A MANUAL FOR SCHOOL WALKING PROGRAMS

Health & Physical/Outdoor Education Department-TCDSB

Nick Biagini Nelli Trevisan Domingues Robert Kelly Agatha Veszeli

2014

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INTRODUCTION & BENEFITS

Walking-the easy way to stay fit and be healthy!

Canadian children are sitting more and doing less. So says the recently released, Active Healthy Kids Canada Report Card, which looks at the physical activity of Canadian children and youth -- and for the first time -- compared it with 14 other countries, and gave Canada a failing grade.

Ninety-three percent of children and youth are not meeting Canadian Physical Activity Guidelines. Declining activity levels are linked to obesity, illness and chronic diseases (i.e., cardiovascular disease, diabetes, and cancer).

Walking offers infinite chances for engagement with the outside world. While walking students learn more about their neighbourhood, socialize with friends, gain independence and have fun while exercising!

The benefits and life-long advantages, both physically, mentally and spiritually of

walking are not to be taken lightly. Our children need to appreciate and

understand this premise as early as possible and it is in our schools that the

concept needs to be filtered through.

Walking offers an easy physical activity that does not require equipment. Its

benefits for our students are numerous:

It increases the physical activity level for students and thus helps with

healthy weights.

It gives the mind a rest and lets the body work thus helping with academic

performance and concentration when studies resume.

Walking can reduce stress and anxiety. Students will likely come back from

a walk in a different frame of mind-it benefits your mood!

It allows students to socialize and recognize that they have exercised

without realizing it.

This document will outline and explain the intrinsic value of walking for our

children as a life-long and important physical endeavor. As with all educational

principles, the combination of consistent practices and a varied approach toward

instruction and curriculum delivery, are paramount if our students are going to

buy into a worthwhile activity, and hopefully, sustain it.

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This school manual includes many programs that are simple and easy to

implement.

The Daily Break Walking Programs

-are fun for the kids and can be put in place before or after school, at

lunch or at recess. Take Ten and Walk This Way can be absorbed into any

school time-table by utilizing the sample schedule. The Walking School

Bus Program and The I -Walk Program national programs are positive

catalysts for getting students and parents involved.

Curriculum Inclusion Activities

-activities that may be implemented during class-time, DPA, or during

periods of inclement weather).

Neighbourhood Walking Activities

-are presented as ways to include the school community and

neighbourhood as an interesting walking environment.

Walking Distance Challenges

-individual and school-wide challenges that include incorporating

curriculum and accumulative distances travelled.

Websites

-a list of related websites that provide more detailed information on

specific programs or offer more ideas for walking programs.

Appendices

-The activity sheets and certificates in this section allow schools to modify

the content so that it fits the needs of the school.

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DAILY BREAK WALKING PROGRAMS

(Lunch/recess/before/after school)

Take Ten & Walk This Way!

Get approval from your Principal to initiate the program.

Map out routes in your neighbourhood.

Find routes that entail little, if any, intersection crossing but if this is necessary then an adult supervisor must supervise this area.

Determine whether hallways lend themselves to walking if there is inclement weather.

Introduce hallway walking through your DPA initiative to get the school used to it and establish clear rules, i.e. stay to the right side.

Assign intermediate students (on a rotating bases) to supervise the corners at the end of the hallways and have them place door stoppers during the walk-wooden wedges work best.

Determine how many adult supervisors will be required.

Prepare supervision schedule for adults and student supervisors if walking is taking place outside of curriculum time - see sample schedule.

Once parent letter has been sent and walking schedule and supervision schedules have been prepared, have a school assembly to promote the school initiative.

Break up the walking groups (one group walking at lunch and one after school or even have lesson break walks). Allow students to switch their walking schedule if it interferes with a practice, (i.e., gr. 8 who is walking after school can walk at lunch if it interferes with a team practice) or parent will not allow after school walking or student takes bus.

Create your wall map to chart the total group kilometres-similar to the one provided in the distance walking challenges. If this is done as a class, then have the classes create a year round competition as to who has walked the most

The school can choose to give each participant a Certificate of Achievement (see appendix for sample certificate).

CSAC could also be involved with this initiative and may be able to subsidize funds for this initiative.

Once the program has been going for over a month always acknowledge the dedication of the members during announcements

Meet with members to find out from them how this dedication has helped them—develop a relationship with this group!!!

