Curriculum Resource Guide
Grades 3-5
Curriculum Resource Guide Overview
The Western Pennsylvania Sports Museum Curriculum Guide is designed as a resource for
teachers planning a field trip to the Western Pennsylvania Sports Museum at the Senator John
Heinz History Center in Pittsburgh, PA. The Guide offers background material, resources, activities
and suggestions that will aid in planning a successful, Pennsylvania Academic Standards-based
enrichment experience that begins in the classroom, moves to the museum, and concludes back in
the classroom.
The Western Pennsylvania Sports Museum Curriculum Guide is not intended to function as a
complete curriculum package. It is:
• An assemblage of resources to enable efficient and effective learning in the Western
Pennsylvania Sports Museum.
• Challenging and informative activities to assist teachers in planning their pre-, on site, and
post-visit goals and objectives.
• Designed to encourage a pro-active classroom field trip experience
• Linked to PA Academic Standards to help emphasize to administrators the value of a
Sports Museum experience.
Specifically, the Guide contains:
• pre- and post-visit activities linked to Pennsylvania Academic Standards
• background literature for teachers
• student activity sheets and teacher answer keys
• essential questions to assist in planning
• suggestions for incorporating the Sports Museum into the teaching of history, science
and technology, and health, safety and physic education.
• an evaluation form for teachers to assess the guide
The Guide’s objectives are aligned with those of the Western Pennsylvania Sports Museum to
(Related objectives for teachers are indicated in parentheses.):
• Marshal the evidence that Pittsburgh has experiences high levels of success in sport,
surpassing other cities of similar size (Western Pennsylvania citizens have met a higher
rate of excellence in sport than citizens in other similarly sized US cities, making sports
part of the unique culture of the region.).
• Interpret the lives of individuals from the region using biography.
• Explore the integral themes of the region: community, identity, ethnicity, race, gender,
immigration, Americanization and industrialization (The history of sports in Western
Pennsylvania can be used to teach many of the themes prevalent in the PA Academic
Standards).
• Engage and inspire both regional and national visitors with exhibit content, physical
space, and sensory experience .
• Foster a dynamic exhibit to increase collections, expand storylines and encourage repeat
visitation (encourage students to view sport as part of the human experience that links
people with one another and with communities).
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How to Use this Guide in the Classroom
Sports aren’t just about what happens on the playing field. Educators will find that this guide
emphasizes the many ways that sport influences western Pennsylvania history. In fact, sports can
be used to teach about a variety of subjects ranging from history to science and from physical
education to technology. Ultimately, the guide is meant to enrich and complement classroom
curricula in these subjects by providing resources and ideas while engaging students in the topic of
sport.
Teachers can use the guide to:
• interpret the impact of sport in Western Pennsylvania history
• suggest research topics, form assignments and evaluate learning
• establish field trip expectations and responsibilities
• generate classroom discussion
• link personal experience with sport to the region’s communities and individuals throughout
history
• foster intergenerational dialogue about how communities define themselves
• validate sport as an enriching life experience
• meet PA Academic Standards for History; Health, Safety and Physical Education; Science
and Technology
Suggestions and activities are provided throughout the guide to assist teachers in meeting these
goals. Some activities are fully developed, including systems for evaluation and students activity
sheets. Other components offer ideas which teachers can tailor to their respective school and
classroom goals. In the end, it is up to each teacher to decide how much of the guide she/he will
use. At the end of this packet is an evaluation form. If you use these activities, please let us know
how they helped prepare your students for their visit and continue their learning experience after
the museum program.
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Materials for Introducing the Western
Pennsylvania Sports Museum
Locker Room Label Copy
“The story begins here. In the locker room- where Pittsburghers transform themselves, shedding
the stuff of everyday life and girding for competition. Those who prepared here took to sandlots
and stadiums around the region and created a story in sport unlike that of any other place in
America. The story is one of sacrifice and struggle, of hardworking people who never give up and
in the end, triumph.
No city of comparable size has matched Pittsburgh’s success in sport. Its teams have won more
than a score of championships; its athletes have created some of sport’s enduring moments and
memories. Sport is central to bolstered identity. It has fostered cohesion and bolstered identity,
giving diverse groups and arena in which they could perform and gain a positive sense of
themselves and of each other.
This is a story about a sporting world that Pittsburghers created on their own. It’s about the
unforgettable and the almost forgotten- the people who forged an identity through sport,
transforming the city and sports itself.
