Health Education Activities: Book 1 - Ages 5-7 by Teacher Superstore

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r o e t One s Book Bo r e p ok u SFor Ages 5 - 7

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Health Education © ReadyEdPubl i cat i ons for Australian •f orr evi ew pur posesonl y• Schools o c . che e r o t r s super

Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 504 7

Health Education Activities - Book 1

Introduction

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This Health Workbook has been created to assist teachers in the implementation of a structured and sequential whole school approach to the teaching of Health Education. The activities have been linked to the following strands of the key learning areas from the publication Health and Physical Education - a curriculum profile for Australian schools as referenced on Page 2 of this book. References at the base of each page indicate the Strand in which the page falls, while an indication of the Learning Outcome is shown at the top of the page. Human Development This strand focuses on: [refer to Pages 2, 6, and 18 of the profile document] concepts such as growth and development, personal behaviours of people in their social, biological and physical environments, and human sexuality. Physical Activity and the Community This strand focuses on: [refer to Pages 2, 8, and 20 of the profile document] fitness and the effects of exercise on the body, as well as attitudes towards body image and social expectations about fitness. People and Food This strand focuses on: [refer to Pages 2/3, 9 and 21 of the profile document] the importance of food in providing essential nutrients for the body, the safe preparation of food and the current changes in food production and packaging. Health of Individuals and Populations This strand focuses on: [refer to Pages 3, 10 and 22 of the profile document] the impact the physical environment can have on health, as well as looking at ways to promote health and prevent disease in individuals and populations. Safety This strand focuses on: [refer to Pages 3, 11 and 23 of the profile document] aspects of safety concerned with issues including water and road safety, strangers and unsafe situations, community action and safe practices. Human Relations This strand focuses on: [refer to Pages 3, 12 and 24 of the profile document] relationships with family, friends and group members, including communicating feelings and views, personal self worth, and community values and attitudes towards standards of behaviour.

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The activities contained in the book are designed to allow for the varying skills and abilities of the students. The following strategies are used throughout the workbooks: * Interviewing * Researching * Comparing * Surveying * Measuring * Predicting * Discussing * Evaluating * Role-playing * Planning * Illustrating * Brainstorming * Decision making * Problem solving * Communicating * Classifying The books should be implemented throughout the primary school in the order presented below. However, individual books could be used for the year levels within the age range stated. This will allow the teacher to provide a health education programme that recognises the different social backgrounds, knowledge and understandings, skills, values and attitudes of the children they are teaching. Book in Course Age Range 1 5-7 2 6-8 3 7-9 4 8 - 10 5 9 - 11 6 10 - 12 7 11 - 12+

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The activities in this book refer to material from the publication Health and Physical Education - a curriculum profile for Australian schools. The Health and PE curriculum profile is published by: Curriculum Corporation, PO Box 177, Carlton South, Victoria 3053 http://www.curriculum.edu.au Email: sales@curriculum.edu.au (Document is ©Curriculum Corporation 1994)

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Health Education Activities - Book 1

Contents - Book 1 Activity No.

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Introduction My Body Body Parts Puzzle - 1 Body Parts Puzzle - 2 Winter Warmers - 1 Winter Warmers - 2 Looking After Myself Teeth Care Slip, Slop, Slap Healthy Food Meal Times Breakfast Eating at School Rubbish Disposal Smoke and Fumes Preventing Disease Taking Medicines Growing Up - 1 Growing Up - 2 Something Special Playing Feelings Anger Happiness is ... Sad/Frightened Bullying Playing and Sharing Sharing Caring Communicating I Hear You Families Sharing Chores Friends Health & Safety Rules in the Classroom Health & Safety Rules in the Playground Stranger Danger - 1 Stranger Danger - 2 A Healthy, Happy Me

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Human Development Human Development Human Development Health of Individuals and Populations Health of Individuals and Populations Human Development Human Development Health of Individuals and Populations People and Food People and Food People and Food People and Food Safety Health of Individuals and Populations Health of Individuals and Populations Safety Human Development Human Development Human Relations Human Relations Health of Individuals and Populations Health of Individuals and Populations Health of Individuals and Populations Health of Individuals and Populations Safety/Human Relations Human Relations Human Relations Human Relations Human Relations Human Relations Human Relations Human Relations Human Relations Human Relations

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4 5 6 7 8 9 10 11 12 14 15 16 17 19 20 22 23 25 26 27 28 30 31 32 33 35 36 37 38 40 41 42 43 44 45

Safety

Safety Safety Safety Safety

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Strand

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1 2(a) 2(b) 3(a) 3(b) 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

Activity Name

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Health Education Activities - Book 1

