Running Head: Signature Assignment 1

Running head: SIGNATURE ASSIGNMENT
PPE 310: Health Literacy for Schools

Effects of Dehydration on the Body
Signature Assignment
Hunter Narvesen and Jourdan Roth
Arizona State University
Dr. Lineberry
April, 15 2016
Introduction
Adequate hydration is the key to short and long term well-being and is needed for almost
every bodily function. When a person is not keeping their bodily adequately hydrated, they may
become dehydrated. Dehydration is defined as a condition that results when the body loses
more water than it takes in (Mandal, 2014). Even mild dehydration affects both mental and
physical performance: just 2% dehydration can cause a 20% reduction in performance in
physical and cognitive activities. (Wellbeing people, n.d.). This quote by Wellbeing People gives
us an insight into how important it is for students to remain hydrated so that their education and
learning is not disturbed or hindered. Making sure that the students remain hydrated is one
simple step that teachers can take to help improve students physical and cognitive achievements.
Considering that children spend most of their time in the classroom, teachers need to make sure
they are given the necessary means of water in order to remain hydrated and perform to their
highest capability. The purpose of this project is to raise awareness about dehydration and the
effect it has on students, as well as suggest an overall solution to the problem of dehydration in a
school setting. Schools need to provide their student with accessibility to water throughout the
campus, as well as educate the students on how important it is for them to remain hydrated at all
times. With the use of posters and integrated dehydration units in the classroom, students will
become more educated on the topic and more able to keep themselves hydrated. Teachers are the
stepping stones that the students need in order to help them become more aware of hydration and
its importance to their academic performance.
Review of Current Literature
Childhood obesity has increased over the past 4 decades (1). A growing literature links
sugar-sweetened beverage (SSB) and 100% fruit juice consumption to obesity (2,3), and several
studies suggest that drinking water helps to prevent obesity (4-6) (Patel, Anisha I., Laura M.
Bogart, Marc N. Elliott, Sheila Lamb, Kimberly E. Uyeda, Jennifer Hawes-Dawson, David J.
Klein, and Mark A. Schuster, 2011). A group of researchers at Harvard University conducted a
five week program in a Los Angeles middle school in 2008 that provided cold filtered water in
the cafeteria, and distributed recycled water bottles to all students and staff. This program was
conducted in order to improve drinking water consumption among children. After the 5 week
program the researchers took a survey that showed students at the intervention school were more
likely to drink water than other students at a different school.
In 2009, a study was conducted to see if water consumption has an effect on students
school performance. This group of researchers used a sample of 40 students (about 8 years old).
They conducted this study by assessing this group of students twice a day, one time after
drinking 300 ml of water and another day when they didnt drink any water. They then assessed
each of these students memory by recalling 15 previously presented objects. The results showed
that recall was much better after the students had drank the water. The researchers then measure
attention by asking the students to respond a light after a delay of either 3 or 12 seconds. The
ability to hold attention was not significantly influenced by the water consumption. The results
support the idea that water consumption is associated with better memory.
It had recently been discovered that when a person is dehydrated, it causes a shrinkage in
the brain tissue. In a study conducted in 2010, a group of researchers sought out to learn if
dehydration affects brain structure and function. During the study, they had human subjects
participate in thermal exercise protocol and nonthermal exercise control conditions and then
complete an executive function task. It was found that the participants who completed the
thermal exercise protocol had to use a higher level of neuronal activity just to complete the task
at the same performance level. It was also found that prolonged states of dehydration will
negatively affect a persons executive functions including planning and visuo-spatial processing.
In a study completed in 2009, a group of researchers sought out to determine if the amount of
water children drink has an effect in their cognitive abilities. The study involved fifty-eight
children aged 7 to 9 years old. These students were randomly selected and were either given
additional water, or they were not. These students were then to complete different visual
attention tasks. Students who received the extra water rated themselves as less thirsty than the
other who did not. These students also scored higher on the visual attention tasks.
A group of researchers in 2001 decided to test if mild dehydration impairs cognitive
performance and mood of boys. The study required that these twenty-six boys up to age 20
participate in three trials. The trials included an exercise-induced dehydration and a diuretic, an
exercise-induced dehydration and a placebo and exercise while staying hydrated and a placebo.
All exercise tasks included three 40-minute treadmill walks. A questionnaire was given after
each task to track headaches, concentration, etc. At the end of the study, it was shown that
dehydration caused an increase of errors on visual vigilance as well as visual working memory.
It also showed that dehydration led to an increase of anxiety and fatigue in the tested individuals.
The focus school of this signature assignment is Ishikawa Elementary. It is a Title 1 school with
grades PK-8. It has about 820 students, and only about 36.9 receive free/reduced lunch. The
average class size is about 20 students. There are about 500 white students, 180 Hispanic
students, 20 Asian students, and 95 American Indian.
Synthesis of Information
Overall, most of the articles followed the same theme that proper hydration is important
for students health and learning. One of the most common conclusions from the articles was that
dehydration does indeed affect students learning outcomes as well as their health. It has a
negative impact on the students by decreasing their ability to retain and recall information
provided by the teacher as well as increased their reaction time. All of the research articles used
supported the idea that hydration is crucial for children. The studies also talked about how the
school could hold some responsibility for making sure that they are providing the students with
an adequate amount of water in order to keep them healthy and hydrated throughout the day.
The different research articles discussed how dehydration influences mood and cognition. It has
been discovered that when a person becomes dehydrated, it causes a shrinkage in the brain tissue
