Health Education Activities: Book 4 - Ages 8-10 by Teacher Superstore

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r o e t s F our Bo Book r e p ok u S For Ages 8 - 10

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Health Education © ReadyEdPubl i cat i ons Australian •for f orr ev i 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 507 1

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Health Education Activities - Book 4

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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 4

Contents - Book 4 Activity Number

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Introduction Foods Groups Servings Food Match-Up Fast Food Survey Healthy Habits Personal Chart Advertising Health Products Joining In Physical Activity Fast Food Advertising Your Ad-vantage Anti-Ads That’s A Relief Medicines All Care With Medicines Action Plans Who Do You Trust? Me Interests Survey Clubs and Groups Self Esteem - 1 Self Esteem - 2 Stressed Out? Feelings Planning Your Life The Changing Me Times Are Changing Decision, Decisions Envious Environment Our Class Environment Local Environment Cycling Safely Break-A-Leg Sport About Me All Kinds of Relationships My Great Family Needy or Greedy Grief, Loss and Sadness Disabled; Not Handicapped Delightful Difference

Strand

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People and Food People and Food People and Food People and Food People and Food Health of Individuals and Populations Physical Activity and the Community Physical Activity and the Community Health of Individuals and Populations Health of Individuals and Populations 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 Development Human Relations Human Relations Human Relations Human Relations Human Relations Human Relations Human Development Human Relations Human Relations Health of Individuals and Populations Health of Individuals and Populations Health of Individuals and Populations Safety Health of Individuals and Populations Human Relations Human Relations Human Relations Human Development Human Relations Human Development Human Relations

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4 7 8 9 10 12 13 14 15 17 18 19 22 23 24 25 26 28 29 30 32 33 34 35 37 38 39 40 42 43 44 46 47 49 50 51 52 53 55 56

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1 2 3 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 34 35 36 37 38 39

Activity Name

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Health Education Activities - Book 4

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. Human Development This strand focuses on: [refer to Pages 2, 6, and 36 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 38 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 39 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 40 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 41 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 42 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 * 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 4

Teachers’ Notes Healthy Diet (P ages 7 - 10) (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 (containing carbohydrates for energy) and Fruit and Vegetable (containing many vitamins and minerals for body functions and immunity) groups, moderate amounts of Dairy, Meat & Proteins and minimal Sugars, Fats & Oils. Sugars and fats are still used in the body but are only needed in small amounts. Foods low in salt and high in calcium (which builds strength in teeth and bones) and iron (which forms part of haemoglobin to carry oxygen in the blood) are recommended, as is a regular intake of water. Many fast foods contain a high level of fats, which is only required in out diets in small amounts. Processed foods often have less nutrients than fresh foods, so a person with a diet that relies heavily on fast foods may not have a balanced diet with all of the nutrients needed for a healthy body. View television or magazine advertisements for fast foods. Discuss what it is about fast foods that attract people. What are the target audiences? Do the burgers that you get really look as good as the ones on the ads? Students make a “You Are What You Eat” picture by cutting out or drawing a face made up of the different foods that they do, or should, eat. Display in the classroom. Browse the Internet to find a variety of healthy recipes to make in the classroom. Students could work in small groups and then set up a small fund - raising stall at recess time.

www.olen.com allows students to type in fast foods to find the fat content. www.broccoli.com/institute/institutetoc.htm label reading, lesson plans, recipes and articles.

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Page 7 - Food Groups 1. Bread and Cereal - rice, toast, sandwiches, cereal, muesli, muffins. 2. Fruit and vegetables - apples, bananas, tomatoes, carrot, potatoes, soup, fruit juice, fruit rollups. 3. Dairy - milk, cheese, cream, yoghurt, ice cream, milk chocolate. 4. Meat and Protein - steak, chicken, fish, eggs, nuts, beans, burgers, bacon. 5. Fats - margarine, vegetable oils, fatty foods such as fried foods, bacon, etc. In a healthy diet, the Bread and Cereals and Fruit and Vegetable groups should appear the most. Diets may change according to day of the week (unhealthy foods may be eaten more on the weekends if families take away), the weather (hot foods such as soup eaten on cold days, less food is generally eaten in hot weather), shopping days (best food is eaten when a fridge is well stocked). Page 8 - Servings We need a balanced diet because each group of foods have different concentrations of certain nutrients. We need all of these nutrients to perform various functions in keeping our body healthy and energetic. Page 9 - Food Match Up: See the table on the next page. Page 10 - Fast Food Survey People eat takeaway food for convenience (it is fast to buy), it is considered cheaper than other meals (although this is not necessarily the case), it is influenced by advertising and marketing strategies such as free toys, etc. and because of this it is liked and considered “cool” by many children, it is accessible (many exist, most with a drive-thru), the foods are strongly flavoured so that many people seem to enjoy the taste.

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Food

brown

cream

Chocolate milk

Porridge

cream

cream/yellow

Peanuts

Spaghetti hard to soft

soft/cooked

crunchy

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yellow

brown

Steak

Butter

soft/rubbery

yellow

Cheese soft/chewy

crispy/soft

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Sausage roll cream/brown

salty

usually flavoured

salty

meaty/salty

slightly salty

salty

bland/sweetened

sweet/rich

liquid/smooth creamy/lumpy

bland (salted)

soft when cooked

green

Peas farm/in ground

pantry Dairy

Grains

Meat/Grains Dairy

farm/cows farm/crop farm farm/cows

F+V

Food group

cool place

dried

pantry

Meat/Protein Grains

Dairy/Fats+Oils.

farm/plant

farm/wheat

farm/cow

cold storage farm/cows/sheep Meat/Protein

cool in fridge

frozen

dried/oats

fridge

farm

farm/tree

fresh/tinned

From farm, ocean, etc.

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brown/white

bitter

crunchy/soft

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Potatoes

sweet

soft/juicy

yellow

Storage Fresh, frozen

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Taste Sweet, sour, bitter, etc.

Texture

Soft, crunchy, crisp, etc.

Pear

Colour

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Add some of your own .

Health Education Activities - Book 4

Page 9 - Food Match-Up

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.8): Students classify a variety of foods into food groups.

Activity 1

Food Groups Label the five food groups and list or draw five examples for each group. 2. ...................................

3. ...................................

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4. ...................................

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1. ...................................

5. ...................................

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. t o Now tick alle of the food you had in your last three main meals. c . e How many ticks did c youh score?...................................................... r e o t r s up er Which group occurred the most s often? .......................................... Why was this? .................................................................................. Is it a “healthy” group? .................................................................... Would this be the same everyday? ................................................. What would cause it to change? ..................................................... ......................................................................................................... Ready-Ed Publications

People and Food

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.8): Students understand the necessity for a balanced and varied diet.

Activity 2

Servings What makes up a balanced diet? This chart shows the five food groups and how much you should have from each group daily.