They made Pittsburgh the City of Champions.”
- Main Exhibit Label in the Western Pennsylvania Sports Museum Locker Room
Sports Museum Exhibit Themes
The following themes for the Western Pennsylvania Sports Museum were developed with the input
of Dr. Rob Ruck, sports historian at the University of Pittsburgh. They are:
• Success- Pittsburgh has experienced a level of success in sport, especially at the
professional level, that surpasses that of any other city of comparable size.
• Identity- Sports, as much as steel, has cast an indelible image of Pittsburgh to the world.
Sports reflect the sacrifices and commitment and the strength and spirit that many identify
with Pittsburgh and its people.
• Community- Sports is a unifier, it has brought communities together and allowed
neighborhoods to compete on an equal footing. Sports can foster cohesion within groups
of people and promote interaction across racial, ethnic, and class lines.
• Opportunity- Sports has offered an avenue of opportunity and sometimes escape from
the mill towns of the region. In addition, it has offered otherwise marginalized groupsimmigrants, African Americans, and working class- the opportunity to achieve.
• Industry- Pittsburgh developed as a leader in sport, especially professional sports, in part
due to its industrial prowess. With a strong middle class with both the time and means to
participate as spectators and the industrial wealth to attract and pay talent as well as
create and maintain the infrastructure of competition, Pittsburgh became a leader in the
development and shaping of sport.
• Biography and the Human Condition- The vehicle of biography, important to state
curriculum standards, is used as an interpretive tool within the exhibits that not only
teaches about the lives of individuals from the region, but also engages and inspires our
visitors.
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•
Regional and National Context- This region has produced an abundance of athletes,
born here, but whose success in sports was achieved elsewhere. While Pittsburgh sees
those individuals (such as Joe Namuth, Dan Marino, Swin Cash, Stan Musial) as our
native sons and daughters, we recognize that they have national reputations and name
recognition. This allows the Sports Museum to tell a regional story, important to local
residents, but with the ability to appeal and attract visitors from across the country.
Essential Questions
General:
How have sports shaped the history of Western Pennsylvania?
Why do you think Pittsburgh has been so successful at sport?
What can sports tell us about society/ culture/ history?
How can sports change how we view history/ social studies/ civics/ physical education?
How can the Sports Museum change how we view history/ social studies/ civics/ physical
education?
Sports Biographies:
What did ___name of player____ do that helped change sport in Pittsburgh?
What do you think is the biggest challenge athletes face?
Do the stories of Pittsburgh athletes inspire you? Why or why not?
About Sport:
All are sport competitions? Explain your answer.
What is the meaning of sports?
How do sports challenge people?
How do you define sports?
American Pastimes:
Why do people participate in sports?
Sport and Identity:
What lessons do athletes learn by participating in community sports?
Why do you think the Pittsburgh area has so many athletes?
Which sport do you consider to be the best representation of American sport? Why?
How do sports impact communities?
Why did certain immigrant groups participate in certain sports?
How can sport teach us about identity?
What can we learn about western Pennsylvanians through sports?
Why are certain athletic fields, such as Forbes Field or Three Rivers Stadium, icons of sport in
Pittsburgh? What might these places mean?
Sports and Segregation:
What do the Negro Leagues tell us about that period in history?
Why was Pittsburgh so important to African American baseball fans during the early 1900s?
How did Title IX change sports for women in Pittsburgh?
Sport and Relevance:
What sport do you most enjoy? Why?
What do we learn by participating in sports?
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What makes people get interested in sports?
Sports and Health:
How can sports contribute to a person’s overall well-being?
What are the physical benefits of athletic participation?
What can sports teach us about our bodies?
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Pre-Visit Activity – Brainstorming
Pennsylvania Academic Standards For Reading, Writing, Speaking and Listening
1.6 “Listen to Others”
1.6 D “Contribute to Discussions”
Overview
One of the central themes the Sports Museum explores is “what is a sport?” To help prepare your
students for their visit, you may wish to brainstorm the following questions prior to your visit. When
you send in your group confirmation and deposit, please send your class’ answers to the following
questions. This will help better inform the docent leading your program about their attitudes
towards sports and which exhibits to highlight.
Procedure
1. Ask students: What is sport?
The Dictionary defines sport as: 1. An active pastime; recreation
2. A specific diversion, usually involving physical exercise and having a set form of rules;
game.
Does sport require competition?
Does a sport require physical activity?
Does a sport require physical acumen?