which then negatively affects the brain structure and function. This idea was tested and just as
the other research articles had determined, this impact from dehydration negatively affected the
students cognitive abilities. The students who were determined as dehydrated were unable to
score as high on the visual attention tasks as the students who were not dehydrated (Edmonds &
Burford, 2009). Lastly, another common conclusion when referring to hydration and its
influence on mood and cognition was that it does in fact have a major influence on the mood of
the students. Students who are dehydrated regularly will have an increase in anxiety and fatigue
(Matthew, 2011). This will in turn affect their ability to focus and succeed in school on a daily
basis.
Practical Implications
The topic for this signature assignment focuses on dehydration and the impact it has on
student performance and achievement. In order to raise awareness on this topic and educate the
students and families of the school, a plan is set to provide the community with educational
seminars about dehydration. These seminars will be available to all of the staff, the students of
the school, as well as their families. The second part to the plan is to organize a community walk
(See Appendix C). With this walk, the students and their families will have the opportunity to
get active. The organizers of this event will have multiple water stations set up around the
designated walking path so that the participants will remain hydrated throughout. There will also
be a designated wheelchair lane for the students/participants who need it.
The research that was conducted on dehydration and its impact on student performance
and achievement will be applied in three distinct components: the classroom, the school and the
community. Inside the classroom, the teachers will be required to incorporate the importance of
hydration into at least one unit that they present to their students. They will also be encouraged
to display posters in their classrooms that explain the importance of hydration for the body. The
school as a whole will also display posters reminding students of the importance of staying
hydrated and the negative impacts that dehydration can have (See Appendix A). The school will
provide the students with filtered water fill-up stations that will make it easy and convenient for
them to refill their water bottles as needed. Making sure that this water is filtered is important
because it will taste better and the students will be more willing to drink it in order to stay
hydrated. The community will provide its residents with school wellness program meetings
where they will discuss the progress of the seminars and discuss next steps. It is important that
the community provides the students, families and other residents with surveys so that they are
able to track the progress of the seminars and other programs set forth so that changes for
efficiency and effectiveness can be made as needed.
Informing ours students as well people of all ages about hydration is extremely important.
It is especially important to teach our students about hydration, because they are our future. If we
can teach our students about hydration then they can inform others about the importance to stay
hydrated, and hopefully educate their children about hydration when the time comes.
In order to continue raising awareness of the importance to our students as well as to their
parents we will continue posting hydration posters for the students, and parents to see. We will
also encourage family involvement by putting together different school wellness meetings and
workshops (See Appendix B). These workshops are very important when it comes to reaching
out to our students parents, and educating them on the importance of hydration as well. We will
provide parents with different facts about hydration, and its effects on their students at these
meetings. We hope that these meetings, and workshops will really hit home with our students
parents. At these meetings/ workshops we will also take the parents on a tour around the school
to show them our filtered water stations. That way the parents know that we are doing everything
we can to provide our students with good water. We will also discuss the different units that are
being taught on the importance of hydration. We want the parents to stay well informed on what
their children are doing at school, especially when it is something that can impact their life in a
huge way. The Family Fun Run discussed above is also another way that we will make sure we
are making that parent connection. At the fun run the parents will notice the huge impact of the
different water stations. Just like it is extremely important for a student to have water throughout
the day to live a healthy life. Lastly, we will have a school wellness committee that will tell us
how we are doing, and if we are making a positive impact on the students. The school wellness
committee is a huge responsibility in making sure that we are always educating our children on
the importance of hydration, and how being dehydrated can affect our students in a negative way.
Conclusion
There is an overall positive correlation between hydration, and student success.
Therefore, it is our responsibility as teachers, and schools to make sure that our students are
receiving proper hydration in order to perform at their highest abilities each and every day. The
Family Fun Run will help to accomplish this, and promote healthy lifestyles at schools as well as
at home. This program will help to bring students, and their parents together to see the impacts
that dehydration can have one student achievement.
Our family fun run will impact families as well as the communities, and schools all
around us. We hope that other schools will see the positive impact that our program is having on
our students, and implement it at their own schools.
After the first year of implementing the program we hope to have parent volunteers who
will help plan the event for the second year. After the third year of the program we hope that we
will have student volunteers, as well as parent volunteers helping with our program in order to
advocate for our program. This will bring in other parents, the rest of the school district, as well
as community based support. After the fifth year of the program we hope that other schools will
follow in our lead, and start their own program in order to advocate for hydration.
References
Benton, D. (2009, May 8). The effect of the consumption of water on the memory and attention
of children. Retrieved March 20, 2016, from
http://www.sciencedirect.com/science/article/pii/S0195666309005029
Edmonds, C. J., & Burford, D. (2009). Should children drink more water?: The effects of
drinking water on cognition in children. Appetite, 52(3), 776-779. Retrieved March 15, 2016, from
http://www.sciencedirect.com/science/article/pii/S0195666309000403
Hydration. (n.d.). Retrieved February 28, 2016,

