University of Illinois Extension

HOT Project: Healthy Outcomes for Teens

http://urbanext.illinois.edu/hot

Healthy Outcomes for Teens (HOT) Project
Diabetes Prevention Educational Materials
Teachers Guide

Welcome to the Hot Project interactive website. This is a program designed for middle school students to increase their knowledge about obesity and Type 2 diabetes, as an attempt to prevent Type 2 diabetes. It is predicted that as many as one in three individuals will develop Type 2 diabetes, a disease that may be preventable with regular engagement in physical activity and healthy eating choices. Given the nature of and potential effects on this generation of young people, these materials are timely and designed specifically for the interests of this age group. Further, to encourage your implementation and use, these educational materials have been aligned with several of the Illinois Learning Standards. The newest standards, adopted in 2010, for math and science are also included.

The HOT Project educational materials include:

  1. Seven web-based modules that contain a glossary and interactive “quizzes” in a game format.
  2. A teacher's guide for each section that includes background information for the section as well as suggestions for further online and offline activities.

Embedded in the seven modules of diabetes and lifestyle information are related games and videos. Each section focuses on a different area.

Overview of Sections

Section 1 explains how the glucose enters the cell, hyperglycemia (or high blood sugar), and the three types of diabetes. This information is necessary for individuals to understand the anatomy and physiology related to this disease.

Section 2 introduces the concept of balancing food and physical activity in order to maintain a healthy weight, thus helping to prevent and manage diabetes. Information and videos on making healthy food choices and getting started with exercise are given in this section.

In Section 3, students will learn more about physical activity and its role in maintaining a healthy body weight. There is an overview of different types of exercises and the benefits of each, as well as descriptions of fitness equipment for each type of exercise. This section reviews exercise recommendations for teens and includes several interactive ways to help students determine which physical activities they would enjoy.

Section 4 explains macronutrients and how they are broken down through the process of digestion. Students will have a chance to practice reading labels and figuring out calories from different types of macronutrients using an interactive calculator. This section explains how carbohydrate, a macronutrient, turns into glucose and affects the blood glucose response. The role of sugar in a healthy diet is also discussed.

Section 5 describes the concept of organizing foods into groups as a way to watch what you eat and includes information on serving sizes.

Section 6 introduces what stress is, how physical activity helps manage stress, and how to make healthy food choices when feeling stressed.

Finally, Section 7 shows students how to incorporate snacks and fun foods into one’s diet and reminds them to find creative ways to be active.

The students can work independently in a computer lab and also access the information at home. The website content can enhance the students' language arts, mathematics, science, physical development and health, and social and emotional development skills.

Illinois Learning Standards Addressed in the HOT Project Materials:

Physical Development and Health

Goal 19: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity. (Sections 2, 3, 6, 7)

  1. Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities.
  2. Analyze various movement concepts and applications.
  3. Demonstrate knowledge of rules, safety and strategies during physical activity.

Goal 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. (Sections 2, 3, 7)

Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury. (Sections 1 through 7)

  1. Explain the basic principles of health promotion, illness prevention and safety.
  2. Describe and explain the factors that influence health among individuals, groups and communities.
  3. Explain how the environment can affect health.

Goal 23: Understand human body systems and factors that influence growth and development. (Sections 1, 4, 6)

Goal 24: Promote and enhance health and well-being through the use of effective communication and decision making skills. (Section 6)

Science

Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. (Fun Place)

Goal 12: Understand the fundamental concepts, principles and interconnections of life, physical and earth/space sciences. (Sections 1, 2, 3, 4)

Mathematics

Goal 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division) patterns, ratios and proportions. (Sections 2, 3, 4, 5)

Goal 7: Estimate, make and use measurement of objects, quantities and relationships and determine acceptable levels of accuracy. (Sections 2, 3, 4, 5, 7)

New Standards for 6th Grade

CC.6.RP.1 Understand ratio concepts and use ratio reasoning to solve problems. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

CC.6.RP.2 Understand ratio concepts and use ratio reasoning to solve problems. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar."

CC.6.RP.3 Understand ratio concepts and use ratio reasoning to solve problems. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

CC.6.RP.3a Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

CC.6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. For example, If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

CC.6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole given a part and the percent.

CC.6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

CC.6.NS.5 Apply and extend previous understandings of numbers to the system of rational numbers. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

CC.6.NS.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3°C > –7°C to express the fact that –3°C is warmer than –7°C.

CC.6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.

CC.6.NS.7d Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.

New Standards for 7th Grade:

CC.7.RP.1 Analyze proportional relationships and use them to solve real-world and mathematical problems. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour.

CC.7.RP.2 Analyze proportional relationships and use them to solve real-world and mathematical problems. Recognize and represent proportional relationships between quantities.

CC.7.NS.1 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

CC.7.NS.1a Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

New Standards for 8th Grade

None applicable.

Language Arts Section (Sections 1 through 7)

Goal 1.A.ECa: Understand that pictures and symbols have meaning and that print carries a message.

Goal 1.C.ECb: Respond to simple questions about reading material.

Goal 2.B.EC: Show independent interest in reading related activities.

Goal 4.A.EC: Listen with understanding and respond to directions and conversations.

New Standards for 6th Grade

CC.6.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CC.6.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CC.6.SL.1.b Comprehension and Collaboration: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

CC.6.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

CC.6.SL.1.d Comprehension and Collaboration: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

CC.6.SL.2 Comprehension and Collaboration: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

New Standards for 7th grade:

CC.7.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

CC.7.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CC.7.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

New Standards for 8th Grade:

CC.8.R.I.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

New Standards for 6th, 7th & 8th Grades (all grades)

CC.K-12.W.R.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CC.K-12.W.R.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.

CC.K-12.L.R.6 Vocabulary Acquisition and Use: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

New Standards for 8th Grade

CC.8.R.I.7 Integration of Knowledge and Ideas: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

CC.8.W.2.a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

CC.8.W.2.d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.

CC.8.W.7 Research to Build and Present Knowledge: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

CC.8.W.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Social and Emotional Development Section (Sections 1 through 7)

Goal 31.A.ECd: Show some initiative and independence in actions.

Goal 32.A.ECd: Use classroom environment purposefully and respectfully.

Goal 32.B.ECd: Develop relationship with children and adults.

 

Additional Resources by Section