Health Education Activities: Book 5 - Ages 9-11 by Teacher Superstore

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r o e t s Book Five Bo r e p ok u For Ages 9 - 11 S

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Health Education © ReadyEdPubl i cat i ons for Australian •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 508 X

Health Education Activities - Book 5

Introduction

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This Health Workbook has been created to assist teachers in the implementation of a structured and sequential whole school approach to the teaching of Health Education. The activities have been linked to the following strands of the key learning areas from the publication Health and Physical Education - a curriculum profile for Australian schools as referenced on Page 2 of this book. References at the base of each page indicate the Strand in which the page falls, while an indication of the Learning Outcome is shown at the top of the page. Human Development This strand focuses on: [refer to Pages 2, 6, and 82 of the profile document] concepts such as growth and development, personal behaviours of people in their social, biological and physical environments, and human sexuality. Physical Activity and the Community This strand focuses on: [refer to Pages 2, 8, and 84 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 85 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 86 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 87 of the profile document] aspects of safety concerned with issues including water and road safety, strangers and unsafe situations, community action and safe practices. Human Relations This strand focuses on: [refer to Pages 3, 12 and 88 of the profile document] relationships with family, friends and group members, including communicating feelings and views, personal self worth, and community values and attitudes towards standards of behaviour.

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

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

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Health Education Activities - Book 5

Contents - Book 5 Activity Number

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Introduction Healthy Habits Personal Chart Personal Cleanliness - 1 Personal Cleanliness - 2 Healthy Teeth Care of Your Teeth Sleep Patterns Relaxation Time Management Fastest Breath in the West Lung Power Our Eyes Eye Teasers See Here Structure of the Ear Ear Care Hearing Loss Why Do You Smoke? Advertising and Drugs Pollution Solutions Safe Swimming First Aid Rules Biting and Stinging Survival Skills Where Can You Do It? Club Survey Clubs and Groups Me - Feelings Feelings Anger Examined Self Concept Score a Goal! Family Relationships Friendships I Don’t Want to do That! Ageing Activities for the Aged Special Needs of the Aged

Strand

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

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2 6 7 8 9 10 12 13 14 16 17 19 20 21 24 25 26 28 29 31 34 35 36 37 39 40 41 43 44 45 46 47 49 50 51 53 54 55

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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

Activity Name

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Health Education Activities - Book 5

Teachers’ Notes Healthy Habits (P ages 6 - 10) (Pages Background Information

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A healthy diet will be utilised by the body in an efficient manner, storing and using the energy provided by foods. Excess consumption of fatty foods or a lack of daily exercise may result in unused reserves being converted to body fats, leading to obesity. A balance of appropriate food intake and exercise is recommended. It has been shown that disease can be transferred from person to person though bodily fluids such as saliva (by sharing drinks, sucking on someone else’s pencil), not washing hands before eating (germs can remain on hands after touching the same object as a sick person has), airborne particles (coughing or sneezing without covering mouth and nose), not keeping mouth and body clean on a daily basis and incorrect storage of foods. Germs are single celled creatures - bacteria - that can live in and on our bodies. Some bacteria are “friendly” and do not cause harm to the body, whilst other can cause illness. Viruses and fungi are two other types of germs that can invade the body and cause illness or disease. Maintaining healthy gums and teeth as a child can significantly reduce the need for major dental work later in life. Plaque is a sticky film that covers teeth and attracts bacteria and sugar. Bacteria in the mouth break down sugars to make acids, which eat away at the tooth enamel and cause cavities. Plaque also causes gingivitis (gum disease) - red, swollen, bleeding gums. Regular brushing, flossing and visits to the dentist can reduce the amount of plaque on the teeth, so that risk of decay is minimised.

Suggested Activities

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Keep a container of wet wipes in the classroom to use before cooking activities, or when students feel that their hands are dirty. This is a convenient alternative to washing hands in the bathrooms if a number of students have to go at once. Students design a fantasy “Clean Machine” - a futuristic machine that will take care of all their personal cleanliness needs. Draw and label the Clean Machines and display around the classroom. Students make hygiene posters for the school canteen - to be displayed in food preparation and eating areas. Page 6 - 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 7 - Personal Cleanliness 1 Healthy actions can include showering or bathing, brushing teeth, washing hands before eating, washing and drying eating and cooking utensils, blowing nose if it is runny, avoiding touching rubbish or other people’s items if they are ill. Nail chewing - Dirt can stay under nails and you can be putting it into your mouth if you chew your nails. No handkerchief - Sneezing into the air or wiping your nose with your hand can spread germs and give your cold to others. Page 4

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Health Education Activities - Book 5

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Page 7 - Personal Cleanliness 1 (cont.) No tooth brushing - Germs can multiply in your mouth and cause decay. This may require fillings later on. No hand washing - Germs can stay on the hands and enter your mouth when you eat. Ideas for maintaining hygiene at school: Washing hands before eating and after visiting the toilet, keeping personal objects to yourself, not sucking or chewing on pencils, staying home when sick, covering mouth and nose when sneezing or coughing. Page 8 - Personal Cleanliness 2 1. b, 2. a, 3. c, 4. a, 5. b or a A shower may be healthier due to water not staying in the area. Dirt is washed away immediately instead of person soaking in dirty water. On determining which uses the most water, it depends on the level of the bath water or the length of the shower. Students may use a large trough in the shower and fill it for one minute, then multiply it by the number of minutes usually showered for. Transfer the contents of the trough into the bath and see how many loads it takes to fill the bath. Page 9 - Healthy Teeth Adults have more teeth because their mouths are bigger to accommodate them, and they eat tougher foods. Sharp and thin teeth (incisors) cut the food when biting. Wide and flat teeth (molars) grind food into small pieces to swallow easier. We can also use our teeth for smiling, talking (we use our tongue against the teeth to produce sounds), and opening or holding things, although this can lead to teeth damage. Page 10 - Care of Your Teeth Looking after our teeth is important to preserve them until we are older. Dental work is sometimes painful and expensive. Unhealthy teeth can look unattractive. Sweet, sugary foods cause the most damage, and everything very hard can chip or break teeth or can get caught between teeth. We can look after our teeth by: regular brushing; flossing; using mouthwash; making frequent dentist visits; avoiding sugary foods; eating healthy foods that are high in calcium.

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Health Education Activities - Book 5

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Outcome (Related to Outcome 3.1): Students examine personal habits and set short term goals to improve health.

Activity 1

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

Unhealthy foods I will eat less of.

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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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.......................................................... . t e o .......................................................... .......................................................... c . che e r o t r s su r pe FACT: Healthy people live longer. ..........................................................

HEAL TH PLAN HEALTH

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 6

Human Development

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Health Education Activities - Book 5

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Outcome (Related to Outcome 3.1): Students maintain and promote personal cleanliness habits.

Activity 2

Personal Cleanliness - 1 List all the actions that we should take in a day to ensure personal cleanliness. e.g. Put

on a clean set of clothes.

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Place a star (

) next to those you do each day.

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Sometimes we develop bad habits that prevent personal cleanliness. What would you say to a friend who had these bad habits, to encourage them to develop better personal habits?

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It is difficult when at school to be careful about personal hygiene. What are some simple things we can do to make it easier? e.g. Always have tissues or a handkerchief at school.

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Human Development

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Activity 3

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students identify the need for using safe and hygienic methods of food preparation.

Personal Cleanliness - 2 Match up each healthy habit with a reason for doing it, by joining with a line.

Healthy habit

Reason

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1. Cooking wearing caps and aprons.

a) To kill and wash away as many germs as possible.

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2. Washing our hands after handling rubbish.

b) To prevent bacteria and germs from reaching foods.

3. Covering or refrigerating foods.

c) To slow the growth of bacteria.

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DESIGN A POSTER An advertising agency has given you the task of promoting a new deodorant for children.

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and water before handling food.

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Your assignment: make the deodorant appealing to children.

