Health Education Activities: Book 6 - Ages 10-12 by Teacher Superstore

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r o e t Six s Book Bo r e p ok u F Sor Ages 10 - 12

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

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 509 8

Health Education Activities - Book 6

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 50 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 52 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 53 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 54 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 55 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 56 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 6

Contents - Book 6 Activity Number

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Introduction Eat to Live, Not Live to Eat - 1 Eat to Live, Not Live to Eat - 2 What Food do we Need? Food Choices Exercise Now - Do It! Exercising For Fitness The Way We Live Being Healthy Is Popular Pulse of Life Working Your Heart Circulation of the Blood Group Idea Sharing Finding Out About Your Framework What Does What? Growing Up is Great - But Confusing! Travelling First Aid A First Aid Kit For Your House Storing & Using Household & Garden Chemicals Speedy Action Poisons in the Home How the Government Helps Why Worry? Who Pays For Our Lifestyle? People Involved in Our Health Let’s All Have A Smoke Do You Know Yourself Goal Setting - 1 Goal Setting - 2 Work, Rest and Play Decision Making Heroes Do You Know Your Friend? Good Relations Who Do You Know? Group Membership Active Listening Assert Yourself

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

2 7 8 9 10 14 15 16 17 18 19 23 24 26 27 29 33 34 35

Safety Safety Health of Individuals and Populations Health of Individuals and Populations Health of Individuals and Populations Health of Individuals and Populations Health of Individuals and Populations Human Relations Human Relations Human Relations Health of Individuals and Populations Human Relations Human Relations Human Relations Human Relations Human Relations Human Relations Human Relations Human Relations

36 37 40 41 42 43 45 47 48 49 50 51 53 54 55 56 57 58 59

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19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37

Strand

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Activity Name

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Health Education Activities - Book 6

Teachers’ Notes Healthy Eating (Activities 1 - 4) Background Information

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Suggested Activities

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The Healthy Diet Pyramid is one of the best-known guides to good eating. The guide encourages the following: Eat Least - Sugar, alcohol, oil, margarine, fatty foods; Eat Moderately - lean pork and beef, poultry, fish and shellfish, nuts, dairy products including milk, ice-cream, yoghurt and cheese: Eat Most - Bread, grains and cereals including rice, wheat, millet, corn, rice cakes, barley, oats. Fruit and vegetables (all varieties). Fats are very high in energy and we only need a small amount each day. Sugar and alcohol have little nutritional value. Salt is already found naturally in many foods, so does not need to be added. Foods found in the “Eat Moderately” and “Eat Most” categories contribute most of the nutrients required to give us sustained energy for activity and growth, maintain our body systems and give our immune system the support it needs. These hints will help to keep foods at their most nutritious: Choose fresh or frozen vegetables, avoid peeling fruits and vegetables where possible, try wholemeal varieties of breads and cereals, drink plenty of water, choose lean meats, trim off all visible fat and remove skin from chicken, avoid deep frying or adding oil, butter or margarine, use fresh herbs or spices to flavour foods instead of adding butter or salt. When choosing foods, read the labels to check for high sugar, salt, fat or preservative content. The further down the list these things are, the less the product is likely to contain.

Make a pamphlet with ideas from Activity 2 on eating habits. Illustrate for a Junior ‘buddy’ class. Create a restaurant menu with meals for certain types of people, e.g. the Athlete’s Burger; the FluRidden Fusspot; the Dieter; and describe and/or draw meals for each. Collect pamphlets or menus for local restaurants. Place items in order from most to least healthy in small groups. Students could write letters praising healthy restaurants.

