Building Up for a Fall: Teens and Steroids
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING Building Up for a Fall: Teens and Steroids
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Choices and Consequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Succeeding On My Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Is It Worth It? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Word Search Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . .18
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Pat Davies
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: [email protected]
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FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
Link to the World
in the program. Your students
These activities offer ideas
for connecting learners’
and formulate ideas on their own, based on
suggested
media or content areas.
will have opportunities to make discoveries
meaning.
Curriculum Connections
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
classroom activities to their
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
understand,
retain,
and
recall
the
Choose the best way for students to
Additional
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
Programs
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
this completed activity as a study guide to
Preparation
prepare for the test.
•
comprehension of what they have
Read Building Up for a Fall: Teens and
Steroids
Administer the Test to assess students’
Themes,
Overview,
learned, and to provide them with
and
Reproducible Activities
Objectives to become familiar with
The AIMS Teaching Module provides a
program content and expectations.
practice in test-taking procedures.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
or
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have students view Building Up for a
the opportunity for students to assess their
Fall: Teens and Steroids together or in
knowledge of new vocabulary with this word
small groups.
game or puzzle. The format of this
vocabulary activity allows students to use the
related words and phrases in a different
•
Some students may benefit from
viewing the video more than one time.
context.
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a
local
community
Building Up for a Fall: Teens and Steroids
Themes
Objectives
•
Building Up for a Fall: Teens and
Steroids explores the themes of personal
choices and consequences and selfesteem. These are illustrated through
body image and athletic performance
issues and teens’ decisions to indulge or
refrain from steroid use. An additional
theme, the effects of peer pressure is
addressed as the program acknowledges the pressure often placed on athletes to win at all costs.
Overview
This program is targeted at teens under
the pressure to fit in, to look good, and
to be buffer, faster, and stronger - in
other words, most school athletes. It
combines scenes of male and female
students working out, and buying
steroids, with insightful commentary
from a family counselor who works with
student athletes, and the real-world
observations of a former college athlete
who once used steroids to achieve an
artificial boost to his athletic prowess.
Program segments concentrate on
steroid use, the physical and psychological effects of steroid use, ways to recognize steroid use in others, steroid
addiction, drug withdrawal, finding
help, and recovery. The reasons students might choose steroids, the difference between steroid addiction and
addiction to other drugs, physical harm
caused by steroid use, and ways to
break the steroid habit are covered by
the program host and through the real
life experiences related by the former
steroid user.
•
•
•
Introduction to Vocabulary
To identify and discuss psychological reasons behind steroid use
To identify and discuss the physical
and psychological effects of steroid
use
To explore aspects of steroid addiction
To examine methods by which users
can break the steroid habit
Before showing Building Up for a Fall:
Teens and Steroids, write the following
words on the board. Ask the class to
discuss the meaning of each term, and
review the words that are unfamiliar.
anabolic steroids, depression, instant
gratification, narcissism, peer pressure,
roid rage, testosterone, withdrawal
Introduction to the Program
Discussion Ideas
Just at the time that students are most
concerned about being attractive, fitting
in with the crowd at school, and - for
many - with being buff, strong, and
good at their chosen sport, the use of
steroids seems to promise a quick and
easy route to achieving their goal.
Steroid use among students is most often
tied to their self-esteem, their desire for
instant gratification, and as a means to
live up to the “win at all costs” attitude
of fellow teammates. Once students
begin using steroids, they may become
psychologically addicted to maintaining
the body the drug helps them achieve.
They also become prone to the many
physical and psychological detriments
of steroid use: increased heart rate and
blood pressure, acne, reproductive
abnormalities, and outbursts of “roid
rage.”
Explain to students that the program will introduce them to young men
and women who are involved in sports,
and involved with steroids. They will
hear from a family counselor who
assists young people with steroid
dependency, as well as a first-hand personal history of steroid use from a former user and college athlete.
You may use one or more of the following questions to prompt a discussion
about steroid use.
