Walkability Checklist Questions about the school route for children and adults

On your walk...

1. a. Did you have a sidewalk or path for the whole trip? Yes No

b. How many times did you have to walk off the sidewalk

or path because something was in your way? _____ times

2. a. How many streets did you cross to get to school? _____ streets

b. Who or what helped you cross the busiest street? Circle all that apply.

c. Crossing guard Stop Sign Crosswalk Traffic Light

Other people crossing the street Nothing Other: ________________

3. Put an X in one box in each row to show us how many drivers:

No drivers Some drivers Many drivers

a. Drove slowly and safely � � �

b. Waited for you to cross the street � � �

c. Blocked the crosswalk � � �

d. Sped through an intersection � � �

e. What else did drivers do? ___________________________________________

4. Circle (or write) what you liked best about your walk today:

Getting exercise Being outside Being with friends/family

Helping the environment Something else? _____________________

5. Were cars or buses dropping off other kids in your way, making it hard for you to enter the

school grounds?

Yes No

Please tell us about you:

6. a. What grade are you in? ______ b. What is your home zip code? _____________

~ more on back of page ~

7. How do you usually get… Circle the answer for the longest part of your trip.

a. TO school? walk bicycle bus car

b. home FROM school? walk bicycle bus car

8. If you had a choice, how would you like to get to and from school?

Circle only one answer.

walk bicycle bus car

9. Which of the following things would allow you to walk to and from school more often?

Put an X in the box by the most important things.

� More parents and other adults walking

� More help crossing the street at this location: _____________________________

for example: crossing guard or traffic signal or painted crosswalk

� Sidewalk or path at this location: _______________________________________

� A drop-off place closer to school so I can walk part of the way

� Fewer books to carry

� No scary dogs

� Sidewalks are clean and not broken

� Slower traffic speeds

� More considerate drivers

� Nothing, we prefer to drive for: (circle your answer) safety convenience

� Nothing, we live too far from the school.

� Other: __________________________________________________________

Please return this checklist to your teacher or to _______________________________.

Thanks for your feedback!

This checklist can help your local leaders improve the quality and safety of your school route.

For more information visit our website: CA Walk to School HQ at www.caphysicalactivity.org or

call 1-888-393-0353

Lista de Condiciones para Caminar Preguntas para niños y adultos acerca de la ruta a la escuela

Día de Caminar a la Escuela

En su caminata de hoy...

1. a. ¿Había una acera o camino a través de toda la ruta? Si No

b. ¿Cuántas veces tuvo que salirse de la acera o camino porque algo lo estaba obstruyendo? _____ veces

2. a. ¿Cuántas calles tuvo que cruzar para llegar a la escuela? _____ calles

b. ¿Quién lo ayudó a cruzar la calle con más tráfico? Circule todas las respuestas que apliquen

Guardia de Cruce Señal de Alto Cruce Peatonal Semáforo

Otras personas cruzando la calle Nada Otro: ____________

3. Marque una X en uno de los cuadros de cada línea para que nos muestre cuantos conductores:

Ningún Conductor Algunos Conductores Muchos Conductores

a. Manejaban despacio y con seguridad

b. Esperaron para que usted cruzara la calle

c. Obstruyeron el cruce peatonal

d. Pasaron a alta velocidad a través de una intersección

e. Qué más hicieron los conductores? ______________________________________

4. Marque con un círculo (o escriba) lo que más le gustó de su caminata:

Hacer ejercicio Estar al aire libre Estar con mis amigos/familia

Ayudar al medio ambiente ¿Algo más? _____________________

5. ¿Habían automóviles o autobuses obstruyendo su camino, haciendo más difícil el que usted pudiera entrar a la escuela?

Si No ~ más en la parte posterior de la página ~

6. a. ¿En que grado está usted?________ b. ¿Cuál es su código postal? (zip)__________

7. ¿Como llega usted… Circule lo que indique la parte más larga de su viaje.

a. a la escuela? caminando bicicleta autobús automóvil

b. de la escuela a la casa? caminando bicicleta autobús automóvil

8. Si pudiera escoger, ¿Cómo le gustaría ir de la casa a la escuela y viceversa? Circule una sola respuesta caminando bicicleta autobús automóvil

9. ¿Cuáles de las siguientes cosas le permitirían caminar de la casa a la escuela y viceversa con más frecuencia? Marque una X en las cosas más importantes.