Relevant Internet Links

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www.eatright.org/ermprev.html contains short passages of information suitable for teacher reference and student research on a large range of dietary issues. www.nutritionaustralia.org contains an excellent section (under nutrition for all ages) on nutrition in schools for teachers. Activity 1 - Eat to Live, Not Live to Eat 1 Answers will vary. Students should have more foods from the “Eat Most” and “Eat Moderately” categories. Activity 2 - Eat to Live, Not Live to Eat 2 Some possible reasons people could overeat or under-eat include: Overeating: Stress - “Comfort” food when you are upset, e.g. you eat it to make you feel better. To warm you up or cool you down in winter and summer, e.g. hot soups, or cold ice creams. Boredom; Habit, e.g. eating while watching TV, or having an afternoon snack even if you’re not that hungry; For social reasons, e.g. sharing a bag of chips with friends; Because you are addicted to the taste, e.g. of very sugary or very salty foods; Anger - e.g. to get back at a parent by eating when they’ve told you not to; Health problems - your body is sending out wrong signals that you are hungry. Undereating: Too busy, don’t have time to sit down and eat properly; Trying to lose weight in an unhealthy way by not eating properly; Anger - to get back at your parents by refusing to eat; Stress - too upset or tense to eat; Unhappiness - too upset to eat; Not recognising hunger signals properly; Not being organised and carrying lunch and snacks with you if you are out all day; Health problems that suppress your appetite; Don’t like the types of food you have to eat. Page 4

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Health Education Activities - Book 6

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Possible Strategies for People to Improve Their Eating Habits: Keep a “meal diary” to record what and when you eat each day, to help you see any unhealthy patterns; Before you eat, think about why you are eating at that time - if it is habit, are you really hungry? If you realise you are eating because you are upset or bored or angry, address that problem instead - if you are bored, find something interesting to do; if you are upset, work out a way, such as taking a bath, to make you feel better; Pack healthy snacks. Eat balanced meals throughout the day, so your energy levels stay constant; Avoid fatty or sugary foods except on special occasions; Be creative with food to make things you like, e.g. if you don’t like raw fruit, learn ways of making fruit smoothies or fruit fritters; Work out healthy “comfort foods”, e.g. hot vegetable soup rather than hot chips; ice blocks rather than ice creams; If you feel hungry all the time, or you don’t ever feel hungry, go to a doctor to check whether you have any health problems that could be affecting your appetite. Activity 3 - What Food do we Need? Answers can be discussed from student information page. If an inactive person eats mainly starch, sugar and fats, they will have additional storage of unused “energy” that will be converted to body fat. Over time, this could result in obesity, as well as other health problems such as heart disease and high blood pressure. Activity 4 - Food Choices Responses will vary. Check that students have categorised foods properly. Friends and family can influence your food choices by eating the foods themselves and saying that they are tasty, healthy or “cool” to eat, or by preparing or sharing these foods with you. Students should be encouraged to realise that they should eat more fresh fruit and vegetables, breads and cereals, calcium-rich dairy products and lean meats, and less fatty, salty or sugary foods.

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Health Education Activities - Book 6

