Week of 5/11: 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



Lesson 5: Your nutrition quiz has been posted in google classroom. Due 5/14

Lesson 4:Watch the video and complete the assignment. Email me a picture of your completed work. Due 5/7

Lesson 3:  Watch the video and complete the questions.  Send me a picture of your completed work.  You can also type your answers and email them to me. 

  1. If there were no food handling rules, what mucht happen?
  2. What information do you know that helped you make that prediction?
  3. Name 3 ways to prevent getting sick from food handling.



Lesson 2:
Consumer Skills and Meal Planning

Performance Objectives:

  • Summarize the factors that are important in responsible meal planning and shopping for a family.
  • Design a demonstration to teach others the value of reading food labels on food products.


  • In the last lesson in helped us to understand what types of foods our bodies need in order to look good and feel great. In this lesson, we will develop and practice consumer skills for food shopping.


  • Have you ever wondered why you choose the foods you do? What influences your food choices? (personal preferences, friends, family, media, availability of certain foods, etc.) Why do you not eat certain foods besides the obvious answer of not liking it? (cost, availability, friends, family, health reasons, etc.)How do family and friends influence our food choices? Often what we think is “normal” or “what we grew up with” influences our opinions of what is healthy and what is unhealthy. Our culture, religious practices, family, friends, and the power of advertising impacts our food choices. We are going to look at several factors that cause us to make decisions regarding food products.


Answer the following questions for review:

  1. Write down three important things to consider when planning a meal?
  2. Where can we find this information when we are shopping for food?
  • Almost everything that we have to know about a prepackaged food is found on that food’s label. In addition, many grocery stores now post signs or have flyers available telling customers the natural contents of the different fresh fruits and vegetables, fish and meats.

Here is a web with things that might be on a food label.

 Figure 2

Now read page four in your Student Issues. “How to Read a Food Label”

  • Find one prepackaged food item in your house: prepackaged foods such as cereal, peanut butter, bottled tomato sauce, canned soup, etc. Circle with a pencil the items on the label that you just read about. 

A food label is not just the Nutrition Facts. It also lists preservatives, if any, how much food there is in the container, and the cost of the product. It lists the actual ingredients, in descending order of amount in a serving of the product.

The packaging might also make claims such as “cholesterol free” in big bold letters across the packaging. Such terms are used as “grabbers” to draw quick attention to a product.

If you don’t read the fine print, you might believe that the product contains no fat just because it is cholesterol free; or you might get the feeling that a product is low in calories because it says fat free. In these cases, watch out for the sugar content! These are called these “tricky terms.”

Instructional Note: The U.S. Food and Drug Administration is making changes to the Nutrition Facts label requirements for the first time since 1993. The new requirements will better inform the consumer about serving sizes, added sugars, total calories, and the percent of Daily Value of vitamin D, calcium, iron, and potassium. The new labels will make it easier for consumers to make informed nutritional choices.

Larger companies or businesses that manufacture food and beverages will need to use the new label by July 26, 2019. Smaller manufactures will be granted an additional year.

For more information on these changes, and/or to obtain an infographic for students to compare and contrast the new labels with the existing one represented on Page 4 of the Student Issue, visit www.fda.gov.

  • Read on page 4, “The Better Buy,” “Tricky Terms” on page 6, and “Ingredients You Can’t Pronounce,” on page 7.


Assignment: Due: 4/23  Complete page 48 in your worksheet packet “Analyzing a Food Label.”  Email me pictures of your completed work.  If you have any questions email me kgarrison@hamptonschool.org



Sixth Grade Health Lesson 1:
Dietary Guidelines and the Life Cycle

Performance Objectives:

  1. Describe the Dietary Guidelines.
  2. Demonstrate the positive effects of a healthful diet.
  3. Construct a diet plan for a family that allows for differing dietary needs and includes adapting recipes for meal plans.
  4. Compare and contrast the dietary needs of family members at different stages of the life cycle.



  1. Preview the Student Issue, scanning for text features, important words, and interesting facts. Interpret graphics and predict themes and content that will be covered throughout the unit.

In this unit of we are going to be learning about nutrition. We will be studying ChooseMyPlate.gov and discuss how following its recommendations can help everyone live a healthier life. We will learn about meal planning, reading food labels, and comparison shopping. We will study eating disorders and find out about getting help when we need it. We will also take a look at food handling and the laws and rules written to help keep us safe.

  1. In the Student Issue, read the cover story “Eat Right, Feel Great!”
  • Look at the cover of the Student Issue. Answer the questions on the front. When we are through with this unit, we will answer them again and see if our thoughts have changed.


  1. Think about how you would answer these questions, write them down if you want to.


  • How many of you would rather eat a home cooked meal than a frozen dinner?
  • Eat in a fast food restaurant than eat your mother’s planned dinner?
  • When you reach for a snack, how many of you would rather have potato chips or cookies over an apple, plain popcorn, or a cheese sandwich?
  • What it means to eat nutritiously?


