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interactive student edition
Mary H. Bronson, Ph.D.

Don Merki, Ph.D.

Contributing Authors
Michael J. Cleary, Ed.D.
Kathleen Middleton, M.S.
Dinah Zike, [Link].
About the Authors Michael J. Cleary, Ed.D., C.H.E.S., is Professor and
School Health Education Coordinator at Slippery
Rock University. Dr. Cleary taught at Evanston
Mary H. Bronson, Ph.D., has taught health educa- Township High School in Evanston, Illinois, and
tion in grades K–12, as well as health education later became the Lead Teacher Specialist at the
methods classes at the undergraduate and gradu- McMillen Center for Health Education in Fort
ate levels. As Health Education Specialist for the Wayne, Indiana. Dr. Cleary has published and
Dallas School District, Dr. Bronson developed presented widely on curriculum development
and implemented a district-wide health educa- and portfolio assessment in K–12 health educa-
tion program, Skills for Living, which was used as tion. Dr. Cleary is the co-author of Managing
a model by the state education agency. She has Your Health: Assessment for Action.
assisted school districts throughout the country
in developing local health education programs.
Kathleen Middleton, M.S., C.H.E.S., is a nationally
She is also the author of Glencoe’s Teen Health
recognized expert in health education, curricu-
textbook series.
lum development, and assessment. Kathleen
serves as the health education consultant for the
Don Merki, Ph.D., taught health education for 35 CCSSO-SCASS Health Education Assessment
years. He taught at the University of New Project. She has more than 25 years experience
Mexico, featuring classes in substance abuse, in health education, including teaching at the
mental health, adopting a healthy lifestyle, middle school, high school, and college levels.
HIV/AIDS and sexually transmitted diseases, and Ms. Middleton is the author of Comprehensive
stress and life management skills. He taught School Health Challenge. She has served as admin-
students from broad cultural and ethnic back- istrator for Health and Physical Education for
grounds from elementary to graduate school. the Monterey County Office of Education.

Dinah Zike, [Link]., is an international curriculum

TIME is the nation’s leading news and informa- consultant and inventor who has designed and
tion magazine. With over 80 years of experience, developed educational products and three-
TIME provides an authoritative voice in the dimensional, interactive graphic organizers for
analysis of the issues of the day, from politics to over thirty years. As president and founder of
pop culture, from history-making decision to Dinah-Might Adventures, L.P., Dinah is the
healthy living. TIME Learning Ventures brings author of over 100 award-winning educational
the strength of TIME and TIME For Kids’ edito- publications. Dinah has a B.S. and an M.S. in
rial and photographic excellence to educational educational curriculum and instruction from
resources for school and home. Texas A&M University. Dinah Zike’s Foldables are
an exclusive feature of McGraw-Hill textbooks.

Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act,
no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system,
without prior written permission of the publisher.

Send all inquiries to:

Glencoe/McGraw-Hill
21600 Oxnard Street, Suite 500
Woodland Hills, California 91367

ISBN-13: 978-0-07-872654-5 (Student Edition)

ISBN-10: 0-07-872654-9 (Student Edition)

ISBN-13: 978-0-07-872657-6 (Teacher Wraparound Edition)

ISBN-10: 0-07-872657-3 (Teacher Wraparound Edition)

