the name of the disease and a subhead that grabs your reader’s attention.
• Give a definition and an explanation of the disease.
• Describe how a person becomes infected with the disease.
• Describe the symptoms a person with the disease would experience and how long it would take for these symptoms to appear.
• Describe how the disease is treated.
• List Internet links and other reliable, up-to-date sources where readers might gain additional information about the disease.
• Include quotes, photographs, and graphics and corresponding captions.
Students’ articles should convey the information in a smooth and engaging style, with well-chosen vocabulary. The topic should be focused and hold the reader’s interest throughout. The information conveyed should be accurate and come from reliable sources. Students should add insightful details by including appropriate quotes, photographs, and graphics. The writing should be clear and free of grammatical errors. The headline, subhead, and captions should be memorable and enhance the article.
|Chapter 25 |
Chapter 25 Student Activity Workbook 329
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 25 Noncommunicable Diseases
and Disabilities
Lesson 1 Cardiovascular Disease
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Consider and Reconsider Before reading the lesson, |
| |list which areas of the body you think are effected by |
| |cardiovascular disease. After you have finished reading, |
| |use what you have learned to rewrite you sentence. |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: Cardiovascular |Sample answer: Cardiovascular |
| | |diseases affect the heart. |disease can affect the heart or |
| | | |the blood vessels |
| | | | |
|Chap|
|ter |
|25 |
New and Academic
Vocabulary
noncommunicable disease
cardiovascular disease
hypertension
atherosclerosis
arteriosclerosis
angina pectoris
arrhythmias
stroke
Write the correct vocabulary term under each definition.
1. high blood pressure hypertension
2. a disease that is not transmitted by another person, a vector, or the environment noncommunicable disease
3. an acute injury in which blood flow to the brain is interrupted stroke
4. hardened arteries with reduced elasticity
arteriosclerosis
5. a disease that affects the heart or blood vessels
cardiovascular disease
6. a disease characterized by the accumulation of plaque on artery walls atherosclerosis
7. chest pain that results when the heart does not get enough oxygen angina pectoris
8. irregular heartbeats arrhythmias
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330 Chapter 25 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Cardiovascular Disease
I found this information on page(s) 688 .
Types of Cardiovascular
Disease
I found this information
on page(s) 690–692 .
Explain what the two parts of the word cardiovascular mean.
Cardio refers to the heart, and vascular refers to the blood vessels.
List and briefly describe four types of cardiovascular disease.
|Cardiovascular Disease |Description |
| | |
|Hypertension |High blood pressure |
| | |
|Atherosclerosis |Accumulation of plaque on artery walls |
| | |
|Diseases of the heart |Angina pectoris, arrhythmias, heart |
| |attack, congestive heart failure |
| | |
|Stroke |Blood flow to the brain in interrupted |
| | |
What Teens Need to Know
I found this information on page(s) 692–693.
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Explain why it is important for young adults to be aware of the causes and risks of cardiovascular disease.
Cardiovascular disease can begin in one’s teen years, so it is important
to know the risk factors.
List some cardiovascular disease risk factors that are out of your control.
Heredity; Gender; Age
Name some cardiovascular disease risk factors that you can control. Then list a preventive measure a person can take to avoid or address each factor.
|Risk Factor |Preventive Measure | | |
| | | | |
|Tobacco use |Avoid using tobacco, avoid secondhand smoke | | |
| | | | |
|High blood pressure |Have your blood pressure checked regularly, | | |
| |eat healthful foods, take part in regular physi- | | |
| |cal activity, manage your weight | | |
| | | | |
|High cholesterol |Eat fewer high-fat and high-cholesterol foods, | | |
| |get regular physical activity | | |
| | | | |
|Physical inactivity |Get at least 30 to 60 minutes of physical | | |
| |activity every day | | |
| | | | |
|Excess weight |Maintain a healthy weight | | |
| | |25Chapte| |
| | |r | |
|Stress |Use stress-management techniques | | |
| | | | |
|Drug and alcohol use |Abstain from alcohol and other drugs | | |
| | | | |
| | | | |
Chapter 25 Student Activity Workbook 331
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 25 Noncommunicable Diseases
and Disabilities
NCTE.1 Reading for Perspective (Turn to pages 386–390 for complete standard language.)
Lesson 1 Cardiovascular Disease
At the Heart of the Problem
Directions: Read the patient profiles below. Each patient may be suffering from a cardiovascular disease. Using information from the lesson, complete each chart.
1. Patient 1: middle-aged male, overweight, family history of heart disease
|Symptoms |Disease |Cause | |
| | | | |
|Aching in chest area, pain |Heart attack |Reduced or blocked blood | |
|spreading to arms and neck, | |supply has damaged the | |
|shortness of breath, nausea | | | |
| | |heart muscle. | |
| | | | |
| | | | |
2. Patient 2: male, early thirties, occasional runner
|Symptoms |Disease |Cause |
| | | |
|Brief chest pain lasting |Angina pectoris |The heart is temporarily not |
|from a few seconds to | |getting enough blood, usually |
|minutes | |due to atherosclerosis. The lack |
| | |of oxygen causes pain. |
| | | |
3. Patient 3: female, early seventies, history of high blood pressure and atherosclerosis
|Symptoms |Disease |Cause |
| | | |
|No symptoms |Hypertension |Excess weight, poor nutrition, |
| | |not enough exercise |
| | | |
4. Patient 4: female, early twenties, college runner
|Symptoms |Disease |Cause |
| | | |
|The heart seems to skip |Arrhythmia |Electrical impulses regulating |
|a beat, beats quickly, or | |heart rhythm become rapid or |
|beats very slowly. | |irregular. |
|25 | | | | | |
| |5. Patient 5: male, early fifties, smoker | | |
|Chapte| | | |
|r | | | |
| | | | | | |
| | |Symptoms |Disease |Cause | |
| | | | | | |
| | |Patient has severe headache, |Stroke |An artery supplying blood to the brain | |
| | |numbness on the left side, | |has become blocked or bursts, inter- | |
| | |confusion, or dizziness. | |rupting the blood flow to the brain. | |
| | | | | | |
| | | | | | |
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332 Chapter 25 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 25 Noncommunicable Diseases
and Disabilities
Lesson 2 Cancer
Directions: Use the following outline to help organize your notes as you read through the lesson.
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Key Concept
New and Academic
Vocabulary
cancer
tumor
benign
malignant
metastasis
carcinogen
biopsy
remission
link
Consider and Reconsider Before reading the lesson, write a sentence describing how you think you can reduce your risk of developing cancer. After you have read the lesson carefully, use what you have learned to rewrite your sentence.
|Before Reading |After Reading |
| | |
|Sample answer: I can reduce |Sample answer: I can reduce my |
|my risk of developing cancer |risk of developing cancer by eating |
|by wearing sunblock when |a high-fiber, low-fat diet; avoiding |
|I’m outside. |tobacco use; and wearing protec- |
| |tive clothing while in direct sunlight. |
| | |
Write a vocabulary word to answer each question.
1. Which term refers to a cancer-causing substance? carcinogen
2. Which term means “noncancerous”? benign
3. Which is an abnormal mass of tissue that has no natural role in the body? tumor
4. Which refers to a period of time when symptoms disappear? remission
5. Which term means “cancerous”? malignant
6. Which is a process in which doctors remove a small piece of tissue for examination? biopsy
7. Which is a connecting element or factor? link
8. Which refers to the spread of cancer from the point where it originated to other parts of the body? metastasis
9. Which occurs when abnormal cells reproduce rapidly
and uncontrollably, building up inside otherwise normal tissue? cancer
|Chap|
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|25 |
Chapter 25 Student Activity Workbook 333
Name _________________________________________ Date _______________ Class ____________
|What Is Cancer? |Explain what cancer is and why cancer is harmful to the body. | |
|I found this information |Cancer is the uncontrollable growth of abnormal cells. Many cancers | |
|on page(s) |695–697 |. | | |
| | | | | |
| | | |harm the body because they kill normal cells when they compete with | |
| | | | | |
| | | | | |
| | | |them for nutrients. | |
| | | | | |
Risk Factors for Cancer
I found this information on page(s) 697–698 .
Reducing Your Risk
I found this information on page(s) 699 .
List four classifications of cancer and name the tissue each affects.
|Classification |Tissues Affected |
| | |
|Lymphomas |Immune system |
| | |
|Leukemias |Blood-forming organs |
| | |
|Carcinomas |Glands and body linings |
| | |
|Sarcomas |Connective tissue |
| | |
List four risk factors for cancer and state which healthful behaviors can help you reduce each risk.
|Risk Factor |Healthful Behavior |
| | |
|Tobacco use |Avoid tobacco use and secondhand |
| |smoke |
|Radiation |Avoid tanning beds, limit your time in |
| |the sun, use sunscreen |
|Sexually transmitted |Practice abstinence from sexual activity |
|diseases | |
|Dietary factors |Choose a healthful diet that is high in |
| |fiber and low in fats |
Explain why practicing healthful behaviors is important in the fight against cancer.
You can dramatically reduce your risk of cancer by practicing healthful
behaviors.
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|25 |
Detecting and
Treating Cancer
I found this information
on page(s) 700–701 .
List the warning signs of cancer.
Fever, fatigue, pain, discoloration of the skin, change in bowel habits or
bladder function, sores that will not heal, unusual bleeding or discharge,
thickening or lump in a breast or other body part, indigestion or trouble
swallowing, change in a wart or mole, nagging cough or hoarseness
List two steps toward successful cancer treatment.
Early detection, the right kind of treatment
List five types of cancer treatment.
Surgery, radiation therapy, chemotherapy, immunotherapy, hormone
therapy
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334 Chapter 25 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics
Chapter 25 Noncommunicable Diseases
and Disability
NCTM-Data.4 Data Analysis and Probability (Turn to pages 386–390 for complete standard language.)
Lesson 2 Cancer
Surviving Cancer
Directions: Although cancer takes a variety of forms and affects all parts of the body, it is possible to survive this disease. The following 2002 graph from the U.S. Census Bureau shows the survival rates of cancer by type. Answer the following questions based on the information provided in the graph.
Cancer Survival Rates, by Type
| |85| |
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| |79| |
| |77| |
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|rc| | |
|en| | |
|t | | |
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|1990–1992 | |1993–1995 |1996–2002 | |
| | | | | | | |
| | | |Skin Cancer | | | |
| | | | | | | |
| | | |Breast Cancer | | | |
| | | | | | | |
| | | |Colon and Rectal cancers | | |
| | | | | | |
| | | | | | | |
|1. |What percentage of people survived skin cancer in the years 1996 to 2002? | | |
| |A. Below 77 percent |C. Above 83 percent | | |
| |B. About 79 percent |D. None of the above | | |
|2. |What generally optimistic message does this graph communicate? | | |
| |A. More and more scientists are devoting their time and energies to finding | | |
| |cures for cancer. | | | |
| |B. People who get these common cancers are, for the most part, living longer. |Chapter| |
| |C. More and more people are reducing their risk of cancer through their health habits. | | |
| |D. None of the above. | | | |
|3. |Which BEST describes the trend in breast cancer survival rates from 1990 to 2002? | | |
| |A. The percentage of people surviving has stayed the same. | | |
| | |25 | |
| |B. The percentage of people surviving has gone steadily up. | | |
| | | | | |
C. The percentage of people surviving has gone down, and then up again.
D. The percentage of people surviving has gone steadily down.
Chapter 25 Student Activity Workbook 335
7. aamsth
6. sheinsitam
5. sdeitaeb
4. sairttihr
3. soisttierohatr
2. yaglrle
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 25 Noncommunicable Diseases
and Disabilities
Lesson 3 Allergies, Asthma, Diabetes, and Arthritis
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about the |
| |last time you or a family member experienced the effects |
| |of allergies. Recall whether the symptoms were mild, such |
| |as hives or itchy raised bumps on the skin, or more serious, |
| |such as a drop in blood pressure or difficulty breathing. |
| |After you have finished reading the lesson carefully, write |
| |a sentence stating how allergies are treated. |
| |Sample answer: Allergies can be treated by avoiding the allergen that |
| | |
| |causes the allergy and taking medicines as antihistamines. |
| | |
New and Academic
Vocabulary
allergy
histamines
asthma
diabetes
arthritis
osteoarthritis
rheumatoid arthritis
|Chap|
|ter |
|25 |
Unscramble each vocabulary term. Then write the definition of each term.
1. drihoetuam sairttihr rheumatoid arthritis—a disease characterized by the debilitating destruction of the joints due to inflammation
allergy—a specific reaction of the immune system to a
foreign and frequently harmless substance
osteoarthritis—a disease in the joints in which
cartilage breaks down
arthritis—a group of more than 100 different diseases
that cause pain and loss of movement in the joints
diabetes—a chronic disease that affects the way body
cells convert sugar into energy
histamines—chemicals that can stimulate mucus and
fluid production
asthma—an inflammatory condition in which the small air-
ways in the lungs become narrowed, causing difficulty in breathing
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336 Chapter 25 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Allergies
I found this information on page(s) 702–703 .
Identify the term for allergy-causing substances and give examples of these substances.
Allergy-causing substances are called allergens; they include pollen,
certain foods, dust, mold spores, chemicals, insect venom, dander from
animals, and medicines.
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Asthma
I found this information on page(s) 704 .
Diabetes
I found this information on page(s) 705–706 .
List two common methods used for identifying the source of an allergic reaction. Blood tests, skin tests
Describe how a skin test works.
Small amounts of possible allergens are applied to a scratched area of
the skin. If a person is allergic to any of the allergens, the skin will swell
and turn red.
Describe what happens during a typical asthma attack.
The muscles of the bronchial tube tighten and produce extra mucus.
Symptoms may range from wheezing to severe difficulty breathing.
List four strategies for managing asthma.
Monitor the condition, manage your environment, manage stress, take
medication properly
Describe type 1 diabetes and type 2 diabetes.
Type 1 Diabetes
Accounts for 5 to 10 percent of all cases. The body fails to produce insulin, glucose builds up in the blood, and cells do not get the energy they need. Over time, the high level of blood sugar can cause damage to the eyes, kidneys, nerves, and heart.