Using a sheet of art paper draw your ideas. * Name the product. * Design the package and container. * Write the jingles or slogans. * Work out how to promote the product.

PUZZLERS:

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Which is healthier - A bath or a shower?............................................ Why? ................................................................................................... ............................................................................................................ Which uses the least amount of water - a bath or a shower?............ Devise a way of proving this. Try it. Health of Individuals and Populations

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Activity 4

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students identify and describe the function of different kinds of teeth.

Healthy T eeth Teeth Our teeth are made up of enamel (the hard outer layer), dentine (body of the tooth) and pulp (soft tissue inside the tooth). Teeth are seated in the gum and are anchored into the jawbone by roots.

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Label this diagram of the tooth with these names: enamel, dentine, pulp, root, gum.

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. te o c ....................................................................................................................... . c e hr r Why are some teeth ... e o t s s r u e p sharp and thin? ..........................................................................................

CHOMPER’S QUIZ

Why do you think adults have more teeth than children? ................................

wide and flat? ............................................................................................ Apart from eating what else can we use our teeth for? ....................................................................................................................... ....................................................................................................................... Ready-Ed Publications

Human Development

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Health Education Activities - Book 5

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Outcome (Related to Outcome 3.1): Students discuss and demonstrate ways to care for their teeth.

Activity 5

Care of Y our T eeth Your Teeth Why is it important to look after your teeth? .......................................................... .................................................................................................................................... What types of food cause the most damage to teeth? ........................................

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What healthy behaviour habits can we do to prevent tooth decay? Explain the pictures.

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Health Education Activities - Book 5

Teachers’ Notes Sleep, Relaxation & Time Management (P age 12 - 14) (Page Background Information

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Recent Australian studies indicate that up to 85% of primary school students are not meeting nightly sleeping requirements. Younger primary school students require at least 9 hours of sleep each night. The body requires sleep in order to rest the bodily functions so that they can work properly. Adequate sleep gives us the energy and brain power to last the entire day. We may need more sleep if we have had a late night, have done a lot of physical activity, eaten a large meal or are not well. Lack of sleep may result in grumpiness, clumsiness, inability to concentrate, hyperactivity, being late. Relaxation is considered important, by many, to cope with the stresses of modern society. Alternative medicines use methods such as breathing strategies, visualisation and aromatherapy to elicit relaxation. However students can find relaxation just as easily by participating in a favourite leisure activity, walking the dog, reading or listening to music. It is important for students to differentiate between relaxation and sleep. Effective time management will reduce levels of stress and allow more time for relaxation and leisure.

Write a story “The World Without Sleep”. Imagine what would happen if nobody got any sleep. What could go wrong the next day? Set aside a certain time each week for “relaxation” or use as a reward for a hard-working class. Students can bring in relaxing music, rest on the floor, draw, play quiet games or read a book. The main rule is that students are not to interrupt the relaxation of others.

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Page 12 - Sleep Patterns Most students will be sleeping for 8 - 11 hours each night, with possibly less sleep on the weekends if they go out, or more if they sleep in. We need sleep to restore the body’s energy levels and keep the systems functioning properly. For a 9 year old that sleeps for: 9 hours = 63 hours per week = 3270 hours per year = 29 430 10 hours = 70 hours per week = 3640 hours per year = 32 760 total Page 13 - Relaxation Responses will vary. Page 14 - Time Management Responses will vary.

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Activity 6

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students examine sleep patterns over periods of time.

Sleep P atterns Patterns Complete this 24 hour clock.

Midnight 24/0 1 2

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3 4 5

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Fill in yesterday’s sleeping and waking hours on the clock. Try different colours to show each.

© ReadyEdPubl i cat i ons a) When did you go to bed? ............................................ •f orr evi ew pur posesonl y• b) When did you get up? .................................................. Fill in the details for yesterday.

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d) What fraction of the day was this? ____________ 24

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c) How long did you spend in bed? .................................

Would your sleep patterns change in the weekend? ......................

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Why would this be? ..........................................................................

Time for bed!

o c . EXTRA T ASK TASK c e hbeen r How long have you asleep since you have been born? er o t s s uper Follow this formula:

Why do we need sleep? ..................................................................

Sleep for 1 day

= ................................ hours

Sleep for 1 week × 7 = .................................. Sleep for 1 year

× 52 = ................................

Sleep for me

× .......................... years old

How many years, months, weeks and days is this? .............

= ...................... hours sleep. Page 12

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Activity 7

Health Education Activities - Book 5 Outcome (Related to Outcome 3.5): Students understand the need for relaxation and discuss ways in which they relax.

Relaxation As well as our need for food, sleep and exercise, we also have a need for relaxation. What does this word mean to you?

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Relaxation: ................................................................................................................ How do you relax?

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By yourself: .................................................................................................................

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With your family:.......................................................................................................... ....................................................................................................................................

With your friends: ........................................................................................................ ....................................................................................................................................

© ReadyEdPubl i cat i ons f o rr evi ew pur posesonl y• Why was• this? ............................................................................................................. Compare how you relax with three others. What did you notice?

What was the most popular form of personal relaxation? ..........................................

DRAW: ME AT MY MOST RELAXED

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A self portrait by ............................................................................ Ready-Ed Publications

Physical Activity and the Community

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Activity 8

Health Education Activities - Book 5 Outcome (Related to Outcome 3.6): Students create a schedule to manage their time between social, physical and emotional needs.

Time Management It is important to allow time every day for exercise, relaxation, sleep, any commitments (such as clubs, training, chores around the house), spending time with friends and family and making sure our diet is balanced and healthy.

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Plan a day in the holidays or weekend making sure you include all these things.

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List the things you do during the day .......................................................... ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ...................................................................................................................... ......................................................................................................................

© ReadyEdPubl i cat i ons Timetable (Write letters next to each activity to show: E = Exercise; R = Relaxation; •f orr ev e wp ur p o ses onl y• C = Commitments/Chores; Fi D= = Friends & Family; Healthy Diet.) Time

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Physical Activity and the Community

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Health Education Activities - Book 5

Teachers’ Notes Br eathing (P ages 16 - 17) Breathing (Pages Background Information

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The act of breathing allows oxygen to enter the lungs, where it transfers to blood vessels that carry the oxygen to various parts of the body. Oxygenated blood is pumped around the body by the heart and used to produce the fuel that makes muscles work. The waste product when this fuel is made is called carbon dioxide. Carbon dioxide is transferred back through the lungs in exchange for fresh oxygen and breathed out of the body. The breathing rate of young children is usually much faster. In a child of 6 - 12 years, breathing rate at rest is usually between 15 and 25 breaths per minute. In an adult, it can range from 12 - 20 breaths per minute. Breathing rates will increase during exercise to meet the demands of the muscles working harder and requiring more oxygen. The higher the fitness level, the more easily the breathing rate returns to “normal”. Parts of the lung include: Trachea - the tube passing down the throat through which air enters and exits; Bronchi - two large branches from the trachea leading to each lung; Bronchioles - smaller branches of the bronchi within each lung; Alveoli - tiny sacs at the end of the bronchioles where oxygen in transferred into the bloodstream; Pulmonary artery - two arteries that carry deoxygenated blood to the lungs; Pulmonary vein - veins that carry oxygenated blood from the lungs to the heart. Test and compare students’ lung capacity by giving each student an identical-sized balloon and asking them to blow it up, hold it and compare it to peers. Names can be written on each balloon with a permanent marker and used to decorate the room. Note: Students with asthma or a bad chest cold should not perform this activity. Demonstrate how we rely on plants to provide us with oxygen. Place some healthy water plants inside a large tank filled with water. In a sunny place, use a large glass jar and submerge in the water, making sure it has no air bubbles. Place over the top of the plant, and soon, tiny air bubbles will appear inside the jar. If left for long enough, an air pocket will appear inside the jar. Make a working model of the lungs to show how the diaphragm works (see website below)

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www.howstuffworks.com/lung.htm describes how the lung works. www.theteacherscorner.net/thematicunits/rsystem.htm contains several good sites for experiments and activities linked to breathing. Try the ‘Do It Yourself’ lung model.