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 071/043 09 08 07 06 05
Health and Educational Consultants
Alia Antoon, M.D., F.A.A.P. UNIT 4: Promoting Safe and
Assistant Clinical Professor of Medicine, Harvard Healthy Relationships
Medical School
Cheryl Page, C.H.E.S.
Chief of Pediatrics, Shriners Hospital
Health Education Specialist
Boston, Massachusetts
Salem Keizer Public Schools
Christine Anne Pedrick Hayashi, J.D. Salem, Oregon
Reading Specialist
Jeanne Title
Sylmar, California
Coordinator, Prevention Education
Patricia Sullivan Napa County Office of Education and Napa Valley
Inclusion Specialist Unified School District
Meade Middle School Napa, California
Fort Meade, Maryland
UNIT 5: Personal Care and Body Systems
UNIT 1: A Healthy Foundation Patrick M. Forese, M.S.
Allied Health Educator
Kristen D. Fink, M.A.
Slippery Rock University
Executive Director, Community of Caring
Grove City High School
Arlington, Virginia
Grove City, Pennsylvania
Betty M. Hubbard, Ed.D., C.H.E.S.
Professor of Health Education UNIT 6: Growth and Development
Department of Health Sciences Stephanie S. Allen, M.S., R.N.
University of Central Arkansas Senior Lecturer, Baylor University
Conway, Arkansas Louise Herrington School of Nursing
Dallas, Texas
UNIT 2: Physical Activity and Nutrition
Roberta L. Duyff, R.D., C.F.C.S. Alice B. Pappas, Ph.D., R.N.
Associate Dean/Associate Professor
Food and Nutrition Education Consultant
Baylor University
St. Louis, Missouri
Louise Herrington School of Nursing
Dallas, Texas
UNIT 3: Mental and Emotional Health
Betty M. Hubbard, Ed.D., C.H.E.S. UNIT 7: Tobacco, Alcohol, and Other Drugs
Professor of Health Education
Department of Health Sciences
Nancy S. Maylath, M.P.H., H.S.D.
Director, Student Wellness Office
University of Central Arkansas
Purdue University
Conway, Arkansas
West Lafayette, Indiana
Peter T. Whelley
Adjunct Faculty
Jeanne Title
Coordinator, Prevention Education
University System of New Hampshire
Napa County Office of Education and Napa Valley
Moultonsborough, New Hampshire
Unified School District
Gordon D. Wrobel, Ph.D. Napa, California
Consultant, National Association of School
Psychologists UNIT 8: Diseases and Disorders
Bethesda, Maryland Michael T. Brady, M.D.
Professor and Vice-Chair
Department of Pediatrics
Children’s Hospital, Columbus
The Ohio State University
Columbus, Ohio

iii
Health and Educational Jill English, Ph.D., C.H.E.S.
Assistant Professor
Consultants (continued) California State University, Fullerton
Fullerton, California
UNIT 9: Injury Prevention and
Elizabeth J. Godwin
Environmental Health
Family and Consumer Science Teacher
David A. Sleet, Ph.D. Cape Coral, Florida
Associate Director for Science
Division of Unintentional Injury Prevention Debra C. Harris, Ph.D.
Centers for Disease Control and Prevention (CDC) Department Chair, Health and Physical Education
Atlanta, Georgia West Linn High School
West Linn, Oregon

Pamela Hoalt, Ph.D.

Teacher Reviewers Professor of Health Education
Malone College
Angela Bevilacqua Canton, Ohio
Health Educator
Lakewood Ranch High School Norma H. Lee
Bradenton, Florida Health Education Consultant
New Market, Tennessee
Rhoda Booker
Assistant Principal Michael Rulon
Fairview High School Health/Physical Education Teacher
Fairview, Tennessee Pawtucket, Rhode Island

Pamela R. Connolly Linda B. Salzman

Curriculum Coordinator for Health and Physical Health Education Consultant and Trainer
Education Wilmington, North Carolina
Diocese of Pittsburgh
North Catholic High School Alan Sewell
Pittsburgh, Pennsylvania Health and Physical Education Teacher
E.A. Laney High School
Pamela Dobbins, B.S.N., [Link]. Wilmington, North Carolina
Healthcare Science Technology Education Teacher
Georgia Association of Educators
Adel, Georgia

