Healthy Hydration 2 - Aqua Bodies - · PDF fileHuman Organs chart and body drawing from activity background section for reference. ... Students may also color the rest of their bodies

13© 2010 Project WET Foundation. All rights reserved.

Aqua Bodies

Healthy Hydration

BackgroundThe Role of Water in the Human BodyWater is the major constituent of thehuman body since about 60% of adultbody weight is due to water. This watercontent varies depending on age, genderand body composition. In infants andchildren the percentage of water is high-er than in adults. Given the large per-centage of water in the human body, it isnot surprising that water plays anextremely important role in many of thebody’s critical functions. Water, a vitalnutrient to the life of every cell, acts firstas a building material. It also regulatesour internal body temperature by sweat-ing; helps make nutrients and otheressential elements accessible by trans-porting them to our cells; assists influshing waste mainly through urina-tion; lubricates joints; forms saliva; andacts as a shock absorber for brain, spinalcord, and fetus.

Without water intake, humans cannotlive for more than three to five days.

BODY WATER PERCENTAGES

AT DIFFERENT PERIOD OF LIFE

Fetus ~ 94%

Infants ~ 75%

Adults ~ 60%

Elderly ~ 50%

(Source: Panel on Dietary Reference Intakes forElectrolytes and Water, Standing Committee onthe Scientific Evaluation of Dietary ReferenceIntakes, Food and Nutrition Board; and Instituteof Medicine of the National Academies. DietaryReference Intakes for Water, Potassium,Sodium, Chloride, and Sulfate. The NationalAcademies Press, Washington, D.C. February11, 2004. Adapted from Altman PL. 1961.Blood and Other Body Fluids. Washington, DC:Federation of American Societies forExperimental Biology.)

▼ SummaryStudents demonstrate how much oftheir bodies are composed of water,where water is found within theirbodies, and the functions of waterin their bodies.

ObjectivesStudents will:• Identify the percentage of water in the

human body.• List places within the human body

where water is found.• Describe roles that water plays in the

human body.

Materials• Dried fruit (i.e., raisin) • Ripe fruit (same fruit—i.e., grape) • Butcher paper (about 36m for a class of

30) or 2-3 sheets of newspaper tapedtogether for each student (if youchoose to do the first activity in chalk,the paper is not necessary)

• Crayons or markers• Chalk (optional)• Knife (to cut carrot)• Carrot• Scissors• Copies of Water Drop Student Copy Page

Making ConnectionsWe all drink water when we becomethirsty, but we rarely think about theimportance of water in our bodies. Byfocusing on the amount of water in ourbodies, where it is found and the role itplays in keeping our bodies functioningproperly, students learn to appreciateour dependence on water and the neces-sity of consuming adequate amounts ofwater.

■ Grade Level:Ages 8 - 12

■ Subject Areas:Life Science, Health,Mathematics

■ Duration:Preparation time:Part I: 15 minutesPart II: 5 minutesPart III: 5 minutesActivity time: Part I: 30 minutesPart II: 20 minutesPart III: 20 minutes

■ Setting:Large, open room

■ Skills:Organizing (estimating,calculating, categorizing)Analyzing (comparing,identifying patterns)

■ VocabularyPercentage, organs, vital

2 - Aqua BodiesWhat is the difference between a raisin and a grape? Water!

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Location of Water in the HumanBodyWhere is water located within thebody? Water is found throughoutour bodies, in all of our cells, tissuesand organs. Body parts also vary intheir water content. The Water inHuman Organs chart displays howspecific body parts contain differentamounts of water.

WATER IN HUMAN ORGANS

Organ Percentage Water

Skin 64

Skeleton (bones) 31

Muscle 79

Brain 73

Liver 71

Heart 73

Lungs 83

Kidneys 79

(Source: Mitchell, H.H. et al. 1945. Thechemical composition of the adult humanbody and its bearing on the biochemistry ofgrowth. The Journal of Biological Chemistry.158: 625-637.)

Procedure▼ Warm UpAsk two students to volunteer tostand in the front of the room. Tellone of them that he/she has a basketof food—enough to last one month(props work well for this such as anempty basket with imaginary foodor a piece of paper that says “food”).The other student has one month’ssupply of water (a prop could be abottle of water or a piece of paperthat says “water”. If no props areavailable ask students to pretendthey are eating food and drinkingwater). Ask the class which studentwill survive longer. Take a vote.Compare how long we can go with-out food (between 2 and 4 monthsdepending on fat stores) to how long

© 2010 Project WET Foundation. All rights reserved.14 Aqua Bodies


tape the water drops to their bodydrawings (from Parts I and II) wherethey deem appropriate for the func-tion described. For example thedrop that reads "water is importantto my body because it helps me cooldown when I am hot" can be placedon the skin to indicate sweat; thedrop about waste removal can beplaced on the kidneys as they filterwastes or on the urinary tract; andthe drop discussing the breakdownof food may be placed on the stom-ach area or the mouth where salivahelps break down food.

2. Once students have placed thewater drops, as a group, discusseach function and have studentscheck their own body drawings.

▼ Wrap UpDisplay the student’s “Aqua Bodies”around the classroom. Use these asreminders of the importance of hydra-tion in our bodies and for reference asthey participate in the remainder ofthe Healthy Hydration Module.

ExtensionObtain a food drier or build a solarfood drier; have students dehydrateseveral food items (such as grapesthey can make their own raisins).Have students predict what thefoods will look like when dried.Have students compare the weightof a food before and after it is dried.How much water (by weight) didthe food contain?

ActionEducation™Challenge the students to develop aneducational poster or brochure thatraises the community's awareness ofthe important role that water plays inthe human body. They could includethese materials in a larger communityhealth campaign or educational event.

the lymphatic system and betweencells.

1. Now have the students thinkabout where the water in their bod-ies is found. Body parts vary in theirwater content. Use the Water inHuman Organs chart and bodydrawing from activity backgroundsection for reference. On their draw-ings from Part I, have students iden-tify different organs by circling andlabeling where they are found intheir bodies (more advanced stu-dents could also sketch in the organsshapes). Be sure to have studentsinclude key organs such as the heart,lungs, kidneys, skin and stomach.

2. Explain that the bodies of mostliving organisms are at least 50 per-cent water. Show the class an exam-ple of a dried fruit next to a ripefruit. Compare the difference in size.Demonstrate the percentage of thefruit that is water by cutting off arepresentative piece. For example,bananas are 75 percent water, so cutoff 25%, leaving 75% which repre-sents the percentage of water. A car-rot is about 88 percent water, so asimilar demonstration of 88% couldbe undertaken with the carrot. Askthe students why water did not spillout of the fruit or vegetable whenyou cut it. Emphasize that the wateris within the tissues and cells of thefruit and so did not spill out. (Thismay counter a misconception thatwater is loosely sloshing throughoutthe body.)

Part IIIWhy is water important in our bod-ies? Water is found in various locationsthroughout our bodies and in varyingamounts in each body part and hasimportant functions within our bodies.

1. Provide each student with acopy of the Water Drop StudentCopy Page. Instruct students to cutout the water drops. Have them

we can go without water ( 3-5 days).Tell the student with food to sitdown as he/she did not survive pastthree days. The student with waterwon the survival contest. Have the"winner" return to his/her seat.

▼ The ActivityPart I

How much of our bodies are water?

NOTE: K–2 teachers may wish tofocus on Part I only.

