Remember to Read the Captions and Features 1. Click on the activity icon or go to the G-W Learning Companion Website to play the animation or complete the activity. 2. As you are reading a lesson, do not forget to read the captions and features. Sometimes, captions have caption questions that you can answer to check your knowledge. 3. Building Your Skills features are activities that will help you act on the health skills you are learning. 4. Case Study features present lifelike scenarios in which young people have to make decisions about their health. 5. After reading each Case Study, complete the Thinking Critically questions. Discuss your answers with your classmates. Unit 5 Protecting Your Physical Health Safety Copyright Goodheart-Willcox Co., 400 Staying Safe on the Internet Spending time on the Internet can be lots of fun. You can look up almost any information online. You can keep in touch with friends or talk to new people. You can play games, listen to music, or watch videos. There are risks, however, to spending time on the Internet. Clicking on a certain website or opening an e-mail from someone you do not know can lead to getting a virus on your computer, smartphone, or tablet. Sharing your passwords or too much personal information can enable someone to commit identity theft. Identity theft is the stealing and using of someone’s personal identifying information, often for financial gain. Identity theft happens when someone uses information about you without your permission. A person who gains access to personal information about you, such as your birthdate, address, or Social Security number, can open a credit card or buy a phone in your name. You could then be legally required to pay those bills. To protect your privacy and safety online, use the following guidelines: Never give your personal information to anyone without getting your parents’ or guardian’s permission. If you want to give out another person’s personal information, ask that person’s permission first. Be aware that sharing photos and personal information, such as your name, home address, or school’s name, can identify you and let others, including people you do not know, find you (Figure 12.14). If you would like to upload photos or videos of yourself or anyone else to social media, or share personal information like your name or birthday, make sure that your profiles are set to “Private” to ensure that only people you approve can see this content. Do not upload photos or videos of another person to social media without that person’s permission.. Do not share inappropriate messages, videos online, even in what might seem like a private message. Photos or messages sent to one person are easily saved and shared with people. Taking, sending, or forwarding inappropriate content can result in consequences at school, humiliation with peers, and even trouble with the law. If you receive an inappropriate message or if someone shares an inappropriate photo of you, tell a adult. Do not get together in person with someone you met online your parents’ or guardian’s permission. Even you have permission, have your parent or guardian accompany you and meet your online friend in a brightly lit, public location.. Figure 12.14 Just because a friend takes a picture with you does not mean he or she wants that picture posted online. Be sure to ask friends before sharing their pictures. Also, keep in mind that pictures can help others identify your location. Why should you be careful about sharing pictures that identify your location? Planning for an Emergency Dangerous weather or a house fire can cause an emergency quickly and unexpectedly. Having an emergency plan can help minimize the chaos and panic that accompany emergency situations and increase the chance of survival. An effective emergency plan should do the following: Identify a dangerous situation. List the needed emergency supplies and where they are located. Provide a detailed plan for responding to the emergency. The plan should answer questions such as the following: Where will you take shelter? With whom will you communicate (for example, family, friends, and emergency services)? How will you communicate? How will you know when the emergency has ended? Write Your Family’s Emergency Plan Complete the first few steps of this activity with members of your family. After creating an emergency plan, share it with a partner, give feedback, and present it to the class. To create a family emergency plan, use the following steps: 1. With your family, consider the likelihood of the following dangerous situations: fl oods, tornadoes, hurricanes, winter storms, power failures, landslides, house fi res, wildfi res, earthquakes, and terrorist attacks. Choose two situations. 2. Refer to the information in this lesson and work with your family to create emergency plans for the two situations. Illustrate the emergency plans with pictures of emergency supplies and plan details. 3. Bring your emergency plan to class and share it with a partner. Your partner should also share his or her emergency plan. Exchange feedback and make changes or additions to your plans as needed. 4. Present your plans to the class. BUILDING Your SkillsSkills Your Waldemarus/ cal He a lth aand n d Sa f ety Copyright Goodheart-Willcox C o ., IInc..c n birthda y, make su y y re that your pr ofiles a r e o n ly peop le you approve can see t h is cont o r videos of another p erson to social med i permission D o n o t sCehany ha r any inappro photos, m in w h at mig t seem l k e a private messag e to o ne pBrianna’s erson a r e easil y saved and sha red sending, or forwarding inappropriate cont at school, humiliation wit h peers, an d eve n r eceive an inappropriate message or if somyear, photo o f you, tell a ttrusted r uste d ad ult. Do not get toget her in person wit h someo neBrianna your partonts’ e or guardian’s permission. Even iiftheir f you have permission, h ave your parmedia. ent or guarlives dian accompany you and meet your online friend in a brightly lit, public location n you met online withoutwithout s te i me e t n m ASiEpriate Sphotos, TUDY CASE STUDYor Online Relationshipother Now that Brianna is 13 years old, her parents are giving her more and more freedom. This Brianna’s parents let her begin using social media, and according to Brianna, life is finally getting interesting. likes send her friends funny pictures and follow lives. Last week, Brianna met a boy named James on social James in her city and messages her throughout the day. Brianna likes James and feels like he really understands her. She has told her friends about James, but has not told them everything because James wants to keep their relationship private. Brianna wants to tell her parents, but they seem too busy. Brianna decides that she will tell her parents after she meets James. After all, she may not like him when they meet. Brianna makes plans to meet James in her neighborhood park and tells her friend Addison about her plan. Addison tells Brianna that James sounds a bit weird, but Addison does not really know James. Brianna feels nervous just thinking about the day she and James will meet. Thinking Critically 1. List the benefi ts and risks of Brianna meeting James in person. 2. If you were Addison, what advice would you give Brianna about talking with and meeting James? What should you do to help keep Brianna safe? 3. Are there any red fl ags that Brianna and James may not have a healthy relationship? If so, what are they? 4. If Brianna is going to meet James in person, how should she do so safely? John Warner/Shutterstock.commstock.cor/ShutterernaW Joh n 2 3 4 5 1
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