The
Children’s Museum of Acadiana
presents the
“All About Me”
Health Program
This program focuses on the development of habits and routines
that promote a healthy lifestyle for the whole family.
This program was developed by the
Ms. Brenda Petro, M.Ed.
The Health Kiosk and Curriculum Guide is
made possible through a grant from the
JUNIOR LEAGUE OF LAFAYETTE
Health Program Partners:
University of Louisiana at Lafayette
College of Nursing and Allied Health Professionals
Additional Health Exhibit Contributors:
Brian A. Hebert Woodworks, Inc.
Sir Speedy
“All About Me”
Health Program
A Stuffee presentation will be presented to the whole group. Stuffee is a large fabric doll
complete with internal organs accessible through a giant zipper in the middle of his body. Stuffee’s
organs are made of appealing fabrics, colors, and textures. They are accurate representations of
actual human organs in appearance, and scaled in size to fit Stuffee’s seven foot height. Stuffee
provides a visual, three-dimensional model of the internal organs of the human body in addition to
providing tactile experience with respect to the shape and size of the different organs in proportion to
each other. The presentation covers the digestive, respiratory, and the circulatory system of the
human body identifying the major organs involved in each system and their function.
After the Stuffee presentation, the children will break up into small groups of 3 – 5 and rotate
through the following centers with a nursing student.
Health Panels
1) One side promotes the eating of at least five fruits or vegetables a day from the
different colors of the rainbow. The children select five magnetic fruits and/or
vegetables to include on their “palette”.
2) The second panel stresses getting at least 60 minutes of exercise or activity each
day and identifies some fun activities. There is also a charade type game where one
child acts out the activity while the other player(s) guess the activity.
3) The third side explains what is Body Mass Index or BMI, how to calculate their BMI
and then using a graph to determine if their BMI is considered healthy.
4) The fourth side is a visual display indicating all the ways to keep healthy from eating
and exercise to buckling up and wearing a seat belt in the car.
Count Your Heartbeats. Students will take their resting pulse and their pulse after exercising
and discuss why it changes. (See Health Sheet 3, “Count your Heartbeats”. Sheets will be
provided during the fieldtrip.)
Dogs Aren’t the Only Ones That Growl. All the food we eat passes through the stomach
and the intestines. The digestive system makes noises as it does its job. Children will conduct
an experiment listening and describing the noises made by the digestive system and then
explore what processes makes the noises. (Use Health Sheet 4, “Dogs Aren’t the Only Ones
that Growl”. Sheets will be provided during the field trip.)
Organ Aprons. The aprons provide reinforcement of the organs and their functions learned
during the Stuffee presentation. Children wear special aprons, identify the organs and the
function, and place in the correct slot of the apron.
Sorting Table Station. Students will sort a variety of snacks into healthy and not so
healthy snacks by checking food labels on the packages.
Reuseum. Students will complete a collage of a healthy balanced meal using pictures of food
items. They will be prompted to include food items on their plate using information from the
food guide pyramid.
After attending the program the children can engage in the following activities as an extension
of the experience.
1) Healthy Lifestyles. Invite students to become television personalities. Have them work in
pairs to create a one-minute television feature entitled “Healthy Lifestyles”. Explain that the
feature should contain a one minute tip that a person could follow to maintain a healthy
lifestyle, and should tell why following this tip would improve their health.
2) Count Down to Exercise. Remind the students that they should exercise at least 60 minutes
a day. This can be accomplished in smaller increments just so it adds up to 60 minutes. Have
them using the recording time sheet to track the starting and ending time of the activity; the
elapsed time, and the activity in which they engaged. Add up the total time at the end of the
day to see if it totals 60 minutes. This can be assigned as a one night homework assignment
or a week long assignment with a recordation sheet completed for each day. (Use Health
Sheet 5, “Countdown to Exercise”)
3) How Does My Breathing Rate Change When I Exercise? Conduct the experiment. (Use
Health Sheet 6, “How does my Breathing Rate Change When I Exercise”)
Children’s Museum of Acadiana
“All About Me” Health Exhibit
References
Heart Power, American Heart Association Schoolsite Program, Level 3-5. American Heart
Association, 1996.
Heart Power, American Heart Association Schoolsite Program, Level K-2. American Heart
Association, 1996.
Rockwell, Roberts E., Robert A. Williams, and Elizabeth A. Sherwood. Everybody Has a Body,
Science from Head to Toe. Early Childhood Science, 1992.