iv
 Unit 1 Unit 6
Health for All Choosing Toys
(Goal Setting) . ................ 8 (Decision Making) ............. 506
The Ball’s in Your Court Exploring Careers
(Communication) .............. 29 (Decision Making) ............. 522
Getting a Sports Physical Unit 7
(Decision Making) . ............. 56
Avoiding Environmental Tobacco Smoke
Unit 2 (Communication) ............. 553
Starting a Physical Activity Program Avoiding Alcohol
(Goal Setting) ................ 89 (Refusal Skills) ............... 566
Helping a Friend Get Help Unit 8
(Decision Making) ............. 155
Caring for Your Immune System
Unit 3 (Decision Making) ............. 629
Expressing Your Feelings Lines of Defense
(Communication) ............. 186 (Refusal Skills) ............... 657
Being a Supportive Friend Helping Others
(Communication) ............. 212 (Decision Making) ............. 666
When a Friend Seems Troubled Being Sun Smart
(Decision Making) ............. 232 (Decision Making) ............. 686
Unit 4 Unit 9
Expressing Disapproval of Bullying Preparing an Emergency Survival Kit
(Communication) ............. 259 (Goal Setting) ............... 726
That’s What Friends Are For How to Handle a Puncture Wound
(Communication) ............. 284 (Practicing Healthful Behaviors) . ..... 739
When Best Friends Disagree
(Conflict Resolution) ............ 304
When Joining A Group Becomes Dangerous
(Decision Making) ............. 339
Helping a Victim of Dating Violence
(Communication) ............. 351
Unit 5
Riding Smart
(Decision Making) ............. 407
Asthma and Physical Activity
(Communication) ............. 434
Asking Difficult Questions
(Communication) ............. 478

xiv
Unit 1 Avoiding Stress for Healthy Digestion
Health Influences (Stress Management) ........... 449
(Analyzing Influences) . ........... 15 Monthly TSE Reminder Card
Setting Your Personal Health Goal (Practicing Healthful Behaviors) . ..... 471
(Goal Setting) ................ 35 Unit 6
Raising Awareness of Public Health Programs Tips for a Healthy Pregnancy
(Advocacy) . ................. 66 (Advocacy) ................. 495
Unit 2 Conflict-Resolution Skills for a Healthy Marriage
Promote the Benefits of Physical Activity (Conflict Resolution) ............ 525
(Advocacy) . ................. 76 Unit 7
Reducing Your Intake of Fats Smoking Out Underage Tobacco Sales
(Goal Setting) ............... 118 (Accessing Information) .......... 554
Fad Diets Harm Health Saying No to a Driver Who Has Been Drinking
(Advocacy) ................. 153 (Refusal Skills) ............... 572
Unit 3 Refusing Drugs
Managing Anger (Refusal Skills) ............... 607
(Stress Management) ........... 191 Unit 8
Managing Your Time The Benefits of Abstinence
(Stress Management) ........... 207 (Advocacy) ................. 650
An Encouraging Word Start a Healthy Habit
(Communication) ............. 240 (Practicing Healthful Behaviors) . ..... 678
Unit 4 Unit 9
Demonstrating Empathy Creating a Fire Safety Plan
(Practicing Healthful Behaviors) . ..... 258 (Practicing Healthful Behaviors) . ..... 708
Making Time for Family Fun First-Aid Stations
(Practicing Healthful Behaviors) . ..... 277 (Practicing Healthful Behaviors) . ..... 753
Assert Yourself One Planet—Your Role
(Communication) ............. 311 (Advocacy) ................. 780
Practicing Safety Strategies
(Practicing Healthful Behaviors) . ..... 333
Unit 5
Training Safety Checklist
(Practicing Healthful Behaviors) . ..... 397
Seeing the Effects of Smoking
(Advocacy) ................. 430

