Week of 5/18: Your health assignment has been posted in google classroom.  If you have any questions please email me: kgarrison@hamptonschool.org

Click:Virtual Health Class

 

Week of 5/12: Review of Bike Safety: Please read, and then watch the bike safety video.  Enjoy your bike this week!

Send me a picture of you riding your bike (or scooter, roller skates/blades) safely.

It’s a beautiful day — what could be more perfect than a bike ride? But wait! Before you pull your bike out of the garage, let’s find out how to stay safe on two wheels.

Why Is Bike Safety So Important?

Bike riding is a lot of fun, but accidents happen. Every year, lots of kids need to see their doctor or go to the emergency room because of bike injuries.

Why Should Kids Wear a Bike Helmet?

Wearing a helmet that fits well every time you’re on a bike helps protect your face, head, and brain if you fall down. That’s why it’s so important to wear your bike helmet whenever you are on a bike.

Bike helmets are so important that the U.S. government has created safety rules for them. Your helmet should have a sticker that says it meets the rules set by the Consumer Product Safety Commission (CPSC). If your helmet doesn’t have a CPSC sticker, ask your mom or dad to get you one that does.

Wear a bike helmet every time you ride, even if you’re going for a short ride. And follow these rules:

• Make sure your bike helmet fits you well.
• Always wear your helmet the right way so it will protect you: Make sure it covers your forehead and don’t let it tip back. Always fasten the straps.
• Don’t wear a hat under your helmet.
• Take care of your helmet and don’t throw it around. If it’s damaged, it won’t protect you as well when you need it.
• Get a new helmet if you fall while you’re on your bike and hit your head.
• Put reflective stickers on your helmet so drivers can see you better.

What’s the Right Bike for Me?

Riding a bike that is the right size for you helps to keep you safe.

To check the size:

• When you are on your bicycle, stand straddling the top bar of your bike so that both feet are flat on the ground.
• There should be 1 to 3 inches (2.5 to 7.6 centimeters) of space between you and the top bar.

Making a safety checklist is important. Ask your mom or dad for help:

• Make sure your seat, handlebars, and wheels fit tightly.
• Check and oil your chain regularly.
• Check your brakes to be sure they work well and aren’t sticking.
• Check your tires to make sure they have enough air and the right amount of tire pressure.

What Should I Wear When I Ride My Bike?

Wearing bright clothes and putting reflectors on your bike also can help you stay safe. It helps other people on the road see you. And if they see you, that means they’re less likely to run into you.

You’ll also want to make sure that nothing will get caught in your bike chain, such as loose pant legs, backpack straps, or shoelaces.

Wear the right shoes — sneakers — when you bike. Sandals, flip-flops, shoes with heels, and cleats won’t help you grip the pedals. And never go riding barefoot!

Riding gloves may help you grip the handlebars — and make you look like a professional!

Don’t wear headphones because the music can distract you from noises around you, such as a car blowing its horn so you can get out of the way.

Where Is it Safe to Ride My Bike?

You need to check with your mom and dad about:

• where you’re allowed to ride your bike
• how far you’re allowed to go
• whether you should ride on the sidewalk or in the street. Kids younger than 10 years should ride on the sidewalk and avoid the street.
• common things that can get in the way like rocks, children or pets, big puddles

No matter where you ride, daytime riding is the safest. So try to avoid riding your bike at dusk and later.

And always keep an eye out for cars and trucks. Even if you’re just riding on the sidewalk, a car may pull out of its driveway into the path of your bike. If you’re crossing a busy road, walk your bike across the street.

What Road Rules Should I Know?

If you’re allowed to ride on the street, follow these road rules:

• Always ride with your hands on the handlebars.
• Always stop and check for traffic in both directions when leaving your driveway, an alley, or a curb.
• Cross at intersections. When you pull out between parked cars, drivers can’t see you coming.
• Walk your bike across busy intersections using the crosswalk and following traffic signals.
• Ride on the right-hand side of the street, so you travel in the same direction as cars do. Never ride against traffic.
• Use bike lanes wherever you can.
• Don’t ride too close to parked cars. Doors can open suddenly.
• Stop at all stop signs and obey traffic (red) lights just as cars do.
• Ride single-file on the street with friends.
• When passing other bikers or people on the street, always pass to their left side, and call out “On your left!” so they know that you are coming.

How Do I Signal My Turns?

Hand signals are like turn signals and brake lights for bikers. It helps cars and trucks know what you will do next so they don’t run into you. Don’t change directions or lanes without first looking behind you, and always use the correct signals.

Use your left arm for all signals:

• Left turn:After checking behind you, hold your arm straight out to the left and ride forward slowly.
• Stop:After checking behind you, bend your elbow, pointing your arm downward in an upside down “L” shape and come to a stop.
• Right turn:After checking behind you, bend your elbow, holding your arm up in an “L” shape, and ride forward slowly. (Or, hold your right arm straight out from your side.)

Now that you’ve learned those hand signals, you get a big thumbs-up for finding out more about bike safety!

Click: Bike Safe, Bike Smart Video

 

 

Week of 5/4: Your health assignment is posted in google classroom.  If you have any questions please email me. Kgarrison@hamptonschool.org

 

Lesson 4: Watch the video and complete the assignment. Due 5/5. Email me a picture of your complete work.

Lesson 3: Watch the video and complete the assignment. Due: 4/28

Lesson 2:
The Balancing Act—Calories and Nutrients

 ** I am hoping to have the health lessons on video for you by next week. 

Performance Objectives:

• Describe the relationship between calories, energy, and nutrients.
• Demonstrate responsibility for improving eating and exercise habits.
• Evaluate your personal plan for nutrition and activity balance.