Students’ Notes for this Section Staying Healthy

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To stay healthy, everyone needs a daily intake of the six types of nutrients: proteins, carbohydrates, minerals, vitamins, fats, and water. But some people have extra nutrient needs, or get their nutrients from special types of foods. Babies are growing very quickly, so they need lots of iron, calcium, and Vitamin D - a vitamin that helps to absorb calcium. Because they do not have many or any teeth, babies get most of their nutrients from breast milk or a special type of baby milk called formula. When they start eating solid foods, at about 6 months of age, they only eat very mushy, plain foods so that they do not hurt their soft mouths. As children get older, they continue to need high levels of calcium and iron, but they also need extra fibre. Most of the bone mass for your skeleton is built while you are a child and teenager, so you need as much calcium as possible from foods such as yoghurt or low-fat milk and cheese. Iron carries oxygen around the body. Children and teenagers can lose a lot of iron through sweat when they exercise heavily. Because of their rapid growth, teenage boys can also need extra iron. Teenage girls can also lose lots of iron when they start menstruating. Eating lots of meats, nuts, and iron-fortified foods can help these groups. Iron-fortified foods may also be fibre-enriched, to make your bowels regular, and to reduce the chance of cancer and heart disease later in your life. As an adult, very active people also have special nutrient needs. Athletes and people who work in physical occupations need enduring energy, not just a quick spurt of energy which will disappear after 20 minutes. They eat a lot of carbohydrates, such as pasta, bread and cereal, as these give energy over a long period of time. People trying to build big muscles for their work might eat lots of proteins and iron to help muscle growth. However, athletes who need to be quick don’t eat as many proteins or fats, because it slows down the digestion. Both physical workers and athletes, though, need to be careful to eat enough food and nutrients to meet their body’s calorie needs, especially if they are a child or a teenager and still growing, because the extra exercise uses up more calories. They also need extra water, as they are losing water through sweat. If a physical worker or an athlete sweats heavily, they may need to eat more fruits and vegetables to get extra minerals such as potassium and sodium. Senior citizens need less energy-rich foods because they are not as active as when they were young. Because their appetites can be small, they need “nutrient-dense” foods - that is, foods that contain a lot of vitamins, minerals, carbohydrates and proteins in one serve. They especially need lots of fibre to help prevent the diseases elderly people are particularly prone to - coronary heart disease, obesity, diabetes, cancers, haemorrhoids, varicose veins and constipation. They also need to eat lots of dairy foods to provide calcium, which slows bone loss and prevents osteoporosis. But they need to be careful not to eat many high sugar foods, as the mouth doesn’t produce as much saliva in old age, which puts elderly people at a higher risk of tooth decay. High sugar intake can contribute to development of diseases the elderly are particularly prone to diabetes, obesity, cancer and heart disease.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.8): Students classify foods into the five food groups and understand the need for a balanced diet.

Activity 1

Eat to Live, Not Live to Eat - 1 What did you eat yesterday? FOR BREAKFAST

Write your lists in the spaces on the right.

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FOR LUNCH

FOR DINNER

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

Is your DAILY DIET a balanced one, with the right foods being eaten in the right amounts?

Bread/Cereal Vegetable/Fruit Meat/Legume Group Group Group

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Transfer yesterday’s foods to the correct columns below.

Milk Group

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Fats and Oils

Well! Is there a balance?......................... What did you have that wasn’t really necessary? ................................................................. What do you need more of? ................................................................................................. Ready-Ed Publications

People and Food

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.7): Students identify and discuss the factors that influence personal food intake.

Activity 2

Eat to Live, Not Live to Eat - 2 We eat for a variety of reasons. Brainstorm a list of ideas about why people overeat or under eat, e.g. stress.

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© ReadyEdPubl i cat i ons Which one of the above could apply to you? ........................................................................ •f orr evi ew pur posesonl y• .............................................................................................................................................. .................................................................................................

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Devise a list of strategies for people who don’t eat a properly balanced diet to improve their eating habits.

e.g. Eat regularly throughout the day. ...........................................................................................................................

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People and Food

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.8): Students understand that nutritional needs vary among individuals.

Activity 3

What F ood do we Need? Food WHAT ARE THE RIGHT FOODS FOR THESE PEOPLE? YOU - A GROWING PERSON

Which nutrients? .......................................

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Which foods? ............................................

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A PHYSICAL WORKER

AN ATHLETE

Which nutrients? .......................................

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A BABY

© ReadyEdPWhich ubfoods? l i ca t i ons ............................................ ................................................................... ................................................................... •f orr evi ew pur posesonl y• ...................................................................

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Which foods? ............................................

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A SENIOR CITIZEN

Which nutrients? .......................................

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

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Which foods? ............................................ ................................................................... ...................................................................

THINK! What could happen if a very inactive person has a diet that is mainly starch, sugar and fats? ............................................................................................................................................. Why could this happen? ....................................................................................................... ............................................................................................................................................. Ready-Ed Publications

People and Food

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.8): Students discuss influences on personal food intake.

Activity 4

Food Choices Write your ten most favourite foods in the spaces provided. Then put ticks in each column using this key: -Tick foods that are family favourites. -Tick foods that you know some of your friends like. -Tick foods that belong in the Vegetable/Fruit group. -Tick foods that belong in the Bread/Cereal group. -Tick foods that belong in the Milk group. -Tick foods that belong in the Meat group. -Tick foods that belong in the Oils and Fats group.