Type 2 Diabetes
Accounts for 90 to 95 percent of all cases. Usually appears after age 40, but growing numbers of young people are developing the disease. The body is unable to make enough insulin or use insulin properly.
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| | | |Explain how type 2 diabetes can be prevented. | |
| | | |Diabetes can be prevented by choosing low-fat, low-calorie foods and | |
| | | | | |
| | | |by participating in regular physical activity. | |
|Arthritis | | |
| |List and briefly describe two types of arthritis. | |
|I found this information |Osteoarthritis is a disease of the joints in which cartilage breaks down. | |
|on page(s) |706–707 |. | | |
| | | | | |
| | | |Rheumatoid arthritis is a disease characterized by the destruction of the | |
| | | | | |
| | | | | |
| | | |joints due to inflammation. | |
| | | | | |
|Chap|
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|25 |
Chapter 25 Student Activity Workbook 337
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 25 Noncommunicable Diseases
and Disabilities
NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 3 Allergies, Asthma, Diabetes, and Arthritis
Is Type 2 Diabetes Becoming “Kid Stuff”?
Directions: Below is an article about young people and type 2 diabetes. Read the article, then answer the questions that follow.
Type 2 diabetes used to be a problem mainly for people over 30. In fact, it was called adult-onset diabetes. However, the number of children and adolescents with type 2 diabetes has recently increased so much that specialists call it an epidemic. The Centers for Disease Control and Prevention predicts that one in three children born in the United States in 2000 is at risk for developing type 2 diabetes.
To prevent this prediction from becoming a reality, Americans must get more physical activity and eat healthier diets. Heredity is also a factor in type 2 diabetes, but this factor is beyond your control. The most important action is to focus on the factors you can control. As many as 92 percent of children and teens with type 2 diabetes are seriously overweight. About 40 percent are clinically obese.
Type 2 diabetes may not be just for adults anymore, but eating better and getting exercise is good advice at any age.
| |24 | |
| |20 | |
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|cen| | |
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| |8 | |
| | | |
| |4 | |
| |0 | |
| |1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 | |
Years of presentation
Annual percentages of all newly diagnosed patients 0 to 19 years of age with type 2 diabetes at Children's Hospital Medical Center, Cincinnati, OH, show a significant increase between 1992 and 1998. Source Pinhas-Hamiel O, Dolan LM, Daniels SR, et al® and updated information from dolan LM. University of Cincinnati
|Chap|
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338 Chapter 25 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
1. Why was type 2 diabetes called adult-onset diabetes?
The disease used to be a problem mainly for people over 30.
2. As many as of children and teens with type 2 diabetes are seriously overweight.
A. 30 percent
B. 40 percent
C. 75 percent
D. 92 percent
3. According to the CDC, how many American children born in 2000 are at risk for developing type 2 diabetes?
A. 1 in 3
B. 1 in 30
C. 1 in 200
D. 1 in 2,000
4. Based on the above graph, which statement about type 2 diabetes is accurate?
A. There were about twice as many new cases 1998 than in 1990.
B. New cases were about seven times greater in 1998 than in 1990.
C. There were about three times as many new cases in 1998 than in 1990.
D. New cases were about ten times greater in 1998 than in 1990.
5. In the above graph, which three years have a pattern of new cases similar to the pattern for the years 1996–1998?
A. 1982–1984
B. 1989–1991
C. 1994–1996
D. 1992–1994
|Chapter 25 |
Chapter 25 Student Activity Workbook 339
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 25 Noncommunicable Diseases
and Disabilities
Lesson 4 Physical and Mental Challenges
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Food for Thought As you read this lesson, think about the |
| |many uses of your senses. Suppose you lost the ability to hear |
| |well. What difficulties would this cause you? After reading the |
| |lesson carefully, write a sentence about how you can protect |
| |yourself against hearing impairment. |
| |Sample answer: I can protect myself from hearing impairment by wear- |
| | |
| |ing earplugs when I am exposed to loud noise and by lowering the |
| | |
| |volume while listening to music. |
| | |
|Chap|
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|25 |
New and Academic
Vocabulary
disability
profound deafness
mental retardation
Americans with Disabilities Act
volume
Define each vocabulary term. Write the correct definition on the lines next to each term.
any physical or mental impairment that limits normal activities, including
seeing, hearing, walking, or speaking
hearing loss so severe that a person affected cannot benefit from
mechanical amplification, such as a hearing aid
below-average intellectual ability present from birth or early childhood
and associated with difficulties in learning and social adaptation
a law prohibiting discrimination against people with physical or mental
disabilities in the workplace, transportation, public accommodations, and
telecommunications
the degree of loudness
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340 Chapter 25 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Physical Challenges
I found this information on page(s) 709–711 .
Name the three categories into which most physical challenges fall.
sight impairment, hearing impairment, motor impairment
List and briefly describe four common causes of blindness.
|Causes of Blindness |Description |
| | |
|Complications from |High blood-sugar levels lead to damage |
|diabetes |of retina |
| | |
|Macular degeneration |Disease in which the retina degenerates |
| | |
|Glaucoma |Disease that damages the eye’s |
| |optic nerve |
| | |
|Cataracts |Condition in which the eye’s lens |
| |becomes clouded |
| | |
List five factors that contribute to hearing impairment.
|1. |Heredity |4. |Obstruction |
|2. |Injury |5. |Nerve damage |
|3. |Disease | | |
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Mental Challenges
I found this information on page(s) 712 .
List three ways people with motor impairments can deal with their physical challenges.
1. Physical therapy
2. Occupational therapy
3. Assistive devices
Identify four factors that have been found to cause mental retardation.
|1. Genetic disorders | |3. Rubella infection |
| | | |
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|2. Behaviors during pregnancy |4. Restricted oxygen supply |
|Accommodating |Describe the Americans with Disabilities Act. | |
|Differences |The Americans with Disabilities Act is a law prohibiting discrimination | |
|I found this information | | |
| | | |
| | | |
|on page(s) |713 |. |against people with physical or mental disabilities in the workplace, | |
| | | | | |
| | | |transportation, public accommodations, and telecommunications. | |
| | | | | |
|Chap|
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|25 |
Chapter 25 Student Activity Workbook 341
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Social Studies
Chapter 25 Noncommunicable Diseases
and Disabilities
NCSS.X Civic Ideals and Practices (Turn to pages 386–390 for complete standard language.)
Lesson 4 Physical and Mental Challenges
Directions: Read the following excerpts from the Americans with Disabilities Act of 1990. Explain how each section applies to schools.
1. “The ADA prohibits discrimination on the basis of disability in employment . . . It prohibits discrimination in recruitment, hiring, promotions, pay, social activities, and other privileges of employment.”
Sample answer: This section states that with respect to employment practices, the school district
must treat people with disabilities in the same manner as those without impairment. Teachers, teacher
aides, custodians, cooks, and administrators must be recruited, hired, evaluated, promoted, paid, and
treated without reference to whether or not they have a disability.
| |2. “Public transportation services may not discriminate against people in the provision of | |
| |their services . . . |Authorities . . . |must comply with requirements for accessibility in new | |
| |vehicles . . . |or provide paratransit.” | |
| | |Sample answer: This section states that each school system is required to provide accessible | |
| | | | |
| | |transportation for all students with disabilities. All new buses must have accommodations for the | |
| | | | |
| | |disabled, and school districts must provide alternative transportation if present vehicles are not | |
| | | | | | |
| | |properly equipped. | | | |
| | | | |
| |3. “. . . the portions of the [public] facility are readily accessible to and usable by individuals | |
| |with disabilities, including individuals who use wheelchairs.” | |
| | |Sample answer: This section states that all areas of the school, including bathrooms, telephones, and | |
| | | | |
| | |drinking fountains, must be accessible to people with disabilities. | |
| | | | |
| | | | |
|25 |4. “. . . requires public schools to make available to all eligible children with disabilities | |
| |a free, appropriate education in the least restrictive environment appropriate to their | |
| |individual needs.” | | |
|Chapte| | | |
|r | | | |
| | |Sample answer: This section requires schools to accommodate children with disabilities in a way that | |
| | | | |
| | |takes their disabilities into consideration and yet puts the fewest restrictions on them. | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
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342 Chapter 25 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 26 Safety and Injury Prevention
Tips on Preparing for Tests
• Eat well before taking a test. Have a good breakfast or lunch and avoid junk food. Studies show that you need good nutrition to concentrate and perform at your best.
• If you are allowed to use a calculator at a testing site, make sure it is one that is autho-rized. Also check to see that other electronic devices such as phones, pagers, and alarms are turned off.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|Chap|
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|26 |
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1. Which group is victim to more violent crime than any other?
A. Adults
B. Adolescents
C. Teens
D. Senior citizens
2. About how many deaths result from gun accidents in the home each year?
F. 650
G. 65
H. 50
J. 150
3. Which is the leading cause of nonfatal, unintentional injuries for teens 15 to 19 years old?
A. cuts or piercing wounds
B. being struck by or against an object
C. motor vehicle accidents
D. falls
4. Which reaction is NOT an example of road rage?
F. honking
G. shouting
H. tailgating
J. yielding
5. If you recognize that there are unsafe conditions at the place where you work, what federal agency could you report these conditions to?
A. EPA
B. OSHA
C. PFD
D. NCAA
6. About how many teens die each year from work-related accidents?
F. 70,000
G. 7,000
H. 70
J. 7
7. Which choice is NOT an example of defensive driving?
A. Stay on the alert while behind the wheel.
B. Flash your lights if you see a car coming toward you that crosses the center line.
C. Threaten another driver who has just cut you off.
D. Take an exit to get away from a car that is weaving.
Chapter 26 Student Activity Workbook 343
Name _________________________________________ Date _______________ Class ____________
|Chap|
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|26 |
8. Which term refers to a sequence of events that leads to an unintentional injury?
F. Chain of events
G. Accident chain
H. Personal safety
J. Injury chain
9. Which is a way of staying safe online?
A. Not letting your parents or guard-ians know what you are doing online
B. Always responding to inappropriate messages
C. Agreeing to meet online friends in person
D. Keeping your identity private
10. Which is NOT a way of staying safe while boating?
F. Avoiding drug and alcohol use
G. Dressing in layers
H. Boating with an experienced captain
J. Refusing to use personal flotation devices
11. Graduated licensing is
A. a way of responding to drivers who become violent.
B. the withholding of driving privileges until high school graduation.
C. the attention you pay to vehicular safety before you start the car.
D. a system that gradually increases driving privileges over time.
12. Which is responsible for about half of all accidental deaths in the home each year?
F. Fires
G. Guns
H. Falls
J. Drowning
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
|9 |A |B |C |D |10 |F |G |H |J |
|11 |A |B |C |D |12 |F |G |H |J |
13. Some of your friends have invited you on a weekend boating trip to a nearby lake. You are interested in going, but after speaking with them about the trip you are concerned about safety. Many of them have never been boating before and seem to be
inexperienced when it comes to water safety. Write a paragraph explaining what you can do to ensure that the trip will be enjoyable and safe.
Write your answer to item 13 in this space.
Students should respond with general outdoor safety recommendations such as watching the
weather, wearing appropriate clothing, and telling their family of their plans. They should also include
specific boating safety recommendations, such as boating with an experienced captain, avoiding
alcohol and drug use, and having enough personal flotation devices for each person in the boat.
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344 Chapter 26 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 26 Safety and Injury Prevention
Household Safety
Accidents in the home are one of the top causes of injury and death in the United States. Common types of household accidents include fires, falls, and poisonings. By following some basic safety precautions, you can reduce the risk of these types of accidents in your home.
Directions: Do a safety inspection of your home. Use the chart below to aid you in your inspection. List the potential dangers in your home, and write a few notes about how you can eliminate these potential injury hazards.
|Chap|
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|26 |
| |Safety Issue |Potential Danger |Action Taken | |
| | | | | |
| |Preventing fires |Unattended burning candles; |Keeping matches, candles, and light- | |
| | | | | |
| | |matches, lighters, and candles kept |ers out of children’s reach; making | |
| | |within children’s reach; failure of |sure smokers extinguish cigarettes | |
| | |smokers to extinguish cigarettes |completely and do not smoke in | |
| | |completely; smoking in bed; leaving |bed; cleaning grease buildup on | |
| | |cooking food unattended; grease |stovetops and ovens; staying in the | |
| | |buildup on stovetops and ovens; |kitchen when food is on the stove; | |
| | |improper use of appliances such as |utilizing the operating instructions | |
| | |space heaters |for appliances; having a working fire | |
| | | |extinguisher and smoke detector | |
| | | | | |
| |Safety with electricity |Electrical system overload; exten- |Not overloading the electrical system; | |
| | |sion cords with worn or exposed |inspecting extension cords regularly | |
| | |wiring; electrical cords that run un- |and making sure they are used as in- | |
| | |der rugs or behind baseboards; use |tended; not running cords under rugs | |
|reserved. | |of electrical appliances near water; |or behind baseboards; never using | |
| | |uncovered outlets |electrical appliances near water; cov- | |
| | | |ering unused outlets with safety caps | |
|All rights | | | | |
| |Preventing falls |Cluttered, poorly lit stairways; |Keeping stairwells well lit and free | |
|Inc. | |bathrooms without nonskid mats or |of clutter; putting nonskid mats in | |
|Companies, | | | | |
| | |strips in the shower; windows with- |the tub or shower; installing window | |
| | |out window guards on upper floors; |guards on upper floors; keeping kitch- | |
| | |spills in kitchens; cluttered living |en floors clean and dry; keeping living | |
|-Hill | | | | |
| | |areas; phone and electrical cords |room floors clear of clutter; keeping | |
|The McGraw | | | | |
| | |kept in the flow of traffic |electrical cords out of walking areas | |
| | | | | |
| |Preventing poisonings |Improperly stored medications, |Storing products safely and out of | |
|© by | | | | |
| | |cleaning supplies, bug sprays, |children’s reach; paying attention | |
|Copyright | | | | |
| | |medicines, cosmetics, and other |to labels and expiration dates; not | |
| | |hazardous substances; failure to |mixing products | |
| | |pay attention to drug labels; failure | | |
| | |to read instructions for using house- | | |
| | |hold chemicals | | |
| | | | | |
Chapter 26 Student Activity Workbook 345
Name _________________________________________ Date _______________ Class ____________
Note Taking
|26 |Chapter 26 |Saftey and Injury Prevention | |
| | | | | | |
|Chapte|Lesson 1 Personal Safety and Protection | |
|r | | |
| |Directions: Use the following outline to help organize your notes as you read | |
| |through the lesson. | | | | |
| | | | | | |
| |Key Concept | |Consider and Reconsider Before reading, list two or three | |
| | | |personal safety strategies. Name a few things that you do each | |
| | | |day to protect yourself from accidents or harm. After reading | |
| | | |the lesson, write a sentence or two telling more you can do to | |
| | | |ensure your personal safety. | | |
| | | | | | |
| | | |Before Reading |After Reading | |
| | | | | | |
| | | |Sample answer: By sticking to |Sample answer: I can carry a | |
| | | |well lit streets and walking with |cell phone and let my family | |
| | | |a buddy, I can protect myself. |know where I’m going and | |
| | | | |when I’ll be back. | |
| | | | | | |
New and Academic
Vocabulary
personal safety
encounter
self-defense
cyberbullying
Complete each sentence, using the words listed on the left.
|1.| | |self-defense | |is any strategy for protecting yourself | |
| | |from harm. | | | | | |
|2.| |Cruel or hurtful online contact is called | |
| |cyberbullying |.| | | | |
|3.| |Your |personal safety | | |involves the steps you take to | |
| | | | | | | | | |
| | |prevent yourself from becoming the victim of crime. | |
|4.| |The term |encounter | | | |means to experience. | |
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346 Chapter 26 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Safety Strategies
I found this information on page(s) 726–728 .
