Health Education Activities: Book 2 - Ages 6-8 by Teacher Superstore

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r o e t T wo Book s Bo r e p ok u SFor Ages 6 - 8

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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 505 5

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Health Education Activities - Book 2

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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 Tel: (03) 9207 9600 Fax: (03) 9639 1616 (Document is ©Curriculum Corporation 1994)

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Health Education Activities - Book 2

Contents - Book 2 Activity Number

Strand

Page

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Introduction My Body Human Development Physical Activity - 1 Physical Activity and the Community Physical Activity - 2 Physical Activity and the Community Healthy Foods People and Food Sound Sleep Health of Individuals and Populations Poisons Safety Health of Individuals and Populations Avoiding Medications Spreading Diseases Health of Individuals and Populations Stopping Diseases Health of Individuals and Populations Health of Individuals and Populations Get Well Do It Safely Safety Electrical Sense Safety Know The Rules Safety Arriving Safely Safety To School Safely; Home Safely Safety Safe Swimming Safety Safety Surf ‘n’ Signs Safety Orders - 1 Safety Safety Orders - 2 Safety First Aid - 1 Health of Individuals and Populations First Aid - 2 Health of Individuals and Populations A Friend in Need Safety Health Services - 1 Health of Individuals and Populations Health Services - 2 Health of Individuals and Populations Growing Up Human Development My Needs Human Relations Human Development What Can You Do? Feeling Safe Human Relations People I Trust Interpersonal Skills Your Feelings Health of Individuals and Populations Feelings Health of Individuals and Populations Bully Busters Health of Individuals and Populations When You Are Happy Health of Individuals and Populations If You Are Angry Health of Individuals and Populations My Achievements Human Relations My Interests Human Relations Groups Human Relations Working Together Human Relations Rules Are Cool Human Relations

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4 6 7 8 9 10 12 13 15 16 17 19 20 22 23 24 26 27 28 29 31 32 33 35 36 38 39 40 42 43 45 46 47 48 49 51 52 53 54 55

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18a 18b 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

Activity Name

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Health Education Activities - Book 2

Introduction

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.

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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.

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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.

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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. 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 * Measuring * Role-playing * Decision making * Classifying

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* Researching * Predicting * Planning * Problem solving * Interpreting

* Comparing * Discussing * Illustrating * Communicating

* Surveying * Evaluating * Brainstorming

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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 1 2 3 4 5 6 7

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Age Range 5-7 6-8 7-9 8 - 10 9 - 11 10 - 12 11 - 12+

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Health Education Activities - Book 2

Teachers’ Notes

Keeping the Body Healthy (Activities 1 - 5) Background Information

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Suggested Activities

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Students should be developing an awareness of more specific names and functions of body parts. Physical Activity describes any activity that involves gross motor (larger) movements and can range in exertion levels. Examples include walking, running, sports, dancing, leisure such as rollerblading, fitness games and physical chores such as sweeping. Responses to physical activity such as increased heart rate, sweating, muscular fatigue and increased breathing depend on levels of fitness and age. Children, for example have a higher average breathing rate then adults. 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 (as outlined in the Healthy Food Pyramid). Foods low in salt and high in calcium and iron are recommended, as is a regular intake of water. Recent Australian studies indicate that up to 85% of primary school students are not meeting nightly sleeping requirements. Use small mirrors for students to draw an accurate self-portrait. Point out attention to detail such as eyelashes and ear lobes. Hold a class Olympics with a variety of fun physical activities. Ideas may include activities such as using a broom, dancing, balancing, carrying small buckets of water. Discuss how fitness can be achieved in many different ways. Revise the Healthy Food Pyramid, mentioning examples in each group. Use magazines to cut out a range of snacks and lunches. Students draw their own creation of a healthy lunch and compile these into a booklet. This can be presented to the school canteen to provide some new ideas. Selected items could be introduced as daily specials. Discuss different ways that can help children to fall asleep, e.g. music, story time, drinking warm milk. Use old pillowcases and fabric markers to display these ideas around the room.

Relevant Internet Links

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www.kidshealth.org includes ideas and information on healthy eating, exercise and sleep. www.achieveonline.com.au/article/view/283 recommends guidelines for sleep in children.

Activity 1 - My Body Body parts are labelled accurately. Activity 2 - Physical Activity 1 Activity ideas may include ball games, chasing games, using playground equipment, using sports equipment, playing team sports such as junior cricket or fitness games. Body responses to physical activity include: faster breathing; sweating; aching muscles; red face; feeling tired; feeling energetic. Activity 3 - Physical Activity 2 After school activities may include junior gym, swimming, football, dancing, riding bike. Activity 4 - Healthy Foods Healthy food ideas include salad sandwiches, fruit, milk, cheese sticks, burgers with salad, fruit roll-ups, yoghurt. Posters can include a picture, a slogan or a sentence providing factual information and a mascot to encourage healthy eating. Activity 5 - Sound Sleep Three things to be healthy could include: good diet, exercise, rest, sleep, not using drugs, using medicine if needed. Younger primary school students require at least 9 hours of sleep each night. The body requires sleep in order to rest the bodily functions so that they can work properly. Adequate sleep gives us the energy and brain power to last the entire day. We may need more sleep if we have had a late night, have done a lot of physical activity, eaten a large meal or are not well. Lack of sleep may result in grumpiness, clumsiness, inability to concentrate, hyperactivity, being late. Ready-Ed Publications Page 5

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.2): Students identify and label external body parts on a diagram.

