Health Activity Book PDF

Student Activity Workbook
Teacher Annotated Edition

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ISBN-13: 978-0-07-875004-5 (Student Activity Workbook)

ISBN-10: 0-07-875004-0 (Student Activity Workbook)
ISBN-13: 978-0-07-875005-2 (Teacher Annotated Edition)
ISBN-10: 0-07-875005-9 (Teacher Annotated Edition)
1 2 3 4 5 6 7 8 9 066 10 09 08 07 06 05
1 2 3 4 5 6 7 8 9 066 10 09 08 07 06 05
Table of Contents
UNIT 1 A HEALTHY FOUNDATION
Chapter 1 Living a Healthy Life for use with
Vocabulary Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Applying Health Skills Activity 1 – Practicing Healthful Behaviors Lesson 1 . . . . . . . . . . . .2
Applying Health Skills Activity 2 – Accessing Information Lesson 2 . . . . . . . . . . . .3
Applying Health Skills Activity 3 – Practicing Healthful Behaviors Lesson 3 . . . . . . . . . . . .4
Chapter Study Guide 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Chapter 2 Building Health Skills and Character
Vocabulary Activity 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Applying Health Skills Activity 4 – Refusal Skills Lesson 1 . . . . . . . . . . .10
Applying Health Skills Activity 5 – Goal Setting Lesson 2 . . . . . . . . . . .11
Applying Health Skills Activity 6 – Life Skills Lesson 3 . . . . . . . . . . .12
Chapter Study Guide 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Chapter 3 Being a Health-Literate Consumer
Vocabulary Activity 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Applying Health Skills Activity 7 – Analyzing Influences Lesson 1 . . . . . . . . . . .16
Applying Health Skills Activity 8 – Accessing Information Lesson 2 . . . . . . . . . . .17
Applying Health Skills Activity 9 – Communication Lesson 3 . . . . . . . . . . .18
UNIT 2 PHYSICAL ACTIVITY AND NUTRITION

Chapter 4 Physical Activity for Life
Applying Health Skills Activity 11 – Advocacy Lesson 1 . . . . . . . . . . .23
Applying Health Skills Activity 12 – Goal Setting Lesson 2 . . . . . . . . . . .24
Applying Health Skills Activity 13 – Practicing Healthful Behaviors Lesson 3 . . . . . . . . . . .25
Chapter 5 Nutrition and Your Health
Chapter 6 Managing Weight and Body Composition
Copyright © by The McGraw-Hill Companies, Inc. CONTENTS iii
UNIT 3 MENTAL AND EMOTIONAL HEALTH
Chapter 7 Achieving Good Mental Health for use with
Applying Health Skills Activity 25 – Communication Skills Lesson 3 . . . . . . . . . . .50
Chapter 8 Managing Stress and Anxiety
Applying Health Skills Activity 27 – Stress Management Lesson 1 . . . . . . . . . . .56
Applying Health Skills Activity 28 – Stress Management Lesson 2 . . . . . . . . . . .57
Chapter 9 Mental and Emotional Problems
UNIT 4 SAFE AND HEALTHY RELATIONSHIPS

Chapter 10 Skills for Healthy Relationships
Vocabulary Activity 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Applying Health Skills Activity 37 – Conflict Resolution Lesson 3 . . . . . . . . . . .78
Chapter Study Guide 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Chapter 11 Family Relationships
Vocabulary Activity 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Chapter 12 Peer Relationships
Vocabulary Activity 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Applying Health Skills Activity 44 – Advocacy Lesson 3 . . . . . . . . . . .94
Applying Health Skills Activity 45 – Decision Making Lesson 4 . . . . . . . . . . .95
iv CONTENTS Copyright © by The McGraw-Hill Companies, Inc.

Chapter 13 Violence Prevention for use with
Vocabulary Activity 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Applying Health Skills Activity 46 – Advocacy Lesson 1 . . . . . . . . . .101
Applying Health Skills Activity 47 – Communication Skills Lesson 2 . . . . . . . . . .102
Applying Health Skills Activity 48 – Analyzing Influences Lesson 3 . . . . . . . . . .103
Applying Health Skills Activity 49 – Practicing Healthful Behaviors Lesson 4 . . . . . . . . . .104
Chapter Study Guide 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
UNIT 5 PERSONAL CARE AND BODY SYSTEMS

Chapter 14 Personal Care and Healthy Behaviors
Vocabulary Activity 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Applying Health Skills Activity 53 – Accessing Information Lesson 4 . . . . . . . . . .112
Chapter 15 Skeletal, Muscular, and Nervous Systems
Vocabulary Activity 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Applying Health Skills Activity 54 – Life Skills Lesson 1 . . . . . . . . . .116
Chapter 16 Cardiovascular and Respiratory Systems
Vocabulary 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Chapter 17 Digestive and Urinary Systems
Vocabulary 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Chapter 18 Endocrine and Reproductive Systems
Vocabulary 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Copyright © by The McGraw-Hill Companies, Inc. CONTENTS v

UNIT 6 GROWTH AND DEVELOPMENT
Chapter 19 Prenatal Development and Birth for use with
Vocabulary 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Chapter 20 Adolescence and the Life Cycle
Vocabulary 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
UNIT 7 TOBACCO, ALCOHOL, AND OTHER DRUGS

Chapter 21 Tobacco
Vocabulary 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Applying Health Skills Activity 78 – Refusal Skills Lesson 2 . . . . . . . . . .163
Chapter 22 Alcohol
Vocabulary 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Chapter 23 Medicines and Drugs
Vocabulary 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
UNIT 8 DISEASES AND DISORDERS

Chapter 24 Communicable Diseases
Vocabulary 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
vi CONTENTS Copyright © by The McGraw-Hill Companies, Inc.

Chapter 25 Sexually Transmitted Diseases and HIV/AIDS for use with
Vocabulary 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Chapter 26 Noncommunicable Diseases and Disabilities
Vocabulary 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
UNIT 9 INJURY PREVENTION AND ENVIRONMENTAL HEALTH

Chapter 27 Injury Prevention and Safe Behaviors
Vocabulary 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Chapter 28 First Aid and Emergencies
Vocabulary 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Chapter 29 Environmental Health
Vocabulary 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Copyright © by The McGraw-Hill Companies, Inc. CONTENTS vii

Name Class Date
Vocabulary
Chapter 1
health health literacy media

wellness heredity risk behaviors
prevention environment cumulative risks
health education peers abstinence
Healthy People 2010 culture
Directions: Use the clues to solve the puzzle. Write one letter of each answer in
each space provided. Then copy the boxed letters in order, and they will com-
plete the sentence at the bottom of the page.
1. The collective beliefs, customs, and 6. An overall state of well-being, or total

behaviors of a group health
2. The sum of your surroundings 7. Planned learning experiences that help
3. Practicing health and safety habits to people make healthy choices
remain free from disease and injury 8. Related risks that increase in effect with
4. All the traits that were biologically each added risk
passed on to you from your parents 9. All forms of mass communication
5. Actions that can potentially threaten your
health or the health of others
1.
2.
3.
4.
5.
6.
7.
8.
9.
Your health at any given moment is a point along a(n)

.
Copyright © by The McGraw-Hill Companies, Inc. GLENCOE HEALTH • STUDENT ACTIVITY WORKBOOK 1
Name Class Date
Applying Health Skills

Activity 1
FOR USE WITH CHAPTER 1, LESSON 1
Choices Make the Difference

Directions: Read the following health situations and, using the information in
your textbook as a guide, offer suggestions that would make a positive impact
on the person’s health.
1. Jim plays computer games to the exclusion of all physical activities. Lately,
he’s allowed his game playing time to cut into his sleep time. He’s also eat-
ing his favorite snacks, usually chips and various types of cookies, while he
plays. His friends complain that they never see him anymore.
Health suggestions:
2. Audra recently moved and is attending a new school. In an effort to be

accepted, she’s been on a crash diet, hoping that being very thin will help
her make friends. She was invited to join a group of kids known for having
wild parties with alcohol and marijuana available. Audra is starting to
think that hanging out with them would be better than doing nothing at all.
Health suggestions:
3. LeBron has his sights set on getting a football scholarship to college. To pre-
pare for the season, he’s been working out twice a day during the summer.
He also has a part-time job, leaving him little free time. Because LeBron is
on such a tight schedule, he’s been eating two of his daily meals at the fast
food place. He gets home late and finds himself too wound up to sleep.
Health suggestions:
2 GLENCOE HEALTH • STUDENT ACTIVITY WORKBOOK Copyright © by The McGraw-Hill Companies, Inc.
Name Class Date

Activity 2
Where to Get Help

Directions: Health is composed of three elements: physical, mental/emotional,
and social. Problems in the different areas are often the responsibility of differ-
ent types of professionals. For example, a nurse can be responsible for physical
health problems, a guidance counselor for mental/emotional problems, and
a vice-principal for social problems. Your job is to schedule student appoint-
ments with the school nurse, guidance counselor, and vice-principal. For each
of the following cases, decide which professional(s) the student(s) should see
and explain why. More than one professional may be relevant in each case.
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.
2. A ninth-grade girl wants to talk with someone because she is having a hard
time catching up with her schoolwork after missing a week of school for
her grandmother’s funeral.
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.
4. A ninth grader is unhappy about her weight problem. She says she is sick
of being teased by the other kids.
Name Class Date

Activity 3
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
Your Rewrite
2. We stopped at Hamburger Haven for lunch on the way home from shop-
ping and ordered the jumbo shakes, burgers, and fries. After lunch, Tiara
wanted me to go for a walk with her, but I was too tired from all the shop-
ping. I took a nap instead.
Health Risks
Your Rewrite
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. I’m going to go, I want to fit in.
Health Risks
Your Rewrite
Name Class Date
Study Guide
Chapter 1
STUDY TIPS: • Read You’ll Learn To for each lesson.

• Look up the meaning of any unfamiliar vocabulary terms.
• Read the questions below before you read the chapter.
Directions: As you read the chapter, answer the following questions. Later,
you can use this guide to review the information in the chapter.
Lesson 1
1. What is health? Why is good health important?
2. Give examples that show why health is dynamic.
3. What is wellness? How is it achieved?
4. List lifestyle factors that promote good health.
Name Class Date
Study Guide, Chapter 1 (Continued)
5. Define prevention and give two examples of behaviors that help prevent ill-
ness or injury.
6. Compare and contrast health education and health literacy.
7. Describe Healthy People 2010.
Lesson 2
8. Name the three elements of health in the health triangle.
9. What is physical health? Mental/emotional health? Social health?
Name Class Date
10. Define heredity and explain how it influences health.
11. Distinguish between your physical and social environments. Provide an

example of a factor in each type of environment.
12. How are attitude and behavior related to health?
13. Give examples to show how technology can lead to better health.
Name Class Date
Lesson 3
14. List six categories of teen risk behaviors that have negative effects
on health.
15. Use an example to explain cumulative risks.
16. What is abstinence? Identify risk behaviors that are best avoided by prac-
ticing abstinence.
Name Class Date
Vocabulary
Chapter 2
health skills advocacy long-term goal

interpersonal communication decision-making skills action plan
refusal skills values character
conflict resolution goal role model
stress management short-term goal
I. Directions: Read the following passage. For each underlined phrase, write
the term from the list above that can replace it. Some terms may be used
more than once.
How do you choose a personal (1) person whose success or behavior is

an example to others? Begin by examining your (2) ideas, beliefs, and atti-
tudes about what is important. Look for a person whose (3) distinctive
qualities that describe how a person thinks, feels, and behaves demon-
strates core ethical values.
Perhaps you could be a(n) (4) person whose success or behavior is an
example to others. This is an admirable (5) something you aim for that
takes planning and work to set for yourself. This achievement requires
excellent (6) strategies that can help you say no to behaviors that are
unhealthful, unsafe, or against your values and (7) steps that enable you to
make healthful decisions. (8) The exchange of thoughts, feelings, and
beliefs between two or more people is also very important. You should
develop a(n) (9) multistep strategy to achieve your goal to follow that will
develop these qualities.
1.
2.
3.
4.
5.
6.
7.
8.
9.
II. Directions: Answer the following question in the space provided.
10.The word advocacy contains the root voc, which is from the Latin word
vox, meaning voice. How does the word voice relate to the meaning of the
term advocacy?
Name Class Date

Activity 4
In So Many Words
Directions: Teens are often pressured by their friends to take part in risky
behavior. Refusal skills, the strategies used to say no to unsafe behavior, are an
important health tool for teens. Read the conversations below. In the space
provided, identify the refusal strategy being used. Then make a suggestion of
one other refusal strategy that may also be effective in this situation.
1. Justin: “Come on! I’ve asked you 12 times to watch the door so I can sneak
a smoke. What’s your problem?”
Mike: “I’m leaving now. You won’t listen, and I’m not discussing it any
more.”
Refusal strategy:
Possible suggestion:
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:
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:
Name Class Date

Activity 5
The Long and Short of It

Directions: What are your plans for your life? 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. Use the blank action
plans below to create one short-term goal and one long-term goal.
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:___________________________________________________
Name Class Date

Activity 6
A Personal Role Model

Directions: Role models are examples of success and good character. Having a
role model helps you to see the traits of good character in action. Even adults
have role models—often other adults who somehow inspire or encourage
good character traits or values.
Choosing a role model shouldn’t be easy. It’s often tempting to choose a
famous athlete or musician for a personal role model—after all, they’re rich
and famous. Remember, good character traits and strong values are what’s
important when choosing a role model.
In the spaces below, name a role model you have chosen. After each trait of
good character, give an example of how your role model displays this trait.
1. My Role Model:
2. Traits of Good Character
a. Trustworthiness
b. Respect
c. Responsibility
d. Fairness
e. Caring
f. Citizenship
Name Class Date
Study Guide
Chapter 2

Lesson 1
1. Define interpersonal communication.
2. What are three steps to use when dealing with a conflict?

a.
b.
c.
3. Name four strategies for managing stress.
4. What are three internal influences on your health?
5. What are three external influences on your health?
Lesson 2
6. Define values.
7. Define goal. Give one example of a short-term goal and one example of a
long-term goal.
Name Class Date
8. The acronym HELP can help you weigh the consequences of a decision.
Identify the word each letter represents. Then, write a question about deci-
sion making that is based on each word.
9. What is the first step in the decision-making process?
10. Identify the final step in the decision-making process.
Lesson 3
11. List three examples of core ethical values.
12. Define role model.
13. Give two examples of how you can display the character trait of good
citizenship.
14. Identify one way that demonstrating good character can make a positive
difference at school.
15. List two ways in which you can take an active role in developing your
character.
Name Class Date
Vocabulary
Chapter 3
health consumer health care system fraud

media primary care physician health fraud
advertising specialist malpractice
comparison shopping preventive care consumer advocates
warranty health insurance public health
online shopping medical history epidemiology
Directions: Read the following passage. For each underlined phrase, write the
term from the list above that can replace it.
Making consumer choices can be a difficult process. Today, there are more
forms of (1) written or spoken messages designed to interest consumers in
purchasing a product or service than ever. It is especially important to make
careful decisions about health products and services. (2) Judging the benefits
of different products by comparing factors such as cost, features, and quality is
one way to make careful choices.
You should carefully avoid (3) the sale of worthless products or services
claimed to prevent or cure health problems. Obtaining a(n) (4) written agree-
ment to repair a product or replace a defective product can protect you from
wasting money on defective products. When (5) using the internet to buy
goods and services you should be a careful (6) person who purchases or uses
health products or services. A(n) (7) person or group whose purpose is to
address consumer issues can provide help if you have consumer problems.
Choosing a health care provider is another important decision. The type of
(8) private company or government program that pays for all or part of your
medical costs you have may affect your choice of health care provider. Your
provider can’t effectively help you maintain your health unless you provide
a(n) (9) complete and comprehensive information about your immunizations
and any health problems you have had. Occasionally health care providers are
guilty of (10) failure by a health care professional to meet accepted standards.
You should contact the American Medical Association or the state’s licensing
board in these cases.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Name Class Date

Activity 7
It’s Influential
Directions: Many factors, both internal and external, influence your consumer
choices. Advertising is an external influence that can profoundly affect you
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 much advertising affects your thoughts about
particular products. For each category of product listed, name the first brand
of the product that comes to mind. Then, describe what you know about the
product. In the last column, list the source of your information. At the end of
the activity, answer the questions to analyze how advertising influenced your
thoughts about these products.
Knowledge about Source of Information

Product Brand the Product about the Product
Shampoo
Body soap
Toothpaste
1. For which of the products above was your information based on advertising?
2. For which of the products above was your information based on personal
experience with the product?
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?
4. Based on the activity and your answers to the questions, how much do you
feel advertising affects you and your consumer choices?
Name Class Date

Activity 8
See the Specialist

Directions: General health care is provided by primary care physicians, school
nurses, and dentists. Often these are the first health professionals you see
when you have a health problem. Primary care physicians and dentists can
refer their patients to specialists for treatment of certain medical problems.
Read the descriptions below. For each, name the specialist to which the person
could be referred and provide a brief description of the types of problems han-
dled by the specialist.
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.
2. Juan visited his dentist for a check-up. The dentist noted that the position of
Juan’s permanent teeth has made it difficult for Juan to chew properly. Juan
also feels embarrassed about his crooked teeth.
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 made an
appointment with her primary care physician, and at her appointment she
described her symptoms: watery eyes and constant sneezing.
4. Erica 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.
Name Class Date

Activity 9
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?”
2. “Dear Sandra: The prescription my doctor gave me was for the wrong med-
icine, which landed me in the hospital. What can I do about my problem?”
3. “Dear Sandra: I tried to return some defective merchandise to a local store,

and I was told that they wouldn’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?”
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?”
Name Class Date

Activity 10
Public Health in the World and

in Your Community
Directions: There are many organizations that advocate for public health.
There are large multinational organizations. Other agencies are national. Still
others are local organizations, which promote health in the cities and towns in
which they are located. All of these organizations, regardless of size, depend
on the efforts of individuals to succeed. Complete the worksheet below. Con-
sider how you can make a difference in your town.
1. Name two international public-health agencies and describe their functions.
2. Name one national public-health organization.
3. Name one local public-health organization.
4. Research volunteer opportunities with this organization. Talk to someone at

the organization and determine present volunteer opportunities, as well as
new volunteer possibilities that require staffing. Find out how someone
becomes a volunteer. Describe your findings here.
5. Which of the volunteer opportunities sounds the most interesting to you?

Why?
6. If you decide to perform one of these volunteer opportunities, write a para-

graph describing your volunteer work and share it with the class.
Name Class Date
Study Guide
Chapter 3

Lesson 1
1. Define comparison shopping.
2. Describe two techniques used by advertisers to convey messages to

consumers.
3. Name four factors you should consider when deciding between two con-
sumer products.
Lesson 2
4. Define medical history and explain why it is important for your health care
provider.
5. Define health insurance. How are managed care plans different from con-
ventional plans?
6. Define and give three examples of specialists.
Name Class Date
7. Give three examples of types of health care professionals who provide

general care.
Lesson 3
8. Name two government agencies that protect consumers’ rights.
9. Describe health fraud, and mention two types of products that are particu-
larly susceptible to health fraud.
10. Define malpractice.
11. What is small claims court, and how can it be used by consumers to
resolve complaints?
Lesson 4
12. Identify three ways public health is overseen at the local level.
13. Define epidemiology.
14. What are three agencies that work at the national level to maintain health?
Name Class Date
Vocabulary
Chapter 4
physical activity anaerobic exercise anabolic steroids

physical fitness overload health screening
sedentary lifestyle progression overexertion
osteoporosis specificity heat cramps
cardiorespiratory endurance warm-up heat stroke
muscular strength workout frostbite
muscular endurance F.I.T.T. hypothermia
flexibility cool-down muscle cramp
body composition resting heart rate strain
exercise training program sprain
aerobic exercise hydration
Directions: Words and phrases and the ideas they represent have similarities
and differences. Words and phrases can be compared. A comparison tells the
similarities of and differences between words or phrases. Words and phrases
can be contrasted. A contrast focuses on the differences between words and
phrases. Use this information to answer the questions that follow.
1. Contrast the phrases aerobic exercise and anaerobic exercise.
2. Compare and contrast the terms frostbite and hypothermia.
3. Compare and contrast the phrases muscular strength and muscular

endurance.
4. Contrast the phrases sprain and strain.
Name Class Date

Activity 11
Voice an Opinion
Directions: Most articles in newspapers are factual reports about news events,
written by reporters. Newspapers also employ editorial writers: writers who
offer their opinion of current news events. You have been asked to fill in for
the editorial writer at the local newspaper. After each description of a current
news event, 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 educa-
tion required for high school graduation.
The opinion I will express in my editorial:
Supporting facts:
2. The mayor today announced support for construction of a physical fitness

center open to all city residents. Construction of the center will require a tax
increase. A traffic impact study will be required. The issue will be put to a
public vote in the next election. Voter concerns about increased taxes will be
addressed by the mayor at a town meeting Thursday evening.
The opinion I will express in my editorial:
Supporting facts:
Name Class Date

Activity 12
Pump It Up!
Directions: Cardiovascular disease is the number one cause of death in the
United States. Heart attack and stroke are two of the cardiovascular diseases
with which you may be familiar. Good cardiorespiratory endurance can
reduce your risk of developing 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 to
determine your rating, and record it here:
Part 2: Develop a plan to improve your cardiorespiratory endurance. If your

rating is already excellent, develop a plan to maintain your cardiorespiratory
endurance. While making your plan, consider which types of activities
improve cardiorespiratory endurance. How can you incorporate these activi-
ties into your lifestyle? Your plan should include three specific examples of
activities and the ways that you will make the activities a part of your life.
24 GLENCOE HEALTH • STUDENT WORKBOOK Copyright © by The McGraw-Hill Companies, Inc.

