Living a Healthy Life


For the at-home program, 15 minutes of continuous “Go” activity is equal to one mile. Signs of “Go” activities are red face, sweating, fast heart rate, and heavy breathing. Feel free to print the Family Activity Log to keep track of your student’s miles, but do NOT return it to the P.E. teachers. Instead, once 25 miles are completed, please fill out the Walk Across America Google Form.  The P.E. teachers will receive notification of your student’s miles completed. Mileage tracking needs to be accurate to make it equal for everyone. These should be specific activities set aside for exercise. Students can turn in a MAXIMUM of 25 miles per week.

For the at-school program, students receive individualized “Stride Track” cards with their specific name and bar code. Please remind your student to leave this card in their backpacks, so they have it each morning. At morning recess, Safety Patrol members will scan the students card for each lap completed around the walking track. The scanner information is downloaded and student progress is tallied through the runner management program called “Stride Track,” which is funded through the “Schools for Healthy Lifestyles” grant program.

Students will be recognized at Friday Fanfare (school wide assembly) and awarded one necklace (per year) and toe tokens for the milestones they reach.

Physical Education

Your student participates in Physical Education classes twice a week for 30 minutes and one Health class per week. In Physical Education, students learn nationally recognized curricula such as SPARK and CATCH. It is mandatory that students come dressed for success and safety. Tennis shoes are required for their P.E. days. Sandals, boots and fancy shoes are not acceptable.

“Intelligence and skill and can only function at the peak of their capacity if the body is healthy and strong.”~John. F. Kennedy


First through fourth grades learn about proper nutrition through recognized curricula such as CATCH Nutrition and Healthy Kids Challenge.

First through fourth grades learn about injury prevention with OK Child Curriculum.

First through fourth grades learn about tobacco use prevention with CATCH F.A.C.T.S. curriculum and dental hygiene with ADA curriculum.

Third grade learns about diabetes with CATCH P.A.S.T. curriculum.

Action Based Learning

Washington Irving’s Health Teachers implement Action Based Learning™ (ABL) through weekly health classes (1st-4th grade) and classroom teachers’ weekly assigned time slots. Since Washington Irving is a part of the “Schools for Healthy Lifestyles” (SHL) program, we teach the SHL five focus areas (physical fitness, nutrition, oral health, injury prevention, and tobacco use prevention) in health class. We incorporate these topics through station activities in the ABL lab.

What is Action Based Learning?

How can we teach health, safety, reading, math, social studies, and science while standing up? That’s Action Based Learning™! Jean Blaydes Moize has developed kinesthetic teaching strategies that teach specific academic concepts in a teacher friendly, time efficient, and fun way that has proven results for a positive learning experience.

Students engaged in Action Based Learning™ improve memory retention, reinforce academic concepts, and balance brain chemicals while experiencing whole-brain, whole-body learning. Educational research suggests that about 85% of school age students are predominantly kinesthetic learners.

The concepts in the Action Based Learning™ Lab are based on brain research that supports the link of movement and physical activity to increased academic performance.  The ABL Lab benefits all students through remediation and enrichment.

Brain science strongly supports the link of movement to learning. The brain and body’s movement and learning systems are interdependent and interactive. For example, motor development provides the framework that the brain uses to sequence the patterns needed for academic concepts. The body’s vestibular system controls balance and spatial awareness and facilitates the students ability to place words and letters on a page. When a student walks or crawls in specific patterns, the brain’s ability to encode symbols is increased. The four visual fields needed for eye tracking is strengthened. Proper development and remediation of these systems are critical to a child’s ability to learn.

The Acquisition of Our ABL Labs

Our third through fifth grade ABL lab was acquired by Washington Irving’s Physical Education Deptartment through a Cox Communications grant for just under $10,000. The grant bought the exercise equipment utilized for the 14 ABL stations to accommodate up to 28 students at a time. Students are randomly paired up and assigned to a starting station. After explanation of new activities, the partners complete their own task for one minute before switching roles for an additional minute. After two minutes, all students rotate to the next station and repeat the procedure.

Our kindergarten through second grade ABL Lab was acquired by Washington Irving’s Physical Education Department through our Schools for Healthy Lifestyles grant. This grant bought age-appropriate equipment utilized for the 12-14 ABL stations. Students follow the same rotation format as explained above.

Station Descriptions

The following descriptions are examples of the type of activities and learning materials your 3rd-5th grade students will do in their weekly health class or with their classroom teacher.

  1. Figure Eight: Students will walk on a large figure eight pattern and make letters.  They walk letters, spell their name, or spell spelling words.
  2. Crossovers: Students will partner up and choose or roll a dice for the body part used, position to be in, and what topic they will discuss.  The goal is to cross over the midline with your partner to learn the certain subject that has been provided.
  3. Surfboard Mini: Students will take turns on the board trying to balance and keep the edges of the board off the ground.  Spelling words, math facts, or health concepts can be given while the person is balancing.
  4. Calculator Mat: Students will type out the problem given to them on the extra large calculator mat.  After typing, students will give the answer aloud.  Cards are located on the shelf.
  5. Stationary Bike: Students will take turns riding the bike while their partner either tells them to say a certain bone located on the skeleton model in front of them or spell a word from the skeleton model.
  6. Keyboard: Students will take turns spelling words on the extra large keyboard from the “Health Word Wall” or words given by their teacher.  Students will use shift or backspace if they make a mistake.
  7. Moon Walker: While one partner is on the machine, the other will ask questions about tobacco use prevention or other health/safety concepts located at the station.
  8. Snowboarder: Students will take turns on the snowboarder machine while their partner uses flashcards for questioning, or uses other fact sheets located at the station.
  9. Turtle Shells: Students will stand inside the turtle shell then sit criss-cross.  Student will then move side to side, back and forth.  The biggest challenge is a full circle.  To get out, students will stand in the middle again and then step out. The other partner completes an activity or task before switching.
  10. Skier: Students will grab the machine first, then step up.  To get off, students will step off, then let go last.  The skier moves side to side. The other partner will complete a dental hygiene activity located at the station.
  11. Nutrition Board: Students will use a picture card to match the food to the food group using MyPlate guidelines.  Older students can use picture cards to make healthy and unhealthy meals.
  12. Dry Erase Board: Students will use the dry erase board to write facts or draw items dealing with dental hygiene and how to keep your teeth healthy.
  13. Turtle Shell/ Smart Board: Students will use the smart board for an activity while the other partner moves in a turtle shell.
  14. Surfboard Large: Students can use the surfboard to balance while their partner uses cards to ask questions.  At the large surfboard, students can try to move the marble inside the surfboard in a figure eight pattern.