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Page 16 - Fastest Breath in the West Student’s normal breathing should be between 15 - 25 breaths per minute, rising after exercise, and dropping back to normal rate 3 - 5 minutes after exercise, depending on fitness of child. Adults have a slower breathing rate (12 - 20 breaths per minute) and may take longer to recover. Page 17 - Lung Power The chest moves upwards and outwards when we inhale. The ribs protect our lungs and attach to muscles that move when we breathe. People who have trouble breathing include asthmatics, those with allergies, hayfever, lung cancer, emphysema, cystic fibrosis; and people who smoke. We can look after lungs by not smoking, avoiding air pollution and regular (cardiovascular) exercise.

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Activity 9

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students explore the effects exercise has on their pulse rate.

Fastest Breath in the W est West Working with a partner, complete this Breathing Chart. Use other students’ results to complete your chart. Practise counting the rate of breathing over 1 minute. (Is there a short way of doing this?)

r o e t s Bo r e p ok u S BREATHS PER MINUTE

Normal breathing

* Straight 3 minutes Time to after activity after activity return to normal

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Names

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4. 5. 6.

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* Choose a vigorous activity (e.g. running for 3 minutes). The time taken to return to normal is called your ‘recovery rate’.

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Who had the shortest recovery rate? .........................................................................

.................................................................................................................................... Why would this be? ..................................................................................................... .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Page 16

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Activity 10

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students research and describe the structure and function of the respiratory system.

Lung P ower Power Our lungs are the organs which operate when oxygen is taken into the body through breathing and passed into the bloodstream. Oxygen helps cells in the body carry out their proper functions. Carbon dioxide is the waste from the cells and this is taken to the lungs and exhaled. Activities

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Place your hands on your chest and take a deep breath in. How does your chest move?

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What special bones can you feel, that protect your lungs and allow your chest to move?

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Some people have difficulty with their breathing. Name some reasons for this that you can think of:

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Draw some pictures to show how we can care for our lungs with healthy habits.

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Health Education Activities - Book 5

Teachers’ Notes The Eyes (P ages 19 - 21) (Pages Background Information

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The eye sits in the socket of the skull, protected by the eyelid, eyebrow and eyelashes. The sclera is the tough, white part of the eye which covers the eyeball. The coloured iris is made up of muscles that contract and relax to allow different amounts of light into the pupil (the hole in the centre of the iris). The cornea is the outer coating of the eye. Tiny blood vessels go though the cornea to supply oxygenated blood and nutrients to the eye. After visual information enters the pupil, it hits the lens. The lens adjusts its shape to accommodate for the correct focus on the object, then focuses the light rays on the retina (like a movie projector places an image onto a screen). During this process the image is actually flipped upside down. Receptors on the retina pass this image through the optic nerve at the back of the eye to the brain for interpretation of the image. Here, the brain reverses the image again so that it appears the right way up. Visual impairment can occur as a result of genetic inheritance, diabetes, degeneration of parts of the eye, diseases such as glaucoma, cataracts or injury. Use books or posters containing perceptual puzzles and 3-D pictures to show students that what their eyes perceive is not always what is there. Divide students into pairs. Use coins or metal washers and plastic cups. Student A stands a few metres away from Student B and covers one eye. Student B holds their arm outstretched over a desk holding a washer in their hand about 30 cm over the top of the cup. With one eye covered, Student A instructs Student B to move their hand until they think the washer will fall into the cup. Student A will say “drop”. Student B must drop the washer even if it is in the wrong place. Repeat this with the other eye covered, then with both eyes open. The results for both eyes should be much more accurate as both eyes are required for adequate depth perception. Demonstrate how the pupils change size according to the amount of light by partners observing each others’ pupils after they enter a darkened classroom after being outside in the sun.

Relevant Internet Links

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www.cln.org/themes/sight.html contains links to descriptive and diagrammatic pages, as well as some interesting and inexpensive perceptual activities.

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Page 19 - Our Eyes Match the eye parts to meanings provided at the top of the page. Page 20 - Eye Teasers The blind spot is the place on the retina where the optic nerve leaves the eye. It creates a “hole” in the image on the screen of the retina, so that a small part of the image is blocked out. The brain fills this hole in according to the information around the hole, however if a specific item is placed exactly where the blind spot appears, it is not seen, for example the image of a car in the rear vision mirror where the blindspot is. Peripheral vision is the area that we see at the edges of the image “out of the corner of our eyes”. Page 21 - See Here People protect their eyes by using safety goggles, glasses, or plastic shields attached to helmets.

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Activity 11

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students research and describe the structure and function of the eyes.

Our Eyes The sense of sight is possible through those marvellous organs called eyes. Match up the word with the meaning. Label the diagram of the eye. cornea

r o e t s Bo r e p ok u S the coloured muscles that change the size of the pupil

produces fluids to clean the eye

iris

outer coating of the eye

tear gland

the hole that light enters into

eyelid

protects the eye from dust and other objects

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pupil

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Why do we ‘cry’ when dust is trapped in our eye?

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o c . Colour che Tally e r o Brown .............................................................................................................. t r s super Blue .................................................................................................................

Take a survey in your class of eye colour. Tally the results.

Hazel ............................................................................................................... Green ............................................................................................................... Other ................................................................................................................ Which was the most common?.................................................................................. Ready-Ed Publications

Human Development

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Activity 12

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students explore the concepts of peripheral vision and blind spots.

Eye T easers Teasers

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PROCEDURE

Hold the card about 30 cm in front of your eyes.

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Use this card to find your blind spot.

MARY! Get on with your work!

Place the + on the left side and cover your left eye.

This is your blind spot.

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Can you find out why the blind spot occurs?

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Repeat with your right eye covered and the + on your right side.

Teachers have GREAT peripheral vision!

. te o How far out to the sides can you see? c . c e r Hold your hands out in h front of you and look straight ahead. e o t r s sup er Slowly move your arms apart to a point where you can just see them. This is

PERIPHERAL VISION

What is peripheral vision? .....................................................................................

your peripheral vision.

Give some situations when peripheral vision may be: (1) useful, and (2) dangerous if blocked. 1. ................................................................................................................................. 2. ................................................................................................................................. Page 20

Human Development

Ready-Ed Publications

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

Activity 13

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students understand the difficulties that can be experienced through loss of sight.

See Here Sight is considered our most important sense. The loss of sight creates many problems. How do people protect their eyes in industry? ..........................................................

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

Experiments to try 1. Choose an open space with a partner. Apply a mask or blindfold to yourself. Walk in a straight line for 20 steps, then try to return to your partner when they call you.

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

Describe what happened. ..........................................................................................

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How did you feel? .......................................................................................................

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.................................................................................................................................... 2. Using art paper and a pin, create a Braille message. Make sure you keep the letters apart. (Use the Braille Alphabet below.)

. Swap witht someone e else and attempt to decipher each of thecmessages. o . che e r o t r sI J K L M r p A B C D Es Fu Ge H N O P Q R S T U V W X Y Z

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Human Development

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Health Education Activities - Book 5

Teachers’ Notes The Ear (P ages 24 - 26) (Pages Background Information

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The ears collect, process and send sounds to the brain. They also contain fluids that control balance. Sound collects in the outer ear (the part that we can see), and travels down the outer ear canal, hitting the eardrum, a thin sheet of tissue, where the sounds are turned into vibrations. The vibrations are passes through three tiny bones in the middle ear - the malleous (hammer), incus (anvil) and stapes (stirrup). The sound is then passed into the inner ear, which has a small, curled tube called the cochlea. Inside the cochlea are microscopic hair-like receptors that move within fluid as vibrations enter. The receptors change the vibrations to nerve signals and send the sound messages to the brain via the auditory nerve. The inner ear also contains three canals with fluid inside them. As you move in different directions, the fluid moves around and informs the brain of the direction that your body is moving, so that you can adjust the body’s position and keep balanced. The fluid keeps moving after you stop, which is why people still feel like they are spinning after they get off the roundabout. Ear wax is used to trap dust particles in the canal, so that they do not enter and damage the inside of the ear. The middle ear connects to the back of the nose by the eustachian tube to equalise pressure. The tube opens when you swallow or if you are in a situation where the air pressure is changing rapidly, such as a plane or a lift (this is when the ears “pop”).

