Using the Student Lessons

The heart of this module is a set of five classroom lessons that allow students to discover important concepts related to behavior and the study of behavior. To review these concepts in detail, refer to the Conceptual Flow of the Lessons chart.

Format of the Lessons

As you review the lessons, you will find that each includes several major features.

At a Glance offers a convenient summary of the lesson.

• The Overview provides a short summary of student activities.
• The Major Concepts section presents the central ideas that the lesson is designed to convey.
• Objectives lists specific understandings or abilities students should derive from completing the lesson.
• Teacher Background specifies which sections of Information about the Science of Healthy Behaviors relate directly to the lesson. This background reading provides the science content that supports the key concepts covered in the lesson. This information is not intended to form the basis of lectures to students nor is it intended as a direct resource for students. Rather, it enhances your understanding of the content so that you can facilitate class discussions, answer student questions, and provide additional examples.

In Advance provides instructions for collecting and preparing materials required to complete the activities in the lesson.

• Web-Based Activities tells you which of the lesson’s activities use The Science of Healthy Behaviors Web site as the basis for instruction.
• Photocopies lists the paper copies and transparencies that need to be made from the masters provided after Lesson 5, at the end of the module.
• Materials lists all materials other than photocopies needed for each activity in the lesson.
• Preparation outlines what you need to do to be ready to teach the activities in the lesson.

Procedure details the steps in each activity in the classroom. It provides implementation hints and answers to discussion questions.

Within the procedure section, annotations provide additional commentary.

• Tip from the field test details suggestions from field-test teachers for teaching strategies, class management, and module implementation and is identified by a field-test icon.
• Note to teachers gives information about issues that may be confusing or that need to be emphasized.
• Assessment provides strategies for gauging student progress throughout the module, and is identified by an assessment icon.
• Icons identify specific annotations:

identifies teaching strategies that address specific science content standards as defined by the National Science Education Standards.

identifies when to use the Web site as part of the teaching strategy. Instructions in the Procedures section tell you how to access the Web site and the relevant activity. Specific information about using the Web site can be found in Using the Web Site. A print-based alternative to each Web activity is provided for classrooms in which Internet access is not available.

identifies a print-based alternative to a Web-based activity to be used when computers are not available. The print-based activity addresses the same concepts as its Web-based counterpart.

identifies when an assessment is embedded in the module’s structure. An annotation suggests strategies for assessment.

identifies suggestions from field-test teachers for teaching strategies, class management, and module implementation.

The Lesson Organizer provides a brief summary of the lesson. It outlines procedural steps for each activity and includes icons that denote where in each activity masters, transparencies, and the Web site are used. The lesson organizer is intended to be a memory aid for you to use only after you become familiar with the detailed procedures for the activities. It can be a handy resource during lesson preparation as well as during classroom instruction.

Masters to be photocopied are found after Lesson 5, at the end of the module.

Timeline for the Module

The timeline below outlines the optimal plan for completing the lessons in this module. The plan assumes you will teach the activities on consecutive days. If your class requires more time to discuss issues raised during a lesson or to complete activities, adjust your timeline accordingly.

Suggested Timeline

Timeline	Activity
3 weeks ahead	Reserve computers Check performance of the Web site. Be sure appropriate versions of the required plug-ins are installed on the computers. If your school district requires parental consent for students to fill out surveys, copy and distribute the Permission Letter at the end of the supplement (after Master 5.2).
7 days ahead	Make photocopies and transparencies Gather materials
Day 1 Monday	Lesson 1 Activity 1: What Is Behavior? (Or, What Are You Doing?)
Day 2 Tuesday	Lesson 2 Activity 1: Influences on Behavior (Or, Why Did You Do That?)
Day 3 Wednesday	Lesson 3 Activity 1: Physical Activity Survey (Or, What Do You Do?) Activity 2: Analyzing the Physical Activity Survey Results (Or, Who Else Does That?)
Day 4 Thursday	Lesson 3 (continued) Activity 2: conclude
Day 5 Friday	Lesson 3 (continued) Activity 3: Getting More out of Surveys
Day 6 Monday	Lesson 4 Activity 1: What’s the Problem? Activity 2: Changing Behaviors
Day 7 Tuesday	Lesson 4 (continued) Activity 2: conclude
Day 8 Wednesday	Lesson 5 Activity 1: The Problem Remains

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