Audience: Students ages 9 years and older
General program objective: Participants will demonstrate an understanding of the importance of staying hydrated.
Specific program objective: Participants will identify how hydration plays a role in kidney health.
Behavior change strategy: Self-Efficacy
Educational activities:
- Elicit—ask the students what they know about the kidneys and their function.
- Explain—play the provided video for the students.
- Expand—have the students reflect on the information provided in the video
- Exit—have the students write a personal statement about hydration and health.
Length of time to complete: 10-15 minutes, depending on length and depth of conversation.
Materials Required:
- Note paper and writing utensils
- Multi-media display (e.g. computer monitor, projector, or SmartScreen)
- Access to the internet and YouTube
- Optional: three empty cups, a bottle of clean water, kitchen sponge (without the scrubbing side), some dirt
Procedure:
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Ask the students what they know about hydration and the kidneys’ function (they can write their thoughts, answer in small groups, or discuss as a class):
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What is something everyone does when they first wake up in the morning?
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When you go to the bathroom, a lot of fluid comes out. Who knows why?
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How do you think your body removes waste from your cells doing all their hard work every day
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Introduce the short-form video and play for the students.
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Ask the students to reflect on the video (they can write their thoughts, answer in small groups, or discuss as a class):
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Staying hydrated is healthy for the kidneys. Why is that?
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What is the kidney’s job?
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What makes the kidney’s job easier?
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Why is it important to stay hydrated?
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Have the students write a statement about why they believe staying hydrated will benefit their own personal health.
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Option to share out loud if time allows.
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Further enrichment:
Do the evaporation experiment! Have each student write their name on a cup and pour some water into it. Make sure the cup is on a solid surface and the water is still before drawing a line to mark the water level. Have each student pick a place outside to leave their water cup for a few hours. Later, see how much water has evaporated from the cup. Did some students lose more or less? Why?
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