Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

PPE 310: Health Literacy for Schools

Correlation of Childhood Obesity and Adult Obesity
Signature Assignment Final Draft
Aubrey Mollet and Matt Altman-Suchocki
PPE 310-79594
Jessica Skipper

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

Introduction
Modern America is facing an ever-growing problem: obesity. According to the Centers
for Disease Control and Prevention, more than one-third of all adults in the United States are
obese, (Defining Adult Overweight). If your BMI is less than 18.5, it falls within the
underweight range. If your BMI is 18.5 to 24.9, it falls within the normal or healthy weight
range. If your BMI is 25.0 to 29.9, it falls within the overweight range. If your BMI is 30.0 or
higher, it falls within the obese range. The age range of 0 -18 years old defines childhood.
Adulthood is defined as being 18 years or older. Unfortunately, there is a huge correlation
between obesity as a child and obesity later in life as an adult (Defining Adult Overweight).
A Body Mass Index, or BMI, is a measure used to determine if a child or teen is
overweight or obese. To determine BMI, a persons weight in kilograms is divided by the square
of height in meters. For children and teens, BMI is age-specific and sex-specific as children vary
as they age and depending on their gender. Overweight is defined as a BMI at or above the 85th
percentile and below the 95th percentile for children and teens of the same age and sex. Obesity
is defined as a BMI at or above the 95th percentile for children and teens of the same age and sex
(Defining Childhood Obesity).
The amount of children and adults that are classified as overweight and obese has grown
immensely in the past decade. By the end of 2015, it is estimated that over 40% of all U.S. adults
will be obese. In the United States, obesity is the second leading cause of death, after smoking. It
is also one of the most important causes of cancer. Obesity also can decrease the life expectancy
of an individual from 8 months, all the way up to 7 years (Defining Adult Overweight)!
In the two schools that this research paper and proposal focus on, Madison Rose Lane
Elementary and Madison #1 Middle School, childhood obesity is something that needs to be

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

addressed. According to Chad Garland in a Cronkite News report, Arizona had the seventh
highest rate of obesity in 2011 for children ages 10-17 with a whopping 19.8 percent! This
includes the two aforementioned schools, so in order for children to make life changes and obtain
better, longer futures for themselves as adults, we must start by teaching them young.
Review of Current Literature
Svensson (2011) found that there is a direct link between childhood obesity and adult
obesity. Children who deal with weight issues are at a much greater risk to deal with weight
issues as an adult than children who do not. Furthermore, children whose parents suffer from a
high BMI increase the likelihood of their children suffering from a high BMI. It appears the best
way to combat this is through educational means in early education. Therefore, preventative
measures might be the most effective way to treat adult diseases that are caused by obesity and
weight-related issues, especially in the long-term. However, short-term solutions need to be
developed for those who are having issues with it now.
Exploring the relationship between severities of obesity (at age 7 and age 15), the age of
the onset of obesity, and the parental body mass index (BMI) in obese children and adolescents,
yields some eye-opening results. For the most part, Svenssons research focused on the links
between childhood and adult obesity. Historically, what most researchers have seemed to say is
that the earlier a child suffers from obesity, the more likely they will be to suffer from obesity as
an adult. Svensson and his colleagues, however, found an important link between childhood and
adult obesity: parental BMI. Their findings indicated that the age of onset, i.e. the age at which
children begin suffering from obesity, is a lot less important in the long-run when compared to
the BMI of their parents. This indicates a strong environmental influence when it comes to
obesity and calls attention to a lack of a proper dietary and nutritional curriculum in young

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

elementary-school children (Svensson 2011). With more knowledge on the subject, children
could help avoid the negative influences of their parents and even help get their own parents
motivated to lead healthier lives.
Besides proper diet and nutrition, the other main way to combat long-term weight related
health issues is with regular, consistent exercise. Promoting long-term health and a life resistant
to obesity involves being physically active. Strength training and especially cardiovascular
exercise help prevent weight issues and health problems. The younger students learn to become
regularly active, the better chance they will have in resisting the negative effects of childhood
obesity. The article believes that encouraging young students to participate in sports is an
element that is dwindling in modern school systems. Extracurricular activities are being cut
everywhere; only the most important sports are sticking around. Sports like tennis, golf,
badminton, gymnastics, etc. are being left behind in a lot of schools. Not only does this take
away opportunities for students to become active in participate in a variety of sports, it also
creates a cultural climate where sports, extracurricular activities, and being active in general are
treated as unimportant or secondary to other leisure activities (Sports Participation).
Biro, F.M. (2010) found that there are a multitude of factors that can impact the prevalence of
childhood obesity in a particular society, school, person, etc. These factors have many complex
interactions and could possibly potentiate one another. Some of these factors include genes, the
environment, the society, and the resources at hand. These key factors have complex
interconnected relationships and can negatively impact health stronger when combined than they
could on their own. A child can often overcome genes alone simply through lifestyle choices but
when their environment and society deter them it makes the expression of the negative effects of
their genes even stronger. The danger in this is that childhood obesity can have lifelong