Más padres y otros adultos caminando

Más ayuda al cruzar la calle en este sitio: _________________________________ por ejemplo: guardia de cruce, semáforo, o cruce peatonal

Acera o camino en este sitio: __________________________________________

Un sitio cerca de la escuela en donde me puedan dejar y así poder caminar el resto de la ruta

Menos libros que cargar

Que no hayan perros que asusten

Aceras limpias y en buen estado

Límites de velocidad más despacio

Conductores más considerados

Ninguna, preferimos conducir por: (circule su respuesta) seguridad conveniencia

Ninguna, vivimos muy lejos de la escuela.

Otra: __________________________________________________________

Por favor devuelva esta lista a su maestra o a ____________________________________.

Gracias por su opinión! Esta lista puede ayudar a sus lideres locales a mejorar la calidad y seguridad de su ruta a la escuela.

Para más información visite las siguientes direcciones del Internet: Rutas Seguras a la Escuela (Safe Routes to School) www.dhs.ca.gov/routes2school

Día de Caminar a la Escuela en California (California Walk to School Day) www.cawalktoschool.com o llame al 1-888-393-0353

Spanish, Page 2

Fill in the chart as you interview people about their physical activities.Check each response given.

Why Do People Exercise?

N A M E

©2002, American Heart Association. Permission granted to reproduce for classroom use.

Name/Activity To LookGood

GeneralHeart/

Circulation

To FeelGood

FirmMuscles/Less FatLungs

To Be Healthy

© 2007 Kaiser Permanente. All rights reserved.

A Program of Parents Helping Parents

Kids on the Block, a program of Parents Helping Parents, is a troupe of puppets that talk to real

children with humor, candor and sensitivity about topics surrounding disability awareness, social

concerns, educational differences and medical issues. Presentations can be for small groups, school

assemblies or community events. Each performances is about 45 minutes in length and is

interactive – students can ask the puppets questions. Follow-up activities like Classroom and Small

Group Discussion Questions, Letter Writing, Classroom Activities, and Dramatic Role Play are

available. A tax deductible donation is requested.

OBESITY

Fit for Learning Curriculum

Don’t Just Sit There, Do Something! October Let’s Move

Zach is spending the night at Brenda’s house while his parents are attending their high school

reunion out of town. He comes prepared for a “couch potato” evening of movies and video games.

Brenda has other plans and helps Zach discover the fun of finding ways to keep active in one’s free

time.(instead of video Brenda gets him to stretch and

learn a new dance move)

What Are You Thinking? January Healthy Choices

Zach has been inspired by his talk with Reverend Robinson and has decided, along with Jason, to

set some goals to move toward improved health. (Zach easy reachable goals, water instead of soda,

walking a little more day – Jason marathon, getting up before school to exercise)

A Course in Obstacles April Consumer Beware

Reverend Robinson is putting together an obstacle course for the community health fair. Several of

the kids in the neighborhood have been collecting items for Reverend Robinson to use in his

obstacle course. In turn, Zach and Brenda learn about common obstacles which can be a hindrance

to making healthier choices. (fast food, TV & computers, soda)

Choosing a Healthier You May Ready, Set, Go

Zach is having trouble coming up with an idea for his “Healthier You” article. Jason suggests he

talk to his father, Reverend Robinson who has been making changes in his own life to improve his

health. (food choices, exercise) small changes – big results

5/11/07

English and/or Spanish volunteers are needed for this flexible volunteer opportunity.

Kids on the Block, a program of Parents Helping Parents, Santa Clara, CA 95054

For more information contact Carol Gallegos, Coordinator, 408-727-5775 x118 puppets@php.com

Power Tales A Trip for Lunch

Finish the story of Power Panther™ and Slurp™ by filling in the blank spaces using the list of words below.