What do you know about anabolic steroids? Why do you think people
might use steroids? What do you think
might be some risks a person might
encounter is using steroids? What are
side effects of steroid use for males? For
females? In today’s competitive athletic
climate, do you think it’s necessary to
use steroids in order to win?
You may also solicit discussion
ideas from the class. Write the above
questions, or student suggestions, on the
board. Explain that you will be referring
back to these topics for clarification and
further discussion after viewing Building
Up for a Fall: Teens and Steroids.
Focus
Encourage students to keep in mind the
concept of behavioral choices and consequences as they view the program.
Ask them to watch for specific examples
of physical and psychological consequences of steroid use.
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SUGGESTED ACTIVITIES
Link to the World
Ask the class for suggestions of a specific type of guest speaker they would like to invite to visit and discuss the use of steroids among young people today. Some possible individuals might include: a former
steroids user, various athletes who have been successful without use of steroids, an athletic coach, a
health care professional, a social worker, a representative of a drug-related recovery program, a sports
or health reporter, or other individuals suggested by the class. Encourage students to prepare questions
in advance of the guest’s visit, and to send a follow-up “thank you” note to him or her. Two equal sessions.
45 Minutes
In the Newsroom
Building on the Link to the World guest speaker activity, ask the guest speaker in advance if he/she will
agree to being videotaped during the presentation, and a follow-up on-camera interview. Divide students into small work groups and ask them to plan the question-and-answer session in the format of a
television interview program. Ask each group to assign one member as their group’s TV interviewer,
with others writing the questions for their interviewer to use. Tape the guest speaker and the following
interview; review the tape with the class on a subsequent day. Two equal sessions.
45 Minutes
Connection to History
Steroid use by athletes began occurring in this country in the 1950s. Divide students into small work
groups and ask them to research steroid use in college and professional sports from the ‘50s through
the present day. Ask them to report on the personal and professional repercussions of steroid use, its
legal ramifications, and the drug’s toll on the physical and emotional health of athletes who have used
it. Have each group either select a spokesperson to deliver their findings to the class, or present their
report as a panel.
HI ST OR Y
Extended
Critical Thinking
Divide the class into two debate teams. Have one team research the “advantages” of non-medical
steroid use by healthy athletes and other individuals. Have the other team research the physical and
psychological consequences of steroid use. When their research is concluded, ask the students to design
the structure for their debate, then have the two teams debate the topic, Steroid Use: The Advantages
and Disadvantages. Allow time at the end of the debate for the class to vote on the winner.
75 Minutes
Meeting Individual Needs
After watching the program, help students identify the main ideas. Encourage them to note details from
the program that support the main ideas. Clarify and review the main ideas with students as necessary.
15 Minutes
Connection to Science and Health
Have students research the male hormone, testosterone, and its influence on the growth and development of young males. Have them investigate the consequences of added synthetic testosterone (anabolic
steroids) when used by adolescent and adult males; when used by adolescent and adult females. Have
students compile their findings into written reports. Ask for volunteers to share their reports in oral presentations to the class.
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SC IE NC E
75 Minutes
HE AL TH
Writing
Have students analyze their own personal goals, for the present, the immediate future, and some longterm goals for their lives. Ask them to plot out their goals, with steps they will need to take in order to
succeed. Ask them to contemplate consequences they would be willing to risk for a quick achievement
of their goals. At what point do negative consequences outweigh the perceived advantages? How do
they feel about achieving goals they’ve really worked for contrasted with “easy” victories? Ask for volunteers to present their papers to the class.
45 Minutes
Culminating Activity
Allow time for students to discuss and think about the issues presented in the video and subsequent class
activities. Have students share what, if any, change has taken place in their attitudes or beliefs regarding steroids. Based on these revised thoughts, have students work in groups or as a class to plan and
execute their own video, PowerPoint, or other multimedia presentation about steroids, self esteem, peer
pressure, athletic excellence, and other goals. Encourage students to prepare a storyboard to plan their
presentation. Plan to share the completed presentation(s) with the school or community groups.