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FAMILY FRIENDS V-F B-C MILK MEAT O-F

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FAVOURITE FOOD

e.g.

FAMILY FRIENDS

V-F

B-C

MILK

hamburgers

1. 2. 3.

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Some foods may belong in more than one group. Tick each group they belong in. MEAT

O-F

4. 5. 6.

9. 10.

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Check your chart.

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COMMENT: How do your family and friends influence your choices of the foods you eat?

.............................................................................................................................................. .............................................................................................................................................. As a whole, do your favourite foods represent a balanced diet? ......................................... If you were allowed to choose your own meals what foods would you need MORE of to stay healthy? .............................................................................................................................................. What foods would you need to eat LESS of? .............................................................................................................................................. Page 10

People and Food

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Health Education Activities - Book 6

Teachers’ Notes Exercise and Lifestyle (Activities 5 - 10) Background Information Students can use their “pulse timers” for the activity on p. 9. Alternatively, they can measure their pulses by using their index finger to press on their wrist pulse or throat pulse, counting the number of beats for 15 seconds, then multiplying by 4. The average pulse rate for children is 80 to 100 beats per minute. For adults, the average is 60 to 80 beats per minute. Page 11: Distribute and/or refer to the Student Information Page on “A Healthy Life”. Students can use this to deduce possible consequences of living an unhealthy life.

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Suggested Activities

Relevant Internet links

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Students work in small groups to design one aspect of a fitness programme. Sections are then taught to the rest of the class and run together as a daily routine. Students design board games on the theme of ‘healthy food and exercise’ with ‘Chance Cards’ depicting choices and outcomes. Board games can be shared with another class.

www.heartfoundation.com.au contains project material, physical activity information and links for students. www.kidshealth.org has a wealth of easy-to-read information for students, under the ‘kids’ section, “Staying Healthy”.

Answers

Activity 5 - Exercise Now - Do It! Check students’ personal fitness circuits before starting to ensure they contain appropriate goals.

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Activity 6 - Exercising for Fitness Strength - power and force in your muscles and body. Types of exercise that will help you achieve strength: All physical exercise, because you are using your muscles and making them stronger; and especially weight-bearing exercise (where your body weight is supported by your legs), weightlifting. Parts of your body that will benefit: Muscles, bones, cardiovascular system (except in the case of weightlifting). Suppleness - The ability to bend and move easily. Types of exercise that will help you achieve suppleness: All physical exercise, because you are exercising your joints, keeping them well-lubricated, and exercising your muscles, keeping them active and able to respond to movement well; but especially stretching exercises like yoga and gymnastics, exercises requiring a range of body movements, such as soccer. Parts of your body that will benefit: Joints, muscles, cardiovascular system (except in the case of quiet stretching activities like yoga). Stamina - endurance, i.e. to be able to perform a physical activity over a long time without getting too tired. Types of exercise that will help you achieve stamina: All exercise which makes you breathe faster and raises your heart rate (cardiovascular exercise), because you are exercising your lungs and heart and making them stronger and more efficient, e.g. football, netball, jogging. Parts of your body that will benefit: Cardiovascular system, joints, muscles, bones. Yoga: a set of breathing exercises and poses to help you gain control over the body and increase your flexibility and muscular strength. Isometrics: A set of exercises where you push against a resisting object (e.g. a wall or a weight) to build strength in your muscles.

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Health Education Activities - Book 6

Aerobic exercise: “Aerobic” means “needing oxygen”, so aerobic exercise is any exercise that raises your rate of breathing and makes you need more oxygen. Aerobic exercise is good for your lungs, because it makes them work harder and more efficiently; and for your heart, as it has to beat harder to move the oxygen-enriched blood around the body.