Word list football chicken nuggets running carrots milk throwing Sam arm chair Sam’s lap water bottles

Slurp is trying out for the ____________ team at school today. Slurp worked (sport) very hard. He practiced ____________ and ______________ every morning (action) (action) and every day after school. His Uncle Power Panther helped him. He was all set to make the team until today at lunch. Slurp was carrying his lunch tray with ____________, ____________, and ____________. (food) (food) (drink) He walked over to sit with the captain of the team, __________________. (friend’s name) Suddenly, Slurp got a bad itch on his ____________. He tried to scratch it and (body part) tripped over a(n) ___________ and his lunch tray went flying across the lunch (thing) room. It landed on _____________ ____________ and made a big mess! (friend’s name) (body part) Slurp’s face turned red. He thought he would never make the team. After school, he learned that Power Panther had an accident when he tried out for the team too. Power Panther spilled ___________ all over the assistant coach. At (things) tryouts, Slurp did great and Power Panther gave him a high-five for making the team.

How many new words can you make from the letters in the words below?

Power Panther

__________ __________

__________ __________

__________ __________

___________ __________

__________ __________

__________ __________

__________ __________

CUTDOWN ON

2–3 TIMES A WEEK

3–5 TIMES A WEEK

Have fun and be active each week! Try some of these activities:

College ofAgricultural SciencesCooperative Extension

ACTIVITY PYRAMIDACTIVITY PYRAMIDTheKids’

EVERY DAY

● Watching TV● Playing video and

computer games● Sitting for more than

30 minutes at a time

Leisure &Playtime● Swinging● Canoeing● Tumbling● Miniature

golf

Aerobic (at least 20 minutes)● Rollerblading● Bicycling● Skateboarding● Rope jumping● Swimming● Running

WITH YOUR FAMILY● Go bicycling● Take a walk● Play at a park

BY YOURSELF● Jump rope● Fly a kite● Do cartwheels● Shoot baskets

(as often as possible)● Play outside● Take the stairs instead of the elevator● Help around the house or yard● Bathe your pet

● Pick up your toys● Walk to the store

● Go for a walk

WITH FRIENDS● Play games like

dodge ball or tag● Dance to your

favorite music● Play a team sport at

school or at a park

Strength &Flexibility● Push-ups or

pull-ups● Martial arts● Dancing● Rope

climbing

Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce. Illustrations by Garo Goodrow © The Pennsylvania State University 2001 7.5M3/01acg

Recreational (at least 20 minutes)● Volleyball● Basketball● Soccer● Skiing● Kickball● Relay races

CUTDOWN ON

2–3 TIMES A WEEK

3–5 TIMES A WEEK

This is your own personal activity pyramid. List your physical activities for a week. Or, in the spaces provided, draw and color a picture of you doing your activity.

ACTIVITY PYRAMIDACTIVITY PYRAMIDMyOwn

EVERY DAY (as often as possible)

Leisure &Playtime

Strength &Flexibility

Aerobic (at least 20 minutes) Recreational (at least 20 minutes)

fit for learning

YMCA of Santa Clara Valley

UNIT: LET’S MOVE Grades: K-2

Objectives: Practice Locomotor skills Equipment: Whistle (or another start and stop signal) Asset Categories: Constructive Use Of Time Empowerment Social Competencies

P.E. Standard: Grade K – 1.1 – Movement Concepts Grade K – 1.10 – Locomotor Movement Grade K – 3.1 – Fitness Concepts Grade 1 – 1.1 – Movement Concepts Grade 1 – 2.4 – Locomotor Movement Grade 1 – 3.1 – Fitness Concepts Grade 2 – 1.1 – Movement Concepts Grade 2 - 3.1 – Fitness Concepts

ACTIVITY INSTRUCTIONS TEACHING OPTIONS

LocomoterChallenge

-Have the children all stand in random pattern

-Describe the activity: Speed walk, then when you hear the signal, stop and listen for the next skill (movement). Continue speed walking after you complete the skill until you hear the next signal.