List some tips for ensuring your personal safety.
1. Carry an easily accessible cell phone.
2. Avoid walking alone at night.
3. Walk briskly and confidently.
4. Carry your wallet or purse in a place that makes it difficult for someone else to grab.
5. Park your car in a well-lit area and lock it.
6. Never hitchhike or give a ride to someone you do not know.
7. Get on and off public transportation in busy, well-lit areas.
8. Know the locations of nearby public places where you can seek help if you need it.
9. Let family know where you are going and when you will be back.
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Staying Safe Online
I found this information on page(s) 728–730 .
Describe some self-defense strategies for protecting yourself against an attack.
1. Project a strong, confident image.
2. Let stalkers know that you are aware of their presence.
3. If you are being followed, try changing directions or crossing the street. If necessary, seek help from someone nearby.
4. If you are attacked, shout “fire” instead of “help.”
5. Participate in self-defense classes.
List some actions you can take to protect yourself while online.
Avoiding Internet Predators
Keep your identity private, do not agree to meet in person with some-one you’ve met online, do not respond to inappropriate messages, let your parents know what you are doing online
Coping with Cyberbullies
Learn and follow the rules for postings on different Web sites; be care-ful how you word your messages; ignore hurtful messages; if bullying continues, seek help from a trusted adult; save messages as evidence and contact your Internet service provider for help with blocking the messenger
Chapter 26 Student Activity Workbook 347
|Chap|
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|26 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 26 Saftey and Injury Prevention
NCTE.6 Applying Knowledge (Turn to pages 386–390 for complete standard language.)
Lesson 1 Personal Safety and Protection
Staying Safe
Directions: In the quest to increase safety, many commonsense actions are available.
Imagine that you have been hired to produce a safety brochure for the teens in your community. Your brochure will discuss safety strategies while out in the community. What safety tips would you include? Answer the following ques-tions. Use this worksheet to organize your ideas.
1. Name eight or more tips you would include that could increase a teen’s safety while out in the community. Remember, the brochure is for teens in your own community, so you can include locations you know and other specific information.
carry a cell phone, do not walk alone at night, walk briskly and confidently, do not carry your wallet or purse in an easy-to-grab place, park your car in a well-lit area and lock it, never
hitchhike or give a ride to someone you don’t know, get on and off buses in a well-lit area, know the locations of public places where you can seek help if necessary, let your family know where you are going and when you will be back, learn self-defense, cross the street or change
directions if you are being followed, shout “fire” instead of “help” if you are attacked
2. What is a slogan you could use to make the community safety tips memorable?
The slogan should be memorable and relevant to safety in the community.
3. What art or photos could you use to illustrate your brochure?
The art or photos should illustrate one or more of the community safety tips.
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348 Chapter 26 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 26 Safety and Injury Prevention
Lesson 2 Safety at Home and in Your Community
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Problem and Solution In the “Problems” box, describe areas |
| |within your home that you think may cause a safety risk. In |
| |the “Solutions” box, write down any ways of eliminating these |
| |safety risks that you have learned about in the lesson. |
| | | | |
| | |Problems |Solutions |
| | | | |
| | |Sample answer: There is a lot |Sample answer: I could clean |
| | |of clutter on the staircase in my |the clutter off of the staircase |
| | |house. Also, the lightbulb above |and replace the burned-out |
| | |the staircase burned out a few |lightbulb. |
| | |weeks ago. | |
| | | | |
|Chap|
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|26 |
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New and Academic
Vocabulary
unintentional injury
accident chain
suspend
Write a vocabulary word to answer each question.
1. Which device produces a loud warning noise in the presence of smoke?
smoke alarm
2. Which is a sequence of events that leads to an unintentional injury?
accident chain
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|smoke alarm |3. |Which is an agency that is responsible for promoting safe | |
| | | | |
|fire extinguisher | |and healthful conditions in the workplace? | |
| | | | |
| | |Occupational Safety and Health Administration | |
|legal |4. |Which is an injury that results from an unexpected event? | |
| | | | |
|Occupational Safety | |unintentional injury | |
| | | | |
|and Health |5. |Which device is used for putting out small fires? | |
|Administration | | | |
| | |fire extinguisher | |
| | | | |
| |6. |Which term means permitted by law? | |
| | |legal | |
| |7. |Which term means to bar temporarily? | |
| | |suspend | |
Chapter 26 Student Activity Workbook 349
|Chap|
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|26 |
Name _________________________________________ Date _______________ Class ____________
|The Accident Chain |Explain how breaking the accident chain can prevent an injury. | |
|I found this information |Breaking any of the links in the accident chain can prevent an injury | |
|on page(s) |731 |. | | |
| | | |by stopping the process that could lead to an accident. | |
| | | | | |
| | | |Identify the main way in which people can prevent house- | |
| | | |hold accidents. | |
| | | |Taking safety precautions and planning ahead can help you avoid com- | |
| | | |mon household accidents. | |
Keeping Your Home Safe
I found this information on page(s) 731–736 .
List one way to prevent an injury for each safety hazard.
|Fire |Keep matches, candles, and lighters out of |
| |children’s reach |
| | |
|Electricity |Avoid using electrical appliances near water |
| | |
|Falls |Do not leave clutter on steps or near stairwell |
| |entrances |
| | |
|Poisoning |Pay attention to product labels and dates |
| | |
|Firearms |Store guns unloaded and in a locked cabinet |
| | |
|Computers |If using a computer for prolonged periods, adjust |
| |position from time to time |
| | |
|Intruders |Never inform visitors at the door or on the phone |
| |that you are home alone |
| | |
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|Keeping Your Community |Name four ways in which communities have taken measures | |
|Safe |to ensure safety for all. | |
|I found this information |1. |Increased police presence | |
|on page(s) |736 –738 |. | | | |
| | | |2. |Neighborhood watch programs | |
| | | | | | |
| | | |3. |After-school programs | |
| | | |4. |Improved lighting in public areas | |
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350 Chapter 26 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Mathematics and Science
Chapter 26 Safety and Injury Prevention
NCTM Number and Operations-NUM.2 (Turn to pages 386–390 for complete standard language.) NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
|Lesson 2 Safety at Home and in Your Community |Chapter | |
| | | | |
|Directions: According to the Centers for Disease Control and Prevention, there |26 | |
|were 97,900 accident-related fatalities in 2000. Taking precautions can help | | |
| | | |
|break the accident chain. Review the statistics below, answer the questions, and | | |
|offer suggestions to help reduce the chance of some of these types of accidents. | | |
| | | | |
|Leading Causes of Unintentional-Injury Deaths | | | |
| | | | |
|Motor vehicle accidents |43,354 | | |
| | | | |
|Falls |13,322 | | |
| | | | |
|Poisoning and exposure to noxious substances |12,757 | | |
| | | | |
|Choking |3,589 | | |
| | | | |
|Drowning |3,482 | | |
| | | | |
|Exposure to smoke, fire, and flames |3,377 | | |
| | | | |
Source: CDC National Vital Statistics Report 2000
1. What percent of accidental deaths are fire-related?
3 percent; 3,377 out of 97,900
2. What are three ways that fire-related fatalities can be reduced?
Never leave a burning candle unattended; store matches, lighters, and candles out of children’s reach; make sure smokers extinguish cigarettes completely and do not smoke in bed; do not leave cooking food unattended; keep stoves and ovens clean; follow the operating instructions for using space heaters
3. What two life-saving devices should be present in every home?
Smoke alarm, fire extinguisher
4. Falls are the second leading cause of accidental death. List three ways to prevent falls.
Keep stairways well-lit, clear, and in good condition; do not put small rugs at the foot of a staircase; put nonskid mats or strips in the tub or shower; keep a night-light in the bathroom; keep kitchen floors clean and free of spills; keep living areas free of clutter and use nonskid rugs; do not run cords across areas where people walk; use window safety latches if the household includes small children
Chapter 26 Student Activity Workbook 351
|Chap|
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|26 |
Name _________________________________________ Date _______________ Class ____________
5. About half of all poisonings or exposures to noxious substances involve children under six years of age. Approximately how many children, age six or less, were accidentally killed by poison in 2000?
About 6,378.5
6. What are three ways to prevent accidental deaths from poisonings?
Store hazardous substances in childproof containers, put locks on cabinets where chemicals are
stored, discard medicines that are past their expiration date, do not store household chemicals near pet food or water dishes, pay attention to labels, use drugs as directed by a doctor, check with your doctor if you are taking two or more drugs, follow instructions for using household chemicals, properly vent fuel-burning appliances
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352 Chapter 26 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 26 Safety and Injury Prevention
|Lesson 3 Outdoor Safety | |Chapter | |
| | | | | |
|Directions: Use the following outline to help organize your notes as you read |26 | |
|through the lesson. | | | | |
| | | | | |
|Key Concept |Food for Thought Before you read this lesson, write down | | |
| |some outdoor activities you enjoy. List the safety precautions | | |
| |you take while taking part in these activities. After reading the | | |
| |lesson, list any additional safety precautions that could protect | | |
| |you further while participating in these activities in the future. | | |
| | | | | |
| |Before Reading |After Reading | | |
| | | | | |
| |Sample answer: I enjoy sailing. |Sample answer: I could check | | |
| |I always wear a PFD while on |weather reports to make sure | | |
| |the sailboat. |there are no storms predicted | | |
| | |before I go out on the boat. | | |
| | | | | |
|New Vocabulary |Answer the question about the vocabulary term in the left | | |
| |column. | | | |
|personal flotation device |When should personal flotation devices be used? | | |
| |Personal flotation devices, or life jackets, are essential when boating or | | |
| | | | | |
| |participating in other water sports. | | | |
| | | | | |
| | | | | |
|Outdoor Recreation |List some ways in which you can plan ahead for outdoor | | |
|I found this information |recreation. | | | |
|on page(s) |739 –741 |. |Know your limits, bring sufficient supplies, plan for the weather, tell | |
| | | | | |
| | | | | | |
| | | |other people of your plans | |
| | | | | | |
| | | | |Identify some good recommendations for safety while camp- | |
| | | | |ing and hiking. | |
Camp with a group, stick to well-marked trails, be cautious around
wildlife, take care with wildfires, respect the environment
Chapter 26 Student Activity Workbook 353
Make sure equipment is in good condition, sled in safe
|Chap|
|ter |
|26 |
Name _________________________________________ Date _______________ Class ____________
List the safety recommendations for each winter sport.
1. Sledding:
spots, do not sled on or near frozen lakes
2. Ice skating: Skate only in designated areas, wear well-fitting
skates that support your ankles, never skate where you do not
know the thickness of the ice
| | | |3. Skiing/snowboarding/snowmobiling: |Wear a well-fitting | | |
| | | | |helmet, make sure your other equipment is in good condition; stick | | |
| | | | | | | | |
| | | | |to marked trails, look both ways before crossing a trail; give people | | |
| | | | | | | | |
| | | | |ahead of you the right of way; get to the side of the trail when you | | |
| | | | | | | | | |
| | | | |need to stop | | | | |
|Water Safety | | | | | |
| |List the safety precautions you should take when swimming, | | |
|I found this information |diving, and boating. | | | | |
|on page(s) |741–742 |. | | | | | | |
| | | | |Swimming and Diving | |Boating | | |
| | | | | | | |
| | | |Know your limits as a swimmer; |Always boat with an expe- | | |
| | | |swim in designated areas; do |rienced captain; never go |reserved. | |
| | | |not dive in shallow water; enter |boating with a captain who has | | |
| | | |water feet first when swimming |been using alcohol or drugs; | | |
| | | |in an unfamiliar area; do not |always use personal flotation |rights | |
| | | |swim near piers or reefs; if you |devices; plan ahead and check | | |
| | | | | |All | |
| | | |get caught in a current, swim |weather reports; dress in layers | | |
| | | | | |Inc. | |
| | | |with it while working your way | | | | |
| | | | | | |Companies, | |
| | | |back to shore; pay attention to | | | | |
| | | |the weather | | | | |
| | | | | | | |Copyright ©| |
| | | | | | | |by The | |
| | | | | | | |McGraw-Hill| |
| | | | | | | | | |
354 Chapter 26 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 26 Safety and Injury Prevention
NSES.6 Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
|Lesson 3 Outdoor Safety |Chapter | |
|Common Sense and Recreational Safety | | |
| |26 | |
| | | |
Directions: Read the scenarios below. Using the information found in the lesson, identify aspects of each situation that should be changed to ensure recreational safety.
