Children’s Health Education Center

1. Children’s Health Education Center Group Members: Emily Rodier Colleen McGrath Shamika Hutchins Micaela Williams Natalie Fuller

2. Children’s Health Education Center • Health Supply Program • Students go on a healthy picnic to learn about nutrition • There are activities that emphasize exercise, rest and hygiene • The program ends with a trip to “Healthy Land” to review what the students have learned

3. Goals of Project • Introducing the Field Trip • We will complete a unit on organ systems and health • “Health Supply” program will be our wrap up field trip to tie the unit together • Driving Questions • What choices can we make to live healthy lifestyles? • What types of food are important and healthy for us to eat? • How much exercise is enough to stay fit and healthy?

4. Goals of Project • Objectives • Students will discover nutrition and health through interactive activities • Students will be engaged through technology, manipulating models and hands on learning • Students will demonstrate what they have learned about health and nutrition in the unit • Students will have fun! • Outcomes • Students will be able to apply what they learned in the unit and during the program to promote healthy choices in the future • Students will be able to describe nutrition and health values in journals

5. Application/Illustration of Terms • The Food Guide Pyramid • Helps people understand how to eat healthy • Grains, vegetables, fruits, fats & oils, dairy, meat and exercise are included • The food guide pyramid will be connected with the healthy picnic portion of the program • Students should be aware of where different foods fit into their diet and how much they should be eating of those foods

6. Terms • Nutrition • Nutrition is the study of food and how it works in your body • Students will discuss the importance of eating a variety of foods during the presentation • They will be able to make informed choices in the future about which foods to eat • Exercise • Students go on an imaginary fishing expedition and explore the importance of exercise • Students will be able to recognize different forms of activity in their lives such as phy ed, team sports, riding bikes, walking to the store etc.

7. Terms • Digestive System • The organ system that processes food in our bodies • Students will learn about the digestive system in class and will understand what happens to food after it enters our body • They will be aware of how food is digested and can apply their knowledge about foods that are healthy • Healthy • Combines eating, exercise, rest and hygiene in order to live an active lifestyle • The students will discuss what healthy is in terms of foods on the pyramid • Students will know they can desire to live healthful lives by eating well, exercising, getting rest and having good hygiene

8. Data Collection/Management • Virtual Tour of Children’s Health Education Center http://www.bluekids.org/virtual_tour.asp • Cost • One dollar per student per field trip ($50 minimum per program). Fees will be based on the number of confirmed students. • There is no fee for up to 10 teachers and adults who accompany a visiting group. Additional adults will be charged the student rate.

9. Management • Transportation • Bus • Accomodations • 60 students per theatre max • All wheel chair accessible • Bag lunches & lunchrooms available

10. Analysis • Utilizing the experience • Students will review and apply what they’ve learned in the unit in a real life activity. By utilizing hands on activities, technology, models and interactive group experiences, the students will be able to experience a variety of teaching methods. Presenting information in new methods can help reinforce and help students understand new material.

11. Assessment • Formal Assessment • Students will write three things they learned in their journals. They can also draw pictures. • Students will complete a project that demonstrates their knowledge of nutritional foods • They will cut out pictures of food from magazines and place them on paper under the headings Healthy Food and Unhealthy Food • Informal Assessment • Monitoring participation during the presentation • Look for misconceptions and ask students questions

12. Assessment Checklist • Journal • Student accurately describes three things they learned from the field trip • Student combines information from the unit with information from the field trip • Project • Student finds examples of healthy and unhealthy foods • Student explains why they consider the particular food healthy or unhealthy • Student uses accurate information they learned from the unit or the field trip to defend their choices

13. Literature & Outside Sources • Literature • Websites: • Discovery Kids: http://www.yucky.discovery.com/noflash/body/index.html • CHEC Kids: http://www.kidshealth.org/PageManager.jsp?lic=241&ps=0303&article_set=&prev_cat_id=&pg_section=03&cat_id=3 • Food and Nutrition Service: http://www.fns.usda.gov/eatsmartplayhard/Zone/bio.html

14. Cross - Curricular • Literacy • Journals will be a connection with literacy. Students will practice writing and formulating ideas and putting them into writing. • Math • Food could be integrated into lessons involving addition or subtraction as manipulatives • Phy Ed • Students can discuss health in phy ed and apply knowledge about exercise and active lifestyles

15. Misconceptions • What We Learned • A variety of topics and subjects can be integrated into one of CHEC’s many programs • Our concept of the food pyramid is different from today’s new Food Guide Pyramid. We had to study the pyramid and the new suggestions and guidelines • Foods can be mistakenly classified into concrete groupings of healthy and unhealthy foods. But in reality, as long as a variety of foods are eaten in the correct portions that will create a healthy diet. • How Students Might Learn • Children can have misconceptions based on their family and their family’s diets. • Students may be unaware of the new pyramid and the importance of balancing a variety of foods and exercise