Teachers’ Notes Body and Clothing (P ages 5 - 12) (Pages Background Information

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During the early years of primary school, students are becoming more independent in daily living. Self care development and correct choice of clothing can be encouraged at school. Sun is the primary cause of skin cancer in Australia, resulting from overexposure to ultraviolet rays which interrupt skin cells’ normal growth patterns. Over 1/4 of a million new cases of skin cancer are diagnosed in Australia each year, however 95% of cases are successfully treated. Appropriate forms of sunburn prevention include: Shade - natural (trees), man-made, permanent (verandahs, shadecloths), portable (beach umbrellas) Clothing - maximum coverage, natural fibres such as cotton, dark colours that absorb UV rays and clothes that are kept dry are best. Hats - broad brimmed hats that fit well and are comfortable. Fashionable styles will encourage regular wearing in children. Sunscreen - Does not offer 100% protection. Use in conjunction with other coverage. SPF 15+ to 30+ offers 93 - 96% protection. Apply 20 minutes before going into the sun and reapply after swimming or physical activity. Sunglasses - Can offer up to 100% protection for eyes. Look for approved UV protection labels.

Suggested Activities

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Sing songs and play simple games that encourage learning of body parts, e.g. “Heads and Shoulders”, “Simon Says”. Use magazines to cut out clothing and make a class collage for “Summer Clothes” and “Winter Clothes”. Bring a large beach bag with a selection of items e.g. hats, sunglasses, jumpers, boots. Students take turns choosing appropriate items to take to the beach.

www.sunsmart.com.au ideas for becoming a Sunsmart School, with updated factual information.

Answers

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Page 5 - My Body Students glue words on/close to correct part. Page 6/7 and 8/9 - Body Parts Puzzle and Winter Warmers Body parts/clothes are pasted on appropriately. Page 10 - Looking After Myself Discuss with students how these activities are carried out independently. Page 11 - Teeth Care Responses will vary. Page 12 - Slip, Slop, Slap Hat (shades face), umbrellas (shades whole body), shirt (protects skin on arms and body), sunscreen (provides a shield on the skin), sunglasses (protect eyes), thongs (although open at the top, can keep soles of feet from burning on hot pavement). Page 4

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Health Education Activities - Book 1 Students identify external body parts. (Related to Outcome 1.2)

Activity 1

My Body Cut out the words at the bottom of the page and glue them on the correct body parts.

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leg

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foot

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chest

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neck ○

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hand

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stomach ○

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arm

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head

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Health Education Activities - Book 1 Students identify external body parts. (Related to Outcome 1.2)

Activity 2a

Body P ar ts Puzzle - 1 Par arts

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Cut out the body parts. Paste them on to the body shape on the next page.

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Human Development

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Activity 2b

Health Education Activities - Book 1 Students identify external body parts. (Related to Outcome 1.2)

Body P ar ts Puzzle - 2 Par arts

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Paste the body parts on the outline. Draw some cool summer clothes on the body. Give your person a sunny smile.

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Human Development

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Activity 3(a)

Health Education Activities - Book 1 Students recognise the need for seasonally appropriate clothing. (Related to Outcome 1.9)

Winter W armers - 1 Warmers

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Colour the warm clothes. Cut them out and glue them on the person on the next page.

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Human Development

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Health Education Activities - Book 1

Activity 3(b)

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Winter W armers - 2 Warmers

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Human Development

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Activity 4

Health Education Activities - Book 1 Students demonstrate an awareness of basic self-management skills. (Related to Outcome 1.1)

Looking After Myself Put ticks in the boxes to show which of the activities you can do by yourself.

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Dress yourself.

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Go to the toilet.

Brush your hair. © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Clean your teeth.

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Human Development

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Activity 5

Health Education Activities - Book 1 Students recognise items used for dental health. (Related to Outcome 1.1)

Teeth Care Help the tooth fairy keep your teeth healthy. Draw a picture of these healthy tooth objects inside the teeth. Colour a coin in the tooth fairy’s basket for each picture.

r o e t s Bo r e p ok u S toothpaste toothpick mouthwash apple

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toothbrush dental floss

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Human Development

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Activity 6

Health Education Activities - Book 1 Students identify ways to avoid skin damage from the sun. (Related to Outcome 1.9)

Slip, Slop, Slap

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Colour the ways you can protect yourself from the sun.

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Health of Individuals and Populations

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Health Education Activities - Book 1

Teachers’ Notes Healthy Eating (P ages 14 - 17) (Pages Background Information

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A healthy diet consists of a balance of a variety of foods. Dietary guidelines for children suggest plenty of foods from the Bread & Cereal and Fruit & Vegetable groups, moderate amounts of Dairy, Meat & Proteins and minimal Sugars, Fats & Oils. Foods low in salt and high in calcium and iron are recommended, as is a regular intake of water. Breakfast is an essential meal in which energy for the morning can be provided. A glass of orange juice can provide simple carbohydrates for a short energy burst. Cereals and toast contain complex carbohydrates for longer lasting energy that will sustain students’ energy through to morning break time. Eggs and cheese can supply energy through protein, whilst milk will contribute minerals such as calcium for healthy bones and teeth. Fruit contains vitamins for keeping body systems such as immunity in good working order. Healthy lunches at school can be encouraged by providing and promoting healthy alternatives at the canteen. Teachers can model healthy choices by eating a balanced lunch with students.