1. Alison was excited about her planned hike. Her family was playing cards near the campfire, giving her the rare opportunity to explore the nearby caves alone. Because it was warm, she wore shorts and sandals. She carried two water bottles in her backpack, as well as her cell phone. When she reached the caves, which were right off the path, she discovered they were hardly big enough to crawl into. Having heard of another set of caves, deeper into the woods and well away from the trail, Alison began walking into the unfamiliar area.
Safety suggestions: Never hike alone, stick to well-marked trails, bring a map and a
compass, do not venture into unapproved areas, dress in layers and wear appropriate clothing
to protect against poisonous plants and insects
2. On a visit to his grandparents, Tom decided to go cross-country skiing in the late afternoon. The day was reasonably warm, so Tom wore a light jacket and his lightest gloves, even though they were damp from his earlier run. As Tom had left his ski equipment at home, he decided to use a set of his grandfather’s old skis that had been stored in the barn. Tom went off alone, heading into the forest that bordered his
grandfather’s land. The temperature began to drop. Unconcerned, Tom pushed deeper into the woods, hoping to reach the frozen river before turning back.
Safety suggestions: Wear warm, dry clothing in layers to avoid hypothermia; wear a hat; check
equipment to make sure it is in working order; do not ski alone
Chapter 26 Student Activity Workbook 355
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 26 Saftey and Injury Prevention
|26 | | | | | |
|Chapte|Lesson 4 Safety on the Road | | |
|r | | | |
| |Directions: Use the following outline to help organize your notes as you read | |
| |through the lesson. | | | | |
| | | | | | |
| |Key Concept |Q and A Skim the headings, caption, and highlighted vocabu- | |
| | |lary words in this lesson before reading it carefully. Write | |
| | |three questions that you expect will be answered in the | |
| | |lesson. After reading carefully, write the answers to the | |
| | |questions. | | |
| | | | | | |
| | | |Questions |Answers | |
| | | | | | |
| | | |Sample question: What is gradu- |Sample answer: Graduated | |
| | | |ated licensing? |licensing is a system that gradu- | |
| | | | |ally increases driving privileges | |
| | | | |over time. | |
| | | | | | |
New Vocabulary
vehicular safety
graduated licensing
road rage
defensive driving
Write the correct vocabulary term in the left column for each definition below.
1. obeying the rules of the road and exercising common sense and good judgment while driving
2. a system that gradually increases driving privileges over time
3. responding to a driving incident with violence
4. being aware of the potential hazards on the road and taking action to avoid them
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356 Chapter 26 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Auto Safety
I found this information on page(s) 744 –746 .
List four things you must pay attention to while driving.
Other drivers, road conditions, your physical state, your emotional state
Identify the age group that is most likely to take risks while driving, and list some risks people in that group are likely to take.
Teen drivers are more likely to take risks such as speeding, running red
lights, making illegal turns, and using drugs or alcohol while driving.
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|26 |
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Describe some behaviors of a person experiencing road rage. Then list some ways you can stay safe if someone in a nearby car exhibits these behaviors.
|Road Rage |Safety |
| | |
|Honking, shouting, chasing or |If you witness road rage, keep |
|tailgating another vehicle, cut- |your distance; if someone threat- |
|ting off another vehicle or forcing |ens you, lock your doors and |
|it off the road, deliberately hitting |go to the nearest police station; |
|another vehicle, threatening an- |never try to retaliate |
|other driver, physically attacking | |
|another driver | |
| | |
Explain some actions you can take to drive defensively.
Stay alert; watch out for potential dangers; if a person is driving
unsafely, keep your distance, or pull over and notify the police
|Sharing the Road |List at least two safety recommendations for each of the | |
|I found this information |following users of the road. | |
|on page(s) |747–749 |. | | | |
| | | |Pedestrians |Look both ways before crossing the street, | |
| | | | |always walk on the sidewalk | |
| | | | | | |
| | | |School buses |Stay out of the street while waiting for the | |
| | | | |school bus, always stay in your seat while the | |
| | | | | | |
| | | | |bus is moving | |
| | | |Bicycles |Always wear a well-fitting helmet, follow the | |
| | | | |rules of the road | |
| | | | | | |
| | | |Skaters |Wear proper equipment, avoid skating in the | |
| | | | |street | |
| | | | | | |
| | | |Small motor |Make sure only one person rides at a time, | |
| | | |vehicles |wear protective gear | |
| | | | | | |
Chapter 26 Student Activity Workbook 357
| |Name _________________________________________ Date _______________ Class ____________ | |
| | | | | |
| |Academic Integration: English | | |
|26 |Chapter 26 Saftey and Injury Prevention | |
| |NCTE.6 Applying Knowledge (Turn to pages 386–390 for complete standard language.) | |
|Chapter |Lesson 4 Safety on the Road | |
| |Bicycle Safety | |
| |Directions: Read the story about Michael and answer the questions that follow. | |
| | | |
| | |Michael’s Morning | |
| |Michael is running late for school this morning and is hurrying around the house | |
| |trying to gather his things. If he is late for school one more time, he will be sent | |
| |to detention. As he dashes into the garage for his bicycle, he remembers that his | |
| |helmet is in his bedroom. Knowing that there is no time to retrieve it, he decides | |
| |to ride without it “just this once.” Off he races, out of the garage and into the | |
| |street. Peddling as hard as he can, he follows the double yellow line to the end | |
| |of the street. Michael ignores the stop sign at the intersection and makes a sharp | |
| |left turn. A feeling of relief comes over him as he sees a school bus approaching | |
| |the school. He knows the final bell has not sounded. Michael speeds up right be- | |
| |hind the school bus and coasts into the school’s parking lot. He’s made it—with | |
| |seconds to spare! | |
| |1. What has Michael done this morning to violate general bicycle safety guidelines? | |
| | |Failed to wear his helmet, rode his bicycle in the middle of the street, ignored traffic laws, failed to | |
| | | | | |
| | |signal his turn, tailgated a school bus | |
| | | | | |
2. Which bicycle safety guidelines can you recall without referring to your textbook? List as many guidelines as you can. Then, check yourself by reviewing Lesson 4.
Always wear a safety-approved helmet; follow the rules of the road; signal your turns at least half a
block before the intersection; ride single file and keep to the right of the road; do not tailgate motor
vehicles; look left, right, and left again before riding into the stream of traffic; wear bright colors during
the day and reflective colors at night; make sure your bike has reflectors and a light for night riding
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358 Chapter 26 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 27 First Aid and Emergencies
Tips on Preparing for Tests
• When studying in small groups, make sure your study group includes only students who are serious about studying.
• Some of the people in your study group should be at your ability level or higher.
• In your study sessions, go over as many different problems as you can (old homework problems, unassigned problems in the textbook, and problems from old exams).
Directions: Choose the best answer and mark your responses in the answer space on the next page.
|1. Which is NOT one of the “three Cs” of |5. What is internal bleeding? |Chapte| |
| | |r | |
|emergency care? |A. Bleeding inside your house | | |
| | |27 | |
|A. Check |B. A small but deep hole caused by | | |
|B. Call |a sharp and narrow object | | |
| | | | |
|C. Care |C. Blood spilling from a blood vessel | | |
|D. Crutch |into a body cavity | | |
|2. What are Good Samaritan laws? |D. Cuts that slice through multiple | | |
| |layers of skin | | |
|F. Laws that reward people for helping | | | |
|others |6. How are burns classified? | | |
|G. Laws that protect rescuers from |F. By the area of the body they affect | | |
|being sued |G. By the amount of damage they cause | | |
|H. Laws that punish people for not |H. By the color they turn the skin | | |
|helping |J. By their cause | | |
|J. Laws that allow rescue workers |7. Which of the following would be | | |
|to sue if they are injured | | | |
| |considered a third-degree burn? | | |
|3. What are the universal precautions |A. A burn that involves all layers of skin | | |
|designed to prevent? |and some of the underlying tissue | | |
|A. The spread of disease through |B. A burn that involves the epidermis | | |
|airborne germs and microbes |and the underlying layers of skin | | |
|B. Unqualified people administering |C. A burn that involves only the outer | | |
|first aid |layer of skin | | |
|C. The spread of disease through blood |D. A burn that involves a third of the | | |
|and fluid contact |victim’s skin | | |
|D. The rising costs of health care |8. When providing first aid to a victim of | | |
| | | | |
|4. Which is an example of an avulsion? |a car accident, which injury would you | | |
|F. A paper cut |probably deal with first? | | |
|G. A puncture wound |F. A sprained ankle | | |
|H. A scraped knee |G. Severe bleeding | | |
|J. A severed finger |H. A puncture wound | | |
| |J. A second-degree burn | | |
Chapter 27 Student Activity Workbook 359
Name _________________________________________ Date _______________ Class ____________
|Chap|
|ter |
|27 |
9. Which is a weather alert based on severe weather that has already been observed?
A. Forecast
B. Attention
C. Watch
D. Warning
10. Which option contains three of the steps in the P.R.I.C.E. procedure?
I. protect, reserve, increase II. rest, ice, compress
III. ice, cover, ease
IV. chill, elevate, protect
F. I and II
G. II only
H. II and IV
J. III only
11. What is the P.R.I.C.E procedure used for?
A. Burns
B. Lacerations
C. Sprains
D. Shock
12. What is the 30/30 rule used for?
F. Eye tests
G. Avoiding dangerous thunderstorms
H. Treating burns
J. Tornado safety
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
|9 |A |B |C |D |10 |F |G |H |J |
|11 |A |B |C |D |12 |F |G |H |J |
13. Write a paragraph describing the different ways poisons can enter the body.
Write your answer to item 13 in this space.
Answers will vary but should include swallowing, inhalation, through the eyes, and through the skin.
|Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. |
360 Chapter 27 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 27 First Aid and Emergencies
Common Emergencies
You may be faced with situations in which a friend or relative experiences a minor injury. Knowing how to handle these situations can help to ease the victim’s pain and prevent further complications.
Directions: Read each situation below. Then describe what action you would take in handling the situation.
|1. You and a friend are hiking in the woods when your friend steps on a branch and |Chapter | |
| |twists his ankle. The ankle is painful and swollen. What kind of injury is your friend | | |
| |experiencing? What action should you take? | | |
| |The friend might be experiencing a sprain. Help get your friend home, but avoid moving the ankle. | | |
| | |27 | |
| | | | |
| |Then follow the steps of the P.R.I.C.E. procedure: Protect the ankle by wrapping it in a bandage or | | |
| | | | |
| | | | |
| |splint. Rest the injured body part for at least a day. Ice the ankle for about 10 to 15 minutes, three | | |
| | | | |
| |times a day, to reduce swelling. Compress the ankle by wrapping it firmly in a bandage. Elevate the | | |
| | | | |
| |ankle above the heart level. | | |
| | | | |
2. You are standing in a long line with your sister on a hot day. Suddenly, she faints. How will you help her?
Try to catch her to stop her from falling. Lay her on the floor and elevate her legs. Loosen any tight cloth-ing. If she vomits, roll her into recovery position. If she does not revive quickly, then get medical help.
3. You are babysitting for the little girl next door. She is teasing your dog, and the dog bites her. There is a little bleeding, and the wound appears to be swollen. How should you handle this?
Wash your hands and put on a pair of protective gloves. Wash the area with soap and warm water.
Control the bleeding by applying direct pressure. Apply antibiotic ointment and a sterile dressing. If
the wound swells, wrap some ice in a towel and apply it to the wound for 10 minutes. If the bite broke
her skin, she may need a tetanus shot.
Chapter 27 Student Activity Workbook 361
|Chap|
|ter |
|27 |
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 27 First Aid and Emergencies
Lesson 1 Providing First Aid
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Prior Knowledge Before you read, write a sentence or two |
| |about how best to respond to an emergency in which some- |
| |one has an injury that is potentially life-threatening. After you |
| |read, rewrite the sentences, adding more explanation based |
| |on what you have learned. | |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: In an emer- |Sample answer: First, check to |
| |gency, I would call 911 and ask |make sure it is safe for you to |
| |for help. |respond. Then check the victim |
| | |and provide immediate care |
| | |if possible. Call 911 and stay |
| | |in contact until help arrives. |
| | |Provide emergency care for the |
| | |life-threatening situation. |
| | | |
New and Academic
Vocabulary
first aid
Good Samaritan law
universal precautions
First Steps in
an Emergency
I found this information
on page(s) 758–759.
Define each vocabulary term. Write the correct definition on the line next to each term.
the immediate, temporary care given to an ill or injured person until
professional medical care can be provided
statutes that protect rescuers from being sued for giving emergency
care
steps taken to prevent the spread of disease through blood and other
body fluids when providing first aid or health care
Explain the first steps in responding to an emergency.
Recognizing an emergency is the first step in responding to it. Check
the scene for hazards is the next step. Once the safety of the scene has
been established, you should perform the “three Cs”.
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362 Chapter 27 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
List and describe the “three Cs” of emergency care.
1. Check the victim to get an overview of his or her condition. Is the victim conscious? Is he or she breathing? Checking the victim will help you determine how to provide help.
| | | |2. Call 911 or your local emergency number to reach people that can | | |
| | | |provide emergency care. Call out for other people in the vicinity to | | |
| | | |see if there is someone nearby that can help with the situation. | | |
| | | |3. Care for the victim. If the victim is conscious, ask him or her for | | |
| | | |permission before giving first aid. | | |
|First Aid for Bleeding |Describe the four types of open wounds. | | |
|I found this information | | | | |
| |Abrasion |Laceration |Chapter | |
|on page(s) |760 |. | | | | |
| | | | | | | |
| | | |Also known as scrapes, these |These are cuts caused by sharp | | |
| | | | | | | |
| | | |occur when the skin is scraped |objects slicing through the skin. | | |
| | | |against a hard surface caus- |These wounds may require | | |
| | | |ing blood vessels in the outer |stitches, depending on their | | |
| | | |layer of skin to burst. |severity. |27 | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | |Puncture |Avulsion | | |
| | | | | | | |
| | | |A puncture wound is a small |An avulsion occurs when skin | | |
| | | |but deep hole caused by a |or tissue is partly or completely | | |
| | | |sharp and narrow object such |torn away from the body. These | | |
| | | |as a nail. Such wounds do not |wounds usually require stitches. | | |
| | | |usually result in heavy bleed- |Emergency medical care should | | |
| | | |ing, but they do carry a high |be sought to save the tissue. | | |
| | | |risk of infection. | | | |
| | | | | | | |
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First Aid for Burns
I found this information on page(s) 762–763 .