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TAKE TEN AND WALK THIS WAY Sample Schedule

Monday Tuesday Wednesday Thursday Friday

Gr. 2,3,4,5

At start of lunch:

Supervisors:

1

2

Gr. 6,7,8 at

After school

Supervisors:

1.

2.

Gr. 2,3,4,5

at start of lunch:

Supervisors:

1

2.

Gr. 6,7,8 at after

school

Supervisors:

1.

2.

Gr. 2,3,4,5

at start of lunch:

Supervisors:

1

2.

Gr. 6,7,8 at after

school

Supervisors:

1.

2.

Gr. 2,3,4,5

at start of lunch:

Supervisors:

1

2.

Gr. 6,7,8 at after

school

Supervisors:

1.

2.

DAY OFF

Lunch in Room

118

After walk

Lunch in Room

118

After walk

Lunch in Room

118

After walk

Lunch in Room

118

After walk

DAY OFF

All staff members and CSAC are welcome to participate in the walking/running/fitness program.

For Lunchtime and after school walking:

Let’s work hard to improve and maintain our fitness and your HEART will thank you. Lunch

supervision is in room (designated lunchroom for participants). Allow students 10 to 15 minutes to

eat their lunch before going outside. Please be in the lunchroom no later than 11:55am. Remind the

students to clean up after themselves.

This schedule can be modified to suit the needs of the school. Please avoid the use of stairs. If the

school has more than one floor use the above grade breakdown to designate the floor. Teachers are

also encourage to take ten minutes out of four curricular areas to walk with their students. This is

what will make the Take Ten and Walk This Way a huge SUCCESS. The beneficiaries are our students.

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Walking School Bus Program

Children know that using active transportation to and from school is part of a healthy lifestyle, it’s good for the environment and it makes them feel happier. A recent Ontario study indicated that a whopping 42% of children are driven to school. Using active transportation for the school journey is one of the easiest ways for students to get regular daily physical activity and to reduce their behaviours.

A walking school bus is a group of children walking to school with one or more adults. If that sounds simple, it is, and that’s part of the beauty of the walking school bus. It can be as informal as two families taking turns walking their children to school to as structured as a route with meeting points, a timetable and a regularly rotated schedule of trained volunteers.

This is a walking activity that engages the community by having parents involved. An interested CSAC groups could certainly take on this initiative at the school. In doing so, this walking program welcomes the walking of parents too!

A variation on the walking school bus is the bicycle train, in which adults supervise children riding their bikes to school. The flexibility of the walking school bus makes it appealing to communities of all sizes with varying needs. See the appendix for more information and website for this program.

I Walk Program

WALK Friendly Ontario is a recognition program that encourages municipalities to

create and improve the conditions for a safe, convenient and enjoyable walking

environment by awarding Bronze, Silver, Gold or Platinum designations.

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CURRICULUM INCLUSION ACTIVITIES

(Class-time /DPA/ inclement weather activities)

Integrated Activities

Discovery Walks (history/geography/science/language arts/math)

Discovery Walks is a program of self-guided walks that link Toronto

ravines/parks/neighbourhoods. The city of Toronto provides hard copies of walks in 12 different

neighbourhoods. Many are very close to our schools.

The twelve walks include:

o Central Ravines, Beltline & Gardens (Eglinton West Station –Don

Valley Brickworks)

o Don Valley Hills & Dales (Don River, Castlefrank Station)

o Downtown Toronto (Front St, Union Station)

o Eastern Ravines & Beaches (Beaches, Queen St. E)

o Garrison Creek (Trinity Bellwoods)

o Humber Arboretum & West Humber River Valley (Hwy 27 & Rexdale)

o Humber River, Old Mill & Marshes (Old Mill)

o Lambton House Hotel & Lower Humber River (Dundas & Bloor, west

of Jane)

o Northern Ravines & Gardens (Mount Pleasant-Bayview, south of

Lawrence)

o The Shared Path (Humber River-North to South)

o Uptown Toronto (Queen’s Park)

o Western Ravines & Beaches (High Park and waterfront)

These walks could be integrated into math by calculating time taken or

distance travelled).

Since the brochures explain the heritage, they can be used for history and

social studies.

These brochures also explain the environment and plants/water

information that can be used with the science curriculum.

Pedometer Use (math) Having all students wear a pedometer on the walks not only encourages

them to walk farther (ideal is 15,000 steps for children & 10,000 steps for

adults), but many pedometers have other features that can also be used to

integrate math skills.