1. Have students work with part-ners to trace their body shapes ontobutcher paper or newsprint. Analternative is to have students standagainst a wall or lie on the blacktopand trace each other with chalk.

2. Explain to students that the per-centage of water in a human bodyis approximately 60 percent.Although the actual amount varieswith age, for this activity, 60 percentwill be used. For younger students,demonstrate 60 percent by showingthem a circle, or a block divided into10 equal parts, and shade in six ofthe 10 pieces.

3. Have students color 60 percentof the figure they have traced ontothe paper. It may help to show 60percent of various objects. Or stu-dents might fold their drawing into10 equal parts and color six of the 10sections. Students may also color therest of their bodies (using a contrast-ing shade), then cut them out for dis-play.

Part IIWhere is water found in our bodies? Theentire adult human body is approxi-mately 60 percent water. But whereis that water found in the body? Is itsloshing around inside of us?Explain to the students that two-thirds of the water in the humanbody is in the cells and the remain-ing one-third is found in the blood,


Aqua Bodies

Healthy Hydration


on the chemistry of growth. TheJournal of Biological Chemistry. 158:625–637.

Montain, S.J., W.A. Latzka, M.N.Sawka. 1999. Fluid ReplacementRecommendations for Training inHot Weather. Military Medicine 164(7): 502-508

Parker, Steve. 1988. Pond andRiver. New York, N.Y.: Alfred A.Knopf.

Peavy, Linda, and Ursula Smith.1982. Food, Nutrition, and You. NewYork, N.Y.: Charles Scribner & Sons.

van der Leeden, Frits, FredTroise, and David Todd. 1990. TheWater Encyclopedia, 2nd ed.Chelsea, Mich.: Lewis Publishers,Inc.,

Wang, ZiMian, PaulDeurenberg, Wei Wang, AngeloPietrobelli, Richard N Baumgartnerand Steven B Heymsfield. 1999.Hydration of fat-free body mass:review and critique of a classic body-composition constant. AmericanJournal of Clinical Nutrition. 69(5):833-841.

E-Resources• "Nutrition and healthy eating."

The Mayo Clinic."http://www.mayoclinic.com/health/medical/IM00594"and "Water: How much shouldyou drink every day?"http://www.mayoclinic.com/health/water/NU00283(accessed July 9, 2010).

• "Water in diet". National Instituteof Health."www.nlm.nih.gov/medlineplus/ency/article/002471.htm(accessed July 9, 2010).

• "Drink to Your Health." Studentnutrition (and body image) actioncommittee. The Regents of theUniversity of California."http://www.snac.ucla.edu/(accessed July 9, 2010).

AssessmentHave students:• indicate what percentage of their

bodies is water (Part I, step 2).• discuss where water is found in

their bodies (Part II, step 2)• list major functions of water in the

body (Part III, step 1)

ResourcesAmos, William H. 1981. Life in Pondsand Streams. Washington, D.C.:National Geographic Society.

Berger, Gilda. 1989. The HumanBody. New York, N.Y.: Doubleday.

Bowes and Church’s FoodValues of Portions Commonly Used.14th ed. Harper and Row.

Burnie, David. 1989. Plant. NewYork, N.Y.: Alfred A. Knopf.

Cole, Joanna. 1989. The MagicSchool Bus: Inside the Human Body.New York, N.Y.: Scholastic.

Gamlin. Linda. 1988. The HumanBody. New York, N.Y.: GloucesterPress.

Panel on Dietary Reference Intakesfor Electrolytes and Water, StandingCommittee on the ScientificEvaluation of Dietary ReferenceIntakes, Food and Nutrition Board;and Institute of Medicine of theNational Academies. DietaryReference Intakes for Water,Potassium, Sodium, Chloride, andSulfate. The National AcademiesPress, Washington, D.C. February 11,2004.

Jéquier, E and Constant F.Cahier. 2009 Pourquoi faut-il boirede l'eau? Pour maintenir la balancehydrique (Why should we drinkwater? To maintain the water bal-ance). Nutrition et de Diététique.

Mitchell, H.H., T.S. Hamilton,F.P. Steggerda, and H.W. Bean. 1945.The chemical composition of theadult human body and its bearing

© 2010 Project WET Foundation. All rights reserved.16 Aqua Bodies



Healthy Hydration

Aqua Bodies

Water is important

in my body because

it covers the inside

of this organ helping

me breathe.

Water is important in

my body because it

helps cool me down

when I am hot.

Water is important in

my body because it

helps break down my

food so my body can

use it for energy.

Water is important

in my body because

it helps remove waste

from my body.

WATER DROP - STUDENT COPY PAGE COPY



Aqua Bodies

COPY



Go With the Flow

Healthy Hydration

■ Grade Level:Ages 8-12

■ Subject Areas:Health, Life Science

■ Duration:Preparation time: Parts I and II: 15 minutes Part III: 5 minutesActivity time: Part I: 15 minutes Part II: 30 minutesPart III: 20 minutes

■Setting:Classroom or playground

■ Skills:Gathering (observing, lis-tening)

Organizing (arranging, cat-egorizing)

Analyzing (identifying rela-tionships among compo-nents, identifying patterns,discussing)

Interpreting (generalizing,summarizing, identifyingcause and effect)

Applying (predicting)

■ VocabularyWater balance, hydration,dehydration

3 - Go With the FlowYou are on the move, just like the hydration levels of your body.

• "http://hydrate.whomwah.com/download an application for youriPhone or iPod touch that allows youto track the number of glasses ofwater you drink per day

Making ConnectionsMany students are not aware of thepotential impact of mild dehydration onphysical and mental performance inadults or the simple choices they canmake to maintain water balance in theirbodies.

BackgroundWater is an important component of ourbodies. Water is a carrier. It helps us toregulate our body temperature by sweat-ing, and remove our waste through uri-nation. Staying hydrated means havingsufficient body water levels for tissuesand organs to function correctly. It iscritical to maintain a water balancewhere the amount of water coming intoour bodies is equal to the amount ofwater going out. If that balance is main-tained, we stay hydrated and provideour bodies with enough water to com-plete its functions.

However, if we don’t maintain our waterbalance, we risk becoming dehydrated.Water is regularly moving out of ourbodies throughout the day. The bodyloses water daily through breathing,skin, urinating and defecating. On aver-age, a sedentary adult loses 2.5l/day. Wereplace water lost by drinking beveragesand also by eating—all foods containsome amount of water, but some containmuch more than others. One- third of anindividual’s water needs are derivedfrom food. Fruits and vegetables are 80to 95 percent water; meats are 50 percentwater; and grain has as much as 35 per-cent water. Our bodies also produce asmall amount of water through the natu-ral process of metabolism, called meta-

▼ SummaryWater is critical for keeping ourbodies properly hydrated.Everyday we take in water bydrinking and eating. We lose waterdaily through different ways suchas perspiration and sweating, respi-ration (breathing), urination anddefecation. The amount of watercoming into our bodies should beequal to the amount going out.Maintaining a water balance withinour bodies helps to maintain physi-cal and mental performance inadults. A body out-of-balance canlead to dehydration with mild tosevere side-effects.

ObjectivesStudents will:• describe the concept of water balance

in the body.• describe the mechanisms through

which the human body gains andloses water.

• list symptoms of dehydration.• list ways to combat dehydration.

