What is your body mass index?

2016 ◽  
Vol 22 (7) ◽  
pp. 442-446
Author(s):  
H. Bahadir Yanik ◽  
Yasin Memis
Keyword(s):  
Body Mass Index ◽  
Body Mass ◽  
Healthy Eating ◽  
Sixth Grade ◽  
Student Interest ◽  
Interactive Simulation ◽  
Science Technology ◽  
Sixth Grade Students ◽  
The World ◽  
And Mathematics

The number of people who are obese or overweight has dramatically increased throughout the world in recent years. This article presents an activity in which fifth- and sixth-grade students analyzed body mass index (BMI) and planned a diet accordingly; an interactive simulation supported the creation of a healthy eating regimen. iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

Designing an Earthquake-Resistant Building

2016 ◽  
Vol 23 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Lyn D. English ◽  
Donna T. King
Keyword(s):  
Engineering Design ◽  
Earthquake Engineering ◽  
Base Isolation ◽  
Sixth Grade ◽  
Student Interest ◽  
Design Processes ◽  
Science Technology ◽  
Engineering Activity ◽  
Earthquake Resistant ◽  
And Mathematics

Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. This article is a comprehensive Earthquake Engineering activity that includes the Designing an earthquake-resistant building problem. The task was implemented in sixth-grade classes (10–11-year-olds). Students applied engineering design processes and their understanding of cross-bracing, tapered geometry, and base isolation to create numerous structures, which they tested on a “shaker table.”

scholarly journals Spiders or Butterflies? Despite Student Preference, Gender-Biased Lesson Models. Do Not Impact Interest, Attitude, and Learning in Biology

2020 ◽  
Vol 7 (4) ◽  
pp. 87-101
Author(s):  
Amy Buxton ◽  
Jamie Jensen ◽  
Geoff Wright ◽  
Seth Bybee ◽  
Andrea Phillips ◽  
...  
Keyword(s):  
Active Learning ◽  
Gender Gap ◽  
Sixth Grade ◽  
Inclusive Classroom ◽  
Student Interest ◽  
Dust Mites ◽  
Sixth Grade Students ◽  
Student Preference ◽  
Gender Based ◽  
And Mathematics

Background:  Educational research often emphasizes the prevalent gender gap between males and females in science, technology, engineering, and mathematics (STEM) fields. In our study, we took a new approach on gender research by specifically considering whether there is a gender-oriented preference in curricular models (the specific lesson examples and content used to teach a broader biology topic, e.g., dust mites as a model of symbiosis) implemented to teach biology and how these models affect student interest, attitude, and learning. We sampled kindergarten through sixth grade students to determine whether a gender-oriented preference concerning lesson models exists and when that preference is most prevalent. We then designed active-learning curricula surrounding the models showing the largest gender preference and measured whether lesson model or presenter gender impacted student interest, attitude, and learning.  Results: Our findings show that students do indeed indicate a preference to learn using their own gender-oriented lesson models from kindergarten through sixth grade, but that the lesson model and presenter gender do not impact student interest, attitude, or learning during an active learning biology presentation. Conclusions:  Our findings suggest that teachers as early as kindergarten should be aware and sensitive to the gender-based preferences for models used in teaching science that may exist within their classrooms and opt to alternate between male- and female-oriented lesson models to create a more inclusive classroom and to encourage especially females to pursue science.  However, we offer strong advice to teachers to implement active-learning lessons as this may be the key to eliminating such gendered effects, as shown by our research.

scholarly journals Individualized Tailor-Made Dietetic Intervention Program at Schools Enhances Eating Behaviors and Dietary Habits in Obese Hispanic Children of Low Socioeconomic Status

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Leticia Elizondo-Montemayor ◽  
Diana Moreno-Sànchez ◽  
Norma G. Gutierrez ◽  
Fabiola Monsivais-Rodriguez ◽  
Ubaldo Martinez ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Socioeconomic Status ◽  
Body Mass ◽  
Healthy Eating ◽  
Low Socioeconomic Status ◽  
Eating Habits ◽  
Hispanic Children ◽  
Low Socioeconomic ◽  
Healthy Eating Habits ◽  
Dietetic Intervention