Activity 1

My Body Label the body outline below using this list of body parts. Add some missing parts.

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neck elbow fingers

ribs genitals knee

jaw hips

stomach ears eyebrows wrist toes

shoulder thigh ankle

Do you know the parts of your body?

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skull nose mouth

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Human Development

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.5): Students identify physical activities that contribute to good health.

Activity 2

Physical Activity -1

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Draw the physical activities that you take part in at school.

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What happens to your body when you take part in physical activities?

My heart beats faster.

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Physical Activity and the Community

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.5): Students identify physical activities that contribute to good health.

Activity 3

Physical Activity - 2 List the physical activities you enjoy when you are not at school. (e.g. trampolining, football, ballet)

r o e t s Bo r e p ok .................................................................................................................. u S Draw yourself playing your favourite sport or doing your favourite ..................................................................................................................

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physical activity.

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How do you feel when you take part in physical activity? .................................................................................................................. .................................................................................................................. Page 8

Physical Activity and the Community

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.7): Students identify why certain foods are eaten and the need to make healthy choices.

Activity 4

Healthy F oods Foods

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Draw and label some healthy foods that you can buy at your school canteen.

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Design a poster to encourage the children at your school to make a healthy food choice when buying from the canteen. (Do a draft below.)

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People and Food

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Activity 5

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students understand that sleep is a necessary component of good health.

Sound Sleep Name three things you must do to keep healthy. ..................................................................................................................

r o e t s Bo r e .................................................................................................................. p o u Complete this chart to show how much sleep you hadk last night. S I went to bed at ...

I woke up at ...

Number of hours sleep

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What time do you usually go to bed? ........................................................

Do you think you usually get enough sleep? .............................................

Why / Why not? .........................................................................................

Why does our body need sleep? ...............................................................

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.................................................................................................................. When are some of the times when our body needs more sleep than usual?

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when you “get out of bed on the wrong side”.

Health of Individuals and Populations

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Health Education Activities - Book 2

Teachers’ Notes Poisons and Medication (Activities 6 - 7) Background Information

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Poisonous substances in the household include: medicines (taken inappropriately), bleaches and cleaners, paints and solvents, petrol and oil, pesticides, some cosmetics. Commonly used symbols in Australia include a Skull and Crossbones (Poison) and a Fire (Flammable). Red and yellow are used to highlight warning labels. Other warnings indicate if substances are explosive or corrosive. Other preventative measures to avoid poisoning include childproof packaging, removal of out-dated products, storage in high or locked cupboards, keeping poisons in their original containers and ensuring that young children are never left unsupervised near these potential hazards. The Poisons Information Line (13 1126 Australia - wide in 2002) is open 24 hours a day, 7 days a week for enquiries related to consumed poisons. Treatment for illnesses can often be approached with the least invasive method first, such as rest, drinking water, using heat or cold packs, before using medication which can lead to side effects and should be avoided in large doses or in long term usage.

Using pictures of home interiors from magazines, students place red sticky dots where it would be dangerous to store poisons (low benches, children’s bedrooms, etc.) and blue sticky dots where poisons can be safely stored (high cupboards, locked areas).

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www.rch.unimelb.edu.au/poisons/ poisons information and emergency procedures. www.safekid.org a Canadian site with many practical ideas to reinforce teacher and parent knowledge.

Activity 6 - Poisons Words that indicate that products are dangerous include: Caution, Warning, Poison. Poisons and pesticides are most likely to be found in laundry cupboards, on garage shelves, in medicine cabinets, on shelves in the house or in garden sheds. Activity 7 - Avoiding Medications A cough can be treated by gargling with salt water, drinking hot water with lemon and honey, having a glass of water, sucking on non-medicated lozenges. Headaches can be managed by sleep or rest, a neck rub, drinking water, using heat packs at the back of the neck (if related to sore muscles)

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students identify hazardous household chemicals and their location in the house.

Activity 6

Poisons Colour in the products below that you think are dangerous.

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Keep out of reach of children.

Warning

SNAIL PELLETS

Caution

WEED KILLER

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Warning

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Print the words from the containers that tell you that the products are dangerous.

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. te o c .................................................................................................................. . che e r o Write a list of the places inr a house wheres you should store poisons t super and pesticides. ..................................................................................................................

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Safety

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students discuss advantages of gaining pain relief through ways other than medicines.

Activity 7

Avoiding Medications

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Draw two simple ways to help stop a cough.

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Draw two simple ways to help stop a headache.

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Health of Individuals and Populations

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Health Education Activities - Book 2

Teachers’ Notes Disease Prevention (Activities 8 - 10) 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. Common childhood illnesses include: colds and influenza (sore throat, runny nose, sneezing, chills, aching muscles); chickenpox (runny nose and cough, red, itchy spots); gastroenteritis (diarrhoea, vomiting, headache, fever); conjunctivitis (eyes that are red, itchy, burning, pussy or watery); ringworm (itchy, flaky skin with a red, ring-like rash). Prevention and treatment of disease can include keeping hands and face clean, maintaining a healthy diet, eating foods that have been stored properly, covering mouth and nose if sneezing or coughing, disposing of used tissues (prevention), rest, isolation from peers, maintaining fluid intake, using prescribed medications (treatment).

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Hold a class cooking session, focusing on appropriate hygiene such as washing hands, not tasting food with fingers, not sharing eating utensils, covering and storing food correctly. Make a class set of “Get Well” cards for someone who is ill, such as a classmate or a teacher.