  • To eat nutritiously means to eat healthfully; to eat balanced meals that give your body all of the important nutrients it needs to grow and develop into a healthy adult and to remain healthy through adulthood.


  1. Read “Getting Bigger and Better All of the Time,” in the student issue.


  • THE GREAT BODY SHOP tells us that we are old enough to make choices about the foods we eat. Those choices will determine how we look and feel as we grow into an adult. Those choices will determine how much energy we have, how great our skin and hair look, how clearly we think, and how quickly we respond to things.
  • In order to make those choices, we have to understand which foods to eat the most of and which foods to eat just once in a while.
  • There are three factors which are important in determining what we should eat. We will look at each one of these in this lesson: “Dietary Guidelines,” “Six Nutrient Types,” “Calories.”


  1. Dietary Guidelines


  • Let’s begin by talking about the Dietary Guidelines. These dietary guidelines, put together by the Federal Government (USDA), can help all of us look good, feel good, and stay healthy.

Review pages 2–4 and page 6 in your Student Issue and read about the Dietary Guidelines.

  • Let’s go back and take a look at the food icon, ChooseMyPlate.gov on page 2 of your Student Issue.

This icon is a very easy guide to help us make sure that what we eat contains the nutrients we need. The icon shows that vegetables, fruits, grains, protein foods, and dairy products give us the nutrients we need. It also gives us a picture to show us which foods we need more of and which ones we only need a little of. You can see that half of the plate is filled with vegetables and fruit. This icon is encouraging us to eat more fruits and vegetables daily.

  1. Nutrients
  • Define the term nutrients and list the six main categories of nutrients.


  • Nutrients are the parts of food which your body needs to grow, repair itself, and give you energy. There are 40 different nutrients plus fiber which are necessary for good health. These 40 nutrients fall into six categories:

Only the nutrient “protein” is listed on the food icon as a food category. The remaining categories of food contain nutrients but are not nutrients in and of themselves. They are healthy food categories. For example, in the dairy category, dairy products contain several nutrients including protein, lipids, vitamins and minerals. In the protein category, foods like nuts, eggs, lean meat, fish, and soy contain the nutrient “protein.”

  • The food icon can be used to ensure a healthful, balanced diet.

Your body needs all of these nutrients every day and can get them from eating a balanced diet. A balanced diet is one that includes a variety of foods—not too much of one or too little of another—and it includes water every day.

The food icon also takes calories into consideration. We can check to see the recommended number of calories and servings for our age, gender, and activity level by visiting the website www.ChooseMyPlate.gov.

  1. Calorie


  • calorieis a measure of energy. If a food contains 100 calories, it gives you 100 units of energy to burn. Most adults need from 1500 to 2200 calories a day; most kids your age need between 1600 and 2200 calories a day depending upon if you are a boy or girl, active or inactive.
  • Some kids your age might need more calories than adults might. (Kids who are very active or are going through growth spurts may require a larger amount of food than adults who work at a computer all day and are done growing.)
  • Every kind of food we eat or beverage we drink—except water—gives us calories. What we have to keep in mind, all of the time, is which foods also give us the nutrients that we need to be healthy. That’s where ChooseMyPlate.gov comes into play—it suggests the portions we should eat in each food category. Those who don’t require as many calories should eat fewer portions than those who require more calories should.


  1. We have learned about the Dietary Guidelines for healthier eating; including becoming familiar with the ChooseMyPlate.gov icon. We have taken a look at the six types of nutrients. We have talked about calories.


  • Now, you are going to take all of the knowledge that you have learned and create a diet plan for a family that has different dietary needs. You will be provided with a description of the family and a list of different foods from which to choose.
  • To complete you will need pgs. 40- 42 of the worksheet packet I mailed home. Follow the directions on the worksheets and model the menu selection process for students.
  • I am sorry, the top of the worksheet is confusing.  You do not need the height and weight when using the choosemyplatewebsite.  When you type in all the information including height and weight, the only information it gives you is the calories needed.  The family profiles worksheet tells you the amount of calories each member needs.  If you scroll down from where you are trying to type in the height and weight (my plate plan) there is a chart with ages and calories, if you click on the calories, it will provide you with more information about food.  I am not too worried about the calorie intake, I want to see that you can plan a healthy meal, with the correct foods. Following what they have to avoid or need.
    There is an example at the bottom of worksheet page 41 “model breakfast.” The example is more of what I am looking for.
  1. In this lesson, we learned all about the Dietary Guidelines. By following these guidelines, we can see the effects of a healthy diet.

* What are some of those benefits?

 We also learned about the health consequences of not following a healthy diet. Several noncommunicable diseases are associated with not following these guidelines. We can help prevent diseases like heart disease, type 2 diabetes, lung disease, cancer, kidney and liver disease just by following the dietary guidelines. For prevention purposes, we need to be sure to follow the guidelines and we will stay in good health!


** If you do not receive your health packets by this Friday 4/3, please email me. Kgarrison@hamptonschool.org

**Email me pictures of your completed work, and save all your work in your health envelope. Remember you have 0ne week to complete your assignment.