Name Class Date

Activity 13
Pyramid Power
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 use tally marks to record your physical activities in the
appropriate areas of the Physical Activity Pyramid. At the end of the week,
evaluate how variety and frequency of your activities compare to the
recommendations.
Summary evaluation:
Physical Activity Pyramid
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
Name Class Date

Activity 14
First Practice of the Season

Directions: Jean-Luc, an experienced youth hockey 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, inline skate, or play ice hockey 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 Jean-Luc? Write four for each activity.
Hockey
Running
In-line skating
Name Class Date

Activity 15
What’s the Plan?

Directions: Read each description of an injury or illness resulting from physi-
cal activity. Then decide what type of injury or illness is probably occurring.
What would be your plan of action for dealing with each of the illnesses or
injuries? Explain what you would do if you were present in each of these
situations.
1. Mario has been in-line skating for the past hour. It’s 94°F outside, but he
and his friends are having so much fun they decide to continue skating.
After a while, Mario starts to feel dizzy and nauseous, and he has difficulty
breathing.
Type of Illness/Injury:
Plan of Action:
2. Jenny slid into home plate at the championship game. Unfortunately, as she
slid she hurt her shoulder, which made a horrible popping noise. She is
now in extreme pain.
Plan of Action:
3. Yesterday, Latasha practiced hard at swimming practice to get ready for the
all-city swim meet. Today her shoulder and leg muscles ache.
Plan of Action:
Name Class Date
Study Guide
Chapter 4

Directions: As you read the chapter, answer the following questions. Later you
can use this guide to review the information in the chapter.
Lesson 1
1. List three benefits of physical activity for physical health.
2. List three benefits of physical activity for mental health.
3. List three benefits of physical activity for social health.
4. Identify four possible negative effects of a physically inactive lifestyle.
Lesson 2
5. Describe each element of fitness.
a. Cardiorespiratory endurance:
b. Muscular strength:
Name Class Date
c. Muscular endurance:
d. Flexibility:
e. Body composition:
6. What category of exercise can improve cardiorespiratory endurance?
7. What category of exercise can improve muscular endurance and strength?
Lesson 3
8. Identify three factors that influence your choice of physical activities.
9. Define the three principles of an effective fitness program.
a. Overload:
b. Progression:
c. Specificity:
10. Explain each term in the F.I.T.T. formula.
a. Frequency:
b. Intensity:
c. Time/duration:
d. Type:
Name Class Date
Lesson 4
11. Define training program.
12. What is a health screening? Explain the importance of having a health screening before
beginning any new activity.
13. Identify the amount of water that should be consumed before and during
a workout.
Lesson 5
14. Identify two hot-weather health risks.
15. Identify two cold-weather health risks.
16. What are three minor injuries that might occur during physical activity?
17. What do each of the letters in the R.I.C.E. procedure stand for?
Name Class Date
Vocabulary
Chapter 5
Directions: Below is a list of vocabulary words from this chapter. The letters
of the words have been scrambled. Unscramble each word and match it
with its correct meaning on the right. Write the letter of the correct meaning
in the blank.
1. aleriocs 7. eptiatpe
2. ugehrn 8. iidlp
3. ofod elarlgy 9. iunrnitto
4. aezptrinsuiato 10. rnespoti
5. ativnsmi 11. odfo eetioranlcn
6. ttisnnure 12. ribfe
a. a natural physical drive that protects you from starvation

b. the process by which the body takes in and uses food
c. a negative reaction to a food or part of food caused by a metabolic problem, such as the
inability to digest parts of certain foods or food components
d. the process of treating a substance with heat to destroy or slow the growth of pathogens
e. the units of heat that measure the energy used by the body and the energy that foods
supply to the body
f. a desire, rather than a need, to eat
g. a condition in which the body’s immune system reacts to substances in some foods
h. an indigestible complex carbohydrate
i. a fatty substance that does not dissolve in water
j. nutrients that help build and maintain body cells and tissues
k. the substances in food that your body needs to grow, to repair itself, and to supply you
with energy
l. compounds that help regulate many vital body processes, including the digestion,
absorption, and metabolism of other nutrients
Name Class Date

Activity 16
What Influences Your Food Choices?

Directions: As you learned in the lesson, many factors influence what foods
you choose to eat. Examine the foods you ate for breakfast, lunch, dinner, and
snacks in a recent one-day period. List the foods in the spaces provided in the
chart. For each food, check the factor that most influenced your choice.
Advertising
Schedules/
& peers Background Budgets
Cultural/
friends, Ethnic
Family,
Emotions
Appetite
Hunger
Breakfast
FOODS
Snacks
Dinner
Lunch
Name Class Date
Applying Health Skills, Activity 16 (Continued)

1. Analyze your food choices. For example, do you choose pizza because you really love it,
or are you influenced by your friends? Is cost a factor when you eat out?
2. Based on the results in the chart, write a generalization that describes which factors most
influence your food choices.
Name Class Date

Activity 17
You Are What You Eat

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 col-
umn 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?
2. Jenna writes: “I heard that eating foods rich in carbohydrates is recommended for health-
ful living. What are carbohydrates, and what do they do for the body? What foods should
I eat to increase my intake of carbohydrates?”
3. Joel writes: “My doctor suggested that I increase my intake of protein. What foods would
you suggest that I eat?”
Name Class Date

4. Marty writes: “I always thought that fat was bad for you. Now, I read that some fat is
good for you. What are the facts?”
5. Sam writes: “I know I get vitamins and minerals from my food, but does the body store
and use all vitamins in the same fashion?”
6. Tess writes: “Everyone says that you have to drink a lot of water every day. What is so
important about water?”
Name Class Date

Activity 18
Guiding Your Food Choices

Directions: You are determined to have a healthful eating plan. List a day’s
worth of meals and snacks based on a 2,000 calorie per day diet. Use MyPyra-
mid to guide your choices from each food group. Also include the number of
servings for each of the foods you choose.
' 2 ! ). 3 6 % ' % 4! " , % 3 & 2 5 )4 3 - ),+ - % !4 " % ! . 3
Refer to your completed chart. 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?
Name Class Date

Activity 19
Knowing What You Eat

Directions: As you have learned, the law requires that packaged and prepared
foods include a Nutrition Facts panel. The information on this panel can help
you determine the nutritional needs the food will meet. Choose a packaged
food that you enjoy. Find the Nutrition Facts panel on the food and record the
information listed on the panel in the diagram below.
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?
2. How does the food product meet the body’s nutritional needs?
3. How can using the Nutrition Facts panel help you maintain a healthful diet?
Name Class Date
Study Guide
Chapter 5

Lesson 1
1. Define nutrition.
2. Identify three reasons good nutrition is important.
3. What is the difference between hunger and appetite?
4. Describe three environmental factors that influence your food choices.
Lesson 2
5. Identify the six groups of nutrients.
6. What kinds of foods are high in fiber?
7. Describe three things that proteins do.
8. What kinds of fats are high in saturated fatty acid?
9. Which type of vitamins can be stored in the body?
Name Class Date
Lesson 3
10. What is the Dietary Guidelines for Americans?
11. What is MyPyramid?
12. From which food group should most of your daily servings come?
13. Explain why moderating your salt intake can benefit your health.
14. Identify the three factors that are the foundation of a healthful eating plan.
Lesson 4
15. How are a food’s ingredients listed on most food labels?
16. Define food allergy and food intolerance.
17. Describe three ways of reducing the risk of foodborne illnesses.
Name Class Date
Vocabulary
Chapter 6
body image fad diets electrolytes

body mass index (BMI) weight cycling rehydration
overweight eating disorder vegetarian
obesity anorexia nervosa vegan
underweight bulimia nervosa dietary supplement
nutrient-dense foods binge eating disorder megadose
herbal supplement
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
meanings. 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 chapter are general, others are specific.
Define each of the general terms below. Then, in the provided space define a
more specific term or terms related to the same concept or idea.
1. General term: Dietary supplement
Specific term:
2. General term: Vegetarian
Specific term:
3. General term: Eating disorder
Specific term:
Name Class Date

Activity 20
Strategy Sessions
Directions: Students in Mr. Jackson’s health class have written paragraphs
describing their weight, their BMI, and their physical activity. Read the para-
graphs and identify health risks each student might be facing. Then, offer rec-
ommendations for healthy weight-management strategies for each student.
1. Celina: I am at an appropriate weight for my height and my BMI is 21.

Since my weight and BMI are okay, I don’t really pay attention to what or
how much I eat. Usually my brother drives me to school. I work at the
library checking out books, and then I go home and do my homework.
Possible Health Risks:
Recommendations:
2. Raphael: My BMI is 29, and I know I weigh too much. I play football in the
fall, but now it’s the off-season. I try to lift weights sometimes, too. In the
fall I’m in better shape, but the position I play requires me to be big.
Recommendations:
3. Jen: My weight is a bit below what it should be for my height, and my BMI is at
18. I work out every day—sometimes I jog, other times I do aerobics, and I swim.
Recommendations:
Name Class Date

Activity 21
Buyer Beware
Directions: Look at the following advertisements for weight-management
products, articles, and services. Draw a line through any claims for a fad diet
or other risky weight-management strategy. Circle any statements that indicate
a healthy weight-management plan.
Name Class Date

Activity 22
Nutrition Notes
Directions: Christina is preparing a report that discusses proper nutrition at
different stages of life. Unfortunately, her computer crashed while she was
making the outline for the report. Reorganize Christina’s notes by placing the
statements from the list under the appropriate headings. Some statements may
belong under more than one heading.
Should increase intake of folate.

Should follow the Dietary Guidelines and MyPyramid.
Diet should include milk and a wide variety of foods.
See a health-care professional for recommendations about dietary supplements.
May need fewer calories to balance lower activity levels.
Should increase intake of calcium.
Breastfeeding is the best possible source of nutrition.
Should increase intake of iron.
May need assistance preparing and selecting food for proper nutrition.
Formula is an alternative if breastfeeding isn’t possible.
Young Children Older Adults
Pregnant Women
Infants
Name Class Date
Study Guide
Chapter 6

Lesson 1
1. Define body composition, and explain why it is an important consideration
when determining an individual’s appropriate weight range.
2. Name three health risks for adults who are overweight.
3. List five strategies for beginning a weight-management plan.
4. Identify two strategies for healthy weight loss.
5. Identify two strategies for healthy weight gain.
6. Explain two ways in which physical activity can help with weight
management.
Name Class Date
Lesson 2
7. Define fad diet, and list three characteristics that distinguish fad diets
from healthy weight management.
8. Identify two possible side effects of taking diet pills.
9. Define eating disorder.
10. What are two physical consequences of anorexia nervosa?
11. What are two health consequences of bulimia nervosa?
12. What are two ways you could help a friend who has an eating disorder?
Lesson 3
13. Define rehydration.
14. Identify three possible side effects of taking anabolic steroids.
15. Describe the best types of foods to eat before a competition.
Name Class Date
16. Define vegetarian.
17. What are dietary supplements?
18. Describe a situation in which dietary supplements are an appropriate addition to a

healthy diet.
19. Describe how dietary supplements can be dangerous.
20. Why is a healthful diet important during pregnancy?
Name Class Date
Vocabulary
Chapter 7
mental/emotional health personal identity empathy

hierarchy of needs developmental assets hostility
self-actualization constructive criticism defense mechanisms
personality emotions suppression
modeling hormone
Directions: Match the definition in the left column with the vocabulary term in
the right column. Write the letter of the correct answer in the space provided.
1. the building blocks of development that help a. modeling

people become responsible, caring adults
b. hormone
2. the ability to imagine and understand how
someone else feels
c. emotion
3. nonhostile comments that point out problems
and encourage improvement d. empathy
4. observing and learning from the behaviors of
those around you e. development assests
5. a chemical secreted by your glands that

f. constructive criticism
regulates the activities of different body cells
6. signals that tell your mind and body how to react
Directions: Answer the following questions about the vocabulary terms.
7. The terms personal identity and personality are similar, but they have
important differences in meaning. Compare and contrast these two terms.
8. Define defense mechanism. Give one example of a defense mechanism that

is found in the vocabulary list.
Name Class Date

Activity 23
Dear Journal
Directions: A teen wrote the following entry in her journal. In the spaces pro-
vided, identify statements that reflect traits she should change to increase her
level of mental/emotional health and then rewrite the statements so they
reflect better mental/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? But enough about school.
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:
Your rewrite:
Name Class Date

Activity 24
Teens in the News

Directions: Below are excerpts from newspaper articles about teens in trouble.
In the spaces provided, identify at least two developmental assets each teen
seems to lack. Explain how the assets might have helped the teen avoid getting
into trouble.
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. Accord-
ing to the police report, the teen had used his older brother’s ID to buy
beer at the store earlier in the evening. When interviewed, the teen’s father
said he hadn’t realized his son wasn’t home, but “boys will be boys.”
Developmental assets:
Explanation:
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 had been “mean” to her earlier in the week and she
was trying to “get even.”
Developmental assets:
Explanation:
Name Class Date

Activity 25
Guilt Trip
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? Signed, Guilty Gus.
Dear Guilty Gus:
2. Dear Gabby: A friend keeps offering me a ride in her car, but my parents
won’t let me 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 the next time? Signed, Undecided
Rider.
Dear Undecided Rider:
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 con-
fess to my neighbor, but I feel that too much time has gone by. What should
I do? Signed, Anonymous Neighbor.
Dear Anonymous Neighbor:
Name Class Date

Activity 26
On the Defensive
Directions: Assume you have been assigned to rewrite a story to make the
main character, Benito, appear to have a more positive outlook and better
mental/emotional health. In the spaces provided, copy statements from the
excerpt below that suggest Benito is using defense mechanisms and identify
the defense mechanisms that he appears to be using. Then, rewrite the state-
ments to eliminate Benito’s use of defense mechanisms so that he appears to
have better mental/emotional health.
Benito felt as though it had been the worst day of his life. That morning in chemistry lab
he’d made a stupid mistake that ruined the experiment. His lab partner didn’t say anything
to Benito about it, but Benito was sure his lab partner thought he was dumb. After all, his
lab partner was a perfect student. He never made mistakes and deserved a better partner
than Benito.
Later in the day, Benito found out he hadn’t made the basketball team. He’d practiced
some to improve his shooting, and he’d tried pretty hard to impress the coach, but neither
had helped. Benito reasoned that the coach had probably already picked out his favorites,
so Benito was never seriously considered.
Now that it was evening, Benito just wanted to forget the day had happened. He found
a hand-held video game in his closet that he hadn’t played in years. Within a few minutes,
he was lost in an action-filled world of make-believe that made him feel like a happy-go-
lucky 10-year-old boy.
Statements and defense mechanisms: Students should identify some or all of the following
statements and the defense mechanisms: “Benito was sure his lab partner was thinking how
dumb he was” (projection); “His lab partner was a perfect student. . . never made mistakes. . .
and deserved a better partner than Benito” (idealization); “The coach had probably already
picked out his favorites for the team, so Benito was never seriously considered” (rationalization);
“Benito just wanted to forget the day had happened” (suppression); “He was lost in an
action-filled world of make-believe that made him feel like a happy-go-lucky 10-year-old
boy” (regression).
Your rewrites: Rewrites will vary but should demonstrate a more positive out look without the
use of defense mechanisms. For example, the first two statements might be rewritten as “Benito
was glad his lab partner didn’t seem to mind his mistake.” “His lab partner was a good student,
but he made mistakes like everyone else and understood Benito’s error.” “Benito realized he
hadn’t practiced to improve his basketball game enough to make the team.” “He decided to
shoot baskets with his little brother.”
Name Class Date
Study Guide
Chapter 7

Lesson 1
1. List five characteristics of people with good mental/emotional health.
2. Name the five levels of needs in Maslow’s hierarchy and give an example
of a need at each level.
3. What is self-actualization?
4. Define personality and identify the two main influences on personality.
Lesson 2
5. What is personal identity?
6. List five aspects of personal identity.
7. Identify eight major developmental assets.
Name Class Date
Lesson 3
8. Define emotions and give examples of several different emotions.
9. What are hormones? How can they affect emotions?
10. Compare and contrast empathy and sympathy.
11. Distinguish between fear and phobia.
Lesson 4
12. Describe at least three healthful ways to manage difficult emotions.
13. What are defense mechanisms?
14. List eight common examples of defense mechanisms.
15. Define suppression.
Name Class Date
Vocabulary
Chapter 8
Directions: Life can be puzzling—especially when you’re feeling stressed!

Match the vocabulary words in the list on the next page with the definitions
in the clues to complete the crossword puzzle.
1 2 3
6 7
10
11
Name Class Date
Vocabulary, Chapter 8 (Continued)
stress chronic stress depression

perception stress-management skills resiliency
stressor relaxation response protective factors
psychosomatic response anxiety
Across
5. skills that help you handle stress in a healthful, effective way
6. a condition characterized by prolonged feelings of helplessness,
hopelessness, and sadness
9. anything that causes stress
11. the ability to adapt effectively and recover from disappointment,
difficulty, or crisis
Down
1. reaction of the body and mind to everyday challenges and demands
2. conditions that shield individuals from the negative consequences of
exposure to risk
3. stress associated with long-term problems that are beyond a person’s
control
4. a state of calm that can be reached if one or more relaxation techniques are
practiced regularly
7. a physical reaction that results from stress rather than from an injury
or illness
8. the condition of feeling uneasy or worried about what may happen
10. the act of becoming aware through the senses
Name Class Date

Activity 27
Is Question and Answer Your Forte?

Directions: The editor of your school newspaper has decided to start an advice
column in the school paper, focusing on stress related issues commonly experi-
enced by students. The editor has appointed you the question and answer edi-
tor. Write four 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. Use what you
learned about stress in Lesson 1 as a guide. An example is given 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 seem to have high expectations. Are your grade goals realistic? If they
are, then you need a way to reduce your test anxiety. Try getting a study
partner, someone academically successful but also fun to be with. Start
studying with the person well ahead of the exams, a little bit each day. You
will be well prepared come exam time and will have had some fun along
the way. Glance over your notes the night before the exams, but don’t do
any heavy studying. Do something you enjoy that evening and then get
a good night’s rest. You’ll have studied just as hard, but in a less stressful
manner. Your grades should show improvement, as you will face the tests
with less anxiety.
Name Class Date

Activity 28
The “Merits” of Less Stress

Directions: Below is a brief announcement of a new merit badge recently
introduced by the Girls Scouts of America. Imagine that you have been
assigned the task of describing the criteria for earning this badge. Drawing
from the stress-management skills studied in Lesson 2, determine what stress-
management activities would be required and what techniques would be rec-
ommended. Then explain the ways these techniques help manage stress.
Selling Girl Scout cookies can lead to a lot of stress: sales goals, finding the time to
sell them, collecting and counting money, delivery, and dealing with prospective customers,
among other stressors. The Girl Scouts, who have been awarding merit badges since 1912,
created a new merit badge designed to teach girls how to deal with such stress, and cope
with all the pressures confronting children today. The Stress Less badge, officially sanc-
tioned in September 2001, is awarded for finding ways to reduce life’s everyday stresses.
Required stress-management activities:
Techniques recommended:
Name Class Date

Activity 29
Advice for Anxiety and Depression

Directions: You have three friends who seem to be exhibiting signs of anxiety
or depression. Below are descriptions of their recent behaviors. Using what
you learned from Lesson 3 as a guide, identify pertinent symptoms indicating
reactions to stress. Then, conjecture whether the symptoms are linked to anxi-
ety or depression, and offer helpful advice.
Ashley: You’ve noticed that Ashley seems distracted the last couple of days.
She can’t stay focused during conversations and has a hard time sitting still.
Ashley complains to you that she sometimes feels lightheaded when she
thinks about playing in Saturday’s soccer game. She tells you she hopes Satur-
day doesn’t come and that she wishes she could make her varsity debut with-
out having her parents and all her friends in attendance.
Symptoms:
Anxiety or depression:
Advice:
Seamus: For the past week, Seamus has been irritable and disagreeable. He
hasn’t been hanging out with his friends or playing basketball at the park (one
of his favorite pastimes). He looks tired and doesn’t seem his usual confident
self. You think his behavior has something to do with basketball cuts, which
were last week.
Symptoms:
Advice:
Name Class Date

Keesha: You haven’t seen Keesha much after school for the past few months.
She no longer works on the school yearbook or comes to school activities. She
doesn’t go to the movies with her old friends; she didn’t even try out for the
volleyball team this year. She seems to have lost weight and looks tired all the
time. When you talk to her, she barely responds, usually keeping her conversa-
tion to one or two word answers. You’ve tried to get her to do something fun
on the weekends for several weeks, but she always declines and makes a nega-
tive remark about herself. She won’t talk about whatever is troubling her.
Symptoms:
Advice:
Name Class Date