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www.kidshealth.org/kid/ill_injure information on specific illnesses and injuries.

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Activity 8 - Spreading Diseases Diseases that can be spread are: chickenpox, cold, measles, mumps, conjunctivitis, virus, flu, ringworm, cold sores, head lice, stomach bug. Pictured ways of getting communicable diseases are: sucking on a pencil that a sick person may have used, eating food that has been left for flies to rest on, sharing drinks with others, coughing without covering your mouth. Activity 9 - Stopping Diseases Pictures should match the headings. Activity 10 - Get Well The word “symptoms” may need to be explained, with a few examples of common illnesses and symptoms displayed. Ideas of illnesses and treatments can be found amongst the Background Information notes on this page.

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students discuss ways to help the control of diseases.

Activity 8

Spreading Diseases Circle the diseases that can be spread. chicken pox

cold

measles

mumps

r o e t s B r ring worm asthma e o p ok headache earache cold sores u Sthe diseases you have had. ............................................ Write a list of head lice

allergy

virus

flu

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tummy bug

conjunctivitis

Label the pictures to show how you might get a contagious disease.

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Health of Individuals and Populations

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students discuss ways to help the control of diseases.

Activity 9

Stopping Diseases

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Draw a picture in each box that shows how you can stop diseases from spreading.

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By washing my hands before eating. Page 16

By using my own things.

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By using a handkerchief.

By putting my rubbish in the bin.

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Activity 10

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students discuss ways to help the control of diseases.

Get W ell Well Draw a picture of yourself the last time you were sick. What was the name of your r o e t s Bo r illness? e p ok ................................................ u S What were the symptoms?

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Answer these questions:

................................................ ................................................ ................................................ What helped you to get better?

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List the things that you should do when you are not feeling well.

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Health Education Activities - Book 2

Teachers’ Notes Safety in the Home (Activities 11 - 12) Background Information Safety guidelines in the home relate to:

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Electricity (keeping cords safe from pulling or tripping, avoiding placing metal objects and fingers in electrical appliances or plugs, keeping electrical items away from water, items are turned off when not in use);

Poisons (stored and labelled correctly out of reach of children); Fumes (areas are well ventilated when using materials that emit toxic fumes);

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Fire and Heating (ensuring heat sources are guarded, flammable materials and substances are kept away, stoves and heaters are turned off, smoke alarms are installed, hot saucepans are kept to the back of stove-tops with handles facing inwards);

Falls ( human traffic areas are kept clear of loose rugs, cords, toys, etc. , ladders are used safely).

Suggested Activities

Create a warning label and diagram for something around the home, e.g., “Please turn off, then pull out the cord”. Look in pictures from the library or in magazines to find potential hazards in the home. Students tell news of an accident that has happened in their home. Peers discuss what could have prevented the accident.

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www.kidsafe.com.au fact sheets for teachers and parents.

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Activity 11 - Do It Safely Safe: ventilating room when using glue, wrapping cord around unused iron, turning blender off before using plastic spatula; Unsafe: Placing a knife into toaster in use, placing finger in blender when in use, leaving iron on and flat on the ironing board, pulling cord out away from the plug whilst power is switched on, walking with open scissors. Activity 12 - Electrical Sense Bath using hairdryer: Hairdryer could be dropped into bath, causing electric shock; Nightie near heater: Nightie could be flammable material, could catch in unguarded heater and catch alight causing burns; Placing knife in toaster: Could cause electric shock and burns to hand; Child reaching for kettle: Kettle could fall and spill boiling water, causing burns or kettle could knock child on head.

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students explain why it is important to act safely and identify safe procedures.

Activity 11

Do It Safely

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Discuss in your class or group what is happening in each picture. Organise the pictures into two groups. Use the headings: SAFE DANGEROUS. Circle the SAFE pictures in blue. Circle the DANGEROUS pictures in red.

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Safety

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students demonstrate safety principles related to electrical appliances.

Activity 12

Electrical Sense What do you think could happen? Write your ideas in the spaces provided.

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Safety

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Health Education Activities - Book 2

Teachers’ Notes Road Safety (Activities 13 - 15) Background Information

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Road safety guidelines in Australia remain similar between states. Many road rules are outlined in the Road Traffic Act and are considered law in Australia. Traffic infringements whilst driving (resulting in monetary fines and/or loss of licence points) include not wearing a seatbelt, driving over the speed limit, driving under the influence of alcohol and failing to follow traffic signs (stop, give way, etc.) Pedestrian safety guidelines include using paths or walking at the side of the road facing oncoming traffic; Using pedestrian crossings and signals when available; Using the “Stop, Look, Listen, Cross” principle; Always crossing by using a straight, brisk walk. Up-to-date information for specific community areas may be obtained by contacting local traffic police branch, Road Safety Council or Transport.

Use school basketball courts or courtyards marked out with chalk or sports markers to practise road crossing strategies. Possible situations such as obtaining a runaway ball could also be role - played by the students. Students can make “Traffic Light Sandwiches” using an apple corer to cut out three holes on the top piece of bread, so that strips of tomato (red), lettuce (green) and grated carrot (amber) show through to represent a traffic light). A story which includes illustrations of characters walking around the street can be read to the students. Their knowledge can then be put to the test as they provide advice for the character when crossing the road, riding their bike and spotting hazards.