Hispanic children and those from low-socioeconomic status are predisposed to unhealthy eating habits and obesity.Aim. to implement an individualized, face-to-face, parent supported, and school-partnership dietetic intervention to promote healthy eating habits and decrease body mass index. Prospective school year dietetic intervention of 101 obese, Hispanic, low-socioeconomic school-age children representative of Monterrey, Mexico, consisted of anthropometrics, dietetic assessment, energy-restriction tailor-made daily menus, and parental education every three weeks. Student’st-test was used for means comparison. A significant decrease was found in body mass index percentile(96.43±3.32to93.42±8.12/P=0.00)and energy intake/day of −755.7 kcal/day(P=0.00). Among other energy dense foods with significant decline in servings/day and servings/week were processed meats(3.13 ± 1.43to2.19 ± 1.04/P=0.00and5.60 ± 1.75to4.37 ± 2.10/P=0.00, resp.), saturated fat(1.47 ± 1.08to0.78 ± 0.79/P=0.00and2.19±2.18to1.1±1.36/P=0.00), sweetened beverages(2.79±1.99to1.42±1.21and6.21±1.72to3.89±2.80/P=0.00), and desserts and refined-grain bakery(1.99±1.54to1.32±1.59and2.85 ± 2.54to1.57 ± 2.20/P=0.00). There was a significant increase in servings/day and servings/week of water(2.98 ± 2.02to4.91 ± 2.37and6.62 ± 2.03to6.87 ± 0.91/P=0.00, resp.) and nutrient dense foods such as fruits(1.31 ± 0.89to1.66 ± 0.96and3.34 ± 2.24to4.28 ± 2.43/P=0.00)and fish and poultry(3.76 ± 2.15to4.54 ± 2.25/P=0.00). This intervention created healthy eating habits and decreased body mass index in a high risk population. Trial registration number:NCT01925976.

scholarly journals The level of the skills of scientific thinking and mathematical thinking among the students of the primary stage: مستوى مهارات التفكير العلمي والتفكير الرياضي لدى طالبات المرحلة الإبتدائية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Ilham Bent Ali Al Shalabi ◽  
Shatha bint Ahmed Al Khalifa
Keyword(s):  
School Environment ◽  
Mathematics Curriculum ◽  
Mathematical Thinking ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Primary Stage ◽  
Sixth Grade Students ◽  
Training Courses ◽  
And Mathematics

The purpose of this study was to know the level of scientific thinking skills and the level of mathematical thinking skills. Is there a correlation between the skills of scientific thinking and the mathematical thinking skills of sixth grade students? A study was used to measure the level of scientific and athletic thinking skills. The sample consisted of 455 sixth grade students The total number of female students was 29,680. The descriptive descriptive approach was used to find the relationship between the level of the skills of scientific thinking and mathematical thinking. The most important results of the study were that the level of scientific and sports thinking skills was medium And the level of skills of mathematical thinking, as the higher the level of scientific thinking skills, the higher the level of mathematical thinking skills among students in the sixth grade of primary The study presented several recommendations, the most important of which are the holding of training courses for teachers during the service to train them to employ thinking and skills and train teachers to design scientific positions and implants within the curriculum and address the weakness and lack of thinking skills that appear during teaching and the development of teachers Wu The most important proposals of the study are the study of the auxiliary aspects and the obstacles to the teaching of thinking in the school environment, the extent to which teachers are aware of the skills of thinking and whether they are integrated and taught through teaching, analysis of the content of science and mathematics curriculum developed for the primary stage to learn Availability of basic thinking skills in curricula.

scholarly journals Obesity in children and adolescents: diagnosis criteria

2019 ◽  
Vol 16 (1) ◽  
pp. 70-73
Author(s):  
Olga V. Vasyukova
Keyword(s):  
Body Mass Index ◽  
Body Mass ◽  
Physical Development ◽  
World Health ◽  
Diagnostic Parameter ◽  
International Group ◽  
The World ◽  
Health Organization ◽  
Diagnosis Criteria ◽  
Obesity In Children

