Empowering Girls with Chemistry, Exercise and Physical Activity

Research suggests that a girl's career interests in the areas of science, technology, engineering and mathematics (STEM) declines between grades 6 and 8. Similarly, in middle school, there is a decrease in physical activity among girls. Researchers at the University of Rhode Island (URI) conducted a chemistry-based science camp that took place over the public school spring break with the goal of increasing girls' interest in chemistry and physical activity. The camp included 42 middle school age girls in grades 6 through 8 from schools throughout Rhode Island. Interdisciplinary curricula were created to link chemistry with physical activity concepts used in physical education classes. Overall, the girls enjoyed the interdisciplinary curriculum and found the connection between science and physical activity to be interesting; as a result, similar science-based interdisciplinary curricula may have the capacity to promote physical activity as well as STEM career interests in girls.


Girls and STEM
According to data from the National Science Foundation (NSF), only 25% of computing/math positions and 11% of engineering positions are held by women (NSF, 2013). In contrast, women make up 47% of the employed workforce (NSF, 2013). Th e NSF estimates that approximately 5 million individuals work directly in science, engineering, and technology, just slightly more than 4% of the work force (NSF, 2013). Many science and engineering occupations are predicted to grow faster than the average rate for all occupations, and some of the largest increases will be in computer-related fi eldsfi elds where women currently hold only one quarter or fewer of the positions (American Association of University Women [AAUW], 2013). Attracting and retaining more women in the STEM workforce will maximize innovation, creativity and competitiveness (e.g., homes designed by women with women's needs in mind). With a more diverse workforce, scientifi c and technological products, services and solutions are likely to be better designed.
A lack of interest in STEM may be a product of old stereotypes about girls doing poorly in math, low confi dence in girls' abilities, or girls turning to their high verbal skills during career planning (Girl Scouts of America, 2013;Mason, 2010;National Engineers Week Foundation, 2010). Research demonstrates how negative stereotypes about women's math abilities are transmitted to girls by their parents and teachers as early as preschool and elementary school, thereby shaping girls' attitudes and ultimately undermining their performance and interest in STEM (Gunderson, Ramirez, Levine, & Beilock, 2011;NSF, 2006). Research also points to the notion of "a sense of belonging" as an important factor in women's intentions to continue in the fi eld of mathematics. An environment that communicates the idea of math ability as a fi eld trait and not as something that hard work can increase can erode a girl's sense of belonging (Fine, 2010). Further, girls are typically more interested in careers where they can help others (e.g., teaching, childcare, working with animals) and in which they can make the world a better place (Girl Scouts of America, 2013).
Additionally, gender barriers often hinder girls' interest in STEM. More than half (57%) of all young girls say that peers their age do not typically consider a career in STEM. Nearly half (47%) of all girls say that they would feel uncomfortable being the only girl in a group or class. Furthermore, 57% of all girls say that if they went into a STEM career, they would have to work harder than a man just to be taken seriously (Girl Scouts of America, 2013;NSF, 2006). Finally, fewer girls than boys take advanced placement (AP) exams in STEM-related subjects such as calculus, physics, computer science and chemistry, and girls who take STEM AP exams earn lower scores than boys on average (AAUW, 2013).

Girls and Physical Activity
Regular physical activity in childhood and adolescence improves strength and endurance, helps build healthy bones and muscles, helps control weight, reduces anxiety and stress, increases self-esteem, and may improve blood pressure and cholesterol levels (CDC, 2013a). The U.S. Department of Health and Human Services (USDHHS) recommends that young people ages six to 17 years old participate in at least 60 minutes of physical activity per day (CDC, 2013a;USDHHS, 2008).
Physical activity decreases for all adolescents throughout middle school and high school. In 2011, 29% of high school students surveyed had participated in at least 60 minutes per day of physical activity on all seven days before the survey, and only 31% attended physical education class daily (CDC, 2013b). However, it should be noted that this decrease in physical activity is more pronounced in adolescent girls. About 18% of girls and 38.3% of boys had at least 60 minutes per day of physical activity. In addition, 27.2% of girls and 34.6% of boys attended physical education class daily (CDC, 2013b). Furthermore, only 35% of girls ages six to 11 years old were reaching the goals of 60 minutes of daily physical activity, and this decreased to 3% in 12-to 15-year-olds (Troiano et al., 2008). As students get older, their physical activity levels decrease, a disturbing trend seen more so in girls compared with boys (CDC, 2013a(CDC, , 2013bTroiano et al., 2008).