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Meat/Protein Group - 2 serves daily - (Total 2 points)

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= 1 piece of cooked meat/chicken/fish = 1 spread of peanut butter = 1 cup of cooked dried peas/beans/ = 1 handful of nuts or seeds = a few slices of cheese = 2 eggs

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1 serve

Milk Group - 3 serves daily - (Total 3 points) 1 serve

= 1 glass of milk/yoghurt/cottage cheese = 1 slice of cheese

Fruit and Vegetable Group - 4 serves daily (include 2 vegetables - yellow and green) (Total 4 points) 1 serve = medium potato/carrot/tomato/apple/orange = 1/2 cup of fruit juice.

1 serve

= 1 slice bread = 1/2 cup of cereal = 1 roll or muffin = 1/2 - 3/4 cup cooked rice, macaroni, spaghetti

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Fats - We require about 1 tablespoon per day. (Total 1 Point)

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Complete this chart and total what you would score for yesterday’s meals. Meat/Protein Milk Group Fruit and Vegies Group Bread & Cereal Group Fats

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Score

My Score Was ... 14 12 - 13 10-12 U/10

Excellent Very good Fair Balance it up

Hard to balance this!

Why do we need a balanced diet like this? ....................... ................................................................................................ ................................................................................................ Page 8

People and Food

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.8): Students discuss a variety of common foods.

Activity 3

Food Match-Up

From farm, ocean, etc.

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Butter

Spaghetti

Peanuts

Steak

Cheese

Sausage roll

Chocolate milk

Potatoes

Asparagus

Pear

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Storage Fresh, frozen

Taste

Sweet, sour, bitter, etc.

Texture

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Food

Put some of your own in the spaces.

Be a FOOD DETECTIVE. Investigate some of the food you eat.

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Soft, crunchy, crisp, etc.

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Food group

Complete this chart to show how much you know about the foods you eat. Add some more of your own in the blank spaces.

People and Food

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.8): Students discuss the role of ‘fast foods’ in their diet.

Activity 4

Fast F ood Survey Food Favourite Takeaways Conduct a survey amongst your classmates on their Fast Food Favourites. Fill in the chart below.

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“What was the last takeaway snack you ate?” Food

Tally

Hamburgers

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Fish and chips

Total

Pizza

Sandwiches Pies

Wow! That’s fast!

Chicken

Once a fortnight

Once a month

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“What is your favourite place for takeaways?” Place

Hungry Jacks McDonalds Pizza Hut KFC

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Why

Once a year

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List five reasons why people have takeaways.

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People and Food

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Health Education Activities - Book 4

Teachers’ Notes Healthy Habits (P ages 12 - 15) (Pages Background Information

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A child’s lifestyle and health habits are influenced by their environment. Many children may have not been exposed to a good diet and regular exercise at home. Providing education and access to regular fitness programmes and healthy canteen choices will increase their options. Many shopping centres now have a whole aisle dedicated to health foods and products. Some of the more common categories include: Organic foods, Wheat/gluten/dairy-free foods, preservativefree foods, vitamin and mineral supplements, Soya products, Herbal remedies, Aromatherapy, Chinese medicine, diet formulas and energy drinks. Most people who are well, with a healthy, balanced diet do not need to buy special heath food products. They are usually options for people with specific health conditions or allergies. Physical activity is a major component of a healthy lifestyle. Physical activity can be anything which raises cardiovascular function (increases breathing and heart rate) and / or exercises the larger muscle groups of the body. It can come in many forms including team sports, daily fitness, walking, dancing, leisure such as cycling, skating or swimming, or even doing some physical chores such as sweeping. Preparation for physical activity (listed in the answers below) will prevent injury and dehydration so that the most is made out of the exercise. Assign students special roles that help to make fitness and physical education more beneficial and safe, e.g. hat monitor to ensure all students find and wear hat; sunscreen monitor to give each student a squirt on sunscreen in their hands; warm-up leaders that know the right way to lead stretches; monitors to ensure all equipment is in good working order and protective gear is used correctly.

http://lessonplancentral.com/lessons/Physical_Education/ links to games and benefits of fitness.

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Page 12 - Healthy Habits Personal Chart Healthy foods - should mainly consist of fresh produce from Grains, Fruit and Vegetable, Dairy and Meat groups. Unhealthy foods - takeaway fast foods, fried foods, snacks, chips and lollies, etc. Fitness activities - sport, games, leisure, walking and cycling, etc. Short-term goals should be easily achieved such as “tomorrow I will ride to school”. Longer-term goals may involve seeing an improvement in fitness or joining a new team as a new season starts. Page 13 - Advertising Health Products Health products may include diet drinks, vitamins, medicine, herbal remedies, preservative-free products, organic foods, energy drinks, healthy cereals, food with added nutrients, e.g. cereals with added calcium and folate. Children with healthy diets generally do not need special health foods, however other products such as toothpaste, medicine when sick, and standard healthy foods such as milk, cereal, muesli bars, fruit, yoghurt, etc. are acceptable. Foods and products such as the ones mentioned above are needed to maintain body systems, functions and prevent disease. Page 15 - Physical Activity Physical activity is important to properly use the energy supplied by nutrients obtained when eating; to exercise systems such as the cardiovascular system and keep them functioning well; to keep muscles supple; to reduce fatty deposits in the body to a normal, healthy range; and to keep people happy, involved, occupied and mentally alert. Strenuous physical activity can increase breathing, heart rate, sweating. It can produce temporary tiredness and muscle fatigue, or give a sense of energy and well-being. Important preparation tips before exercise include stretching, drinking water, wearing protective gear and making sure you are protected from the sun. Alternative activity ideas include cycling, skating, helping with chores, playing ball games at recess, dancing to music, going to the beach.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.8): Students examine personal habits and set short term goals to improve health.

Activity 5

Healthy Habits P ersonal Char Personal Chartt Complete the Personal Chart below to show the state of your health. Unhealthy foods I will eat less of.

Healthy foods I eat.

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What I need to do to keep fit. © R e a d y E d P u bl i cat i ons ..................................................................... ..................................................................... ..................................................................... ..................................................................... •f orr evi ew pu r posesonl y• Activities I do to keep fit.

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o c . cheHEALTH PLAN e r o t r s super FACT: Healthy people live longer.

Plan what you need to do to become and stay healthy. To stay healthy ... Tomorrow I will ....................................................................................................... Next week I will....................................................................................................... By the end of the month I will ................................................................................ Page 12

People and Food

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.10): Students understand the role of advertising in learning about healthy and unhealthy products.

Activity 6

Adver tising Health P roducts Advertising Products The health industry is becoming a very important one as people become more aware of the need to remain healthy. What health products have you seen advertised in the newspaper or on television?

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List them. .........................................................................

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.............................................................................................. Draw some here.

Why? ..........................................................................................................................

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Draw three healthy products you should be using. Describe why you need them.

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Health of Individuals and Populations

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.6): Students gather information from friends on the physical activities they prefer.