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

repercussions. Besides being more likely to be obese as an adult, it also leaves one exposed to a
higher variety of diseases. The negative effects could also involve perpetuating obesity upon
their own children after reaching adulthood later on (Biro 2010).
Sun, S. (2008) found that in our current modern society, with the influx of technology and
the oversaturation of mass-produced food on the media, have led to two real problems: there are
more opportunities than ever for energy intake, and an increasingly downward decline in the
opportunities for energy expenditure. Particularly, this is a problem in schools where PE and
extracurricular activities are continuously being cut or phased out. Adults who suffered from
childhood obesity have an exponentially-higher chance of suffering from metabolic syndrome as
an adult. This may include increased blood pressure, increased cholesterol, increased blood sugar
level, and an increase in the amount of fat stored in the abdomen. Technology-driven societies
now more than ever restrict chances for exercise and relieve stored energy. These societies need
to find ways to implement more physical activity or face serious long-term consequences (Sun
2008).
Watkins and Jones (2015) found that parents are one of the most important influences on
a childs eating habits. Parents establish the entire foundation of a childs nutritional and dietary
outlook. They can really make or break a childs entire perspective on diet and nutrition.
Unfortunately, many of todays parents lack the proper dietary and nutritional knowledge and
education needed to nurture a child in todays world of technology and mass-produced food.
Children have more access to health education than parents do, for the most part. Thus, instead
of parents working alone to promote healthy eating habits, the best chance for long-term health is
by parents and children working together on the eating habits of the entire family. This way, the
entire family has access to more dietary, nutritional, and overall health knowledge and

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

information and the entire family will have a better chance at creating a climate of health and
wellness at home (Watkins, F.).
Synthesis of Current Literature
When thinking of solutions for obesity, the mainstream ideas of the last few decades have
focused on slow, long-term, preventative measures that reduce the age of onset, or the age at
which children gain enough weight to cross over into the obese threshold, as defined above.
The classic perspective, when it comes to defending children from obesity, was to try and stop it
happening at a young age; the general consensus was that the younger the children became
obese, the more at risk they were overall and heading into adulthood. Preventing obesity from
occurring in very young children, therefore, was seen as the most basic measure to take.
However, the literature reviewed in this paper paints a different picture: although early onset of
obesity is never a good thing, it is nowhere near the most important element in preventing
childhood and/or adult obesity.
The research and article by Svensson and his colleagues back up this new perspective on
childhood obesity. Although early onset of obesity will still attribute to later health problems, the
environmental and social factors involved in that persons life have a much greater impact. To
Svensson, one factor that certainly outweighs the age of onset is the Body Mass Index of the
childs parent(s). Simply put, the obesity level of the parent was the most important factor in
whether or not a child suffered from obesity. One of the other articles, written by Watkins and
Jones, also supported the hypothesis that parents were the most important factor in predicting
childhood and adult obesity. To them, parents should not be the only ones responsible for
developing an atmosphere of health and nutrition at home. Parents often simply do not have
access to the same amount of education, information, and knowledge that children are exposed to

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

at school. Although health education and curricula are still not as prevalent as they should be
throughout our school systems, what is available to children via public education is still often
more than parents are aware of themselves. As such, it seems as if parents should not be solely
responsible for the overall health and wellness of the entire family. Instead, as Watkins and Jones
point out, it would make much more sense if parents and children work together simultaneously
to promote health and wellness throughout their respective home. In this way, the negative
influences of parents upon their children, when it comes to obesity, can be more effectively
combated.
The influence of parents and their respective BMIs was not the only primary link
between childhood obesity and obesity in adulthood, the research found. As pointed out by Biro
and Wien, a multitude of factors are complexly involved in childhood obesity and its potential
transition into adulthood obesity; some of these factors include genes, society, and environment.
When multiple factors that influence obesity are combined, the effects can be even more
dramatized. The article concerned with sports participation also cites a lack of physical activity,
and the value society has placed on it (or lack thereof) on an increased rate of childhood obesity.
When societies, schools, households, etc. place little value on physical activity and/or sports
participation, the effects can last a lifetime. Children who are not raised in environments where
exercise is encouraged have a better chance of growing up into adults who also do not properly
value exercise. To further this viewpoint, the overall trend of modern America and other
technological societies is that increasingly we see less and less opportunities for energy
expenditure, as well as more and more chances for energy input, as shown in the article
mentioned above by Sun. What all these articles have in common, then, is that the environment
and society a person is raised in (and how they view diet and exercise), from the overall society