Connecting Chemistry to Physical Activity
A significant amount of research has indicated a positive relationship between academic achievement and physical activity in school-age children (Buck, Hillman, & Castelli, 2008;Castelli, Hillman, Buck, & Erwin, 2007;Coe, Pivarnik, Womack, Reeves, & Malina, 2006;Welk et al., 2010;Wittberg, Cottrell, Davis, & Northrup, 2010). Scholars have suggested that improvements in academic achievement as a result of increased physical activity may be due to increased arousal and reduced boredom, which may result in increased attention span and concentration (Coe et al., 2006), as well as increased self-esteem, which may lead to improvements in on-task classroom behavior (Shephard, 1996). Th ere are also physiological responses to regular physical activity including "increased cerebral blood fl ow, changes in hormone levels, greater arousal and stimulation, alterations in brain neurotransmitter activity, and improved nutrient intake" (Eveland-Sayers, Farely, Fuller, Morgan, & Caputo, 2009, p. 103) -all of which have been associated with enhanced academic performance.
Due to an increased emphasis on academics and testing requirements in schools, physical educators are encouraged to incorporate interdisciplinary activities into their daily lessons. Th e use of interdisciplinary lesson plans that connect chemistry and physical activity concepts in physical education classes might help girls maintain an interest in science and physical activity by incorporating science concepts into fun activities. Th is concept is directly connected to the "new physical education (PE)" philosophy. According to Ciccomascolo and Sullivan (2013) and Sullivan and Clapham (2014), the new PE has the following characteristics: • Th e class is called physical education, as the teachers educate the physical (and more than the physical too). • Everyone is active, classes are all inclusive and include small groups. • Th ere is no humiliation or intimidation.
• Th ere is a cooperative focus with enjoyment.
• Fitness is blended with other physical education content.
• Motivational devices are used to personalize and monitor physical activity. • Enjoyment levels are raised.
• Individuals work at their own physical level and challenge themselves by setting personal goals.
• Th ere is a focus on wellness or a health-related focus.
• Each child has their own piece of equipment (most of the time, or they are all active in some way). • Each child is working toward their own personal fi tness goals throughout the lesson. • Th ere is a standards-based curriculum and assessment and a more authentic assessment. • Technology supports the pedagogy (e.g., pedometers, heart rate monitors, computers, smart boards, tablets, gaming devices).
Th e physical education setting is perfect for reinforcing concepts learned in other disciplines. Experts in promoting girls' awareness and interest in STEM suggest off ering programs that are engaging, have a "wow" factor, convey key concepts and applications, are doable with minimal or inexpensive materials, and work well in a one-hour time frame (Lawrence & Mancuso, 2012).

Design of a STEM and Physical Activity Camp
Researchers at the University of Rhode Island (URI) conducted a one-week chemistry-based science camp that took place during the public school spring break. Th e camp included 42 middle school-age girls in sixth through eighth grade from schools throughout Rhode Island. Th e URI Chemistry Department recruited the girls for the camp though an email sent to middle school science teachers. Th e purpose of the camp was to use and introduce innovative curricula in science and physical education. It was the investigators' goal to create a program that could be replicated and utilized by middle school physical education teachers in daily physical education classes. Interdisciplinary chemistry and physical activity lessons were taught to foster girls' interest in and appreciation of science and physical education.
Th e camp, sponsored by the URI Chemistry Department, took place each day from 8:30 a.m. to 4:30 p.m. Chemistry professors, graduate students and guest speakers presented on chemistry topics and experiments from the fi eld related to nanoscience, non-Newtonian fl uids, pH of common objects, rainbow chemistry, women in science, polymer chemistry and magic show experiments. Th e program also included fi eld trips to the Narragansett Bay Commission and Boston Museum of Science.
Th e URI Department of Kinesiology also sponsored 60 minutes of physical activity each day of the camp. Th is took place from 12:00 p.m. to 1:00 p.m. each day. For the 60 minutes of physical activity each day, a four-lesson interdisciplinary unit was developed to reinforce and complement the chemistry topics that were being covered during the camp and to introduce new health and physical activity topics. Music with empowering, profemale messages was played during the lessons, including songs like "Girl on Fire" by Alicia Keys, "Miss Independent" by Kelly Clarkson, "Born Th is Way" by Lady Gaga, "Firework" by Katy Perry, "Run the World (girls)" by Beyoncé, and "Beautiful" by Christina Aguilera.
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The girls were also given a white Polar Active activity monitor (Figure 1) to wear during the camp to monitor their physical activity. Each Polar Active was individually programmed with each girl's height, weight, birth date and gender. The instructor explained how to use the Polar Actives (i.e., wear them like a watch on your wrist) and how they measured the amount of physical activity in steps, level of physical activity by category (easy, moderate, moderate-to-vigorous, vigorous and vigorous +), and calories expended. The importance of monitoring physical activity was also thoroughly explained to the camp participants (e.g., to be aware of physical activity levels and amounts to live a healthy lifestyle).
Interdisciplinary chemistry and physical education topics. What type of chemical reactions occur in your body? What do people fuel their bodies with? (food). Do the different types of food people choose to eat (fuel) cause chemical reactions in their bodies? Why is it important to fuel bodies with good food?
Action. The instructor will lead a discussion on various chemical reactions that occur in the body on a regular basis (e.g., saliva breaks down food, sweat cools your body, carbohydrates provide your body with energy). The instructor will also discuss food as fuel for the body and the importance of eating healthy food using the website ChooseMyPlate.gov.
Interdisciplinary physical activity. Healthy Plate Scramble: Create teams of three to four girls and give each team a hula-hoop (plate). Each team will set up their plate in a circle around beanbags (food groups). The girls will be told to create a healthy plate of food with fruits, vegetables, grains, protein and dairy. The beanbags will be color-coded: red for protein, blue for dairy, green for vegetables, yellow for grains, and purple for fruit. The girls will attempt to grab one beanbag out of the middle of the floor at a time. Only one girl from each team will be asked to choose a beanbag at a time. Once all of the beanbags are gone from the middle of the floor, the girls will need to take the appropriate color they need from the other teams (similar to Capture the Flag). The girls will not be able to guard their beanbags (food groups) in their hoop (plate).
Closure. Handouts will be given to the girls from Choos-eMyPlate.gov.