Does a sport require mental acuity?
Are sports always team events?
Can they be individual events?
List different words that describe sports.
2. There are many different types of sports. Have the class list different sports that have “a” as the
second letter.
Badminton
Bandy
Baseball
Basketball
Canoeing
Darts
Falconry
Handball
harness racing
Javelin
Kayak
Lacrosse
Marathon
Marbles
NASCAR
parallel bars
racket ball
Sailing
table tennis
tae kwondo
water polo
water skiing
List different sports that have “o” as the second letter.
bob sled
bocce
bowling
boxing
downhill skiing
football
hockey
fox hunting
hop step jump
horse racing
golf
long jump
motor cycle racing
pole-vault
power boat racing
softball
soccer
polo
rowing
pole vaulting
toboggan racing
volleyball
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During your museum visit, have the class look to see how many of the sports they listed were
exhibited.
3. People throughout the world participate in sports of many kinds. Do you think the sports we just
listed originated in the United States or another country?
List the countries from which you think these sports might have come. Look at a world map
to see these places.
4. Sports participation varies, some participants are very active and others are not a physically
involved with sport. Ask students: What is an athlete? (or what is a fan?)
The dictionary defines an athlete as:
1. One who takes part in competitive sports
2. A person possessing the natural aptitudes for physical exercises and sports, as strength,
agility,
and endurance.
Is a marbles player an athlete?
List some famous athletes. Were they born in the United States or another country?
5. Discuss some of the famous Pittsburgh athletes that you will learn about during your field trip to
the Western Pennsylvania Sports Museum. Talk about their backgrounds and what they did to
shape sports history and the history of the region.
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Pre-visit Activity: What is a Museum?
Pennsylvania Academic Standards for Reading, Writing, Speaking and Listening
1.6 A “Listen to Others”
1.6 D “Contribute to Discussions”
Overview
Field Trip experiences in the Western Pennsylvania Sports Museum are often used as a free-for
all time for students to unwind. The museum does utilize a large amount of floor space with over
75 interactive activities designed to appeal to various age ranges and skill levels. While some
exploration is encouraged with school groups, the time should be guided with clear expectations.
This activity is designed to remind students that the Sports Museum is a museum space and
appropriate behavior is expected. The next questions will help prepare your students for their
museum experience.
Procedure
1. Ask your students: What is a museum?
What makes a museum different from a school, library, or other education institution?
Are the objects kept in a museum special in some way?
The Dictionary defines a museum as: An institution for the acquisition, preservation, study,
and exhibition of works of artistic, historical, or scientific value.
2. Museums have rules that help them meet their goal of preserving and teaching about history.
Why do you think they have specific rules?
Museum rules are designed to accomplished several goals. First the rules are designed to
help protect the artifacts. The museum’s main responsibility is to care for the artifacts and
preserve them for future generations. Without this, the museum would cease to exist. The
conservation of the objects is job of the museum division’s registrar and curators. There are
specific guidelines and best practices outline by the field; these practices are adopted by
other departments to insure the artifacts survival. The students could the opportunity to
learn about other jobs unique to a museum.
3. How can the students show their respect for the objects they will see at the Sports Museum?
•
•
•
•
•
•
Ask for permission before touching an exhibit.
Your tour guide will tell you where you may eat and drink, so please wait to have your gum,
drink, or snack until you are in the lunchroom.
Listen to the directions of your tour guide.
Stay with your group.
Work together with other members of your group.
You are welcome to take photographs of the objects and photos in the museum.
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Post-Visit Activities Grades 3 through 5
Chronology
Pennsylvania Academic Standards for History
8.1.3 A “Understand chronological thinking and distinguish between past, present
and future time”
8.2.3 A “Understand the political and cultural contributions of individuals and
groups to Pennsylvania history”
8.3.3 A “Identify contributions of individuals and groups to United States
history”
Overview
How do events in sports history fit into the big picture? Are they isolated events, or do they have
some relation to other events in the nation’s history? The following activity is designed to help
students learn to put events into chronological order and to place events that they will learn about
at the Sports Museum into a larger context.
Procedure
1. Cut up the cards on the lines indicated and divide them among the students. The cards will be
pinned or taped to a bulletin board.
2. Students should begin by putting the cards that set the historical context into chronological
order.
3.After this is completed, each card with a key date in sports history may be added to complete the
timeline. The class may add to this timeline throughout the year as they read about other events.