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

and culture of their country, down to the very culture created in their households, has far and
away the great effect on the trends of childhood and adult obesity. The articles mentioned above
(concerning the influences of parents) support the other articles viewpoint that environment and
society has a great influence on obesity rates.
Despite the homogeneity between the articles overall, particularly when it comes to the
social and environmental value on diet and exercise and how it impacts obesity rates, there still
was one discrepancy in the research. Most of the articles, particularly Svenssons, debunk the age
of onset as the most important factor of childhood obesity and its relation with adulthood obesity.
However, some of the research still seems to support the idea that the earlier one deals with
obesity during childhood, the more likelier they are to suffer from obesity during adulthood (and
therefore be more privy to the variety of diseases that are linked with long-term obesity). Suns
research seems to indicate that adults who suffered from childhood obesity tend to have higher
blood sugar levels and higher cholesterol. Additionally, Suns research found that children who
are obese have an exponentially-higher chance of suffering from metabolic syndrome as adults.
Svenssons own data sometimes seems contradicting itself when it comes to childhood obesity
and obesity in adulthood. Although Svensson and his colleagues say that the influences of the
age of onset is more myth than fact, they also find, like Sun, that adults who suffered from
childhood obesity are at much greater risk for weight gain and the diseases associated with it
later in life.
All in all, the research articles had a lot of insight to give when it comes to the correlation
of childhood obesity with adult obesity. Although the onset of obesity at an early age may not be
as heavily influential as once thought, experiencing obesity as a child has a direct relation with
obesity as an adult. Subsequently, experiencing obesity as a child leaves a person more

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

susceptible to a variety of diseases and health risks later on as an adult. The main factors in
dealing with childhood and adult obesity are diet, exercise, and how parents, society and the
environment promote or inhibit a childs access to a quality diet and regular exercise. Individuals
who experience childhood obesity are much more likely to be unhealthy adults.

Practical Implications
The first step in implementing the Healthy and Active Plan is to talk with the staff of
Madison #1 Middle School and Madison Rose Lane Elementary School. Preferably, a small
meeting would take place wherein the proposal could be announced to the teachers,
administrators, and staff of both schools. Since the crux of this proposal focuses on the health
risks of childhood obesity, and their subsequent implications into adulthood, it needs to be
stressed that this is a long-term proposal focused on changing mindsets over time, and does not
serve as a quick-fix solution.
The next step is to bring parents into the plan. Parents need to be aware of the serious
risks and consequences of childhood obesity. People who suffer from childhood obesity are
much more likely to experience metabolic syndrome and type 2 diabetes, among many other
illnesses (Watkins, F). According to Watkins & Jones, the best chance to combat these negative
implications is for parents and children to actively work together in developing healthy eating
habits.
Therefore, a night could be set up where students and parents have a healthy dinner at
school and hear about the importance of an entire family working together to promote long-term,
healthy decision-making at home. Of course, not all students and parents will be able to attend; a
contract could be sent home, then, that outlines the information presented at the dinner and helps
families begin setting up the foundations for a healthy lifestyle. One aspect of the contract

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

10

(which would be sent home with everyone) would be a commitment between students and
parents to exercise together twice a week, since exercise and diet are the two main ways to
prevent both childhood, and adult, obesity (Sports Participation). In addition, this contract will
include a commitment between parents and children to eat a healthy dinner at least twice a week
together.