Moyneaux, Lynn. Science Ladder, Activity Based Ideas for Teaching Science to Primary Grades.
Trellis Books, 1988.
Hefner, Christine Roots, and Kathryn Roots Lewis. Literature-Based Science, Children’s Books and
Activities to Enrich the K-5 Curriculum. Oryx Press, 1995.
Dietary Guidelines for Americans 2005. Department of Health and Human Services (HHS) and the
Department of Agriculture (USDA). HTTP://www.health.gov/dietary guidelines
Nutrition and Physical Activity. United States Department of Health and Human Services, Centers for
Disease Control and Prevention, National Center for Chronic Disease Prevention and Health
Promotion. HTTP://www.cdc.gov
Children’s Museum of Acadiana
“All About Me” Health Program
2nd & 3rd Grade Level Expectations
English
Writing
24. Develop grade-appropriate compositions, for example: (2nd)
Friendly letters
Poems
Stories
Informational descriptions with some detail (ELA-2-E4)
42. Deliver informal presentations that demonstrate an understanding of a topic
ELA-4-E4) (2ND)
27. Write for various purposes, including: (3rd)
Informal letters using appropriate letter format
Book reports and informational compositions that include main ideas and significant details
from the text (ELA-2-E6)
Speaking and Listening
Information Resources
54. Locate and read information on a chart, graph, diagram, map, and simple timeline
(ELA-5-E6) (2nd)
52. Locate information found in graphic organizers such as timelines, charts, graphs, schedules,
tables, diagrams, and maps (ELA-5-E6) (3rd)
Science
Science as Inquiry
The Abilities to Do Scientific Inquiry
6. Use the five senses to describe observations (SI-E-A3) (2nd & 3rd)
9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps,
and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) (2nd & 3rd)
2. Pose questions that can be answered by using students’ own observations, scientific knowledge,
and testable scientific investigations (SI-E-A1) (3rd)
4. Use observations to design and conduct simple investigations or experiments to answer testable
questions (SI-E-A2) (3rd)
Grade Level Expectations (Continued)
Life Science
Characteristics of Organisms
31. Identify and discuss the arrangement of the food pyramid (LS-E-A6) (2nd)
32. Analyze selected menus to determine whether they include representatives of all the required food
groups (LS-E-A6) (2nd)
34. Describe what the human body needs to grow and be healthy (LS-E-A1) (3rd)
40. Explain how the organs of the digestive system function (LS-E-A5) (3rd)
43. Identify a meal that includes representatives from each group of the food pyramid (LS-E-A6) (3rd)
Math
Measurement
16. Tell time to the nearest 5 minutes, and identify the time one hour before or after a given time (M-1E) (M-3-E) (2nd)
19. Find elapsed time involving hours and minutes, without regrouping, and tell time to the nearest
minute (M-1-E) (M-5-E) (3rd)
Data Analysis, Probability, and Discrete Math
26. Construct and read line plots and tables (D-2-E) (2nd)
Children’s Museum of Acadiana
“All About Me” Health Program - Health Sheet No. 3
NAME________________________________________
HEARTBEATS
IN A MINUTE
STAND IN PLACE AND TAKE
YOUR PULSE
RUN IN PLACE AND TAKE
YOUR PULSE
REST FOR 30 SECONDS AND TAKE
YOUR PULSE
THINK!
What happens to your heartbeat when you exercise?
Why do you think this happens?
Children’s Museum of Acadiana
“All About Me” Health Program – Health Sheet No. 5
NAME________________________________________
DATES
ACTIVITY
STARTING TIME
ENDING TIME
ELAPSED
MINUTES
TOTAL MINUTES
GOAL = 60 minutes of exercise a day. This can be
accomplished in smaller increments just so it adds
up to 60 minutes.
NEW WORD: Elapsed = time that has passed
Children’s Museum of Acadiana
“All About Me” Health Program – Health Sheet No. 4
NAME________________________________________
All the food we eat passes through the stomach and on to the intestines. The
digestive system makes noises as it does its job. The noise is caused by acids and
gas as food is passed through the intestines. Muscular contractions called
PERISTALSIS also make noises. The food is broken down into nutrients that
will be filtered into the blood stream, and waste that will be excreted when we go
to the toilet.
WHAT TO DO!
1. Discuss how food passes from our mouths into the esophagus, stomach, and intestines. As
acids and gases interact with food to break it down, noises are made. Sometimes people will
say, “My stomach is growling.”
2. Give each child a cup with the bottom removed. Group the children in pairs. Let’s use our
cup listeners to find out if we can hear some growling. Remember dogs aren’t the only ones
that growl.