Extension
You may wish to have students illustrate the timeline with photos from their trip, souvenirs from at
home, or from images cut from magazines or websites. Discuss a new sport as you move
throughout your history/ social studies class throughout the school year. Students might choose to
create a historical play that tells about history through sports; each child can take a figure or sports
and represent it during the play.
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Historical Content Cards
1681
King Charles II signed charter
granting William Penn the land
that became Pennsylvania.
1780
The Gradual Abolition Act
provides for the eventual
emancipation
of slaves in Pennsylvania.
1863
Battle of Gettysburg in U.S. Civil
War and Lincoln’s Gettysburg
address.
1889
Flood in Johnstown leaves
thousands dead.
1892
Striking workers clash with
Pinkerton private detectives in
Homestead Strikes.
1914
Jazz musician Billy Eckstine is born
in Pittsburgh.
1919
Pennsylvania ratifies the 19th
amendment
to grant women the right to vote. The
amendment becomes law in 1920.
1920
Pittsburgh’s KDKA becomes the
first
commercial broadcast radio
station.
1940
The Pennsylvania Turnpike opens.
1942
United Steelworkers of America
replaces the former Steelworkers
Organizing Committee.
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1962
Pennsylvania resident, Rachel
Carson,
publishes Silent Spring to help
awaken
Americans to the need for
environmental
protection.
1963
President John F. Kennedy is
assassinated.
1971
The Pennsylvania Human Relations
Commission orders an end to racial
imbalance in Pittsburgh’s public
schools.
1972
Title IX passes, helping to level
the playing field for female
athletes.
1986
U.S. Steel’s Homestead Works
closes.
1987
Playwright August Wilson wins the
Pulitzer Prize for Fences.
2004
Flooding from Hurricane Ivan destroys
many homes and businesses in
western Pennsylvania.
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Events in Sports History Cards
1887
Joseph Mickle opens an 8-hole
golf course in Foxburg, Pennsylvania.
It is the first in western Pennsylvania.
1892
Professional Football gets its start
on the North side of Pittsburgh.
“Pudge” Heffelfinger receives $500
to play for the Allegheny Athletic
Association.
1909
Forbes Field opens and the Pirates
play games 1, 2 and 5 of the World
Series at Forbes Field that same year.
1912
The Homestead Grays are formed
and play in the Negro Baseball
league.
1918
“Pop” Warner leads University
of Pittsburgh to a third national
championship.
1923
The Centre Avenue YMCA opens
to provide athletic activities for
African Americans.
1932
Women from Homestead
swim team go to Olympics.
1933
Art Rooney buys the Pittsburgh
Steelers.
1941
Pittsburgh resident Jackie Wilson
wins national featherweight boxing
title.
1947
William L. Colbert becomes
first African American to win the
Pittsburgh City Tennis
Championship.
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1948
University of Pittsburgh student Herb
Douglas earns an Olympic bronze
medal in the long jump. His jump was
24 feet and 7 inches.
1953
The Pittsburgh Pirates General
Manager requires the use of
batting helmets.
1962
Mildred Martin Allen starts
Tri-Boro All Star Softball game for
women.
1972
Immaculate Reception by Franco
Harris.
1974
Pittsburgh Steelers win Super bowl
number Nine.
1976
Tony Dorsett leads University of
Pittsburgh to national
championship and wins the
Heisman Trophy.
1983
The first Pittsburgh marathon is run.
1984
Cleaner rivers allow the Three
Rivers Rowing Association to bring
back
rowing events to Pittsburgh.
1991
Pittsburgh Penguins win the Stanley
Cup championship led by Mario
Lemieux.
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Sports and Memory
Pennsylvania Academic Standards for Reading, Writing, Speaking and Listening
1.4.3. B “Write informational pieces”
1.4.3 A “Write narrative pieces”
Overview
Why does sport play such a pivotal role in Pittsburgh? Much of it seems to be rooted in individual
memory -- games watched on television or games attended with family and friends at Forbes Field,
Three Rivers Stadium, Heinz Field, or the other parks that are part of the city’s heritage and
landscape. This activity will help students reflect on a sporting event that is meaningful to them.
They will record the facts of the event as well as what it meant to them as a participant or as an
observer. These essays may be sent to the Sports Museum archives so that these memories will
be preserved for future generations of sports enthusiasts and historians.