Activity 7

Joining In Do a survey of the children in your class to find out how many children participate in the following sports or physical activities. Add any that are not in the list. Sport/Activity

Tally

Netball Football Lacrosse

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Ten pin bowling

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Swimming Diving

Gymnastics

Rollerskating Ice skating

Horse riding Canoeing Dancing

Total

Skipping Athletics

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Walking the dog Riding bikes

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Which sport or physical activity was played the most often? .............................. What is your favourite activity? ............................................................................. Why? ......................................................................................................................... .................................................................................................................................. .................................................................................................................................. Page 14

Physical Activity and the Community

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.7): Students describe the effects of varying intensities of physical activity on the body.

Activity 8

Physical Activity Why is physical activity important? ..................................................................... ..................................................................................................................................

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.................................................................................................................................. What happens to your body when you have worked hard during exercise? ..................................................................................................................................

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Brainstorm some physical activities you can take part in without playing a team sport or joining a club, e.g. Walking the dog, using the trampoline. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. Ready-Ed Publications

Physical Activity and the Community

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Health Education Activities - Book 4

Teachers’ Notes Advertising (P ages 17 - 19) (Pages Background Information

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Common drugs that are readily available and used by many adults include: Alcohol - a depressant found in beer, wine and spirits, etc. It initially creates a relaxed feeling in the consumer as it blocks messages going to the brain properly, however excessive use can cause clumsiness or lack of control over behaviour and emotions. Alcohol use has been linked to addiction, heart and liver problems and many vehicle accidents. Caffeine - a stimulant found in coffee, tea, cola drinks and chocolate. Caffeine is addictive and can cause many problems with excessive consumption, including nervous, jumpy behaviour, shakiness, disturbed sleep patterns, headaches and dehydration. Nicotine - found in cigarettes and cigars, produces a short term tingly feeling, however long-term use is highly addictive and can lead to respiratory problems, cancer, heart disease, social issues. Current legislation states that alcohol advertisements should not attempt to influence non-drinkers or under-aged drinkers, use role models for minors, show the beverage as a status symbol, a necessity or an escape or depict scenes where alcohol is prohibited. Direct cigarette advertising has been banned on Australian television and radio since 1976, and has since been phased out in all print media and sports sponsorships. All tobacco products must incorporate one of the following health warnings on their packaging on the top 25% of the packet: Smoking causes lung cancer, Smoking is addictive, Smoking when pregnant can harm your baby, Smoking kills, Smoking causes heart disease, Your smoking can harm others. Detailed health warnings and information on tar, nicotine and carbon monoxide content are also required.

© ReadyEdPubl i cat i ons Suggested •Activities f orr evi ew pur posesonl y• Watch a range of videotaped ads for anti-smoking, anti-drinking, fast food commercials, etc. Discuss target audiences, strategies to influence and potential success of the advertisement.

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www.health.gov.au/pubhlth general information on smoking. www.quitnow.info.au general information on smoking.

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Relevant Internet Links

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Page 17 - Fast Food Advertising Fast food commercials often feature young people and families having fun or promoting free gimmicks to show fast foods are beneficial. Most have slogans or jingles as well as familiar logos. Commercials feature outdoor or bright locations, family homes, “sharing” times.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.9): Students identify and discuss advertisements about products which may affect their health.

Activity 9

Fast F ood Adver tising Food Advertising Write some examples of fast food ads - both in print and on TV. .........................................................................................................

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Describe the feelings about eating fast foods these advertisements are trying to show you.

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Is their advertising successful? ................................................................................. Survey 5 people and ask if they can recall a slogan or advertisement for some form of fast food. What did you find out? ..............................................................................................

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2. Do all fast food advertisements have slogans? ................................................... List some of these: .................................................................................................... ...................................................................................................................................

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4. What do you notice the advertisers are trying to do? .......................................... ................................................................................................................................... Ready-Ed Publications

Health of Individuals and Populations

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.9): Students identify ways of promoting a healthy lifestyle.

Activity 10

Your Ad-vantage You have been given the task of producing an anti-smoking advertisement. You must show that it is ... ‘Great Not To Smoke’. Do the draft below.

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(Hint: Using pictures of friendly, fun-loving, healthy people create a collage showing them enjoying life without cigarettes.)

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Display your results, complete with slogans, on a class notice board. Page 18

Health of Individuals and Populations

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Activity 11

Health Education Activities - Book 4 Outcome (Related to Outcome 2.9): Students explore ways in which advertising can affect people’s decisions.

AntiAds Anti-Ads Many advertisements are shown to convince people to avoid unhealthy or unsafe habits, such as smoking or drink-driving.

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e.g. anti-smoking

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List three examples of commercials like this you have seen on television. Write how they are trying to stop the habit.

Shows people sick in hospital.

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Tick the strategies below that you have seen used on these “anti-ads”.

Using famous people.

Showing health risks.

. tepeople having a bad time. Using car accidents. Showing o c . c e hite r Scenes showing is not “cool”. t People telling true stories. o r s super What do you think is the best way to advertise not smoking? ................................. ................................................................................................................................... Why would this work for you? ................................................................................... ................................................................................................................................... ................................................................................................................................... Display your results, complete with slogans, on a class notice board. Ready-Ed Publications

Health of Individuals and Populations

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Health Education Activities - Book 4

Teachers’ Notes Avoiding Sickness and Danger (P ages 22 - 26) (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. Medicine can be defined as any drug or remedy for use in treating, preventing or alleviating the symptoms of a disease, however, in some cases a drug can be a chemical substance taken for the pleasant effects it produces. Therefore, drugs can only be considered as medicine if used for the appropriate purpose. Many drugs originally created or used for pharmaceutical reasons are now abused as recreational drugs.

Page 22 - That’s A Relief The best ways to avoid sickness are: Eat fresh fruit (provides nutrients that boost immunity); Take regular exercise (increases fitness and strength); Watch less TV (watching television promotes inactive use of free time); Have regular sleep and relaxation (allows the body and the mind to rejuvenate). When sick, it helps to: Rest or sleep, drink plenty of water and eat healthy foods, take vitamins or medicine, stay away from school until properly recovered, be looked after by a caring parent. Alternative medicines are usually natural (non-chemical) or gentle hands-on treatments that take a holistic approach to healing (mainly) long term or chronic complaints. Examples include vitamins, aromatherapy, reflexology (massaging points on the sole of the foot believed to correspond to affected parts of the body), massage, Chinese medicine (using a range of herbal treatments and acupuncture as methods of treatment), chiropractic. Page 23 - Medicines All Examples of: Tablets - aspirin, paracetamol, vitamins, cold and flu tablets; Ointments - antiseptic cream, anti - inflammatory cream; Droplets - eye drops, ear drops; Gas - laughing gas (at dentist); Injection - immunisation boosters, anaesthetic; Liquid - cough medicine, dissolvable aspirin. Tea caffeine; Coffee - caffeine; Beer - alcohol; Tobacco - nicotine; Cola drinks - caffeine. Page 24 - Care With Medicines We need medicine: To stop pain, to cure diseases, to control illness, to prevent illness. Some rules when using medicines are: Only take the recommended dosage; do not use medicines that are out of date; do not use someone else’s medicine; do not use if you have a known allergy or reaction to that medicine; store medicines out of reach of young children. Other signs on medicine may include: “Keep out of reach of young children” because medicines may be dangerous if taken by children in large doses; “Safety Seal” or “Childproof Cap” means that it has been made difficult for young children to open. Page 25 - Action Plans Finding a used syringe: Do not touch the syringe. Ask someone responsible to stay with the syringe whilst you go and get an adult to do the following. Do not panic. If available, use a container with a well secured lid, preferably a screw top (e.g. plastic milk, juice or soft drink bottles). Avoid using glass which may shatter, or aluminium can which may be squashed. Don’t touch the sharp point with your fingers or hands. Pick up the used needle and syringe by the blunt end, away from the point. If the plastic protective cover has fallen off, do not try to put it back on.