Define the three types of burns.
First degree
First-degree burns involve only the outer layer of skin. They are consid-
ered minor burns unless they involve a major joint or cover a large area
of skin.
Second degree
Second-degree burns involve the epidermis and the underlying layers
of skin. The skin becomes very red and splotchy in appearance and
develops blisters.
Third degree
Third-degree burns are the most serious kind and involve all layers of
skin. They may even penetrate the tissue beneath the skin.
Chapter 27 Student Activity Workbook 363
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 27 First Aid and Emergencies
NSES.6 Science in Personal and Social Perspectives (Turn to pages 386–390 for complete standard language.)
Lesson 1 Providing First Aid
When Only You Can Help
Directions: Provide step-by-step first-aid instructions for each case below.
| |1. You walk downstairs and find your younger brother holding his hand. It is bleeding | |
|27 | |heavily. The laceration is deep and runs across the palm of his hand. Through his tears, | |
| | |he tells you that he cut his hand on a piece of glass. No one else is home. | |
| | | | | |
|Chapte| |Recommended first-aid procedures: |Wear clean protective gloves (if available). If the victim | |
|r | | | | |
| | |needs medical help, call 911 before taking any other steps. First, wash the wound thoroughly with mild | |
| | | | | |
| | |soap and running water to remove dirt and debris. Raise the victim’s hand above the level of the heart. | |
| | | | | |
| | |Cover the wound with sterile gauze or a clean cloth, and press your palm firmly against the gauze. | |
| | | | |
| | | | | |
| | |Apply steady pressure to the wound for five minutes or until help arrives. Do not stop to check the | |
| | | | | |
| | |wound; you may interrupt the clotting of the blood. If blood soaks through the gauze, do not remove it. | |
| | | | | |
| | |Instead, add another gauze pad on top of the first and continue to apply pressure. Once the bleeding | |
| | | | | |
| | |slows or stops, secure the pad firmly in place with a bandage or strips of gauze or other material. The | |
| | | | | |
| | |pad should be snug, but not so tight that you cannot feel the victim’s pulse. If you cannot stop the | |
| | | | | |
| | |bleeding after five minutes, or if the wound starts bleeding again, call for medical help (if you have not | |
| | | | | |
| | |already done so). Continue to apply pressure to the wound until help arrives. | |
| | | | | |
2. Walking home from a friend’s house, you hear cries of pain coming from your neighbor’s backyard. When you investigate, you find your neighbor on the ground near his grill.
He is clearly in pain and his hands are red and partially covered with blisters. No one is home at your house and you know your neighbor lives alone.
Recommended first-aid procedure: Assess the scene and determine if it is safe to remain.
If there is no immediate danger, proceed with helping the victim. Find a phone and call the local
emergency number or 911. Wash your hands and put on protective gloves (if available). Run cold
water over your neighbor’s hands or immerse them in cold water for at least five minutes. Cover the
burned area loosely with a dry sterile dressing. Stay with your neighbor until professional medical help
arrives.
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364 Chapter 27 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 27 First Aid and Emergencies
Lesson 2 CPR and First Aid for Shock and Choking
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim the lesson. Write two questions that come to mind as | | |
| |you read the headings and captions. After reading, write the |27Chapte| |
| | |r | |
| |answers to your questions. | | |
| |1. Question: |Possible answer: What’s the difference between CPR | | |
| | |for adults and CPR for babies? | | |
| | | | | | | |
| | | | | | | |
| |Answer: |Possible answer: Instead of using a face mask | | |
| | |designed for adults, place your mouth over a baby’s | | |
| | | | | |
| | | | | | | | |
| | |nose and mouth. | | |
| | | | | | | |
| |2. Question: |Possible answer: What is the Chain of Survival? | | |
| | | | | | | |
| |Answer: |Possible answer: A specific series of actions taken to | | |
| | |save someone's life. | | |
| | | | | | | | |
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New and Academic
Vocabulary
chain of survival
defibrillator
cardiopulmonary resuscitation (CPR)
rescue breathing
shock
seek
Write the correct vocabulary term in the left column for each definition below.
1. a sequence of actions that maximize the victim’s chances of survival
2. a device that delivers an electric shock to the heart to restore its normal rhythm
3. a first-aid procedure that combines rescue breathing and chest compressions to supply oxygen to the body until normal body functions can resume
4. breathing for a person who is not breathing on his or her own
5. a life-threatening condition in which the heart is not delivering an adequate supply of blood to the body
6. to go in search of
Chapter 27 Student Activity Workbook 365
Name _________________________________________ Date _______________ Class ____________
The Chain of Survival
I found this information on page(s) 764–765 .
Define the links in the Chain of Survival.
1. Call emergency medical services. The 911 operators will take information about the incident and the victim. They will then tell you what to do next.
2. CPR. Cardiopulmonary resuscitation gives the victim a chance to survive until medical help arrives.
|27 |
3. Defibrillation. A defibrillator is a device that delivers an electric shock to the victim’s heart.
|Ch|
|ap|
|te|
|r |
CPR
I found this information on page(s) 765–768 .
Other Emergencies
I found this information on page(s) 770 .
4. Advanced care. Paramedics and other trained medical profes-sionals can provide the care needed to keep the victim alive on the way to the hospital.
|Explain the Two Types of CPR | | |
| | | | |
|Adult |Infants and Children | | |
| | | | |
|The basic cycle of CPR is two |CPR for infants and children | | |
|rescue breaths with 30 chest |is essentially the same as for | | |
|compressions. Pinch the vic- |adults: two rescue breaths | | |
|tim’s nose and tilt his or her chin |followed by 30 chest compres- | | |
|upward. Use a sterile breathing |sions. When performing rescue | | |
|mask if one is available. Form a |breathing on a baby, place your | | |
|seal on the victim’s mouth and |mouth over the baby’s nose and | | |
|exhale for one second. Watch |mouth at the same time. When |reserved. | |
|for the victim’s chest to rise |giving chest compressions to | | |
|and fall. After doing two rescue |an infant, place your hand about | | |
|breaths, count up two fingers |one finger width below the |rights | |
|from the victim’s sternum and |nipples and press the sternum | | |
| | |All | |
|place your hand on his or her |down one-third to one-half the | | |
| | |Inc. | |
|chest. Straighten your arms, |depth of the child’s chest. | | |
| | |Companies, | |
|locking your elbows, and press | | | |
|downward, compressing the | | | |
|victim’s chest 1.5 to 2 inches. | |-Hill | |
|Repeat this 30 times and then | |McGraw | |
|give two more rescue breaths. | | | |
| | |© by The | |
| | | | |
| | | | |
|Shock | | |
| | | |
|Symptoms |First Aid |Copyright | |
| | | | |
|Cold, clammy skin; weak, rapid |Call 911; get the victim to lie | | |
| | | | |
|pulse; altered breathing—either |down and raise his or her legs | | |
|slow and shallow or excessively |12 inches (unless that causes | | |
|fast; dull, staring eyes with dilated |pain); give the victim CPR if he | | |
|pupils; faintness, weakness, con- |or she stops breathing | | |
|fusion, or loss of consciousness; | | | |
|extreme anxiety or agitation | | | |
| | | | |
366 Chapter 27 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 27 First Aid and Emergencies
NSES.6 Science in Personal and Social Perspectives: (Turn to pages 386-390 for complete standard language.)
Lesson 2 CPR and First Aid for Shock and Choking
Handling Major Emergencies
Directions: Read each situation below. Provide step-by-step instructions for first-aid care for each situation.
1. A four-year-old boy was playing near a pool when his mother went into the house to take a phone call. When the mother came back outside, the boy was lying face down in the water. The boy is not moving, coughing, or breathing.
First-aid care: With one hand, keep the child’s head tilted. Place the heel of your other hand on
the lower half of the breastbone. Position your shoulder directly over your straightened arm and hand.
Compress the child’s chest downward about one-third to one-half the depth of the chest at a rate of
about 100 times per minute. Release pressure completely between compressions. After every five
compressions, give one rescue breath. Complete 20 continuous cycles of CPR, then check for signs of
circulation. Continue CPR, checking for signs of circulation every few minutes. If the child shows signs
of circulation, stop chest compressions and continue rescue breathing if necessary (one rescue breath
every three seconds). If the child begins breathing normally, turn him onto his side and wait for profes-
sional medical help.
2. A woman at a food court in a shopping mall appears to be choking on a hamburger. She is turning blue in the face.
First-aid care: Begin abdominal thrusts. Stand behind the woman and place your arms around her.
Make a fist with one hand and grasp it with your other hand. Pull your hands into the abdomen with a
quick, upward thrust. Repeat the abdominal thrusts until the object is dislodged.
|Chap|
|ter |
|27 |
Chapter 27 Student Activity Workbook 367
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 27 First Aid and Emergencies
Lesson 3 Responding to Other Common Emergencies
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Chap|
|ter |
|27 |
Key Concept
New and Academic
Vocabulary
fracture
dislocation
unconsciousness
concussion
poison
poison control center
venom
Knowledge Comparison Before you read, write a few sen-tences showing what you know about handling head and neck injuries. After you read, write a sentence indicating what you learned in your reading about this type of injury.
|Before |After |
| | |
|Sample answer: For head in- |Sample answer: I learned not to |
|juries, keep the person awake |put a person with a head, neck, |
|because he/she might have a |or back injury in the shock posi- |
|concussion. |tion or the recovery position. |
| | |
As you encounter each new word at the left in the text, define the term below.
a break in a bone
a separation of a bone from its normal position in a joint
the condition of not being alert or aware of your surroundings
a jarring injury to the brain that can cause unconsciousness
any substance—solid, liquid, or gas—that causes injury, illness, or death
when it enters the body
a round-the-clock service that provides emergency medical advice on
how to treat poisoning victims
a poisonous secretion
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368 Chapter 27 Student Activity Workbook
Through the eyes:
Name _________________________________________ Date _______________ Class ____________
Muscle, Joint, and
Bone Injuries
I found this information
on page(s) 772 .
Other Common
Emergencies
I found this information
on page(s) 776–777.
Describe the steps in the P.R.I.C.E. procedure for treating minor sprains and strains.
P: Protect the affected area by wrapping it in a bandage or splint.
R: Rest the injured body part for at least a day.
I: Ice the area to reduce swelling and pain.
C: Compress the affected area by wrapping it firmly.
E: Elevate the injured body part above the level of the heart.
Identify the steps that should be taken for the following ways that poison can enter the body.
Swallowing: Call poison control and follow their instructions.
Treatment will depend on the type of poison.
Inhalation: Get the person to fresh air right way. Then call poison
control. Be prepared to perform rescue breathing.
Flush the eyes with fresh water for 15 –
20 minutes. Call poison control.
Through the skin: Remove clothing the poison has touched. Rinse
skin with running water for 15–20 minutes. Call poison control.
|Chap|
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|27 |
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Describe the steps you should take if a person gets stung or bitten by an insect or spider but is not allergic to its venom.
1. Remove the stinger by scraping it off with a firm, straight-edged object.
2. Wash the site thoroughly with mild soap and water to help prevent infection.
3. Apply ice (wrapped in a cloth) to the site to reduce pain and swelling. Alternate 10 minutes on and 10 minutes off.
4. Apply antihistamines and anti-itch creams to reduce itching.
5. If the victim shows signs of a severe reaction, such as weakness, difficulty breathing, or swelling of the face, call 911 immediately.
Chapter 27 Student Activity Workbook 369
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|27 |
Name _________________________________________ Date _______________ Class ____________
Academic Integration: Science
Chapter 27 First Aid and Emergencies
NSES.6 Science in Personal and Social Perspectives: (Turn to pages 386–390 for complete standard language.)
Lesson 3 Responding to Other Common Emergencies
Poisonings: When Time Is Critical
Directions: Describe proper first-aid treatment for each poisoning situation described below.
1. Poisonous snakebite
First-aid treatment: Call 911 immediately. Take careful note of the instructions you get. The
victim must be transported to the hospital as soon as possible. Keep the victim from moving, and
make sure the bitten area is at or below the level of the heart. Remove any rings and other constricting
items. Do not administer further first aid until advised to do so by a doctor or 911 dispatcher.
2. Poison ivy, oak, or sumac
First-aid treatment: Wash the area immediately with soap and water. If an allergic reaction
develops, use an over-the-counter anti-itch cream or an oral antihistamine to ease the itching.
3. Insect sting
First-aid treatment: Try to remove the stinger. Wash the area with mild soap and water. Apply ice
(wrapped in a cloth) to the site for 10 minutes to reduce pain and swelling. Alternate 10 minutes on,
10 minutes off. To reduce itching, apply antihistamines and anti-itch creams to the stung area. If the
victim shows signs of a severe reaction, such as difficulty breathing, call 911 immediately.
4. Swallowed poison
First-aid treatment Try to determine the type of poison swallowed and call a poison control
center. Carefully follow the instructions you receive.