from http://www.wellbeingpeople.com/about/hydration.html
Kempton, M. J., Ettinger, U., Foster, R., Williams, S. C.R., Calvert, G. A., Hampshire, A.,
Zelaya, F. O., O'Gorman, R. L., McMorris, T., Owen, A. M. and Smith, M. S. (2011), Dehydration
affects brain structure and function in healthy adolescents. Hum. Brain Mapp., 32: 7179. doi:
10.1002/hbm.20999. Retrieved March 15, 2016, from
http://onlinelibrary.wiley.com/doi/10.1002/hbm.20999/abstract?
userIsAuthenticated=false&deniedAccessCustomisedMessage=
Mandal, A. (2014, October 08). What is Dehydration? Retrieved February 25, 2016,
from http://www.news-medical.net/health/What-is-Dehydration.aspx
Matthew S. Ganio, Lawrence E. Armstrong, Douglas J. Casa, Brendon P. McDermott,
10
Elaine C. Lee, Linda M. Yamamoto, Stefania Marzano, Rebecca M. Lopez, Liliana Jimenez,
Laurent Le Bellego, Emmanuel Chevillotte and Harris R. Lieberman (2011). Mild dehydration
impairs cognitive performance and mood of men. British Journal of Nutrition, 106, pp 1535-1543.
doi:10.1017/S0007114511002005. Retrieved March, 2016, from
http://journals.cambridge.org/action/displayAbstract?
fromPage=online&aid=8425835&fileId=S0007114511002005
Patel AI, Bogart LM, Elliott MN, Lamb S, Uyeda KE, Hawes-Dawson J, et al. Increasing
DR
IN
K
M
OR
E
Appendix A
Drink at
least half a
gallon of
water per
day! If you
exercise,
you should
drink even
Dehydration
affects your
physical and
mental
wellness!
You can
survive
longer
without food
than you can
without
Appendix B
DRINK UP!
JOIN US!
What: The Importance of Hydration
When: March, 31 2016
4:00 p.m.
Where: Ishikawa Elementary
Join us to learn about hydration, and why it is

important for your children to stay hydrated in order
to enhance their learning.
Appendix C
JOIN
US!
WHAT: Family
Fun Run (Or
Walk)
WHEN: April 1, 2016
6:00PM
WHERE: Ishikawa Elementary School
WHY: To get active and practice staying
hydrated!
FAMILY
AND
FRIENDS
ARE
WELCOME!
*Water stations will be set in various locations around the