Students can calculate average steps taken in a week, class averages,

estimations.

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Graphing skills can be integrated with the information.

Some pedometers also include kilometers walked, calories used and time

taken for the walk.

See the appendix/resources for more information about ordering and

using pedometers.

Walking Answer Match (math/language arts) In this activity students are given a card with either a question or an

answer.

Students begin walking quickly in the area exchanging cards and on a

signal must stop and locate the person with the answer/question that

matches their card.

When they meet, they complete the fitness task listed on the back of the

solution card.

On the next whistle students start walking again exchanging cards

continuing the process.

Cards could have different curriculum questions such as: Math-

multiplication (5x7= 35), language Arts-parts of speech (name a verb=

running), social studies-provinces (Alberta= Edmonton).

Vary the type of walking style.

Card-Shuffle Walk (math) Place several decks of playing cards face down scattered around the

waking area (school yard, gym).

Setting a time limit, students are to walk to as many cards as possible.

They pick up a card and continue walking until time is up.

Students then add up the card values (face cards are worth 10 points).

Different activities can then be used such as averages of points per group

(e.g. girls and boys/birthday months/highest total-lowest total/most face

cards).

Percentages can be calculated.

Graphing can be used with the results.

Different walking activities can also be used for variety (e.g. skipping,

exaggerated steps, walking on tippy toes).

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DPA Activities

In addition to the above integrated activities the following can also

be used for DPA.

Funny Walks This activity can be done indoors or outdoors.

As a group, students list a number of animals on one sheet of paper that

the teacher will carry on the walk.

The teacher calls out the first animal and students walk like that animal.

For example, Monkey-swing arms and take wide steps.

Walk that way for a certain distance (to a landmark) or time.

Other suggestions for animals include: horse (nodding head & galloping),

crocodile (arms stretched out in front opening and closing to imitate

jaws), bird (flapping wings while skipping).

Walking Beanbags This activity is geared toward the primary students.

Each child carries a beanbag differently for a certain amount of time,

according to the instructions provided while walking quickly.

Examples of carrying methods could include: on your head, on your

fingertips, on your elbow, on your shoulder, on the back of your hand.

Ever Changing Walks This activity is good for a ten minute break or as an extra activity to

complete the 20 minutes.

You need an open space for this activity (gym, outdoors-playground/park).

Have the students do different types of walks for one minute each.

Types of walks could include: walking backwards, cross-over steps,

walking sideways, regular walking, large forward steps, heel/toe steps,

speed walking).

Rock, Paper, Scissors Baseball You will require a set of Popsicle sticks or clothes pins.

Explain to students that each corner of the room/playing area represents

a base (first, second, third, home plate).

Starting at first base, students pair off and play rock, paper scissors. The

winner moves on by walking to second base to play another player who

arrives there. If you lose while at first base, the student stays there

playing someone else until he or she wins and moves to second base.

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If you win at second base, proceed to third base, if you lose at second

base, you must return to first base.

Play continues this way until student reaches home plate. There you must

play the teacher. If you win, you receive a marker (stick or clothes pin.

This equals a run).

Player then continues to first base to start again.

Remind students to walk quickly so that they can try to get around the

bases to score runs.

Walking Detectives In this activity students walk around the area quickly while solving

identities.

Each student has a card taped to his/her back that identifies either a

famous person, curriculum connection such as: examples of rocks,

healthy foods etc.

Students walk around and each asks one student a question to help

determine who he/she is.

All questions must be closed (yes/no) and no oral responses can be given.

If the answer is ‘yes’, the responding student does 5 jumping jacks. If the

answer is ‘no’, the student does 5 jumps up and down.

Once they have both asked 1 question of each other, they walk around

again to find another student to ask another question.

This process continues until the student is ready to guess his/her own

identity.

When they correctly identify their own identity, they ask the teacher to

tape a new identity to their back and continue the process.

Disc Golf You will require a Frisbee disc for each set of partners (teams), numbered

pylons (1-9 OR 1-18), and a set of hula hoops to use in the school yard.

Set up pylons (tee) and the hula hoops (hole) in a circuit around the school

yard.

Start two pair of students at different holes. They play each other the

whole game. The idea is to get their own disc into the assigned hula hoop

in the least amount of throws. Partners take turns throwing the disc.

Once both teams have put the disc into the hula hoop, they move onto the

next hole.

The activity is over when all teams have completed a round of golf (9 holes

or 18 holes).