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Extended
Name
VOCABULARY
The following words are from Building Up for a Fall: Teens and Steroids. Read each definition. On the line
next to the definition write the letter of the vocabulary word that matches the definition. Then use each word
in a sentence.
A. anabolic steroids
B. depression
C. instant gratification
D. narcissism
E. peer pressure
F. roid rage
G. testosterone
H. withdrawal
1.
______ an obsession with oneself, to the exclusion of other individuals or topics
____________________________________________________________________________________________________
2.
______ a short- or long-term period of unhappiness, often out of proportion to the severity of the individual’s actual
situation
____________________________________________________________________________________________________
3.
______ the period during which an individual reduces and stops the use of a substance, often accompanied by various
physical or psychological symptoms as the body adjusts
____________________________________________________________________________________________________
4.
______ an attempt by others who are in the same social group to influence an individual’s behavior
____________________________________________________________________________________________________
5.
______ a synthetic form of testosterone
____________________________________________________________________________________________________
6.
______ abrupt, uncontrolled anger and violent behavior brought on by the use of anabolic steroids
____________________________________________________________________________________________________
7.
______ the male hormone that influences sexual, reproductive development
____________________________________________________________________________________________________
8.
______ the immediate fulfillment of an individual’s desires without exertion on the part of the individual
____________________________________________________________________________________________________
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Name
CHECKING COMPREHENSION
Answer the following questions in the space provided. Use a separate sheet of paper if necessary.
1. According to Family Counselor Frank Saverino, steroids are most predominantly used by
____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. The results that steroid users expect the drug to provide are
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. Some of the athletes the program mentioned in relation to steroid use are
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4.
Frank Saverino defined anabolic steroids as
____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. According to the program, the ways in which steroid users take the drug are to
____________________________________________________________________________________________________
____________________________________________________________________________________________________
6. Although some anabolic steroids are manufactured by reputable companies for medicinal use, most steroids used by
athletes and other healthy individuals are
____________________________________________________________________________________________________
____________________________________________________________________________________________________
7. Because of the dangers involved with the use of steroids, college and professional athletic competitions
____________________________________________________________________________________________________
____________________________________________________________________________________________________
8. Some of the negative physical and psychological effects of steroid use are
____________________________________________________________________________________________________
____________________________________________________________________________________________________
9. Roid rage is defined as
____________________________________________________________________________________________________
____________________________________________________________________________________________________
10. One of the most effective tools to assist a steroids abuser in breaking his or her addiction is
____________________________________________________________________________________________________
____________________________________________________________________________________________________
10
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
Name
CHOICES AND CONSEQUENCES
The video, Building Up for a Fall: Teens and Steroids, presented some of the common side effects of steroid
use. In the space provided below list at least five of the side effects discussed in the video.
The use of steroids can cause:
1.
____________________________________________________________________________________________________
2.
____________________________________________________________________________________________________
3.
____________________________________________________________________________________________________
4.
____________________________________________________________________________________________________
5.
____________________________________________________________________________________________________
11
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
Name
SUCCEEDING ON MY OWN
The program presented reasons some individuals choose to use steroids, along with the physical and
psychological side effects of using the drug. In the space provided, list some reasons for avoiding the use
of steroids and working toward physical goals on your own.
12
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
Name
TRUE OR FALSE
Read each statement below and place a T in the space provided if the statement is true, or an F if the
statement is false.
1.
______ The non-medical use of steroids has no proven negative effects.
2.
______ Anabolic steroids are a natural substance derived from the female hormone, estrogen.
3.
______ The use of steroids to enhance athletic performance has been officially approved by the Olympics rules committee.
4.
______ Roid rage is defined as uncontrollable outbursts of aggression and anger by individuals using steroids.
5.
______ Side effects in the reproductive system of a male using steroids may include shrinkage in the size of testicles, reduced
sperm count and infertility.