designated route!*
PLEASE RSVP AT THE FRONT OFFICE
Criteria with
Professional
Standards
Referenced
Outline
Outline Turned
In(Already
submitted for
points)
Introduction
Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Literature
Review
Adequacy of
Knowledge
(includes 5 peer
reviewed
original research
5
Exemplary
(97 100%)
10 Points
Logical, detailed
outline with at
least 5 original
peer reviewed
references
written in APA
format is
submitted.
5 x 2=10 points
10 Points
Introduction is
fully developed,
well organized,
introduces all
topics, created a
plan for the
paper and
invites the
reader to read
further.
4
Highly
Proficient
(93 96%)
3
Proficient
(83 92%)
2
Approaching
Proficient
(73 82%)
1
Unsatisfactory
(72%
and below)
Brief outline
with at least
5 original
peer
reviewed
references
written in
APA format
is submitted.
Brief outline
with some
references but
not 5 original
peer reviewed
references
written in APA
format are
submitted.
Brief outline
with one or no
references
submitted.
No outline was
submitted.
Introduction
is fully
developed
with all
topics
introduced.
Introduction is
addressed well,
somewhat
organized and
created a plan
for the paper
Introduction is
addressed
adequately.
Introduction is
omitted or was
disorganized
and did not
create a plan
for the paper.
1. Literature
review
addresses
major issues
in the area.
1. Literature
review may
address major
issues, but
issues may not
1. Literature
review does not
address the
major issues in
the area; the
1. Literature
review does not
have the depth
of knowledge
appropriate to
5 x 2=10 points
15 Points
1. Literature
review
highlights major
issues in the
area.

articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
2. Through use
of a range of
references to
support key
issues.
NETS-T 3a,d;
4a,c
3. Description of
important
studies
establishes
context for the
reader.
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
4. Includes more
than 5
informative
references.
Synthesis of
Information
Synthesis of
Information
(what did the
articles
collectively say
about the topic?
Which authors
had similar and
different
findings?)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
2. Thorough
use of a
range of
references to
support key
issues.
3. Includes
descriptions
of important
studies to
provide
context for
the reader.
4
be supported
with expert
knowledge.
2. Good use of
references, but
additional
references may
have
strengthened
the paper.
level of support
for the issues is
not adequate.
2. Includes 3
references.
this upper level

course.
2. Includes less
than 2
references.
3. Includes 4
references.
4. Includes 5
or more
references.
5 x 3=15 points
15 Points
1. Studies
covering the
same topic
synthesize
related research.
2. Described
similar or
differing and
detailed themes
throughout the
articles
3. Demonstrate
thoroughly how
your research
and the data
collected
supports your
stance on why
your healthy and
active school
plan is not only
important for
Studies
covering the
same topic
are
summarized
and
integrated
level work.
Information is
presented
study-by-study
rather than
summarized by
topic.
2. Described
similar or
differing
themes
throughout the
articles which
were not
detailed
3. Somewhat
emonstrated
how your
research and
the data
collected
supports your
stance on why
The literature
review is a
mixed set of
ideas without a
particular
focus.
The literature
review does not
demonstrate a
particular focus
and lacks ideas
based on the
subject chosen.
2. Described
similar or
differing
themes
throughout the
articles,
however they
were not
detailed
3. Did not
demonstrate
how your
research and
the data
collected

hope and
engagement at
your school and
in your
community, but
ties to academic
success in your
classroom as
well.
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school
and in your
community, but
ties to
academic
success in your
classroom as
well.
5 x 3=15 points
Practical
Implications
Practical
Implications
(Discuss how
the findings can
or will later be
applied to your
teaching setting)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
5
supports your
stance on why
your healthy
and active
school plan is
not only
important for
hope and
engagement at
your school and
in your
community, but
ties to
academic
success in your
classroom as
well.
30 Points
1. Practical
implications of
your event
details including
your teaching
level and in a
particular setting
are discussed
thoroughly. A
minimum of 6
topics are
applied.
2. Contains
thorough
discussion on
how each of the
6
program/compo
nents that are in
place are
organized,
conducted, and
overseen or a
detailed plan
1. Pratical
implications
are discussed
but not
related to a
particular
teaching
setting or
topic or
certain
details are
missing.
1. Pratical
implications
are discussed
but not at a
particularly
level or in a
particular
setting and
many details of
your event are
missing.
2. Contained at
least 4-5
components of
a
comprehensive
school
program;
however, some
of the needed
detail is
missing.
3. Contains
thorough
1. Practical
implications
are not
thoroughly
discussed and
only a few
details of the
event are
present
1. Practical
implications
are not
discussed and
no details of
the event are
present.
2. Contained 3
or fewer
components of
a
comprehensive
school program
3. Contains
little discussion
on which
programs/comp
onents are
currently in
place
4. Contains
little discussion
on how each