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Activity 13 - Know the Rules Best choices are: 1c, 2c (pedestrians should be aware of cars, even though they are obligated to stop at crosswalks), 3b, 4a Activity 14 - Arriving Safely Safe practices are: Walking alongside friend instead of both on bike; Wearing a seatbelt; Looking carefully and crossing further away from corners; Wearing suitable protection in the rain; Walking on the path; Facing oncoming traffic (picture on the left). Activity 15 - To School Safely; Home Safely Possible responses for walking to school safely on foot: Using crosswalks, crossing attendants or pedestrian signs and signals; Using pathways when provided; Stop, Look and Listen before crossing the road; Crossing with a friend or adult; Don’t run or dawdle on roads; Face oncoming traffic if no footpaths.

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students demonstrate safety principles related to road safety to and from school.

Activity 13

Know the Rules Do you know the ROAD SAFETY rules? Tick the box to show the best answer for each of these. Draw the pictures for Numbers 2, 3 and 4 on the back of this page.

r o e t s Bo r e p ok walk on theu edge of the road. S walk on the edge of the road so that you are facing oncoming traffic. walk off the roadway (if possible) and face oncoming traffic.

2. If there is a crosswalk ...

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1. If there is no footpath ...

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3. If you are at a pedestrian traffic light ...

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stop, look, listen. If there is no traffic, or a car stops for you, walk straight across.

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4. If your ball goes onto the road ...

wait for traffic to pass and follow the road rules. chase it quickly before it gets squashed. send your friend onto the road to get it. Page 22

Safety

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Activity 14

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students demonstrate safety principles related to road safety to and from school.

Arriving Safely

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In each pair of pictures below colour the one that shows the safe way to get home.

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Safety

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students demonstrate safety principles related to road safety to and from school.

Activity 15

To School Safely; Home Safely

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Colour the way that you most often come to school.

Tick the box of any you use as you go home from school.

crosswalk

walkway

road signs

lawn

traffic lights

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overpass

Write five important rules for you to remember when you come to school on foot. ..................................................................................................................

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Health Education Activities - Book 2

Teachers’ Notes Swimming Safety (Activities 16 - 18) Background Information

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Swimming safety is an ongoing issue in Australia. Guidelines and regulations are often revised to address specific incidents that occur. Safety recommendations for swimming include: Pools: Fence backyard pools according to current legislation; use safety approved floatation devices according to instructions; never leave young children swimming unsupervised; do not run or play roughly around the pool; do not swim straight after a heavy meal; wear appropriate sun protection; display resuscitation instructions close to the pool; and store a first aid kit nearby. Beaches: In addition to some of the above recommendations: always follow signs and signals such as flags at the beach; avoid taking glass to the beach and ensure all rubbish is disposed of properly; learn distress signals (one arm raised and waving); adhere to lifeguard warnings of currents and sharks; swim away from surfers and body-boarders if possible.

Suggested Activities

After learning about safety precautions when swimming, students mime a problem, such as cutting feet at the beach or getting a cramp whilst swimming. Peers must identify the problem and suggest how to prevent or solve the problem. Make a “Swimming Safety” display table with items such as sunscreen, hat, first aid kit, approved flotation aids, etc. Alternatively an old, large teddy bear or doll can be dressed up in appropriate swimming clothes. Using items from the display table placed in a large beach bag, selected students must reach in and choose an item, still hiding it in the bag. Clues are then given about how it keeps you safe. Peers guess the item.

Relevant Internet Links Answers

provides easy to read advice on beach safety and activities for kids.

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Activity 16 - Safe Swimming Poster suggestions include: Play safely in the pool - do not push or shove others around the edge; Walk, don’t run around the edge of the pool; Make sure pool fences are properly closed; Always wear sunscreen, shirt and a hat when swimming. Activity 17 - Surf ‘n’ Signs The surf life-savers should say: Always swim between the flags; Follow warning signs and do not swim where there is a “No Swimming” sign; Listen to life-savers’ warnings and get out of the water straight away if asked; Place all litter in bins - be especially careful of broken glass. Activity 18a/18b - Safety Orders 1 and 2 The stories could read as follows: Story One: 1. Lady is watering garden when phone rings. 2. Lady answers phone. 3. Boy on bike is riding near hose. 4. Boy rides over hose and falls into pool. A happy ending could involve the boy noticing the hose and winding it up. Story Two: 1. Jetty is shown from the distance. 2. Two boys walk towards the end of the jetty. 3. Sharp litter floats in the water. 4. Suggested endings include boys diving in and getting injured, boys noticing litter and telling an adult. Treatment of a laceration may require washing the wound; ensuring there is no glass left in the wound; applying pressure to stop the bleeding; bandaging the wound and seeking medical help.

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students identify water and pool safety procedures at home.

Activity 16

Safe Swimming ................................................... r o e t s Bo r e p ok ................................................... u S ...................................................

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Your parents have decided to install a pool in the backyard. They want you to finish this poster with rules for your friends to follow when swimming at your house. (The pictures will help you.)

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Safety

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students identify safety principles related to water safety at the beach.

Activity 17

Sur Surff `n` Signs

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Finish each picture to show yourself obeying the surf lifesavers’ instructions. Write the rule in the balloon.

No Swimming

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It is an offence to litter. Max. fine $250

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students identify safety principles related to water safety.

Activity 18a

Safety Orders - 1 Cut out the pictures that tell about these two stories. Put each set of pictures in order as you think they happened and glue them onto the outlines on the next page.