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370 Chapter 27 Student Activity Workbook
tik visulrav myegernce
saflh odolf
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 27 First Aid and Emergencies
Lesson 4 Emergency Preparedness
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Skim the lesson. Write a question that comes to mind as | |
| |you read the headings and captions. After reading, write the | |
| |answer to your question. | |
| |1. Question: |Possible answer: How can I protect my home from | |
| | |wildfires? | |
| | | | | |
| | | | | |
| |Answer: |Possible answer: Create an area around my home free | |
| | | |of vegetation and shut off gas and oil supplies. | |
| | | | | |
|Chap|
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|27 |
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New and Academic
Vocabulary
hurricane
tornado
blizzard
flash flood
earthquake
emergency survival kit
Unscramble each vocabulary term. Then write the definition of each term.
drabziz blizzard—a snowstorm with winds that reach 35 miles an hour
or more
charunire hurricane—a powerful storm that generally forms in tropical areas
flash flood—floods in which a dangerous volume of water
builds up in a short time
odortan tornado—a whirling, funnel-shaped windstorm that extends from a storm to the ground and advances along the ground
emergency survival kit—a set of items you
will need in an emergency situation
quetharkea earthquake—a series of vibrations in the earth caused by a sudden movement in the earth’s crust
Storm Safety
I found this information on page(s) 778–780.
Describe some steps you would take to protect yourself from each type of storm.
Severe thunderstorm: Go inside quickly; if you are in a car, stay in the
car and avoid touching anything made of metal; if you are on open water, return to shore; if you are in an open area, lie down in a low-lying area
Chapter 27 Student Activity Workbook 371
DO NOT:
Name _________________________________________ Date _______________ Class ____________
Hurricane: Listen to the radio or TV reports for information on the
storm’s progress and follow the instructions given; be prepared to
evacuate
Tornado: Take shelter immediately; go to the lowest level in a house;
|Chap|
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|27 |
Natural Disasters
I found this information on page(s) 781–782.
Being Prepared for Emergencies
I found this information on page(s) 782 .
stay away from windows, doors, and outside walls; crouch down as
close to the floor as possible and shield your head
Winter storm: Stay indoors; if you must go outdoors, wear layers of
clothing and watch for signs of frostbite and hypothermia; If driving, pull off the road, and run the heater. Open window slightly to avoid carbon
monoxide poisoning
Identify one thing you should do and one thing you should not do during each of the following natural disasters.
Floods
DO: Possible response: if evacuating, move essential items to an
upper floor
DO NOT: Possible response: do not walk through moving water,
because as little as six inches of moving water can make you fall
Earthquakes
DO: Possible response: if you are indoors, drop to the ground and take
cover under a sturdy table or desk and hold on until the shaking stops
Possible response: if you are outdoors, do not go back
inside until the shaking stops
Identify the items you should have in an emergency survival kit.
1. Three-day supply of food and water
2. Battery-powered radio or television (with extra batteries)
3. Sleeping bags or bedrolls
4. First aid supplies
5. Duct tape and plastic sheeting
6. Copies of important documents
7. Money
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372 Chapter 27 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 27 First Aid and Emergencies
NCTE.12 Applying Language Skills (Turn to pages 386–390 for complete standard language.)
Lesson 4 Emergency Preparedness
Further Explanation
Directions: Knowing the rules for safety during natural disasters is important, but knowing the reasons behind those rules can be even more important. For each of the following safety rules, explain the reasons why the rule was established.
1. Thunderstorms: 30/30 rule
Follow the 30/30 rule to stay clear of lightning. If you hear thunder within 30 seconds of seeing
lightning, get inside and stay there until 30 minutes since the last peal of thunder have passed.
2. Tornado: Never try to outrun a tornado in a car.
Tornados are whirling windstorms with winds reaching 300 mph, and can leave a path of destruction
a mile wide.
3. Blizzard: Wear loose-fitting layers if you are outside.
Loose-fitting layers of clothing will help trap air. The air that gets trapped by layered clothing will be
warmed by your body and continue to provide warmth.
4. Floods: Do not walk through moving water.
Even water that is only 6 inches deep can cause you to fall if it is moving quickly enough. If you fall in
moving water, you could be carried to deeper water and could even drown.
5. After a flood: Drink bottled water.
Floods can contaminate the water supply.
6. Earthquakes: Stay in a protected area until you are sure the earthquake has stopped.
Some earthquakes are just “foreshocks” that warn of a larger quake about to strike.
7. Wildfires: Close all doors and windows before leaving your house, but do not lock the house.
Leave the house unlocked because firefighters may need to get inside to fight the fire.
|Chap|
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|27 |
Chapter 27 Student Activity Workbook 373
Name _________________________________________ Date _______________ Class ____________
Test Taking
Chapter 28 Community and Environmental Health
Tips on Preparing for Tests
• Real learning occurs through studying that takes place over a period of time, not all at once.
• If you relate the information you are learning to what you already know, you will be better able to understand and retain it.
• When studying for a test, write important ideas, definitions, and formulas on flash cards.
Directions: Choose the best answer and mark your responses in the answer space on the next page.
| |1. Which doctor would you see for a |5. Which agency enforces consumer | |
| |physical checkup and general care? |protection and antitrust laws? | |
| |A. A specialist |A. Environmental Protection Agency | |
| |B. A neurologist |B. Occupational Safety and Health | |
| |C. A primary care physician |Administration | |
| |D. A physical therapist |C. Department of Health and Human | |
| | |Services | |
| |2. Which of the following provide both |D. Federal Trade Commission | |
| |outpatient and inpatient care? | | |
| |F. Urgent care centers |6. Which agency ensures the safety and | |
| |G. Hospitals |effectiveness of medicines? | |
| |H. Hospices |F. Centers for Disease Control and | |
| |J. Assisted-living facilities |Prevention | |
| | |G. Food and Drug Administration | |
| |3. Which of the following is a monthly |H. Substance Abuse and Mental Health | |
|28 |fee paid for health insurance? |Services Administration | |
| |A. Deductible |J. World Health Organization | |
|Chapte| | | |
|r | | | |
| |B. Out-of-pocket expense | | |
| |C. Premium |7. Which of the following is the | |
| |D. Coinsurance |contamination of the earth’s atmosphere? | |
| | |A. Air pollution | |
| |4. Which of the following is NOT |B. Noise pollution | |
| | | | |
| |something public health agencies do? |C. Greenhouse effect | |
| |F. Take medical histories |D. Global warming | |
| |G. Research health problems | | |
| |H. Enforce health regulations | | |
| |J. Provide information about | | |
| |health issues | | |
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374 Chapter 28 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
8. Carbon monoxide is
F. a brownish haze that sometimes forms in urban areas.
G. a colorless, odorless gas formed from fuel.
H. formed chiefly from power plants burning coal.
J. a highly reactive gas that forms when fuel is burned.
9. The greenhouse effect is all of the following EXCEPT
A. the trapping of heat in the atmosphere.
B. made up of gases produced by human activity.
C. normal and necessary to support life on this planet.
D. a formation of irritants that lead to respiratory problems.
10. Which of the following is a mineral fiber once used as a fire-retardant insulation?
F. Radon
G. Asbestos
H. Lead
J. Sulfur dioxide
11. What is the term used for something that can be broken down by microorganisms?
A. Recyclable
B. Incinerated
C. Biodegradable
D. Hazardous waste
12. Which is an example of precycling?
A. Crushing cans and flattening boxes
to save space in landfills
G. Putting grass clippings in a compost pile
H. Carrying purchases in your backpack instead of a store’s shopping bag
J. Making an aluminum can from recycled aluminum
|Answer Space | | | | | |
|1 |A |B |C |D |2 |F |G |H |J |
|3 |A |B |C |D |4 |F |G |H |J |
|5 |A |B |C |D |6 |F |G |H |J |
|7 |A |B |C |D |8 |F |G |H |J |
|9 |A |B |C |D |10 |F |G |H |J |
|11 |A |B |C |D |12 |F |G |H |J |
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13. Write a paragraph explaining the role of public health agencies.
Write your answer to item 13 in this space.
Answers should point out that public health agencies are responsible for such activities as funding
research for new treatments to fight disease, providing health services, and educating the public.
|Chap|
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|28 |
Chapter 28 Student Activity Workbook 375
Name _________________________________________ Date _______________ Class ____________
Real World Connection
Chapter 28 Community and Environmental Health
Your Conservation IQ
There are many actions you can take to conserve natural resources.
Directions: Take the following quiz to see how well you practice conservation. Answer each question by checking the space labeled Always, Sometimes, or Never. At the end of the quiz, follow the instructions to add up your score.
| |Always |Sometimes |Never |1. |I wear layers of clothing rather than turning up | |
| | | | | |the heat. | |
| |Always |Sometimes |Never |2. |I turn off the lights when I leave a room. | |
| |Always |Sometimes |Never |3. |I turn off the TV when no one is watching. | |
| |Always |Sometimes |Never |4. |I recycle aluminum, plastic, and glass. | |
| |Always |Sometimes |Never |5. |I carry cloth bags for shopping, rather than using | |
| | | | | |plastic. | |
| |Always |Sometimes |Never |6. |I reduce, reuse, and recycle paper and plastic | |
| | | | | |packaging. | |
| |Always |Sometimes |Never |7. |I turn off the computer when it is not being used. | |
| |Always |Sometimes |Never |8. |I properly dispose of hazardous chemicals such | |
| | | | | |as paints, pesticides, and batteries. | |
| |Always |Sometimes |Never |9. |I keep my windows shut when the heating or air | |
| | | | | |conditioning is running. | |
|28 |Always |Sometimes |Never |10. |I turn off the water when I brush my teeth. | |
| |Always |Sometimes |Never |11. |I avoid long showers. | |
|Chapter | | | | | | |
| |Score 2 points for each time you answered Always, 1 point for each time you | |
| |answered Sometimes, and 0 points for each time you answered Never. Enter | |
| |your total score: | | | | |
| | | | | | | |
Total Score
18–24: Good work—you often practice conservation strategies.
13–17: You could improve—try to remember and practice the conservation strategies you learned in the chapter.
0–12: Conservation is not yet a part of your daily habits—review the chapter and make a plan to start conserving today!
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376 Chapter 28 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 28 Community and Environmental Health
Lesson 1 Community and Public Health
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Prior Knowledge Before you read, write a sentence or two |
| |about what you already know about the health care system. |
| |After you read, write a few sentences telling what you learned |
| |about the health care system. | |
| | | | |
| | |Before Reading |After Reading |
| | | | |
| | |Sample answer: I know that you |Possible response: I learned |
| | |need to have medical insurance |that the health care system is |
| | |when dealing with the health care |more than just doctors, nurses, |
| | |system. |and hospitals. It includes many |
| | | |agencies of the U.S. government |
| | | |and the United Nations that work |
| | | |on health issues in this country |
| | | |and around the world. |
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New and Academic
Vocabulary
health care system
primary care physician
specialist
medical history
health insurance
public health
trend
Define each vocabulary term, using your book or a dictionary.
describes the organization in which a nation’s people receive medical
care, the way they receive care, and the way they pay for it
a medical doctor who provides physical checkups and general care
a medical doctor who focuses on particular kinds of patients or on
particular medical conditions
complete information about your immunizations and any health
problems you have had
private and government programs that pay for part or all of a person’s
medical costs
all efforts to monitor, protect, and promote the health of the population
as a whole
a line of general direction or movement
|Chap|
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|28 |
Chapter 28 Student Activity Workbook 377
Name _________________________________________ Date _______________ Class ____________
|The Health Care System |Compare and contrast the reasons you might visit each type | |
|I found this information |of doctor. | | |
|on page(s) |792–795 |. | | | |
| | | |Primary Care Physician |Specialist | |
| | | | | | |
| | | | | | |
| | | |Primary care physicians can help |Specialists treat specific types of | |
| | | |with preventive care, physical |diseases or problems. Special- | |
| | | |checkups, general care, and |ists include allergists, derma- | |
| | | |referrals to specialists. |tologists, gynecologists, and | |
| | | | |pediatricians. | |
| | | | | | |
|Chap|
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|28 |
Public Health Services
I found this information on page(s) 796–797 .
Describe the following health care facilities by completing the sentences.
1. Hospitals Offer both inpatient and outpatient care, as well as
urgent care in the form of emergency rooms.
2. Birthing centers Deliver babies in a homelike setting staffed by
nurses.
3. Drug treatment centers Help people recover from drug and
alcohol abuse.
4. Assisted-living facilities Provide care for people who need some
help with everyday activities.
Define the two main forms of health insurance.
|Fee for Service |Managed Care |
| | |
|Under these plans, the patient |These plans reduce costs by |
|pays for all medical expenses up |limiting patients’ choices and en- |
|to a certain minimum amount, |couraging preventive care. Some |
|known as the deductible. After the |managed-care plans may not |
|deductible is met, the insurance |cover certain types of care, such |
|company pays for a percentage |as mental health. Some advan- |
|of the patient’s costs. The amount |tages of this type of plan include |
|the patient must pay after the |less paperwork, fixed fees known |
|deductible is met is called coin- |as copayments, and lower out-of- |
|surance. |pocket expenses. |
| | |
Explain the function of each agency.
Environmental Protection Agency
The EPA protects the country’s land, air, and water. A major part of its
job is enforcing environmental laws.
Occupational Safety and Health Administration
OSHA is part of the U.S. Department of Labor. It works to prevent
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injuries and other health issues in the workplace.
378 Chapter 28 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 28 Community and Environmental Health
NCTE.4 Communication Skills (Turn to pages 386–390 for complete standard language.)
Lesson 1 Community and Public Health
See the Specialist
An appositive is a word or phrase that describes another noun. The appositive phrase comes directly after the noun it modifies. For example, the underlined phrase in the sentence below is an appositive phrase.
Shari and Tim took their newborn son to see the pediatrician, a doctor who
specializes in children’s health issues.
The appositive phrase modifies the noun pediatrician.
Directions: Read the descriptions below. For each, write a sentence describ-ing what type of specialist the person should see. Make sure that your sentence contains an appositive phrase describing what that specialist does.
1. Matt has been suffering from acne for several months now. What started as a small problem has become severe, so he made an appointment with his primary care physician.
Matt’s primary care physician could refer him to a dermatologist, a specialist who treats skin problems.
2. Juan visited his primary care physician for a checkup. When his examination was over, he mentioned to the doctor that his seven-year-old son was having trouble sleeping at night, and that he was worried about how this might affect his ability to concentrate in school.