Materials• tape or chalk• large clear plastic (or glass) container• pitcher• cup (approx. 0.25 liters)• second plastic container (bowl or bucket) • copies of Symptoms of Dehydration -

Resource Page

Technology Tools• "http://projectwet.org/use-project-

wet/children-water-games/hydration-game/Project WET hydration game thatteaches you about keeping your bodyproperly hydrated


• sleepiness• headaches• dry mouth• reduced urine production• muscle weakness

Symptoms worsen with additionalfluid loss. Although humans are ableto live for about one month withoutfood, they can only live three to fivedays without water.

While thirst may be an adequateindicator of dehydration for adults,as reported by the Institute ofMedicine, children often lack theability to identify or communicatetheir needs making them more vul-nerable to water imbalance.Therefore, voluntary drinking ofwater is a key behavior for maintain-ing water balance. Consequently,drinking water before being thirstyis a good habit for maintaining agood body hydration status. In addi-tion, you should continue to drinkwater even when thirst has disap-peared since the balance is takingsome time for coming back to equi-librium... Children are also at greaterrisk of dehydration than adultsbecause of different factors: the highsurface-to-body-weight ratio, thehigh metabolic rate and a thermoreg-ulatory strategy different from adultsso that they are more sensitive totemperature changes especially dur-ing a physical activity. An easy wayfor anyone to gauge hydration statusis to monitor the color of urine. Lightcolored urine is an indicator of goodhydration status, while dark oramber urine indicates that our bodyis not properly hydrated and that weshould consume fluids.

Water requirements are dependenton age, gender, climate, activity leveland health. According to the Foodand Nutrition Board 2004 of theInstitute of Medicine, in temperate

amount of water to perform essentialbodily functions. This is calleddehydration. Symptoms of dehydr-tion can occur with as little as onepercent decrease in body weightfrom fluid loss. Thirst is a late-stage

sign of dehydration, and dehydra-tion stimulates the brain’s thirst cen-ter to take in more fluids. If waterintake cannot keep up with waterloss, dehydration intensifies and isevidenced through decreased sweat-ing and urination. As the body triesto maintain blood pressure, watermoves from the inside of cells to thebloodstream. Tissues begin to dryout and cells shrink and dysfunction.If dehydration is not reversed, acoma can result and the kidneys,liver and brain may be damaged.

Symptoms that may result from milddehydration include but are not lim-ited to:

• thirst

bolic water. Many factors influencethe amount of water we lose and weneed to adjust our water intakeaccordingly to compensate for thewater loss. Activity level, environ-mental factors (such as temperature,

humidity) and illness can all affectthe amount of water we need to con-sume to maintain water balance. It isimportant to understand how thesefactors influence us so that we donot allow our bodies to becomedehydrated. Water intake should beincreased when exercising or whenexposed to hot conditions. It is alsoextremely important to stay properlyhydrated when ill--especially withsymptoms such as diarrhea, vomit-ing and/or fever which can cause alarge water loss. As a consequence,in these conditions, you shoulddrink more water.

When the body loses more waterthan is replaced, it lacks an adequate

MATCHING WATER INPUTS WITH WATER LOSSES

Faeces 0,2L

Respiration 0,35L

Sweating 0,45L

Urine 1,5L

Water outputs (L/day)2,5L

metabolicwater 0,3L

Water fromfood 0,7L

Waterfrom 1,5Lbeverages

Water inputs (L/day)2,5L

(adapted from Jéquier E and Constant F, EJCN, 2010)

© 2010 Project WET Foundation. All rights reserved.20 Go With the Flow


climates, average daily adequatewater intakes through beverages byage are the following:

• 1 to 3 years: 0.9 liters/day• 4 to 8 years: 1.2 liters/day• 9 to 13 years (girls): 1.6 liters/day• 9 to 13 years (boys): 1.8 liters/day• 14 to 18 years (girls): 1.8 liters/day• 14 to 18 years (boys): 2.6 liters/day• Over 19 years (male): 3.0 liters/day• Over 19 years (female): 2.2 liters/day

Since water requirements vary byage and gender, it is difficult to pin-point an amount that works foreveryone. Studies in Europe general-ly recommend drinking 1.5 liters ofwater per day which corresponds toeight glasses of water, while in theU.S.A. recommendations are higher.Drinking 1.5 liters (1500 ml) of waterper day is a recommended dailyaverage for a sedentary adult livingin temperate climate (Note: 1.5 litersof fluids are approximately equal toeight 200 ml glasses to simplify mathcalculations).

Developing healthy hydration habitsrequires awareness, knowledge, anhonest personal assessment andstrategies to maintain water balanceevery day. This may require keepinga water journal or recording in someway the amount of water consumeddaily. It may help to have a hydra-tion or fitness partner...

What is water balance? Introducethe idea of water balance to thestudents. Water balance is the ideathat the amount of water yourbody loses is equal to the amountof water your body takes in. Ifyou maintain a water balance,your body stays properly hydrat-ed and gets enough water to per-form critical functions like regu-lating your body temperature ortransporting nutrients to cells andremoving waste from cells. If youdon’t take in as much water asyou lose, you will start to exhibitsymptoms of dehydration such asheadache, irritability and tired-ness.

Discuss a few additional scenariosthat focus on the importance ofwater to the function of our bodies.

• You are sitting near a fire whensmoke blows into your eyes.What happens to your eyes?(Your eyes get watery as yourtear ducts produce tears to washout the smoke particles.)

• How is waste removed from yourbody? (Water carries waste out ofour body in urine)

Procedure▼ Warm UpWe all drink water when we getthirsty, but why is water importantto our bodies? Explain to studentsthat they are going to do an activewarm up before the activity. Havethe students stand up and jog inplace or do jumping jacks for one ortwo minutes. After one to two min-utes of this physical activity, imme-diately ask them to explain some ofthe changes they see in their bodiesfrom this exercise. For example, theywill likely say things like out ofbreath, hot, sweaty, thirsty, etc.Discuss these changes as related towater in their bodies.

• Sweat—sweat is mostly water,you sweat when your body getshot. The sweat evaporates fromthe skin, cooling your body down.

• Faster breathing (out of breath)—when we feel out of breath it isbecause we are breathing morerapidly. Water vapor escapes fromour bodies through our breath.Have students breathe on a mirroror window to demonstrate this

• Feeling thirsty with a dry mouth -water coats our mouths andthroats.


Go With the Flow

Healthy Hydration


should stay on the line until theyhave been presented with a scenario.Once a group decides to move intoor out of the body they shouldremain there until the end of theactivity. You may prompt older stu-dents to enter or leave the bodythrough the appropriate body part.

4. Read the other scenarios inorder, until all of the groups havemoved in or out of the body accord-ingly.

5. Have the students remain intheir chosen spot and read throughthe list of scenarios again one at atime, asking the students in eachgroup to explain to the class themechanism by which they (water)entered or left the body. Some sce-narios will involve multiple mecha-nisms. Complete the activity byreading each scenario one last timeand having all of the students movein or out at the same time.

The Activity

Part I1. Explain that, students will focuson some of the daily activities andfactors that contribute to water bal-ance in their bodies. Draw a largeoutline of a human body on theplayground in chalk, or move desksto the edge of the classroom and usetape to outline a human body on thefloor. The outline needs to be largeenough for all of the students to fitinside of it.