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Health Education Activities - Book 4

Page 25 - Action Plans (cont.)

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Put the needle and syringe, point first, into the container. Make sure the container is tightly sealed and throw into a mobile green bin. It may be a good idea to notify authorities linked with the park. Being followed by a stranger: Try to walk away from the stranger. Keep looking straight ahead, walking quickly. Do not take any short cuts through deserted areas. Find other children from your school to walk with or near, especially if their parents are with them. Locate a Safety House and ask for help. Tell your parents straight away when you get home. Injured arm: Make sure your friend is calm, still and conscious. Ask them if they are hurt anywhere else. Call for help if there are adults nearby. If there is nobody else around, try to find a Safety House. Talking into having a cigarette: Say that you do not want to. Walk away and find somewhere else to play. Let your parents or a teacher know what has happened. Say that you have somewhere else to be. If they force you to take it, say that you will have it later and then throw it in the bin. Page 26 - Who Do You Trust? “Trust” means being able to tell someone about your worries, so that they can help you or make you feel better. Trust means you can rely on someone.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.9): Students discuss ways, other than using medicines, to obtain pain relief.

Activity 12

That’s A Relief Tick ( ) the best ways to avoid sickness: Have plenty of chocolate.

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Eat fresh fruit.

Take regular exercise.

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Watch less T.V.

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Have regular sleep and relaxation.

If you get sick, what can you do? Write the things that seem to work for you.

1. ................................................................................................................................ 2. ................................................................................................................................

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People have many ways of retaining or regaining good health. Many of these are called “alternative” medicines.

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What does this mean? ............................................................................................... ...................................................................................................................................

. t“alternative” methods of health care. Here are somee o c How many more can you list? . che e r Yoga, meditation, herbalism ... r o t s s r u e p ...................................................................................

................................................................................................................................... Are you SURE this will make me feel better?

Health of Individuals and Populations

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Name ............................................

Health Education Activities - Book 4 Outcome (Related to Outcome 2.10): Students explore the types of drugs and medicines.

Activity 13

Medicines All Drugs and medicines come in a range of forms. Draw an example of each type. Ointment

Droplets

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Gas (Inhale)

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Tablets

Injection

Liquid

Drugs are also found in many common substances. Draw an example of each substance and state the drug each one contains.

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Coffee

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Drug ...................................

Tobacco

Cola Drinks

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Drug ...................................

Drug ................................... Health of Individuals and Populations

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.10): Students demonstrate the correct procedures for using medicines.

Activity 14

Care W ith Medicines With Why do we need medicines? Tick the reasons below that you think are true: To help you hear better.

To control illness.

To stop pain.

To keep young.

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To cure diseases.

To prevent illness.

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Rules with Medicines

Compile a list of three more rules we should follow when using medicines.

g. Use according to the directions on 1. e................................................................................. the label. ................................................................................... 2. ................................................................................ ...................................................................................

3. ................................................................................ 4. ................................................................................

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Fill in answers for the following.

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POISON

Draw a pill bottle with a safety seal.

Draw a safe place to store medicine.

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Why do we have safety seals? ........................................ ........................................ ........................................

Health of Individuals and Populations

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Activity 15

Health Education Activities - Book 4 Outcome (Related to Outcome 2.12): Students develop simple action plans for emergency situations.

Action Plans Sometimes we find ourselves in a situation where we are unsure what to do. Develop simple action plans for the following situations.

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You are walking in the park and you find a used syringe. Action plan

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On the way home from school you are followed by a stranger in a car. Action Plan

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You are playing at the park and your friend falls off the equipment and breaks his arm. Action plan

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Safety

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Name ............................................

Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students explain the meaning of trust and identify people that they trust.

Activity 16

Who Do Y ou T rust? You Trust? When we are faced with situations that frighten or worry us, it is important to know that there are people that we can talk to.

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Write down some people that YOU trust in each of these areas:

............................................................... ...............................................................

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In my family:...........................................

At school: ....................................................................................................................

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

In the community: .......................................................................................................

You had been bullied at school?

What does the word “trust” mean to you?

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Who would you tell if….. ...................................................................

____________________________

...................................................................

____________________________

____________________________ . te o You were finding a school subject hard? c . c e her r ................................................................................................................................... o t s super ................................................................................................................................... ...................................................................

You were feeling sick? ........................................................................................... ................................................................................................................................... You saw someone in your class take someone’s lunch?..................................... ................................................................................................................................... ................................................................................................................................... Page 26

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Health Education Activities - Book 4

Teachers’ Notes Achievements and Inter ests (P ages 28 - 30) Interests (Pages Background Information Students’ interests change according to social maturity, current trends, influences by peers and the media, changes in the weather or seasons, and changing skills or abilities.

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Suggested Activities

Relevant Internet Link

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Hold a classroom “Hobbies Day”. Each child can research a hobby that they participate in or are interested in and present what they know to the class. Each student can write two rhyming lines about their favourite hobby, dress up in the appropriate gear and perform the poem for a class assembly.

www.activeaustraliaday.com contains ideas for schools on promoting physical activity and community clubs.

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Pages 28 - Me Responses will vary for most questions. “Unique” can be defined as being “one of a kind, remarkable or unusual, special”. Page 29- Interests Survey As students get older, their interests might become related to a higher level of independence. Interests may involve peers more often rather than family. Sports interests may require a higher level of fitness or skill. There may be few similarities to the interests of a 3 year old due to the above factors, although some general interests such as model cars, dancing, music and playing ball games may still be similar. Page 30 - Clubs and Groups Clubs and groups can include sport, church, craft, music, leisure, community groups. Special rules for clubs may include attending a certain number of training sessions a week, having special roles such as looking after or setting up equipment, limiting physical contact or put-downs, working towards earning new badges or levels of achievement.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.3): Students identify feelings of self-worth by examining ways in which they are unique.

Activity 17

Me What makes you, YOU? Complete these statements to show others more about you. Foods I love ...