Juan could be referred to a pediatrician, a specialist who treats children.
3. Hannah has had cold symptoms for a month now. Even though she has been taking cold medicine, she doesn’t feel much better. Hannah went to see her primary care physician, and she described her symptoms: watery eyes and constant sneezing.
Hannah should be referred to an allergist, a specialist who treats people with allergies.
4. Alyssa made an appointment with her primary care physician to discuss the severity of her menstrual cramps. She misses several days of school each month, and wonders if there is a treatment that could alleviate her cramps.
Alyssa’s primary care physician could refer her to a gynecologist, a specialist in the female
reproductive system.
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Chapter 28 Student Activity Workbook 379
Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 28 Community and Environmental Health
Lesson 2 Air Quality and Health
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Q and A Skim the headings, captions, and highlighted vocabu- |
| |lary words in this lesson before reading it carefully. Write a |
| |question or two that you expect the lesson to answer. After |
| |reading carefully, write the answer to the question. |
| | | |
| |Before Reading |After Reading |
| | | |
| |Sample answer: What air pol- |Sample answer: Indoor air |
| |lutants do you find indoors? |pollutants include carbon |
| | |monoxide from stoves and |
| | |furnaces, asbestos from old |
| | |insulation, and radon from the |
| | |earth around or under a building. |
| | | |
|Chap|
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New and Academic
Vocabulary
air pollution
smog
air quality index
greenhouse effect
global warming
noise pollution
decibel
component
Directions: Write the correct term in the left column for each definition below.
1. the contamination of the earth’s atmosphere by harmful substances
2. a brownish haze that sometimes forms in urban areas
3. an index for reporting daily air quality
4. the trapping of heat by gases in the earth’s atmosphere
5. an overall increase in the earth’s temperature
6. harmful, unwanted sound loud enough to damage hearing
7. a unit that measures the intensity of sound
8. a constituent part or ingredient
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380 Chapter 28 Student Activity Workbook
Name _________________________________________ Date _______________ Class ____________
Understanding Air
Pollution
I found this information
on page(s) 801 .
Describe how these pollutants harm human health and the environment.
1. Ozone Ozone irritates the lungs and makes breathing difficult. It worsens respiratory problems such as asthma, bronchitis, and emphysema.
2. Carbon monoxide It harms the body by preventing oxygen from reaching body tissues. At high levels, CO can kill.
3. Lead Exposure to lead can damage the kidneys, liver, brain, and nerves and can cause cardiovascular disease and anemia.
Explain the levels of air quality.
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Reducing Air Pollution
I found this information on page(s) 803 .
|Range |Air Quality |
| | |
|0–50 |Good: There is little or no health risk. |
| | |
|51–100 |Moderate: Some pollutants may pose a moderate |
| |health concern for a very small number of people. |
| | |
|101–150 |Unhealthy for Sensitive Groups: |
| |Members of sensitive groups, such as people with |
| |lung disease, may experience health effects. |
| | |
|151–200 |Unhealthy: Everyone may begin to experience |
| |health effects. |
|201–300 |Very Unhealthy: Everyone may begin to experience |
| |health effects. |
|301–500 |Hazardous: Emergency conditions exist; the entire |
| |population is at risk. |
Describe steps that can be taken to reduce air pollution.
1. Switch off lights whenever you leave a room.
2. Turn off appliances such as radios, computers, and televisions when they are not in use.
3. In the winter, wear extra layers of clothing and keep the thermostat at a lower setting.
4. Try cooking small amounts of food in the toaster oven or microwave, which use less energy.
5. Insulate your home to reduce your need for heating and cooling.
|Chap|
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|28 |
6. Wash clothes in warm or cold water rather than hot water.
Chapter 28 Student Activity Workbook 381
Possible answer: Reduce the use of gasoline-powered
3. Leaf blowers/chain saws Strategies to reduce air pollution:
stereo or CD system. Avoid unnecessary use of the car horn.
Strategies to reduce noise pollution:
Possible answer: Keep the volume down on the car’s
Use public transportation or carpool with others.
Possible answer: Ride a bike or walk, when possible.
power mower.
2. Cars
Strategies to reduce air pollution:
mower. Keep the mower in working order. Mow in the evening when air quality is better.
Strategies to reduce noise pollution: Possible answer: Use a push mower instead of a
Possible answer: Use a push mower instead of a power
1. Lawn mowers
Strategies to reduce air pollution:
Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 28 Community and Environmental Health
NCTE.4 Communication Skills (Turn to pages 386–390 for complete standard language.)
Lesson 2 Air Quality and Health
Pollution Solutions
Sentences that give an order or command are called imperative sentences. Writers use imperatives in recipes, instruction manuals, and other texts in order to explain how to do something. When imperatives express strong emotion, we use an exclamation point at the end; otherwise, we use a period. An imperative sentence does not directly state a subject or noun, but the subject is understood to be you. For example:
Help us save the whales! (You help us.)
Turn off the lights when leaving a room. (You turn off the lights.)
Directions: Listed below are some common objects. For each, write one or more imperative sentences that tell how to reduce the air and noise pollution associated with the object’s use.
|Chap|
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|28 |
equipment. When possible, use hand tools instead.
Strategies to reduce noise pollution: Possible answer: Use manual tools instead of power
tools.
382 Chapter 28 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Note Taking
Chapter 28 Community and Environmental Health
Lesson 3 Protecting Land and Water
Directions: Use the following outline to help organize your notes as you read through the lesson.
|Key Concept |Knowledge Comparison Before you read, write a few | | |
| |sentences showing what you know about protecting land and | | |
| |water from pollution. After you read, write a few sentences | | |
| |about what you learned from reading the lesson. | | |
| | | | | | |
| |Before | |After | | |
| | | | | | |
| |Sample answer: Polluted land | |Sample answer: The growing | | |
| |and water can cause many | |need for water in a world where | | |
| |diseases. | |500 million people already have | | |
| | | |problems getting clean water | | |
| | | |could lead to major conflicts | | |
| | | |among nations. | | |
| | | | | |
|New and Academic |As you encounter each new word at the left in the text, define | | |
|Vocabulary |the term below. | | | |
|biodegradable |able to be broken down by organisms in the environment | | |
| | | | | |
|landfill |a specially engineered area where waste can be buried safely |Chapter | |
| | | | | |
|hazardous waste |waste materials with properties that make them dangerous to human | | |
| |health or the environment | | | |
| | | | | |
| | | |28 | |
|urban sprawl |the spreading of city development (houses, shopping centers, | | |
| | | | | | |
| |businesses, and schools) onto undeveloped land | | |
| | | | |
|wastewater |used water from homes, communities, farms, and businesses | | |
| | | | | | |
| | | | | | |
|precycling |reducing waste before it is generated | | | |
| | | | | |
|recycling |the processing of waste materials so they can be used again | | |
| | | | | | |
| | | | | | |
Chapter 28 Student Activity Workbook 383
When rainwater or melting snow flows over the ground
Name _________________________________________ Date _______________ Class ____________
Waste Disposal
I found this information on page(s) 807 .
Explain the options for solid waste disposal.
|Landfills |Incineration |
| | |
|A landfill is a specially engi- |Burning waste in specially |
|neered area where waste can be |designed incinerators reduces |
|buried safely. Many safeguards |the volume that needs to go into |
|are established to prevent land- |landfills. Waste incinerators use |
|fill waste from damaging land |“scrubbers” and filters on their |
|and water. For example, they |smokestacks to reduce air pollu- |
|must be located away from sen- |tion. Some incinerators use the |
|sitive areas, and they must use |energy from burning waste to |
|special liners to prevent leakage |produce electricity, reducing the |
|into groundwater. |need for fuel. |
| | |
Describe the different types of hazardous waste.
Industrial wastes: Solvents used for cleaning and degreasing;
sludge and wastewater from certain industries.
Household wastes: Products people use at home, such as
pesticides, paints, cleaning fluids, and batteries.
Radioactive wastes: Sources such as nuclear power plants
produce wastes that emit radiation.
|Chap|
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|28 |
Water: A Limited
Resource
I found this information
on page(s) 809 .
Define the sources of water pollution.
1. Runoff
and into the water supply, it can pick up pollutants.
2. Wastewater Wastewater is used water from homes. It includes
human and animal wastes.
3. Sediment Runoff can carry soil and other sediments into the
water supply. This sediment can clog lakes and rivers.
4. Oil Petroleum can enter the water as a result of spills or
consumers dumping it down drains or on the ground.
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384 Chapter 28 Student Activity Workbook
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Name _________________________________________ Date _______________ Class ____________
Academic Integration: English
Chapter 28 First Aid and Emergencies
NCTE.4 Communication Skills (Turn to pages 386–390 for complete standard language.)
Lesson 3 Protecting Land and Water
Spread the Word
The following paragraph is organized around the explanation of a problem and its solution.
As the world population continues to grow, the demand for water will increase. Disputes over water resources could lead to major conflicts between nations. People can help reduce this threat by practicing conservation.
Every person on Earth uses land and water resources. Human activity is often harmful to land and water resources. People can take a variety of actions, however, to minimize their impact on both land and water.
Directions: For each pollution source listed below, write a paragraph that identifies related problems and suggests possible solutions.
1. Solid waste disposal
Possible response: Sometimes we dispose of solid waste in such a way that it cannot be broken
down by nature, so waste builds up in landfills. Waste also accumulates because it is not biodegrad-
able. This kind of disposed waste can contaminate groundwater. To help this problem, we can reduce,
reuse, and recycle as much as possible. We can also use biodegradable products.
2. Hazardous wastes
|Industries and homes generate hazardous wastes, which are toxic to life forms. As consumers, we |Chapter | |
| | | |
|should use hazardous chemicals sparingly. We can also follow a few simple rules: do not put hazard- | | |
| | | |
| | | |
|ous wastes (such as paint, cleaners, oils, batteries, and pesticides) into landfills; do not pour hazard- |28 | |
| | | |
|ous wastes down the drain; take hazardous materials to appropriate collection sites. | | |
| | | |
| | | |
| | | |
Chapter 28 Student Activity Workbook 385
| |National Standards Chart |
| | |
| |National Council of Teachers of English |
| | |
|NCTE.1 |Reading for Perspective Students read a wide range of print and non-print texts to build an understanding |
| |of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to |
| |respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these |
| |texts are fiction and non-fiction, classic and contemporary works. |
| | |
|NCTE.3 |Evaluation Strategies Students apply a wide range of strategies to comprehend, interpret, evaluate, and |
| |appreciate texts. They draw on their prior experience, their interactions with other readers and writers, |
| |their knowledge of word meaning and of other texts, their word identification strategies, and their under- |
| |standing of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
| | |
|NCTE.4 |Communication Skills Students adjust their use of spoken, written, and visual language (e.g., conventions, |
| |style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. |
| | |
|NCTE.5 |Communication Strategies Students employ a wide range of strategies as they write and use different |
| |writing process elements appropriately to communicate with different audiences for a variety of purposes. |
| | |
|NCTE.6 |Applying Knowledge Students apply knowledge of language structure, language conventions (e.g., |
| |spelling and punctuation), media techniques, figurative language, and genre to create, critique, and |
| |discuss print and non-print texts. |
| | |
|NCTE.7 |Evaluating Data Students conduct research on issues and interests by generating ideas and questions, |
| |and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print |
| |and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose |
| |and audience. |
| | |
|NCTE.11 |Participating in Society Students participate as knowledgeable, reflective, creative, and critical |
| |members of a variety of literacy communities. |
| | |
|NCTE.12 |Applying Language Skills Students use spoken, written, and visual language to accomplish their own |
| |purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
| | |
| |National Council of Teachers of Mathematics |
| | |
|NCTM- |Understand numbers, ways of representing numbers, relationships among numbers, and |
|NUM.1 |number systems. |
| | |
|NCTM- |Understand meanings of operations and how they relate to one another. |
|NUM.2 | |
| | |
|NCTM- |Represent and analyze mathematical situations and structures using algebraic symbols. |
|ALG.2 | |
| | |
|NCTM- |Understand measurable attributes of objects and the units, systems, and processes of |
|MEA.1 |measurement. |
| | |
|NCTM- |Develop and evaluate inferences and predictions that are based on data. |
|DATA.3 | |
| | |
|NCTM- |Understand and apply basic concepts of probability. |
|DATA.4 | |
| | |
|NCTM- |Develop and evaluate mathematical arguments and proofs. |
|REA.3 | |
| | |
| |National Science Education Standards |
NSES.1 Science as Inquiry As a result of activities in grades 9-12, all students should develop
• abilities necessary to do scientific inquiry.
♦ Identify questions and concepts that guide scientific investigations. Students should formulate a testable hypothesis and demonstrate the logical connections between the scientific concepts guiding a hypothesis and the design of an experiment. They should demonstrate appropriate
procedures, a knowledge base, and conceptual understanding of scientific investigations.
♦ Design and conduct scientific investigations. Designing and conducting a scientific investigation requires introduction to the major concepts in the area being investigated, proper equipment, safety precautions, assistance with methodological problems, recommendations for use of technologies, clarification of ideas that guide the inquiry, and scientific knowledge obtained from sources other than the actual investigation. The investigation may also require student clarification of the question,
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386 Standard Tables
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method, controls, and variables, student organization and display of data, student revision of methods and explanations; and a public presentation of the results with a critical response from peers. Regardless of the scientific investigation performed, students must use evidence, apply logic, and construct an argument for their proposed explanations.
♦ Use technology and mathematics to improve investigations and communications. A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and dis-play of data is also a part of this standard. Mathematics plays an essential role in all aspects of an inquiry. For example, measurement is used for posing questions, formulas are used for develop-
ing explanations, and charts and graphs are used for communicating results.