2. Divide the students into 10groups by counting off one through10. Students should stand on the linerepresenting the border of the body.Tell the students they will representwater and that each group will bepresented with a different scenarioand have to decide whether to moveinto or out of the body. (For smallclasses you may choose to divide theclass into five groups and choosefive of the scenarios).

3. Read the first scenario to groupone. Only group one should moveinto the body and the other groups

Part IINote: This activity is written as ademonstration, but could be done by thestudents in groups if materials are avail-able.

1. Before the students arrive, fill alarge transparent container withwater to a level that represents 60percent. Use a dry erase marker orpiece of tape to clearly mark thelevel of the water. Label this level“hydrated”. Label the area below theline “dehydrated”. This container

Group Scenario Water Movement Mechanisms

1 Drink juice in the morning move into body through the mouth Ingest water by drinking

2 Walk to school move out through skin and mouth Sweat, exhale water vapor

3 Eat fresh fruit move in through the mouth Ingest water by eating

4 Play at recess move out through the skin and themouth Sweat, exhale water vapor

5 Drink water with lunch move in through the mouth Ingest water by drinking and eating

6 Itʼs a hot day; sweat during class move out through the skin and themouth Sweat, exhale water vapor

7 Drink water with an after school snack move in through the mouth Ingest water by drinking and eating

8 Use the toilet move out through the urinary/digestive tract Excrete water through urine/feces

9 Play soccer/football after school move out through the skin and themouth

Sweat, exhale water vapor (more dueto exertion)

10 Read a book before bed move out through the mouthand the skin

Exhale water vapor, small amount ofwater evaporation through skin



will represent a human body. Setout a pitcher of water and an emptybowl or other container next to the“body” of water.

2. Remind students that we nowknow how water moves in and outof the body. Next we are going tolook more closely at water balancein the body. Explain to the studentsthat the container with 60 percentwater represents a body, and as longas the water is up to the line (at 60percent), the body is hydrated withbody water in balance. If the waterlevel falls below the line, the bodybecomes dehydrated. Explain thatyou will now demonstrate how abody loses and gains water througha series of daily activities. Ask thestudents to tell you whether or notthe body is in balance after eachactivity. Start by asking the studentsif the body is in balance now. Readeach scenario and have studentsguess whether you will remove oradd water to the "body" and why.Read the instructions from each sce-nario explaining why the body losesor gains water after each action.

• Sleep though the night (removeone glass of water from the trans-parent container and pour it intothe extra container)-the body loseswater even while sleeping and hasbecome dehydrated

• Drink water in the morning(pour water from the pitcher intothe glass, and pour one glass ofwater into the transparent con-tainer)—the body is hydrated andin balance

• Walk to school (remove one glassof water from the transparent con-tainer and put it in the extra con-tainer)—the body is not hydratedand is out of balance

• Eat fresh fruit— (pour water fromthe pitcher into the glass, andpour the glass of water into the

3. Ask the students to reflect onthe water balance activity. Is thisbody in balance? Why or why not?What does this person need to do tomaintain their water balance? Is thisbody hydrated or dehydrated?

Part III1. Inform students that the symp-toms of dehydration have negativeeffects on the body. The "body" fromthe previous activity (the containerof water) is out of water balance andis now experiencing symptoms ofdehydration. To learn more aboutwhat these symptoms are, the stu-dents will play mime. Write downthe symptoms on separate slips ofpaper (or photocopy the table belowand cut into separate slips) and putthe slips into a container. Choose astudent to pick a symptom out of thecontainer and act it out withoutusing words while the class guesseswhat it is.

2. Ask the class if any of themhave ever experienced any of thesesymptoms. If so, do they think theycould have been dehydrated?

3. Explain that an additionalsymptom of dehydration isdecreased urine production. Urinecolor is one of the best ways to con-stantly monitor personal hydration.Light colored urine indicates goodhydration status, while dark colored

Symptoms of Dehydration

Tired

Sleepy

Headache

Muscle weakness

Dry Mouth

Thirsty

transparent container)--fruit con-tains water, the body is hydratedand in balance

• Play at recess (remove two glassesof water from the transparent con-tainer and put it in the extra con-tainer)—vigorous play causes usto lose more water, the body is nothydrated or in balance

• Drink water with lunch (pourwater from the pitcher into theglass, and pour two glasses ofwater into the transparent con-tainer)—the body is now in bal-ance and hydrated

• Hot day, sweat during class(remove one glass of water fromthe transparent container and putit in the extra container)—thebody is not hydrated or in balance

• Drink juice with an after schoolsnack (pour one glasses of waterfrom the pitcher into the glass,and pour glass of water into thetransparent container)—water infood and drink, this additionhelps the body become hydratedand in balance

• Play soccer/football after school(remove three glasses of waterfrom the transparent containerand put it in the extra contain-er)—more vigorous activity, thebody is not in balance andbecomes dehydrated

• Drink water and milk withevening meal (pour two glassesof water into the transparent con-tainer) - you are becoming hydrat-ed through drinking and eating

• Read a book before bed (remove1/2 glass of water from the trans-parent container and put it in theextra container)—the body loseswater even when we are just sit-ting, the body is not completely inbalance and is slightly dehydrated.


Go With the Flow

Healthy Hydration


importance of hydration. Create sta-tions for each of the hydration activi-ties and have students present themto other classes.

ResourcesConstant, Florence. 2009. Hydrationin Children. Paper presented atHealth and Wellbeing in education,November 10-11, Birmingham,Alabama.

Food and Nutrition Board; Instituteof Medicine of the NationalAcademy, February 11, 2004

Jequier, E and F Constant. 2009.Water as an essential nutrient: thephysiological basis of hydration.European Journal of ClinicalNutrition. 64:115-123.

Panel on Dietary Reference Intakesfor Electrolytes and Water, StandingCommittee on the ScientificEvaluation of Dietary ReferenceIntakes, Food and Nutrition Board;and Institute of Medicine of theNational Academies. DietaryReference Intakes for Water,Potassium, Sodium, Chloride, andSulfate. The National AcademiesPress, Washington, D.C. February 11,2004.

e-Resources• "Dehydration." Mayo Clinic.

"http://www.mayoclinic.com/health/dehydration/DS00561/DSECTION= prevention”"http://www.mayoclinic.com/health/dehydration/DS00561/DSECTION=risk-factors” and"http://www.mayoclinic.com/health/dehydration/DS00561/DSECTION= causes” (accessed July 9,2010).

• "Dehydration." OSF Healthcare."http://www.stayinginshape.com/3osfcorp/libv/s10.shtml”(accessed July 9, 2010).

• "Exercise". The Merck Manuals

urine indicates dehydration and aneed for water.

4. Explain that the best way to pre-vent mild dehydration (indicated bythese symptoms) is to drink wateron a regular basis. Eight glasses aday are recommended to maintain anadequate level of hydration.

▼ Wrap UpCombating dehydration. Ask stu-dents for examples of how they lostwater today. Ask them what they cando to remedy this dehydration. Thebest way to treat mild dehydration isto rehydrate by drinking water.

AssessmentHave students:

• Explain the concept of water bal-ance (Warm Up, Part III, step 2)

• List mechanisms that cause waterto leave the body (Part II, step 1)

• List symptoms of dehydration(Part III, steps 1 and 3)

• List ways to combat dehydration(Part III, step 4, Wrap Up)

ExtensionsEncourage students to keep a hydra-tion journal for one day or severaldays writing down activities andprocesses in their own lives thatcause water to enter and leave theirsystems and the specific mechanismsthrough which their body loseswater. Remind students that it isimportant to consume at least 1.5liters or eight cups of water each dayto maintain hydration and that urinecolor can be used as an indicator ofhydration status. Is their body in bal-ance? What changes might they needto make for better hydration?