Lesson 2
Introduction. What is the pH of your body fluids (e.g., blood has a pH of 7.4, sweat has a pH of 4, and tears have a pH of 6.5)?
Warm-up. Blood, Sweat, and Tears Tag: The instructor will split the girls into two teams. Each team will be sent to opposite sides of the gym or space provided. Each team will need to choose one body fluid to represent (i.e., blood, sweat or tears like "rock, paper, scissors"). For the purpose of the activity, blood beats tears because it has a higher pH, tears beat sweat because they have a higher pH, and sweat beats blood because it can wash away blood. The teams will start on opposite baselines and walk to the center of the gym in a line formation together. They can chant as they walk "blood, sweat, tears, repeat." Once they get into the middle, like "rocks, paper, scissors," they say "blood, sweat, tears" and then the body fluid they chose as a team. The winning team will try to tag the losing team, while the losing team retreats to their baseline. Anyone who is tagged will need to join the winning team. The purpose of the activity is to learn the differences in pH between the three body fluids.
Interdisciplinary chemistry and physical education topic. What is the connection between care and treatment for athletic injuries with stretching and nanoscience? What is nanoscience (e.g., the study of small things can be connected to physical activity by using small movements and muscle contractions)?

Lesson 1
Introduction. What is an activity monitor or Polar Active? How do I use a Polar Active? What will I be doing with the Polar Active?
Warm-up. Blob tag: Cone off a large space and let players know to stay between the cones at all times. Begin the game with two girls ("the blob") holding hands. If "the blob" tags a player, the girls will join "the blob" by holding their hands. Once "the blob" forms a group of five, the girls are told that mitosis (cell division) has occurred and the teams will be made into two smaller groups of two and three. The girls will understand that it is a bit easier for "the blob" to move around. Once the blob tags everyone, the game is over.
Interdisciplinary physical activity. Yoga poses will be introduced to the girls. Th e instructor will explain that yoga can be empowering, helps prevent athletic injuries, and relates to nanoscience by using small movements to substantially improve muscular strength by toning small muscles. Common yoga poses such as the tree pose, child's pose, bridge pose, cobra pose, plank pose, downward dog, warrior pose and sun salutation will be introduced.
Closure. Th e girls will be given handouts on the yoga poses.