Discuss the benefits of healthy eating with students, e.g. normal growth, energy for daily activities, protection from illness. Investigate contents of students’ own lunchboxes, sorting foods into “healthy” and “unhealthy” categories. Hold a “Brekky Day” at school. Ask parents to donate healthy ingredients and make foods in small groups with adult supervision. Investigate healthy foods such as raw fruit and vegetables though the five senses. Play guessing games with blindfolds by feeling, smelling and tasting samples. Make fruit animals by using pre-cut pieces of fruit and toothpicks. Take photographs or draw animals and then eat after removing the toothpicks carefully.

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www.nutritionaustralia.org provides ideas for increasing nutrition school-wide. www.eatright.org/ermprev.html paragraphs with tips and information on a range of nutrition topics. www.broccoli.com/mainpage.htm includes ideas for teachers; and a kids’ club with games.

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Page 14 - Healthy Food Students should colour banana, milk, celery, carrot, water, salad roll. Page 15 - Meal Times Students may help during meal times by collecting or measuring ingredients, stirring, setting the table, washing/drying dishes. Pages 16/17 - Breakfast and Eating at School Mark students’ pictures according to content and identification of healthy foods.

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Health Education Activities - Book 1 Students distinguish between healthy and unhealthy foods. (Related to Outcome 1.7)

Activity 7

Healthy F ood Food

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Circle and colour in the healthy food and drink choices.

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People and Food

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Health Education Activities - Book 1 Students identify places where food is eaten. (Related to Outcome 1.7)

Activity 8

Meal T imes Times Tick the places where you have eaten in the last few weeks.

at the table

at school

on a picnic

r o e t s Bo in the car r at a restaurant e p ok u in front ofS TV at shops at a friend’s

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at a relation’s

DRAW:

My favourite meal:

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One way I like to help with a meal:

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People and Food

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Health Education Activities - Book 1 Students discuss healthy breakfast habits. (Related to Outcome 1.7)

Activity 9

Breakfast Tick the breakfast foods. cereal roast beef toast

ice cream baked beans porridge

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r o e t s Bo r e p ok u Sin the food or drink you usually have at breakfast. Circle and colour

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Draw a picture of you eating breakfast.

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People and Food

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Health Education Activities - Book 1 Students identify healthy food choices from a range of foods. (Related to Outcome 1.7)

Activity 10

Eating at School

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Colour in the items of food which would be a good choice to eat at recess time.

In the lunch box, draw what you take to school to eat at lunchtime. Put a red tick ( ) on the healthy foods.

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People and Food

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Health Education Activities - Book 1

Teachers’ Notes Caring for the Environment (P ages 19 - 20) (Pages Background Information

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Pollution of the environment by litter can result in a variety of negative outcomes including harm to animals by choking or being cut by or trapped in litter, human heath risks such as contamination of waters by chemicals, human safety hazards, e.g. cutting feet on broken glass, creating an unpleasant appearance or smell in public places such as parks, and breaking the law, resulting in a spot fine. Correct rubbish disposal is a key element in conserving our environment. Alternatives to disposal include Recycling (converting used items by reprocessing into a new useable product such as glass, paper and aluminium), Re-using (using an item kept in the same state for a different purpose, for example using a pasta sauce jar as a vase) and Reducing (minimising the amount used by careful measuring or planning in advance). Schools can contribute to waste conservation by re-using extra photocopies for scrap paper, using donated containers and other scrap materials for science, art and technology lessons, becoming involved in special events such as “Clean up Australia” day and clearly displaying school rules regarding littering around the school. It is important to use correct disposal techniques, e.g. using correct bins (knowing which items can go in recycling bins), wrapping sharp or dangerous items, composting biodegradable food waste and limiting drainage of detergents and chemicals down street drains. Air pollution can result from vehicle fumes, smoking in public places, smog from domestic heaters, and toxic factory fumes. It can result in human suffering such as respiratory irritation, asthma and allergy attacks, lung cancer, problems with the ozone layer leading to increased damaging UV rays and global warming.

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Arrange a “Clean up our School” day. Discuss risks associated with picking up rubbish first and provide students with gloves, tongs and buckets. Check for existing school policies on students picking up litter. Recycle in the classroom - make a scrap paper box, encourage students to bring in reusable items or use old paper to make new paper for cards or stationery. Host a “Trash or Treasure” day where, with parental permission, students bring in unwanted toys and contribute to a class pool where items can be given away as prizes for good behaviour or auctioned using personal points. Re-use containers such as old tins by decorating and keeping on desk as a pencil holder.

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www.cleanup.com.au contains information about National Clean up Australia Day as well as facts and statistics for additional background knowledge.