Developing an effective action plan does not end with parents, however. Parents are not
the only ones feeding their students; grandparents, friends, and the restaurants of the local
community all share in the responsibility of feeding students too.
Therefore, in order to truly begin the fight against childhood obesity, families need to
unite in order to establish a healthier overall community. One way to do this would be to create a

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

11

community newsletter that could be posted online and given out (a physical copy) in class for
those without reliable computer/internet access. In this newsletter would be three things:
affordable family recipes, affordable, healthy, local meals, and a weekly exercise event. In the
affordable recipes section, students, parents, grandparents, friends, etc. could provide other
families with ideas for cheap, quick, and affordable meals that are also healthy. This would
provide a great way for families to communicate, cooperate, and spread the ideas that have
worked in their homes. It is hard to come up with recipes that are both affordable and healthy,
but with many families working together, the burden will be less onerous. Additionally, efforts
could be made to find at least one local restaurant each week that serves some sort of affordable,
healthy meals viable for entire families. Attempts could be made to work with local restaurants to
achieve this. This weekly newsletter will also involve some aspect of exercise; every week an
exercise event could be held at a local park or on the school grounds where students and their
families could get together and encourage physical activity.
Before, during, and after incorporating staff, parents, and the community in the plan, it
will also continuously involve students. Throughout the day, lessons will be incorporated
including information on healthy eating habits, healthy exercising habits, and living a healthy
lifestyle. Throughout the year, students will be studying statistics and graphs of obesity in
childhood and adulthood in math, reading articles on obesity in the United States versus other
developed countries and discussing them in reading, and doing experiments on healthy lifestyles
and unhealthy lifestyles in science. Healthy living can be incorporated in any subject throughout
the day in elementary school. In middle school, every teacher would be involved in achieving the
goal of integration.

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

12

Since this topic focuses on the health risks of childhood obesity, and their subsequent
implications into adulthood, the plan would ensure that the lessons and activities were
meaningful to the students. If the students do not understand why they are studying what they are
studying, then they are most likely not going to take it seriously and take their knowledge with
them in years to come. It is important that students understand that the lessons, activities, and a
healthy lifestyle are to follow them for years to come.
Lastly, this plan will make sure that students understand how the media affects them in
their everyday life; not only as students and children, but also as adults in their future. The plan
would ensure that teachers are integrating advertising techniques and the media into their
everyday topics. Students will learn a multitude of different advertising techniques used in the
media today and how they are able to decode them to find what the real message is. Students
would also be informed of the good side of the media and how advertising can help a good cause
or a healthy company as well.
For the wellness weeks, part of the plan will be to have a different focus each month. For
the first month, the plan will focus on just eating healthy. There will be information on the
announcements each day along with some lessons throughout the month. During this month, the
plan would incorporate at least one student-parent-family healthy meal night where the families
will learn how to cook and eat healthy on a budget. For the second month, the plan will focus on
healthy exercise. Not only the fact that students should be exercising multiple times a week, but
also that it is bad to overexert your muscles as well. There would be announcements and
examples throughout the month, as well as videos/directions with ways to exercise in a healthy
way to go home for families to participate in. The next month would be all about monitoring diet
and exercise. Now that they know the importance of it, the plan would have the students track

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

13

what they are eating and how much they are exercising throughout the month. The plan will also
include the parents in this activity to ensure they are carrying out their end of the contract. The
last month of the wellness year would incorporate how these can affect students in the long run.
It would be all about the correlation of childhood and adulthood obesity all around the world.
This month would be very statistic based and the students would focus heavily on their futures.
Throughout the months, the implementers of the plan will gradually add in more student
participation, more parent participation, and more community participation as the plan
incorporates them and send resources home to reference. Also, each month there would be
different facts, statistics, jokes, etc. on the announcements that revolve around that month's
health topic.
Conclusions
There is a direct correlation between childhood and adult obesity. When it comes to
modern education, physical activity can still be improved and further integrated into the
classroom setting. One way to incorporate physical activity in the classroom is by using
GoNoodle, an online resource with brain breaks to get the students moving. There are short
videos and longer videos on this site, depending on the need of the class. Every lesson plan
should have the students up and moving at least once, whether the students are just moving and
getting out of their seats, or they are learning while moving and interacting. Lastly, during
transitions throughout the day, students should be given a brain break or physical activity to
recharge and get their blood moving!
Educating students and parents on the importance of exercise is paramount. Not only do
teachers need to be educating their students on the importance of exercise and living a healthy
lifestyle, we also need to educate their parents and families. If the families of students are on

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

14

board for continuing to be active at home, then the goals will be achieved much quicker and
more efficiently. Staff involvement is another crucial piece of the puzzle when it comes to
incorporating health in an educational system. The staff at the schools would also have to be
extremely on board for the whole plan to work. Each teacher would have to incorporate physical
activities and healthy living lessons into their daily schedule. The students should not only be
active in P.E. or recess, they should be active while learning in the classroom as well! Staff
would need to continue to challenge and encourage students. This could be done in person or by
creating posters and motivational signs to put up around the school.
Improving physical activity in school each day can have a huge impact on students and
their futures. If physical activity is incorporated into the classrooms each day students will not
only be more active throughout the day, but they will also have positive role models for being
active. Teachers must teach their students to be active and healthy citizens to improve their
futures. Students should not be another statistic of how childhood obesity and adult obesity are
correlated because teachers and staff will teach them this knowledge before they learn the hard
way.