Score sheets could be given to each group of 4 at the start of the activity.

See the appendices section for a sample score card.

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Inclement Weather Activities

Heads & Tails Can be done in a gym or in the hallways of the school.

In groups of three, one player says a compound word (a word made up of

two words), for example, blackboard.

The next player then uses the second word to create a new compound

word, for example, boardwalk.

Continue in this manner for the length of the walk or until no other word

can be formed.

Interval Walks Set up a walking circuit in an open space (gym / atrium) with stretching

and strength activities at each corner of the area.

Start one group at each station and have them do the activity (have a

sheet with a list of stretches or strength activities at each corner).

On a signal, all groups walk a lap quickly and proceed to the next station.

They complete that task and then walk another quick lap.

Walking laps can change in speed, gait, intensity, style.

Follow Me! The more space you have to walk in the better for this activity.

Students are placed in groups of 4-5 and must stay in a straight line.

The first student is the leader and on the teacher signal, starts walking in

any direction. All others stay in line and follow the leader wherever he/she

goes.

On the next whistle, the leader moves to the back of the line and the

second person becomes the new leader.

Everyone in the group now follows this leader.

The leader can use other means of walking or different uses of arms (e.g.

swinging arms, doing arm circles).

Continue until all students in the group have had a turn at being leader.

If time permits, change the groups or make them larger. Have the leaders

do activities without repeating actions of others in the group.

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NEIBOURHOOD WALKING ACTIVITIES

Discovery Walks

Discovery Walks is a program of self-guided walks that link Toronto

ravines/parks/neighbourhoods. Students can learn about heritage and environment in their community.

See detailed information about how to use this program, under the

integrated section of this manual.

Check website information listed at the end of this manual for

downloading the 12 different walks or to order hard copies.

Thinking Games

I Spy (younger ages) Use this activity when you are walking in a specified area.

A student chooses a visual object and says,” I spy with my little eye

something that begins with (state a letter e.g. ‘T’)…possible answer is

tree.

First student to answer correctly chooses the next letter.

String of Words The first student names a country, for example Canada.

The next student must name a country which starts with the last letter of

the country just stated, for example, Albania.

Play continues until a student cannot name a country or a country is

repeated.

Can also use different categories such as girl names, boy names, animals.

Long Sentences The group tries to make the longest sentence with words that all start with

the same letter. For example, using the letter ‘S’, the sentence could

become, “Samantha sang something silly Saturday so she sailed Sunday.

This can be played in groups so that each group competes for the longest

sentence.

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Give Me Five This is a game of categories in which students are to name 5 items in a

specific category.

Depending on where the group is walking, you can use categories related

to the location.

Examples include: Give me 5 types of trees. Give me five road signs.

Give me 5 animals. Give me 5 kinds of ice-cream. It is not necessary to

actually see the items, but if it works, all the better!

Pen & Paper Activities

Picture Checklist (younger grades) Using a picture chart similar to the one provided in the Appendices,

students check off items seen on your walk.

Check list can be altered to include the number of listed items seen.

Nature Scavenger Hunt Using a scavenger hunt chart similar to the one provided in the

Appendices, have students name the item for each prompt.

This activity is suitable for partner work as well.

ABC Walk Using an alphabet chart similar to the one provided in the Appendices,

have small groups of students work together to complete the chart.

This activity could be completed over multiple days and different venues

(e.g. park, neighbourhood, school yard).

Spot It Using a tally chart similar to the one provided in the Appendices, have

students count the number of items listed during the walk.

Depending on the walking venture, items can include things like, “How

many green bins did we see on the curb? How many houses had red

doors? How many park benches in the park?

This activity can then be used for creating graphs from tally charts.

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Orienteering/Geocaching Orienteering involves navigating your way between specified points in a

designated area using a map and/or compass.

Using this activity for walking, students need to walk quickly or run from

one point to another gathering information and record it.

This activity could also integrate curriculum by using clues and/or

answers that relate to a specific subject (health, social studies, religion

etc.)

Sample forms for using orienteering are provided in the appendices

section. Each example provides instructions for the students.

For younger students, working in partners is recommended so that

reading, problem solving skills and encouragement ensure the students

find success.

The orienteering experience can be enhanced by engaging in

Geocaching. It uses a mobile device with a GPS to locate controls in a

designated area. If devices are available for students to use, this activity

is another means of encouraging walking and exploring new

neighbourhoods or parks!