Answers Page 19 - Rubbish Disposal Correct disposal includes: (1) Placing items in the bin; (4) Covering trailers full of rubbish; (5) Using bins at the park; (7) Burying biodegradable waste. Page 20 - Smoke and Fumes Answers may vary however generally 1, 4 and 6 will be considered pleasant and 2, 3, 5 and 7 unpleasant, going across the page. Students may find campfire smoke either pleasant or unpleasant. Page 18

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Health Education Activities - Book 1 Students identify ways to correctly dispose of rubbish. (Related to Outcome 1.12)

Activity 11

Rubbish Disposal

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Colour in the pictures that show the correct way to dispose of rubbish.

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Safety

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Activity 12

Health Education Activities - Book 1 Students identify healthy and unhealthy environments. (Related to Outcome 1.11)

Smoke and F umes Fumes in the box near the PLEASANT smells. in the box near the UNPLEASANT smells.

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Draw a Draw a

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Health of Individuals and Populations

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Health Education Activities - Book 1

Teachers’ Notes K eeping W ell (P ages 22 - 23) Well (Pages Background Information

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Young children are more susceptible to illness due to lack of built-up resistance and reduced level of hygiene habits. Disease prevention measures will help to stop the prevention of infectious illnesses such as colds, influenza, chickenpox and conjunctivitis. Prevention of disease is preferable to cure, however, should illness strike, it is recommended to approach treatment from least invasive (such as rest, drinking water) to more invasive measures (such as going to the doctor and taking medicine). Personal hygiene is based on the premise that most germs are passed though the air in tiny particles and inhaled, or through touching or eating things that have been touched or tasted by someone with an illness.

Invite the school health nurse in for a visit to discuss personal hygiene habits with the students. Role-play different situations in which healthy habits are required to be used. Make and decorate a colourful tissue box cover or decorate a white handkerchief with fabric markers. Discuss reasons why medication can be dangerous and show students examples of safety measures such as warning labels, childproof packaging and safe storage.

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Page 22 - Preventing Disease Pictures and answers should be matched correctly with a line linking them. Page 23 - Taking Medicines Order of responses should be: 2, 4, 3, 1, from top to bottom. Students should recognise that it is always best to tell an adult straight away if they are feeling unwell.

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Health Education Activities - Book 1 Students identify ways they can help prevent disease. (Related to Outcome 1.9)

Activity 13

Preventing Disease Match labels to pictures to show how to prevent disease.

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Store food correctly.

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Wash your hands.

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Stay at home when sick.

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handkerchief

Put rubbish in a bin.

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Health of Individuals and Populations

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Health Education Activities - Book 1 Students identify correct procedures for using medicines. (Related to Outcome 1.12)

Activity 14

Taking Medicines Use the numbers 1, 2, 3 and 4 to show the correct order of things to do when you are sick.

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Try something other than medicine.

Follow instructions carefully.

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Visit a doctor or pharmacist.

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Safety

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Health Education Activities - Book 1

Teachers’ Notes Looking at Me (P ages 25 - 28) (Pages Background Information

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Approximate developmental milestones for children are as follows: Sitting up: 6 - 8 months Crawling: 8 - 12 months First tooth: 4 - 12 months Walking: 12 - 14 months Feeding self: 16 - 24 months Dressing self: 2 - 4 years (increasing in level of difficulty with fasteners, etc.) Losing first tooth: 6 years Students in the first years of primary schooling will usually show interest in developing independence in self-care, physical activity, hobbies and school-related tasks. In early primary years, parents often begin to enrol their children in extracurricular activities including sport, music or community groups. As a result of family influence, peer interests and media exposure, children become more definitive about their own interests during this time and specific areas of strength or talent may emerge.

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Each student brings a baby photo in for display on a pin up board. A “Guess Who?” game can be played. Create a “Fact Sheet” that students can fill out with their parents for homework (date of birth, birthplace, eye and hair colour as a baby, interesting information) and make a class book for display. Discuss different types of hobbies and interests that students may have. This may be extended upon with a news telling week where each student brings in items or photos related to their hobby. Hold a class survey and tally results of students’ interests or students can draw their hobbies inside small squares that can be cut out and pasted on a class graph to display.

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Page 25 - Growing Up 1 Order of clothing: 3, 1, 2 ; Suggestions for toys include: Baby - rattle, soft toy, mobiles; Toddler - cars, dolls, blocks, tricycle; Preschooler - jigsaws, games, Lego, balls; Responses for things students have learned to do will vary. Remind students that children all grow and learn to do things at different rates. Other suggestions may include dancing, kicking a football, playing a tune, setting the table, making the bed. Page 26 - Growing Up 2 Check guidelines at the top of this page. Responses will vary. Page 27 - Something Special Encourage students to draw diagrams showing what parents and others do for a living, how they help at home, what special skills they might have such as singing or drawing, how they care for others Page 28 - Playing Responses will vary. Prompt students by writing or drawing some ideas on the board of current playground games.