xv
 Unit 1 Unit 5
Analyzing Risk Behaviors Examining Product Claims
(Advocacy) . . . . . . . . . . . . . . . . . . . . . . . 19 (Accessing Information) . . . . . . . . . . . . . 369
Character in Action Are You Getting Enough Calcium?
(Accessing Information) . . . . . . . . . . . . . . 39 (Goal Setting) . . . . . . . . . . . . . . . . . . . . 392
Reading Product Labels Unit 6
(Accessing Information) . . . . . . . . . . . . . . 51
Fetal Ultrasound Technologies
Writing a Letter of Complaint
(Accessing Information) . . . . . . . . . . . . . 490
(Accessing Information) . . . . . . . . . . . . . . 62
Government Spending for Health Research
Unit 2 (Advocacy) . . . . . . . . . . . . . . . . . . . . . . 532
Targeting Cardiovascular Fitness Unit 7
(Practicing Healthful Behaviors) . . . . . . . . . 84
Help a Friend STOP Using Tobacco
Being Safe While Physically Active
(Advocacy) . . . . . . . . . . . . . . . . . . . . . . 549
(Advocacy) . . . . . . . . . . . . . . . . . . . . . . 100
Seeing Through Alcohol Advertising
Smart Snacking
(Analyzing Influences) . . . . . . . . . . . . . . 564
(Practicing Healthful Behaviors) . . . . . . . . 127
Analyzing Trends: Drug Prevention Programs
Meatless Meals
(Analyzing Influences) . . . . . . . . . . . . . . 593
(Accessing Information) . . . . . . . . . . . . . 160
Unit 8
Unit 3
Reducing Your Risk of Lyme Disease
Identify and Strengthen Your Developmental
(Analyzing Influences) . . . . . . . . . . . . . . 639
Assets (Analyzing Influences) . . . . . . . . . 180
HIV in Teens
The Power of Assets
(Advocacy) . . . . . . . . . . . . . . . . . . . . . . 660
(Analyzing Influences) . . . . . . . . . . . . . . 217
Raising Teen Awareness of Diabetes
Evaluating Sources of Self-Help
(Advocacy) . . . . . . . . . . . . . . . . . . . . . . 692
(Accessing Information) . . . . . . . . . . . . . 235
Unit 9
Unit 4
Breaking the Accident Chain
The Importance of Good Character to Friendships
(Practicing Healthful Behaviors) . . . . . . . . 716
(Communication). . . . . . . . . . . . . . . . . . 253
Contacting a Poison Control Center
Family Support Services
(Accessing Information) . . . . . . . . . . . . . 757
(Accessing Information) . . . . . . . . . . . . . 293
Indoor Air Pollution and Asthma: What You
Respecting Limits Can Do (Accessing Information) . . . . . . . . 770
(Practicing Healthful Behaviors) . . . . . . . . 321
Stopping Sexual Harassment
(Advocacy) . . . . . . . . . . . . . . . . . . . . . . 345

xvi
Unit 1 Unit 5
Avoiding Drug and Alcohol Use . . . . . . . . . . 40 Avoiding Prescription Drug Misuse . . . . . . . 378

Managing Your Anger . . . . . . . . . . . . . . . . 455

Unit 2
Can Sports Help You Beat Depression? . . . . 95 Unit 6
Letting Go of Bad Feelings . . . . . . . . . . . . . 502
A New Outlook On Life . . . . . . . . . . . . . . . . 112
Growing Up Strong . . . . . . . . . . . . . . . . . . . 518
Maintaining a Healthy Weight . . . . . . . . . 149
Unit 7
Unit 3
Learning About The Effects of
Surviving Difficult Times . . . . . . . . . . . . . . 176 Tobacco Use . . . . . . . . . . . . . . . . . . . . 544

Finding Life’s Silver Lining . . . . . . . . . . . . 203 Helping Others Avoid Drug Use. . . . . . . . . 614

Unit 4 Unit 8
Learning to Resolve Conflict . . . . . . . . . . . 265 Believing In Yourself . . . . . . . . . . . . . . . . . 601

Spreading a Message of Non Violence . . . . 288

Unit 9
Dealing with Bullies. . . . . . . . . . . . . . . . . . 314 Giving The Gift of Life . . . . . . . . . . . . . . . 721

Focusing On The Future . . . . . . . . . . . . . . 745

1
 Contents
UNIT 1
A Healthy Foundation
Chapter 1 Living a Healthy Life––2
Lesson 1 Your Health and Wellness––4
Lesson 2 Promoting a Healthy Lifestyle––10
Lesson 3 Your Behavior and Reducing Health Risks ––17
The Cutting Edge––22

Chapter 2 Building Health Skills and Character––26

Lesson 1 Building Health Skills––28
Lesson 2 Making Responsible Decisions and Setting Goals ––33
Lesson 3 Building Character––37
Making a Difference ––42

Chapter 3 Being a Health-Literate Consumer––46

Lesson 1 Making Consumer Choices––48
Lesson 2 Choosing Community Health Services––54
Lesson 3 Managing Consumer Problems––60
Lesson 4 Understanding Public Health Services––64
The Trouble with Fat-Burner Pills––68

v
UNIT 2
Physical Activity and Nutrition
Chapter 4 Physical Activity for Life––72
Lesson 1 Physical Activity and Your Health ––74
Lesson 2 Fitness and You ––80
Lesson 3 Planning a Personal Activity Program ––87
Lesson 4 Training and Safety for Physical Activities––93
Lesson 5 Physical Activity Injuries––98
What Is Everyone Walking About?––104