ActionEducation™Create posters for school hallwaysand the lunchroom to encourage stu-dents to stay hydrated. Invite a guestspeaker to the class to discuss the

Online Medical Library."http://www.merck.com/mmpe/sec21/ch324/ch324b.html?qt=hydration&alt=sh#sec21-ch324-ch324b-951”"http://www.merck.com/mmpe/index.html” (accessed July 9, 2010).

• The National Academies Press."http://www.nap.edu”

• "Hydration and Health". UWMedicine.“http://www.depts.washington.edu/hhpccweb/article-detail.php?ArticleID=335&ClinicID”

• National Health Service.“http://www.nhs.uk/Conditions/Dehydration/Pages/Symptoms.aspx”

• "Water in diet". National Instituteof Health."http://www.nlm.nih.gov/medlineplus/ency/article/002471.htm”(accessed July 9, 2010).




Healthy Hydration

Tired

Sleepy

Headache

Muscle weakness

Dry Mouth

Thirsty

SYMPTOMS OF DEHYDRATION - RESOURCE PAGE COPY



Healthy drink choices are as important as healthy food choices.

Quenching Your Thirst

• One copy of Beverage Choices PaperChain Template 2 Student Copy Page

• Four copies of the Energy Chart StudentCopy Page

Technology Tools• http://projectwet.org/use-project-

wet/children-water-games/hydration-game/--Project WET hydration gamethat teaches you about keeping yourbody properly hydrated

• http://hydrate.whomwah.com/--download an application for youriPhone or iPod touch that allows youto track the number of glasses ofwater you drink per day

Making ConnectionsPeople drink beverages everyday, all ofwhich contain water, such as milk, juiceand soda without considering the num-ber of Calories or kilojoules (kJ) they areingesting. It becomes a problem whenpeople do not adjust their total dailycalorie intake to compensate for addi-tional calories from beverages. Learningabout balancing nutritional benefits withenergy intake from various beveragesprovides information for people to helpthem making healthy choices to stayproperly hydrated.

BackgroundThe adult human body is approximately60 percent water by weight. In order forour bodies to function correctly we mustreplenish the water in them regularlythrough drinking beverages. Theamount of water our bodies needdepends on gender, age, climate, activitylevel and health. (Jéquier, EJCN 2010).

Since water requirements vary by ageand gender, it is difficult to pinpoint anamount that works for everyone. Studiesin Europe generally recommend drink-ing 1.5 liters of water per day which cor-responds to eight glasses of water.

▼ SummaryPeople need to drink water every-day to stay properly hydrated. Allbeverages we drink are a source ofwater, but our beverage choicesalso influence our daily energyintake. Drinking beverages withhigh energy content (Calories or kJ)may lead to intake of excess calo-ries especially if it is not compen-sated by decreasing food intake,possibly contributing to obesity ifactivity levels are not adjusted.

ObjectivesStudents will:• Recognize that some beverages have a

greater energy content (Calories or kJ)than others.

• Calculate energy intake from variousbeverages based on energy contentand amount consumed.

• Comprehend that high energy bever-age choices can contribute to excessenergy (Calories or kJ) intake if it is inaddition to usual food intake.

• Evaluate beverage options to makethe healthiest beverage choices.

• Compare and contrast the nutritionalbenefits and energy content of variousbeverages.

Materials• Cups• Envelopes• Tape or rubber band• Graduated cylinder or similar clear

container• Markers or crayons• Paper• Oil• Food coloring (optional)• Four copies of Beverage Choices Paper

Chain Template 1 Student Copy Page

■ Grade Level:Ages 8-12

■ Subject Areas:Health, Life Science,Mathematics

■ Duration:Preparation time: Part I: 5 minutesPart II: 15 minutesActivity time: Part I: 15 minutesPart II: 30 minutes

■ Setting:Classroom

■ Skills:Organize, Analyze,Interpret, Evaluate,Summarize, Calculate

■ VocabularyCalories (Cal), energy,energy content, hydration,kilojoules (kJ), nutrition,obesity

4 - Quenching Your Thirst With the support of



Healthy Hydration

Water, essential to a healthy life!

As a consequence of our sedentary, comfortable lifestyle and of our « toxic » dietary habits, we nowexperience a huge epidemic of obesity. The tragic part of this phenomenon is that our children repre-sent the age group showing the fastest progression in the prevalence of obesity. Type 2 diabetes, a meta-bolic disease that is mainly the consequence of obesity, particularly of abdominal obesity, has reachedepidemic proportions, and has become a major clinical and public health problem and is a huge burdento our health care systems. Indeed, type 2 diabetes, which used to be diagnosed in middle-aged indi-viduals a few decades ago, is now striking the paediatric population.

In addition, despite good access to fresh water in our part of the world, there has been an increasedconsumption of sugar-sweetened beverages as a main source of hydration, particularly in children andteenagers. Studies have clearly shown that drinking sugar-sweetened beverages contributes to a pas-sive over-consumption of calories, a factor which has been shown to increase not only the risk of obesi-ty, but also of type 2 diabetes and even cardiovascular disease. Thus, drinking water (which contains nocalories) rather that sugar-sweetened beverages would represent one simple solution to reduce thecaloric intake of our children and improve their health. Meanwhile, in developing countries, eating fastfood and drinking sugar-sweetened beverages is rapidly adopted by those who can afford it as a sym-bol of affluence, creating a health gap between the poorest and the wealthiest segments of the popula-tion. Thus, even in developing countries, the prevalence of obesity and type 2 diabetes is rapidlyincreasing.

The International Chair on Cardiometabolic Risk (ICCR) is a multidisciplinary academic organisationcomprised of worldwide renowned experts in the field of cardiovascular medicine. The main objectiveof the Chair is to educate about the consequences of our poor lifestyle habits leading to abdominal obe-sity, the most dangerous form of overweight/obesity. Among the solutions to this epidemic, our scien-tists have generated evidence that regular physical activity/exercise and a healthy diet could have amajor impact on the health status of sedentary and abdominally obese individuals.

Drinking fresh water is an important component of a healthy lifestyle. Let’s hope that this preciousresource will be better protected and managed in the future. To achieve this ultimate goal, education iskey and, at the ICCR, we are looking forward to do our part. Water is not only essential to life, it isessential to health!

Jean-Pierre Després, Ph.D.

Scientific director

International Chair on Cardiometabolic Risk

Université Laval, Québec, CANADA




When considering healthy beveragechoices it is important to considerboth what we drink and how much.When determining energy contentfor a beverage, it is important to con-sider both the energy content perserving, and also the number ofservings consumed. Information nec-essary to calculate the actual numberof kJ consumed can be found on thenutrition label for each beverage. Incertain countries companies arerequired to include informationabout the energy content and sug-gested serving size in clear view onthe packaging of a product. The keyis to understand that the actualamount of energy consumeddepends on the amount of the bever-age consumed. For example, a half-liter bottle of soda (500 ml) may con-tain two servings (one serving =250ml), but a person is likely to con-sume the entire bottle. If each serv-ing contains 102 Cal (427 kJ), theactual amount of energy consumedis 204 Cal (854 kJ) if the entire bever-age is consumed. In general: [# ofCal (or kJ) per serving] X [number ofservings consumed] = actual numberof Cal (or kJ) consumed.