Suggested Activities

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Relevant Internet Links

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Spend some time in the classroom with nobody moving or making any noise. Students record all of the sounds that they can still hear: birds, traffic, other classes. Discuss what background noise is and why it is usually not noticed. Students sit in a circle with one student, blindfolded, in the centre. Pass a musical shaker around the circle, then one student shakes the instrument. The student in the centre has to point in the direction of the sound. Alternatively, someone says the student’s name, and they have to guess who is saying it. Discuss the importance of other senses in identifying sources of sound. Students make “secret sounds” in small groups, recording onto a tape. Play these back to the class, who have to guess the sounds.

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www.cln.org/themes/hearing.html contains links to descriptive and diagrammatic pages, as well as some interesting sound activities.

Answers

Page 24 - Structure of the Ear 1. outer ear; 2. eardrum; 3. hammer; 4. anvil; 5. stirrup; 6. auditory nerve; 7. middle ear. Other answers can be found in Background Information section above. Page 25 - Ear Care Sharp objects: Never place a sharp object in or near the ear, even if you are trying to remove something from your ear. See a doctor or an adult who will help. Loud noises: Avoid spending long periods of time near loud noises such as machinery, music or starting guns. Wear earmuffs or earplugs if the situation is unavoidable. Ear infections: Always see a chemist or doctor if you have an ear infection, as it could become worse and damage your hearing. Banging or hitting: Take care with sports or games not to hit near the eyes or ears. Page 22

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Health Education Activities - Book 5

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Page 25 - Ear Care (cont.) Occupations that may require ear protection are: construction workers, band members, workers at concert halls, lawn mowers, tree cutters, race starters, tractor drivers / farmers, factory workers, etc. Reasons for not wearing ear muffs are: They do not look good, they are uncomfortable, they are hot, they do not fit properly and fall off, they block out other sounds that may need to be heard such as a workmate speaking, people forget to wear them. Some studies have also shown that long term use of earmuffs or headphones increases the amount of bacteria in the ear. A decibel is a unit measure of sound between 0 - 150 for the human ear. 0 = The faintest possible sound detected by a human ear 30 = whisper 60 = talking 80 = hairdryer 90 = lawn mower 115 = rock concert 150 = eardrum rupture Page 26 - Hearing Loss Lip reading is the communication process used by some people with hearing deficits. They observe the movements of the lips when another person speaks and, by knowing how the letters are formed with the mouth, can work out what is being said. Lip reading could be difficult if: 2. The person was speaking in another language 3. The person was mumbling or speaking too quickly. 4. The lip-reader could not see the person speaking, such as on the telephone. 5. The lip-reader cannot hear expression in the voice, so may not be able to know how things are being said - unless reading facial expression and body language. Using the manual alphabet to communicate could be very time consuming, and each person would have to know how to spell all of the words that they are saying.

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Activity 14

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students describe the structure and function of the ear.

Structure of the Ear 4 6

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Number and match these labels to the parts of the ear on the diagram. eardrum auditory nerve anvil hammer stirrup outer ear middle ear

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Sorry mum. The message hasn’t reached my brain yet!

How do you hear? Your teacher will provide you with information to answer the questions below.

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The process of hearing can be divided into five steps. Number the boxes 1 to 5 to show the correct sequence.

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Go to bed!

. tin the inner ear vibrates. The liquid e o c . The outer ear collects sound waves directing them toward the eardrum. che e r o This causes the three tinyr bones inp thee middle ear to vibrate. st su r The eardrum moves and transmits vibrations.

The auditory nerve sends the message to the brain and you hear. Your ears also serve as organs of balance.

How does this happen?.............................................................................................. .................................................................................................................................... .................................................................................................................................... Page 24

Human Development

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

Activity 15

Health Education Activities - Book 5 Outcome (Related to Outcome 3.1): Students identify ways to prevent damage to their sense of hearing.

Ear Care Hearing is a precious sense and should be cared for at all times. Make up a rule for each of the following that will allow you to protect your sense of hearing.

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EAR DAMAGE CAN BE CAUSED BY:

Sharp objects ......................................................................................................... ......................................................................................................

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

Loud noises ............................................................................................................ ...................................................................................................... ......................................................................................................

Ear infections ..........................................................................................................

© R...................................................................................................... eadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Banging or hitting the ears. .................................................................................... ......................................................................................................

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

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Ear muffs aid in protecting our sense of hearing. List 10 occupations where these should be worn.

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...................................................................................................... Do all these people wear them? Why wouldn’t they wear them? Think of three reasons.

6. .................................. . t e 7. .................................. o 2. .................................. c . ch8.e e 3. .................................. .................................. r o t r s super 4. .................................. 9. .................................. 1. ..................................

1. ........................................................... 2. ........................................................... 3. ...........................................................

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

10. ................................

EXTRA What is a decibel? What is the legal level at which rock bands can play? Ready-Ed Publications

Human Development

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Health Education Activities - Book 5

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

Outcome (Related to Outcome 3.1): Students understand the difficulties that can be experienced through loss of hearing.

Activity 16

Hearing Loss People who lose their sense of hearing often have to learn other forms of communication. These include:

r o e t s Bo r e p ok u they S were too far away.

A. Lip Reading

What is this? ................................................................................................................

1. e.g. When

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

Buon giorno!

3. ................................................................................. 4. ................................................................................. 5. .................................................................................

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List some problems that could occur when trying to read someone’s lips.

B. Manual Alphabet Learn some letters. Work with a partner and ‘speak’ your names. What problems would you have in holding a conversation? ................................................................

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C. Signing The other way that deaf people can communicate is through signing words and concepts rather than spelling individual letters of the words out. Use any resource you can think of (Internet, write to the Deaf Society in your area) to find out more about sign language. Page 26

Human Development

Ready-Ed Publications

Health Education Activities - Book 5

Teachers’ Notes Smoking and Dr ugs (P ages 28 - 29) Drugs (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. 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.

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If the school has a badge maker, students design an anti-smoking badge with a short slogan and a mascot, and wear the badge on World No Tobacco Day (31 May) or another selected day. Using the average cost of a packet of cigarettes, students work out how much they could buy from toy or book catalogues if they did NOT smoke a packet of 25 cigarettes a day (e.g. if the average cost is $7.00, then students could buy something worth $40.00 each week, or $210.00 each month, or $2550 each year). After researching words and information related to smoking, students make crossword for each other, giving clues, e.g. 1 Across - The addictive substance found in cigarettes (nicotine). www.heartfoundation.com.au contains factual information related to smoking. www.kidshealth.org contains student-friendly information about smoking.

Answers

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Page 28 - Why Do You Smoke? Discuss results of student surveys. Page 29 - Advertising and Drugs Bans on advertising have been made to discourage young people from wanting to start up unhealthy or illegal (underage) habits and to stop the general public from feeling ‘pressured’ into buying these products. Cigarette company: may feel they are losing money. A Smoker: may want to see advertising to choose their brand. The other three examples may wish to protect the health of themselves and others and welcome the bans.

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Page 27

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Activity 17

Health Education Activities - Book 5 Outcome (Related to Outcome 3.11): Students identify factors that influence a person’s smoking habits.

Why Do Y ou Smoke? You Can you find out why people smoke? Find someone you know who smokes and carry out an interview.

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o c . che e r o t r s s r u e p Present a report to your class

“Why People Smoke - The most common reasons.” DO SOME EXTRA RESEARCH:

Be prepared with your questions.