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Health Education Activities - Book 1 Students identify ways in which people change as they grow older. (Related to Outcome 1.1)

Activity 15

Growing Up - 1

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Draw something you like to play with ... as a baby as a 2-3 year old

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Number the pictures 1, 2 and 3 to show the order the clothes are used as you grow up.

at pre-school

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o c . che e r o t r su Tick the things you have learned tos do this year: per walk to school

tie shoe laces

write your name

swim without help

read a book

ride a bike

dress yourself

write a story

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Human Development

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Health Education Activities - Book 1 Students identify their achievements at different stages of life. (Related to Outcome 1.1)

Activity 16

Growing Up - 2 Check with your parents on the age you did each of the things shown in the pictures.

r o e t s Bo r e p ok u S I sat up

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I crawled

I dressed myself

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My first tooth

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I fed myself

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On another piece of paper write the events above in order. Draw pictures of you doing each activity. Page 26

Human Development

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Health Education Activities - Book 1 Students explore their relationships with others. (Related to Outcome 1.15)

Activity 17

Something Special Draw pictures that show ...

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My PARENTS are special.

My special FRIEND. © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Something special about ME.

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Human Relations

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Health Education Activities - Book 1 Students identify physical and recreational play activities. (Related to Outcome 1.13)

Activity 18

Playing

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Draw two things you like to play.

TickP the Look at © the pictures below. Read yEd uthings bl i cat i ons

you like to do. How many things have you ticked? ....................

•f orr evi ew pur posesonl y• climbing bars

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swimming

card games

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skipping

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dolls

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computer games

Human Relations

shops

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Teachers’ Notes Feelings (P ages 30 - 33) (Pages Background Information

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Children experience a range of emotions and it is important for them to learn how to express these feelings appropriately. Of particular concern are recent issues related to anger management and childhood depression. Anger in young children can be a result of conflict over possessions, physical assault or uninvited physical contact, verbal conflict such as teasing, rejection or classroom issues of compliance. Suggested strategies for anger management include: Counting to ten; Breathing slowly with eyes closed; Physical activity, e.g. going for a bike ride or walk; Distraction from the source of anger, such as playing a game or watching television; Discussing feelings with a trusted relative, friend or teacher; Finding ways to calmly express that they are feeling angry and need “time out”; Drawing a picture of their feelings or writing about them; Spending time with a pet. It is necessary to create a safe emotional classroom environment with clear, firm boundaries and a place where angry outbursts can be addressed effectively such as a “time out” area or a “quiet corner”. Students can be encouraged to request time in these areas before their feelings become uncontrollable.

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Create a class “Feelings” poster with words and pictures that show a range of feelings that are experienced. Each child can colour in a word and draw a picture of a facial expression. Read a variety of books to the students, for example the “Mr Men” series by Roger Hargreaves. Discuss what characters should do to overcome different emotions. Play a miming game in which students mime a situation or an emotion and others guess what it is. Make masks out of paper bags or paper plates showing two opposite emotions on either side. Students keep an “emotional diary” for a week by drawing a face depicting their feelings at the top of their daily schoolwork. This can then be looked at and discussed at the end of the week.

www.kidshealth.org includes areas under “Dealing with feelings” that could be read to students.

Answers

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Page 30 - Feelings Faces should match, in order across the page: sad, angry, scared, happy. Page 31 - Anger Possible anger triggers include: Home - siblings teasing or annoying, having to do chores, getting into trouble; School - peers teasing, taking personal items from desk, not being able to understand work, not being chosen on a team, being left out in the playground. Solutions to anger can be prompted by ideas at the top of this page. Discuss appropriate versus inappropriate ways to deal with anger. Page 32/33 - Happiness Is ... and Sad/Frightened Suggestions may include: Happy - parents’ or teachers’ praise, having lots of friends, spending time with pets, playing a favourite sport, getting a new toy, listening to music; Sad - moving house, friends leaving, losing a pet, breaking a favourite toy; Frightened - being alone in the dark, spiders, snakes, angry dogs. Ready-Ed Publications

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Name: ..................................................

Activity 19

Health Education Activities - Book 1 Students express feelings about a range of situations. (Related to Outcome 1.9)

Feelings

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Match the faces at the bottom of the page to the FEELINGS shown by each picture.

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Health of Individuals and Populations

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Name: ..................................................

Activity 20

Health Education Activities - Book 1 Students identify situations that make them angry and discuss ways to deal with their feelings. (Related to Outcome 1.9)

Anger Draw ...

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Something that makes me angry at home is ...

Something that makes me angry at school is ...

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Something that I should do when I’m angry is ...

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Health of Individuals and Populations

Page 31

Name: ..................................................

Activity 21

Health Education Activities - Book 1 Students identify situations that make them happy. (Related to Outcome 1.9)

Happiness is ...

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Something that makes me happy is ...