Things I do well ...

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2. ..........................................................

3. ..........................................................

4. ..........................................................

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1. ..........................................................

5. ..........................................................

My best subject at school ... is ........................................................... because ...............................................

I like my face because ...

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© ReadyEd............................................................. P u b l i c a t i o n s ............................................................. Things I like ... •f orr evi ew pu r posesonl y• In sport I can ... 1. .......................................................... .............................................................

3. ..........................................................

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I’m glad I’m me because ...

... just so cute and adorable!

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These things make you UNIQUE. What does this mean? ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... Page 28

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Name ............................................

Health Education Activities - Book 4 Outcome (Related to Outcome 2.1): Students identify how their personal interests change as they get older.

Activity 18

Interests Survey List five things you would consider are your current interests.

Footy!

Barbie dolls!

1. ...............................................................................

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2. ............................................................................... 3. ............................................................................... 4. ...............................................................................

This hamburger!

Survey five friends. Tally their interests here. Interest

Number

Interest

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5. ...............................................................................

Number

© ReadyEdPubl i cat i ons •you f o rr ev i e wmostpcommon ur po sesonl y• Which did discover were the interests?.................................... Interview mum and/or dad, asking the following question-

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“What were my interests when I was 3 years old?”

List your interests as a 3 year old.

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How have your interests changed? ............................ ................................................................................................................................... Are there any still the same? Why? ........................................................................... ................................................................................................................................... ................................................................................................................................... Ready-Ed Publications

Human Development

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students describe how they contribute to a club or group to which they belong.

Activity 19

Clubs and Groups List as many clubs or groups that you can think of in your community, e.g. chess club, aerobics class, netball club, etc.

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Which clubs or groups do you belong to or have belonged to in the past?

Gone to games

Organised fund-raising

Followed rules

Gone to meetings

Assisted coach

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Tidied up after games or meetings

Sold raffle tickets

Supported and encouraged other members

Looked after equipment

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What special rules does your club or group have to make sure it runs smoothly? ................................................................................................................................... ................................................................................................................................... ................................................................................................................................... Page 30

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Health Education Activities - Book 4

Teachers’ Notes Self Esteem (P ages 32 - 35) (Pages Background Information

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“Self Esteem” is how much a person values themselves and how they see their accomplishments and personal traits. A good Self Esteem helps students approach new challenges and respect themselves even when they make mistakes. A positive Self Esteem enables students to make good choices about their health habits because they want to look after their bodies. Much of a child’s Self Esteem is moulded in the early years by family and later, by peers. Providing a child with emotional support and encouragement will help to develop a more secure environment which they are willing to explore and grow.

Plan activities around the following points to raise awareness of the students’ self concepts: We all have special skills and abilities: Students can list, draw, make a mobile or mime the things that they are good at. We are all different: Create surveys and draw graphs, play “interest bingo”, talk about the benefits of diversity. We can make others feel good about themselves: Pass around sheets of paper with the students name at the top. Peers write a compliment or an encouraging comment for each person in the class. Look after your body: Keep a diary for a week. Each day, students list the healthy habits they practised, e.g. eating a good meal, exercising, getting a good sleep, brushing teeth.

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Page 32 - Self Esteem 1 Discuss student responses. Suggest using assertive language, where students identify their skills and respond by saying something positive about themselves or do something to show their worth and effort. Page 33 - Self Esteem 2 The first response could be to thank the person for the compliment. Students could also think about why they are receiving the compliment and think of something nice to say in return, e.g. “Thank you. I really enjoy art and I like the way that you teach us new ways of doing our artwork”. Page 34 - Stressed Out Stress is feeling anxious or nervous about pressure such as schoolwork, social pressures or family pressures. Actions to take when stressed include walking the dog, relaxing, playing a game, playing sport, getting a good sleep, having a hearty meal. Page 35 - Feelings Julie probably felt lonely, confused, upset, angry. Suggestions for what she could do may include going to play with someone else or asking Sarah why she doesn’t want to play. Students could suggest that asking others to play or making sure they are not feeling sad by saying something nice may help someone who has been left out.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students demonstrate how to cope with positive and negative comments from peers, family and other groups.

Activity 20

Self Esteem - 1 Sometimes our friends and family members can say or do things that are hurtful. What would you do or say to cope if these things were said to you?

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Your mother says, “You are so stupid sometimes.”

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Your best friend says, “I’m not playing with you any more because you won’t share fairly.” ...................................................................................................................................

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Name ............................................

Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students demonstrate how to cope with positive and negative comments from peers, family and other groups.

Activity 21

Self Esteem - 2 Sometimes it is difficult to accept positive comments graciously. How would you respond to these compliments?

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I really like that drawing. What makes you so clever at art?

Your coach says ... You’ve really improved your game today. What else can you do to keep on improving?

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Your teacher says ...

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................................................................................. I love you. You’re my favourite person.

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You’re my best friend because you’re so kind and considerate.

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Your baby sister says ...

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students explain the meaning of stress and consider solutions to reduce stress.

Activity 22

Stressed Out? What is stress? Discuss the meaning with your class and write your own definition here: Stress is: ....................................................................................................................

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feeling sweaty

feeling sick in the stomach

shaking hands

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© ReadyEdPubl i cat i ons Here are two things that you can do if you are stressed. • f or r e vai e p r p os ethe slist. onl y• Talk to your partner and add feww more tou the bottom of faster heart beat

headache

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Tell your family and friends.

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Draw yourself doing one of these things.

Go for a walk.

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Activity 23

Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students show fairness and consideration for others in group activities.

Feelings Today at school Julie’s best friend Sarah decided she didn’t want to play with Julie any more.

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Sarah went to the playground to play hide and seek with some other children, leaving Julie all alone.

Answer these questions.

1. How do you think Julie felt?

© ReadyEdPubl i cat i ons 2. Have you ever felt like Julie? Why / Why not? •f orr evi ew pur posesonl y• ................................................................................................................................... ...................................................................................................................................

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3. What could Julie do to make herself feel better?

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friends, what could you do to help them?

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Health Education Activities - Book 4

Teachers’ Notes Change and Making Decisions (P ages 37 - 40) (Pages Background Information

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Students need guidance to recognise and carry out the steps involved in making decisions, such as identifying all of the positive and negative consequences of making a choice, weighing up the most beneficial option for themselves and others, and evaluating their decision afterwards so that good choices can be made in the future. When a goal is identified, it should be realistic, achievable and specific. If possible, a goal should be broken into smaller goals or steps so that progress can easily be made and seen. Students should be aware that some goals are Short Term (can be achieved in days or weeks), some are Medium Term (weeks or months) and some are Long Term (need months to years to be fully achieved). Create a self-evaluation system for Health Education lessons, such as a grading system with “Excellent”, “Good” and “Could be Improved” or “Not my Best Work”, and provide a few minutes at the end of each lesson for students to fill this out. Ask students to think of a long term goal. Draw a set of stairs and on each step write something that can be done towards this goal, with a picture of themselves achieving the goal at the top. Students think of five or more major events in their life at home, at school and in the community. Draw these along a simple time line , identifying the age at which it happened, and draw a face depicting whether the event was good or bad. As an extension, students could convert this to a line that peaks and dips according to whether the event is good or bad.