Activity 30
Building Resiliency
Directions: Below are two scenarios involving students with low resiliency
and an absence of protective factors. Using what you learned from Lesson 4 as
a guide, identify some internal and external protective factors that would help
the students develop their sense of self and build their resiliency.
Although relatively small in stature, Johann played sports on a regular basis until he
reached high school, where he found his lack of size made it difficult to compete against
his larger peers for positions on school teams. He also used to talk about becoming a pilot,
but when you ask him about it, he says, “That’s kid stuff.” Johann no longer attends school
events. Lately he’s started hanging around a group of guys who seem to take pride in ver-
bally abusing anyone who comes within their range. When you try to tell him that he’s hurt-
ing people’s feelings and that he’s too good a guy to behave in such a way, he tells you,
“That’s too bad for them. As for me, well, get used to the new Johann.” Later he confides to
you that he feels lost and wishes there were some way to change the direction of his life.
What could Johann do to strengthen his protective factors and build

his resiliency?
Name Class Date

Within the last couple of years, Sara has gradually shifted her focus from academics
and athletics to dating. Her grades have fallen, and she has no interest in school activities,
sports, or hanging out with her old friends. She dates many different guys, always looking
for the perfect young man. Unfortunately, her relationships are brief and she spends much
of her time trying to rebound from break-ups. Just recently she has told you that she feels
lost and misses her friends and playing basketball on the school team.
What advice would you give Sara that would strengthen her protective factors
and build her resiliency?
Name Class Date
Study Guide
Chapter 8

Lesson 1
1. Define stress.
2. Give examples that are common to a teen’s life from each of the five
categories of stressors.
• Biological stressors:
• Environmental stressors:
• Cognitive stressors:
• Personal behavior stressors:
• Life situation stressors:
3. List and explain the three stages of your body’s stress response.
4. Name four common psychosomatic responses.
Name Class Date
5. Name three mental/emotional and social effects of stress.
6. List four strategies to help you control the effects of chronic stress in your life.
Lesson 2
1. Fill in the blanks to list three steps in responding to stress.
identify personal stressors, avoid the ones you can, or manage your response
to those that are unavoidable.
2. List two examples of each of the following three categories of personal

stressors.
Life events:
Physical stressors:
Daily hassles:
3. Explain two ways you can avoid stress.
4. List three benefits of planning ahead.
5. List four benefits of getting eight to nine hours of sleep each night.
6. List three tips on eating nutritious food.
Name Class Date
7. List two reasons using alcohol, tobacco, or other drugs don’t relieve stress.
8. What are stress-management skills?
9. List the four stress-management techniques in the order you would use them.
Lesson 3
1. Define anxiety.
2. List four symptoms of anxiety.
3. Explain why striving for perfection can cause anxiety.
4. Define depression.
5. List and describe two types of depression.
6. List four common symptoms of teen depression.
Name Class Date
7. What is the first step in getting help when you are feeling sad, anxious, or depressed?
Lesson 4
1. Define resiliency.
2. List three examples of external factors.
3. Attitudes, perceptions, and behaviors are internal factors. Name four more.
4. List two benefits of having a commitment to learning.
5. List two benefits of having positive values.
6. List two benefits of having social competency.
7. List two benefits of having a positive identity.
8. Define protective factors.
Name Class Date
Vocabulary
Chapter 9
mental disorder suicide group therapy

anxiety disorder cluster suicides biomedical therapy
post-traumatic stress disorder psychotherapy coping
mood disorder behavior therapy grief response
conduct disorder cognitive therapy mourning
alienation
Directions: Use the clues to solve the puzzle. Write each letter of the answer
in the spaces provided. Use the boxed letters, in order, to spell out a word that
completes the sentence in number 13 below.
1. An ongoing dialogue between a patient either a physical cause or a psycho-

and a mental health professional logical cause
2. A pattern of behavior in which the rights 8. A series of acts occurring within a short
of others or basic social rules are violated period of time and involving several
3. Dealing successfully with difficult people
changes in your life 9. An illness that involves mood extremes
4. An individual’s total response to a that interfere with everyday living
major loss 10. The act of showing sorrow or grief
5. Feeling isolated and separated from 11. An illness or a condition in which real or
everyone else imagined fears are difficult to control
6. The act of intentionally taking one’s 12. The use of certain medications to treat
own life or reduce the symptoms of a mental
7. An illness of the mind that can have disorder
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Some symptoms of mental illness require intervention by a

mental health .
Name Class Date

Activity 31
What’s the Diagnosis?

Directions: Following are profiles of people with mental illnesses. From the
description of the symptoms, in the space provided, identify and write the
type of mental illness each person has.
1. Tom has difficulty getting along with others. He is in constant conflict with
other people. He needs to be directed, but he resents being told what to do.
He may forget to show up for an activity because he does not like to be con-
trolled. He is uncooperative.
2. Alicia 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.
3. Janeen is an elementary school student. During recess one day, Janeen and
her classmates witnessed an automobile accident in which one of the cars
burst into flames. Ever since, Janeen has been having nightmares. She can’t
concentrate on her school work. She experiences flashbacks occasionally.
4. Juan experiences extreme mood changes. His friends can’t figure him out.
He’s either very happy, even silly, or he is aggressive and angry. His energy
levels also keep changing. Sometimes he’s bored and can’t concentrate.
Other times, he sleeps little, and he still feels energetic.
5. Sue is afraid of heights. She will do anything in her power to avoid being in
a tall building or on a mountain. The result is that she misses some meet-
ings if she learns that the meeting is being held on an upper floor of a
downtown building. She also misses some fun times because she won’t go
camping with her friends when they go to the mountains. She can’t remem-
ber anything in her childhood that might have caused this irrational fear.
She just knows that it is very real.
Name Class Date

Activity 32
Some Misconceptions About Suicide

Directions: Read each misconception and answer the questions.
1. “People who talk about suicide don’t go through with it.”
The truth is that most people who commit suicide have communicated their
intent to someone. What should you do if someone talks about committing
suicide, even if it is in a casual or humorous way?
2. “Everyone who attempts suicide is suffering from depression.”
Depression, other mental disorders, and the abuse of alcohol and drugs are
the leading causes of suicide. What are three other suicide risk factors?
3. “The suicidal death of a person does not affect other people.”
Many people with suicidal thoughts believe this. They are so overwhelmed
by their problems that they become withdrawn and do not realize that
others care about them. What can you do to help someone who has these
thoughts?
4. “Suicides are isolated events.”
Actually, cluster suicides in the United States occur mainly among teens and
young adults. Define cluster suicides and give three situations that often result
in cluster suicides.
Name Class Date

Activity 33
Therapy Choices
I. Directions: Fill in the descriptions of the following types of therapies.
Psychotherapy Group Therapy
Behavior Therapy
Cognitive Therapy Biomedical Therapy
II. Directions: Following are some feelings or behaviors that are signs that help
is needed. Determine which kind(s) of therapy might be helpful in each case.
1. You worry all the time.
2. You are becoming increasingly aggressive, violent, or reckless.
3. You feel you can’t face your problems alone.
4. You are becoming involved with alcohol or other drugs.
Name Class Date

Activity 34
All Kinds of Grief

Directions: Identify each person’s stage of grief 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:
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:
3. Manuel was the one to tell his little sister, Lisa, that her kitten ran into the
street and was killed by a car. Lisa doesn’t believe Manuel. She is sure that
he is mistaken and that her kitten will come home when it gets hungry.
Stage:
4. Carla misses her best friend, Julie. Julie moved away a month ago. Before
Julie left, she and Carla had a silly disagreement about Rick, a boy at school
whom they both liked. Julie wouldn’t speak to Carla before she moved.
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 the
disagreement was silly and stupid.
Stage:
5. Pedro’s sister Annette had a mental disorder, and Pedro often was impa-
tient 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 had
regrets about the way he had treated her. Remembering how impatient
he was with her was painful. His family realized that Pedro was grieving
and that eventually he would be able to talk about Annette. Pedro finally
reached the point where he could remember Annette and talk about her
without experiencing so much pain.
Stage:
Name Class Date
Study Guide
Chapter 9

Lesson 1
1. What is a mental disorder?
2. Name two classifications of mental disorders.
3. Name the six major types of mental disorders.
4. Which group of mental disorders is associated with real or imagined fears?
5. Name four types of anxiety disorders.
6. What is post-traumatic stress disorder?
7. Name two types of mood disorders.
Lesson 2
8. A person who feels isolated and separated from everyone else is experiencing what?
9. What is suicide?
10. Name three risk factors of suicide.
Name Class Date
11. What are cluster suicides?
Lesson 3
12. List three signs that professional help dealing with problems is needed.
13. What is psychotherapy?
14. What is behavior therapy?
15. What is cognitive therapy?
16. What is group therapy?
Lesson 4
17. Define coping.
18. What is closure?
19. Name the eight stages in the grieving process.
20. List four effective coping measures to deal with disasters and crises.
Name Class Date
Vocabulary
Chapter 10
relationship “I” message interpersonal conflict

friendship active listening conflict resolution
citizenship body language negotiation
role prejudice mediation
communication tolerance confidentiality
cooperation constructive criticism peer mediators
compromise conflict
I. Directions: Complete the following sentences by writing a term from the list
above in each blank.
1. You demonstrate citizenship by obeying rules, helping others, and

doing your share to make your school and community clean and safe.
2. You demonstrate tolerance by accepting others’ differences and allow-
ing them to be who they are without expressing disapproval.
3. You demonstrate active listening by paying close attention to what
someone is saying and communicating.
4. You demonstrate cooperation by working together for the good of all.
5. You demonstrate conflict resolution by solving a disagreement through
problem solving in a manner that satisfies everyone involved.
6. A process in which specially trained people help others resolve their con-
flicts peacefully is mediation .
II. Directions: Read the following aggressive message. Then, for each vocabu-
lary term below, write the definition and give an example of how to apply it to
change the message to a positive, assertive communication.
You lied to me! You said you would meet me after school all this week to
work on my serve before the tennis tryouts. Instead, you’ve been practicing
guitar with Luis for your gig next week. Some friend you are!
1. Constructive criticism
2. Compromise
Name Class Date

Activity 35
What’s Going On?

Directions: Read the following scenarios and answer the questions that follow
in the space provided.
1. Jan’s mother belongs to a club in their community. The club has planned a
bake sale to raise money for a family in the community. Her mother asked
Jan to help on the following Saturday, and Jan agreed. However, on Friday,
Jan learned that her friends were all going to the beach on Saturday. Jan
agreed to go with them. Then she remembered her promise to her mother.
She stayed and helped her mother.
What characteristic(s) of a healthy relationship did Jan demonstrate?
What trait(s) of a good character did Jan demonstrate?
2. Bill belongs to a baseball team that is not having a good season. He is frus-
trated and wants to quit. However, there are a few games left on the sched-
ule. The coach is aware of Bill’s attitude, and after the next game, the coach
talked with Bill. As the coach talked, Bill realized that he had been totally
self-centered. He had not realized that the coach was also discouraged. Bill
decided not to quit. In fact, he promised to work harder and to encourage
others on the team.
What skill(s) did the coach use?
What trait(s) of good character did Bill demonstrate?
3. Tara and her sister Kim have chores to do at home. They usually take turns
washing the dinner dishes, which is one of their chores. Now, Tara 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 Kim so that she can take
the job. She talks with Kim and offers to do Kim’s chores plus her own for
three of the days she would not be working. Kim thinks it over and agrees
to the proposition.
What skill(s) did Tara use?
What trait(s) of good character did Tara demonstrate?
Name Class Date

4. Bud’s neighbor, Amad, was in an automobile accident, and his leg was bro-
ken. Amad has after-school jobs mowing lawns around the neighborhood,
and now he can’t work. Bud realizes that several people will be expecting
Amad, and they won’t like to have to look for someone else to work for
them temporarily. Bud calls some of his friends and explains the situation
and asks them if they would be willing to help Amad until he gets the cast
off his leg. They agree. Bud then went to the neighbors who had hired
Amad and explained the situation. He asked if they would be willing to
have their lawns mowed by someone else while Amad is recuperating. He
promises that the jobs will be done well. The neighbors agree to the plan.
What skill(s) did Bud use?
What traits of good character did Bud demonstrate?
Name Class Date

Activity 36
What’s Your Style?

Directions: Read each situation and answer the question(s) at the end of
each one.
1. Angie always wants to do things with her friends. She agrees to go to the
movies with them Saturday afternoon even though she knows she won’t
like the movie they have chosen. She is unwilling to express herself for fear
of losing their friendship.
What is Angie’s communication style?
What could she say to be more assertive?
2. Maria and Pedro are good friends. They like to do things together on the
weekend. Last Saturday Pedro was really upset. He explained to Maria that
he had lost his wallet. He had spent time looking for it and had not found
it. Maria knew that she would be upset also if she lost her wallet. She
offered to go with Pedro and help him look for the wallet.
What active listening technique did Maria use?
3. Jose applied for a summer job. He knew he was not the only applicant. He
knew he could do a good job, and he needed the money. He was called into
the office for an interview. The first question was, “Why should we hire you
for this job?” Jose had anticipated a question like that, and it took him just a
few seconds to respond. He said, “I’m a good worker, and I’m dependable
and honest. I’ve researched the company’s needs, and I feel confident I can
fill the position. I assure you that if you hire me for this job, you won’t be
disappointed.”
What is Jose’s communication style?
Name Class Date

4. Jacob has a little sister, Shana, who follows him all around the house, beg-
ging him to play with her. He responds, “Get lost, you little creep. I’m tired
of being pestered all the time!”
What is Jacob’s communication style?
What “I” message could Jacob use?
5. Julie disobeyed her mother. She figured that her mother was so busy that
she would not find out that Julie had not come directly home from school
that day. However, her mother knew and met Julie at the door to ask her
why she had not come directly home. All Julie could do was stand there
and look at the floor. She did not want to see the disappointment on her
mother’s face, so she just shook her head when her mother asked her for a
reason.
What type of communication did Julie use?
Name Class Date

Activity 37
What’s the Strategy?

Directions: Read the following situations and answer the question(s) in the
space provided.
1. Marcella and Kay haven’t spoken to each other for a week. They both are
unhappy and wish they could resolve their conflict. Marcella is determined
to try. She telephones Kay and they agree to meet.
What strategies might they choose in order to solve the disagreement?
2. Jack and Shawn are both really angry. Their problem with each other both-
ers their friends, who are tired of these two guys not getting along. One of
their friends, Jamaal, decides to try to resolve the conflict.
What is Jamaal’s role?
What strategy might Jamaal choose first?
3. Suki decided what movie she wanted to see on her next date with Cole. At
the same time, Cole saw an ad for a movie that he thought would be great.
He decided that it would be a good movie to see on his next date with Suki.
When Cole called Suki to arrange their date, she suggested a movie she
would like to see. It was not a movie that he wanted to see.
What steps should they follow when negotiating?
Name Class Date

4. All week Lisa had been looking forward to spending Saturday night at
Garnet’s house. Lisa and her boyfriend had broken up, and a quiet night
talking, listening to music, and watching movies was just what she needed.
Friday at school, Carly suggested that a group of girls, including Lisa and
Garnet, go shopping for prom dresses, order pizzas, and spend Saturday
night at her house. Garnet thought it was a great idea and said she’d go.
Lisa didn’t want to go shopping and felt hurt and angry that Garnet
changed plans. What should Lisa do?
Name Class Date
Study Guide
Chapter 10

Lesson 1
1. List three types of relationships.
2. What are three essentials to forming a friendship?
3. List the “Three Cs” of a healthy relationship.
4. Define compromise.
5. List four characteristics of a healthy relationship.
6. What factor has the greatest influence on your relationship with others?
7. Name the six main traits of a good character
Lesson 2
8. List the three basic skills needed for effective communication.
9. What are the three styles of communication?
10. Explain what assertive communication is.
11. What are “I” messages?
12. List four techniques that good listeners use.
Name Class Date
13. Define body language.
14. List two obstacles to clear communication.
15. Define constructive criticism.
16. What is the importance of acknowledgements and compliments to a relationship?
Lesson 3
17. What is conflict?
18. List two common causes of conflict.
19. What is conflict resolution?
20. List the strategies for resolving conflicts.
21. What is negotiation?
22. List the steps to follow for effective negotiation.
23. Define mediation.
24. Who are peer mediators?
Name Class Date
Vocabulary
Chapter 11
family grief child abuse

extended family resiliency neglect
sibling domestic violence cycle of violence
affirmation emotional abuse crisis center
separation physical abuse foster care
divorce sexual abuse family counseling
custody spousal abuse mediator
Directions: Use the clues to solve the puzzle. Write one letter of each answer
in each space provided. Then copy the boxed letters in order, and they will
complete the sentence at the bottom of the next page.
1. A legal decision about who has the right 9. The ability to adapt effectively and
to make decisions affecting the children recover from disappointment, difficulty,
in a family or crisis
2. The basic unit of society 10. Domestic violence directed at a spouse
3. Any act of violence involving family or live-in partner
members 11. A pattern of behavior that attacks the
4. A brother or sister emotional development and sense of
5. The failure to provide for a child’s worth of an individual
physical or emotional needs 12. A person who helps others resolve issues
6. A temporary arrangement in which a to the satisfaction of both parties
child is placed under the guidance and 13. Providing positive feedback that helps
supervision of a family or adult who others feel appreciated and supported
is not related to the child by birth 14. A facility that handles emergencies and
7. The sorrow caused by the loss of a provides referrals to an individual
loved one needing help
8. A legal end to a marriage contract 15. A decision between married individuals
to live apart from each other
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Name Class Date
Vocabulary, Chapter 11 (Continued)
11.
12.
13.
14.
15.
It is important to break the

, which is the pattern of repeating
violent or abusive behaviors from one generation to the next.
Name Class Date

Activity 38
Families on the Screen

Directions: Identify four current television programs or movies that deal with
families. Choose one, and analyze the ways the family meets the members’
needs and the ways that members help to strengthen or weaken the family
relationships.
Name of TV program/Movie:
Ways family meets members’ Name of TV program/Movie:

emotional needs:
Ways family meets members’
Ways family meets members’ emotional needs:
social needs:
How members strengthen or weaken social needs:
family relationships:
How members strengthen or weaken
Name of TV program/Movie:
Ways family meets members’ Name of TV program/Movie:

emotional needs:
Ways family meets members’ emotional needs:
social needs:
How members strengthen or weaken social needs:
How members strengthen or weaken
Name Class Date

Activity 39
Dear Elinor
Directions: Elinor writes an advice column for teens. Most 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
letter, write the advice that you think Elinor should provide.
1. Dear Elinor: My parents are getting a divorce. They’ve been fighting a lot
and have been 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:
2. Dear Elinor: My dad died a few months ago. I miss him a lot. I try to talk to
my friends about it. They try to be there for me, but I don’t think they com-
pletely understand how I feel. It’s getting hard for me to do the things I’ve
always done. I need some help.
Advice:
3. Dear Elinor: My family has been experiencing some financial problems. My

mom lost her job, and that makes it difficult enough for us 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:
Name Class Date

Activity 40
Crises on Elm Street

Directions: Elm Street is a typical residential street in any American city. Elm
Street in the past several months has experienced a number of family crises,
several of which are described below. Read each description and identify
the crisis.
1. Lucinda, age five, lives at 304 Elm Street with her mother and sister Rachel,
age two. Lucinda hasn’t seen her father in ten months. Lucinda’s mother is
so distraught that she ignores Lucinda and Rachel for days at a time.
Crisis:
2. Neighbors have become suspicious of activities at 847 Elm Street. The one
adult female in the house frequently emerges wearing sunglasses, and even
the thick coating of makeup she applies fails to cover what appear to be
bruises.
Crisis:
3. People rarely see the children at 1300 Elm Street playing outside. Neighbors
often hear the parents in the home yelling at the children and threatening
them with physical harm.
Crisis:
4. The teachers in the nearby school have observed that Jake, who lives at
1910 Elm Street, has little or no interaction with his peers. They have called
his father to talk about Jake’s withdrawn behavior. His father, however, has
refused to discuss the problem. The teachers have noticed that when the
father picks Jake up from school, he generally ignores Jake, barely acknowl-
edging his presence.
Crisis:
Name Class Date

Activity 41
Help Is on the Way

I. Directions: Below are descriptions of family health crises that require
community support services. Read each crisis and identify which community
support service should be contacted. Use the descriptions of available social
services in Lesson 4 as a guide.
1. Jimmy has a hard time dealing with his father’s constant drinking. Jimmy
knows his father wants to quit, but can’t seem to stop. Jimmy is worried
about his father losing his job and is concerned about the effect his father’s
drinking is having on Jimmy’s mom and little brother.
Recommended social service:
2. Juanita’s parents are in the process of getting a divorce. They both want
custody of Juanita, as well as possession of the family home.
3. Shawn, age 13, and his brother, age 11, have a hard time 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 physical altercations. So far, their parents have been unable to find a
solution to this problem.
II. Directions: Find out what services to assist families 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.
Name Class Date
Study Guide
Chapter 11

Lesson 1
1. Describe three main roles of the family.
2. How does a family meet the mental/emotional needs of its members?
3. In what ways does a family help meet the social needs of its children?
4. Describe four ways in which you can help strengthen family relationships.
Lesson 2
5. What two kinds of changes cause stress in families?
6. In what three ways can a family’s structure change?
7. Describe four ways in which a family’s circumstances can change.
Name Class Date
8. What strategy do you think is the most effective for coping with family stress?
Lesson 3
9. What is domestic violence?
10. Explain each of the following kinds of domestic violence.