Chapter 5 Nutrition and Your Health––108

Lesson 1 Nutrition During the Teen Years ––110
Lesson 2 Nutrients ––114
Lesson 3 ––122
Guidelines for Healthful Eating
Lesson 4 Food and Healthy Living ––130
Cracking a Tough Problem ––138

Chapter 6 Managing Weight and Body Composition––142

Lesson 1 Maintaining a Healthy Weight––144
Lesson 2 Fad Diets and Eating Disorders––151
Lesson 3 Nutrition for Individual Needs––157
Vegans, Pescos, and Pollos––164

vi
UNIT 3
Mental and Emotional Health
Chapter 7 Achieving Good Mental Health––168
Lesson 1 Your Mental and Emotional Health––170
Lesson 2 Developing a Positive Identity––178
Lesson 3 Understanding Emotions––184
Lesson 4 Managing Emotions––188
––192
Five Ways to Boost Your Self-Confidence

Chapter 8 Managing Stress and Anxiety––196

Lesson 1 Effects of Stress––198
Lesson 2 Managing Stress––205
Lesson 3 Anxiety and Teen Depression––210
Lesson 4 Being a Resilient Teen––214
Battling Depression––218

Chapter 9 Mental and Emotional Problems––222

Lesson 1 Mental Disorders––224
Lesson 2 Suicide Prevention––230
Lesson 3 Getting Help––234
Lesson 4 Understanding Death and Grief––238
Fear Not––242

vii
UNIT 4
Promoting Safe and Healthy
Relationships
Chapter 10 Skills for Healthy Relationships––246
Lesson 1 Foundations of Healthy Relationships––248
Lesson 2 Communicating Effectively––254
Lesson 3 Resolving Conflict––262
Friends Matter––268

Chapter 11 Family Relationships––272

Lesson 1 The Role of the Family––274
Lesson 2 Change and the Family––280
Lesson 3 Dealing with Family Crises––286
Lesson 4 Community Support Systems––291
It’s All Relative––296

Chapter 12 Peer Relationships––300

Lesson 1 Safe and Healthy Friendships ––302
Lesson 2 Peer Pressure and Refusal Skills––307
Lesson 3 Dating and Setting Limits––313
Lesson 4 Abstinence: A Responsible Decision––318
Just Friends––324

viii
Chapter 13 Violence Prevention––328
Lesson 1 Personal Safety––330
Lesson 2 Keeping Schools Safe––335
Lesson 3 ––341
Protecting Yourself from Violence
Lesson 4 Preventing and Overcoming Abuse––348
When Dating Is Dangerous––354

UNIT 5
Personal Care and Body Systems
Chapter 14 Personal Care and Healthy Behaviors––358
Lesson 1 Healthy Skin, Hair, and Nails––360
Lesson 2 Caring for the Teeth and Mouth––367
Lesson 3 Eye Care––371
Lesson 4 Ears and Hearing Protection––376
Sunscreen 101: The Basics––380

Chapter 15 Skeletal, Muscular, and Nervous Systems––384

Lesson 1 The Skeletal System––386
Lesson 2 Caring for the Skeletal System––390
Lesson 3 The Muscular System––394
Lesson 4 The Nervous System––399
Lesson 5 Caring for the Nervous System––406
Some Schooling on Backpacks––410

Chapter 16 Cardiovascular and Respiratory Systems––414

Lesson 1 The Cardiovascular System––416
Lesson 2 Caring for the Cardiovascular System––423
Lesson 3 The Respiratory System––428
Lesson 4 Caring for the Respiratory System––432
A Heart to Last a Lifetime––436

ix
Chapter 17 Digestive and Urinary Systems 440
Lesson 1 The Digestive System––442
Lesson 2 ––447
Caring for the Digestive System
Lesson 3 The Urinary System––453
Think Drink––458

Chapter 18 Endocrine and Reproductive Systems––462

Lesson 1 The Endocrine System––464
Lesson 2 The Male Reproductive System––468
Lesson 3 The Female Reproductive System––474
Bodies on the Move!––480