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Story 1

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Story 2

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Safety

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

Activity 18b

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students identify safety principles related to water safety.

Safety Orders - 2 Paste the picture stories from Activity 18a in their correct order.

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Story 1

On another piece of paper write a happy ending to this story.

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Story 2

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On another sheet of paper write about the treatment after the accident. Ready-Ed Publications

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Health Education Activities - Book 2

Teachers’ Notes First Aid (Activities 19 - 21)

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First Aid kits will vary in content according to the situation and specific needs. For example, a first aid kit for the beach may contain extra sunscreen. First Aid kits are recommended to be kept or carried: In the home, in the car, on trips to the bush or the beach, when camping, at school, at attractions such as theme parks or the zoo. Recommended items to be included in First Aid kits are: thin rubber gloves, Band-aids and bandages of assorted sizes, antiseptic, adhesive tape, ice/hot pack, cotton swabs, saline wash, CPR mask, insect bite cream, aspirin, safety pins, scissors, tweezers, thermometer, needles, matches, torch, eyewash container and a First Aid book with emergency contact details. First Aid kits are recommended as an emergency “first port of call” and often further medical attention may be required.

Invite a local paramedic to speak to the students and show them First Aid items. Make a class First Aid kit, adding to student suggestions. Ensure proper storage of the kit. Write or draw First Aid situations on cards and give one each to small groups. The group needs to come up with a solution and present it to the rest of the class. Students can use recycled materials to make a toy first aid kit. Items can be kept in ice cream containers and decorated with a red cross.

Relevant Internet Links

www.redcross.org.au/schoolprojects has some good ideas for schools. Also see if your state has a Junior Red Cross or Red Cross Youth page.

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Activity 19 - First Aid 1 Additional items in First Aid kit can include suggestions from background information above. Activity 20 - First Aid 2 Match items as follows: Sand in eyes - rinse out with eyewash; Cut knee - use antiseptic wash; Hand burnt on iron - run under cool water. Activity 21 - A Friend in Need Best answers for helping a friend who has fallen off the playground bars: Keep calm, scream for help first (you do not have to leave your friend this way); Try to comfort him and keep him still; One person run for an adult if nobody is nearby (last resort). It is not wise to try and move your friend if he is injured as this may aggravate the injury.

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If a friend is cut badly: Keep her calm, sit her down, try to rest her foot on something higher than her head, then go for help. Discuss the advantages and disadvantages of the other answers (e.g. carrying her home or her hopping may aggravate the injury or place you and/or your friend at risk of further falls; using a shirt to bandage the cut will stem the blood loss but the shirt may be dirty).

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students demonstrate basic first aid principles.

Activity 19

First Aid - 1

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Cut out the contents below and glue them into the FIRST AID box. Add any other first aid equipment that you think is necessary.

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students demonstrate basic first aid principles.

Activity 20

First Aid - 2

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Match the injury to the FIRST AID action.

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Health of Individuals and Populations

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students communicate about an unsafe situation and describe the situation accurately.

Activity 21

A F riend in Need Friend You and two friends have gone to the school grounds during the weekend to play on the climbing bars. One friend falls off the bars and seems to be in great pain. He complains that he can’t move. What should you do? Tick the boxes with the best answers. (You may tick more than one.)

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Scream for help.

One person run for an adult or older person. Try to comfort him and keep him still. Make him sit up.

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Keep calm.

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You and a friend are on your way to the creek to catch some tadpoles. Your friend steps on a piece of broken glass and cuts her foot. The cut bleeds badly. What should you do? Tick the boxes with the best answers. (You may tick more than one.)

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Sit her down, try to rest her foot on something higher than her head; then go for help. Keep her calm. Use your shirt to bandage the cut.

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Health Education Activities - Book 2

Teachers’ Notes Health Services (Activities 22 - 23) Background Information Local health services are often found together in Community Medical Centres. Many professions offer both public and private health care. Most telephone books will provide contact details for major health services near the front of the book or under major headings such as “Child Health Services”. Terminology and job descriptions may vary or overlap slightly.

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Suggested Activities

Relevant Internet Links

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Find out if any parents work in community health fields and invite them to visit the class (they may need to check with their employer first). Make up a “Job Alphabet” chart, including health and other community workers. Each child can be allocated a job and helped to find out what the person does. A picture can then be drawn with a descriptive sentence underneath and displayed in alphabetical order around the room.

www.careersonline.com.au www.workinfo.com/free/jobdescrip.html Both of these sites give detailed descriptions of jobs (for teacher reference only)

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Activities 22/23 - Health Services 1 and 2 General descriptions are provided below. Specific tasks may vary slightly. Answers are given in order across each separate page. Dentist - Diagnose and treat diseases, injuries and abnormalities of teeth and gums; undertake preventive procedures; conduct surgery and perform other specialist techniques. Radiologist - Diagnose physical and mental illnesses, disorders and injuries by using X-rays and similar medical equipment; prescribes medications and treatment to promote or restore good health. Visiting Nurse - Visit places such as schools and screen students for health problems such as visual difficulties, head lice and back problems. School visiting nurses are also involved in education programs related to student health and development. Pharmacist / Chemist - Supply, dispense and manufacture medicines and drugs in hospitals and community pharmacies, and advise on their appropriate use. They also conduct research into medication use and production. Nurse - Assess, plan, provide and evaluate preventative, curative and rehabilitative care for patients in a wide variety of settings including public and private hospitals, nursing homes, etc. Child Health Nurse - Provide specific care and advice related the health and development of babies and young children. Doctor - Diagnose physical and mental illnesses, disorders and injuries; and prescribes medications and treatment to promote or restore good health. Dental Therapist - Examine and provide routine treatment of teeth under the general supervision of dentists, and also help to promote preventative dental practices amongst school children.