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Page 37 - Planning Your Life “Achieved” means that something has been done well or completed, or a goal has been reached. Other achievement words are: Awarded - presented with a token of merit, for example, receiving a certificate for good behaviour. Accomplishment - Skill or talent that has been attained or completed. Success - a favourable outcome of something attempted. Qualify - to be competent at something. Page 38 - The Changing Me Some approximate answers for height and weight at: Birth: Weight - 2500 - 4500 gms Length - 45 - 55 cm Four years old: Weight - 12 - 25 kg Height - 90 - 110 cm Eight years old: Weight - 20 - 37 kg Height - 115 - 140 cm A birth notice is a public notice placed in the newspaper to announce and celebrate the birth of a child in the family. It usually contains information about the date and time, the child’s and parents’ names, weight and sex of the child. Hospitals measure length instead of height because newborn infants cannot stand up so it is easier to measure the child lying down. Page 39 - Times are Changing Responses will vary. Suggestions for good changes in a child’s life may include: Moving to a new home or school, joining a new club, learning new skills, making new friends, getting a new sibling, becoming better at school. Page 40 - Decisions, Decisions Students may be able to decide what book to read, what snack they want to have after school, what hobbies they have, who they choose to sit next to at school. Students may not be able to decide when they go to bed, what to eat for dinner every night, any decisions that are harmful or could upset another person, such as playing by themselves, climbing trees, etc.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students recognise the importance of goals in different life contexts.

Activity 24

Planning Y our Life Your Have you ever heard anyone say ... “What have you achieved today?”

Mum, dad! I got all my spelling right!

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What do you think this means? .....................

.......................................................................................... What other ‘achieve’ words can you find?

e.g.

achievement

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means ............................................................................

........................................ means ............................................................................

© ReadyEdPubl i cat i ons What was ........................................................................................................... •this? f o rr evi ew pur posesonl y• Have you ever wanted to achieve something that seemed impossible, even a daydream?

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.1): Students understand that their bodies change over time.

Activity 25

The Changing Me Can you fill out this information about yourself? (You may have to ask mum or dad for help.) At birth

What is a birth notice?

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Date.................................................

........................................................

Weight .............................gms

......................................................

Length..............................cms

Why does the hospital measure length rather than height?

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Hair colour .....................................

......................................................

Eye colour .....................................

......................................................

Description .................................... ...................................................... At four years old

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...................................................... Draw a picture of you here, aged 4.

Height............................... cms

Eye colour .....................................

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Draw or paste a picture of yourself now.

Now

Date............................................... Weight ............................. kgs Height.............................. cms Hair colour ..................................... Eye colour ..................................... Description .................................... ...................................................... ......................................................

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Name ............................................

Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students identify their feelings and attitudes towards changes that occur in their lives.

Activity 26

Times Are Changing Many things cause changes in your life. However, sometimes these changes cause sorrow and unhappiness. Things that can cause change include: (Tick those things that have happened to you or your family.) Losing pets

Changing house

Unemployment

Changing school

Death in the family

Illness

Divorce

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An accident

Older brothers or sisters leaving home

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Other ...........................................................................................................

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• CHANGE: ................................................................................................................. Select what you think was the biggest change. How did you feel when this happened?

YOUR FEELINGS:

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.14): Students examine the types of decisions they make.

Activity 27

Decisions, Decisions Decisions are made all the time: What to wear, how to behave, who to play with ...

?? ?

Have you ever counted how many decisions you have to make in one day? Fill out the chart below to find out.

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Decision to be made

Decided by ...

Why this person

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What you are wearing.

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When you eat today. How you behave.

Who your friends are. Your favourite book. Having your hair cut.

When you go to bed.

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What things are you allowed to decide at home? .................................................... ................................................................................................................................... What three decisions should you be able to make? Decision Because

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Because

Human Relations

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Health Education Activities - Book 4

Teachers’ Notes Environment (P ages 42 - 44) (Pages Background Information

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Students need to be aware that “environment” does not just refer to the natural world or the bush, but that it encompasses any area in which they work, rest, play or live. Looking after the environment can then be encouraged at levels where students feel they are making a valuable contribution, such as recycling paper in the classroom or keeping their room tidy at home. The look, sounds and smells in one’s environments can have a direct impact on the mood of the individual. Making an effort to have a clean, tidy environment can help a person to feel more calm and organised. Choosing colour, decorations and music may enhance the mood of an environment.

Hold a “Class Clean Up Day” where students spend an afternoon removing clutter from their desks and drawers, clear the floor, tidy shelves, etc. Display colourful artwork on the walls and play some calming music. Ask students to record their feelings about the classroom before and after the cleanup. Use old shoe boxes to create a “favourite environment” diorama. Students may wish to make a special room of their own or a natural environment. Use recycled and natural materials that have fallen from trees, etc. Interview an older person on the changes in the local environment over the last 50 years. Students can discover positive and negative changes. How could the negative changes be avoided in the future? Students each find a few dry leaves in the school grounds. Make a rubbing or trace the leaves and then write an idea inside the leaf shape about keeping our environment safe and pleasant to live in. Cut out the leaves and display on a large class tree.

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Answers

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Page 42 Responses will vary. Page 43 Responses will vary. Ideas for things that may help students to work better in the classroom include tidy desks, shelves and floor, a quiet reading or listening corner, more space to move about, music, a cooler / warmer room, colourful displays, charts to help students with frequently used words, etc. Page 44 Responses will vary. Students may like their garden, local park, a place at a relative’s house, a place where they participate in a hobby.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.11): Students identify things that are special to them in their environment.

Activity 28

Envious Environment Your environment is what surrounds you. It includes all things natural and man-made, even people.

Our Tree House

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My favourite things in the environment A list of my favourite ...

Food

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Place

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Sound

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Picture

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Smell

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Tree

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Flower

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Building .............................

Shape

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Sign

TV Advert.............................

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Colour

My Room What makes your room yours? .................................................................................

................................................................................................................................... How do you keep your room looking good?

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Why did you choose this?

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Activity 29

Health Education Activities - Book 4 Outcome (Related to Outcome 2.11): Students understand how a healthy environment can affect their performance.

Our Class Environment Draw a bird’s eye view of your classroom. What do you like about your classroom?

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Why? ......................................

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............................................... © ReadyEdPubl i cat i ons oryou r ework vi e w pur posesonl y• “If you • feelf good better.”

If this motto is true, what would make you work better in your classroom? ...........

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................................................................................................................................... List some jobs that students could do to keep the classroom tidy and pleasant.

Draw yourself doing your favourite classroom job.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.11): Students identify their personal environments and how these can be improved.