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Activity 7 - The Way We Live Not enough fibre: Bowel cancer, heart disease, constipation. Too many animal fats: High cholesterol, heart disease, arteriosclerosis, diabetes, obesity, high blood pressure. Too much sun: Skin cancer, eye damage. Not enough exercise: Heart disease, osteoporosis, diabetes, obesity. Excessive alcohol: Mouth and throat cancer, breast cancer, obesity, depression, liver disease, brain damage, fetal (unborn baby) damage, high blood pressure. Smoking: Mouth and throat cancer, lung cancer, fetal (unborn baby) damage, emphysema, bronchitis or pneumonia, eye cataracts, heart disease, cancers of the bladder, colon, rectum, pancreas, cervix, kidney, bladder; high blood pressure, gum disease. Medicines: Mostly fine when used correctly. When misused - poisoning; side effects such as vomiting, headaches, addiction. Stress: Tiredness, malnutrition (from not eating enough, not eating properly or eating too much); Edgy, irritable or nervous all the time; High blood pressure - heart disease and stroke, high heart rate, heart disease, ulcers from stomach churning all the time; overindulgence in unhealthy habits, e.g. smoking or drinking, insomnia, depression. Activity 8 - Being Healthy is Popular Answers will vary. Products that promote health will often claim to increase health or fitness, reduce weight, minimise illness, make people feel better and look better. These advertisements often use well-known personalities or medical professionals to endorse the product; they use bright colours and pictures of happy, healthy people.

Activity 10 - Working Your Heart Activity 1: 1. C; 2. D; 3. D; 4. D; 5. D.

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Activity 9 - Pulse of Life The pulse is the in-out movement or twitch you can feel when you press on an artery. It is caused by the walls of the artery expanding and contracting as the heart pushes blood through your circulatory system. The pulse increases when you exercise because your heart is beating faster, pushing larger quantities of blood through the circulatory system, so the arteries are expanding and contracting more quickly to keep up.

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Health Education Activities - Book 6

Students’ Notes for this Section A Healthy Life

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What makes a healthy life? All sorts of advice is given, but it basically comes down to two principles - what we put into our body, and how we use it. The most obvious way we can give our body a healthy life is by giving it healthy things a good diet, and no poisons such as pollution or cigarette smoke. The importance of a balanced, nutritional diet is well-known. Nutrients such as proteins, carbohydrates, minerals, vitamins, fats, and water are necessary for the processes that make our body run. Some nutrients are only required in moderation, however. Too many fats or sugars can cause health problems such as obesity, clogged arteries and diabetes. Putting pollutants into the body will stop it working properly, and can even damage it permanently. Inhaling negative substances such as cigarette smoke will result in damage to the mouth, throat and lungs, paving the way for a wide range of respiratory diseases, and can also cause cancers in other places in the body. Drinking alcohol in excess can damage a range of organs, from your mouth and throat, to your liver, to your brain. Excess alcohol can also contribute to other conditions such as obesity or depression. Even things which are good for you in small doses - such as medicine and sunlight - can become pollutants if too much are taken. Taking too much of a medicine, or a medicine that is not meant for you, can result in poisoning your system. Taking too much sunlight can damage your skin, causing skin cancers or eye problems. What we do with our body also affects its health. A well-exercised body has strong muscles, a strong cardiovascular system, and strong bones and joints, which prevents problems such as heart disease and osteoporosis. Exercise also uses up energy, preventing us from putting on too much weight and suffering from obesity-related diseases like diabetes. But it is also good to exercise our minds. If you are always bored, you are more likely to be tired and lethargic, and your body won’t be generating the energy it needs. If you have too much on your plate, and are always worried and stressed, your body goes into overdrive, with your heart rate pumping wildly and your stomach churning. This can cause a range of health problems in the long-term, such as heart disease, high blood pressure, and stomach ulcers or mental problems like depression or insomnia. And, if you are too bored OR too busy, you are more likely to engage in unhealthy pastimes like smoking or drinking too much alcohol - which brings us back to pollutants! So, to keep a healthy body, put healthy things in it, and do healthy things with it. Easy!

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.5): Students understand the need to promote sound fitness habits.