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. List somet other things that make you happy. e o c . c e her r ............................................................... o t s super ............................................................... ............................................................... ............................................................... ............................................................... Page 32

Health of Individuals and Populations

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Name: ..................................................

Activity 22

Health Education Activities - Book 1 Students identify situations that make them sad or frightened. (Related to Outcome 1.9)

Sad/F rightened Sad/Frightened

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Draw. A sad thing that happened to me was ...

Some things that frighten me are ...

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Health of Individuals and Populations

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Health Education Activities - Book 1

Teachers’ Notes Good Relations with Others (P ages 35 - 38) (Pages Background Information

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Bullying can be described as a deliberate, repeated imbalance of power between two individuals. This can be seen in many forms, including physical (pushing, pulling hair, touching someone uninvited or invading their personal space), verbal (teasing or putting down, shouting, bossing), property-related (touching, taking or damaging others’ property) or indirect (ignoring, spreading rumours, leaving out of games or daring peers to carry out inappropriate actions). Bullying can be managed in a variety of ways, depending on the situation. Often, remaining calm, looking the perpetrator in the eye and firmly stating that they do not like being treated in this manner can be effective. Other times, it may be more appropriate to walk away, tell a trusted adult or find other peers that show friendly behaviour. Another approach to reduce bullying in a broader context is to model and reward positive interaction. Encouraging students to share, invite others to play with them, use their manners and take turns will place the focus on appropriate peer relations. People communicate in a variety of ways, for example verbal (talking, whispering, telephoning), non-verbal (waving, facial expressions, body language, gestures) and written (letters, email). Good listening skills should be explicitly described and modelled to young children, e.g. sitting still, nodding head, maintaining eye contact, not interrupting but asking questions when appropriate.

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Make up a set of class rules that focus on reducing bullying, guiding students’ suggestions, e.g. Ask before borrowing; Wait your turn, Listen to others when they speak; Include classmates in your games. Students can then choose one rule to draw a picture for display in the classroom. Use group point systems to highlight positive peer interaction. Appoint two students each day to award a special sticker to a classmate that demonstrates friendly behaviour. Hold a “sharing lesson” where students bring along a toy or game (with parental approval) that they would like to share. Remind students of turn taking and being careful with others’ property. Students make a special “caring card” for someone that they love. A message inside could contain the message “I care about you because...” with students filling in the rest. As a class, send emails or letters to a buddy class in the Upper Primary. Students can take turns pressing computer commands or delivering the envelope. Invite the buddy class in for a “Communication Afternoon” and play games such as Chinese Whispers, Charades, etc.

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Relevant Internet Links

www bullyingnoway.com.au contains models to use in the classroom to reduce bullying.

Answers

Pages 35/36 - Bullying / Playing and Sharing Pictures should be drawn / coloured in as appropriate. Other suggestions for feelings related to bullying are nervous, mad, shy, surprised, shocked, frustrated, lonely. On Page 29, students could discuss outcomes of each comment made on the swings. Page 37 - Sharing Responses will vary. Students may enjoy sharing games and toys that require more than one player or toys that are unbreakable. Students may not wish to share breakable or expensive items, or gifts with sentimental value. Page 38 - Caring Students may select friends or relatives that they care about. Caring can be expressed by sharing, helping to do chores, saying nice things, making a card, giving a hug or a smile. Page 34

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Name: ..................................................

Health Education Activities - Book 1 Students recognise bullying and harassment situations around them. (Related to Outcome 1.12)

Activity 23

Bullying

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Draw some pictures to show what you can do if you are being bullied.

Go to an adult or teacher.

Tell the bully to STOP.

Leave the area.

Stay calm.

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. t ewords that show how you feel whenc o Circle the you are . che being bullied. e r o t r s s r u e p happy sad frightened upset

angry

disappointed

What other feelings do you have? .................................................................................................... Ready-Ed Publications

Human Relations

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Name: ..................................................

Health Education Activities - Book 1 Students recognise bullying and harassment situations around them. (Related to Outcome 1.13)

Activity 24

Playing and Sharing

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Look at this picture.

Colour the pictures below which show friendly behaviour.

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We were here first!

Would you like a turn?

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Hullo, what’s your name?

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Human Relations

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Name: ..................................................

Health Education Activities - Book 1 Students demonstrate sharing skills that enable them to play co-operatively with others. (Related to Outcome 1.13)

Activity 25

Sharing Tick the things you could share with others. toys

ice cream

bike

a new toy

r o e t s books B r e o p ok pencils bedroom u S chores games toothbrush

clothes

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lunch

Draw ...

Something I like to share is ...

Something I would prefer not to share is ...

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Name: ..................................................

Health Education Activities - Book 1 Students describe ways to show they care about others. (Related to Outcome 1.13)

Activity 26

Caring

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Draw and name five people you care about.

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Draw the things you do to show that you care about these people in your family.