Procedure
1. People saved all of the objects in the Sports Museum because they associated those objects
with memories. Each object is part of the stories these people tell and that the museum curators
tell in the sports exhibits. Everyone has memories. Ask if any of the students have memories they
attach to any objects. Do these things remind them of a particular moment, person, or event?
2. Explain that they are going to write their own sports memories. These memories will be shared
with the museum so that their memories can be saved for students in the future.
3. In an essay, students will select and write about a sporting event, answering the following
questions.
1) Did you observe the event or participate in it?
2) What kind of event was it?
3) Was it a competition?
4) Where did this sport originate?
5) Who played the game or competed in the event?
6) Where did it take place?
7) When did it take place?
8) If it was a competition, who won?
4. Have the students record their own reflections about the game with the following questions.
1) What did this event mean to you?
2) Did you participate, or know someone who did?
3) Were you rooting for a team or for an individual?
4) Was the event more special because you were with a friend or family member?
5) What makes you remember the event?
5. Have the students draw a picture to illustrate their sports memory.
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Extension
Teachers can explain the activity beforehand and ask each student to bring in a sports object that
they have a memory of. After writing, they can “show and tell” by presenting their memory to the
class.
Instead of writing a personal sports memory, students could create a story written in the
perspective of one of the sports figures they learned about while at the museum.
Create “Memory Boards,” story boards, or books about individual memories and share them with a
younger grade or with parents (students could prepare “Family Sports Memories” books or stories).
Resources
The following quotes may also help provoke discussion and thought prior to the writing activity.
“I knew the time when the Crawfords were coming along – that was a sad time for this country. Not
only for blacks but for the majority of poor people – it was sad. And they could come to a ball
game and forget about all their woes. That’s what satisfied me. I made a lot of people happy…But
you know, it brings back a lot of glorious memories, to think the way we came up from nothing, to
be somebody.”1
Harold Tinker played for the Pittsburgh Crawfords, one of the city’s two “Negro League”
teams. African Americans initially played baseball in integrated professional teams.
However, segregation forced early African American players off these teams. In 1920, an
organized league for African American baseball players was formed. When Jackie
Robinson joined the Major League Brooklyn Dodgers in 1945, it marked the beginning of
integrated Major League Baseball, but the decline of the “Negro Leagues.”2
“So many of my memories of Pittsburgh in the late 1940s and early 1950s are of playing ball on
grassless city fields and poorly surfaced courts or hitchhiking out to Forbes Field, Pitt Stadium, and
the Duquesne Gardens to watch the city’s sports teams. The seasons of my youth on the South
Side flowed by to the rhythm of games played with baseballs and bats held together with masking
tape and nails, footballs made of newspapers folded and tied with twine, hockey sticks pieced back
together after being shattered and abandoned at Hornet games, and slick-surfaced basketballs
often lopsided and bubbled from too much wear.”
Richard F. Peterson is a writer and teacher at Southern Illinois University.3
“It was not so much that I thought I was out of place in Camp Hill; I knew I was out of place. The
teams I pulled for – and just assumed everyone else in American pulled for as well – were the Pitt
Panthers, Pittsburgh Steelers, and Pittsburgh Pirates. Conversations with new friends proved my
innocent assumption groundless.”4
1
Ruck, Rob. “’I Lived Baseball’: Harold Tinker and the Pittsburgh Crawfords.” In Pittsburgh Sports: Stories from the
Steel City, ed. Randy Roberts. (Pittsburgh: University of Pittsburgh Press, 2000), 93-109.
2
Negro Leagues Baseball Museum, Museum Information Package for Teachers (Kansas City: Negro Leagues Baseball
Museum), 2.
3
Peterson, Richard F. “Rinky Dinks and the Single Wing.” In Pittsburgh Sports: Stories from the Steel City, ed. Randy
Roberts. (Pittsburgh: University of Pittsburgh Press, 2000), 25-46.
4
Roberts, Randy. “Between the Whale and Death.” In Pittsburgh Sports: Stories from the Steel City, ed. Randy
Roberts. (Pittsburgh: University of Pittsburgh Press, 2000), 6-24.
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Randy Roberts is the author of several books about sports and the editor of Pittsburgh
Sports: Stories from the Steel City.
“At that moment, standing there with my best friend in the shadow of Yankee Stadium, decked out
in my Yankee cap, I felt like a real fan. We threw the ball around for a few minutes in the parking
lot before heading to the ballpark. Soon we were walking through the tunnel to the stadium. I
could hear the fans shouting, smell the hot dogs, and feel the anticipation. The whole experience
was intense. In the Bronx, you are a Yankee fan or you’re dirt.”