Use a tape recorder if possible.

Addiction; Advertising Images. Page 28

Health of Individuals and Populations

Ready-Ed Publications

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Activity 18

Health Education Activities - Book 5 Outcome (Related to Outcome 3.9): Students discuss the influence that advertising has on people’s choices.

Adver tising and Drugs Advertising Over the last 20 years or so, cigarette advertising has been banned completely, and there are limits on how and when alcohol is advertised. Why do you think these bans have been made?

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...................................................................................... A smoker? .................................................................

...................................................................................... A person with lung cancer? ......................................

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

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A cigarette company? ...............................................

© ReadyEdPubl i cat i ons ................................................................................................................................ •f orr evi ew pur posesonl y• The family of someone injured whilst drink-driving?

................................................................................................................................ A young, healthy person? ...................................................................................

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Draw an image you can remember from an advertisement that is trying to prevent people from drinking or smoking.

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Why is this advertisement effective? .......................................................................... Ready-Ed Publications

Health of Individuals and Populations

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Health Education Activities - Book 5

Teachers’ Notes Pollution (P age 31) (Page Background Information

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Pollution exists in our environment largely due to human waste, industrial fumes and toxins and products of urban dwelling filtering into the air, water and land around us. Current waste concerns in Australia include littering of rubbish such as cigarette butts, plastics (including shopping bags) and larger items such as car bodies and building rubble. Current water issues include runoff from the roadside, rubbish being dumped in or near waterways and sewerage treatment. Air pollution occurs in the layer of the atmosphere closest to the ground called the troposphere by gases such as sulphur dioxide, carbon monoxide, ozone and particles such as dust, smoke and odours. Air pollution - Stretch thick rubber bands over a coat hanger so that they are taut. Hang the coat hanger outdoors in the school grounds where it is shady and dry, but wind still reaches. Keep one sample as a control. After two weeks, collect the coat hangers and look at the rubber bands with a magnifying glass. Touch them - do they feel the same? Rubber bands that are cracked or dry indicate air pollution. If they feel the same, then the air around the school is relatively clean. Land pollution - Create a “rubbish bin” by collecting a range of cleaned rubbish items and presenting to the students in a garbage bag. Wearing gloves, ask students to pull out items one at a time and brainstorm how the item may be dangerous for themselves or the land, e.g. glass bottles can break and cut people, plastic bags can choke animals. Water pollution - Use food dye or vegetable oil in a large, light coloured bowl of water to demonstrate how difficult it is to remove waste or oil spills from bodies of water.

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Page 31 - Pollution Solutions Pollution can be defined as contamination of land, air or water by man made waste. Pollution can be caused by litter or industrial waste not being properly disposed of, waste being dumped or accidentally spilled into bodies of water, toxic fumes or gases from industry, vehicle exhaust, particles in air from residential heating or burn-offs. Pollution causes health hazards: In the air - by irritating respiratory systems, especially in the sick, or people with asthma and allergies. On the land - by creating places that are unsafe to walk near as people can be cut by glass, pick up bacteria in rotting food waste, possibly come into contact with used syringes, etc. In the water - by damaging sea-life and possible passing toxins into fish that are caught and eaten, contaminating water that is stored for drinking or swimming in, by large oil spills that trap and kill sea animals and damage coral life.

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Activity 19

Health Education Activities - Book 5 Outcome (Related to Outcome 3.9): Students identify physical aspects of the community (pollution) that can affect people’s health.

Pollution Solutions Give a dictionary definition of pollution. .............................................................. ....................................................................................................................................

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What causes pollution? ........................................................................................ ....................................................................................................................................

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Draw three sources here:

© ReadyEdPubl i cat i ons When was the last time you observed pollution? •f orr evi ew pur posesonl y• Location: e.g. beach, park … .................................................................................... Describe it: ..................................................................................................................

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o c . 1) In the air? ................................................................................................................ che e r o .................................................................................................................................... t r s super 2) On the land? ........................................................................................................... How does pollution affect our health?

.................................................................................................................................... 3) In the water? ........................................................................................................... .................................................................................................................................... EXTRA: Design a poster to show how people can stop pollution. Ready-Ed Publications

Health of Individuals and Populations

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Health Education Activities - Book 5

Teachers’ Notes Safety Out and About (P ages 34 - 37) (Pages Background Information

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Statistics each year reveal drowning to be an ongoing concern in Australian waters. Safety guidelines are often modified to address the risks presented in pools and oceans. Swimming lessons are now available for most Australian school children. The beach also presents additional hazards such as stings by sea creatures, sunburn, shark attacks, injuries in the sand such as dune collapses and broken glass. The Australian bush is a harsh environment which poses many risks for campers and walkers. Climate extremes, large areas of uninhabited land, poisonous reptiles and insects are a few of the dangers. If you do plan to venture into the bush, tell someone where you are going and when you expect to return. Take a map and compass as well as emergency food and water. Check your location frequently. The following can be packed into a small survival kit: knife, signal mirror, small lighter, tweezers, fish-hooks & sinkers, fishing line, large needle, cord, pencil, signal whistle, flashlight and spare battery, compass, alcohol wipes, Band-Aids, plastic bags. Set up the classroom as a mock beach for a day. Appoint students with roles such as lifeguard, shark, swimmers and adults. Make sure that “flags” have been set up by the lifeguards and moved every now and then. Check to see if the swimmers are staying between the flags. Check to see that everyone is wearing hats and sunscreen. If the “shark” appears in the water, the lifeguards must immediately warn the swimmers to get out of the water. During the session, announce incidents such as someone getting caught in a rip, someone getting stung by a jellyfish, someone falling asleep and getting very burnt. Allow students to brainstorm and then role-play solutions. Finish off the session with a discussion and a picnic lunch on the floor. Students decide on the contents of a special First Aid kit for the beach. Each student designs a newspaper article or a television advertisement describing their product and the benefits.

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Answers

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Page 34 - Safe Swimmming Safety rules when swimming could include: In the pool: Only dive in the deep end. Do not run or play roughly around the pool. In any water: Wear sun protection such as a t-shirt, hat and sunscreen. Follow any safety guidelines that are displayed. Do not eat just prior to swimming. Only use approved flotation devices. Know distress signals if drowning. At the beach: Swim between the flags. Follow lifeguard warnings immediately. Do not take glass bottles or containers to the beach. Make sure you can be seen by an adult on the shore. A logo is a simple picture or design that represents a message Page 32