Activity 30

Local Environment Where do you consider is your favourite place, apart from your bedroom? Draw it.

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Why is this your favourite place? ................................................... ................................................... When do you go there?

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................................................... © ReadyEdPub l i cat i ons ................................................... •f orr evi ew pur pDescribe oses o nplace l y• how the makes you feel.

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Plan your poster here, then transfer the design to a larger sheet of paper.

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Health Education Activities - Book 4

Teachers’ Notes Safety (P ages 46 - 47) (Pages Background Information

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Road signs can appear in the form of notifying drivers of a road safety rule (such as stop signs, speed limits) or as a warning (such as a sign advising drivers of an upcoming set of traffic lights). Failure to follow road signs related to road rules can result in a fine and loss of demerit points. Recently, there has been publicity promoting the use of bicycles instead of driving so that exhaust emissions are reduced. With many cyclists on our roads, it is important to ensure that drivers, pedestrians and cyclists are aware of each other, use designated areas and ensure that safety equipment and protective gear is used. As well as maintaining a safe bicycle, cyclists should be aware of other safety measures such as using a helmet and wearing suitable clothing and shoes, knowing the signals to use on roads, knowing the location of allotted bike paths and giving way to pedestrians where necessary.

Divide the class up into three groups - cyclists, pedestrians and drivers. Each group must brainstorm hazards and how they can be avoided. Share answers with the rest of the class. How many overlap or are the same? Students design bumper stickers for a car advertising a safety rule or reminding drivers, cyclists or pedestrians of hazards. Cut out and colour in. Decorate class windows as a car window to display the “stickers”. Study the newspaper for two weeks. Locate stories on sports’ accidents. Paste them onto sheets of paper according to cause (Machines, e.g. cars, Other people, Equipment.

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Page 46 - Cycling Safely Stop - Driver must come to a complete halt, check for oncoming traffic in both directions before proceeding if safe. Give Way - Driver must slow down and give way to passing or oncoming traffic, then proceed if safe. Keep Left - Driver must keep to the left side of the road No U Turn - Usually at busy intersections, driver cannot do a complete turn around the intersection to drive in the opposite direction. They can turn into the next available street and find another safe place to turn. Page 47 - Break-A-Leg Sport Sprain - Ligaments (connecting bones) are overstretched or torn - a strain is overstretching of a muscle A splint or bandage is often helpful, as well as RICE (Rest, Ice, Compression and Elevation). Fracture/Break - Varies in severity from a hairline fracture (thin crack in the bone) to a complete fracture (bone broken into pieces). Intense pain usually occurs. Patient should be kept still and calm. Professional medical attention is required and a cast can be worn for 1 - 3 months to immobilise the fracture to allow healing. Dislocation - Head of a joint is moved out of the socket, causing swelling, numbness and weakness. An Xray is often required to assess the extent of the dislocation. A doctor will need to replace the bone back into the correct position. A sling is sometimes worn to reduce pull on the joint. Abrasions - Skin is scraped on hard surface, often bleeding or red. Should be rinsed in clean water, and disinfectant if possible. If the area is bleeding, should be covered in an adhesive bandage which should be changed regularly. Bruises - Small blood vessels under the skin are broken and leak out red blood cell to create a black, red or bluish mark. Chemical changes make the red blood cells break down and change colour. Apply RICE. Sport Safety Equipment - Can include helmets, pads, mouthguards, protective shoes, etc.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.12): Students identify road signs and describe correct road safety procedures.

Activity 31

Cycling Safely Can you recognise these signs? Next to each sign write what you have to do.

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Action to take ..................................................................

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Action to take ..................................................................

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......................................................................................... A Safe Bike Pictured below is a super safe bike. Score one point for each item you have on your bike or how careful a rider you are. How do you rate? How’s your score?

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20. bike right size for you

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17. seat adjusted to right height 16. secure bag rack

15. brake that works well

1. bell (working)

18. grips not worn

2. handle bars (tight)

3. working light

19. pedals straight

20 15-19 10-14 0-9

Excellent Good Fair Unsafe Fix it!

4. helmet

5. proper clothing and shoes

14. secure mud guards

6. secure reflectors (front and back)

13. tail light

7. spokes in good order 12. good tread on tyres

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11. uses bike path

10. secure chain

Safety

8. valves capped 9. follows road rules

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Activity 32

Health Education Activities - Book 4 Outcome (Related to Outcome 2.9): Students discuss aspects of safety and first aid that applies to sport.

BreakA-L eg Spor Break-A -Leg Sportt Playing sport is good for you. However, you must always take care to avoid accidents and injuries.

I always remember my protective gear!

How much do you know about these injuries? Injuries

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Sprains ......................................................................................

Dislocations ..............................................................................

Abrasions (cuts) ....................................................................... Bruises ...................................................................................... Have you ever had any of the above injuries?

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Fractures/Breaks ......................................................................

How did it happen? (If you haven’t, describe one you have seen.)

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Describe what had to be done. ............................................................................ ...............................................................................................................................

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Health Education Activities - Book 4

Teachers’ Notes Me and Those Around Me (P ages 49 - 53) (Pages Background Information

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As students begin to form more concrete friendships in middle primary, they should be able to distinguish qualities that make a “good friend”, such as honesty, loyalty, helping with problems, respecting differences. Most things that humans possess or wish to obtain are either Needs or Wants. Needs are things that are necessary for survival, such as oxygen, water, food, shelter and warmth. Wants are items that people can live without, such as toys, games, television. Some things, such as love, education and opportunities to play are not considered essential for physical survival, but to an extent are considered needs to maintain social and emotional stability in the modern world, and could be classed as Secondary Needs. Depression in childhood has recently gained much publicity in Australia. Many children are experiencing feelings of anxiousness, hopelessness. Signs of depression may include lacking energy, crying for no reason, inability to get up in the mornings, aggressive outbursts, a change in eating habits, a change in school results, withdrawn behaviour. Depression can result from genetic tendencies, specific, traumatic family events such as death of a family member or abuse or can sometimes emerge for no obvious reason. Make a class “Friendship Dictionary”. Each student finds a word to do with friendship, such as sharing, kindness, honesty, respect, and writes the meaning with a picture on an A4 sheet of paper. Staple together in alphabetical order and display. Discuss with students the concept of “family”. After students recognise that families differ widely in their size and make - up, use newspapers or magazines to make a mural of different sorts of families. Write a story: “My Best Family Day Ever”. Give students a list of items that they must categorise into “Needs” and “Wants” and then number in order of importance. Discuss differences of opinions.