Cooper Oznowicz was 12 when he wrote this story for Stone Soup magazine.5
“My life at home did not improve over the next month or so. In fact, the only high point in my life at
all became basketball. Even when Momma and Dad yelled until three in the morning, it made me
feel better when I did well in practice the next day. When Coach told me I could start the game
against Sunset Park in two days, it didn’t matter that Dad hadn’t come home at all the night before.
I put my soul into the practices and games. Basketball set me free.”
Lia Regal was 12 when she wrote this story for Stone Soup magazine.6
“It was early in the morning with a nip in the air when my dad and I went canoeing…We got to the
lake and pushed the canoe into the water. Then we climbed in. We sat for a moment. Then my
dad whispered, ‘Paddle silently.’…’Look,’ my dad whispered. I looked up in the sky. Spiraling over
the trees was a hawk searching for something to eat. Then a loon called out, breaking the
silence.”
Heather Goff was 9 when she wrote this story for Stone Soup magazine.7
5
Cooper Oznowicz, “A Connecticut Yankee Visits the Bronx,” Stone Soup, November/December 2000, 45-46.
6
Lia Regal, “Of Basketball and the Valley of the Stoops,” Stone Soup, November/December 2002, 25-29.
7
Heather Goff, “Canoeing,” Stone Soup, March/April 2003, 17.
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Fitness and Nutrition: Small Changes Add Up
Pennsylvania Academic Standards for Mathematics
2.2.3 A “Apply addition and subtraction in everyday situations using
concrete objects”
2.1.3 B “Use whole numbers and fractions to represent quantities”
2.2.5 A “Create and solve word problems involving addition, subtraction,
multiplication, and division of whole numbers”
2.1.5 D “Use models to represent fractions and decimals”
2.5.3 A “Use appropriate problem-solving strategies”
2.5.5 A “Develop a plan to analyze a problem”
2.3.3B “Determine the measurement of objects”
2.3.5 B “Select and use standard tools to measure the size of figures”
Overview
How can students learn to make better choices as part of a healthy lifestyle? This activities
encourages students to make good nutritional and fitness decisions while practicing basic math
skills.
Procedure
1. Have students bring in wrappers from their morning or afternoon snack or a lunchtime treat.
Have them add up how many calories and grams of fat they consume in a regular snack. If they
follow a 2,000-calorie a day diet, what percentage of their calories and fat grams are they
consuming in this snack? Many nutrition labels include how many fat grams are part of a 2,000
calorie a day diet.
2. Have them pick one healthier alternate food as a replacement. An apple can replace a cookie.
Wheat crackers or popcorn can replace chips. Have them calculate how many calories and
grams
of fat they save. They can also do a multiplication exercise. If a small apple has 50 calories,
and
a regular candy bar 250, how many apples can they eat to equal one candy bar?
3. Have students measure the size of some of their favorite foods. How big is a tablespoon of
peanut butter compared to what they use on a sandwich? How big is a cup of spaghetti when its
in a plate or bowl? How big is a 3oz hamburger? They can also compare the measurements of
different foods. How many cups is an ounce of chips? How many cups is an ounce of
popcorn? If they are hungry, which will be more filling?
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Extension
Have students share their findings with their parents. Students can keep a food journal a week
before the activity, recording the nutrition information for their snacks. After the lesson, keep a
food journal recording the calories they are saving with the new snacks.
Resources
There are many excellent web sites that help students learn about the health risks of poor diet, the
benefits of physical activity, and healthy lifestyle patterns.
www.diabetes.org.
Provides information on diabetes prevention and an on-line risk test.
www.eatright.org
Contains nutritional facts sheets on different foods, tips to eating well, a Healthy Habits for
healthy Kids brochure, and other on-line resources regarding nutrition and healthy living.
www.caloriecontrol.org
Provides the calorie and fat content of different foods as well as information on the calories
burned by the type of activity. While this is a non-profit organization, it does represent the
low-fat and low-calorie food industry.
www.cdc.gov/nccdphp/dnpa/bmi.
Provides information on Body Mass Index for adults and children. It also include
information on calculating BMI.
www.cdc.gov/nccdphp/dnpa/obesity/.
Provides information on obesity in general and the increase in childhood obesity.
www.caloriesperhour.com
Provides an on-line calculator to determine the amount of calories burned by the type of
activity.
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