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Page 35 - First Aid Rules Cuts / Lacerations - Use a clean cloth or gauze pad to apply pressure and stop the bleeding. Wash gently with clean water and disinfectant. Apply a clean, dry bandage or adhesive bandage. Cramps - are involuntary muscle contractions that do not relax and are accompanied by a sharp sensation of pain. They often occur in the calves and sometimes in the stomach whilst swimming. Cramps are caused by a lack of hydration in the muscle, by over-exertion such as a strong kick of the legs, or sometimes in the stomach by indigestion (leading to the belief that one should not swim directly after a meal). If a person gets a cramp whilst swimming, they should try not to panic, try to float or paddle back to shore whilst stretching the leg out and rubbing the muscle. If possible, they should also try to signal for help. Sunburn is common at beaches due to the fact that most people wear less and spend a longer time in the sun at the beach. There is little natural shade and the white sand reflects around 20% of the UV rays. Sunburn can be treated by rinsing under cool (not cold) water and applying a gel such as aloe vera or other creams available from the chemist. Cool, wet compresses can be used but not ice packs directly onto the skin. Further sun should be avoided as much as possible until the sunburn is healed. If blistering and nausea or dizziness occurs, medical help should be sought. A First Aid kit should contain the following: Thin rubber gloves, Band aids and bandages of assorted sizes, antiseptic, adhesive tape, ice/hot pack, cotton swabs, saline wash, CPR mask, insect bite cream, aspirin, safety pins, scissors, tweezers, thermometer, needles, matches, torch, sunscreen and sunburn relief cream, eyewash container and a First Aid book with emergency contact details. First Aid kits are recommended as an emergency “first port of call” and often further medical attention may be required. Page 36 - Biting and Stinging Bites and stings can occur by: mosquitoes, bees, wasps, ants, spiders, scorpions, snakes, ticks, jellyfish, blue-ringed octopus, stonefish. For a non-venomous bits that have not broken the skin: 1. Wash the wound thoroughly 2. Apply an antiseptic lotion or cream. 3. Observe the wound for several days for signs of infection. Snake Bite Treatment 1. Check for dangers in the area (is the snake still around, etc) 2. Check that the bite victim is conscious and make sure that they are breathing. 3. Call an ambulance or for emergency help immediately. Do not wash the bite as a venom sample may need to be taken. 4. Apply direct pressure onto the bite, then firmly wind a flexible bandage or strips of material around the limb, starting from below the bite and moving up as far as is possible (to the armpit or groin). 5. Use a splint to immobilise the limb. 6. Keep the bite victim still and calm, and monitor their breathing. Page 37 - Survival Skills If lost in the bush: 1. DON’T PANIC! 2. Stay put - prepare shelter and fire. Also try to create a signal from the list above. 3. Conserve your food supply and strength. 4. If you leave your shelter, leave a trail to show where you are going. Trees, plants, bark, clothing, tarpaulins, blankets can all be used to construct a shelter. For survival, the following can be used: Torch - to see at night, to signal for help. Plastic bag - to collect water from the ground or tied over branches. Sunglasses - to protect eyes from the sun or to reflect the suns rays as a signal. Magnifying glass - to concentrate sun rays onto dry leaves to start a fire. Pocket knife - To remove splinters, to cut fishing line, to open containers.

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Activity 20

Health Education Activities - Book 5 Outcome (Related to Outcome 3.12): Students identify correct safety procedures for swimming in inland waters.

Safe Swimming List safety rules you should follow when swimming ... In a pool 1. .................................................................................................................................

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2. ................................................................................................................................. 3. ................................................................................................................................. At the beach

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4. ................................................................................................................................. 1. ................................................................................................................................. 2. ................................................................................................................................. 3. ................................................................................................................................. 4. .................................................................................................................................

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• NEWS SEARCH - Over 2 weeks scan through the newspapers for “water accidents”. Compile a scrapbook of them. Include floods, drownings, boat accidents, etc.

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RESEARCH TOPICS Resuscitation techniques, quadriplegia. Page 34

Safety

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Activity 21

Health Education Activities - Book 5 Outcome (Related to Outcome 3.12): Students discuss basic first aid procedures.

First Aid Rules Do you know enough about first aid for beach injuries to complete the questions below? Cuts/Lacerations: The best treatment is to .............................................................

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Cramp: What is a cramp? .........................................................................................

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What causes cramps? ................................................................................................ ....................................................................................................................................

How do you treat it? ................................................................................................... ....................................................................................................................................

Sunburn: Why do you sunburn quickest at the beach? ........................................... .................................................................................................................................... ..................................................................................................

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FIRST AID KIT FOR THE BEACH

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Activity 22

Health Education Activities - Book 5 Outcome (Related to Outcome 3.12): Students describe action plans for treating bites and stings.

Biting and Stinging You can be bitten or stung by many things found in our environment. How many can you list? ............................................

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

Do you know the correct procedure for treating a bite or sting that hasn’t broken the skin? Number these steps to show the order of treatment.

Hey watch it!

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YEOW!

Snake Bites

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Safety

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Activity 23

Health Education Activities - Book 5 Outcome (Related to Outcome 3.12): Students identify action plans for emergency situations (lost in the bush).

Survival Skills Lost! Imagine that while on a camping holiday, you wander away from the camp site and become lost. Brainstorm a list of rules that you should follow.

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

.................................................................................................................................... What could you use to make a shelter to protect yourself?

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If you had the following items with you describe how you could use them to assist with your survival. torch: ...........................................................................................................................

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plastic bag: .................................................................................................................

.................................................................................................................................... magnifying glass: ....................................................................................................... .................................................................................................................................... pocket knife: ............................................................................................................... .................................................................................................................................... Ready-Ed Publications

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Teachers’ Notes Clubs and Groups in the Community (P ages 39 - 41) (Pages Background Information Clubs and groups in Australia can attract new members by holding a display at a local area such as a shopping centre or visiting schools to talk about the club. Many clubs provide free clinics to schools to promote their activity or sport. Active Australia Day is held in late October to encourage people to join local clubs and groups.

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Relevant Internet Links

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Students can look up local community newspapers or locality guides in the telephone books and write details of the clubs onto index cards under specific headings such as Club Name, Contact Number, Contact Person, Address, What is done at the club? Who can join? Students might each take a card home and telephone the club as a homework research task. Cards can be decorated and kept in the classroom so that students have a resource to go to if they wish to join a new club. In small groups, students can make up a new idea for a club. Each group must decide on joining criteria, purpose of the club, what sort of meetings or practise sessions are held and how often, special rules of the club, etc. Each group can then design an informative poster advertising their club.

www.activeaustraliaday.com contains information about this national day, as well as ideas on how to promote clubs and groups,

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Page 39 - Where Can You Do It? Responses will vary. Students can share findings. Page 40 - Club Survey Responses will vary. Students may discover that many sporting clubs - especially outdoor ones - are seasonal due to weather changes. Other clubs amy coincide with the school year or certain holiday periods. Page 41 - Clubs and Groups Responsibilities may include the following: Guides / Cubs / Scouts: earning badges, cleaning up the hall, helping to prepare evening snacks, keeping uniform well maintained, displaying good manners in the community. Netball Club: Setting up and packing up equipment, washing bibs, recording scores, training regularly, following rules on the court and respecting the umpire’s decision, providing water to drink, wearing appropriate footwear and club uniform, as well as sun protection outside. Craft Group: Helping to decide on designs or new projects, keeping craft area tidy and safe, helping to display finished craft.

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Activity 24

Health Education Activities - Book 5 Outcome (Related to Outcome 3.6): Students identify the factors that influence their participation in a range of physical activities.

Where Can Y ou Do It? You Look at these sports shown below. Answer these questions:

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A ............. B .............. C ................................. ....................................

A .............. B .............. C .................................. ....................................

A .............. B .............. C.................................. ....................................

A .............. B .............. C .................................. ....................................

A .............. B .............. C.................................. ....................................

A .............. B .............. C .................................. ....................................

A .............. B .............. C.................................. ....................................

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A - Can YOU play the sport or activity? B - Would you like to play the sport or activity? C - Choose some of these and write down where you can do this in your local area. Why would this be fun for people to do?

A .............. B .............. C .................................. .....................................

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A .............. B .............. C .................................. .....................................

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A .............. B .............. C .................................. ..................................... Page 39

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Activity 25

Health Education Activities - Book 5 Outcome (Related to Outcome 3.13): Students gather information on clubs or groups to which other students belong.

Club Survey What clubs or groups do the students in your class belong to?

N U M B E R

Guides

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Devise a questionnaire to find out what groups they are in. Carry out a survey and graph the results.

Gym

Swimming Football

Cricket

Scouts

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Most popular group........................................... Why? ...............................................

Would this information change from week to week, season to season, month to month? Why? .................................................................................................................................... .................................................................................................................................... .................................................................................................................................... Page 40

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Activity 26

Health Education Activities - Book 5 Outcome (Related to Outcome 3.13): Students examine the roles and responsibilities associated with belonging to a club.

Clubs and Groups As a member of a club or group you have to follow some rules and regulations and also have certain responsibilities. If you were a member of these clubs what do you think some of these rules and responsibilities might be?

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Guides / Cubs / Scouts .............................................................................................. .................................................................................................................................... ....................................................................................................................................