UNIT 6
Growth and Development
Chapter 19 Prenatal Development and Birth––484
Lesson 1 The Beginning of the Life Cycle––486
Lesson 2 Prenatal Care––492
Lesson 3 Heredity and Genetics––498
Lesson 4 Infancy and Childhood––504
How DNA Works––508

Chapter 20 Adolescence and the Life Cycle––512

Lesson 1 ––514
Adolescence—Understanding Growth and Change
Lesson 2 Moving Toward Adulthood ––520
Lesson 3 Marriage and Parenting ––524
Lesson 4 Health Through the Life Span––529
Choosing Abstinence––534

x
UNIT 7
Tobacco, Alcohol, and
Other Drugs
Chapter 21 Tobacco––538
Lesson 1 ––540
The Effects of Tobacco Use
Lesson 2 Choosing to Live Tobacco Free––546
Lesson 3 Promoting a Smoke-Free Environment ––551
––556
Clearing the Air

Chapter 22 Alcohol––560
Lesson 1 Choosing to Be Alcohol Free ––562
Lesson 2 Harmful Effects of Alcohol Use––568
Lesson 3 Alcohol, the Individual, and Society––574
Keeping the Lid on the Bottle––580

Chapter 23 Medicines and Drugs––584

Lesson 1 The Role of Medicines ––586
Lesson 2 Drug Use—A High-Risk Behavior ––592
Lesson 3 Marijuana, Inhalants, and Steroids––598
Lesson 4 Psychoactive Drugs––603
Lesson 5 Living Drug Free––611
Vaccine: The Battle Within––616

xi
UNIT 8
Diseases and Disorders
Chapter 24 Communicable Diseases––620
Lesson 1 What Are Communicable Diseases? ––622
Lesson 2 Preventing Communicable Diseases––627
Lesson 3 Common Communicable Diseases––635
A Smallpox Shot––642

Chapter 25 Sexually Transmitted Infections and

HIV/AIDS––646
Lesson 1 The Risks of STIs––648
Lesson 2 Common STIs––652
Lesson 3 HIV and AIDS––658
Lesson 4 Treatment for HIV and AIDS––662
Changing the World––668

Chapter 26 Noncommunicable Diseases and

Disabilities––672
Lesson 1 Cardiovascular Diseases––674
Lesson 2 Cancer––681
Lesson 3 ––688
Allergies, Asthma, Diabetes, and Arthritis
Lesson 4 Physical and Mental Challenges ––695
Learning to Learn ––700

xii
UNIT 9
Injury Prevention and
Environmental Health
Chapter 27 Injury Prevention and Safe Behaviors––704
Lesson 1 Safety at Home and at Work––706
Lesson 2 Recreation and Water Safety––714
Lesson 3 Safety on the Road––719
Lesson 4 Weather Emergencies and Natural Disasters––725
Cruise Control––730

Chapter 28 First Aid and Emergencies––734

Lesson 1 Providing First Aid––736
Lesson 2 CPR and First Aid for Shock and Choking ––742
Lesson 3 Responding to Common Emergencies ––749
Lesson 4 Treatment for Poisonings––755
Wilderness 911––760

Chapter 29 Environmental Health––764

Lesson 1 Air Quality––766
Lesson 2 Protecting Land and Water ––772
Lesson 3 Advocating for a Healthy Environment ––777
What You Can Do ––782
Appendix ––786
A Health Skills and National Standards–– 787
B Healthy People 2010–– 788
C 40 Developmental Assets –– 790
D ––
Physical Activity and Fitness Guidelines 791
Glossary––792
Glosario––804
Index––817

xiii
Living a Healthy Life

Lesson 1 Your Health and Wellness

Lesson 2 Promoting a Healthy Lifestyle
Lesson 3 Your Behavior and Reducing Health Risks

2
 Teens in the Media

The media plays a part in your overall health. Through the

media, you are influenced in some of the following ways:

what you eat

how you respond to peer pressure

how you interact with your family and others
Visit the Eye on the Media section at [Link]
to learn more about how media plays a role in your
health choices.