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.10): Students identify community members and services who can help with health care.

Activity 22

Health Services - 1

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Look at the jobs named below. Write each in its correct space above a picture. Write a sentence to explain how each person can help us.

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RADIOLOGIST

DENTIST

VISITING NURSE

PHARMACIST / CHEMIST

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.10): Students identify community members and services who can help with health care.

Activity 23

Health Services - 2

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Look at the jobs named below. Write each in its correct space above a picture. Write a sentence to explain how each person cares for our health.

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CHILD HEALTH NURSE

DENTAL THERAPIST

DOCTOR

NURSE

Health of Individuals and Populations

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Health Education Activities - Book 2

Teachers’ Notes Getting Older (Activities 24 - 26) 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. Needs are defined by the things that humans would not survive without. They can be divided into two groups: Primary Needs - water, food, oxygen, shelter, warmth (meets physiological needs) Secondary Needs - love, family, emotional support, mental stimulation/education (meets psychological and intellectual needs) Wants are things that a person can survive without, e.g. a bike, toys, etc.

Suggested Activities

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Watch some video footage of a baby, pointing out some of the things that babies do. After the video form a discussion circle. Pass a rattle around the circle. Each child who wants to speak must hold the rattle and say something that is different about the baby to children in primary school. Pretend the class is making a gift basket for someone who has just had a baby. What will go into the basket? What do babies need? What might a baby like? Prop items can be brought in to make a real basket up, or students can draw items into a photocopied picture of a basket. Use picture cards to categorise items into “Needs” and “Wants”. Discuss differences of opinion. Students discuss what they have learned each year. Each student may then choose an accomplishment and design an award certificate for a younger child who has just learned to do the same.

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Activity 24 - Growing Up Some answers will vary slightly. Order may be as follows: Baby lying in cot, toddler crawling, Toddler stacking cubes, riding a tricycle, swinging from bar, celebrating 5th birthday, reading a book, riding a skateboard. Talk about why some differences may occur (the book may be a picture book or a difficult novel) Activity 25 - My Needs Needs that stay the same for all ages are: food, warmth, drinks, sleep. Other needs that may be included are parents (provide drinks and food) and home (provides shelter and warmth). Students may discuss that feelings and love are also important for mental health at all ages. Children of 6 months may still rely on milk as a major source of nutrition. Play and friends may start to become important at 3 years for mental and social development. Many may consider school and books a need in today’s society for children 5 years and over. Activity 26 - What Can You Do? Responses will vary. Ready-Ed Publications

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.1): Students identify chronological development of needs and interests.

Activity 24

Growing Up

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These pictures are from Toby’s photo album. Cut them out and arrange them into the order of how you think he has learnt to do things. Glue them onto another piece of paper.

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Human Development

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.15): Students identify how their needs and interests change as they grow older.

Activity 25

My Needs Think of yourself at each of the ages shown in the pictures. Draw a line under each of the words that show things that you know you could not survive without.

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3 years

drinks

toys

sleep

warmth

love

parents

friends

play

brothers / sisters

home

pets

books

bike

school

feelings

milk

food

drinks

toys

sleep

warmth

love

parents

friends

play

brothers / sisters

milk

food

drinks

toys

sleep

warmth

love

parents

friends

play

brothers / sisters

home

pets

books

bike

school

feelings

treats

home © Ready EdPpets ubl i cabooks t i onstreats bike school feelings •f orr evi ew pur posesonl y•

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food

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5 years

milk

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6 months

treats

toys o c parents warmth love. chesleep e r o friends plays brothers / sisters t r s r u e p home pets books treats milk

food

drinks

bike

school

feelings

What do you notice about your choices? .................................................................................................................. .................................................................................................................. Ready-Ed Publications

Human Relations

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.1): Students identify their achievements at different stages of life.

Activity 26

What Can Y ou Do? You Tick the things you can do by yourself. walk home from school read a book make your breakfast pour a drink

swim without floats walk to school ride a bike with trainer wheels ride a bike without trainer wheels tie shoelaces write your name

get dressed for school

make a phone call

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to do and feel proud of.

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Make a list of things you like an adult to help you with. .................................................................................................................. .................................................................................................................. .................................................................................................................. Page 40

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Health Education Activities - Book 2

Teachers’ Notes Feeling Safe (Activities 27 - 28) Background Information

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Students travelling alone to and from school or playing with friends out of school hours are prime risk targets for undesirable people or “strangers”. Children may be approached by a person offering sweets, asking for directions, claiming to know the child’s parents and offering them a lift home. The best way to deal with an encounter with a stranger may vary according to the circumstances, although generally it is suggested that saying “NO”, walking away, telling a trusted adult immediately or locating a safety house are good alternatives. As always, prevention is the best option and if children ensure they are always playing or walking in a familiar, open place with trusted people around, and avoid being alone or going outside in the dark, then most risks can be avoided. 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.