Energy content is important, but isnot the only factor to keep in mindwhen making healthy choices aboutbeverages. Different kinds of bever-ages offer different nutritional value.Beverage choices vary by location,economic situation and culture.Furthermore some beverages are asource of nutrients, as in the case of100% juices and low-fat milk.Because it is important to balanceour beverage and food choices basedon nutritional and Caloric/kJ intake,drinking water is an excellent choiceas the first source of hydration tosatisfy our water needs without con-suming excess calories.

one meter in the direction of theforce. The base units of a Joule arekg m2 s-2. A kilojoule is 1000 timesthis amount of energy.

Our bodies burn the kJ we take in togive us the energy to function in ourdaily lives. The number of kJ eachperson needs to take in per dayvaries based on factors such asheight, weight, gender and activitylevel. The following chart provides arough guide to the daily recommen-dations of Calories and kilojoules forgender and age based on healthybody weights.

Depending on beverage choices,energy intake from beverages cancontribute considerably to the dailyenergy intake of a person. In devel-oped countries people are consum-ing many more Calories or kJ thanneeded in their diets partly due totheir beverage choices, possiblywithout even realizing it. A majorproblem is that people often do notdecrease their food intake to com-pensate for the additional energyintake from their beverage choices.In both the United States and Mexicoover 20 percent of a person’s dailyenergy intake comes from beverages,showing a significant increase overthe last decade. Excess energy intakecan lead to obesity, which in turn canlead to health problems such ashypertension (high blood pressure),diabetes and heart disease.

Drinking 1.5 liters (1500 ml) of waterper day is a recommended dailyaverage for a sedentary adult livingin temperate climate.

All beverages contain water.Although we could stay hydrated bydrinking eight glasses of water perday, many people choose to drinkother beverages, such as soda, juice,milk, coffee and tea to satisfy someof their hydration needs. These bev-erages and others contain water andother ingredients. Further, energycontent varies among beverages.

Calories and kilojoules. In many parts of the world, peopleare familiar with seeing Calories onnutrition labels. However, in otherregions the use of the kilojoule (kJ) isthe standard measure of energy infood. In this activity we will refer-ence both units of measurement. Thetechnical definition of a calorie (notcapitalized) is the amount of heatrequired to raise the temperature ofone gram of water one degreeCelsius. A kilocalorie, or Calorie(capitalized) as it relates to foodenergy, is equal to 1000 calories; theheat required to raise one kilogramof water one degree Celsius. OneCalorie (kilocalorie) is equal to 4.18kJ. The Joule is the only unit of ener-gy defined in the international sys-tem of scientific units (SI) and isdefined as the work done by a forceof one Newton (N) moving an object

Age Group Gender Calories Kilojoules

4-8 years old MALE 1400 -1800 5852 - 7524

FEMALE 1200 -1600 5016 - 6688

9-13 years old MALE 1800 - 2200 7524 - 9196

FEMALE 1600 - 2000 6688 - 8360

14-18 years old MALE 2200 - 2600 9196 - 10868

FEMALE 1800 - 2200 7524 - 9196

Source: Gidding, Samuel, et al. 2005.Note: Kilojoule numbers were reached by multiplying Calories by 4.18.




Healthy Hydration

Procedure▼ Warm UpHow do we measure energy?Calories (Cal) and kilojoules (kJ) arethe units we use to measure theamount of energy in food anddrinks. Our bodies need energy inthe form of Calories or kJ as fuel tofunction. The amount of energy eachof us needs to take in each dayvaries.

Most people think about energy (Calor kJ) coming into our body from thefoods we eat. Many people do notfocus on energy coming into theirbodies from beverages. Over the pastseveral decades, researchers havedocumented an increase in people'sdaily energy intake from beverages.An excess of energy (Caloric and kJ)intake can lead to obesity, the condi-tion of increased body weight due toexcess fat accumulation, which canlead to serious health problems.Simply stated, if you consume morecalories (whether they come fromfood or beverages) than your bodyneeds, those calories will be storedas fat and you will experienceweight gain. This can happen over ashort period of time or over manyyears. The important thing is to rec-ognize the total amount of caloriesyou are consuming from food andbeverages and to either reduce yourcalorie and kJ intake or to increaseyour activity level.

You will need a graduated cylinderor narrow vertical container such asa water bottle or glass but note thatglasses that widen at the top DONOT work well in this demonstra-tion). Fill the cylinder with five equalparts that fill the container approxi-mately halfway and mark that linewith marker, tape or a rubber band.Explain that this amount of waterrepresents typical daily energyintake from food. Now, explain thatthere is evidence that people fromsome parts of the world are consum-

2. In this activity, 10 volunteerswill represent a 200 ml serving of 10types of beverages. The class willhave to predict how many Cal or kJare found in 200 ml of each type ofbeverage and compare. Choose 10volunteers from the class to stand inthe front of the room. Using the bev-erages listed on the Energy Contentof Various Beverages Resource Pagelabel the outside of 10 envelopes withthe type of beverage they represent(water, soda, 100% Juice, juice drinks(e.g., fruit punch), whole milk, dietdrinks, 1% milk, coffee with cream,coffee, tea). Cut the Energy Contentof Various Beverages Resource Pageinto strips and place the strips insidethe sealed envelope that correspondsto the correct beverage.

3. Ask the volunteers to try to lineup in order from the drink with thelowest energy content to the drinkwith the highest energy content.Encourage other students to provideinput and direct the movement ofvolunteers until most students agreeabout the order in which they stand.Discuss why the students chose theorder they did. Without giving awaythe final answers, consult the EnergyContent of Various Beverages Chartto determine which of the volunteersis in the proper order for their bever-age energy level.

4. Notify the class which studentsare in the correct order. Allow thestudents who are in the correct orderto stay in place, and ask the otherbeverage students to rearrange inorder to find their correct positions.Repeat this process until all ten arein the correct position.

5. Complete the exercise with anunveiling ceremony: Instruct thevolunteers to open their envelopes,one at a time starting with water,and read aloud the amount of calo-ries and kilojoules associated withtheir beverage. Are the students sur-prised at the correct order and how

ing enough extra energy from bever-ages to add 20 percent more energyto the total amount they take in(Popkin et al. 2006). Add an addi-tional one equal part of oil to thecylinder to visibly show the different

liquids andtheir relativevolumes.

Ask the stu-dents tocompare thevolume ofthe liquidbefore andafter. Couldthe extraenergy intakefrom bever-ages lead toobesity? (Yes,the amount

of fluid in the “body” represented bythe cylinder increased noticeably).Alternatively, the demonstration canbe done by drawing a chart that rep-resents five equal parts and addingto that an additional equal part torepresent 20 percent more energy.

Finish the discussion by relating thisidea to actual numbers of Cal or kJ. Ifa person consumes 2000 calories (8374kJ) per day from food, but also drinks2.5 cans of soda throughout the day,they are actually taking in almost 2400calories (10,048 kJ) per day—approxi-mately 20 percent more than justbased on calorie intake from food.