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mother

father

brother

sister

grandparents

cousins

Human Relations

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Health Education Activities - Book 1

Teachers’ Notes Family and Friends (P ages 40 - 45) (Pages Background Information

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Families exist in many forms today, including separated/divorced parents, extended families, adopted or fostered children and parents that work away from home regularly. It is important to recognise these differences and encourage students to still consider that they live in a “family”. With the differences that exist in modern families comes a variety of roles adopted by individuals. It is not uncommon for fathers to cook, mothers to work full time and children to carry out a number of chores in the household. Most families have an established set of rules, with varying degrees of consistency and enforcement. Recent debate surrounds the controversial issue of smacking children. Although no current Australian legislation bans using reasonable physical force in disciplining children in 2002, many lobby groups have set up to argue against using smacking as a means of behavioural control.

Students each draw a picture of their family. Glue pictures in a scrapbook to make a class family photo album. Invite a range of students’ family members into talk with the students, focusing on unconventional roles, extended family living situations, new babies, etc., to expose an awareness of the many types of family. Use a teddy bear as a “Sleepover Sam” and send a diary home with a different student each night. Ask parents or older siblings to help students write what the bear did with the family members Who did he meet? What chores did he help with? What rules did he have to follow? Did he join in any special routines? Develop the awareness that friends take an interest in each other. Sit students in a circle where they are sitting next to a “buddy”. Call out a topic such as “favourite animal”. Students share their answer with their buddy and then individuals are selected to tell the whole class about their buddy’s choice.

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Page 40 - Communicating Appropriate comments are written in speech bubbles. Page 41 - I Hear You Responses will vary. Page 42 - Families Students have drawn appropriate images. Page 43 - Family Rules Responses will vary. Some students may require prompting to think of family rules that are most important and may wish to consider rules that relate to safety, health or the rights of others. Page 44 - Chores Students will draw pictures and use lines to match with chores. Page 45 - Friends Pictures of faces should be angry (when you quarrel), sad or shocked (when your friend gets hurt), happy (when you help each other), happy (when you do things together). Ready-Ed Publications

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Page 39

Name: ..................................................

Health Education Activities - Book 1 Students identify different ways of communicating feelings. (Related to Outcome 1.13)

Activity 27

Communicating

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What could each person be saying?

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........................................................................... © ReadyEdP ubl i cat i ons ........................................................................... ........................................................................... •f orr evi ew pu r posesonl y• ........................................................................... ...........................................................................

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Human Relations

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Name: ..................................................

Health Education Activities - Book 1 Students identify the skills that they use for listening. (Related to Outcome 1.13)

Activity 28

I Hear Y ou You Tick the things that you do when you listen to others.

r o e t s B r e oo I look at p the person. u k S I ask questions.

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I stop talking.

I sit still. I don’t interrupt.

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Name: ..................................................

Health Education Activities - Book 1 Students identify family members. (Related to Outcome 1.13)

Activity 29

Families

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Draw all the people who live in your house. Name them.

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. tOr a pet you Draw any family members Any pets?e o c .you. would like. with che who don’t liver e o r st super

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Human Relations

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Name: ..................................................

Health Education Activities - Book 1 Students explore family units and identify family rules. (Related to Outcome 1.13)

Activity 30

Family Rules Tick the box that tells where your family has rules.

r o e t s visitors Bo meal times r e p bedrooms ok chores/jobsu in the car S Draw a picture to show the rule you think is most important to bedtime

toys

pocket money

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playing

your family.

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o c . che e r o t r s sup er Why do you think we have rules? (You may tick more than one.) To keep us safe.

To keep us healthy.

To make kids unhappy.

To make sure we are kind to others.

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Human Relations

Page 43

Name: ..................................................

Health Education Activities - Book 1 Students explore how duties, rules and activities all contribute to a family unit.(Related to Outcome 1.13)

Activity 31

Chores

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Draw two family members and yourself. Match the jobs to the people who do them most often. Some jobs may be done by more than one person.

* does the shopping * sets the table

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* washes and irons the clothes * tidies the bedroom

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* weeds the garden

children

* puts away the toys * takes out the rubbish Me Page 44

Human Relations

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Name: ..................................................

Health Education Activities - Book 1 Students identify a circle of friends to confide in and share problems with. (Related to Outcome 1.13)

Activity 32

Friends

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Draw a picture of your friends.