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Teach students that “We all have the right to feel safe all of the time” and “Nothing is so awful that we can’t talk about it with someone”. Explain what feeling safe means (being protected from physical harm or invasion of personal space, feeling happy and cared for in all environments, being provided with love, security and comfort). Talk about safe places with students and ask students to draw their safe place (it may be their bedroom, classroom or an imaginary place). Use drapes, cushions, soothing music, soft toys and positive books and toys to make a “Safe Corner” in the classroom. This can be used as an incentive or for students that require emotional management. Make a “Trust Tree”. Students trace around their own hand and then draw a labelled picture of a trusted person inside. Cut the hand out and paste to form leaves of a large “tree” on a pin-up board.

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www.edsite.com.au/pbwa outlines the Protective Behaviours Programme.

Answers

Activity 27 - Feeling Safe Students may choose any or all of the options provided. Pictures can be marked according to accurate matching. Activity 28 - People I Trust Students may use words such as safe, happy, comfortable, cared for, to demonstrate how they feel.

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students identify basic strategies to help them cope with safe and unsafe situations.

Activity 27

Feeling Safe Underline the situations which would make you feel unsafe or uncomfortable:

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walking to school by myself; being left alone; being left with a new baby-sitter; when I am being bullied; when I am alone in my bedroom at night; if a stranger talks to me; when the power goes off during a storm; if I have to walk past a house that has a big dog; when someone touches my body and I know it feels wrong; when I fight with my brothers and sisters.

Match the labels to the picture of the things you can do when you feel unsafe or uncomfortable. Discuss which you would use for the situations above.

Talk to a teacher.

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Tell a friend.

Tell a policeman.

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Safety

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.12): Students identify people in their community that they trust.

Activity 28

People I T rust Trust

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Person: ...........................................

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There are a lot of people that we can trust and feel safe with. Choose four people from this list that you trust and draw a picture of them; or think of some of your own. Mum, dad, my teacher, another teacher, police officer, my friend, my aunty or uncle, my neighbour, a Safety House adult.

Person: ...........................................

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When I am with people that I trust I feel ............................................... .................................................................................................................. Ready-Ed Publications

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Health Education Activities - Book 2

Teachers’ Notes Feelings (Activities 29 - 33) 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”. Draw a picture of their feelings or write 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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Show students a dark cloth bag and explain that it is a “feelings” bag. Reach into the bag and say you have got a feeling. Show by facial expression and body language what the feeling is. Students must guess what it is. Students may then have a turn. Write acrostic poems using feeling words, e.g. Awful Honey Nasty Amazing Gruesome Puppies Red Hot Petals Yelling ... ”I’m ANGRY!!” Yippee ... “I’m HAPPY!!” Create a “laughing circle” where one student starts off the laugh. When they pass a ball or a beanbag to the next student, they begin laughing too. As the laugh gets passed around the circle, students will soon find that they are laughing for real.

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Activity 29 - Your Feelings Students may need encouragement with some responses. Remind students that they can be good at being a good son, daughter or friend; being kind, friendly or funny. Activity 30 - Feelings Suggested responses include: Finding an injured/dead bird (sad) - Take it to the vet or bury it, talk to someone about it; Being bullied (sad or angry) - Walk away, ignore the bullies, tell a teacher or friend, go and play with some friendly children, tell the bullies to stop; Finding a damaged bike (angry); Birthday (happy, special, loved, important). Activity 31 - Bully Busters Bullies: scribble on your work; leave you out; tell secrets about you; tease you. Friends: share toys; help you; ask you to play; cheer you up; give you a card. Feel better: Students might: ask the bully to stop; tell a teacher; talk to the boy afterwards; ask the boy to play. Activities 32/33 - When you are Happy / If you are Angry Responses will vary with personal questions. Acceptable ways of dealing with anger include crying, going for a run, riding bike, going for a walk, telling someone, breathe deeply, going to room, bouncing on a trampoline. Unacceptable ways include hitting someone, screaming and shouting (depending on circumstances) and throwing something (a ball outside would be appropriate!). Page 44

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

Activity 29

Health Education Activities - Book 2

Outcome (Relates to Outcome 1.9): Students identify how strengths and weaknesses can contribute to personal feelings.

Your F eelings Feelings Complete each sentence below. Draw a picture to explain your sentence.

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Something I’m good at is ...

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Something I like to do with my family

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Something I can do to help me feel better when I’m angry is ...

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students discuss their feelings and describe how they would deal with difficult situations.

Activity 30

Feelings In the circles, draw a ‘feelings face’ like those at the bottom of the page to show how you would feel in these situations.

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What would you do if it were you being bullied? .......................................................................

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What would you do to help you feel better? ....................................................................... ....................................................................... ...................................................

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How would you feel if this was your bike?

How does your birthday make you feel?

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Health of Individuals and Populations

Ready-Ed Publications

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students identify actions that are considered bullying and look at ways of dealing with bullying.

Activity 31

Bully Busters Bullies can make you feel unhappy, scared or angry. Draw a black cloud around all of the things that bullies do and a yellow circle around things that friends do.

r o e t Scribble on your work. s B r e oo p Help youu carry your books. Ask you to play. k S Leave you out of a game. Tell secrets about you. Cheer you up when you are sad.

Tease you about something.

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Share toys with you.

Give you a birthday card.

What would you do if you saw this happening?

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............................................. How could you make the boy feel better? .................................................................................................................. .................................................................................................................. Ready-Ed Publications

Health of Individuals and Populations

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

Health Education Activities - Book 2 Outcome (Relates to Outcome 1.9): Students describe ways they express feelings when they are happy.