 

** Read the notes, answer the questions, and complete the assigned worksheet.

 

Using the Student Issues. Locate MyPlate on page 2.

• MyPlate is a helpful tool which explains “what kinds” of food to eat for a healthy body. It shows us examples of healthful foods which are loaded with nutrients and gives us guidelines on how much of that healthful food we should eat.
• Now that you are getting older, there are more things to understand about healthful eating. Today, we will go beyond MyPlate and use other helpful tools to understand how to give our bodies exactly what they need.
  1. Read “Healthful Food vs. Less Healthful Food” on page 3 of the Student Issue.
  2. Write down the meaning of the word nutrient. See if you can list all six nutrients and foods in which they’re found.
  3. Read “Counting Calories” on page 7 of the Student Issue.
  4. Write down the meaning of the word calorie.
• Foods vary in the amount of nutrients and calories they contain. Healthful foods, like those shown on MyPlate, have lots of nutrients and can be lower in calories. Junk food is often very high in calories but low in nutrients. One trick to healthful eating is to find high nutrient foods that you enjoy. Eat those “high-calorie-with-few-nutrient” foods in small amounts, and only once in awhile. Notice that those foods don’t even appear on MyPlate. They are considered treats and not part of a healthy diet
• Read “A Balance in Your Body” on page 6 of the Student Issue.
• 

1. Look at the diagram on above. Notice that these are equally balanced. The word input means to take something in. In our picture we are taking in nutrients and calories. Output means to go out. Our body uses energy through different physical activities. Healthy bodies are those which have the right amount of nutrient and calorie input for their weight, size, and stage of life. This is balanced by the right amount of energy output, or exercise.
2. How many calories do you think your body needs? Take a guess.

 

• Depending on your age, gender, and how physically active you are, the USDA recommends that kids between the ages of 9 and 13 can have a range of calories between 1600 and 2600. That’s quiet a range!

• Look around you. Does everyone look alike? (No.)Does everyone learn alike? (No.) Does everyone play the same games? (No.) Does everyone like the same things? (No.)

• We all have different needs. This is true of our bodies. We all need the right amount of nutrient/calorie input for our own bodies. The right amount for you is different from the right amount for me, a teenager, or even a baby.

 

• When the nutrient/calorie input and the energy output are not balanced, our bodies can have problems. The amount the body needs to stay balanced is different for everyone. MyPlate gives us helpful guidelines; however, each person needs to find the right amount of servings for his/her individual body needs. We can find out the recommended number of servings on the USDA website: www.ChooseMyPlate.gov.

• Think about what might happen if Nutrient/Calorie Input was greater than Energy Output for the needs of a body. What would the result be on the body? 
• If we take in more calories than our bodies can use, we store the calories as fat. This condition is called being overweight. If this condition continues, it can lead to obesity, heart disease, type 2 diabetes, or stroke in adults. In many cases, being overweight can be corrected by increasing the energy output (by increasing exercise) and decreasing the calorie input (eating nutrient rich, low calorie foods).
• What are some ways a person could increase energy output? (play sports, walk daily, jump rope, exercise, swim, etc.)In fact, the USDA says that people who are physically active at least 30 minutes a day prevent the diseases we listed. Sixty minutes of moderate to vigorous activity is even better.

 

• What are some ways a person could decrease calorie input? (eat foods with a lot of nutrients and less calories, more salads, less chips and candy.)

 

• Now, think about what would happen if the Energy Output was greater than the Nutrient + Calorie Input. What do you think might happen? (The body gets tired and will eventually start breaking down; in some cases it will start to burn or use muscle tissue.)

• If nutrients aren’t taken into the body, it will get tired, and sick. 

 

The job of a dietitian: Dietitians are professionals who help people find the nutrient, calorie, and energy balance for their needs.

Assignment: Due: 4/21: email me a picture of your completed work. kgarrison@hamptonschool.org

1. You will act as a dietitian. Using the handout, “Client Profiles.”, you will select a meal and activity plan that best matches the needs of your clients. The information given to you (on the “Client Profiles sheet,) includes his/her background, activity level, health history, and stage of life. Using the information you will select the meal and activity plan that best meets the needs of each client. Explain why you chose that plan.

 

 

4^th Grade Health: Nutrition Week 1

Objective: Explain the digestive system and identify factors that can help or harm the digestive system.

1. Read pages 1, 4, and 5 of the Student Issue.
2. Review:

• Food enters the mouth
• Teeth help you chew the apple into small bits.
• Saliva softens the food and begins to break it down.
• The tongue helps shape softened food into a ball so it can be swallowed.
• The tongue pushes food back so that it enters the esophagus.
• The esophagus squeezes in an out. This squeezing motion pushes food down to the stomach.
• Food enters the stomach where it is churned and mixed with the digestive juices that break it down further.
• After several hours, the food will begin to enter the small intestine, where most of digestion takes place.
• More digestive juices, from the liver and pancreas, are secreted and sent to the small intestine to digest food.
• Nutrients (the parts of food that your body uses) pass out of the small intestine and into your blood.
• Waste keeps traveling to your large intestine (bowels). Waste is part of the food that your body can’t use. Excess water is removed.
• Going to the bathroom (moving the bowels) expels waste.

 

3. Complete the chart listing the body parts which make up the digestive system, and summarize the main job of that body part. (Copy chart onto piece of paper.)

 

Body Part	Job
Mouth	Food enters the body
Large Intestine

4. Click on Link , then click on video: How the Digestive System Works.

How the digestive system works

**Email me pictures of your completed work, and save all your work in your health envelope.