about how each
component can
be added.
3. All
programs/compo
nents
implemented
include
discussion on
modifications
for those with
disabilities.
4. Contained a
detailed
description of a
special event
that promotes a
healthy and
active school
environment
5. Contained
discussion on a
specific health
behavior
highlighted by
the special event
6. Specific
target grade
level was
identified and
was appropriate
for students of
that age
7. Contained
discussion on
how to involve
the entire school
in the event
6
discussion on
how most of
the
program/comp
onent that are
in place are
organized,
conducted, and
overseen or a
detailed plan
about how the
components
can be added.
4. Most
programs/comp
onents
implemented
include
discussion on
modifications
for those with
disabilities.
5. Contained a
somewhat
detailed
description of a
special event
that promotes a
healthy and
active school
environment
6. Contained
some
discussion on a
specific health
behavior
highlighted by
the event
7. Specific
target grade
level was
program/compo
nent is
organized,
conducted, and
overseen and
little detail
about how the
components
can be added.
5. Few
programs/comp
onents
implemented
include
discussion on
modifications
for those with
disabilities.
6. Contained
little detail on a
special event
that promotes a
healthy and
active school
environment
7. Contained
little discussion
on a specific
health behavior
highlighted by
the special
event
8. Specific
target grade
level was not
identified
and/or not
appropriate for
students of that
age

5 x 6=30 points
7
somewhat
identified and
was appropriate
for students of
that age
9. Contained
little discussion
on how to
involve the
entire school in
the event
8. Contained
some
discussion on
how to involve
the entire
school in the
event
Conclusion
Conclusion
ITASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Writing and
Referencing
Style
First Draft of all
sections
submitted with
changes made
integrating
instructor
comments from
the outline
10 Points
Major issues
support and
establish
conclusions.
Integration of
instructor
comments from
first draft
All comments
from instructor
integrated into
final version. All
were highlighted
The major
issues are
summarized
under
conclusions.
The
conclusions are
not complete.
Provides
opinions, but
not a summary
of findings.
No conclusions
are included.
Detailed draft
of ALL
sections with
some errors
in content
covered,
headings,
writing style
and/or
refernces in
APA 6.0
style.
Most
comments
from
instructor
integrated
Detailed draft
of MOST
sections with
some errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.
Missing
sections or
paper has
regular errors
across content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.
Incomplete
(missing half of
the
requirements)
or completely
missing paper.
Some
comments from
instructor
integrated into
final version.
Very few
comments from
instructor
integrated into
final version.
No comments
from instructor
integrated into
final version.
The changes
5 x 2=10 points
10 Points
Detailed draft of
all sections of
the paper with
appropriate
content, headers,
writing style,
and references
in APA 6.0 style.

in yellow
Writing and
referencing style
1. Cover page
included, proper
spelling and
grammar, all
references in
APA 6.0 style.
Paper was
appropriate
length (at least 5
pages)
2. The file
document name
contains
Lastname.firstna
me.assignment#.
course#
3. This rubric
was added to the
last page of the
document
submitted
4. All sentences
are clear and
well developed
5. Proposals and
events are
appropriate
length with
standard
margins, font,
and size of text
into final
version. All
were
highlighted
in yellow
1. Cover
page
included, few
grammatical
errors and
misspellings,
all references
in APA 6.0
style.
2. Paper was
appropriate
length (at
least 5 pages)
8
Most were
highlighted in
yellow
Most were
highlighted in
yellow
were not
highlighted
1. Cover page
included, some
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.
1. Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing
style APA 6.0.
1. Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing
style APA 6.0.
2. Paper was
too short for
the topic (1-2
pages)
2. Paper was
too short for
the topic (1-2
pages)
2. Paper was
too short for
the topic (3-4
pages)
3. The file
name
somewhat
contains the
Lastname.firstn
ame.assignmen
t#.course#
3. The file
document name
does not
contain the
Lastname.firstn
ame.assignmen
t#.course#
4. This rubric
was added but
not at the end
of the
document
submitted
4. This rubric
was not added
to the
document
submitted
5. Most
sentences are
clear and well
developed
5. Many
sentences are
not clear and
underdeveloped
6. Proposals
and events are
mostly
appropriate
length with
standard
6. Proposals
and events are
not of
appropriate
length with
9
margins, font,
and size of text
larger than
standard
margins, font
and size of text

Running Head: Signature Assignment 1

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PPE 310: Health Literacy for Schools