a. Physical abuse:
b. Emotional abuse:
c. Sexual abuse:
d. Spousal abuse:
e. Child abuse:
11. What is child neglect?
12. Define the cycle of violence.
13. What are the three Rs for helping to avoid or prevent domestic abuse? Explain each one.
Lesson 4
14. What is a crisis center?
Name Class Date
15. What community service is available for children whose basic needs are not met?
16. How do support groups help individuals?
17. How does family counseling help families address problems?
Name Class Date
Vocabulary
Chapter 12
peers manipulation curfew

friendship assertive abstinence
platonic friendship refusal skills sexually transmitted
clique passive diseases (STDs)
stereotype aggressive priorities
peer pressure infatuation self-control
harassment affection
Directions: Complete the word map by writing the term from the list above
under its correct heading.
Ways to Limit or Avoid
Types of Relationships Risk Behaviors
1. 1.
2. 2.
3. 3.
Peer Relationships
Types of Negative Ways to Address

Peer Pressure Negative Peer Pressure
1. 1.
2. 2.
3.
4.
Name Class Date

Activity 42
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 show’s star, has many acquaintances, among them Felicia, who’s 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 ele-
mentary school. The three are able to share their deepest feelings, and in the first
show, Maria is talking about how upset she is about her recent breakup with
Ahmed. As the three sit talking during lunch in the cafeteria, Wendy, Adam, and
their group enter. Adam tells the three in his typically superior way that the table
they are sitting at is his group’s and that “not just anyone” can sit at that table.
1. Which two characters have a platonic relationship? Explain what makes the
relationship platonic.
2. What type of friendship do Brenda and Carly share?
3. What kind of relationship did Maria and Ahmed have?
4. What kind of relationship does Brenda have with Maria and Carlos?
Explain.
5. What are groups like Wendy and Adam’s called? What is the danger of
such groups?
Name Class Date

Activity 43
Be Assertive!
Directions: As you have learned in Lesson 2, people respond to negative peer
pressure in three ways—passive, aggressive, and assertive. 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 house when an ad for beer came
on. Several people began to boast about drinking. When Craig remained
silent, the group challenged him to drink one of the beers in Micah’s fam-
ily’s refrigerator—or admit he was a wimp. Craig knew that Micah’s par-
ents were not home. He also knew that he would never live down the
teasing if he refused. “Well, maybe . . . ,” he uttered weakly.
Craig’s response:
Assertive response:
2. Jose just made the varsity basketball team. When one of the older members
of the team offered him pills that 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 response:
3. Alyssa sat behind Elizabeth in algebra class. Tomorrow the class would be
taking an exam that counted for a third of their grade. Alyssa begged Eliza-
beth to let her copy off her paper. 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:
Assertive response:
4. Trina is tired of her 19-year-old neighbor “coming on” to her all the time.
When he suggested they take a ride in his new car, she replied, “Get lost!”
Trina’s response:
Assertive response:
Name Class Date

Activity 44
Dear Sammy
Directions: You are the advice columnist in a teen magazine. The column deals
with relationships. Below are three letters you received. Respond to each letter,
using the information in Lesson 3.
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
don’t believe kids should begin dating until they are at least 16. I’ve
always figured that I wouldn’t date until then, but I don’t want to lose
my friends. What should I do?
Tony
Dear Tony:
2. Dear Sammy: My boyfriend and I have been dating for about six months. I
have a feeling that he thinks we should become sexually active. I’m not sure
how I feel about that, but I feel funny asking him about it. How should I
handle this?
Rebecca
Dear Rebecca:
3. Dear Sammy: My parents are driving me crazy! I just started dating Neal,
but with the way my parents are treating me, I don’t know how long I’ll be
dating. They want to know everything—where I’m going, who will be
there, etc. How can I get them off my back?
Rayna
Dear Rayna:
Name Class Date

Activity 45
Abstinence Makes the Heart Grow Fonder

Directions: Practicing abstinence requires planning, preparation, and self-
control. The following six steps serve as a guide to help practice abstinence.
For each situation below, decide if one of these steps was taken and, if not,
what step could have been taken to help commit to abstinence.
Establish your Set personal limits on how Talk with a

priorities. you express affection. trusted adult.
Do not use alcohol Avoid high-pressure Share your feelings

and other drugs. situations. with your partner.
1. Andres and Zina have been dating for three months. Andres has started
pressuring Zina to be sexually active. They decide to drive to a secluded,
private spot to talk things over. Talking didn’t happen.
Did Andres and Zina follow one of the steps above?
If yes, what step?
If no, what step should they have taken?
2. Enrique and Jenny date and have committed to abstinence. They practice
self-control and respect each other. Then they go to a party where alcohol is
being served. They each drink a couple of beers. They are not feeling as
clear-headed as usual.
Did Enrique and Jenny follow one of the steps above?
If yes, what step?
3. Kelly believes she is falling in love with Justin. She’s afraid and confused
about her feelings. She knows their relationship has become serious, and
she doesn’t want to lose him. She doesn’t know how to express her feelings
of affection toward him. She makes an appointment with Mrs. Rosenthal,
her school counselor, to discuss her situation.
Did Kelly follow one of the steps above?
If yes, what step?
If no, what step should she have taken?
Name Class Date

4. Kareem and Afi are dating and are considering becoming sexually active.
Afi is a good student and grades are important to her. She hopes to go to
college and then to medical school to become a pediatrician. Kareem also
thinks school is important and hopes to become a teacher. They are both
on track to receive merit scholarships. They decide to commit to abstinence
because they don’t want to do anything that could interfere with their
education plans.
Did Kareem and Afi follow one of the steps above?
If yes, what step?
5. Isaiah is very attracted to Emma, a cute and popular girl at school. Emma
is very pleased by Isaiah’s attention. She shows her appreciation with overt
shows of hugging, kissing, and hanging on Isaiah. She often tries to arrange
times when they can be alone at her house. All this makes Isaiah feel
uncomfortable. He wants to practice abstinence, mainly because he isn’t
ready for a commitment; but, he’s afraid that if he says something she’ll
lose interest.
Did Isaiah follow one of the steps above?
If yes, what step?
If no, what step should he have taken?
Name Class Date
Study Guide
Chapter 12

Directions: As you read the chapter, answer the following questions.

Later, you can use this guide to review the information in the chapter.
Lesson 1
1. Who are your peers?
2. Describe three kinds of friendship.
3. Name two characteristics of close friendships.
4. What is a clique?
5. Identify three characteristics of positive friendships.
Lesson 2
6. Define peer pressure.
7. What is positive peer pressure?
Name Class Date
8. What are two ways that peers can exert negative pressure?
9. What is the difference between passive and aggressive responses to

peer pressure?
10. What is usually the best approach for dealing with negative peer pressure?
Explain.
11. What are the three steps in effective refusal skills?
Lesson 3
12. Define infatuation.
13. What kinds of skills can dating relationships develop?
14. One way to set limits is by having a curfew. What does this mean?
15. What are three techniques for avoiding risk behaviors?
Name Class Date
Lesson 4
16. Define abstinence.
17. What are STDs?
18. What are six steps you can take to help practice abstinence?
19. What effects on physical health can sexual activity have on teens?
20. What effects on emotional and social health can sexual activity have
on teens?
Name Class Date
Vocabulary
Chapter 13
body language peer mediation sexual assault

self-defense assailant rape
assertive prejudice abuse
violence assault physical abuse
bullying random violence verbal abuse
sexual harassment homicide stalking
gang sexual violence date rape
Directions: Match the word or phrase in the right column with the correct
definition in the left column.
1. uninvited and unwelcome sexual contact a. verbal abuse

2. an unfair opinion or judgment of a particular b. random violence
group of people c. gang
3. any form of sexual intercourse that takes place d. body language
against a person’s will e. assailant
4. threatened or actual use of physical force to f. date rape
harm a person or damage property g. homicide
5. forced sexual intercourse within a dating h. rape
relationship i. sexual harassemnt
6. the repeated following, harassment, or threat- j. prejudice
ening of an individual k. stalking
7. a person who commits a violent act against l. violence
another
8. a group of people who associate for the
purpose of taking part in criminal activity
9. nonverbal communication
10. the willful killing of one human being by
another
11. violence committed for no particular reason
12. using words to mistreat another person
Name Class Date

Activity 46
Staying Safe
Directions: There are many common sense actions that can increase safety.
Imagine that you have been hired to produce a safety brochure for the teens
in your community. Your brochure will have a section about safety inside the
home and a section about safety while out in the community. What safety tips
would you include? Answer the following questions. After using this work-
sheet to organize your ideas, you may want to use your ideas to produce an
actual brochure.
1. What tips to increase teens’ safety at home would you choose to include?
List at least three tips appropriate for teens.
2. What is a slogan you could use to make the home safety tips memorable?
3. Name three or more tips you would include that could increase a teen’s
safety while out in the community. Remember, the brochure is for the teens in
your community, so you can include locations and other specific information.
4. What is a slogan you could use to make the community safety tips memorable?
5. What art could you use to illustrate your brochure?
Name Class Date

Activity 47
Dear Sadie
Directions: Imagine you are Sadie, the advice columnist for the Westmont
High School newspaper. Below are some letters to be answered in this week’s
edition. Answer each letter using the information in the lesson.
1. Dear Sadie,
I don’t know what to do! Every time I walk by Mark and Jamal, they
make some kind of comment about my appearance. Their comments are
suggestive and way too personal. I’ve changed the route I take to class, but
they find me anyway. Mark and Jamal haven’t touched me, so my friends
say they aren’t guilty of anything. Am I just too sensitive?
—Uncomfortable
Dear Uncomfortable,
2. Dear Sadie,
It seems that every time I turn on the news, they are reporting another inci-
dence of school violence. Are schools getting more dangerous every day?
—Scared
Dear Scared,
3. Dear Sadie,
I can’t even walk down the halls anymore. I’m not popular, and several
kids have started knocking the books out of my hands every time they see
me. This is happening every day, and it’s making me angry!
—Mad at the World
Dear Mad at the World,
Name Class Date

Activity 48
In the Headlines
Directions: The table below lists reasons violence occurs, influences on
violence, and types of violence. Look at the following newspaper headlines.
For each, find at least five words or phrases from the table that apply to
the headline. Your answer 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 • Homicide
• Way of expressing anger • Mental/emotional issues • Sexual harassment
• Prejudice • Sexual assault
• Retaliation • Rape
• Gang-related violence
1. Drive-By Shooting Blamed on Gangs—3 Injured
2. Husband Arrested for Beating Wife
3. Man Arrested for 2 Rapes
4. Student With Gun Arrested at School—He Was Often a Victim of Bullying

possible answers: way of expressing anger, retaliation, weapons availability,
mental/emotional issues, assault, homicide
Name Class Date

Activity 49
Dear Diary
Directions: Read the following diary entries. Identify the type of abuse being
described. Then, list actions the individuals involved should take to protect
themselves from being abused or from being an abuser in the future.
1. Dear Diary,
A boy at school, Ken, is beginning to bother me. Lately he has been watch-
ing me at school, and he has called me at home several times. This after-
noon after school I saw him standing in front of my house. He is beginning
to scare me; I don’t know what to do.
—Stephanie
Type of Abuse:
Recommended Actions:
2. Dear Diary,
Everything was going great with Michael until the night of the Homecom-
ing Dance. We went to the beach afterward. Even though I told him “no,”
he forced me to have sexual intercourse with him. He is my boyfriend, and
we were on a date. Does that make it okay?
—Keesha
Type of Abuse:
Recommended Actions:
Name Class Date
Study Guide
Chapter 13

Lesson 1
1. List two safety precautions that can help prevent you from becoming
a victim.
2. Define self-defense, and use it in a sentence.
3. List two safety precautions that can increase safety at home.
4. Explain how body language can communicate information.
5. List two strategies for making communities safer.
Lesson 2
6. Define violence.
Name Class Date
7. Name two actions that are forms of bullying.
8. Define sexual harassment.
9. List three warning signs of violence.
10. Give two reasons peer mediation programs are often successful.
11. What effect does violence, or the threat of violence, have on the school
environment?
Lesson 3
12. Name two causes of violence.
13. What are two strategies to reduce accidents and intentional injuries caused
by firearms?
14. How do messages from the media influence violent behavior?
Name Class Date
15. What are two ways that alcohol and other drugs contribute to violent
behavior?
16. How do mental/emotional issues affect violent behavior?
17. What is random violence?
18. Define sexual violence.
Lesson 4
19. Define physical abuse and give examples.
20. Define stalking behavior and give examples.
21. What types of people are affected by abuse?
22. What actions should you take if you or someone you know is raped?
23. Explain how date rape drugs are used.
Name Class Date
Vocabulary
Chapter 14
epidermis periodontium choroid

dermis pulp retina
melanin plaque external auditory canal
sebaceous glands periodontal disease auditory ossicles
sweat glands tartar labyrinth
melanoma lacrimal gland tinnitus
hair follicle sclera
dandruff cornea
complete the sentence at the bottom of the page.
1. The outer layer of skin 8. A structure that surrounds the root of
2. The white, outer part of the eye the hair
3. The inner layer of the eyewall 9. A gland that secretes tears
4. A condition of ringing or buzzing in 10. A pigment that gives hair, eyes, and skin
the ears their color
5. A passageway that leads to the eardrum 11. The inner ear
6. A condition also known as gum disease 12. The layer of skin that contains blood
7. A substance made of bacteria and parti- vessels and nerves
cles that adheres to teeth
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Eating a healthy diet, visiting the eye doctor and dentist, and protecting your eyes, ears, skin,
and teeth from injury and disease are all parts of good
.
Name Class Date

Activity 50
Three Points of View

Directions: Your appearance is a part of your physical health. It is also impor-
tant to your mental/emotional health. Decisions about hair and skin care can
affect your relationships with others. Read the following descriptions of choices
about hair and skin care. After each description, write a sentence describing the
positive or negative effects these choices have on each area of health. For exam-
ple, getting a tattoo might have a (temporary) positive effect on social health,
and negative effects on physical and mental/emotional health.
1. Deciding to skip the tanning bed and to use sunscreen outside.

Effect on —
a. Physical Health:
b. Mental/Emotional Health:
c. Social Health:
2. Deciding to skip the shower and sleep until 5 minutes before the bus arrives.
Effect on —
a. Physical Health:
c. Social Health:
3. Deciding to get your eyebrow pierced since your friends did.

Effect on —
a. Physical Health:
c. Social Health:
Name Class Date

Activity 51
Terrific Teeth
Directions: The following list gives suggestions for maintaining good dental
health. Pick five of the items on the list. 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 twice daily

b. brush for a full two minutes
c. see your dentist regularly—not just when you have a problem
d. floss daily
e. avoid sugary and sticky snacks
f. avoid all tobacco products
g. eat a well-balanced diet
h. wear a mouth guard when participating in sports
1. Suggestion:
Comparison to current habits:
Ways I can improve:
2. Suggestion:
Ways I can improve:
3. Suggestion:
Ways I can improve:
4. Suggestion:
Ways I can improve:
5. Suggestion:
Ways I can improve:
Name Class Date

Activity 52
The Eyes Have It

Directions: Read the conversations below. Using the information found in the
lesson, identify the eye-health risks mentioned in each conversation. Then,
make suggestions for better eye care.
1. Tasha: “I can’t believe how awesome your eyes look with those purple-
tinted contact lenses!”
Steph: “Thanks! Here, I’ll take them out, and you can wear them to our
next class.”
Risk:
Suggestions:
2. Kara: “I forgot my safety goggles for wood shop again. I’m going to have
points taken off my grade again.”
Jackson: “When I do projects at home, I never wear those goofy-looking
things, and I’ve never gotten hurt.”
Risk:
Suggestions:
3. Tim: “Hey, why do you get to leave school early?”

Mia: “I’ve got an eye exam. Call me tonight and let me know what the math
assignment is, okay?”
Tim: “What’s an eye exam? I’ve never had one, and I see just fine.”
Risk:
Suggestions:
4. Pete: “I’m starved. I can’t believe rehearsal is running late again tonight.”
Hannah: “I can’t remember the last time I’ve eaten a regular meal. It’s been candy
from the vending machine every night, and it looks like tonight will be the same.”
Risk:
Suggestions:
Name Class Date

Activity 53
Hear Ye, Hear Ye

Directions: The intensity, or energy, of sounds is measured by a unit called
a decibel (dB). The bar graph below shows the range of intensities the human
ear can perceive. The threshold of audibility is the lowest intensity at which
a human can detect any sound. The threshold of pain is a sound with a level
of intensity high enough to cause severe damage to the human ear.
DECIBLES
150
140
130
120
110
100
90
80
70
60
50
40
30
20
10
0
Threshold Whispering Wind Waves on Shouted Vacuum Rock Jet Threshold
of audibility in leaves seashore conversation cleaner concert engine of pain
1. A busy street has a sound intensity of about 80 decibels. Which bar on the
graph shows an intensity of 80 decibels?
2. What is one sound you are exposed to on a daily basis?
Compare the sound to the data on the graph. What would you estimate the
decibel level of this sound to be?
3. The decibel scale is a logarithmic scale. That means for every increase of 10
decibels the intensity of the sound is multiplied by 10. So, a sound with an
intensity of 20 decibels is 10 times more intense than a sound with an inten-
sity of 10 decibels. How many times more intense is a sound with an inten-
sity of 50 decibels than a sound with an intensity of 30 decibels?
4. Tinnitus can be caused by exposure to high-intensity sounds. What precau-

tions can you take to limit damage to your ears?
Name Class Date
Study Guide
Chapter 14


Lesson 1
1. Describe three functions of skin.
2. What are the ABCDs of melanoma? List and explain what each letter
stands for
3. List three behaviors that will help keep your skin healthy.
4. List three behaviors that will help keep your hair healthy.
Lesson 2
5. What are the three main parts of a tooth?
6. What is plaque? How does plaque become tartar?
7. Describe how a cavity forms in a tooth.
Name Class Date
8. Define halitosis, and list three steps to help avoid it.
Lesson 3
9. Describe the role of the rods and cones found in the retina.
10. List three behaviors that will help keep your eyes healthy.
11. Describe a symptom of cataracts. What is one treatment for cataracts?
12. What is the function of the optic nerve? It transmits nerve impulses from
the eye to the brain.
Lesson 4
13. Describe the symptoms and causes of tinnitus.
14. What are three behaviors that can help keep your ears healthy?
15. What part of the ear is responsible for balance?
16. What structures are parts of the outer ear?
Name Class Date
Vocabulary
Chapter 15
axial skeleton repetitive motion injury hernia

appendicular skeleton smooth muscles neurons
cartilage skeletal muscles cerebrum
ossification flexors cerebellum
ligament extensors brain stem
tendon cardiac muscle reflex
osteoporosis muscle tone epilepsy
scoliosis tendonitis cerebral palsy
Directions: Many of the words in the list above are related in some way.
Look at the headings below. Then list the vocabulary words that fit under
each heading.
Disorders of the Problems of the

Types of Muscles Parts of the Brain Nervous System Muscular System
Name Class Date

Activity 54
Fabulous Functions
Directions: The skeletal system serves five main functions in the human body.
You have learned about these functions while reading the lesson. Read the
paragraphs below. Which functions of the skeletal system are being discussed?
On the spaces provided, list the function(s) of the human skeletal system that
is(are) discussed in the paragraph.
1. Julie and her mom spent Saturday shopping. As they walked around the
mall, they saw several friends and neighbors. At 3:00, Julie’s mom men-
tioned they needed to leave so she would have time to take Julie home
before she went to donate blood at the Red Cross.
2. Tia and Keyona are members of the track team. Both girls enjoy running the
100-meter dash. After practice they enjoy sitting down for dinner together
at the sandwich shop.
3. Jeremy’s dad fell while playing hockey. He was wearing his pads, but he
still got pretty banged up. Some of his bruises were terrible! Luckily, he
didn’t receive any major injuries and was back to work two days later.
Name Class Date

Activity 55
Physician’s Assistant
Directions: The waiting room at the doctor’s office is full. Can you assist the
doctor? Review the notes below. For each patient, decide on a possible diag-
nosis. Then, suggest a treatment for the patient.
1. Juan, an office worker who does a lot of computer work, complains of

tingling, pain, and weakness in his hands.
Diagnosis:
Treatment:
2. Stephanie, a sixth grade student, has been brought in by her mother.