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WALK THIS WAY DISTANCE CHALLENGES

(School-wide Program included throughout the day-curricular and

breaks)

Comedienne Ellen DeGeneres joked, “My Grandmother started walking five miles a day when

she was sixty. She’s ninety-seven now, and we don’t know where the heck she is”. While there

is tremendous intrinsic value in walking, there is no harm in charting progress and recognizing

participants’ achievements! Kilometres walked can be tracked and celebrated both at the

individual level as well as at a cumulative school community level. Detailed below are personal

challenges/incentives as well as some group challenges/incentives that can be adopted by

schools.

WALK THIS WAY: INDIVIDUAL DISTANCE CHALLENGE

Individual participant kilometres achieved throughout the school year can be tracked and

recognized either at a “grand finale” or upon reaching milestones along the way.

To serve as an incentive to walking, the following printable certificate can be customized with

the school’s and students’ names. The certificate features four award levels (bronze, silver,

gold and platinum), each associated with earning a set number of kilometres that are

achievable (though challenging!) over the course of the school year. For example, the bronze

level can be reached by walking an average of .5 km. each day of the school year. Once a given

level is attained, a corresponding sticker is affixed to the certificate to celebrate the

achievement.

Required stickers will be provided upon request through the T.C.D.S.B

Physical Education/Outdoor Education Departments – Contact: Agatha

Veszeli. Orders will be taken (via e-mail) and filled at three points

throughout the academic year: November, March, and June. Sticker

orders must reflect school totals.

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WALK THIS WAY: CUMULATIVE SCHOOL COMMUNITY DISTANCE CHALLENGES

One possible way to inspire participants in their individual walking goals is to

broaden the scope of the challenge to include the entire school population. By

totaling everyone’s accumulated distances, great expanses can potentially be

covered!

Outlined below are three potential themed routes that can serve to engage

student groups, motivating them to travel to various destinations. Progress

along the way may be tracked on a large display map for visual impact. With

some creativity, “travel” along the routes can be complemented by numerous

activities, celebrations and curricular extensions. Note that each route

increases in cumulative distance and represents a greater challenge. The

community distance challenge undertaken should be one that is achievable for

the school population as determined by school size and commitment to the

enterprise. Larger schools may choose to tackle more than one or create a

route of their own making that is reflective of the student body.

The first possible route is suitable for our smaller schools, with a total goal of

17,767 km. It takes participants on a cross country return journey, “visiting” the

capital cities of each of our provinces and territories – beginning and ending in

Victoria, British Columbia. Arrival at each destination capital could be

recognized by something as simple as an announcement or may involve a larger

scale celebration of the locale’s culture, music, food, art etc.

The next detailed route covers a trek of 34,871 km. and celebrates the upcoming

Toronto 2015 Pan Am Games. This challenge serves as a build up to the July 10 –

26, 2015 event traversing each of the 41 participant countries’ capitals.

Beginning in Santiago, Chile, the route heads north to Toronto, Canada - leading

walkers through both well and lesser known countries and island nations that

the athletes hail from. Again, “arrival” at destination cities could be

acknowledged in any number of ways, ranging from a flag and anthem ceremony

to a school wide sporting activity that focuses on a sporting event that said

country is represented in. Get creative … Uruguay’s participation in sailing can

be celebrated through a school wide milk carton boat race!

Lastly, where the school’s size or enthusiasm allows for it, why not venture out

on an epic trek around the world? Trace the 40,075 km. long equatorial line

around the centre of the Earth. Granted, most of the kilometres will be spent

“swimming” as 78.7% of the equator is across water, though 21.3% does extend

over land, traversing 12 countries. Destination cities along the circuit are

selected for their proximity to the equator. All lie within 2 ° north or south of the

equator and bring potential walkers to some very interesting, exotic locations.

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CANADA’S CAPITAL CITIES CIRCUIT CHALLENGE:

WEST TO EAST COAST AND NORTHERN RETURN LOOP

Departure City Destination City Distance Between Two

Cumulative Distance from Victoria,

British Columbia

Victoria, British Columbia

Edmonton, Alberta 1,250 km. 1,250 km.

Edmonton, Alberta Regina, Saskatchewan 782 km.

2,032 km.

Regina Saskatchewan Winnipeg, Manitoba 572 km.

2,604 km.

Winnipeg, Manitoba Toronto, Ontario 2,233 km. 4,837 km.