The Activity

Part I1. Explain to students that drink-ing water does not contribute to ourenergy intake. Drinking water con-tains zero calorie. Other drinks con-tain varying amounts of calorie perserving. To be aware of how manycalories or kJ are consumed throughfood and drink, it is important to beaware of how much energy differentkinds of foods and drinks contain.

500500

600600

700700

100

200

300

400

500

600

700

800

900

1000 ml

Oil

Water




ensure enough strips of paper forfour groups of students. Be sure tocut enough strips for the entire class.Place the appropriate strips of paper

much energy each beverage con-tains? Note: For the purposes of thisexercise these energy amounts perbeverage are average amounts with-in a range identified in the tablebelow (United States Department ofAgriculture).

Part II1. Arrange four beverage stationsaround the classroom. Each stationshould represent water, 1% milk,100% juice and soda. At each stationplace an empty cup labeled with oneof the four beverage choices (water,1% milk, 100% juice and soda) todesignate the different beverage sta-tions. Use the Student Copy Pages-Beverage Choices Paper ChainTemplates 1 and 2 to create strips ofpaper that will represent each bever-age choice. Four copies of Template 1and one copy of Template 2 will

in their respective labeled cups ateach station.

2. Have students divide into fourgroups and assign each, A, B, C, orD. Each group will follow the day ofa typical student as they make bever-age choices.

3. Explain that on most days thesesample students each consumeabout 2000 Calories (8374 kJ) fromfood. They will now see how manyadditional Cal or kJ are consumeddepending on their different bever-age choices.

4. Recreate the Beverage ChoicesTable - Teacher Copy Page on theboard at the front of the room.Inform the students that each bever-age serving is 200 ml and that, forthe purpose of this activity, all of thegroups are consuming a total of 1.6liters (1600ml) each (slightly above

WholeMilk

100%Juice

JuiceDrinks

Lowfat1%Milk

Soda Coffee+ cream

DietSoda Coffee WaterTea

Type of Beverage Serving Size Energy ContentWhole Milk 200 ml 124 Cal 518 kJ

100% Juice* 200 ml 102 Cal 426 kJJuice Drinks (such as fruit punch)* 200 ml 98 Cal 410 kJ

Lowfat 1%Milk 200 ml 87 Cal 364 kJSoda (Avg.)* 200 ml 80 Cal 334 kJ

Coffee with 30ml of cream or half and half 200 ml 41 Cal 171 kJDiet Soda 200 ml 4 Cal 17 kJTea (plain) 200 ml 3 Cal 8 kJ

Coffee (plain) 200 ml 2 Cal 8 kJWater 200 ml 0 Cal 0 kJ

Energy Content of Various Beverages

*Different flavors of soda and juice contain different numbers of calories. Energy content may vary slightly bybrand. (Adapted from Source: “What’s in the foods you eat Search Tool.” United States Department ofAgriculture. http://www.ars.usda.gov/Services/docs.htm?docid=17032 [accessed July 9, 2010].Calculated with 200 ml = 6.76 oz.)

100%juice

Water

Soda

1% milk




Healthy Hydration

the recommended daily intake of 1,5liters of water).

5. Have the groups follow thechoices on the board and go fromstation to station to find out theenergy content for each beveragethey drink. Have each group selectone piece of paper from the cup thatrepresents their groups’ beveragechoice. Students may also color theirstrips of paper.

6. After each group has collectedtheir eight beverages ask them totape the pieces together to create along strip of paper. We will call thisthe beverage chain. Display thechains at the front of the rooms forvisual effect.

choice? (C)• Who made the most healthy bev-

erage choices as far as energy con-tent? (A)

• How can the students improvetheir beverage choices? (They couldtry to reduce their food energyintake slightly or replace some oftheir beverage choices with water)

• Do you have to drink only waterto avoid obesity? (No, but replac-ing high energy non nutritiousbeverages with water certainlyhelps. You can enjoy some highenergy beverages occasionally andin moderation and stay healthy.You can also decrease energyintake from food to compensatefor consuming high energy bever-ages. Another option is to increaseyour activity level, but thatincrease may need to be signifi-cant and deliberate.)

• What might be the consequencesif the groups continue to makesimilar beverage choices everyday into the future? (A and D maygain a little weight over timebecause they are adding someextra energy into their diet,whereas groups B and C have thepotential to gain more weight andpossibly face obesity from theexcess energy these drink choicesare adding to their diet).

• Are the groups drinking enoughfluid to stay properly hydrated(yes)?

▼ Wrap UpAlthough an important considera-tion, energy content is not the onlyfactor in determining what makes abeverage a healthy choice. Differentbeverages contain different ingredi-ents - for example: minerals, vita-mins, fat, caffeine, carbohydrates(including sugars) and protein.Determining which beverage choicesare right for you should take morethan energy content into account.

7. Instruct the students to calcu-late the total number of Calories orkJ that their group consumed. Theycan use the Energy Content ResourcePage to create a results table.Calculations can also be done as awhole class depending on the mathskills of the students.

8. When the total energy con-sumed has been calculated for all ofthe groups, analyze the differencesin total energy for each group. Askthe students the following questions:

• Which group had the longestpaper beverage chain? Whichgroup had the shortest?

• Which group consumed the mostCal or kJ from their beverage

Group A Group B Group C Group D

With breakfast 1% milk 100% juice 1% milk 1% milk After recess water water water water With snack 100% juice 100% juice soda 100% juiceWith lunch water soda 100% juice water With snack water 100% juice soda 1% milkAfter school 1% milk water 100% juice 1% milkWith dinner water 1% milk 100% juice water Before bed water 1% milk 100% juice waterTotals 1600 ml 1600 ml 1600 ml 1600 ml

Beverage choices

Note: serving size is 200 ml – each group is consuming 1600 ml (1.6 liters) total (if each serving size is200 ml, the total amount consumed is equal to 1.6L for each group and not the recommended daily intakeof 1.5 liters of water.)


With breakfast 87 Cal 364 kJ 102 Cal 426 kJ 87 Cal 364 kJ 87 Cal 364 kJ

After recess 0 Cal 0 kJ 0 Cal 0 kJ 0 Cal 0 kJ 0 Cal 0 kJ

With snack 102 Cal 426 kJ 102 Cal 426 kJ 80 Cal 334 kJ 102 Cal 426 kJ

With lunch 0 Cal 0 kJ 80 Cal 334 kJ 102 Cal 426 kJ 0 Cal 0 kJ

With snack 0 Cal 0 kJ 102 Cal 426 kJ 80 Cal 334 kJ 87 Cal 364 kJ

After school 87 Cal 364 kJ 0 Cal 0 kJ 102 Cal 426 kJ 87 Cal 364 kJ

With dinner 0 Cal 0 kJ 87 Cal 364 kJ 102 Cal 426 kJ 0 Cal 0 kJ

Before bed 0 Cal 0 kJ 87 Cal 364 kJ 102 Cal 426 kJ 0 Cal 0 kJ

Totals 276 Cal 1154 kJ 560 Cal 2340 kJ 655 Cal 2738 kJ 363 Cal 1518 kJ




Mayo, Juan Espinosa1, Shu Wen Ng,Juan Angel Rivera1 and BarryPopkin. 2008. Dynamics of adoles-cent and adult beverage intake pat-terns in Mexico. The FASEB Journal.22:461-464.