6.
______ Female steroid users may have the side effects of reduced breast size, a lowered voice, and irregularities in their
menstrual cycle.
7.
______ A positive effect of steroid use is that it will cause a significant reduction in outbreaks of acne.
8.
______ Most steroid users take the drug by snorting it through the nostrils.
9.
______ Although discontinuing steroid use does not cause the same type of physical withdrawal symptoms as many other
drugs, stopping the use of steroids can be difficult psychologically.
10. ______ School athletic competition is so intense, using steroids really is the only way to win.
13
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
Name
IS IT WORTH IT?
Several negative side effects of steroid use are mentioned in the video. There are others. Use various
research resources to more fully investigate physical and psychological side effects of steroid use for males
and females. List your findings in the space provided.
14
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
Name
WORD SEARCH PUZZLE
Read each vocabulary definition below. On the line before each definition write the appropriate word, then
find each in the word search. Look up, down, across, backwards and diagonally to find the words.
S
T
E
R
O
I
D
S
V
X
P
R
W
M
D
G
W
X
Q
P
N
R
V
B
H
L
K
M
S
E
A
D
L
A
W
A
R
D
H
T
I
W
X
I
P
N
T
E
S
T
O
S
T
E
R
O
N
E
S
R
A
V
R
E
N
O
R
E
W
S
E
G
C
S
E
B
G
O
K
H
M
Z
J
B
C
X
D
V
I
S
O
B
I
C
J
L
N
M
T
G
B
T
Z
C
S
L
D
D
W
K
M
C
W
B
V
P
C
J
R
I
I
W
R
X
Z
N
R
D
G
S
Q
S
T
A
O
C
Q
A
Z
B
V
W
P
T
Q
F
G
M
N
N
F
R
G
V
N
M
C
B
Q
V
L
N
F
S
T
K
P
E
E
R
P
R
E
S
S
U
R
E
K
V
L
N
M
D
Z
G
Q
F
H
G
M
D
G
L
M
K
V
G
R
N
T
S
W
Q
J
N
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W
B
G
W
C
Z
X
V
Q
T
Y
S
L
B
M
S
T
V
________________________________ the period during which an individual reduces and stops the use of a substance, often accompanied
by various physical or psychological symptoms as the body adjusts
________________________________ an attempt by others who are in the same social group to influence an individual’s behavior
________________________________ an obsession with oneself, to the exclusion of other individuals or topics
________________________________ the male hormone that influences sexual, reproductive development
________________________________ a short- or long-term period of unhappiness, often out of proportion to the severity of the individual’s
actual situation
________________________________ abrupt, uncontrolled anger and violent behavior brought on by the use of anabolic steroids
________________________________ a synthetic form of testosterone (requires two words from the word bank)
WORD BANK
anabolic
depression
narcissism
peer pressure
roid rage
steroids
testosterone
withdrawal
15
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
Name
TEST
Circle the letter, fill in the blank, or write a short response to correctly answer each question.