Toronto, Ontario Quebec City, Quebec 802 km. 5,639 km.

Quebec City, Quebec Fredericton, New Brunswick

591 km. 6,230 km.

Fredericton, New Brunswick

Halifax, Nova Scotia 430 km. 6,660 km.

Halifax, Nova Scotia Charlottetown, Prince Edward Island

325 km. 6,985 km.

Charlottetown, Prince Edward Island

St. John’s, Newfoundland 1,441 km. 8,426 km.

St. John’s, Newfoundland

Iqaluit, Nunavut 2,040 km. 10,466 km.

Iqaluit, Nunavut Yellowknife, Northwest Territories

2,265 km. 12,731 km.

Yellowknife, Northwest Territories

Whitehorse, Yukon Territory

2,545 km. 15,276 km.

Whitehorse, Yukon Territory

Victoria, British Columbia 2,491 km. 17,767 km.

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DESTINATION: PAN AM GAMES 2015 – TORONTO:

JOIN THE WALK NORTH WITH THE ATHLETES OF ALL THE PARTICIPATING

COUNTRIES

Departure City Destination City Distance Between Two

Cumulative Distance from Santiago, Chile to Toronto, the 2015

Pan Am Venue

Santiago, Chile Buenos Aires, Argentina 1,549 km. 1,549 km.

Buenos Aires, Argentina

Montevideo, Uruguay 959 km. 2,508 km.

Montevideo, Uruguay Asuncion, Paraguay 1,456 km. 3,964 km.

Asuncion, Paraguay Brasilia, Brazil 1,702 km. 5,666 km.

Brasilia, Brazil Sucre, Bolivia 1,909 km. 7,575 km.

Sucre, Bolivia Lima, Peru 2,190 km. 9,765 km.

Lima, Peru Quito, Ecuador 1,819 km. 11,584 km.

Quito, Ecuador Bogota, Columbia 721 km. 12,305 km.

Bogota, Columbia Paramaribo, Suriname 2,105 km. 14,410 km.

Paramaribo, Suriname Georgetown, Guyana 447 km. 14,857 km.

Georgetown, Guyana Caracas, Venezuela 1,045 km. 15,902 km.

Caracas, Venezuela Panama City, Panama 1,392 km. 17,294 km.

Panama City, Panama San Jose, Costa Rica 510 km. 17,804 km.

San Jose, Costa Rica Managua, Nicaragua 343 km. 18,147 km.

Managua, Nicaragua Tegucigalpa, Honduras 381 km. 18,528 km.

Tegucigalpa, Honduras

San Salvador, El Salvador 328 km. 18,856 km.

San Salvador, El Salvador

Guatemala City, Guatemala

230 km. 19,086 km.

Guatemala City, Guatemala

Belmopan, Belize 560 km. 19,646 km.

Belmopan, Belize Mexico City, Mexico 1,517 km. 21,163 km.

Mexico City, Mexico Havana, Cuba 1,797 km. 22,960 km.

Havana, Cuba George Town, Cayman Islands

432 km. 23,392 km.

George Town, Cayman Islands

Kingston, Jamaica 507 km. 23,899 km.

Kingston, Jamaica Oranjestad, Aruba 951 km. 24,850 km.

Oranjestad, Aruba St. George’s, Grenada 739 km. 25,589 km.

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St. George’s, Grenada Port-of-Spain, Trinidad and Tobago

157 km. 25,746 km.

Port-of-Spain, Trinidad and Tobago

Bridgetown, Barbados 343 km. 26,089 km.

Bridgetown, Barbados Kingstown, St. Vincent and The Grenadines

175 km. 26,264 km.

Kingstown, St. Vincent and The Grenadines

Castries, St. Lucia 1,747 km. 28,011 km.

Castries, Saint Lucia Roseau, Dominica 147 km. 28,158 km.

Roseau, Dominica St. John’s, Antigua and Barbuda

208 km. 28,366 km.

St. John’s, Antigua and Barbuda

Basseterre, St. Kitts and Nevis

94 km. 28,460 km.

Basseterre, St. Kitts and Nevis

Road Town, British Virgin Islands

237 km. 28,697 km.

Road Town , British Virgin Islands

San Juan, Puerto Rico 158 km. 28,855 km.

San Juan, Puerto Rico Santo Domingo, Dominican Republic

410 km. 29,265 km.

Santo Domingo, Dominican Republic

Port-Au-Prince, Haiti 323 km. 29,588 km.

