The Web site for The Science of Healthy Behaviors is a wonderful tool that can engage student interest in learning, enhance students’ learning experience, and orchestrate and individualize instruction. The Web site features simulations that articulate with three of the unit’s lessons. To access the Web site, type the following URL into your browser: http://science.education.nih.gov/supplements/healthy/teacher. Click on the link to a specific lesson under Web Portion of Student Activities.
The Web site can be accessed from Apple Macintosh and IBM-compatible personal computers. Links for downloading the Adobe Flash plug-in are provided on the Web site’s Getting Started page. This plug-in is required for the activities to function properly.
The recommended hardware and software requirements for using the Web site are listed in the table below. Although your computer configuration may differ from what is listed, the Web site may still be functional on your computer. The most important items in this list are current browsers and plug-ins.
|CPU/Processor (PC Intel, Mac)||Pentium III, 600 MHz; or Mac G4|
|Operating system (DOS/Windows, Mac OS)||Windows 2000 or higher; or Mac OS 9 or newer|
|System memory (RAM)||256 MB or more|
|Screen setting||1024 × 768 pixels, 32 bit color|
|Browser||Netscape Communicator 7.1 or Microsoft Internet Explorer 6.0|
|Free hard drive space||10 MB|
|Connection speed||T1, cable, or DSL|
|Plug-ins, installed for your Web browser||Adobe Flash Player (version 6 or better); or Apple QuickTime Player (version 6 or better)|
|Audio||Sound card with speakers|
|* For users of screen-reader software, a multichannel sound card such as Sound Blaster Live!™ is recommended.|
To experience full functionality of the Web site, Adobe Flash Player, version 6.0 or higher, must be downloaded and installed on the hard drive of each computer that will be used to access the site. The procedure for downloading and installing Adobe Flash Player is as follows:
Before you use the Web site, or any other piece of instructional software in your classroom, it may be valuable to identify some of the benefits you expect the software to provide. Well-designed instructional multimedia software can
The ideal use of the Web site requires one computer for each student team. However, if you have only one computer available, you can still use the Web site. For example, you can use a projection system to display the monitor image for the whole class to see. Giving selected students in the class the opportunity to manipulate the Web activities in response to suggestions from the class can give students some of the same autonomy in their learning that they would gain from working in small teams. Alternatively, you can rotate student teams through the single computer station. If you do not have access to the Web site, you can use the print-based alternatives provided for each Web activity.
We designed many of the activities in the lessons to be done by teams of students working together. Although individual students working alone can complete these activities, this strategy does not stimulate the types of student-student interactions that are part of active, collaborative, inquiry-based learning. Therefore, we recommend that you organize collaborative teams of two to four students each, depending on the number of computers available. Students in teams larger than this will have difficulty organizing the student-computer interactions equitably. This can lead to one or two students’ assuming the primary responsibility for the computer-based work. Although large groups can be efficient, they do not allow all students to experience the in-depth discovery and analysis that the Web site was designed to stimulate. Team members not involved directly may become bored or disinterested.
We recommend that you keep students in the same collaborative teams for all the activities in the lessons. This will allow each team to develop a shared experience with the Web site and with the ideas and issues that the activities present. A shared experience will also enhance your students’ perceptions of the lesson as a conceptual whole.
If your student-to-computer ratio is greater than four to one, you will need to change the way you teach the module from the instructions in the lessons. For example, if you have only one computer available, you may want students to complete the Web-based work over an extended time period. You can do this several ways. The most practical way is to use your computer as a center along with several other centers at which students complete other activities. In this approach, students rotate through the computer center, eventually completing the Web-based work you have assigned.
A second way to structure the lessons if you have only one computer available is to use a projection system to display the desktop screen for the whole class to view. Giving selected students in the class the opportunity to manipulate the Web activities in response to suggestions from the class can give students some of the same autonomy in their learning they would have gained from working in small teams.
The Office of Science Education (OSE) is committed to providing access to the NIH Curriculum Supplements Series for individuals with disabilities, including members of the public and federal employees. To meet this commitment, we comply with the requirements of Section 508 of the Rehabilitation Act. Section 508 requires that individuals with disabilities who are members of the public seeking these materials will have access to and use of information and data that are comparable to those provided to members of the public who are not individuals with disabilities. The online versions of this series have been prepared to comply with Section 508.
If you use assistive technology (such as a Braille reader or a screen reader) and the format of any materials on our Web site interferes with your ability to access the information, please let us know. To enable us to respond in a manner most helpful to you, please indicate the nature of the problem, the format in which you would like to receive the material, the Web address of the requested material, and your contact information.
Contact us at
Curriculum Supplements Series
Office of Science Education
National Institutes of Health
6100 Executive Boulevard, Suite 3E01 MSC 7520
Bethesda, MD 20892-7520
|Lesson, activity||For students with hearing impairment||For students with sight impairment|
The Learning Behavior and Nonhuman Primate Behavior videos do not have audio and, therefore, do not have captioning.
To view the captioning for the Adult Human Behavior video, students can click on the closed-captioning icon.
The icon is located in the top left corner of the video after it begins playing. The text appears at the bottom of the video.
|On each video page, there is a link to a video with descriptive narration. These videos include a narrated description of the video.|
Activities 2 and 3
|No special considerations are required.||
The forms are designed to be compatible with assistive software.
The Analyzing the Physical Activity Survey Results report table and graph contain blank areas that are designed to be completed by groups in class. A note for screen-reader software and other assistive software indicates this.
The tables and bar graphs in this lesson are designed to be accessible with assistive software.
Activities 1 and 2
|No special considerations are required.||
Students using screen-magnification or screen-reading software have the option of choosing an alternate, accessible version of the activity. The content of the alternate activity is equivalent to the original’s, but it has been specially designed for use with assistive software. Students can choose this option from a menu that appears when the activity first loads.
Supervision is recommended.