♦ Formulate and revise scientific explanations and models using logic and evidence. Student inqui-ries should culminate in formulating an explanation or model. Models should be physical, con-ceptual, and mathematical. In the process of answering the questions, the students should engage in discussions and arguments that result in the revision of their explanations. These discussions
should be based on scientific knowledge, the use of logic, and evidence from their investigation. ♦ Recognize and analyze alternative explanations and models. This aspect of the standard empha-
sizes the critical abilities of analyzing an argument by reviewing current scientific understanding, weighing the evidence, and examining the logic so as to decide which explanations and models are best. In other words, although there may be several plausible explanations, they do not all have
equal weight. Students should be able to use scientific criteria to find the preferred explanations. ♦ Communicate and defend a scientific argument. Students in school science programs should
develop the abilities associated with accurate and effective communication. These include writ-ing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments.
• understandings about scientific inquiry.
♦ Scientists usually inquire about how physical, living, or designed systems function. Conceptual principles and knowledge guide scientific inquiries. Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explana-
tions made by other scientists.
♦ Scientists conduct investigations for a wide variety of reasons. For example, they may wish to discover new aspects of the natural world, explain recently observed phenomena, or test the
conclusions of prior investigations or the predictions of current theories.
♦ Scientists rely on technology to enhance the gathering and manipulation of data. New tech-niques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the
quality of the exploration, depends on the technology used.
♦ Mathematics is essential in scientific inquiry. Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results.
♦ Scientific explanations must adhere to criteria such as: a proposed explanation must be logi-cally consistent; it must abide by the rules of evidence; it must be open to questions and possible
modification; and it must be based on historical and current scientific knowledge.
♦ Results of scientific inquiry—new knowledge and methods—emerge from different types of investigations and public communication among scientists. In communicating and defend-ing the results of scientific inquiry, arguments must be logical and demonstrate connections
between natural phenomena, investigations, and the historical body of scientific knowledge. In addition, the methods and procedures that scientists used to obtain evidence must be clearly reported to enhance opportunities for further investigation.
NSES.5 Science and Technology As a result of activities in grades 9-12, all students should develop
• abilities of technological design.
♦ Identify a problem or design an opportunity. Students should be able to identify new problems or needs and to change and improve current technological designs.
♦ Propose designs and choose between alternative solutions. Students should demonstrate thoughtful planning for a piece of technology or technique. Students should be introduced to the
roles of models and simulations in these processes.
♦ Implement a proposed solution. A variety of skills can be needed in proposing a solution depend-ing on the type of technology that is involved. The construction of artifacts can require the skills
Standard Table 387
of cutting, shaping, treating, and joining common materials—such as wood, metal, plastics, and textiles. Solutions can also be implemented using computer software.
♦ Evaluate the solution and its consequences. Students should test any solution against the needs and criteria it was designed to meet. At this stage, new criteria not originally considered may be
reviewed.
♦ Communicate the problem, process, and solution. Students should present their results to students, teachers, and others in a variety of ways, such as orally, in writing, and in other forms—including models, diagrams, and demonstrations.
• understandings about science and technology.
♦ Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Many scientific investiga-tions require the contributions of individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of
two older disciplines.
♦ Science often advances with the introduction of new technologies. Solving technological prob-lems often results in new scientific knowledge. New technologies often extend the current levels
of scientific understanding and introduce new areas of research.
♦ Creativity, imagination, and a good knowledge base are all required in the work of science and engineering.
♦ Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and ful-fill human aspirations. Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific advances
challenge people’s beliefs and practical explanations concerning various aspects of the world.
♦ Technological knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals.
|NSES.6 |Personal and Social Perspectives As a result of activities in grades 9-12, all students should develop | | |
| |understanding of | | |
| |• personal and community health. | | |
| |♦ Hazards and the potential for accidents exist. Regardless of the environment, the possibility of | | |
| | |injury, illness, disability, or death may be present. Humans have a variety of mechanisms— | | |
| | |sensory, motor, emotional, social, and technological—that can reduce and modify hazards. | | |
| |♦ The severity of disease symptoms is dependent on many factors, such as human resistance and the | | |
| | |virulence of the disease-producing organism. Many diseases can be prevented, controlled, or cured. |reserv| |
| | | |ed. | |
| | |Some diseases, such as cancer, result from specific body dysfunctions and cannot be transmitted. | | |
| |♦ |Personal choice concerning fitness and health involves multiple factors. Personal goals, peer and | | |
| | | |All | |
| | | |rights| |
| | |social pressures, ethnic and religious beliefs, and understanding of biological consequences can | | |
| | |all influence decisions about health practices. | | |
| |♦ |An individual’s mood and behavior may be modified by substances. The modification may be |Inc. | |
| | |beneficial or detrimental depending on the motives, type of substance, duration of use, pattern |Compan| |
| | | |ies, | |
| | |of use, level of influence, and short- and long-term effects. Students should understand that drugs | | |
| | |can result in physical dependence and can increase the risk of injury, accidents, and death. | | |
| | | |-Hill | |
| |♦ |Selection of foods and eating patterns determine nutritional balance. Nutritional balance has a | | |
| | |direct effect on growth and development and personal well-being. Personal and social factors— |McGraw| |
| | |such as habits, family income, ethnic heritage, body size, advertising, and peer pressure— | | |
| | | |The | |
| | |influence nutritional choices. | | |
| |♦ |Families serve basic health needs, especially for young children. Regardless of the family struc- |by | |
| | | |© | |
| | |ture, individuals have families that involve a variety of physical, mental, and social relationships | | |
| | | |Copyri| |
| | | |ght | |
| | |that influence the maintenance and improvement of health. | | |
| |♦ |Sexuality is basic to the physical, mental, and social development of humans. Students should | | |
| | | | | |
| | |understand that human sexuality involves biological functions, psychological motives, and cul- | | |
| | |tural, ethnic, religious, and technological influences. Sex is a basic and powerful force that has | | |
| | |consequences to individuals' health and to society. Students should understand various methods | | |
| | |of controlling the reproduction process and that each method has a different type of effective- | | |
| | |ness and different health and social consequences. | | |
388 Standard Tables
| | |• |population growth. | |
| | | |♦ Populations grow or decline through the combined effects of births and deaths, and through | |
| | | |emigration and immigration. Populations can increase through linear or exponential growth, with | |
| | | |effects on resource use and environmental pollution. | |
| | | |♦ Various factors influence birth rates and fertility rates, such as average levels of affluence and | |
| | | |education, importance of children in the labor force, education and employment of women, | |
| | | |infant mortality rates, costs of raising children, availability and reliability of birth control meth- | |
| | | |ods, and religious beliefs and cultural norms that influence personal decisions about family size. | |
| | | |♦ Populations can reach limits to growth. Carrying capacity is the maximum number of individu- | |
| | | |als that can be supported in a given environment. The limitation is not the availability of space, | |
| | | |but the number of people in relation to resources and the capacity of earth systems to support | |
| | | |human beings. Changes in technology can cause significant changes, either positive or negative, | |
| | |• |in carrying capacity. | |
| | | |natural resources. | |
| | | |♦ Human populations use resources in the environment in order to maintain and improve their exis- | |
| | | |tence. Natural resources have been and will continue to be used to maintain human populations. | |
| | | |♦ The earth does not have infinite resources; increasing human consumption places severe stress | |
| | | |on the natural processes that renew some resources, and it depletes those resources that cannot | |
| | | |be renewed. | |
| | | |♦ Humans use many natural systems as resources. Natural systems have the capacity to reuse | |
| | | |waste, but that capacity is limited. Natural systems can change to an extent that exceeds the | |
| | |• |limits of organisms to adapt naturally or humans to adapt technologically. | |
| | | |enviromental quality. | |
| | | |♦ Natural ecosystems provide an array of basic processes that affect humans. Those processes | |
| | | |include maintenance of the quality of the atmosphere, generation of soils, control of the hydro- | |
| | | |logic cycle, disposal of wastes, and recycling of nutrients. Humans are changing many of these | |
| | | |basic processes, and the changes may be detrimental to humans. | |
| | | |♦ Materials from human societies affect both physical and chemical cycles of the earth. | |
| | | |♦ Many factors influence environmental quality. Factors that students might investigate include | |
| | | |population growth, resource use, population distribution, over-consumption, the capacity of | |
| | | |technology to solve problems, poverty, the role of economic, political, and religious views, and | |
| | | |different ways humans view the earth. | |
| | |• natural and human-induced hazards. | |
| | | |♦ Normal adjustments of earth may be hazardous for humans. Humans live at the interface between | |
| | | |the atmosphere driven by solar energy and the upper mantle where convection creates changes in | |
| | | |the earth's solid crust. As societies have grown, become stable, and come to value aspects of the | |
|reserved. | | |environment, vulnerability to natural processes of change has increased. | |
| | | |♦ Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and | |
| | | |waste disposal can accelerate rates of natural change. | |
|rights | | |♦ Some hazards, such as earthquakes, volcanic eruptions, and severe weather, are rapid and spec- | |
| | | |tacular. But there are slow and progressive changes that also result in problems for individuals | |
|All | | | | |
| | | |and societies. For example, change in stream channel position, erosion of bridge foundations, | |
|Inc. | | | | |
| | | |sedimentation in lakes and harbors, coastal erosions, and continuing erosion and wasting of soil | |
|Companies, | | | | |
| | | |and landscapes can all negatively affect society. | |
| | | |♦ Natural and human-induced hazards present the need for humans to assess potential danger and | |
|Hill | | |risk. Many changes in the environment designed by humans bring benefits to society, as well as | |
|- | | |cause risks. Students should understand the costs and trade-offs of various hazards—ranging from | |
|McGraw | | | | |
| | | |those with minor risk to a few people to major catastrophes with major risk to many people. The | |
| | | |scale of events and the accuracy with which scientists and engineers can (and cannot) predict | |
|by The | | | | |
| | | |events are important considerations. | |
|© | |• science and technology in local, national, and global challenges. | |
|Copyright | | | |
| | | |♦ Science and technology are essential social enterprises, but alone they can only indicate what can | |
| | | |happen, not what should happen. The latter involves human decisions about the use of knowledge. | |
| | | |♦ Understanding basic concepts and principles of science and technology should precede active | |
| | | |debate about the economics, policies, politics, and ethics of various science- and technology- | |
| | | |related challenges. However, understanding science alone will not resolve local, national, or | |
| | | |global challenges. | |
| | | | | |
Standard Table 389
♦ Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence
science and technology.
♦ Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the
risks are and who bears them. Students should understand the appropriateness and value of basic questions–"What can happen?"–"What are the odds?"–and "How do scientists and engineers know
what will happen?"
♦ Humans have a major effect on other species. For example, the influence of humans on other organisms occurs through land use--which decreases space available to other species–and pollution—which changes the chemical composition of air, soil, and water.
|NSES.7 |History and Nature of Science As a result of activities in grades 9-12, all students should develop | | |
| |understanding of | | |
| |• science as a human endeavor. | | |
| |♦ Individuals and teams have contributed and will continue to contribute to the scientific enterprise. | | |
| |Doing science or engineering can be as simple as an individual conducting field studies or as | | |
| |complex as hundreds of people working on a major scientific question or technological problem. | | |
| |Pursuing science as a career or as a hobby can be both fascinating and intellectually rewarding. | | |
| |♦ Scientists have ethical traditions. Scientists value peer review, truthful reporting about the meth- | | |
| |ods and outcomes of investigations, and making public the results of work. Violations of such | | |
| |norms do occur, but scientists responsible for such violations are censured by their peers. | | |
| |♦ Scientists are influenced by societal, cultural, and personal beliefs and ways of viewing the world. | | |
| |Science is not separate from society but rather science is a part of society. | | |
| |• nature of scientific knowledge. | | |
| |♦ Science distinguishes itself from other ways of knowing and from other bodies of knowledge | | |
| |through the use of empirical standards, logical arguments, and skepticism, as scientists strive for | | |
| |the best possible explanations about the natural world. | | |
| |♦ Scientific explanations must meet certain criteria. First and foremost, they must be consistent | | |
| |with experimental and observational evidence about nature, and must make accurate predic- | | |
| |tions, when appropriate, about systems being studied. They should also be logical, respect the | | |
| |rules of evidence, be open to criticism, report methods and procedures, and make knowledge | | |
| |public. Explanations on how the natural world changes based on myths, personal beliefs, reli- | | |
| |gious values, mystical inspiration, superstition, or authority may be personally useful and socially | | |
| |relevant, but they are not scientific. | | |
| |♦ Because all scientific ideas depend on experimental and observational confirmation, all scientific | | |
| |knowledge is, in principle, subject to change as new evidence becomes available. The core ideas |reserved. | |
| |of science such as the conservation of energy or the laws of motion have been subjected to a wide | | |
| |variety of confirmations and are therefore unlikely to change in the areas in which they have been | | |
| | |All rights | |
| |tested. In areas where data or understanding are incomplete, such as the details of human evolu- | | |
| |tion or questions surrounding global warming, new data may well lead to changes in current ideas | | |
| |or resolve current conflicts. In situations where information is still fragmentary, it is normal for |Inc. | |
| |scientific ideas to be incomplete, but this is also where the opportunity for making advances may |Companies, | |
| |be greatest. | | |
| |• historical perspectives. | | |
| | |-Hill | |
| |♦ In history, diverse cultures have contributed scientific knowledge and technologic inventions. | | |
| |Modern science began to evolve rapidly in Europe several hundred years ago. During the past |McGraw | |
| |two centuries, it has contributed significantly to the industrialization of Western and non-Western | | |
| | |The | |
| |cultures. However, other, non-European cultures have developed scientific ideas and solved human | | |
| |problems through technology. |by | |
| | |© | |
| |♦ Usually, changes in science occur as small modifications in extant knowledge. The daily work of | | |
| | |Copyright | |
| |science and engineering results in incremental advances in our understanding of the world and | | |
| |our ability to meet human needs and aspirations. Much can be learned about the internal work- | | |
| | | | |
| |ings of science and the nature of science from study of individual scientists, their daily work, | | |
| |and their efforts to advance scientific knowledge in their area of study. | | |
| | | | |
| |National Council for the Social Studies | | |
| | | | |
|NCSS.IV |Individual Development and Identity | | |
| | | | |
|NCSS.X |Civic Ideals and Practices | | |
| | | | |
390 Standard Tables
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