Port-Au-Prince, Haiti Havana, Cuba 1,160 km. 30,748 km.

Havana, Cuba Nassau, Bahamas 555 km. 31,303 km.

Nassau, Bahamas Hamilton, Bermuda 1,464 km. 32,767 km.

Hamilton, Bermuda Washington DC, USA 1,337 km. 34,104 km.

Washington DC, USA Toronto, Ontario 767 km. 34,871 km.

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AROUND THE WORLD: THE EQUATORIAL CIRCUIT

Mitad del Mundo Monument, Ecuador

Point of Departure Destination Distance Between Two

Cumulative Distance from Quito, Ecuador

Quito, Ecuador 0°13’S

78°31’W

Macapa, Brazil 0°02’N

51°03’W

3,057 km. 3,057 km.

Macapa, Brazil 0°02’N

51°03’W

Sao Tome, Sao Tome & Principe 0°19’N 6°46’E

6,434 km. 9,491 km.

Sao Tome, Sao Tome & Principe

0°19’N 6°46’E

Libreville, Gabon 0°25’ N 9°30’E

303 km. 9,794 km.

Libreville, Gabon 0°25’ N 9°30’E

Mbandaka, Democratic Republic of Congo

0°02’S 18°14’E

982 km. 10,776 km.

Mbandaka, Democratic Republic

of Congo 0°02’S

18°14’E

Entebbe, Uganda 0°03’N 32°26’E

1,577 km. 12,353 km.

Entebbe, Uganda 0°03’N 32°26’E

Meru, Kenya 0°03’N 37°39’E

765 km. 13,118 km.

Meru, Kenya 0°03’N 37°39’E

Kismaayo, Somalia 0°21’S

42°32’E

965 km. 14,083 km.

Kismaayo, Somalia 0°21’S

42°32’E

Singapore, Singapore 1°18’N

103°51’E

6,825 km. 20,908 km.

Singapore, Singapore 1°18’N

103°51’E

Pontianak, Borneo, Indonesia

0°02’S 109°20’E

628 km. 21,536 km.

Pontianak, Borneo, Indonesia

0°02’S 109°20’E

Yaren District, Nauru 0°32’S

166°55’E

6,376 km. 27,912 km

Yaren District, Nauru South Tawara, Kiribati 737 km. 28,649 km.

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0°32’S 166°55’E

(Oceania) 1°19’N

172°58’E

South Tawara, Kiribati (Oceania)

1°19’N 172°58’E

Quito, Ecuador 0°13’S

78°31’W

12,086 km. 40,735 km.

Interesting, Fun Facts about the Equator

Although the equator crosses only 12 countries, its path holds the greatest

concentration of natural diversity on the face of the Earth.

Contrary to popular belief, the equatorial ring is not the hottest place on the

Earth; the 5 hottest spots in the world do not lie the equator. In fact, it is possible

to ski on snow topped Volcan Cayambe in Ecuador all year long – despite its

place on the equator!

The quickest sunrises and sunsets happen at the equator where the sun appears

and disappears almost vertically throughout the year. As such, day length is

relatively constant all year long.

We weigh slightly less at the equator because the greatest gravitational pull is

centred at the North and South Poles.

In seafaring tradition, there is much ceremony involved in a sailor’s first crossing

of the equator. From tourists sailing on cruise ships to the US and Royal Navy

Seals, rituals celebrate a “Pollywog’s” initiation into “The Solemn Mysteries of the

Ancient Order of the Deep”. Crazy challenges/feats are undertaken to pay

respect to King Neptune, thus ensuring a safe equatorial crossing and graduation

to the status of “Trusty Shellback”.

The Earth moves faster at the equator – 1,670 km/hour. This makes it an ideal

place for spacecraft launches since the increased velocity means less thrust (and

consequently, less fuel) is required for take-off. This accounts for the strategic

location of the Guiana Space Centre in Kourou, French Guiana at 5°14’N

52°45’W.

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THE T.C.D.S.B. HEALTH, PHYSICAL AND OUTDOOR EDUCATION DEPARTMENTS

and

are pleased to recognize the efforts and achievements of

who earned the following awards

INDIVIDUAL KILOMETRE CHALLENGE

2014/2015

INSERT SCHOOL NAME

INSERT PARTICIPANT’S NAME

Walked a minimum of

100 kilometres

Walked a minimum of

175 kilometres

Walked a minimum of

250 kilometres

Walked a minimum of

325 kilometres

BRONZE

AWARD

SILVER

AWARD

GOLD

AWARD PLATINUM

AWARD

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RELATED WEBSITES

Discovery Walks

www.toronto.ca/parks&trails/discovery walks

Discovery Walks is a program of self-guided walks that link city

ravines/parks/neighbourhoods. Signage and brochures help you experience an area’s heritage and

environment.