1. What are anabolic steroids?
a) a type of plant fertilizer, developed from steer manure
b) a natural hormone, developed from progesterone
c) a synthetic derivative of the male hormone, testosterone
2. Most people who abuse steroids do so to gain
a) increased muscle mass
b) strength
c) speed
d) all of the above
3. Which individuals most commonly take steroids?
a) middle-aged females
b) teenage and young adult males
c) males aged 65+
4. A psychological side effect of steroid use in males is called _____________________________.
5. What have school and professional athletic associations done in relation to steroid use in competitions?
__________________________________________________________________________________________________________
6. Females who use steroids may show such physical side effects as
a) reduced breast size
b) lowered voice range
c) disturbances in menstrual cycle
d) all of the above
7. Sexual or reproductive side effects in males include
a) testicle shrinkage
b) reduced sperm count
c) infertility
d) all of the above
8. Damage to a steroid user’s physical appearance may involve
a) darkening of tooth enamel
b) severe acne
c) thickening and discoloration of the nails
16
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
Name
TEST (CONTINUED)
9. Serious physical side effects of steroid use may include
a) increased heart rate, blood pressure, and possible heart attack
b) liver damage
c) brain damage
d) all of the above
10. One of the most useful tools in steroid withdrawal is for the user to
a) begin a high-fat diet
b) drink no more than 8 ounces of water per day
c) join a peer counseling group of former steroid users
17
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
8158-EN-VID: Bulking Up: The Dangers of Steroids
9257-EN-VID: Steroids: Bulking Up Can Kill
2635-EN-VID: In-Dependence: Teens and Tobacco
2633-EN-VID: Do You Believe in Magic? Teen and Marijuana
2256-EN-VID: The Teen Files: The Truth About Drinking
2517-EN-VID: The Teen Files: The Truth About Drugs
9298-EN-VID: The Teen Files: Smoking Truth or Dare
2295-EN-VID: L-Evated: The Blunt Truth
8512-EN-VID: Smoking and Human Physiology
9855-EN-VID: Tobacco and Human Physiology
9832-EN-VID: Marijuana and Human Physiology
18
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ANSWER KEY for page 9
VOCABULARY
The following words are from Building Up for a Fall: Teens and Steroids. Read each definition. On the line
next to the definition write the letter of the vocabulary word that matches the definition. Then use each word
in a sentence.
A. anabolic steroids
B. depression
C. instant gratification
D. narcissism
E. peer pressure
F. roid rage
G. testosterone
H. withdrawal
1.
D an obsession with oneself, to the exclusion of other individuals or topics
______
Students’ sentences will vary. Accept any that demonstrate understanding.
____________________________________________________________________________________________________
2.
B
______
a short- or long-term period of unhappiness, often out of proportion to the severity of the individual’s actual
situation
____________________________________________________________________________________________________
3.
H the period during which an individual reduces and stops the use of a substance, often accompanied by various
______
physical or psychological symptoms as the body adjusts
____________________________________________________________________________________________________
4.
E
______
an attempt by others who are in the same social group to influence an individual’s behavior
____________________________________________________________________________________________________
5.
A a synthetic form of testosterone
______
____________________________________________________________________________________________________
6.
F
______
abrupt, uncontrolled anger and violent behavior brought on by the use of anabolic steroids
____________________________________________________________________________________________________
7.
G the male hormone that influences sexual, reproductive development
______
____________________________________________________________________________________________________
8.
C the immediate fulfillment of an individual’s desires without exertion on the part of the individual
______
____________________________________________________________________________________________________
19
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ANSWER KEY for page 10
CHECKING COMPREHENSION
Answer the following questions in the space provided. Use a separate sheet of paper if necessary.
1. According to Family Counselor Frank Saverino, steroids are most predominantly used by
young males and females, who often are athletes
____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. The results that steroid users expect the drug to provide are
quick
results in building muscle, body size, a decrease in body fat, enhanced looks, athletic performance, speed
____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. Some of the athletes the program mentioned in relation to steroid use are
bodybuilders, football players
____________________________________________________________________________________________________
____________________________________________________________________________________________________
4.