3. Demonstrate how to use the cup as a listening device. The cop will enhance the sound quality
as it funnels into the cup and passes directly to the listening ear.
4. Now put your cup to your ear and move it around on your partner’s abdomen. Listen
carefully. What do you hear?
5. As the children listen, ask them to describe the sounds they hear. Ask them to try to imitate
the sounds.
6. Compare sound descriptions.
WANT TO DO MORE?
Listen to other sounds that the body makes. Listen to the heart, legs,
neck, and back.
WHEN YOU GET HUNGRY, YOUR STOMACH
MUSCLES BEGIN TO CONTRACT. ( IF THERE IS
ARE IN YOUR STOMACH, IT MAY MAKE A
RUMBLING NOISE AS IT CHURNS.)
Language you can use: STOMACH, INTESTINES, SOUND,
LISTEN, LISTENERS, HEAR DIGESTION, PASS, THROUGH, ACID,
GAS PERISTALSIS Things you will need: Paper cups with
bottoms removed
Children’s Museum of Acadiana
“All About Me” Health Program – Health Sheet No. 2
NAME________________________________________
While shopping in Le Petit Magasin, choose 4 heart healthy
items for supper. Write the name of the food and then moving
across record in grams the amount of vitamins, fats, proteins,
minerals, and carbohydrates that the food contains.
NAME OF
FOOD
VITAMINS
FATS
PROTEINS
MINERALS CARBOHYDRATES
Children’s Museum of Acadiana
“All About Me” Health Program – Health Sheet No. 6
NAME________________________________________
How Does My Breathing Rate Change When I Exercise?
What do you think happens to your breathing rate when you exercise????
Why do you think so?
Do you think that your breathing rate will increase more after exercise than your pulse
rate did???? Why do you think so?
TOOLS NEEDED: STOP WATCH
1. Sit quietly.
2. Breathe normally and count the number of breaths you inhale
in 1 minute.
3. Record the number.
4. Now run in place for 1 minute.
5. Check you breathing rate for the next minute.
6. Record the results.
7. Continue to count the number of breaths you take every
minute until your breathing returns to normal.
8. Record the results.
Exercise
Breathing
rate before
exercising
1
2
3
4
5
6
7
8
9
10
Running
in Place
Was there a change in your breathing rate after exercise????
How long did it take your breathing rate to return to normal????
Why do you think your body breathes faster after exercise????
Which increased more, your breathing or your pulse rate????
Try repeating Step 2 three times. Find your average breathing rate by adding the 3 numbers
together and dividing by 3.
Our respiratory system (breathing system) allows us to take in air, remove oxygen and exhale
carbon dioxide. Breathing rate increases with exercise because the lungs must take in more
oxygen to help us breathe.
Children’s Museum of Acadiana
“All About Me” Health Program
EVALUATION
NAME:______________________________________________________________
SCHOOL:_________________________________________________________ Grade:____________
Write about one new thing you learned today during the program!
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Which activity did you like the best and why?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Describe three healthy activities that you will start doing today!
__________________________________________________________________________________________
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201 E. Congress
Lafayette, LA 70501
Main: (337) 232-8500
Fax: (337) 232-8167
E-Mail: [email protected]
Webb: childrensmuseumofacadiana.com
ALL ABOUT ME
HEALTH
PROGRAM
THANKS FOR LENDING A HAND!
EVALUATION
(CIRCLE ONE)
Low
1
2
3
4
2. Please rate the organization of the program.
1
2
3
4
5
3. How well did the nursing students interact with the students
during the program?
1
2
3
4
5
5. How well did this program integrate into your curriculum and meet
grade level expectations for the subject areas identified in the grade?
1
2
3
4
5
6. Please rate the overall benefit to the students.
1
2
3
4
5
7. How well did the program meet your expectations?
1
2
3
4
5
8. Would you recommend the program to other teachers? (circle one)
yes
or
no
1. Please rate the overall quality of the program.
High
5
9. Did you find the program worthwhile? What changes would you suggest?
10. Did you note additional benefits or results other than those expected?
11. What worked well and what improvements could be made?
12. Any other comments are greatly appreciated. (Use the back of this form)
===============================================================================
NAME:___________________________________________SCHOOL:_______________________________
Please fax the completed evaluation to the Children’s Museum of Acadiana at (337) 232-8167.
or
Mail to the Children’s Museum of Acadiana, 201 E. Congress, Lafayette, LA 70501