Stephanie’s mother reports that Stephanie doesn’t seem to stand up
straight, in fact, one of Stephanie’s shoulders appears to be higher
than the other.
Diagnosis:
Treatment:
3. Maria limped in after a tennis match. She had twisted her knee and is
complaining of severe pain. She’s sure that the injury occurred while
she was playing tennis.
Diagnosis:
Treatment:
Name Class Date

Activity 56
Strong Words
Directions: Imagine that the muscles in your body wanted to advertise their
importance and their specific function in the body. What slogans might an
advertising agency develop to “advertise” each of the three types of muscles in
the human body? In the spaces below, help the advertising agency develop
three slogans for each muscle type. Be creative, but make sure the slogans
accurately describe the type of muscle or its function.
1. Cardiac Muscle
2. Skeletal Muscle
3. Smooth Muscle
Name Class Date

Activity 57
Act on Impulse
Directions: Imagine that the nerve impulses in your body kept a travel jour-
nal. What would they describe? What “sites” would they see as they travel
through your body? What destinations do they visit? On what type of neuron
do they travel? Read the two situations below. Then, write a travel journal for
the nerve impulses involved.
1. Latasha’s hand comes in contact with the hot stove, then quickly
jerks away.
2. Marcos is backstage at the piano recital, waiting for his turn to perform.
His heart is beating quickly, and he is breathing rapidly.
Name Class Date

Activity 58
Poster Project
Directions: Paul and Michelle have decided to do a health-education project
for middle school. As a part of their project they are making posters that illus-
trate ways to keep the nervous system healthy and protected from injury. Each
poster will have a specific topic, an illustration, and a slogan. Help Paul and
Michelle develop slogans for the following posters. Make sure the slogan tells
how to protect the health of the nervous system in a catchy way. Make sure the
slogans are short enough to fit on a poster.
Poster 1: Topic—Horseback Riding
Poster 2: Topic—Riding in a Car
Poster 3: Topic—In-Line Skating
Poster 4: Topic—Diving
Poster 5: Topic—Bike Riding
Poster 6: Topic—Playing Football
Poster 7: Topic—Playing Hockey
Poster 8: Topic—Hanging Out with Friends
Name Class Date
Study Guide
Chapter 15


Lesson 1
1. Name five functions of the skeletal system.
2. Identify four types of bones, and give an example of each.
3. Define ossification.
Lesson 2
4. Describe three ways to care for your skeletal system.
5. Identify and describe two types of injuries to joints.
6. Define carpal tunnel syndrome. What type of injury is it?
Lesson 3
7. Identify one body function performed by muscles under involuntary control.
Name Class Date
8. Identify and describe the three types of muscles.
9. Describe muscle strain and muscular dystrophy.
10. Define tendonitis.
Lesson 4
11. What is the function of sensory neurons?
12. Identify the two organs that make up the central nervous system.
13. What is the function of the sympathetic nervous system?
Lesson 5
14. Name three ways to avoid injury to the nervous system.
15. Name and describe two types of head injuries.
16. Describe cerebral palsy.
Name Class Date
Vocabulary
Chapter 16
plasma congenital larynx

hemoglobin anemia bronchitis
arteries leukemia pneumonia
capillaries Hodgkin’s disease pleurisy
veins respiration asthma
platelets diaphragm sinusitis
lymph pharynx tuberculosis
lymphocytes trachea emphysema
blood pressure bronchi
I. Directions: Complete the paragraph by writing a term from the list

above in each blank.
The components of blood are the white blood cells; the red blood cells,
which contain 1. hemoglobin ; and 2. plasma , the fluid in which the
other parts of blood are suspended. Blood moves through the body in
blood vessels. The 3. capillaries are small vessels that reach almost
every body cell. These same vessels surround the alveoli in the lungs,
allowing external 4. respiration to take place. If the alveoli swell and
get clogged with mucus, 5. pneumonia can be the result.
II. Directions: Match the term in the right column with the correct defini-
tion in the left column.
6. A condition in which the ability of the blood a. leukemia
to carry oxygen is reduced
b. Hodgkin’s disease
7. An inflammation of the tissues that line
c. emphysema
the sinuses
d. anemia
8. A disease that progressively destroys the walls
of the alveoli e. sinusitis
9. A type of cancer that affects the lymph tissue
10. A form of cancer that affects the white
blood cells
Name Class Date

Activity 59
What’s Going on Here?

Directions: Our bodies carry out hundreds of different functions every day.
We rarely stop to think about many of these. For each situation described
below, write several sentences explaining “what’s going on here” with the
heart, blood vessels, or cells.
1. You fall off your skateboard and cut your arm. Later the cut stops bleeding.
2. You are sitting at the football game with your friends. As the sun goes
down, the temperature falls and you begin to get cold.
3. You have come down with a cold—just like everyone else in your family.
After a few days, the cold symptoms go away and you feel better.
4. For warm-ups, you are running extra laps before tennis practice.
Name Class Date

Activity 60
The Case of the Missing Notes

Directions: A medical student has misplaced some of her class notes. The miss-
ing notes are case studies of patients with cardiovascular or lymphatic problems.
Help the student replace her lost notes by filling in the following case studies.
Case Study 1
Patient: 78-year-old male
Symptoms: unable to fight off infections, frequently ill
Possible Diagnosis:
System Involved:
Case Study 2
Patient: 15-year-old female
Symptoms: frequently tired, blood tests show low red blood cell count
Possible Diagnosis:
System Involved:
Possible Treatment:
Case Study 3
Patient: 39-year-old male
Symptoms: none, blood pressure reading 160/100, 30 pounds overweight, smoker
Possible Diagnosis:
System Involved:
Possible Treatment:
Case Study 4
Patient: 39-year-old female
Symptoms: severe pain in legs after long periods of standing
Possible Diagnosis:
System Involved:
Possible Treatment:
Name Class Date

Activity 61
What’s My Line?
Directions: See if you can guess the structures of the respiratory system that
are being described below. For each structure, there is a series of clues. Use the
clues to guess the structure, and write your answer in the space provided.
1. Clues:
The site of gas exchange in the lungs
Microscopic structures at the end of each bronchiole
Thin-walled air sacs covered with capillaries
Structure:
2. Clues:
Connects the throat and the trachea
Contains the vocal cords
Allows you to speak and make sounds
Structure:
3. Clues:
Dome-shaped muscle
The base of the chest cavity
Causes chest cavity to expand and contract
Structure:
4. Clues:
Part of the upper respiratory system
Lined with cilia
Lined with cells that produce mucus
Structure:
5. Clues:
Air moves into the lungs through this
Branches out into bronchi
Also known as the windpipe
Structure:
Name Class Date

Activity 62
Write a Letter
Directions: Read each of the following situations. In each situation, a person
is putting his or her health at risk. Use the information in the chapter and your
knowledge of health to write a letter expressing your concern and suggesting
ways the person could take better care of his or her health.
1. Your best friend Sasha has taken up smoking.
Dear Sasha,
Your friend,
2. Your cousin Josh has stopped exercising. Last time you played football in
the yard, you noticed Josh fighting to catch his breath.
Dear Josh,
Your cousin,
3. Your little sister Jenna insists on playing with her friend’s cat, even though
she always has an asthma attack afterward.
Dear Sis,
Your sister,
Name Class Date
Study Guide
Chapter 16


Lesson 1
1. What is the main function of the cardiovascular system?
2. List three structures found in the heart.
3. What is blood?
4. What is blood composed of?
5. What are two similarities of arteries and veins?
6. What are two differences between arteries and veins?
7. Describe two functions of the lymphatic system.
8. What is lymph?
9. What is the function of lymphocytes and name the two types.
Name Class Date
Lesson 2
10. What three healthful behaviors can you practice to help avoid problems
with your cardiovascular and lymphatic systems?
11. What does blood pressure measure?
12. Name two possible problems of the cardiovascular system.
13. Define anemia and describe one way to avoid this condition.
14. Name three problems that can affect the lymphatic system.
Lesson 3
15. Define each of the following:
a. Internal respiration:
b. External respiration:
16. Explain how the diaphragm allows breathing to occur.
17. How does gas exchange take place in the lungs?
Name Class Date
18. What is the role of cilia?
19. What is another name for

a. pharynx
b. trachea
c. larynx
Lesson 4
20. What are two strategies you can use to maintain the health of your
respiratory system?
21. Name two irritants that can cause bronchitis.
22. Describe pneumonia and name two causes of this disease.
23. Describe what happens during an asthma attack.
24. Describe the symptoms and treatment of tuberculosis.
Name Class Date
Vocabulary
Chapter 17
digestion bile nephrons

absorption indigestion ureters
elimination heartburn bladder
mastication hiatal hernia urethra
peristalsis appendicitis cystitis
gastric juices peptic ulcer urethritis
chyme urine hemodialysis
Directions: Many of the words in the list are related. Create headings under
which the words can be grouped, then fill in the table. Use as many of the
chapter vocabulary words as possible in your table.
Functions of the
Digestive System
indigestion nephrons cystitis
Name Class Date

Activity 63
Dinner’s Destinations
Directions: You and your family have just had a great dinner. Your dad made
his famous green salad, and your mom made a veggie pizza. You also enjoyed
a large glass of cold milk and some fruit for dessert. What happens to your
dinner after it’s been eaten? Through which organs does the food pass? What
occurs in each of these organs? In the spaces provided below, describe the pas-
sage of food through your body. For each of the five numbered lines, describe
the actions and process that occur in the organ listed.
1. Mouth:
2. Esophagus:
3. Stomach:
4. Small intestine:
5. Large intestine:
Name Class Date

Activity 64
Health Tips
Directions: As a classroom project, your class is preparing a series of posters
showing tips for keeping the digestive system healthy. Each poster lists one
health behavior, and explains why that health behavior is important for main-
taining a healthy digestive system. Unfortunately, the student who prepared
the “why” section of each of the posters lost her work. Help your classmates
by filling in the “why” section of each of the posters.
1. Wash Your Hands Before You Eat

Why:
2. Chew Your Food Thoroughly

Why:
3. Eat Plenty of Fiber

Why:
4. Drink at Least Eight 8-ounce Glasses of Water a Day

Why:
Name Class Date

Activity 65
Doctor on Call
Directions: A doctor received a list of phone messages after she returned from
her lunch break. Read each of the following phone messages. For each patient,
give a possible diagnosis and possible treatments.
1. The lab report for a 29-year-old male states that salts in his urine
have crystallized.
Possible Diagnosis:
Possible Treatment:
2. A 39-year-old female complains of burning pain during urination and

increased frequency of urination.
Possible Diagnosis:
Possible Treatment:
3. The hospital admitting department called to report that one of your patients
has been admitted due to a decrease in blood filtration by the kidneys.
Possible Diagnosis:
Possible Treatment:
4. An 18-year-old male complains of fever and blood in his urine.

Possible Diagnosis:
Possible Treatment:
Name Class Date
Study Guide
Chapter 17

Lesson 1
1. List three functions of the digestive system.
2. What are three structures involved in ingestion?
3. What is peristalsis? Why is it essential to the process of digestion?
4. What are three functions of the stomach in the process of digestion?
5. What organ produces bile? What is the function of bile?
6. Explain the role of the small intestine in the digestive process.
Lesson 2
7. Describe two behaviors that can help maintain the health of the
digestive system.
8. Describe indigestion and name two causes of indigestion.
Name Class Date
9. Why should laxatives only be used when recommended by a health care

provider?
10. What are the symptoms of appendicitis? What are the possible treatments?
11. What are the symptoms of a peptic ulcer? What are two of the causes of
peptic ulcers?
Lesson 3
12. What are the main components of urine?
13. Describe the structure of a nephron. Where are nephrons found?
14. What are ureters? What is their function?
15. Describe the symptoms of urethritis.
16. Explain how hemodialysis can be used to treat kidney problems.
Name Class Date
Vocabulary
Chapter 18
endocrine glands reproductive system ova

hormones sperm uterus
thyroid gland testosterone ovaries
parathyroid glands testes ovulation
pancreas scrotum fallopian tubes
pituitary gland penis vagina
gonads semen cervix
adrenal glands sterility menstruation
Directions: In the appropriate spaces in the box below, write the number
of the term on the right that matches each definition on the left. When you
are finished, the rows, columns, and diagonals should all add up to the
same number.
A. Chemical substances produced in glands 1. pancreas

B. Gland that serves the digestive and endocrine systems 2. menstruation
C. Gland that regulates bone growth and metabolism 3. cervix
D. Sac of skin holding the testes 4. ova
E. Thick fluid containing sperm and other secretions 5. semen
F. Opening to the uterus 6. hormones
G. Shedding of the uterine lining 7. scrotum
H. Muscular passageway from the uterus to the outside 8. thyroid gland
of the body 9. vagina
I. Female reproductive cells
A B C
15
D E F
15
G H I
15

15 15 15
Name Class Date

Activity 66
Name That Gland

Directions: Endocrine glands control a wide range of body functions. When a
problem arises, the pituitary gland triggers the appropriate endocrine gland to
release hormones. Sometimes, however, the various endocrine glands malfunc-
tion. The passages below are parts of conversations overheard in an endocri-
nology clinic waiting room. Analyze the conversations to identify each
patient’s symptoms and condition. Then identify the gland involved and
explain what causes the symptoms.
1. Patient A: “These new pants are too tight. I must have gained weight since I
bought them last month. Do you think it’s cold in here, or is it just me? It
seems like I’m always cold. I’d walk around to warm up, but I feel too tired to
leave my chair. By the way, have you noticed that I’ve lost some of my hair?”
Analysis:
2. Patient B: “Yeah, I broke my arm again. It’s the third broken bone in the last six
months. And, I’m always covered with bruises. Every time I bump something I
get huge bruises. Oh, I was wondering, do you think my face looks round?”
Analysis:
3. Patient C: “They sure keep it hot in here. I hope the doctor sees me soon because
I’m too edgy to sit still much longer. My heart is racing. I also have to go to the
bathroom, again. Remind me to tell the doctor that I’ve lost weight.”
Analysis:
4. Patient D: “I went to the bathroom before we left home, but I have to go

again. If the nurse calls for me before I get back, ask her to get me a glass of
water, because I’m really thirsty. Geez, I’m tired; maybe it’s because I lost all
that weight.”
Analysis:
Name Class Date

Activity 67
Mix and Match

Directions: Carlos has a big health test tomorrow on the male reproductive
system. During study hall, he made up a set of study cards with the names of
various structures of the male reproductive system on one card and the role of
that system on another card. On the way home from school, Carlos dropped
the cards. One of the cards fell into a storm sewer and was washed away, and
the others are now out of order. Help Carlos organize the cards so he can study
for his test. Determine which cards go together and which one is missing.
1. produces secretions 2. stores sperm 3. prostate gland

that neutralize acid
in semen
4. produces fluid that 5. testes 6. seminal vesicles

nourishes sperm
7. produces secretions 8. Cowper’s glands 9. vas deferens

that combine with
sperm to form semen
10. propels sperm 11. produces sperm 12. Missing card

to urethra
Matching cards:
Name Class Date

Activity 68
Problems of the Female Reproductive System

Directions: Problems relating to the female reproductive system can range
from temporary discomfort to life threatening illnesses. Read the descriptions
below and identify the specific problems and treatments.
1. Symptoms: nervous tension, anxiety, irritability, bloating, weight gain,

depression, mood swings, and fatigue
Problem:
Treatment:
2. Symptoms: vaginal infection, discharge, odor, pain, itching, and burning

Problem:
Treatment:
3. Symptoms: vomiting, diarrhea, sunburn-like rash, red eyes, dizziness, and

muscle aches
Problem:
Treatment:
4. Symptoms: abdominal cramps, ranging from mild to severe

Problem:
Treatment:
5. Symptoms: painful and chronic abdominal or low back pain, painful

menstruation, or sometimes there are no symptoms (tissue that lines
uterus migrates and grows on nearby organs or reproductive components).
Problem:
Treatment:
Name Class Date
Study Guide
Chapter 18

Lesson 1
1. Why is the pituitary gland known as the master gland of the endocrine
system?
2. What are the roles of the thyroid and parathyroid glands?
3. State two functions of the adrenal glands.
4. What is a goiter, and what causes it?
Lesson 2
5. What are two purposes of testosterone in males?
6. What are the testes and scrotum, and how are they related?
7. List five ways of caring for the male reproductive system.
Name Class Date
8. How do the symptoms of gonorrhea and genital herpes differ in males?
9. What is sterility? What causes it in males?
10. Why is it important for males to do testicular self-exams?
Lesson 3
11. State the reproductive roles of the ovary, fallopian tube, and uterus.
12. What is menstruation?
13. When should breast self-exams be performed?
14. Name three health problems related to menstruation.
15. List three common causes of infertility in females.
Name Class Date
Vocabulary
Chapter 19
fertilization prenatal care DNA

implantation birthing center genetic disorder
embryo fetal alcohol syndrome (FAS) amniocentesis
fetus miscarriage CVS
amniotic sac stillbirth gene therapy
umbilical cord heredity developmental task
placenta chromosomes autonomy
labor genes scoliosis
in the space provided. Then unscramble the letters in boxes to complete the
sentence at the bottom of the page.
1. Confidence that a person can control 7. The thick, blood-rich tissue that lines
his or her own body, impulses, and the walls of the uterus during preg-
environment nancy and nourishes the embryo
2. The spontaneous expulsion of a fetus 8. Inserting normal genes into cells to
before the twentieth week of pregnancy correct genetic disorders
3. The union of a male sperm cell and 9. The zygote attaching to the uterine wall
a female egg cell, also known as 10. Most body cells contain 23 pairs of
conception these threadlike structures that carry
4. The passing of traits such as eye color the genetic code
from parents to children 11. Ropelike structure that connects the
5. The name for an embryo after eight embryo and the mother’s placenta
weeks of development 12. Procedure in which a syringe is
6. An abnormal sideways curvature of the inserted into the amniotic fluid to test
spine that may begin in childhood for genetic disorders
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Regular examinations; proper nutrition; plenty of water; regular , moderate exercise; and
avoidance of all harmful substances help ensure a(n)
.
Name Class Date

Activity 69
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
when it usually occurs.
1. Fetus may dream 9. Nervous system responds to stimuli
2. Heart begins beating 10. Fetus weighs 6 to 9 pounds
3. Fingers and toes form 11. Fetus has regular sleep/wake cycle
4. Weight increases rapidly 12. Fetus uses all five senses
5. Embryo becomes fetus 13. Fetus develops human profile
6. Fetus can hear conversations 14. Limbs reach full proportion
7. Fetus passes water from the bladder 15. Fetus can kick
8. Baby is ready to be born
First Trimester 1.
2.
3.
4.
5.
Second Trimester 1.
2.
3.
4.
5.
Third Trimester 1.
2.
3.
4.
5.
Name Class Date

Activity 70
Ask the Doctor

Directions: Dr. Maybelle writes a daily newspaper column and welcomes
questions from her audience of readers. Using information from Lesson 2,
help the doctor by responding to each writer.
1. Dear Dr. Maybelle:

Since I learned that I was pregnant, my husband has nagged me if I have a
beer or a glass of wine. Why should I give up alcoholic drinks while I am
pregnant? What is so urgent about that?

This is my first pregnancy and I am concerned about proper nutrition for
me and the baby. Are there certain foods I should be eating or not eating?