Frank Saverino defined anabolic steroids as
synthetic derivatives of testosterone, the male hormone
____________________________________________________________________________________________________
____________________________________________________________________________________________________
5. According to the program, the ways in which steroid users take the drug are to
inject
it or take it orally
____________________________________________________________________________________________________
____________________________________________________________________________________________________
6. Although some anabolic steroids are manufactured by reputable companies for medicinal use, most steroids used by
athletes and other healthy individuals are
manufactured
illegally
____________________________________________________________________________________________________
____________________________________________________________________________________________________
7. Because of the dangers involved with the use of steroids, college and professional athletic competitions
ban their use
____________________________________________________________________________________________________
____________________________________________________________________________________________________
8. Some of the negative physical and psychological effects of steroid use are
increased heart rate and blood pressure, damage to the liver and brain, uncontrollable aggression and anger, severe acne,
____________________________________________________________________________________________________
shrinkage of testicles, lowered sperm count and infertility in males, disturbance in menstrual cycles, reduced breast size, and low-
____________________________________________________________________________________________________
ered voice in females, depression during withdrawal
9. Roid rage is defined as
uncontrollable
outbursts of anger and hostile behavior brought on through use of steroids
____________________________________________________________________________________________________
____________________________________________________________________________________________________
10. One of the most effective tools to assist a steroids abuser in breaking his or her addiction is
peer
counseling from groups of individuals who themselves have used steroids and have overcome their addiction
____________________________________________________________________________________________________
____________________________________________________________________________________________________
20
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ANSWER KEY for page 11
CHOICES AND CONSEQUENCES
The video, Building Up for a Fall: Teens and Steroids, presented some of the common side effects of steroid
use. In the space provided below list at least five of the side effects discussed in the video.
The use of steroids can cause:
1.
Students’ sentences will vary. Accept any that demonstrate understanding.
____________________________________________________________________________________________________
2.
____________________________________________________________________________________________________
3.
____________________________________________________________________________________________________
4.
____________________________________________________________________________________________________
5.
____________________________________________________________________________________________________
21
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ANSWER KEY for page 12
SUCCEEDING ON MY OWN
The program presented reasons some individuals choose to use steroids, along with the physical and
psychological side effects of using the drug. In the space provided, list some reasons for avoiding the use
of steroids and working toward physical goals on your own.
Students’ sentences will vary. Accept any that demonstrate understanding.
22
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ANSWER KEY for page 13
TRUE OR FALSE
Read each statement below and place a T in the space provided if the statement is true, or an F if the
statement is false.
1.
F
______
The non-medical use of steroids has no proven negative effects.
2.
F
______
Anabolic steroids are a natural substance derived from the female hormone, estrogen.
3.
F
______
The use of steroids to enhance athletic performance has been officially approved by the Olympics rules committee.
4.
T
______
Roid rage is defined as uncontrollable outbursts of aggression and anger by individuals using steroids.
5.
T
______
Side effects in the reproductive system of a male using steroids may include shrinkage in the size of testicles, reduced
sperm count and infertility.
6.
T
______
Female steroid users may have the side effects of reduced breast size, a lowered voice, and irregularities in their
menstrual cycle.
7.
F
______ A positive effect of steroid use is that it will cause a significant reduction in outbreaks of acne.
8.
F Most steroid users take the drug by snorting it through the nostrils.
______
9.
T
______
Although discontinuing steroid use does not cause the same type of physical withdrawal symptoms as many other
drugs, stopping the use of steroids can be difficult psychologically.
F
10. ______
School athletic competition is so intense, using steroids really is the only way to win.
23
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ANSWER KEY for page 14
IS IT WORTH IT?
Several negative side effects of steroid use are mentioned in the video. There are others. Use various
research resources to more fully investigate physical and psychological side effects of steroid use for males
and females. List your findings in the space provided.
•
cystic acne in males, causing severe scarring and discoloration of the face, chest and back
•
premature baldness in males
•
development of enlarged breasts in males, requiring surgery for removal
•
testicle shrinkage and reduction of libido in males
•
impotence in males
•
stunted growth in teenage males; male teens’ long bones fuse too early, resulting in reduced height
•
sterility in males
•
growth of facial hair in females
•
developed of an enlarged Adam’s apple in females
•
a deepened voice in females
•
male pattern baldness in females
•
menstrual irregularities affecting female fertility
•
increased injuries due to increased muscle mass without corresponding growth in the connective tendons and ligaments.
Enlarged muscles put too much stress on small tendons and ligaments which are unable to support them
•
abnormal liver function and increased risk of liver cancer
•
increased blood pressure
•
abnormal cholesterol levels; increased bad cholesterol and lowered good cholesterol
•
increased or irregular heartbeat
•
abnormal enlargement of the heart
24
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ANSWER KEY for page 15
WORD SEARCH PUZZLE
Read each vocabulary definition below. On the line before each definition write the appropriate word, then
find each in the word search. Look up, down, across, backwards and diagonally to find the words.