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Page 49 - About Me Building words are: honesty, concern, love, respect and caring. Other words may include: helping, sharing, listening, laughing, kindness, including, complementing. Things that may break down a relationship are: lying, cruelty, teasing, leaving out, arguing, telling secrets, ignoring, taking their property. Page 50 - All Kinds of Relationships Examples of “others” that students may have talked to are: shop assistants, bus drivers, teachers, sports coaches, club leaders, siblings’ friends, baby-sitter. Check word meanings with a dictionary. Page 51 - My Great Family Students may like their family because they go on special outings together, stick up for each other, watch a special program on TV together, help each other out, get along well most of the time, celebrate special occasions together. Some of these ideas can be applied as suggestions for the other answers. Page 52 - Needy or Greedy Needs and wants are described in the Background Information. After clarifying what needs are, students may choose food, water or air as their most important need. If these needs are not met, they can result in thirst, starvation, suffocation or illness. Basic needs usually stay the same, however some needs change as people become more independent and have to provide for themselves, e.g. adults need money to survive in modern society, but children can survive off things purchased by their parents and therefore do not need money themselves. Page 53 - Grief, Loss and Sadness Sadness may be caused by loss of a loved person or special object, feeling left out or lonely, being teased, feeling a lack of skills at school or in sports, not being able to do something that you really want. Other words that can be used are: blue, upset, depressed, disappointed, sorrowful, grieving, unhappy, woeful.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students identify the characteristics on which their friendships are based.

Activity 33

About Me Circle those words you feel best describe you. leader

exciting

follower serious

happy

Add some more.

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giver

sincere

loud

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quiet

loner

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noisy

joker

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talker

selfish

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boring

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sad

listener

Incredibly popular ... and cute and adorable ... of course!

Tick ( ) those words your classmates would use to describe you.

Are they all the same? Explain any differences. .......................................................

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© ReadyEdPubl i cat i ons Friendships always need building. Colour the bricks below that show friendship •Fillf o rr evi ewwithp ur pose sonl y• building. in the empty bricks more building words. 12345678901234567890123456789012123456789012345678901234567890121 Building Friendships

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students discuss the types of relationships they have with others.

Activity 34

All Kinds of Relationships You mix with many people every day, all for different reasons. List all the people you talked to, or who talked to you, this week.

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FAMILY

FRIENDS Reason

Reason

Name

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o c . che e r o t r s super caring, kindness, courtesy, or tolerance. All these meetings are called ‘relationships’. Relationships are usually based on one of these words:

What do each of these mean?

caring ......................................................................................................................... kindness ..................................................................................................................... courtesy ..................................................................................................................... tolerance .................................................................................................................... Page 50

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Activity 35

Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students discuss the relationships that exist within the family unit.

My Great F amily Family List the names of your family in the spaces below. Describe the best quality of each family member. Best Quality - a reason for liking them

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Describe three things you like about your whole family.

1. ................................................................................

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................................................................................... What ONE thing would you change about your family?

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.1): Students explore individual differences in needs and interests.

Activity 36

Needy or Greedy Often we talk about needing something, or wanting something. Complete this chart after discussing the differences between needs and wants. Needs Wants

Sister

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Let’s look at your needs. (Write them here.) ...................................................................................

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Brother

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o c . What is the worst thing c that will happen if it isn’t met? ............................................. e her r o ................................................................................................................................... t s super Choose your greatest need. .....................................................................................

Will this need still be important tomorrow, next week, next year, in 5 years? ..........

................................................................................................................................... What will cause your needs to change? ................................................................... ................................................................................................................................... ................................................................................................................................... Page 52

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Activity 37

Health Education Activities - Book 4 Outcome (Related to Outcome 2.13): Students discuss their feelings about coping with loss and sadness.

Grief, Loss and Sadness Sadness is an emotion we all experience. What causes sadness? ....................................................

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Ask five classmates “What makes you sad?”

© ReadyEdPubl i cat i ons ................................................................................................................................... •f orr evi ew pur posesonl y• ................................................................................................................................... Find five other words that are similar in meaning to SAD, e.g. glum.

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Teachers’ Notes Acceptance and T olerance (P ages 55 - 56) Tolerance (Pages Background Information

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Disability can be mental/behavioural, sensory or physical or a combination. Disabilities are usually permanent and may be episodic. Approximately 1 in 3 people know someone with a disability. Many people with a disability live and function independently in the community, or with the help of family and friends. Tolerance refers to respecting the diversity and differences amongst others in our community and not interfering with their rights. Reconciliation is currently used in Australia as a term meaning cooperation and harmony between indigenous and non-indigenous Australians. Harmony Day is celebrated on March 21 to promote justice, equality, fairness and friendship amongst cultures in Australia. We are all members of certain subgroups, and recognition of this will help to promote harmony.

Provide students with the opportunity to explore disability by blindfolding, miming, listening to “secret sounds” on a tape, hopping races, reading coded messages. Discuss what it is like to have difficulties and how they can be overcome by helping and cooperation. Set up “Buddy Class” activities with Special Education groups so that cooperation and tolerance are practised in the learning environment. Celebrate Harmony Day by planting a tree, hosting an International Day with food, games and music from other cultures, or inviting guest speakers in to demonstrate different cultural experiences.

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www.bullyingnoway.com.au www.racismnoway.com.au www.immi.gov.au/multicultural/harmony/nat_event_sch_htm All of the sites above contain information related to inclusivity in Australia, with practical strategies to reduce discrimination.

Page 55 - Disabled; Not Handicapped Disabled: Unable to perform certain tasks in the usual manner due to a permanent physical, intellectual or mental impairment Handicapped: Being hampered or hindered by something, such as a disability. Not all disabilities are considered a handicap. Disabilities can be caused by accidents, birth defects, genetic inheritance, psychological trauma, diseases. Loss of sight - glasses, eye operations, walking sticks, guide dogs, Braille. Loss of speech - sign language, writing. Loss of limbs - prosthetic limbs, walking aids such as crutches, wheelchairs, specialised equipment such as modified cars. Page 56 - Delightful Difference Students should read out their answers on benefits from difference and share their ideas.

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Health Education Activities - Book 4 Outcome (Related to Outcome 2.1): Students describe the needs of the disabled.

Activity 38

Disabled; Not Handicapped What do these words mean? Disabled .....................................................................................................................

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................................................................................................................................... Handicapped ............................................................................................................. ................................................................................................................................... Shoelaces are a bit tricky!

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What are you unable to do properly? .................................

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Why are you unable to do this? ............................................... ..................................................................................................

How do you feel about this? .................................................... ..................................................................................................

What do you do about it? ......................................................... Complete:

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age ..................

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Disabilities can sometimes be overcome with assistance.

sight

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speech

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hearing

HELPED BY ...

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Activity 39

Health Education Activities - Book 4 Outcome (Related to Outcome 2.1): Students recognise the benefits of diversity amongst their peers.

Delightful Difference The world would be a very boring place if we were all the same. Write down some things that we could learn in these situations: A new student arrives from another country. They could teach us …

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You are a football fan but your best friend loves hockey. You could learn ...

You visit your friend one afternoon. His mother is blind and has a guide dog. She could talk to you about …

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.............................................................................................................................. she wants to be a mechanic. You could say …

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What makes YOU different from everyone else?

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