Before You Read

Make this Foldable to help you organize your
notes on health, wellness, and the health
continuum. Begin with one sheet of plain 8 1⁄2” x
Step 1 11” paper or one sheet of notebook paper.
Fold the sheet of paper Step 2
in half along the short
axis. Fold in half again As You Read
along the short
axis. Analyze and record
your current position
on the continuum
Step 3 diagram. Under the
Cut up the inside fold of tabs, record habits,
the front flap. Label the decisions, and other
flaps as factors that influence
Health Continuum
shown. your health.

Using Visuals. Make a list of five decisions you’ve made

this week that have had a positive effect on your health.

3
LESSON
1
Your Health and Wellness
Guide to Reading
LA.A.141
FCAT LA.A.1.4.1.

Building Vocabulary Focusing on the Main Ideas Reading Strategy

As you read this lesson, In this lesson, you will learn Explain
write each new highlighted how to:
Write down the Building
term and its definition in
Explain how the nation’s Vocabulary terms along with
your notebook. health goals relate to a definition describing what

health (p. 4) individual, family, and each means to you.

wellness (p. 5) community health.

Describe the criteria for

prevention (p. 6)
evaluating health information.

health education (p. 7)

Understand the importance of What does the word healthy

Healthy People 2010 (p. 7)
health literacy for achieving mean to you? Write a

health literacy (p. 8) and maintaining good health. paragraph describing what
being healthy means to you.

Spending time with friends

is an important part of
S uppose someone asks whether you are healthy. How would you
answer? Would you consider only your physical health? For
example, would you think of how often you are sick? Throughout
health. Give an example
this course, you will see that health is much more than just the
of how relationships can
absence of disease. A state of well-being comes from understanding
have a positive impact on
health. the relationship among physical, mental and emotional, and social
health throughout adulthood.

The Importance of Good Health

W hat is your usual response to the question, “How
are you?” A true description of your health
would require much more than a simple “fine” or
“okay.” Health is the combination of physical,
mental/emotional, and social well-being. It is not an
absolute state. Being healthy doesn’t mean that you
will never be sick. Instead, being healthy means know-
ing various strategies when making decisions related to
health needs and risks of young adults.

4 Chapter 1 Living a Healthy Life Take the Health Inventory for Chapter 1 at [Link].
The Health Continuum
Health is dynamic, or subject to constant change. For example,
you might be the top performer for your basketball team on
Tuesday and sick in bed with the flu on Wednesday. Think of your
health at any moment as a point along a continuum. This contin-
uum spans the complete spectrum of health from chronic disease
and premature death to a high level of health. Along the contin-
uum are many points where your health could be located at any
given time.
Changes along the continuum may occur suddenly, such as
when you get injured playing a sport. At this time of your life, it’s
even common for your emotions to shift suddenly from moment
to moment. Understanding the health continuum provides you
with a method for predicting immediate and long-term impact of
health decisions on the individuals who make them. In this way,
you can compare the relationship of health to quality of life.
Changes may also be so gradual that you’re not even aware that
you’re moving from one side of the continuum to the other. Take
a look at Figure 1.1. Where do you fit on the health continuum
right now? Where would you like to be in a month? A year?
A person with a balanced life is said to have a high degree of
wellness , an overall state of well-being, or total health. It comes from When you feel your best,
making decisions and practicing behaviors that are based on sound you will perform at your
health knowledge and healthful attitudes. Achieving wellness best. How might maintain-
ing a high level of wellness
requires an ongoing, lifelong commitment to physical, mental/
help you reach your goals?
emotional, and social health.

T HE H EALTH C ONTINUUM
The continuum shows that your health can be measured on a sliding scale, with many degrees of health and
wellness. Name three behaviors that would help you move toward the right side of the continuum.

Premature Loss of Health Improved Health High Level

Death and Wellness and Wellness of Health

Chronic Lack of energy, Free from aches Moderate level Optimal level
disorders inattention, minor and pains of energy of energy, feeling
aches and pains of well-being

People on this side of the continuum Many people People on this side of the continuum usually
usually do not take responsibility function below exhibit a high degree of responsibility, discipline,
for maintaining their own health. the wellness and positive direction in life. They accept
midpoint. responsibility for maintaining their own health.

Lesson 1 Your Health and Wellness 5

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