Health Research- 7th & 8th Grade

Cite Your Sources | Search Terms | Print Resources | Database Resources | Web Links | SOL’s

Cite your sources!

For this project, we will be using EasyBib. Gunston has a subscription to the premium version of EasyBib, an online program for creating citations for all your projects as well as for taking notes and organizing your research.

1. Go here and click “Sign in with Google.”
2. Use your OneLogin username (Student ID) and your StudentVue/Google password.
3. In the upper right-hand corner under where it says “Hi” and your name, click on Coupon Codes. Enter the Coupon Code that Ms. Shanker gives you.

Once you create an account, you can access it from anywhere, not just at Gunston.

Search Terms

Do you need additional information? Try using these words and phrases to search ACORN, databases, print and online encyclopedias or the World Wide Web:

• alcohol, alcoholism
• body, human; (specific areas, i.e. circulatory system, digestive system, etc.)
• diseases (specific diseases, i.e. asthma, diabetes, etc.)
• drug abuse (also specific drugs, i.e. heroin, marijuana, etc.)
• weather, natural disasters, hurricanes, tornadoes

Print Resources

There are several excellent books about this topic. A few of the books are listed below. To locate more books, use the suggested keywords and phrases to search the online library catalog.

The Complete Family Health Book

Donna Shelley, American Medical Women’s Association
Call number: R 610 Com

Healthy Living

Caroline M. Levchuck, Michele Ingber Drohan, Jane Kelly Kosek, Allison McNeill
v. 1. Nutrition, personal care hygiene, sexuality, physical fitness, environmental health
v. 2. Health care systems, health care careers, preventive care, over-the-counter drugs, alternative medicine
v. 3. Mental health, mental illness, eating disorders, habits and behaviors, mental health therapies.
Call number: R 613 Lev

Johns Hopkins Family Health Book

Michael J. Klag, Johns Hopkins University
Call number: R 616 Joh

Mayo Clinic Family Health Book

David E. Larson, Scott C. Litin, Mayo Clinic
A complete medical reference guide for the entire family, covering health aspect through the years, staying well, first aid and emergency care, human diseases and disorders, and modern medical care.
Call number: R 613 May

Sick! Diseases and Disorders, Injuries and Infections

David E. Newton
Presents articles describing the causes and symptoms, diagnosis, treatment (both traditional and alternative) prognosis, and prevention of various diseases, disorders, injuries, and infections.

Database Resources

Locate information on your topic from school or home using our subscription databases, for both encyclopedia and magazine resources.

• Encyclopedia Britannica Online School Edition
• Health and Wellness Resource from GALE Cengage Learning
• Infotrac Student Edition from GALE Cengage Learning
• World Book Student Encyclopedia
  Type in the search box or go to Advanced Search: Browse Options: Search by Subject.
• eLibrary Newspapers, magazines, photos and more. Look for Bookcart.

Web Links

The Web sites listed on this page have been previewed and selected for this topic. If additional information is needed, use the suggested keywords and phrases to search the Internet.

General Health Information

• CDC – Centers for Disease Control & Prevention
• FamilyDoctor.org
• GirlsHealth.gov – alcohol, bullying, dating, drugs, fitness, friendships, nutrition, smoking
• HealthFinder.gov
• HelpGuide.org – “Helpguide’s mission is to help you understand, prevent, and resolve many of life’s challenges. Our goal is to empower you with the knowledge and support you need to take charge of your life and make healthy choices.”
• Discovery Health: How Stuff Works
• Learn to be Healthy.org – Health Science Education Tools for Teens
• MedLine Plus
• National Institutes of Health
• NOAH – New York Online Access to Health
• WebMD

Alcohol

• CDC – Centers for Disease Control & Prevention – Statistics
• MADD – Mothers Against Drunk Driving
• Teens Health
• National Institute on Alcohol and Alcohol Abuse
• CDC – Alcohol & Public Health
• Kids Health

Consumer and Community Health

• American Red Cross

• Arlington County Department of Human Services
• Arlington County Police Department
• EMS – Emergency Medical Services
• Technology and Media – Parent Further – A Search Institute resource for families
• UNICEF – United Nations Children’s Fund

Diseases and Medical Conditions

• American Cancer Society
• American Childhood Cancer Organization
• American Diabetes Association
• American Heart Association
• CDC – Centers for Disease Control and Prevention
• Family Doctor
• Mayo Clinic

Drugs

• CDC – Statistics
• Drug Abuse: Getting It Straight – PBS
• Drug Facts – Office of National Drug Control Policy

• Drug Information – D.E.A.

• National Institute on Drug Abuse – NIDA
• NIDA for Teens – The Science Behind Drug Abuse – from the National Institutes of Health

• Parents: the Anti-Drug
• Partnership For a Drug Free America

Fitness

• Exercise and Physical Fitness
• Center for Young Women’s Health
• CDC Be Fit!