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Netball club ................................................................................................................. .................................................................................................................................... .................................................................................................................................... ....................................................................................................................................

Craft group ..................................................................................................................

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e.g.

Attending

regular

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Choose a club or group that you have belonged to and list the responsibilities that you undertook.

practice.

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Health Education Activities - Book 5

Teachers’ Notes Feelings and Self Esteem (P ages 43 - 47) (Pages Background Information

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Child Development theorist Erikson has identified several stages in the social / emotional development of the child. During the primary school years, the child is said to be in the Industry versus Inferiority stage. Here the child learns to master the more formal skills of life: such as relating with peers according to social rules, making the transition from free play to formal learning at school and structured play such as team sports. If a child feels that they are successful in academic, physical and or social settings, then they experience a sense of accomplishment and become more industrious, however it is easy for a child to doubt their abilities and feel a sense of inferiority in these areas. Depression and Anger in primary school students is an issue that has recently gained a lot of media attention and concern amongst health professionals and educators alike.

Students think of questions that could be asked in a “Bully Survey”. Questions can be typed up and used in another class with responses being filled in anonymously. Students can then discuss the results and talk about how the main problems identified can be reduced. Create a “Problems” column, such as in a magazine. Students can each write a fictional but realistic “problem”, such as issues related to friendships, family and school. The problems can be shuffled and redistributed. Students can then write responses to the problems. Appropriate answers can be read out. Brainstorm a variety of feelings on the blackboard. Give students white paper and a range of media such as paints, crayons, pencils, magazines. Students draw and paste images to represent a feeling.

Relevant Internet Links

www.kidshelp.com.au contains information about, and related to the Australian Kids Help Line, as well as information pages for teachers and parents.

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Page 43 - Me Feelings Responses will vary. Page 44 - Feelings Two groups can be separated into “Positive Feelings” (pride, confidence, acceptance, love, respect, loyalty, excitement, sensitivity, affection, relief, sympathy, happiness, pleasure, pity) and “Negative Feelings” (jealousy, hatred, anger, sadness, frustration, sorrow, pride, vanity, rejection, fear, loneliness, depression, worry, boredom, pity). Pride could be in both groups because it is important to take pride in achievements, but pride can also stand in the way of doing the right thing. Pity may result in feeling sad or negative, but it can also be positive because it may lead to doing something kind for another person. Page 45 - Anger Examined Students may get angry because of teasing, rejection, lack of privileges, feeling restricted, finding schoolwork difficult, seeing others be unkind or cruel, worrying about war or environmental destruction. Some anger may be a short burst of temper due top something upsetting individuals, whereas other anger may be more subtle and ongoing, based on an issue such as pollution. The best ways to deal with anger can include walking away and distracting oneself from the problem, trying to solve the problem in a calm way, talking about feelings with another person, doing some physical exercise, etc. Page 46 - Self Concept “Self-Concept” or “ego” is the awareness one has of their skills, strengths and weaknesses and how they choose to express this awareness. “Selling Oneself” means to make the most of strengths by describing them in a positive way, to attract the attention of others. Page 47 - Score a Goal! Responses will vary.

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Activity 27

Health Education Activities - Book 5 Outcome (Related to Outcome 3.13): Students describe their interests and achievements that contribute to a healthy self concept.

Me - F eelings Feelings Complete this sheet and find out what makes you one of a kind. It is important to fill out all the spaces. Five words which describe my appearance.

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A saying that is me. ..................................................

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Things which make me sad.

Things I love.

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Things which make me angry.

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

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

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Find out the meanings of the underlined words, then complete the statements. I’m optimistic about … ............................................................................................. .................................................................................................................................... I’m pessimistic about … .......................................................................................... .................................................................................................................................... Ready-Ed Publications

Human Relations

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Activity 28

Health Education Activities - Book 5 Outcome (Related to Outcome 3.13): Students describe types of feelings they experience at different times of their lives.

Feelings You have experienced many different feelings throughout your life. List the things that make you feel … .......................................

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

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

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

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

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

Frightened ........................................

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

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

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Bored

Sad

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Happy

© ReadyEdPubl i cat i ons Separate these feelings into two groups. Create as title for each group. • f o r r e v i e w p u r p o e s o n l y• Jealousy, hatred, anger, sadness, frustration, sorrow, pride, vanity, rejection, fear,

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loneliness, confidence, acceptance, depression, love, respect, loyalty, excitement, sensitivity, affection, worry, relief, boredom, sympathy, happiness, pleasure, pity.

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

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Are there any in both of your groups? Explain why. .................................................. .................................................................................................................................... Page 44

Human Relations

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Activity 29

Health Education Activities - Book 5 Outcome (Related to Outcome 3.13): Students identify reasons for getting angry and discuss ways to deal with their anger.

Anger Examined

Silly questions actually!

What causes you to get angry? At home? ........................................................... ...........................................................................

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At school? ...................................................................................................................

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With other people? ..................................................................................................... ....................................................................................................................................

With the world? ........................................................................................................... .................................................................................................................................... Are these feelings or anger all the same? .............................................................

Why would they be different? .....................................................................................

Describe the last time you were angry. .................................................................

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.................................................................................................................................... What caused it? ..........................................................................................................

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.................................................................................................................................... Was this a sensible reaction? What is the ‘best’ way to deal with anger? .................................................................................................................................... .................................................................................................................................... Ready-Ed Publications

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Health Education Activities - Book 5

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

Outcome (Related to Outcome 3.15): Students identify positive aspects that contribute to their personal sense of self-worth.

Activity 30

Self Concept What is self concept? ............................................................................................ .................................................................................................................................... Do you think you have a strong self concept? YES / NO

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Why? ........................................................................................................................... .................................................................................................................................... Have you ever heard of someone ‘selling themselves’? What does it mean?

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.................................................................................................................................... .................................................................................................................................... If you were selling yourself what would you promote? Fill out this brochure and find out. FOR SALE

Make it interesting reading!

.................. ..................... ... ... ... ... ... ... ............. NAME: ... Remember … . ..................... .B .O D . ... ... ... AGE: ...... N O TI IP When you wish to sell something SCR .................... GENERAL DE ..................... ... ... ... .. ... ... ... ... ... you always list the best features. ............ ..................... ..................... ........ ... ... ... ... ..................... ... ... ... ..................... ........ ..................... ..................... ... ... ... ... ... ... T H IG E ... H ......... ....... BODY: ..................... ... ... ... ... ... ... T WEIGH RES (body): .................... GOOD FEATU ..................... ... ... ... ... ... ... .................... ............ ..................... ... ... ... ... ... ... .................... ............ ..................... ... ... ... ... ... ... ............ RES: TOP PERS .................. FACIAL FEATU BEST SUB ON ..................... ... ... ... ): .. ur J ... lo E ... o C ... T AT SCH EYES (c ............... ... .. ... .. ... O .. ... O .. ... L .. ... : .......... ...... .................. HAIR: ............ SPORTS A .............................. (face): ............ S E R .. ................ TU N ... A D ... E F ... H OBBIES: .. GOOD ............ ..... ................ ................ ..................... ... ... .. ... .. ... ... .. ... ... .. ... .. ... .. ... .. .. ... .. .. ... .. .. ......... .. ... .. .... ... .. ... .. REFEREN ................ ..................... CES (Peo ................ ........... ... ... ... ..................... ... p ... ... le ... about you to contac ..................... ): ............ t to talk ..................... .. .. ................ ................ ................ .... .... PHOTO (o .............................. ................ r drawing) .....

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Activity 31

Health Education Activities - Book 5 Outcome (Related to Outcome 3.15): Students relate their values to their personal goals.

Score a Goal! Values are things that are important to us, such as family, friends, education and hobbies that we enjoy doing. Goals are things that we want to achieve in our lives. A goal should be something that we KNOW we can reach, even if it has to be done in stages. Goals are more easily reached when they are specific, for example:

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“I will improve in spelling.”