Someone told me that now that I am pregnant, I have to be sure to eat plenty
because, after all, I am eating for two people—me and my baby. Is this true?
I don’t want to be too fat after the baby is born.
Name Class Date

Activity 71
Early Tests
I. Directions: It is important to diagnose genetic disorders early. Read
the following scenarios and decide which genetic test, if any, would
be appropriate.
1. Kaya is 27 years old. She is six weeks pregnant. Although she is perfectly
healthy, she has just learned that she is a cystic fibrosis (CF) carrier and so
is her husband. They want to test their baby for chromosome abnormali-
ties as soon as possible.
2. Alison is 16 weeks pregnant. She is 42 years old and is concerned about

chromosome abnormalities. Not only is her age an issue, but more impor-
tant, she and her husband have four children, one with Down syndrome.
They want to find out whether their next baby has Down syndrome.
3. Shani is 24 years old and is pregnant for the first time. Her mother wants to
knit booties and hats and has to know whether the baby is a boy or a girl
and needs an idea of size. Shani and her husband agree that buying clothes
and decorating would be easier if they knew the baby’s gender and size.
II. Directions: Some of the following statements are true. Some are false. In
the space provided, indicate if the statement is true or false. If the state-
ment is false, restate it to make it true.
1. Scientists have identified 2,000 human genetic disorders.
2. If a person has poor nutrition, none of the inherited traits will be affected.
Name Class Date

3. In humans, gender is determined by two pairs of chromosomes.
4. DNA is composed of chemical compounds called bases.
5. Genetic engineering is a well-established tool that is used by the medical

profession.
6. All cells in the human body contain 23 pairs of chromosomes.
7. All human traits are determined by a single pair of genes.
8. Genetic disorders are always evident at birth.
9. The Human Genome Project is an international effort to map all the genes
on the human chromosomes.
10. Cells in your body use your genetic code to build glucose molecules.
Name Class Date

Activity 72
Growth Means Changes

Directions: Read the following descriptions of some developmental tasks.
In the space provided, identify which stage of infancy and childhood is
being described.
1. Damone is sorry that he lied to his mother.
2. Julia’s mother is happy that Julia has developed self control.
3. Ceil has learned to control her emotions.
4. Jon depends on others for all his needs.
5. Ernesto is proud because he has learned to dress himself.
6. Jacob spends a lot of time working on his model airplane.
7. Brad starts talking in sentences.
8. Carlos has his own ideas about playing. He doesn’t always want to do
what Joey is doing.
9. Maria’s weight has tripled.
10. Chun tells his uncle that his favorite subject in school is math.
11. Pam’s mother says she has never known anyone who asks as many
questions as Pam does.
12. Juyong develops a sense of trust in people.
13. Jose has learned to climb.
14. Susie’s height has increased by 50 percent.
15. Rhondelle and her friends love to play make believe with their dolls.
16. Mike is especially pleased that his dad noticed the hard work he did
to clean up the yard and put the fence back together after the storm.
Name Class Date
Study Guide
Chapter 19

Lesson 1
1. Explain how a zygote is formed.
2. What is implantation?
3. What is an embryo?
4. What is a fetus?
5. What is the relationship of the amniotic sac and the umbilical cord to the
developing embryo?
6. How are the usual nine months of pregnancy divided?
7. What is labor?
Lesson 2
8. Explain what prenatal care is.
9. What is involved during prenatal visits with an obstetrician or a certified

nurse-midwife?
10. Explain fetal alcohol syndrome (FAS) and what causes it.
Name Class Date
11. How might the use of tobacco by a pregnant female affect her fetus and
her child after birth?
12. What is the best policy for a pregnant female regarding medicines?
13. What are some possible effects if a pregnant female uses illegal drugs?
14. What are four environmental hazards that can affect a fetus?
15. Explain the difference between a miscarriage and a stillbirth.
16. What is an ectopic pregnancy?
17. What are symptoms of preeclampsia and why is it serious?
Lesson 3
18. Give three examples of hereditary traits in humans.
19. Explain the relationship between chromosomes and genes.
20. What is DNA?
Name Class Date
21. What happens to chromosomes as the zygote continues to divide?
22. What is the difference between dominant and recessive genes?
23. What determines the sex of an individual?
24. What are genetic disorders?
25. What are two common procedures used to test for genetic disorders?
26. What is the Human Genome Project?
27. Explain what gene therapy is.
Lesson 4
28. How many developmental stages do individuals pass through during a lifetime?
29. What are developmental tasks?
30. What are the first four stages of development?
31. Explain what autonomy means.
Name Class Date
Vocabulary
Chapter 20
Directions: All of the chapter’s vocabulary words fit horizontally into the
chapter’s theme: Lifecycle Changes. The vocabulary definitions are listed a–p
below. Match the correct definition to each vocabulary word, to discover
where to place them on the word grid.
a. L
b. I
c. F
d. E
e. C
f. Y
g. C
h. L
i. E
j. C
k. H
l. A
m. N
n. G
o. E
p. S
adolescence physical maturity unconditional love

puberty emotional maturity transitions
hormones emotional intimacy empty-nest syndrome
sex characteristics commitment integrity
gametes marital adjustment
cognition self-directed
a. The period from childhood to adulthood h. How well a person adjusts to marriage
b. The ability to experience a caring, loving and to his or her spouse
relationship with another person with i. The time when a person begins to develop
whom you can share your innermost certain traits of adults of his or her own
feelings gender
c. Able to make correct decisions about j. Love without limitation or qualification
behavior when adults are not present to k. Traits related to a person’s gender
enforce rules l. The state at which the mental and emo-
d. The feelings of sadness or loneliness that tional capabilities of a person are fully
accompany children’s leaving home and developed
entering adulthood m. A firm adherence to a moral code
e. A promise or a pledge n. Reproductive cells
f. The state at which the physical body and o. Chemicals that help regulate many of
all its organs are fully developed your body’s functions
g. The ability to reason and think out p. Critical changes that occur at all stages
abstract solutions of life
Name Class Date

Activity 73
Friendship Under the Microscope

Directions: Even though Kate and Sasha are 15 and 17, and total opposites,
they’ve been best friends for ten years. Kate says that differences, like how
she’s a junior and Sasha is a freshman, don’t matter when it comes to friend-
ship.“Our differences give us a chance to learn from each other,” she says.“I love
dance, fashion, and am a terrible romantic. Sash is big on sports, lives for excite-
ment, and takes life for what it is. She’s the best person anyone could want as a
friend, and that’s all that counts.”
After reading the lesson on changes in adolescence, and learning the foun-
dations most lasting friendships are built on, answer the following questions.
1. Do you think Kate and Sasha will remain close friends in the future? Why?
Why not?
2. What about your close friendships? Explain the “cement” that holds you
together.
3. Do you think future changes in your life will change the friendship? Why?
Why not?
Name Class Date

Activity 74
You Can Help

Directions: As the scope of a devastating natural disaster is realized, a need to
help seems to take over. People everywhere collect clothes, food, and money
for relief workers and victims—they want to make a difference. Lesson 2 lists
learning to contribute to society as one of the tasks of young adulthood. Read
the lesson, and answer the following questions.
1. Identify what needs exist in your neighborhood or community.
2. What can you do to help meet those needs?
3. Why would it be important to your development as a teen to do so?
Name Class Date

Activity 75
Marriage: It’s All About Choices

Directions: Read the following scenarios and, using the information from your book
as a guide, identify the problem and offer helpful advice. Explain your reasoning.
1. Jamie and Brent have been dating for a year, seeing only each other. Now, as
high school seniors, they have talked about marriage. Lately, Brent talks about
their future as if they were already married; he refers to educational, housing,
and financial quandaries all within the context of marrying immediately after
school ends. He wants them both to find jobs, a small apartment, and go to a
local community college. Jamie isn’t so sure. She has a scholarship offer to study
engineering at a prestigious out-of-state university. She feels she loves Brent, but
finds the prospect of going away to school and a career in engineering alluring.
Problem:
Advice:
2. When Jessica and Eamon were first married, they had the same ambition: finish
college and find good jobs. They met these goals together. Lately, however, there
has been a growing friction between them. She complains he works too many
hours. He says he does so because he wants to earn enough money to buy a
house. Getting a house would allow them to start a family. Jessica, on the other
hand, has her sights set on a new car and a European vacation. Eamon has also
been unhappy with the amount of time she spends with her friends.
Problem:
Advice:
Name Class Date

Activity 76
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 to reduce the effects of these transitions.
Sam and Linda have been married for 22 years. Sam is 48 and Linda is 45.
They have two children, Maria and Richie, ages 18 and 16, respectively. Sam
has been an architect for 26 years, while Linda has taught school for 24 years.
Physical transitions:
Suggestions:
Mental transitions:
Suggestions:
Emotional:
Suggestions:
Social:
Suggestions:
Name Class Date
Study Guide
Chapter 20


Lesson 1
1. What is adolescence?
2. What is puberty, and when is it experienced?
3. What are hormones, and what do they do?
4. Why are there such variations in size, shape, and maturity among
adolescents of the same age?
5. What mental changes does adolescence bring about?
6. Define cognition.
7. Describe the emotional changes experienced in adolescence.
8. What are the five developmental tasks connected to the transition from adolescence to
adulthood?
Lesson 2
9. Define physical maturity.
10. Define emotional maturity.
Name Class Date
11. Define emotional intimacy.
12. List the four major aspects of life that impact a person’s emotional balance.
13. List two ways a young person can begin to achieve self-actualization.
14. Name two things that can influence an adolescent’s ideas about a career or occupation.
Lesson 3
15. Define commitment.
16. List three differences between a dating relationship and marriage.
17. Name three factors that impact marital adjustment.
18. Name seven issues that often cause problems in marriages.
19. Explain why 60% of teen marriages end in divorce.
Name Class Date
20. Name the primary responsibilities of parenthood.
21. Explain why you think giving unconditional love is such an important
part of parenting.
Lesson 4
22. Define transitions.
23. Name the major transitions of middle adulthood and give an example of
how each affects a person.
24. Name methods to make each of the four transitions less severe.
25. Define integrity and explain its value in late adulthood.
26. What are some options for adults in late adulthood for remaining mentally and
physically active?
27. Name two government programs that benefit older adults.
Name Class Date
Vocabulary
Chapter 21
addictive drug carbon monoxide nicotine substitutes

nicotine smokeless tobacco environmental tobacco smoke (ETS)
stimulant leukoplakia mainstream smoke
carcinogen nicotine withdrawal sidestream smoke
tar
complete the sentence at the bottom of the page.
1. Drug that increases the action of the central nervous system, the heart, and other organs
2. Poisonous gas found in cigarette smoke
3. Addictive drug found in tobacco leaves
4. Exhaled from the lungs of a smoker
5. Cancer-causing substance
6. Sticky, dark fluid that destroys the alveoli and lung tissue
7. Addictive substance that is sniffed, held in the mouth, or chewed
8. Process that occurs in the body when nicotine is no longer used
9. Smoke from the burning end of a cigarette, pipe, or cigar
10. White spots in the mouth, caused by smokeless tobacco, that can develop into oral cancer
11. Substance that causes physiological or psychological dependence
12. Products that deliver small amounts of nicotine into the body to help users give up the
tobacco habit
13. Secondhand smoke—air contaminated by tobacco smoke
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
( )
A reliable source that offers free counseling and materials to smokers who want to quit
is the .
Name Class Date

Activity 77
Smoke Gets in Your Eyes

Directions: Your sources of information about tobacco might include adver-
tisements, teachers, news articles, and discussions with friends. Sometimes
you can take this information at face value, but other times that information
masks the truth. For example, friends who praise tobacco may really be trying
to justify their own smoking habits. An informational pamphlet may be an
advertisement published by a tobacco company. For this reason, it’s very
important to be able to separate the accurate information from misleading
propaganda. Below are brief descriptions of several propaganda techniques.
Study the table and then name the technique used in each example of the exer-
cises. Explain your reasoning.
Propaganda Techniques
Technique Explanation Example
Name-calling (or attacking Instead of addressing the issues, Calling an opponent in a debate
the person) an opponent or idea is tagged “arrogant,” but failing to talk
with an ugly label. about meaningful issues
Glittering generality A catchy-sounding slogan is, in A candidate’s slogan is, “A vote
fact, utterly meaningless. for me is a vote for a happy
America.”
Euphemism (or mincing The opposite of name-calling, an An analyst calls a large crash in
words) unpleasant or frightening idea is the stock market a “market
given a bland, or even vaguely adjustment.”
positive, label.
Hasty generalization One example is used to make Your friend says, “I met a guy
broad generalizations. from the west side who was
really self-centered. All those
west-siders are self-centered.”
Symbols An idea or product is associated A politician gives a speech
with positive symbols. from a podium draped in an
American flag.
Exercises
1. An industry spokesperson says, “Sure smoking is risky, but we believe risk-
taking is a fundamental right of all adults.”
Name Class Date

2. A friend says, “My great-aunt smoked until she was ninety-two, so I don’t
think smoking shortens your life.”
3. An ad’s slogan is, “Smoke Enchant cigarettes and be transported.”
4. A magazine ad for smokeless tobacco pictures a tin of tobacco with an eagle

and a red, white, and blue color scheme.
5. A politician says that the move to restrict public smoking is an extremist

attack on American freedoms.
6. An ad shows a tall, rugged man walking through the wilderness and smok-
ing a cigarette.
Name Class Date

Activity 78
Under Pressure
Directions: In the classroom you’ve learned a lot about the dangers and harm
of using tobacco, but outside the classroom you might encounter pressure to
use tobacco or to view it in a positive way. It’s easy to see some of the pres-
sures in the everyday world, but other pressures are more difficult to see and
understand. For example, if an acquaintance calls you a name because you
refuse to try a cigarette, it’s obvious what’s going on. On the other hand, you
might see a person smoking who appears to really enjoy it. In this case, it
might be tougher to understand how the smoker’s behavior can affect the
attitude of others. In order to help transfer classroom knowledge to other
situations, use the spaces below to anticipate and defend against the real-
world pressures you might face in choosing a tobacco-free lifestyle.
1. Lists the benefits of a tobacco-free lifestyle.
2. Describe three real-world situations in which you might face pressure to

use tobacco. Try to think of at least one obvious situation and one less obvi-
ous situation. You can include situations you have actually encountered
and situations you feel you are likely to encounter in the future.
3. Develop a strategy for resisting the pressure in each situation you described
above, including the consequences of tobacco use.
Name Class Date

Activity 79
An Open-Ended Question
Directions: In 1998, the attorneys general of 46 states signed the Master
Settlement Agreement (MSA) with the largest tobacco producers in the United
States. The MSA addressed issues relating to the damage tobacco causes soci-
ety, including advertising aimed at teens and teen access to tobacco products.
However, the MSA did not create any regulations specific to one important
area—the Internet. Imagine that you are working for the governor of your
state. The governor has become increasingly concerned that the Internet repre-
sents an avenue of access to tobacco for teens. You have been assigned the task
of designing a statewide program to address this problem. Complete the fol-
lowing outline by filling in ideas you think will help restrict illegal Internet
access to tobacco products.
I. Enforcement of existing laws
II. Passing new laws
III. Online advertising
IV. Education
Name Class Date
Study Guide
Chapter 21

Lesson 1
1. What is the addictive drug in tobacco? How does it affect the body?
2. What effect does tar have on the body? What effect does carbon monoxide
have?
3. How is leukoplakia related to cancer? Which cancers are more common

among users of smokeless tobacco?
4. Describe the short-term effects of tobacco on respiration and heart rate.
5. Describe three long-term effects of tobacco use.
Name Class Date
6. What is the estimated yearly cost of tobacco use to society? Name two
ways that tobacco use is an expense to society.
Lesson 2
7. What are three factors that have contributed to the recent decline in teen
smoking?
8. Give one physical, one mental or emotional, and one social benefit of a
tobacco-free lifestyle.
9. What percentage of adult smokers start when they are teens? Give two
strategies that can help you avoid tobacco use in your teen years.
10. How do nicotine substitutes help a person who genuinely wants to stop
using tobacco?
11. What are three tips that can help a tobacco user who is trying to quit?
Name Class Date
Lesson 3
12. How does environmental tobacco smoke (ETS) harm nonsmokers?
13. What are the consequences of tobacco smoke for infants?
14. Do you think laws can help promote a smoke-free society? Explain your
answer.
15. What are three ways the effort to curb tobacco use in public places is
gaining ground?
16. What are three steps that teens can take to help the program Healthy
People 2010 reach its goal of reducing the number of people who use
tobacco and the number of deaths associated with tobacco use?
Name Class Date
Vocabulary
Chapter 22
ethanol metabolism alcoholism

fermentation blood alcohol concentration alcoholic
depressant binge drinking recovery
intoxication alcohol poisoning detoxification
alcohol abuse fetal alcohol syndrome (FAS) sobriety
I. Directions: Use the terms from the list above to fill in the crossword puzzle.
1 2 3
ACROSS
2 Living without alcohol
4 Addict who is dependent on alcohol
5 Drug, such as alcohol, that slows the central nervous system
DOWN
1 Powerful drug that is a type of alcohol
2 Process of learning to live an alcohol-free life
II. Directions: Fill in the term from the list above that matches the definition.
6. the amount of alcohol in a person’s blood expressed as a
percentage
7. state in which the body is poisoned by alcohol and

physical and mental control is reduced
8. a disease in which a person has a physical or psychological

dependence on drinks that contain alcohol
9. a process in which the body adjusts to functioning

without alcohol
10. the process by which the body breaks down substances
Name Class Date

Activity 80
Good Advice
Directions: You are a substance abuse counselor assigned to temporary duty
at a local high school. Your job is to evaluate and counsel students who might
have a drinking problem. The following are excerpts from interviews with
two students. Read each excerpt. Note any comments in the interviews that
contain misconceptions or myths regarding the use of alcohol. Then correct
the misinformation.
1. Transcript: Sasha: “I don’t think I have any kind of problem with drinking
alcohol. I mean, I have a beer once in a while with my friends, but an occa-
sional drink is no big deal. Besides, I’m 18 years old, so it’s legal. I’ve been
to parties where some of the kids are drinking, but I usually don’t. If they
offer me a beer, I usually say no; but if they keep asking me and looking at
me as if I’m weird because I said no, then I’ll give in and have at least one
beer. If I’m on a date, I sometimes have a drink, but I don’t think alcohol
has any effect on sexual activity.”
Misconceptions:
Corrections:
2. Transcript: Joel: “I admit that I drink sometimes, maybe even two or three
times a week. My friends offer me alcohol and I drink it, but it doesn’t seem
to affect me at all. Depending on how you drink, alcohol can be harmless.
Even after I have a few beers, I can drive as well as always. I know I’m not
drunk because I don’t act drunk. Some of my friends drink a lot, but they
don’t get drunk. They act normal.”
Misconceptions:
Corrections:
Name Class Date

Activity 81
At the Movies
Directions: You are one of several technical advisers for a movie that is being
filmed in your city. Your job is to review several scenes to ensure that the
action in the film relating to alcohol use is realistic and accurate. The film is
a detective movie in which Sam Slade, a famous sleuth, tries to track down a
group of professional thieves. Like Sherlock Holmes, Sam Slade is supposed
to solve crimes by making remarkable observations and inferring facts from
them. So every detail of the movie must be just right. Read the scenes below
and decide whether they accurately reflect existing knowledge about alcohol
use. If they do, place a plus (+) in the space provided. If they don’t, write in
the correct information.
1. Through the window in the kitchen door, Sam Slade watched two of the
suspects as they had a few drinks at the bar. It was Roy and Evie. They had
not eaten all day, but they ordered alcohol instead of food anyway. Evie
was thin and no taller than five feet. Her companion was at least six feet
tall. They drank steadily, throwing down one drink after another; but nei-
ther one seemed phased by the alcohol, even after about six drinks each.
Finally Roy said, “It’s time.” They both stood up and walked to the front
door. They had just had a session of binge drinking, but their steps were as
confident and as precise as always.
2. Sam watched from the corner as the police officer asked Roy and Evie to
step out of the car. He gave them both a breathalyzer test. Roy’s reading
was 0.19. “You’re okay,” the officer told him. He looked at Evie and said,
“I won’t test her. She looks sober enough.”
Name Class Date

3. Sam retrieved the arrest record of 17-year-old Johnny Dunn, the suspect’s
son. He had one DWI on his record. He was arrested, spent a week in jail,
and was given a heavy fine. His driver’s license was also confiscated.
Twelve months later, after he got his license back, he discovered that his
insurance rates had tripled.
Name Class Date

Activity 82
Drinking on the Job

Directions: You are a medical adviser for a business in your town. Your job
is to do the screening of all prospective employees. After the interviews, you
must assign each person to one of the following categories: “problem drinker,”
“alcoholic,” or “unknown risk.” The last category is reserved for alcohol users
who are neither problem drinkers nor alcoholics but require further assess-
ment. If anyone is thought to be an alcoholic, specify the probable stage
of alcoholism.
Interview 1:
John, 23 years old, has two traffic tickets on record, one is a DWI. Drinks
only occasionally, about every two weeks. Drinks three or four beers at a time.
Admits to being late for work three times in the past year because of a hang-
over. No record of alcohol problems at previous job. Reports that most of his
friends drink. His mother was an alcoholic.
Evaluation:
Interview 2:
Taslima, 33 years old, has two DWI convictions on record. She reports regular
drinking to deal with stress, consuming four to six drinks several days a week.
Previous employee claims that Taslima has been drunk on the job a few times.
She admits that after drinking she has no memory of anything she did while
drunk. However, she still denies that she has a problem with alcohol.
Evaluation:
Interview 3:
Titus, 43 years old, no DWI convictions, but he was fired from his last job for
drunkenness and has not been able to hold a regular job for two years. Last
employer had him evaluated by the company physician. The report says that
he has a physical dependence on alcohol. Titus says that he drank because his
boss was unreasonable.
Evaluation:
Name Class Date
Study Guide
Chapter 22

Lesson 1
1. Define ethanol.
2. What is peer pressure?
3. Identify three factors that can influence a teen’s choice to use or not use
alcohol.
4. Identify three questions that you can use to critically examine the content
of alcohol advertising.
5. Identify three negative consequences for teens that can result from their
use of alcohol.
6. Name three benefits of being alcohol free.
Lesson 2
7. Identify three factors that can influence the onset and severity of alcohol’s
effects on you.
Name Class Date
8. Why do females become intoxicated faster and stay that way longer than
males of comparable size?
9. Define each of the following:
a. metabolism:
b. blood alcohol concentration:
c. binge drinking:
10. What is the multiplier effect?
11. What is the legal definition in most states of driving while intoxicated?
12. Identify four consequences for a teen caught driving while intoxicated.
13. Define alcohol poisoning.
14. Name five symptoms that indicate a person has alcohol poisoning.
Lesson 3
15. Define problem drinker.
Name Class Date
16. Name three changes to the brain caused by long-term alcohol use.
17. Why do experts recommend that pregnant women not drink any alcohol
at all during pregnancy?
18. Name five possible symptoms displayed by alcoholics.
19. Name the three stages of alcoholism.
20. What is the relationship between alcohol consumption and the four
leading causes of accidental death (car accidents, falls, drownings, and
house fires)?
21. Define recovery.
22. Define detoxification.
Name Class Date
Vocabulary
Chapter 23
medicines illicit drug use stimulants

drugs overdose euphoria
vaccine psychological dependence depressants
analgesics physiological dependence narcotics
side effects addiction hallucinogens
additive interaction marijuana designer drugs
synergistic effect inhalants drug-free school zone
antagonistic interaction anabolic-androgenic steroids drug watches
substance abuse paranoia
illegal drugs psychoactive drugs
Directions: Many of the words in the list above are related in some way. Look
at the groups of words below. Then develop a heading for each category that
illustrates how the words are related. For example, “paranoia” and “euphoria”
might be grouped under the heading “Effects of Substance Abuse.” Add your
headings to the chart below.
vaccines additive interaction overdose stimulants drug-free

analgesics synergistic effect psychological depressants school zones
dependence
antagonistic narcotics drug watches
interaction physiological hallucinogens
dependence
Name Class Date