Lesson 3
Introduction. Th e girls will learn about the chemistry of marine environments, water and salts. Why does saline play an important role in one's body functions? What are electrolytes (i.e., electrolytes help nutrients move into the body's cells and help waste move out)? Th ey also aid in the stabilization of the body's pH level. Electrolytes can aff ect your heart rhythm, your muscles' ability to contract, your brain function, and your energy level. Why is hydration so important (i.e., it is important to drink a lot of water and other low-sugar sports drinks to replace the electrolytes that one loses during strenuous exercise)? What are some things that are made up of saline?
Warm-up. Saline Sprint tag game: Th e instructor will randomly select several taggers. Th e taggers will be given a rubber chicken to use. When tagged with the rubber chicken, the girls will be asked to name something (e.g., ocean water, tears, sweat, saline spray) with a saline makeup and then tell a friend to get back into the game. Th e taggers will be switched up every couple of minutes.
Interdisciplinary chemistry and physical education topic. How does one prevent injuries, especially to the knees (i.e., jumping and landing lightly and changing posture)? What are polymers?
Action. Th e girls will be told to do a quarter squat with a natural bend in the knee, with chin up, chest out, and buttocks back. Th ey will be shown how polymers in athletic shoes can assist in preventing injuries by providing cushioning to aid in absorbing shock.
Closure. Name a polymer! Th e girls will be asked to name things that are physical activity-related and have polymers. Some examples are rubber balls, plastic jump ropes, hula-hoops, and some active wear such as sports bras, athletic shoes and dry-fi t clothing.
Interdisciplinary physical activity. Th e girls will participate in jumping using proper form on several diff erent surfaces (e.g., turf, gym fl oor, grass). Several jumping stations, including ladders, will be set up to create various movement patterns, jumping with jump ropes, high jumps, and plyometric jumping activities. Th e girls will rotate through the jumping stations.

Lesson 4
Th e girls will go on a fi eld trip that is interdisciplinary (chemistry and physical activity) in nature. Th e girls in this camp visited the Boston Museum of Science and wore their Polar Actives on the trip.

Lesson 5
Introduction. What are some benefi ts of physical activity? Isn't physical activity fun? How much physical activity did you get this week? What type of physical activity?
Warm-up. Instructors will review all science topics covered throughout the week with fi tness relay races that incorporate science vocabulary (e.g., polymer, saline, explosive movements, perceived exertion, nanoscience, mitosis, non-Newtonian fl uids, pH). Th e girls will be divided into 10 groups of four to fi ve girls. Each girl will dribble a basketball between the cones to the opposite side of the gym and then take a shot at the basketball hoop in order to match a vocabulary word and defi nition. Once the girl has successfully dribbled back and passed the basketball to the next girl in line, she can take a seat and her teammate will complete the same challenge. Th e girls are encouraged to cheer for their teammates! Interdisciplinary chemistry and physical education topic. What is the scale of perceived exertion and how does it relate to physical activity (i.e., using the Polar Actives)?
Action. Th e girls will do explosive movements, experiencing non-Newtonian fl uids, by walking through "kiddie" pools of cornstarch and water (forms a quicksand substance). Th e girls will learn that viscosity depends on the force applied to the liquid or on how fast an object is moving through the liquid.
Interdisciplinary physical activity. Th e girls will participate in a fi tness obstacle course with explosive movements. A fi tness obstacle course will be set up outside with hoops that the girls will jump through, cones to zigzag and sprint through, high jumps using correct form, jump bands to jump over, and "kiddie pools" of corn starch and water to run through to fi nish.
Closure. Th e girls will be given a scale of perceived exertion handout and will be asked about their perceived exertion for each physical activity they completed. Th ey will be given printouts of their daily and weekly physical activity data from the Polar Actives. Th e instructor will discuss and review their amount and type of physical activity and discuss setting future personal physical activity goals. Th e girls will be asked which activities they liked the best and why. See Table 1 for a summary of the lessons and activities.
It is critical to instill a love of It is critical to instill a love of It is critical to instill a love of science and physical activity in science and physical activity in science and physical activity in middle school girls, because they middle school girls, because they middle school girls, because they often lose interest in these two often lose interest in these two often lose interest in these two areas as they grow older. areas as they grow older. areas as they grow older.

Conclusion
Overall, the girls enjoyed all of the activities and found science and physical activity to be fun and interesting. It is critical to instill a love of science and physical activity in middle school girls, because they often lose interest in these two areas as they grow older. The loss of interest in STEM and physical activity is significant because it affects girls' lifestyle and career choices as they enter high school and transition into college. A middle school physical education class is an ideal environment in which to present fun and engaging science-based interdisciplinary lessons like the curriculum presented here, to improve girls' health and well-being and to enhance potential connections between physical activity and academic achievement in STEM.
Connecting physical activity and sport to STEM activities for girls is also a matter of gender equity. Since 1972, Title IX has provided an equal opportunity for girls and women to participate in sport and physical activity. Similar to physical activity and sport, Title IX has also provided more opportunities for girls to explore different educational possibilities that were typically more male-dominated, like STEM, and it has positively affected girls' math scores on the SATs during the past two decades (National Coalition for Women and Girls in Education, 2012). Interdisciplinary curricula like the one presented in this article could thus aid in increasing and sustaining the interest of girls in the STEM fields, as well as in lifelong physical activity.