Show how you feel about your friend when ... you quarrel your friend gets hurt

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you help each other

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you do things together

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In the little boxes on the pictures above draw faces like these to match how you feel. Ready-Ed Publications

Human Relations

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Health Education Activities - Book 1

Teachers’ Notes Rules and P ersonal Safety (P ages 48 - 52) Personal (Pages Background Information

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Rules exist in society and in places such as schools for a number of reasons: For our safety (when dealing with dangerous equipment, people or environments). To promote and maintain good health (such as washing hands, covering nose when sneezing). For harmony amongst people (e.g. during games, sport and in the classroom). To assist learning in self and others (e.g. listen when the teacher speaks). For environmental protection (e.g. using bins). “Stranger Danger” is an ongoing issue that needs constant education of children in order to raise their awareness of risks and to equip them with strategies to avoid these risks. Commonly recognised guidelines include not speaking to or going with an unknown adult when they approach you, never taking lollies or other gifts from strangers, going straight to a Safety House, parent or other trusted adult if in a threatening situation. The Safety House Program is nationally organised but based in local communities for providing safe homes for children to go to if they feel threatened. Safety Houses can be a house, shop or business and are identified by a nationally recognised logo of a yellow smiling house. Police are advised whenever a Safety House has been used and police checks are conducted on all Safety House applicants.

Suggested Activities

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Revise school or classroom rules. Students select one rule and draw a picture of this rule for display. Play some simple games that have rules (e.g. “Heads Down, Thumbs Up”) discuss what might happen if there were no rules (in the case of this particular game, if students are allowed to look then it would be too easy to know who chose them). Discuss the purpose of some other rules in the playground or during fitness. Discuss with the students “what is trust?” Create a “Trust Wheel” by drawing a large target shape on a sheet of butchers’ paper and write “Me” in the centre. Each ring surrounding the centre represents a group of trusted people, ranging from closest to the child. Label the rings “Family”, “School and Friends” and “Community”. As a class, write names, draw pictures or cut out magazine pictures that can be placed in each section. Explain how Safety Houses can be used. Students each create a drawing or painting of a house, and glue a Safety House logo on the front. Place the houses in rows on strips of butchers’ paper and display as “Safe Streets” around the room.

o c . Relevant Internet Links che e r o t r s s r u e p Answers

www.childsafe.net au links to information on Safety House Australia and Kids’ Help Line.

Page 48 - Health and Safety Rules in the Classroom Answers, in order across the page are: Keep your desk and work area tidy; Put all rubbish in the bin; Don’t run in the classroom; Don’t rock on your chair. Discuss with students how “don’t” rules can become “do” rules. Page 49 - Health and Safety Rules in thePlayground Answers, in order across the page are: Always wear a hat when outside; Don’t run on paths or around corners; Play safely with sports equipment; Always put your rubbish in the bin. Page 46

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Health Education Activities - Book 1

Page 50 - Stranger Danger 1 Answers, in order across the page are: Don’t take lollies from strangers; Don’t get into a stranger’s car; Don’t play in lonely places; Give directions but don’t go along. Page 51 - Stranger Danger 2 Answers, in order across the page are: parents; teacher; policeman; adult.

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Page 52 - A Healthy, Happy Me Responses will vary.

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Page 47

Name: ..................................................

Health Education Activities - Book 1 Students understand why it is important to act safely in the classroom. (Related to Outcome 1.12)

Activity 33

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Health & Safety Rules in the Classroom

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Glue the label on the correct picture. Colour in the pictures. Don’t run in the classroom.

Don’t rock on your chair.

Put all rubbish in the bin.

Keep your desk and work area tidy.

Page 48

Safety

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Name: ..................................................

Health Education Activities - Book 1 Students understand why it is important to act safely in the playground. (Related to Outcome 1.12)

Activity 34

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Health & Safety Rules in the Playground

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Glue the label on the correct picture. Colour in the pictures. Don’t run on paths or around corners.

Always wear a hat when outside.

Play safely with sports equipment.

Always put your rubbish in the bin.

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Safety

Page 49

Name: ..................................................

Health Education Activities - Book 1 Students demonstrate an awareness of the dangers of co-operating with strangers. (Related to Outcome 1.12)

Activity 35

Stranger Danger - 1

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Match the pictures to their rules. Write the numbers of the rules under their correct pictures.

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Number One DON’T take lollies from strangers.

Number Two DON’T play in lonely places.

Number Three DON’T get into a stranger’s car.

Number Four Give directions but DON’T go along.

Page 50

Safety

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Name: ..................................................

Health Education Activities - Book 1 Students identify others they can turn to when frightened. (Related to Outcome 1.12)

Activity 36

Stranger Danger - 2 Use these words to show WHO you can go to if you are afraid.

policeman

adult

parents

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teacher

© ReadyEdPubl i cat i ons Tell your ... Tell your ...so • f o r r e v i e w p u r p o s e nl y• .............................................................................. ..............................................................................

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Tell a policewoman or ... ..............................................................................

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in a Safety House.

Safety

Page 51

Name: ..................................................

Health Education Activities - Book 1 Students demonstrate consolidation of concepts learned in Health Education lessons. (Related to Outcome 1.12.)

Activity 37

A Healthy Healthy,, Happy Me Tick the boxes for all of the healthy things that you do. Colour in the picture. I have clean teeth in my smile. I like to exercise.

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I have good friends.

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I get lots of rest.

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I use my manners.

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Safety

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