Currently in the world the main diagnostic parameter for assessing obesity is the magnitude of body mass index. In children, taking into account the growth and body weight indicators that dynamically change as the child grows up, it is common to use not absolute, but relative values of body mass index percentiles or standard deviations. The lecture examined various systems and methods for assessing the physical development of children in the world and in Russia domestic ones, R.N. Dorokhova and I.I. Bakhraha, World Health Organization (WHO), International Group for the Study of Obesity. A comparative analysis of the existing systems and the validity of the currently adopted Federal recommendations on the diagnosis of obesity in children based on the recommendations of WHO has been carried out.

scholarly journals Orthopedic Problems in Overweight and Obese Children

2018 ◽  
Vol 1 (1) ◽  
pp. 05-07
Author(s):  
GL Di Gennaro
Keyword(s):  
United States ◽  
Coronary Artery Disease ◽  
Body Mass Index ◽  
Childhood Obesity ◽  
Body Mass ◽  
The United States ◽  
Obese Children ◽  
The World ◽  
Prevalence Of Obesity ◽  
Artery Disease

According to the data published by Haslam and James, about 10% of the world populations aged up to 18 areoverweight or obese [1]. In Europe, there are about 20% children with excessive body mass, 5% of whom sufferfrom obesity [2,3]. Childhood obesity is an ongoing epidemic in the United States [4,5]. The most recent data fromthe US indicate that 16.9% of children and adolescents are obese, defined as a body mass index (BMI) for age >95thpercentile [6,7] and there is evidence that the prevalence of obesity among children will reach 30% by 2030 [8].Childhood obesity is a risk factor for greater morbidity later in life, including diabetes, coronary artery disease andincreased mortality [4,5,9,10].

Investigating bridge design

2015 ◽  
Vol 22 (4) ◽  
pp. 255-260
Author(s):  
Lukas J. Hefty
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Interest ◽  
Bridge Design ◽  
Student Centered ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
Science Technology ◽  
Understanding Of Science ◽  
And Mathematics

Teachers making the transition to integrated, student-centered science instruction benefit from sharing resources, and this bridge design unit offers one example. The unit uses the engineering design process to give students time to develop critical thinking skills while helping teachers assess understanding of science and mathematics content. Each month, iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

scholarly journals Editorial Board Thoughts: Arts into Science, Technology, Engineering, and Mathematics – STEAM, Creative Abrasion, and the Opportunity in Libraries Today

2017 ◽  
Vol 36 (1) ◽  
pp. 4
Author(s):  
Patrick Tod Colegrove
Keyword(s):  
Science Technology ◽  
The World ◽  
Jigsaw Puzzles ◽  
And Mathematics ◽  
The Way

By actively seeking out opportunities to bring art into traditionally STEM-focused activity, and vice-versa, we are deliberately increasing the diversity of the environment. Makerspace services and activities, to the extent they are open and visibly accessible to all, are a natural for the spontaneous development of trans-disciplinary collaboration. Within the spaces of the library, opportunities to connect individuals around shared avocational interest might range from music and spontaneous performance areas to spaces salted with LEGO bricks and jigsaw puzzles; the potential connections between our resources and the members of our communities are as diverse as their interests. Indeed, when a practitioner from one discipline can interact and engage with others from across the STEAM spectrum, the world becomes a richer place – and maybe, just maybe, we can fan the flames of curiosity along the way.

scholarly journals Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

2013 ◽  
Vol 12 (3) ◽  
pp. 441-459 ◽  
Author(s):  
Dina N. Kovarik ◽  
Davis G. Patterson ◽  
Carolyn Cohen ◽  
Elizabeth A. Sanders ◽  
Karen A. Peterson ◽  
...  
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Genetic Research ◽  
Lessons Learned ◽  
Student Interest ◽  
Stem Careers ◽  
Career Information ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

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