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“I will learn five spelling words each night by writing them and spelling out loud.”

In the chart below, write down five things that you value. For each value, think of a goal that you can reach. V alue

e.g.

Goal

family

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Can you think of a goal that you used to have, and you achieved? ......................... .................................................................................................................................... Ready-Ed Publications

Human Relations

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Health Education Activities - Book 5

Teachers’ Notes Family and Friendships (P ages 49 - 51) (Pages Answers

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Page 49 - Family Relationships Responses will vary. Encourage students to discuss appropriate ways of solving family problems, such as open discussion, seeking the advice or help of other family members, trying to reach a compromise. Page 50 - Friendships Responses will vary. Students may suggest things that impress friends that are positive (such as showing kindness, consideration, helping, sharing, making them laugh) and negative (showing off by doing something dangerous or disrespectful, teasing others). We shouldn’t suggest dares because they may be dangerous, illegal, they may hurt another’s feelings or get students into trouble at school. Dares make students feel under pressure. They are not a true indication of friendship as it is forcing a student to do something that they may not want to do. Page 51 - I Don’t Want To Do That Situations showing ‘peer pressure’ are numbers 2, 3 and 5. Bullying can be reduced by: Being assertive - not doing what bullies pressure you to do. Leaving bullies alone - seeking out nicer friends. Notifying teachers or parents if bullying gets too much. Always showing kindness so that bullies learn from examples.

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Activity 32

Health Education Activities - Book 5 Outcome (Related to Outcome 3.13): Students discuss ways to manage and enhance close family relationships.

Family Relationships Complete the chart below, filling in the best qualities of each member of your family. Person

His/Her best qualities

Mother Father

Sometimes you ‘fall out’ with members of your family.

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Describe the last time this happened. .......................................................................

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.................................................................................................................................... How did you solve it? ................................................................................................. ....................................................................................................................................

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2. ................................................................................... ........................................................................... 3. ........................................................................ ........................................................................... Ready-Ed Publications

Human Relations

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Activity 33

Health Education Activities - Book 5 Outcome (Related to Outcome 3.13): Students discuss ways to manage and enhance close friendships.

Friendships What qualities do you consider make a good friend? List them in order of importance.

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Choose from these or add your own. Honest

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

Caring

Humorous

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

Wealthy

Popular

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

Sporting

Patient

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Trusting

5. ......................................... 6. ......................................... What causes you to ‘fall out’ with your friends?

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Activity 34

Health Education Activities - Book 5 Outcome (Related to Outcome 3.13): Students identify peer pressure and consider solutions to reduce bullying.

I Don ’t W ant to do That! Don’t Want Sometimes, people force others to do something that they really don’t want to do. This is known as peer pressure. Place a tick (

) next to the situations that you think are peer pressure.

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Asking someone if they would like to join your team.

Teac he r

Telling a girl in your class that she is not cool unless she wears the latest t-shirt. Asking your brother to help you tidy up the mess you both made.

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Daring your friend to smoke a cigarette after they said they don’t want to.

Think of four ways that you can help reduce bullying.

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Apart from peer pressure, there are many other forms of bullying that can make others feel lonely, sad, scared or angry.

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Health Education Activities - Book 5

Teachers’ Notes Ageing (P ages 53 - 55) (Pages Background Information

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Although certain changes are believed to occur with age, such as reduced eyesight and vision, students should be aware that many changes are not inevitable, and senior citizens contribute significantly to our society. Older people have a wealth of knowledge and experience that they can pass on to others as mentors and as relatives or friends. The retired population save enormous amounts of money in society by participating in volunteer work. Most elderly people are able to self-fund their life after retirement due to superannuation, contrary to the belief that older people cost society money to look after them. Older people also often provide financial assistance to their adult children, as well as support them in child minding and other domestic needs. Older people are individuals with rights and unique personalities. Many older people continue to learn well into their 80’s, attending classes for seniors, participating in hobbies, and adapting to new technologies that emerge in their lives, such as compact discs and the Internet.

Conduct a special craft project, making something useful for older people at a local retirement village, or learn a song to perform at the village. Research significant events that have happened over time, such as World Wars, landing on the moon, certain inventions; and create questions that can be used to interview an older person to get a first-hand account of what these events were like. Invite grandparents into the class to teach students a specific skill, such as woodwork, to encourage students’ awareness that older people have much to contribute.

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Page 53 - Ageing Biological : Related to the physical changes in the body. Psychological : Changes in the emotional responses of the person, how they feel about themselves. Social : How the person interacts with others. Assistance for: Sight - glasses, magnifying glass, eye operation, walking stick, large print books, books on tape; Hearing - hearing aids, lip-reading, sign language, speaking more clearly. Page 54 - Activities for the Aged Some sports and hobbies, such as cricket and going to the movies, can be enjoyed by all ages. Younger children may enjoy interests related to toys, whereas older people may prefer more independent activities. Some sport may become less active as people get older, however this is not always the case. Some hobbies of older people may reflect hobbies that were more popular in earlier decades. Page 55 - Special Needs of the Aged Older people sometimes need looking after if their physical or mental state happens to decline. People could help the aged by teaching them how to use new technology or techniques. For example, aged people could learn to use a microwave oven to heat up frozen meals or banking over the telephone if they are unable to leave home. Many organisations that assist people with cleaning and gardening exist. It may help to discuss ways to maintain dignity by assisting as little as possible so that independence of the older person is still recognised. Definitions of ailments can be checked against student resources.

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Activity 35

Health Education Activities - Book 5 Outcome (Related to Outcome 3.9): Students describe the health needs of the aged.

Ageing Ageing is a process that affects all of us in three basic ways biologically, psychologically and socially. Use a dictionary to provide a meaning for each of these:

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Biological .......................................................................................

Psychological ............................................................................... The biological changes include:

Sight and Hearing

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Social ..............................................................................................

The first sign of ageing is usually failing eye sight and hearing. How do people assist these senses when they are failing? Draw three ways for each sense. Hearing Sight

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Extra Think of an older person that you know who is still active. Write down all the things they still do, e.g. dancing, driving, golf, etc. Name Activities .....................................

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Health of Individuals and Populations

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Health Education Activities - Book 5

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Outcome (Related to Outcome 3.6): Students explore how types and levels of physical activity vary at different stages of life.

Activity 36

Activities for the Aged How do our activities change as we age? Conduct a favourite sports and hobbies survey and fill in your information below. 1. AMONG SCHOOL CHILDREN

Sports

Hobbies

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

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Are there any sports played at all ages? ..........

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

Are there any hobbies common to all ages?...... Why/Why not? ................. ........................................

Sports

Hobbies

2. AMONG 18 - 20 YEAR OLDS

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

Sports

Hobbies

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

change as people get older? ..............................

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

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

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

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Sports

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Why would this be so?.... ........................................

Hobbies

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

4. AMONG SOME OLDER PEOPLE

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

........................................ Compile a report: ‘Sport Through the Ages’ to tell of your findings. Page 54

Physical Activity and the Community

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Activity 37

Health Education Activities - Book 5 Outcome (Related to Outcome 3.9): Students describe the health needs and care of the ageing.

Special Needs of the Aged What things do you need other people help you with? Circle those you don’t do by yourself. shopping

dressing

eating

cooking

washing

cleaning

gardening

banking

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Why do older people sometimes require looking after? ......................................

Meals on wheels!

What would they need most help with? Circle the most likely.

shopping

dressing

eating

cooking

washing

cleaning

gardening

banking

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© ReadyEdPubl i cat i ons 1. ................................................................................................................................. •f orr evi ew pur posesonl y• .................................................................................................................................... Write three ways we could help the aged with an activity named above.

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Ageing affects us all in many ways. Choose one of these ailments and research it. Write a definition of your choice below.

Gout, Alzheimer’s disease, arthritis, hardening of the arteries. (N.B. Not all of these are necessarily associated with age.)

Health of Individuals and Populations

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Health Education Activities - Book 5

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