-Repeat the following instructions as necessary for practice:

-Leap three times -Hop three times. -Hop three times on one foot, then three times on the other foot. -Jump three times, then four times, then five times. -Jump three times forwards and three times backwards. -Turn quickly to the right. -Turn quickly to the left. -Walk in a small circle, Walk in a large circle. -Travel along a zigzagging pattern.

- Try music for start and stop signals

- Have the children try the following challenges: -Run beside a partner -Run in a single file line (follow- the-leader style)

fit for learning

YMCA of Santa Clara Valley

UNIT: LET’S MOVE Grades: K-2

Objectives: Personal Space / Boundaries Equipment: NoneAsset Categories: Constructive Use Of Time Empowerment Social Competencies Positive Identity

P.E. Standard: Grade K – 1.1 – Movement Concepts Grade K – 3.1 – Fitness Concepts Grade 1 – 3.1 – Fitness Concepts Grade 2 – 1.1 – Movement Concepts Grade 2 - 3.1 – Fitness Concepts

ACTIVITY INSTRUCTIONS TEACHING OPTIONS

My Space

General Space

-Present the following movement challenge: -With your foot draw an imaginary square on the ground for you to stand. -Let’s see how far you can reach without leaving your square. -Stretch to one side and then to the other.

-Demonstrate interesting alternatives: -Put your hand on your square and

reach. -Sit on your square and move your arms in different directions. -Try arm circles -Reach up high -Try from a standing position -Reach to the side

-Ask the children to perform the following tasks: -Run Forward (backward, sideways,

turning, fast, slow, with knees high) and stop on the signal. -Jump in place -Jump four jumps (backward, sideways, in a circle)

-Explain to students that personal space is the area around your body.

-Tell the children: General space is the space on the playground.

fit for learning

YMCA of Santa Clara Valley

UNIT: LET’S MOVE Grades: K-2

Objectives: The players that are “it” try to tag the players before they can get back to back with a partner.

Equipment: None

Asset Categories: Support Constructive Use Of Time Positive Values Social Competencies

P.E. Standard: Grade K – 1.1 – Movement Concepts Grade K – 1.10 – Locomotor Movement Grade K – 3.1 – Fitness Concepts Grade 1 – 1.1 – Movement Concepts Grade 1 – 2.4 – Locomotor Movement Grade 1 – 3.1 – Fitness Concepts Grade 2 – 1.1 – Movement Concepts Grade 2 - 3.1 – Fitness Concepts

ACTIVITY INSTRUCTIONS TEACHING OPTIONS

Back to Back Tag

-Establish the boundaries in the space that will be used and inform the players that they may go in any direction, but must stay within the boundaries.

-Establish which players will be “It”

-Select a specific movement to be used by its and players (running, skipping, etc).

-One the start cue, the its will chase the players and try to tag them (below the shoulder, while avoiding shoving).

-Players will get back to back with another player to avoid being tagged (players can remain this way for no more than 5 seconds) Players must select a different partner each time.

- Caught children become it as well to help out until all children are caught.

fit for learning

YMCA of Santa Clara Valley

UNIT: LET’S MOVE Grades: K-2

Objectives: Respond to Rhythm and Music Equipment: Drum, tape or CD player; any age appropriate music with a strong beat

Asset Categories: Constructive Use Of Time Empowerment Social Competencies

Standard: 1.22

ACTIVITY INSTRUCTIONS TEACHING OPTIONS

Keep The Beat -Have the children all stand in a circle

-Play a rhythmic pattern, providing a continuous sound so that the underlying beat is evident and varying tempo.

-Clap your hand to the beat. -Tap your hand on your thighs (your shoulders, the floor) to keep the beat. -Tap your feet to the floor. -Move your head (shoulders, elbows, fingers) to the beat. -Make punching movements overhead (in front of your body, to the side of your body) with your arms to the beat.

-Keep the rhythm pattern going.

-Continue encouraging the children to keep the beat.

-Repeat all methods of keeping the beat to music.

- Try music from other cultures/countries

- Try music from different eras (30’s, 50’s, 80’s, etc)