Activity 83
The Importance of Labeling

Directions: As you have learned, reading the product label on over-the-
counter (OTC) medicines is important to your health and safety. This is partic-
ularly true because these medicines are taken without a doctor’s prescription.
The Food and Drug Administration (FDA) has ensured that labels on all OTC
medicines have information listed in the same order and the same style as
shown below. Examine the label below and answer the questions below.
1. What is the active ingredient in this medicine? How much of the ingredient
is found in each tablet?
2. What two side effects may occur as a result of taking this medicine?
3. In what situations should people contact a doctor before taking this

medicine?
Drug Facts
Active ingredient (in each tablet) Purpose
Chlorpheniramine maleate 2 mg Antihistamine
Uses temporarily relieves these symptoms due to hay fever or other upper respiratory
allergies: sneezing runny nose itchy, watery eyes itchy throat
Warnings
Ask a doctor before use if you have
glaucoma a breathing problem such as emphysema or chronic bronchitis
trouble urinating due to an enlarged prostate gland
Ask a doctor or pharmacist before use if you are taking tranquilizers or sedatives
When using this product
drowsiness may occur avoid 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
adults and children 12 years and over take 2 tablets every 4 to 6 hours:
not more than 12 tablets in 24 hours
children 6 years to under 12 years take 1 tablet every 4 to 6 hours;
not more than 6 tablets in 24 hours
children under 6 years ask a doctor
Drug Facts (continued)

Other Information store at 20-25°C (68-77°F) protect from excessive moisture
Inactive Ingredients D&C yellow no. 10, lactose, magnesium stearate, microcrystalline
cellulose, pregelatinized starch
Name Class Date

Activity 84
Knowing the Trends

Directions: As you have learned, substance abuse has consequences on vari-
ous levels. The government has set up a national drug control program to help
reduce the use of illicit drugs and drug-related health consequences. The gov-
ernment depends on a variety of data to help determine what efforts would
best address the problems. Two pieces of data appear below. Examine the
graphs and complete the activity that follows.
Figure 2.3. Past Month Illicit Drug Use by Age: 2000

20
Percent Using in Past Month
15
10
0
12-13 14-15 16-17 18-20 21-25 26-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65+
Source: http://www.samhsa.gov/news/click3_frame.html
Where are drug users most likely to reside?
Number of Respondents (N=20)

20
Rural Areas Central City

15 Suburbs All Areas
10
0
Marijuana Ecstasy Powder Cocaine Crack Heroin
Sources: Epidemologic/ethnographic respondents
Note: Some respondents list two areas per city
Source: http://www.whitehousedrugpolicy.gov/publications/drugfact/ pulsechk/

2001/marijuana.html
Name Class Date

1. According to the graphs, what three age groups are most likely to take part
in illicit drug use? What age group is least likely to be involved?
2. In what areas would law enforcement agencies most likely deal with the
use of club drugs such as Ecstasy?
3. Based on the data in the graphs, what generalization can government

agencies make about where people who use crack and heroin are most
likely to live?
4. How can having the kind of data shown in the graphs be helpful to govern-
ment agencies?
Name Class Date

Activity 85
At the Front Gate

Directions: Ridgefield is a community that—unfortunately, like so many oth-
ers across the country—has a drug problem. Below are “come-ons” from drug
pushers that have been overheard near the front gate of Ridgefield High. Each
contains misinformation. Using the facts presented in the lesson, correct the
information in each.
1. “Interested in making the football team—the easy way? These steroids are
your answer. There are no side effects. You just take them and get bigger
and stronger; it’s as easy as that. Don’t worry about anyone finding out,
either. They’re strictly legal. You have my word.”
Corrected information:
2. “Hey, you seem really stressed out. I’ve got some weed that will get you
high and kick the stress. It’s so much safer than smoking cigarettes!”
3. “Hey, here’s a way to get a great high just by sniffing something you can
find in your house. It’s a lot of fun and it’s safe. “
Name Class Date

Activity 86
More from Ridgefield High

Directions: Below are more “come-ons” from drug pushers that have been
overheard near the front gate of Ridgefield High. Each contains misinforma-
tion. Using the facts presented in the lesson, correct the information in each.
1. “So, you got problems at home. Well, I’ve got something that will help you
escape. It’s called crack. There’s no dirty needle with this drug, no pills to
stay in your system a long time. This drug you smoke. Best of all, you can’t
get hooked on it. When you decide you’ve had enough, you just stop.”
2. “If you want some cheap and harmless thrills, I can score some cough med-
icine with codeine for you. All you need is a swig, and you’ll be feeling
mellow. The best part is that this stuff is prescribed by doctors—so you
know it has to be safe!”
3. “You know the problem with most drugs? They’re illegal. That’s
why I sell only Ecstasy. This drug contains absolutely no illegal substances,
and, true to its name, it will put you in a state of ecstasy. It’s the perfect
pick-me-up for those times when you’re feeling bored and need a little lift.”
Name Class Date

Activity 87
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 advantages to being drug free and that provide
come-backs to those who urge others to try drugs. Think of catchy slogans and
phrases that can be displayed around the school and community.
Name Class Date
Study Guide
Chapter 23

Lesson 1
1. What are the four categories in which medicines are classified?
2. Identify and describe three kinds of side effects that medicines can have on
people.
3. What is the difference between prescription medicines and over-the-

counter medicines?
Lesson 2
4. Define substance abuse.
5. What are three physical and three mental consequences of substance

abuse?
Name Class Date
6. What are the consequences of drug abuse on society?
Lesson 3
7. How does marijuana affect the body?
8. How do inhalants affect the body?
9. What risks do teens face from using steroids?
Lesson 4
10. What are psychoactive drugs?
11. What are stimulants and depressants? Give two examples of each.
Name Class Date
12. What are designer drugs and how do they affect the body?
Lesson 5
13. What are drug-free school zones?
14. What is the main focus of drug treatment centers?
15. Why are support groups a popular treatment for addiction?
Name Class Date
Vocabulary
Chapter 24
communicable disease inflammatory response antibody

pathogen phagocyte vaccine
infection antigen pneumonia
toxin immunity jaundice
vector lymphocyte emerging infection
immune system
Directions: Answer the following questions in the space provided.
1. Define communicable disease and list 8 ways to help reduce your risk
of getting or spreading communicable diseases.
2. What is the relationship between pathogens and vectors?
3. How are phagocytes and lymphocytes similar and how are they different?
4. What are indications that you are experiencing an inflammatory response?
5. Describe the difference between an antigen and an antibody.
6. What is a significant difference between viral pneumonia and bacterial

pneumonia?
7. State the reason Lyme disease is classified as an emerging infection.
Name Class Date

Activity 88
Get the Facts

Directions: Several students are talking as they leave health class. Below
are some of the statements that they made. Read the statements below.
Then, using information from the lesson, correct any factual errors on the
available lines.
1. I’m not worried about communicable diseases because antibiotics cure

everything these days.
2. I don’t need to wash my hands before lunch – I washed them earlier today.
3. You should have seen the great rare burger I got at the drive-thru last night.
It smelled okay, and I love meat that is just slightly cooked. I’m sure I won’t
get sick.
4. Scientists should find a way to kill all bacteria, since all they do is
cause disease.
5. As long as no one sneezes or coughs on me, I won’t get a communicable

disease.
6. I’ll share my brush and comb with someone in the restroom as long as they
use it quickly.
Name Class Date

Activity 89
Give Your Immune System a Fighting Chance

Directions: Health behaviors have a direct effect on the functioning of the
immune system. For each paragraph below, make one or more specific sugges-
tions for changing health behaviors that would result in a better-functioning
immune system.
1. Terrance: With college applications and SATs coming up, I can’t seem to
find enough time to do everything. In fact, I’ve been up half the night
studying each night this week. I haven’t had time to play basketball or eat a
decent meal for weeks.
2. Emily: Jeff and I went to the movies last night. Afterward, we went out for
a spaghetti dinner that was loaded with garlic. Luckily he let me use his
toothbrush to get rid of the smell of garlic on my breath.
3. James: Don’t tell mom, but I skipped that doctor appointment last week.
I didn’t want to get those immunization shots.
4. Will: I can’t believe I was cut from the basketball team! That’s the last time
I try to get in shape for something. The only good part is the coach won’t be
bugging me to quit smoking.
Name Class Date

Activity 90
Make the Diagnosis

Directions: You are assisting the doctors making rounds at a local hospital.
Below are charts of patients on the ward. Review each patient’s symptoms.
Using that information along with information from the lesson, complete
each chart.
Patient #1
Symptoms: runny nose, sneezing, sore throat
Possible Diagnosis:
Recommended Treatment:
Patient #2
Symptoms: chills, fever, sore throat, fatigue, swollen lymph nodes
Possible Diagnosis:
Patient #3
Symptoms: sore throat, fever, enlarged lymph nodes in the neck
Possible Diagnosis:
Patient #4
Symptoms: fatigue, coughing up blood, fever, night sweats, weight loss
Possible Diagnosis:
Patient #5
Symptoms: high fever, fatigue, headache, muscle aches, cough
Possible Diagnosis:
Name Class Date
Study Guide
Chapter 24

Directions: As you read the chapter, answer the following questions. Later
Lesson 1
1. What is a communicable disease?
2. What causes diseases?
3. What is an infection?
4. What happens if the body is not able to fight an infection?
5. Name three types of pathogens.
6. What are the three major ways diseases are spread?
7. Name four ways pathogens are spread by direct contact.
Name Class Date
8. What is a vector?
9. Name two main sources of airborne transmission.
10. What is the single most effective way to prevent the spread of disease?
11. Name two ways to make sure food is handled properly.
12. List four strategies to help reduce the risk of getting or spreading a com-
municable disease.
Lesson 2
13. What is the immune system?
14. How do the two major defense strategies of the immune system differ?
Name Class Date
15. How do active and passive immunity differ?
16. What is a vaccine?
Lesson 3
17. What are three common respiratory infections?
18. How do hepatitis A and B differ from hepatitis C?
19. What is an emerging infection?
Name Class Date
Vocabulary
Chapter 25
sexually transmitted disease (STD) syphilis

sexually transmitted infection (STI) acquired immune deficiency syndrome (AIDS)
epidemic human immunodeficiency virus (HIV)
abstinence opportunistic infection
infertility asymptomatic stage
human papillomavirus (HPV) symptomatic stage
chlamydia EIA
gonorrhea Western blot
genital herpes pandemic
trichomoniasis
Directions: In the appropriate spaces in the box below, write the number of
the term on the right that matches each definition on the left. When you are fin-
ished, the rows, columns, and diagonals should all add up to the same number.
A. Occurrence of diseases in which many people in 1. abstinence

the same place at the same time are affected 2. HIV
B. Avoiding harmful behaviors 3. syphilis
C. Condition in which an individual is unable to 4. pandemic
conceive or has difficulty with conceiving a child 5. genital herpes
D. Bacterial STD that usually affects mucous membranes 6. epidemic
E. STD caused by HSV 7. gonorrhea
F. Bacterial STD that attacks many parts of the body, 8. infertility
caused by a bacterium called a spirochete 9. AIDS
G. Virus that attacks the immune system
H. Disease in which the immune system of the patient is weakened
I. A global outbreak of infectious disease
A B C
15
D E F
15
G H I
15

15 15 15
Name Class Date

Activity 91
Putting on the Pressure

Directions: Many teens want to remain abstinent but are unprepared to deal
with situations in which they may be pressured to engage in sexual activity. It
helps to consider such situations in advance and think of ways to respond in
order to avoid the pressure. The following exercises illustrate such situations.
In the space provided, describe how each teen might respond to the situation
in order to avoid being pressured into sexual activity. Explain your response
in each case.
Exercises
1. Kurt has invited his girlfriend Jennifer to go for a ride in the country in his
new car. No one else is going. She doesn’t know what to tell him.
2. Carrie keeps asking her boyfriend Tino to come over to her house when no
one is home. He always makes up an excuse to get out of going because he
doesn’t want to hurt her feelings by just saying no.
3. Kuancheng wants to remain abstinent, but his friends keep bragging about
their sexual activity and embarrassing him because of his lack of experi-
ence. He’s wondering whether he should reconsider his decision to remain
abstinent in order to get his friends to back off.
Name Class Date

4. At the beach, Yolanda runs into a group of the most popular teens in her
class. They have a cooler full of alcoholic beverages and invite her to join
them. Yolanda is thrilled about being asked to join the group but not about
the drinking. She doesn’t know what to say.
5. Whenever Ashleigh goes to a movie with her boyfriend Zach, he wants

to become intimate. His behavior makes Ashleigh feel uncomfortable, so
she tries to ignore it. She wishes he would get the message and stop trying
so hard.
Name Class Date

Activity 92
Disease Detective
Directions: Some STDs have similar symptoms or no symptoms at all, so mak-
ing a diagnosis requires further evaluation or testing. Other sexually transmit-
ted diseases have fairly distinctive symptoms, making them easier to diagnose.
Assume you are a physician’s assistant and it is your job to make preliminary
diagnoses and recommend testing, if necessary, to determine the causes of ill-
ness. In each of the following cases, the patient has an STD. Based on the
patient’s symptoms or circumstances, make a preliminary diagnosis. State
how the diagnosis can be confirmed and how the disease can be treated.
Cases
1. Patient A is a 21-year-old male. He is concerned about several small,
pinkish bumps he has noticed on his penis. The tops of the bumps are
cauliflower-like in appearance.
2. Patient B is a 21-year-old female. Her boyfriend told her that he has a dis-
charge from his penis. She has no symptoms herself, but she is worried she
might have an STD because they have had physical contact.
3. Patient C is a 19-year-old male who has found blisterlike sores on his

genitals. The sores are painful, and they come and go.
Name Class Date

4. Patient D is a 23-year-old married female who has noticed a discharge and

odor from her vagina, along with itching and irritation. Her husband has
no symptoms, but both are concerned about an STD.
5. Patient E is a 27-year-old male who has had a skin rash, swollen lymph
nodes, and fever for a week. When questioned about any other recent
symptoms, he recalls having a painless reddish sore on his penis a few
weeks earlier. The sore healed on its own, so he did not see the doctor
about it at the time.
Name Class Date

Activity 93
E-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 you operate an Internet information service to answer teens’ questions
about HIV. Read each of the following e-mail questions received from teens.
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. I asked the gym teacher if
we could get HIV from the guy, and he said not if we avoid physical contact
with him. Now, whenever we play basketball, I’m afraid to get aggressive
for fear of bumping into him. What should I do?
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?
3. My parents said I can have my navel pierced, but I am worried about pick-
ing up HIV. Should I be worried?
Name Class Date

4. I live next door to a woman with AIDS. We have a lot of mosquitoes at this
time of year, and I am afraid if one bites her and then bites me I could
become infected with HIV. How likely is that?
5. Last week, I was introduced to an aunt I never met before, and she gave me
a big hug. Later I found out that she is infected with HIV. Now I am wor-
ried that she may have transmitted the virus to me when she hugged me.
What should I do?
6. 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 her HIV as well?
Name Class Date

Activity 94
Knowledge Is Power
Directions: In the year 2001, there were 40 million people worldwide infected
with HIV. One key strategy for reducing the number of new HIV infections is
HIV/AIDS education. The table below, compiled by the Centers for Disease
Control and Prevention, shows the percentage of students who are educated
about HIV and AIDS at school. Use the information in the table to answer the
following questions.
Percent Taught Percent Taught Percent Taught

about HIV/AIDS about HIV/AIDS about HIV/AIDS in
Grade in School (1995) in School (1999) School (present day)
9 86.0 88.2
10 87.8 90.6
11 84.8 92.3
12 86.8 91.8
1. Would you consider the effort to educate high school students about HIV
and AIDS to be successful? Why or why not?
2. How do the percentages of students educated about HIV and AIDS at

school compare for the years 1995 and 1999?
3. Take a survey of the students at your school to compare to the national

survey. If possible, survey students in grades 9–12. Record your results in
the last column of the table above.
4. What might account for any differences between the national data and the
data for the students at your school?
Name Class Date
Study Guide
Chapter 25


Lesson 1
1. Give three reasons why the spread of STDs has been called a hidden
epidemic.
2. Why are teens as a group at particularly high risk for infection with STDs?
3. Identify possible health consequences of STDs.
4. What is abstinence? What role does it play in the prevention of STDs?
5. List strategies that can help teens avoid pressure to engage in sexual activity.
Name Class Date
Lesson 2
6. What health problems can be caused by the human papillomavirus?
7. Identify serious health complications that can occur if chlamydia is

not treated.
8. Why does gonorrhea often go undiagnosed in females?
9. What conditions are caused by the herpes simplex virus?
10. Briefly describe the stages of untreated syphilis.
Lesson 3
11. How does HIV affect the immune system?
Name Class Date
12. What are opportunistic infections?
13. State the risk behaviors known to transmit HIV.
14. When can a pregnant female who is infected with HIV pass the virus to
her baby?
Lesson 4
15. Name the stages of HIV infection. What are the features of each stage?
16. How is HIV detected?
17. Why is a cure for HIV infection so hard to find?
18. Why is HIV called pandemic?
Name Class Date
Vocabulary
Chapter 26
Directions: Complete the crossword puzzle using the clues below.

noncommunicable disease malignant autoimmune disease
cardiovascular disease (CVD) metastasis arthritis
hypertension carcinogen osteoarthritis
atherosclerosis biopsy rheumatoid arthritis
angina pectoris remission disability
arrhythmia allergy profound deafness
cancer histamines mental retardation
tumor asthma Americans with
benign diabetes Disabilities Act
2 3
4 5
7 8
10
11
12 13 14 15
16 17 18
19
20
21
22
23
Name Class Date
Vocabulary
Chapter 26
Across Down
1. Noncancerous tumor 1. A sample for testing
2. arthritis breaks down cartilage 3. Below average, mental
4. Deafness that hearing aids can’t help 5. Disease characterized by insufficient
7. Irregular heartbeats insulin
8. Reaction to foreign and usually 6. High blood pressure
harmless substances 7. with Disabilities Act
9. Disease that affects the heart or blood 11. Causes cancer
vessels (abbr.) 13. Cancerous tumor
10. Causes joint pain 15. Causes breathing difficulties
12. Abnormal cell growth 16. arthritis destroys joints
14. When cancer spreads 17. Abnormal tissue mass
19. Disease not spread between people 18. Cell chemicals released during
or the environment certain allergic reactions
20. Time with no cancer symptoms
following treatment
21. Accumulated plaque on artery walls
22. immune disease
23. Impairment
Name Class Date

Activity 95
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 Seriousness

Mild chest pain Reduced or blocked
that suddenly blood flow to the heart,
changed to intense usually because of
chest pain atherosclerosis
2. Patient 2: male, early thirties, occasional runner.

Brief chest pain The heart is temporarily not
during exercise, getting enough blood, usually
lasting about due to atherosclerosis. The
a minute lack of oxygen causes pain.
3. Patient 3: female, early seventies, history of high blood pressure

and atherosclerosis.

Often has no Excess weight, poor
early stages nutrition, not enough exercise
lasting about
a minute
4. Patient 4: female, early twenties, college runner.