Activity 5

Exercise Now - Do It! It is important for all young people to develop sound fitness habits. As part of your development devise a personal fitness plan on the chart below.

r o e t s Bo r e PERSONAL FITNESS CIRCUIT p ok u S

Record your performances on the chart below.

NUMBER

Running

100m

Sit ups

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TRIAL

HEART RATE AT COOLDOWN (AFTER 1 MIN.)

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

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

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

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

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8. .....................

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9. .....................

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

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TIME TAKEN

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ACTIVITY

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What information about yourself can you display in graph or chart form? Your times and heart rate might be good starting points.

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Physical Activity and the Community

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.5): Students identify activities that promote strength, flexibility and stamina and discuss how they increase fitness.

Activity 6

Exercising F or F itness For Fitness One of the main purposes of physical activity and exercise is to develop the STRENGTH, SUPPLENESS and STAMINA that is necessary for you to successfully play a chosen sport or to simply stay healthy.

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In the spaces below state the following: A What the term means.

B What types of exercise will help you to achieve that state.

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C What parts of your body will benefit from this type of exercise. STRENGTH

SUPPLENESS

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STAMINA

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Find out what these types of exercises are and how they will help you.

YOGA .................................................................................................................................... .............................................................................................................................................. ISOMETRICS ....................................................................................................................... .............................................................................................................................................. EXTRA: What is AEROBIC EXERCISE? How does this help you? Ready-Ed Publications

Physical Activity and the Community

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.1): Students explore the life style factors that can cause disease.

Activity 7

The W ay W e Live Way We There is no doubt that our life style causes, or at least increases the risk of, a number of diseases that were not nearly so common in the past. See if you can decide some outcomes that affect our health from the unhealthy life style habits listed.

CAUSES

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Not enough fibre in our diet Too many animal fats Too much sun

Smoking

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Excessive alcohol

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Stress

Other ............................... Page 16

Human Development

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.1): Students evaluate claims made by suppliers of health-related products and services.

Activity 8

Being Healthy Is P opular Popular The idea of good health leading towards success in life plays a big part in the advertising of businesses that sell HEALTH as their product. Look through some newspapers and magazines and find advertisements for these businesses.

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Complete this chart:BUSINESS

SERVICE PROMOTED

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These might be related to: The health of the whole body Healthy hair Mental health Dental health Weight reduction, etc.

BODY PART/S AFFECTED

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What special claims do the advertisements make?

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

Health Education Activities - Book 6 Outcome (Related to Outcome 3.5): Students explore the effects exercise has on their pulse rate.

Activity 9

Pulse of Life Doctors tell us that regular exercise helps us keep healthy by causing us to have a slower pulse rate. “So what?” you ask. “How can this help keep me healthier?” Do these activities to help give yourself the full story.

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What is the PULSE?........................................................................................................ Make yourself a BODY TIMER.

How to use your BODY TIMER

Place one hand, palm up, on your desk. Place the BODY TIMER on the outside edge of your wrist and move it about until it moves up and down. Count each time it moves up for a period of 15 seconds. Multiply the number you counted by 4 and you have your PULSE RATE.

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You will need: a drawing pin a piece of drinking straw

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Check pulse rates for 4 classmates and record them here.

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HOW DOES YOUR PULSE CHANGE?

place your hand palm up on a desk.

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RESTING RATE

1. On the table on the right record your RESTING PULSE RATE.

2. Do some exercise for two minutes. Record your PULSE RATE now.

AFTER EXERCISE

W H Y ? Write a report saying why your pulse changes after exercise.

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Physical Activity and the Community

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.5): Students explore the effects exercise has on their pulse rate.

Activity 10

Working Y our Hear Your Heartt Look at these drawings of Egbert and answer the questions below. A

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In which case would Egbert’s pulse be slowest? In which case would Egbert be breathing fastest? In which case would his heart be beating fastest? In which case would his muscles be using most energy? In which case would most oxygen be getting to the muscles?

A A A A A

B B B B B

C C C C C

D D D D D

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1. 2. 3. 4. 5.

What does this tell you about exercise and your fitness? .................................................... ..............................................................................................................................................