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

15

References
Biro, F. M., & Wien, M. (2010). Childhood obesity and adult morbidities. The American Journal
of Clinical Nutrition,91(5), 1499S-1505S. doi:10.3945/ajcn.2010.28701B
Defining Adult Overweight and Obesity. (2012, April 27). Retrieved October 18, 2015, from
http://www.cdc.gov/obesity/adult/defining.html
Defining Childhood Obesity. (2015, June 19). Retrieved October 18, 2015, from
http://www.cdc.gov/obesity/childhood/defining.html
Garland, C. (2013, September 12). Report: Arizona among worst in the nation for childhood
obesity. Retrieved November 18, 2015, from
http://cronkitenewsonline.com/2013/09/report-arizona-ranks-among-worst-in-the-nationfor-childhood-obesity/
Liang, Y., Hou, D., Zhao, X., Wang, L., Hu, Y., Liu, J.. . Mi, J. (2015). Childhood obesity affects
adult metabolic syndrome and diabetes. Endocrine, 50(1), 87-92.
doi:10.1007/s12020-015-0560-7
Sports Participation: Improving Health Quickly Childhood Obesity and Adult
Diseases. Journal of Physical Education, Recreation & Dance, Volume 76, Number 7
(September 2005), pp. 3-4,
Sun, S. (2008). Childhood obesity predicts adult metabolic syndrome: The fels longitudinal
study. J Pediatr, 152(2), 191-200.e1. doi:10.1016/j.jpeds.2007.07.055
Svensson, V., Jacobsson, J. A., Fredriksson, R., Danielsson, P., Sobko, T., Schioeth, H. B., &

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

16

Marcus, C. (2011). Associations between severity of obesity in childhood and

adolescence, obesity onset and parental BMI: A longitudinal cohort study. International
Journal of Obesity, 35(1), 46-52. doi:10.1038/ijo.2010.189
Watkins, F., & Jones, S. (2015). Reducing adult obesity in childhood: Parental influence on the
food choices of children. The Health Education Journal, 74(4), 473.

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

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
articles
references)
InTASC 1c,k;
5k; 9f; 10h

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.

17

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.
2. Thorough
use of a
range of
references to

1. Literature
review may
address major
issues, but
issues may not
be supported
with expert
knowledge.

1. Literature
review does not
address the
major issues in
the area; the
level of support
for the issues is
not adequate.

1. Literature
review does not
have the depth
of knowledge
appropriate to
this upper level
course.

5 x 2=10 points

15 Points
1. Literature
review
highlights major
issues in the
area.
2. Through use
of a range of
references to
support key

2. Includes less

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

NAEYC 6b

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

support key
issues.
3. Includes
descriptions
of important
studies to
provide
context for
the reader.

2. Good use of
references, but
additional
references may
have
strengthened
the paper.

18

2. Includes 3
references.

than 2
references.

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.

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
hope and
engagement at
your school and

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
your healthy
and active
school plan is

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
supports your
stance on why
your healthy

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

in your
community, but
ties to academic
success in your
classroom as
well.

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

19
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
about how each
component can
be added.

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
discussion on
how most of

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
program/comp
onent is

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

3. All
programs/comp
onents
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

5 x 6=30 points

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
somewhat

20
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
9. Contained

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

identified and
was
appropriate for
students of that
age

21
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.

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

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)

22

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#
4. This rubric
was added but
not at the end
of the
document
submitted
5. Most
sentences are
clear and well
developed
6. Proposals
and events are
mostly
appropriate
length with

3. The file
document name
does not
contain the
Lastname.firstn
ame.assignmen
t#.course#

4.
This rubric was
not added to
the document
submitted
5. Many
sentences are
not clear and
underdevelope
d
6. Proposals

Running Head: CORRELATION OF CHILDHOOD AND ADULT OBESITY

standard
margins, font,
and size of text

23
and events are
not of
appropriate
length with
larger than
standard
margins, font
and size of text