S
T
E
R
O
I
D
S
V
X
P
R
W
M
D
G
W
X
Q
P
N
R
V
B
H
L
K
M
S
E
A
D
L
A
W
A
R
D
H
T
I
W
X
I
P
N
T
E
S
T
O
S
T
E
R
O
N
E
S
R
A
V
R
E
N
O
R
E
W
S
E
G
C
S
E
B
G
O
K
H
M
Z
J
B
C
X
D
V
I
S
O
B
I
C
J
L
N
M
T
G
B
T
Z
C
S
L
D
D
W
K
M
C
W
B
V
P
C
J
R
I
I
W
R
X
Z
N
R
D
G
S
Q
S
T
A
O
C
Q
A
Z
B
V
W
P
T
Q
F
G
M
N
N
F
R
G
V
N
M
C
B
Q
V
L
N
F
S
T
K
P
E
E
R
P
R
E
S
S
U
R
E
K
V
L
N
M
D
Z
G
Q
F
H
G
M
D
G
L
M
K
V
G
R
N
T
S
W
Q
J
N
Z
W
B
G
W
C
Z
X
V
Q
T
Y
S
L
B
M
S
T
V
withdrawal
________________________________
the period during which an individual reduces and stops the use of a substance, often accompanied
by various physical or psychological symptoms as the body adjusts
peer pressure
________________________________
an attempt by others who are in the same social group to influence an individual’s behavior
narcissism
________________________________
an obsession with oneself, to the exclusion of other individuals or topics
testosterone
________________________________
the male hormone that influences sexual, reproductive development
depression
________________________________
a short- or long-term period of unhappiness, often out of proportion to the severity of the individual’s
actual situation
roid rage
________________________________
abrupt, uncontrolled anger and violent behavior brought on by the use of anabolic steroids
anabolic, steroids
________________________________
a synthetic form of testosterone (requires two words from the word bank)
WORD BANK
anabolic
depression
narcissism
peer pressure
roid rage
steroids
testosterone
withdrawal
25
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ANSWER KEY for page 16
TEST
Circle the letter, fill in the blank, or write a short response to correctly answer each question.
1. What are anabolic steroids?
a) a type of plant fertilizer, developed from steer manure
b) a natural hormone, developed from progesterone
c) a synthetic derivative of the male hormone, testosterone
2. Most people who abuse steroids do so to gain
a) increased muscle mass
b) strength
c) speed
d) all of the above
3. Which individuals most commonly take steroids?
a) middle-aged females
b) teenage and young adult males
c) males aged 65+
roid rage
4. A psychological side effect of steroid use in males is called _____________________________.
5. What have school and professional athletic associations done in relation to steroid use in competitions?
__________________________________________________________________________________________________________
They
have banned the use of steroids.
6. Females who use steroids may show such physical side effects as
a) reduced breast size
b) lowered voice range
c) disturbances in menstrual cycle
d) all of the above
7. Sexual or reproductive side effects in males include
a) testicle shrinkage
b) reduced sperm count
c) infertility
d) all of the above
8. Damage to a steroid user’s physical appearance may involve
a) darkening of tooth enamel
b) severe acne
c) thickening and discoloration of the nails
26
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634
ANSWER KEY for page 17
TEST (CONTINUED)
9. Serious physical side effects of steroid use may include
a) increased heart rate, blood pressure, and possible heart attack
b) liver damage
c) brain damage
d) all of the above
10. One of the most useful tools in steroid withdrawal is for the user to
a) begin a high-fat diet
b) drink no more than 8 ounces of water per day
c) join a peer counseling group of former steroid users
27
© Copyright 2002 • AIMS Multimedia • Building Up for a Fall: Teens and Steroids• #2634