Nutrition

• EatRight.org
• How Can I Cook Healthfully? – American Heart Association
• ChooseMyPlate
• Teens Health – Food and Fitness
• Teens Health – Food and Nutrition
• Center for Young Women’s Health
• Be Healthy!

Social and Emotional Health

• TeensHealth – search for Abuse, Family Relations, Friendship, Peer Pressure, Self-Esteem, Stress
• Family Doctor – Stress
• Injury Prevention and Control – Violence Prevention from the CDC

Teen Pregnancy

• Advocates for Youth
• National Campaign to Prevent Teen and Unplanned Pregnancy
• CDC Be Safe!
  
• Teenage Pregnancy – Medline – National Institute of Health

Tobacco /Smoking

• American Cancer Society
• TeensHealth- Tobacco
• NIDA – National Institute of Drug Abuse

SOL & Information Literacy Standards

Grade Seven

Students in grade seven generate and choose positive alternatives to risky behaviors. They use skills to resist peer pressure and manage stress and anxiety. Students are able to relate health choices (e.g., nutritional, physical activity) to alertness, feelings, and performance at school or during physical activity. Students exhibit a healthy lifestyle, interpret health information, and promote good health.

Knowledge and Skills

7.1 The student will use knowledge of health concepts to make decisions related to personal safety and wellness. Key concepts/skills include
a) alternatives to gang-related behaviors and acts of violence;
b) recognition of harmful and risky behaviors;
c) the benefits of stress management and stress-reduction techniques;
d) development of strategies for coping with disappointment;
e) factors that affect school success;
f) the impact of difficult family situations;
g) development of healthy interpersonal relationships.
7.2 The student will describe and exhibit the behaviors associated with a physically active and healthy lifestyles. Key concepts/skills include
a) the effects of nutrition on daily performance;
b) the importance of participating in recreational and leisure activities;
c) strategies for avoiding drugs, alcohol, tobacco, inhalants, and other harmful substances;
d) the health benefits of regular physical activity and fitness;
e) the impact of sleep and rest on physical and mental performance.

Information Access and Use

7.3 The student will investigate and analyze the various factors that guide an individual’s decisions about health and wellness. Key concepts/skills include
a) the types of advertising techniques used to influence adolescents’ decisions;
b) the validity of information from different resources;
c) family practices and customs.

Grade Eight

Students in grade eight have an understanding of the origins and causes of diseases, including the relationship between family history and certain health risks. They begin to relate short- and long-term consequences of health choices and apply health skills to specific personal, family, and community health concerns. Students can discern relationships among all components of health and wellness and knowledgeably use consumer information.

Knowledge and Skills

8.1 The student will analyze and evaluate the relationship between health-risk behaviors and the onset of health problems that can impact health and wellness during the adolescent years. Key concepts/skills include
a) the pathogenic, genetic, age, cultural, environmental, and behavioral factors that influence the degree of risk for contracting specific diseases;
b) the roles of preventive health measures, immunization, and treatment in disease prevention;
c) the short- and long-term health issues related to alcohol abuse and tobacco use;
d) the impact of failing to recognize issues related to emotional and mental health;
e) the health risks associated with feelings of immortality and invincibility;
f) the consequences of involvement in potentially dangerous situations;
g) the health risks of a sedentary lifestyle;
h) the risk factors associated with communicable and non-communicable diseases.
8.2 The student will apply health concepts and skills to the management of personal and family health. Key concepts/skills include
a) the risks associated with gang-related activities;
b) the benefits of using resistance, problem-solving, and decision-making skills for addressing health issues;
c) the importance of developing relationships that are positive and promote wellness;
d) the benefits of developing and implementing short- and long-term health and fitness goals that are achievable and purposeful.
8.3 The student will make choices that demonstrate an understanding of the relationship between nutrition and emotional and physical health. Key concepts/skills include
a) causes and effects of compulsive behaviors, such as eating disorders;
b) the relationship between personal health and cognitive performance.

Information Access and Use

8.4 The student will interpret and evaluate how health information, products, services, and agencies target adolescents. Key concepts/skills include
a) a personal system for reviewing appropriateness of print, audiovisual, and electronic media images;
b) the influence of multiple media resources on personal choices;
c) consumer rights related to health products and services.
AASL Standards for the 21st-Century Learner
1. Inquire, think critically, and gain knowledge.1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.2.1.1 Continue an inquiry based research process by applying critical-thinking skills [ ] to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-word situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understanding, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3. Share knowledge and participate ethically and productively as members of our democratic society.3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understanding effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
4. Pursue personal and aesthetic growth.4.1.1 Read, view, and listen for pleasure and personal growth.
4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.4 Seek information for personal learning in a variety of formats and genres
4.1.5 Connect ides to own interests and previous knowledge and experience
4.1.6 Organize personal knowledge in a way that can be called upon easily.
4.1.7 Use social networks and information tools to gather and share information.
4.1.8 Use creative and artistic formats to express personal learning.