Electrical impulses regulating Atrial fibrilation usually does
heart rhythm become rapid not cause problems, if treated.
or irregular Ventricular fibrillation can
cause sudden cardiac arrest.
Name Class Date

Activity 96
Life Is About Choices

Directions: Read the hypothetical situations below. Using the information in
your textbook as a guide, offer appropriate cancer-related health care advice.
Use health statistics when applicable and include methods of screening and
early detection.
1. Your friend’s older sister insists on being tan all year-round. She lays in the
sun every day during the summer and early fall. When the weather restricts
her routine, she goes to tanning salons a couple of times a week. What
would you tell her?
2. Your mother has smoked cigarettes all her adult life. As she’s grown older,
she has become sedentary and put on a lot of weight. In the last decade, she
has lost her mother, sister, and aunt to breast cancer. What health sugges-
tions might you offer?
3. Your best friend has been smoking cigarettes for the past six months. He says
it makes him feel older and more like one of the guys. Recently, he has also
begun using chewing tobacco. What health advice might you offer him?
Name Class Date

Activity 97
Connecting Behavior, Risk, and Disease

Directions: Read the hypothetical case studies below. Using the information in
your textbook as a guide, attempt to identify the noncommunicable disease for
which the person described may be at risk. Explain how the behavior puts him
or her at risk. Then make a suggestion as to possible ways to reduce the risk.
1. Case 1: Tim is an ardent skateboarder. While significantly overweight, he

can perform some amazing tricks on his skateboard. His favorite tricks
involve jumping stairs and ledges. As his skill has increased, so has the
height at which he performs the stunts.
Noncommunicable disease risk and explanation:
Suggestions to reduce risk:
2. Case 2: Your uncle really likes to eat, and, having reached his fiftieth
birthday, hasn’t changed his eating habits. His diet is high in fat, calories,
and cholesterol. Lately, he has been complaining of tingling in his hands
and feet, excessive thirst, being hungrier than usual, and constantly
getting infections.
Name Class Date

3. Case 3: Recently while playing varsity soccer games, you experience tight-
ness in your chest and shortness of breath, and you begin to wheeze. Some-
times these symptoms gradually go away, and sometimes they last for
hours. You find your game performance is markedly impaired, as breathing
is so difficult.
Name Class Date

Activity 98
Americans with Disabilities

Directions: Read the following excerpts from the Americans with Disabilities
Act of 1990. Explain how each section applies to your school.
1. “The ADA prohibits discrimination on the basis of disability in employ-

ment . . . It prohibits discrimination in recruitment, hiring, promotions,
pay, social activities, and other privileges of employment.”
2. “Public transportation services may not discriminate against people in

the provision of their services . . . authorities . . . must comply with require-
ments for accessibility in new vehicles . . . or provide paratransit.”
3. “. . . the portions of the [public] facility are readily accessible to and usable
by individuals with disabilities, including individuals who use wheelchairs
. . . the path of travel to the altered area and the bathrooms, telephones, and
drinking fountains serving the altered area, are readily accessible to and
usable by individuals with disabilities . . .”
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.”
Name Class Date
Study Guide
Chapter 26

Lesson 1
1. Explain why high blood pressure is a threat to cardiovascular health.
2. Explain why some diseases are called silent killers.
3. What is the main cause of atherosclerosis?
4. Explain the difference between a heart attack and congestive heart failure.
5. Describe two conditions that can cause a stroke.
6. List six risk factors for cardiovascular diseases you can control.
Lesson 2
7. List four major risk factors for cancer.
Name Class Date
8. List six practices that can reduce your risk of cancer.
9. List and describe four cancer treatments.
10. List the seven warning signs of cancer.
Lesson 3
11. List four symptoms of an allergic reaction.
12. List three serious health problems that can result from improper manage-
ment of diabetes.
13. List two ways to reduce the risk of diabetes.
Name Class Date
14. List three strategies for reducing risk of osteoarthritis.
15. Define rheumatoid arthritis.
Lesson 4
16. Define disability.
17. List four common causes of blindness.
18. List four genetic disorders that can cause mental retardation.
19. Name three possible causes of mental retardation among older children or
adults.
20. Name the four sectors in which the Americans with Disabilities Act pro-
hibits discrimination against people with physical or mental disabilities.
Name Class Date
Vocabulary
Chapter 27
unintentional injury hypothermia hurricane

accident chain vehicular safety flash flood
smoke alarm graduated driver’s tornado
fire extinguisher license blizzard
Occupational Safety and road rage earthquake
Health Administration (OSHA) defensive driver emergency survival kit
heat exhaustion severe weather
Directions: An analogy compares two words or ideas in a way that shows

some similarity or relationship between them. An analogy sentence is an anal-
ogy in which one of the terms is missing and must be inferred. For example,
in the analogy sentence accident is to injury as _______ is to safety, the missing
term, prevention, might be arrived at using the following logic: “In just the way
that accidents can lead to injury, so can prevention lead to safety.” Complete
each analogy sentence below by writing one of the words or phrases from the
above list in the space provided.
1. A is to the home as a personal flotation device
is to a boat.
2. An accident chain is to unintentional injury as uncontrolled emotions is to
3. A funnel-shaped windstorm is to a as wind,
rain, and lightning are to a thunderstorm.
4. Snow is to blizzard as rain is to .
5. is to the workplace as safety precautions are to
the home.
6. Shade during hot weather is to as layered

clothing is to .
7. Movement of the earth’s plates is to as severe

thunderstorms and heavy rainfall are to .
Name Class Date

Activity 99
Reducing Accidents
Directions: According to the Centers for Disease Control and Prevention,
there were 97,900 accident-related fatalities in 2000. Taking precautions can
help break the accident chain. Review the statistics below, answer the ques-
tions, and offer suggestions to help reduce the chance of some of these types
of accidents.
Leading Causes of Unintentional-Injury Deaths

Motor vehicles 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; Leading causes of death
1. What percent of accidental deaths are fire related?
2. How might fire-related fatalities be reduced?
3. What two life-saving devices should be present in every home?
4. Falls are the second leading cause of accidental death. List three ways to
prevent falls.
Name Class Date

5. Ninety percent of poisonings occur in the home. How many deaths would
that be?
6. About half of such poisonings involve children under six years of age. How
many children, age six or less, are accidentally killed by poison?
7. List three ways to prevent poisonings.
Name Class Date

Activity 100
Common Sense and Recreational Safety

Directions: Read the scenarios below. Using the information found in the
lesson, identify aspects of each situation that should be amended 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 ventured
off, content with exploring unknown areas.
Safety suggestions:
2. There is nothing Tom enjoys more than cross-country skiing. On a visit to

his grandparents, Tom decided to go on a long ski in the late afternoon. As
the day was reasonably warm, Tom chose to wear his light jacket and light-
est gloves, even though they were damp from his earlier run. As Tom had
left his ski equipment at home, he elected to use a set of his grandfather’s
old skis that had been stored in the barn. Because his grandfather was busy,
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:
3. Taking her powerboat out on the river was one of Alisha’s passions. She
always got a kick out of veering the boat in front of water-skiers and watch-
ing them try to ski through her boat’s wake. She always promised her mom
that she would wear her personal flotation device; but Alisha found the
device too cumbersome, so she stored it in the compartment beneath her
seat. Today, her allergies were really bothering her, so she took two allergy
tablets; she had promised to take a couple of friends to the rock overhang
and wasn’t going to let her allergies ruin the day. Alisha had heard that
there is a great diving spot near the overhang; today she would impress her
friends by finding the highest overhang and jumping first.
Safety suggestions:
Name Class Date

Activity 101
Safety First
Directions: Read the following questions and choose the appropriate response.
Write the letter of the correct response in the space provided.
1. On the way to pick up your brother from football, you notice two drivers
exchanging angry words from their vehicles. One driver accelerates away,
making quick and repeated lane changes; the other driver follows and
seems to be trying to force the first driver over to the side of the road.
What should you do?
a. Accelerate and try to run interference for the first driver.
b. Get the vehicle license number of the second driver and report it to
the police.
c. Follow the drivers to see what happens.
d. Ignore the situation.
2. As you get in a friend’s vehicle, you notice he’s eating a hamburger, his
CD is blaring, and he’s talking on his cell phone. What preventive safety
suggestions might you offer?
a. Don’t eat while driving.
b. Turn the cell phone off before driving.
c. Turn the volume of the CD player down before driving.
d. All of the above.
3. You decide to ride your bicycle over to a friend’s house. It’s getting fairly
dark, so you wear reflective clothing, turn on your bicycle headlight, and
set off. It’s a short trip, so you don’t wear a helmet. Riding against the
traffic, you reach your friend’s home quickly. Name two bicycle safety
measures you failed to use.
a. Never ride at night; obey all traffic rules.
b. Always wear a helmet; ride with the traffic, not against it.
c. Always wear a helmet; never ride at night.
d. Always use hand signals; always ride against traffic.
4. List three preventive safety measures that apply to skateboarding and

in-line skating.
a. Ride with the traffic; wear safety equipment; skate only in
approved parks.
b. Wear protective equipment; attempt only tricks that you have completed
before; watch your speed.
Name Class Date
Applying Health Skills, Chapter 27 (Continued)

c. Watch for pedestrians; wear protective equipment; if you fall, curl

and roll.
d. Skate only in areas with no pedestrians; wear protective equipment;
use proper hand signals for turns.
5. You are considering buying a moped, motorcycle, or ATV. Which of the

following statements about them are true?
a. Motorcycles and mopeds require a license; safety equipment, including
helmet and eye protection, is essential for operating these vehicles; extra
caution should be shown in wet weather.
b. All these vehicles require a license; stunts using these vehicles are safe
because of helmets and other safety measures; ATVs are also allowed
on public roads.
c. Mopeds and motorcycles are just as safe as automobiles; only motor-
cycles require a license; safety equipment, including helmet and eye
protection, is essential for operating these vehicles.
d. Caution in wet weather should always be shown; stunts should never be
performed without experience, especially with ATVs; only motorcycles
are subject to traffic laws.
Name Class Date

Activity 102
Severe Weather Safety Precautions

Directions: Following are safety precautions for severe weather,
hurricanes, floods, thunderstorms, tornadoes, blizzards, and earthquakes.
In the space provided, indicate which weather condition(s) would apply
to each precaution.
1. Seek shelter inside a sturdy building or lie down in a ditch.
2. If outdoors, stay away from tall structures.
3. Bring in loose objects and board up windows or doors.
4. Stay inside or wear protective clothing if you must go outside.
5. Move to higher ground.
6. Evacuate if National Weather Service so instructs.
7. Choose a storm cellar, basement, or crawl space.
8. Stay in the building and crouch in a supported doorway.
9. Do not take shelter under trees.
10. If you are indoors, find an interior room or go to the basement and stay
away from windows.
11. Moor boats or move them to a safe location.
12. Cover yourself with bulky clothing, a mattress, or a blanket.
13. Brace yourself in an inside corner of the building.
14. Listen to radio broadcasts.
15. Stay away from streams, creeks, or storm drains.
16. Do not use computers, telephones, or televisions.
17. Drink only bottled water.
18. Use landmarks to find your way.
19. Get under a heavy piece of furniture and hold on to it, preferably in
a basement or interior room.
Name Class Date
Study Guide
Chapter 27

Lesson 1
1. What is an unintentional injury?
2. Name the five steps of the accident chain.
3. List three safety rules to avoid unintentional fire injuries.
4. What are two fire safety devices that should be present in a home?
5. What effect might keeping stairways well-lit, in good repair, free of clutter,
and equipped with sturdy handrails and nonskid stair strips have?
6. Why should you check outlets and extension cords?
7. How should medications and other potentially poisonous substances

be kept?
8. What are three recommendations for reducing the risk of injury from firearms?
9. Name three injuries related to extended computer or video game use
10. What do the letters OSHA stand for?
Name Class Date
11.What is OSHA’s role?
Lesson 2
12. List three safety rules for recreational safety.
13. List three recommendations for staying safe when camping or hiking.
14. What is hypothermia?
15. What are three factors to help prevent injuries during winter sports?
16. What are four safety precautions to follow when swimming?
17. What is a recommended minimum water depth for safe diving?
18. What are PFDs? When should you wear one?
19. List two precautions for swimming in lakes, rivers, or the ocean.
Lesson 3
20. List five common sense safety tips when you are driving.
Name Class Date
21. What is a graduated driver’s license?
22. What is road rage?
23. Why is using alcohol and drugs when driving a risky behavior?
24. What is a guideline to protect your head when biking or skating?
25. Why should you be a defensive driver on a motorcycle, moped, or ATV?
Lesson 4
26. What is an emergency survival kit?
27. What is a hurricane?
28. What is a flash flood?
29. What is a tornado?
30. How does a blizzard differ from an ordinary snowstorm?
31. What is an earthquake?
Name Class Date
Vocabulary
Chapter 28
first aid fracture

universal precautions unconsciousness
chain of survival concussion
defibrillator poison
cardiopulmonary resuscitation venom
(CPR) poison control center
shock
Directions: Read the following passage. For each underlined phrase, write the
term from the list above that can replace it.
Sometimes an injured individual may experience 1. a failure of the cardio-

vascular system to keep an adequate supply of blood circulating to the vital
organs of the body. If this occurs, you should call 911 and then follow a series
of steps, including elevating the legs about 12 inches. Some common emergen-
cies involve muscle strains, sprains, or a(n) 2. break in a bone. Another com-
mon emergency is 3. a condition in which a person is not alert and aware of his
or her surroundings. An injury can also involve a(n) 4. jarring injury to the
brain, which affects normal brain function. If you suspect that an injured per-
son has this condition, you should have him or her lie down until the condi-
tion improves. If a person takes in 5. any substance that causes injury, illness,
or death when introduced into the body, you should find out what to do by
calling a(n) 6. 24-hour hot line that provides emergency medical advice on
treating poisoning victims.
Learning how to provide 7. immediate, temporary care to an injured person
until professional medical care arrives can help to save a life or prevent further
injury. It is important to take 8. actions to prevent the spread of disease by
treating all blood and other body fluids as if they contained pathogens when
providing this care in order to minimize the risk of contracting a disease. If a
victim is faced with a life-threatening emergency, you must begin a(n) 9.
sequence of actions that maximize the victim’s chances of survival. One of
these actions uses a(n) 10. device that delivers an electric shock to the heart to
restore its normal rhythm. This action is generally the responsibility of the
emergency medical personnel. If a person’s breathing or heartbeat has
stopped, you might have to perform 11. a life-saving procedure that combines
rescue breaths with chest compressions.
1. 7.
2. 8.
3. 9.
4. 10.
5. 11.
6.
Name Class Date

Activity 103
When You’re the Only One Who Can Help

Directions: Provide step-by-step first-aid instruction for each case below.
1. You walk downstairs and find your younger brother holding his hand. It is
bleeding 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.
Recommended first-aid procedures:
2. The eight-year-old boy you are babysitting comes in sobbing and holding
his knee. He tells you he fell while skateboarding. After pulling his hands
away from his knee, you discern that the wound is bleeding; fortunately, it
appears only to be a mild abrasion.
3. Walking home from a friend’s house, you hear an odd “whooshing” noise,
then cries of pain coming from beside your neighbor’s house. 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.
Flames are coming from his grill, reaching over a foot in height. No one
is home at your house and you know your neighbor lives alone.
Name Class Date

Activity 104
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 went back out, the boy
was lying face down in the water. The boy is not moving, coughing, or
breathing.
First-aid care:
2. A man was involved in a car accident. He does not appear to be bleeding.

He is very restless, nauseous, pale, and has a rapid pulse. He is in shock.
First-aid care:
3. 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:
Name Class Date

Activity 105
Handling Common Emergencies

Directions: You may be faced with situations in which a friend or relative
experiences some minor injury. Knowing how to handle these situations
can help to ease the victim’s pain and prevent further complications. 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. Your friend steps on a branch and
twists his ankle. The ankle is painful and swollen. What kind of injury is
your friend experiencing? What action should you take?
2. You are standing in a long line with your sister. It is hot and she faints. How
will you help her?
3. You are babysitting 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?
Name Class Date

Activity 106
Poisonings: When Time Is Critical

Directions: Describe proper first-aid treatment for each poisoning example below.
1. Swallowed poison
First-aid treatment:
2. Poison in the eye

3. Insect sting
4. Poison ivy, oak, or sumac

5. Poisonous snakebite
Name Class Date
Study Guide
Chapter 28

Lesson 1
1. What is first aid?
2. Why is it important to use universal precautions when administering first aid?
3. What is the difference between an abrasion and a laceration?
4. What are the steps in controlling bleeding in an open wound?
5. Describe the three types of burns.
Lesson 2
6. Describe the four links in the chain of survival.
7. What is CPR and when should it be used?
Name Class Date
8. What are the symptoms of shock?
Lesson 3
9. What is the difference between a strain and a sprain?
10. What is a fracture?
11. What are the steps for treating an animal bite?
12. How should a nosebleed be treated?
Lesson 4
13. Define poison.
14. How should poison on the skin be treated?
15. Who needs immediate medical attention if stung by a bee?
Name Class Date
Vocabulary
Chapter 29
air pollution decibel urban sprawl

smog biodegradable wastewater
air quality index (AQI) landfill conservation
asbestos hazardous waste precycling
radon deforestation recycling
noise pollution
Directions: Use the clues to solve the puzzle. Write one letter of each answer in
each space provided. Then copy the boxed letters in order, and they will com-
plete the sentence at the bottom of the page.
1. An odorless, radioactive gas 5. A substance that is explosive, corrosive,

2. A fibrous material that has highly reactive, or toxic
fireproof properties 6. The contamination of earth’s atmosphere
3. Harmful, unwanted sound of sufficient 7. A unit that measures the intensity of sound
intensity to damage hearing 8. Reducing waste before it is generated
4. A yellow-brown haze that forms when 9. The spread of city development onto
sunlight reacts with air pollution undeveloped land
1.
2.
3.
4.
5.
6.
7.
8.
9.
Understanding the causes of pollution and learning strategies to reduce waste

can help protect the earth’s natural .
Name Class Date

Activity 107
Pollution Solutions
Directions: When people hear the term air pollution, they often think of
huge factory smokestacks billowing dirty waste into the air. While industry
is responsible for some pollution, the leading sources of air pollution in the
United States are forms of transportation: motor vehicles, trains, ships, and air-
planes. These sources of air pollution are under our control. The same is true
for furnaces, fireplaces, and heaters, as well as cleaning products and chemi-
cals. Noise pollution, an increasingly common problem, is another type of
pollution we can control. Listed below are some common objects. For each, list
ways to reduce the air and noise pollution associated with its use. Sometimes
the same strategy will reduce both air and noise pollution.
1. Lawn mowers
Strategies to reduce air pollution:
Strategies to reduce noise pollution:
2. Cars
3. Leaf blowers/chain saws

Name Class Date

Activity 108
Spread the Word

Directions: Land and water resources are used by every person on earth.
Human activity is often harmful to land and water resources. There are, how-
ever, many actions people can take to minimize their impact on both land and
water. For each of the pollution sources listed below, identify related problems
and suggest possible solutions
1. Solid waste disposal

Problem:
Solutions:
2. Hazardous waste
Problem:
Solutions:
Name Class Date

Activity 109
What’s Your Score?

Directions: There are many actions you can take to conserve natural resources.
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 rather than turning up the heat.
2. I turn off the lights when I leave the room.
3. I turn off the TV when no one is watching.
4. When possible, I use the microwave rather than the oven.
5. I recycle household waste.
6. I carry cloth bags for shopping, rather than using plastic.
7. I turn off the computer when it isn’t being used.
8. I keep my windows shut when the heating or air

conditioning is running.
9. I turn off the water when I brush my teeth.
10. I avoid long showers.
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:
If you scored
15–20: Good work—you often practice conservation strategies.
10–15: You could improve—try to remember the conservation strategies

in the chapter.
0–10: Conservation is not a part of your daily habits—review the chapter

and make a plan to start conserving today!
Name Class Date
Study Guide
Chapter 29

Lesson 1
1. Define air pollution.
2. What does the abbreviation AQI stand for? What is its purpose?
3. List two actions you can take to reduce air pollution.
4. Name two sources of indoor air pollution.
5. What unit is used to measure the intensity of loudness of sound?
6. Name three sources of noise pollution.
Lesson 2
7. Define biodegradable.
8. What is hazardous waste?
Name Class Date
9. What is urban sprawl? How does it affect air and water quality?
10. What is wastewater? Why is it an environmental concern?
11. List two strategies for reducing water pollution.
12. List two strategies for reducing land pollution.
Lesson 3
13. List two strategies for conserving resources in each of the following cate-
gories: heating and cooling, water, lighting and appliances.
14. Define precycling.
15. What are two ways to precycle?
Name Class Date
16. Define recycling.
17. List three common household wastes that can be recycled.
18. What are two ways you can become involved in protecting the environment?
Notes
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Notes

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What is the purpose and structure of the workbook?

What is the purpose and structure of the workbook?

What topics are covered in Unit 1?

What topics are covered in Unit 1?

Student Activity Workbook

Teacher Annotated Edition

Printed in the United States of America.

Send all inquiries to:

ISBN-13: 978-0-07-875004-5 (Student Activity Workbook)

UNIT 2 PHYSICAL ACTIVITY AND NUTRITION

UNIT 4 SAFE AND HEALTHY RELATIONSHIPS

iv CONTENTS Copyright © by The McGraw-Hill Companies, Inc.

UNIT 5 PERSONAL CARE AND BODY SYSTEMS

Copyright © by The McGraw-Hill Companies, Inc. CONTENTS v

UNIT 7 TOBACCO, ALCOHOL, AND OTHER DRUGS

UNIT 8 DISEASES AND DISORDERS

vi CONTENTS Copyright © by The McGraw-Hill Companies, Inc.

UNIT 9 INJURY PREVENTION AND ENVIRONMENTAL HEALTH

Copyright © by The McGraw-Hill Companies, Inc. CONTENTS vii

health health literacy media

1. The collective beliefs, customs, and 6. An overall state of well-being, or total

Your health at any given moment is a point along a(n)

Applying Health Skills

Choices Make the Difference

2. Audra recently moved and is attending a new school. In an effort to be

Applying Health Skills

Where to Get Help

1. A 15-year-old boy has come to the office complaining of a stomachache. He

Applying Health Skills

STUDY TIPS: • Read You’ll Learn To for each lesson.

2. Give examples that show why health is dynamic.

3. What is wellness? How is it achieved?

4. List lifestyle factors that promote good health.

Study Guide, Chapter 1 (Continued)

6. Compare and contrast health education and health literacy.

7. Describe Healthy People 2010.

9. What is physical health? Mental/emotional health? Social health?

Study Guide, Chapter 1 (Continued)

10. Define heredity and explain how it influences health.

11. Distinguish between your physical and social environments. Provide an

12. How are attitude and behavior related to health?

Study Guide, Chapter 1 (Continued)

15. Use an example to explain cumulative risks.

health skills advocacy long-term goal

How do you choose a personal (1) person whose success or behavior is

II. Directions: Answer the following question in the space provided.

Applying Health Skills

Applying Health Skills

The Long and Short of It

Personal Action Plan—Short-Term 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

8. Steps to reach this goal:__________________________________________________________

9. Sources of help and support: ______________________________________________________

10. Time frame for this goal: _________________________________________________________