Twelve walking routes are available with detailed route information

including estimated walking times.

Map My Walk www.mapmywalk.ca

A program to map your own walking routes in your neighbourhood. Also includes ready created routes for your neighbourhood. Able to track walking activity with mobile apps. Sign-up for free with an e-mail address.

Games to Play While Walking www.walkingfamilies.co.uk

Provides a list of games and activities to include on your walk to keep

students motivated. Includes a variety of activities for different age groups.

Safe Routes to School

www.saferoutestoschool.ca/school-travel-planning

The School Travel Planning Toolkit is available online.

School Travel Planning is a comprehensive process designed to increase

local ownership of Active & Safe Routes to School by engaging

stakeholders that include school boards, municipal transportation

planners and engineers, public health, police, parents, students and

school staff.

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Walk Friendly www.walkfriendly.ca

WALK Friendly Ontario is a recognition program that encourages

municipalities to create and improve the conditions for a safe, convenient

and enjoyable walking environment by awarding Bronze, Silver, Gold or

Platinum designations.

Walking School Bus www.walkingschoolbus.org

Provides schools with resources for starting a walking school

bus program.

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APPENDICIES

All the worksheets and certificates provided in the following section can be

altered to suit your school needs.

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Disc Golf Score Card Record the number of throws your team took to land the disc into the

hula hoop for each hole.

Add the total number of throws taken for all 9 holes. The team with

the fewest throws wins the round of golf!

Partner Names 1 2 3 4 5 6 7 8 9 Total Team A

Team B

Team C

Disc Golf Score Card Record the number of throws your team took to land the disc into the

hula hoop for each hole.

Add the total number of throws taken for all 9 holes. The team with

the fewest throws wins the round of golf!

Partner Names 1 2 3 4 5 6 7 8 9 Total Team A

Team B

Team C

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MY WALKING ABC’s

This is what we saw on our walk….

A

B C D

E

F G h

I

J K L

M

N O P

Q

R S T

U

V W X

Y Z

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My Walk

Picture Tally Sheet

For each picture listed here record how many you have seen on the walk, using

tally marks.

Flowers

PINK

RED

BLUE

YELLOW

PURPLE

ORANGE

Animals & Insects

BIRD

SQUIRREL

DOG

BUTTERFLY

LADYBUG

BEE

SPIDER

Transportation

BIKE

STROLLER

CAR

BUS

TRUCK

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NATURE SCAVENGER HUNT

Find an item on your walk that fits each of the categories listed

below. Write the name of the item in each box.

Something Fuzzy A seed or Acorn Two pieces of litter

Something straight Something round Something rough

Two different types of leaves

Something that can make noise

A type of flower

Two sizes of pinecones

Something yellow A stick with or without branches

A water source An insect

Something you think is beautiful

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SPOT IT!

Record, using tally marks, the number of items listed below that

were spotted on your walk.

Blue Recycle Bins

Houses with

white doors

Benches

Bus Shelters Item with the

number 3

Traffic Lights

Flower Gardens Bicycles Driveways

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Detective Orienteering In the assigned activity space, use the clues provided to locate the

symbols/words and record them in the proper spaces.

Clue Symbol a) If you see a house on fire ___________________________

b) Every house needs one ___________________________

c) You need this for bicycle safety ___________________________

d) When do you cross the street? ___________________________

e) A danger symbol __________________________

f) Stay safe in a car ___________________________

g) Don’t eat these! ___________________________

h) Stay safe in a boat ___________________________

**This sample form is a health integrated, primary activity on safety.

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Compass Orienteering Using a compass, set the bearing listed at each location and walk in

that direction. Once you find a symbol on a posted sign, record it on

the space provided and then set your next bearing.

Names:

Time Out:

Time In:

Bearing Symbol

Start with a bearing of 135° ___________

Set bearing at 90° ___________

Set bearing at 15° ___________

Set bearing at 160° ___________

Set bearing at 35° ___________

Set bearing at 65° ___________

Set bearing at 100° ___________

Set bearing at 45° ___________