Health Research- 6th 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

Links and Passwords – in Blackboard “Library Online”
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

• Brain Pop – requires username & password
• FamilyDoctor.org
• GirlsHealth – alcohol, bullying, dating, drugs, fitness, friendships, nutrition, safety, & smoking
• Healthfinder
• H1N1 – EBSCO
• MedlinePlus
• National Institutes of Health
• NOAH – New York Online Access to Health

Alcohol

• YOUTH | Leadership to Keep Children Alcohol Free
• CDC – Alcohol & Public Health
• Kids Health
• MADD – Mothers Against Drunk Driving
• National Institute on Alcohol and Alcohol Abuse

Consumer and Community Health

• American Red Cross
• Arlington Department of Human Services
• Arlington County Police Dept.
• EMS
• Technology and Media – Parent Further – A Search Institute resource for families
• UNICEF

Diseases and Medical Conditions

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

Drugs

• CDC – Statistics
• NIDA
• NIDA for Teens – The Science Behind Drug Abuse – from the National Institutes of Health
• Partnership For a Drug Free America

Fitness

• Exercise and Physical Fitness
• Kids Health and Teens Health
• Young Women’s Health

Human Body

• Brain Pop – requires username and password

Nutrition

• BAM – Body and Mind
• 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
• CDC

Safety

• Babysitting:
  • Babysitting Safety – Santa Clara, Calif. Police Department
  • Guide to the Business of Babysitting– University of Illinois
• Dangerous Situations:
  • MADD – Mothers Against Drunk Driving

First Aid and Safety:

• BAM – Body and Mind
• Body1 – First Aid
• CDC – Centers for Disease Control and Prevention
• F.E.M.A. For Kids – The Disaster Area
• Girls Health – search for Safety
• Injury Free Safety Topics – Columbia Univ. School of Public Health
• Injury Prevention for Kids – Bike safety, Fire safety, Home safety
• KidsHealth – search for Safety
• MedlinePlus – First Aid
• NOAA – Tsunami

Medicines:

• Over the Counter Drugs – U.S. Dept. of Food & Drug Administration
• Over the Counter Medicines – U.S. Dept. of Food & Drug Administration

Social and Emotional Health

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

Tobacco

• American Cancer Society
• Kids Health
• NIDA

SOL & Information Literacy Standards

Grade Six

Students in grade six develop more sophistication in understanding health issues and practicing health skills. They apply health skills and strategies to improve or maintain personal and family health. Students begin to understand adolescent health issues and concerns and the relationship between choices and consequences. They understand how to be a positive role model and the impact of positive and negative peer pressure. Students demonstrate injury-prevention behaviors at school and elsewhere. They are resourceful and discriminating in accessing and critiquing health information.

Knowledge and Skills

6.3 The student will describe the connections between mental and physical development as they relate to adolescence. Key concepts/skills include
a) the effects of stress;
b) respect for individual differences;
c) positive and negative responses to criticism;
d) the effects of peer pressure;
e) the effects of bullying;
f)issues related to body image and weight management.
6.4 The student will analyze the consequences of personal choices on health and wellness. Key concepts/skills include
a) the relationships among personal actions, self-image, and personal success;
b) the importance of accepting responsibility for personal actions;
c) the use of resistance skills to avoid violence, gangs, weapons, and drugs;
d) identification and avoidance of risk-taking behaviors.

Information Access and Use

6.6 The student will access and analyze information for the purpose of improving personal and family health. Key concepts/skills include
a) assessment of personal and family wellness;
b) analysis of the reliability of health information;
c) recognition of the persuasive tactics used by various types of media;
d) interpretation of the contraindications for prescription drugs and over-the-counter medicines.

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.