Activity 32

When Y ou Are Happy You Circle the things you might do when you are happy. smile

frown

skip

laugh

stamp

r o e t clap whistle s Bo hum r e p ok Anything else? ........................................................................................... u S What makes you happiest? Draw your face with a bright happy jump

smile doing what makes you happiest.

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cheer

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

Health Education Activities - Book 2

Outcome (Relates to Outcome 1.9): Students identify how they can manage their feelings in an appropriate way.

Activity 33

If Y ou Are Angry You Arrange these ways of dealing with anger into two groups. Put them in the lists below.

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cry

go for a run

hit someone

ride your bike

scream

go for a walk

tell someone

shout

breathe deeply

go to your room

bounce on a trampoline

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throw something

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What makes you really mad? Draw this happening.

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Health Education Activities - Book 2

Teachers’ Notes Achievements, Interests & Being in a Group (Activities 34 - 38) Background Information

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Suggested Activities

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Developmental milestones include the following: 2 Years - Talking in 2 - 4 word sentences; undresses and feeds self and can use toilet; able to walk and move around independently; plays with toys. 7 Years - Going to school independently - learning to read and write; begins to choose and make friends more appropriately; carries out simple tasks such as making sandwiches; tidies room; makes bed; packs school bag; participates in hobbies and leisure such as swimming, bike riding, skating. 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. Being a group member requires children to follow certain rules and procedures, as well as contributing in more informal ways like engaging in active listening, sharing and taking turns, etc.

Students create a special award for themselves for something that they can do. Awards can be decorated and displayed in the classroom. Hobby Bingo: Use a sheet of paper with approximately 20 squares on it. Ask students to brainstorm a variety of interests, and write these on the board so that students can copy one into each square. Students then circulate room, with peers signing squares of hobbies that they participate in. Use a range of games and activities that require cooperation and listening skills. Begin with activities in pairs and then move to small group work. For example give one person in each pair a simple picture card. They must then describe the picture in great detail to their partner, who draws it on a separate sheet.

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Activity 34 - My Achievements Refer to the information at the top of this page for suggestions of what students can do at ages 2 and 7. Students may wish to succeed in academic, sporting or leisure activities as they get older. Activity 35 - My Interests Students may find that hobbies and interests differ between boys and girls because of influences by family, peers and the media. Ideas of that boys and girls like are often very generalised. However, boys and girls might both like playing on playground equipment, watching television or movies, playing on the computer, using certain toys or equipment such as balls. Activity 36 - Groups Responses will vary. Activity 37 - Working Together Being part of a group requires students to follow the rules, listen to others, show manners, wait their turn, be honest, encourage - not criticise, share items and skills. In the picture, John is yelling at a group member and making him feel bad. Students may feel angry, upset or uncomfortable if placed in this group. Ideas to help solve the situation could include seeking adult help or advice, asking John nicely to give the other member a chance to explain himself, solving the situation with a group vote, saying something nice to make the boy who is crying feel better. Activity 38 - Rules Are Cool Rules are followed at home; at school; during sports; during games; riding bikes; driving cars; at the pool or beach; at clubs. Responses for the second part should reflect safety to self and others; respect towards others; being treated as they treat others, etc.

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.15): Students discuss how their personal strengths, interests and responsibilities change over time.

Activity 34

My Achievements Complete the sentence beginnings to tell about yourself. When I was about two I could ...

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

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. ta bit older I’d like to ... o When I’me c . c e her r .................................................................................................................. o t s s r u e p .................................................................................................................. ..................................................................................................................

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.15): Students discuss how their personal strengths, interests and responsibilities change over time.

Activity 35

My Interests

Write a list of five hobbies that interest you. For about how long have you been interested in each?

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INTERESTS

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.................................................................................................................. Compare your hobbies with those of others. Do boys and girls seem to have the same interests? Explain why or why not. .............................................................................

© ReadyEdPubl i cat i ons .................................................................................................................. f orthat r ev i eand wgirls pu r p os esonl y• List some• activities boys both like doing. ..................................................................................................................

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.................................................................................................................. DISCUSS AND WRITE: What was the most common interest in the class? ................................... What is a reason why children might have different interests?

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.13): Students identify and discuss the groups to which they belong and their relationships within those groups.

Activity 36

Groups Tick the groups below that you belong to. Use a different colour to tick the groups that you would like to belong to. Add extra ones in the spaces.

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football swimming tennis ...................

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Draw a picture showing what you would do in one of the groups. Make sure that you name the group. Group ____________________________

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THINK: With which group do you spend the most time? ....................................... Which group do you enjoy the most? ....................................................... Which group has the most members? ...................................................... Which group makes you feel the most special? ........................................ Ready-Ed Publications

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.13): Students identify and discuss ways they can work and communicate effectively within a group.

Activity 37

Working T ogether Together Make a list of the things you need to do when you are part of a group. ..................................................................................................................

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.................................................................................................................. Leave him alone John!!!

Come on John!

What is happening in the picture?

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Look at the picture above. ..................................................................................................................

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How would you feel if you were trying to work with the group and this was happening?

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Health Education Activities - Book 2 Outcome (Relates to Outcome 1.13): Students explain when and why rules are used.

Activity 38

Rules Are Cool Think of as many places as you can where you have to follow rules. Write them below:

Here are some classroom rules that you might have seen before. Why do you think these rules are made? Walk, don’t run in the classroom:

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.................................................................................................................. Raise your hand to speak: .....................................................................

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If you could make one more rule in your classroom, what would it be?

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Health Education Activities - Book 2

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