Dietary Reference Intakes for Water,Potassium, Sodium, Chloride, andSulfate; Panel on Dietary ReferenceIntakes for Electrolytes and Water;Standing Committee on the ScientificEvaluation of Dietary ReferenceIntakes. Food and Nutrition Board;Institute of Medicine of the NationalAcademy, February 11, 2004.

Gidding, Samuel S., Barbara A.Dennison, Leann L. Birch, Stephen R.Daniels, Matthew W. Gilman, AliceH. Lichtenstein, Karyl ThomasRattay, Julia Steinberger, NicolasStettler, and Linda Van Horn. 2005.Dietary Recommendations forChildren and Adolescents: A Guidefor Practitioners.Circulation.112:2061-2075.Circulation is available athttp://www.circulationaha.org.

Hargrove, James L. 2007. Does thehistory of food energy units suggesta solution to "Calorie confusion"?Nutrition Journal. 6:44.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2238749/ (accessed July12, 2010).

Jéquier, E. and Constant, F.2010.Water as an essential nutrient:the physiological basis of hydration.European Journal of ClinicalNutrition. 64:115-123.

Popkin, Barry M., Lawrence E.Armstrong, George M. Bray,Benjamin Caballero, Baltz Frei, andWalter C. Willet. 2006. A new pro-posed guidance system for beverageconsumption in the United States.American Journal of ClinicalNutrition. 83:529-542.

Hydration and nutrition are bothimportant factors in determininghealthy beverage choices. Discusswith students their perception of ahealthy beverage. How healthy arethe following beverages: juice, milk,soda, coffee and tea? Why?Encourage them to bring theirknowledge of these drinks into theconversation. For example, welearned that juice contains moreenergy than soda. Does that meansoda is a healthier choice? Why orwhy not?

You should explain clearly the nutri-tional value of milk and fruit juicethat are often drunk at the breakfast.

AssessmentHave students:

• Recognize that excess energy con-sumed through beverages canlead to obesity (Warm Up)

• Compare the energy content ofvarious beverages (Part I)

• Calculate energy intake from vari-ous quantities of different bever-ages (Part II & III)

• Incorporate healthy changes intotheir hydration regimen (Part III,Wrap Up)

• Identity which beverages arenutritious

ExtensionsInstruct students to create a dailybeverage menu for themselves basedon what they have learned aboutmaking healthy beverage choices.Remind them that they need to besure that they are consuming at least1.5 liters (eight glasses) of water,while also making a healthy choice.Challenge them to follow this menuto improve upon making healthybeverage choices.

ResourcesBarquera1, Simon, Lucia Hernandez-Barrera1, Maria Lizbeth Tolentino-

e-Resources• "Obesity, Physical Activity and

Weight-control Glossary".National Institute of Health.http://win.niddk.nih.gov/publications/glossary/AthruL.htm#C(accessed July, 12, 2010).

• "Kids Health". Nemours.http://kidshealth.org/kid/stay_healthy/food/calorie.html (accessedJuly 12, 2010).

• "Diet-Calories." The Health Guide,The New York Times.http://health.nytimes.com/health/guides/nutrition/diet-calo-ries/overview.html (accessed July12, 2010).

• “Excess Calorie Intake: A PotentialRisk for All Age Groups.”NutritionMD.http://www.nutritionmd.org/consumers/general_nutrition/all_stages_calorie.html (accessed July 12,2010).

• "Calories Count." Regents of theUniversity of California, UCLA.http://www.dining.ucla.edu/housing_site/dining/SNAC_pdf/CaloriesCount.pdf (accessed July 12,2010).

• "The adoption of Joules as unitesof energy." Food and AgricultureOrganization. FAO/WHO AdHoc Comité of Experts on Energyand Protein: Requirements andRecommended Intakes, 22 March-2 April 1971, Rome.http://www.fao.org/docrep/meeting/009/ae906e/ae906e17.htm(accessed July 12, 2010).

• "Calories." The American HeritageNew Dictionary of CulturalLiteracy,Third Edition. HoughtonMifflin Company, 2005.Dictionary.com.http://dictionary.reference.com/browse/calories (accessed July 12,2010).




Healthy Hydration


Type of BeverageServing

SizeEnergy Content

Whole Milk 200 ml 124 Cal 518 kJ

100% Juice* 200 ml 102 Cal 426 kJ

Juice Drinks (such as fruit punch)*

200 ml 98 Cal 410 kJ

Lowfat 1%Milk 200 ml 87 Cal 364 kJ

Soda (Avg.)* 200 ml 80 Cal 334 kJ

Coffee with 30ml of cream or half and half 200 ml 41 Cal 171 kJ

Diet Soda 200 ml 4 Cal 17 kJ

Tea (plain)

Coffee (plain)

200 ml 3 Cal 8 kJ

200 ml 2 Cal 8 kJ

Water 200 ml 0 Cal 0 kJ

*Different flavors of soda and juice contain different numbers of calories. Energy content may vary slightly by brand.(Adapted from Source: “What’s in the foods you eat Search Tool.” United States Department of Agriculture.)

ENERGY CONTENT OF VARIOUS BEVERAGES - RESOURCE PAGE COPY




With breakfast

After recess

1% milk 100% juice 1% milk 1% milk

water water water water

With snack 100% juice 100% juice soda 100% juice

With lunch water soda 100% juice water

With snack

After School

water 100% juice soda 1% milk

1% milk water 100% juice 1% milk

With dinner water 1% milk 100% juice water

Before bed water 1% milk 100% juice water

Total 1600 ml 1600 ml 1600 ml 1600 ml

BEVERAGE CHOICES TABLE - TEACHER COPY PAGE COPY



Healthy Hydration


With breakfast

87 Cal 364 kJ102 Cal

426 kJ 87 Cal 364 kJ 87 Cal 364 kJ

Afterrecess

0 Cal 0 kJ 0 Cal 0 kJ 0 Cal 0 kJ 0 Cal 0 kJ

With snack

102 Cal

426 kJ102 Cal

426 kJ 80 Cal 334 kJ102 Cal

426 kJ

With lunch

0 Cal 0 kJ 80 Cal 334 kJ102 Cal

426 kJ 0 Cal 0 kJ

With snack

0 Cal 0 kJ102 Cal

426 kJ 80 Cal 334 kJ 87 Cal 364 kJ

Afterschool


426 kJ 87 Cal 364 kJ

With dinner


426 kJ 0 Cal 0 kJ

Before bed


426 kJ 0 Cal 0 kJ

Totals276 Cal

1154 kJ

560 Cal

2340 kJ

655 Cal

2738 kJ

363 Cal

1518 kJ

ENERGY CONTENT - RESOURCE PAGE




Beverage Group: Choice

Serving Size (ml)

Energy Content (Cal/kJ)

With breakfast

With snack

With lunch

With snack

After School

After recess

With dinner

Before bed

Totals

ENERGY CHART - STUDENT COPY PAGE COPY



Healthy Hydration


100%

Ju

ice

100%

Ju

ice

1%

milk

1%

milk

Water

Water

Water

STUDENT COPY PAGE—BEVERAGE CHOICES PAPER CHAIN TEMPLATE 1 X4COPY



STUDENT COPY PAGE—BEVERAGE CHOICES PAPER CHAIN TEMPLATE 2 X1COPY

So

da

So

da

So

da

100%

Ju

ice


Documents

Healthy Hydration 2 - Aqua Bodies - · PDF fileHuman Organs chart and body drawing from activity background section for reference. ... Students may also color the rest of their bodies