HOW’S YOUR RECOVERY? 1. Using either your BODY TIMER or your fingers measure your pulse rate. Beats per minute ...................

2. Now find a quiet spot and run on the spot for three minutes. 3.

4. Wait one minute. Check again.

Beats per minute ...................

5. Wait another minute. Check again.

Beats per minute ...................

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6. Draw up the graph below on squared paper. (You will need to go up much higher on the PULSE RATE column). 7. Now measure your pulse rate again.

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Beats per minute ...................

GRAPH YOUR RESULTS - (Use this grid or do your own similar to it.) 120 110 100 90 PULSE 80 RATE 70 60 50 40 30 20

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When was your pulse lowest? .................. When was it highest? ...................

Normal

After exercise

After 1 min.

After 2 min.

After drawing graph

How does your recovery rate compare with that of your classmates? This can be an indication of your level of fitness. Ready-Ed Publications

Physical Activity and the Community

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Health Education Activities - Book 6

Teachers’ Notes

The Cir culator y System (Activities 11 - 12) Circulator culatory Background Information

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Suggested Activities

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Oxygenated blood is carried to all parts of the body from the heart though arteries. Capillaries are tiny blood vessels where the transfer of oxygen and carbon dioxide occurs so that cells in the body can receive oxygen and dispose of carbon dioxide. The de-oxygenated blood is then carried to the lungs in the veins, to the lungs where the carbon dioxide is breathed out. Red blood cells are responsible for carrying the oxygen and carbon dioxide. Blood carries nutrients from food and hormones from glands to the body, as well as fighting disease and illness. White blood cells find and attack illnesses by producing antibodies, or by surrounding and absorbing the unhealthy cells. About 55 % of blood is plasma, a straw-coloured clear liquid that carries the cells in it. Platelets are blood cells that cause blood to clot so that wounds can heal quickly There are four different blood types, A, B, AB and O. Some of these blood types can only receive blood of the same type, so it is important to know one’s own blood type in case a transfusion is required. Blood donors are people who choose to have a small amount of their blood professionally removed from their body and stored so that it can be used for transfusions if another person has lost blood through an accident or needs new blood because of an illness or disease. Students find out their own blood type and design special “blood type ID’s”, with a pictures of themselves, address, emergency contacts, and other health alerts such as allergies, etc. After educating students on the circulatory system, create a special “circulatory” relay (found at http://nasaexplores.com Search for “cardiac relay”).

http://www.innerbody.com/image/cardov.html shows a diagram of the cardiovascular system with a “pointer” that links to a detailed explanation.

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Activity 11 - Circulation of the Blood If we had no: Plasma - the important cells in the blood would not be able to travel around the body; Red Cells - oxygen and carbon dioxide would not have anything to attach to. We could not breathe or get oxygen to our body cells; White Cells - we could not fight infections naturally. We would get sick more often and need to rely on medicine a lot more; Platelets - we would need to be even more careful not to cut ourselves. We would need to use bandages for longer to stop bleeding; Blood donors - we would not have any supplies when people are injured, and loss of blood could lead to loss of life. Considerations before becoming a blood donor: Am I fit and well? (Only healthy blood is taken.); Can I handle the needles? Activity 12 - Group Idea Sharing High Blood Pressure: 1. Blood pressure is a measurement of the amount of blood flow in your arteries. It is measured by two numbers: one which records the pressure of blood in your artery at the point when the heart pumps and the artery expands, and the second records the pressure in your artery when the heart is at rest between beats. If you have high blood pressure, the blood is moving through your arteries with too much force. 2. High blood pressure can: a) Damage artery walls, which can cause arteriosclerosis (hardening and thickening of the arteries), atherosclerosis (deposits of fat in the artery linings), or an aneurysm (an enlarged, bulging blood vessel), which can all cause heart disease, a heart attack or a stroke. b) Damage the heart muscle, increasing the risk of heart attack or heart failure. c) Damage the veins in the brain, leading to a stroke.

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Health Education Activities - Book 6

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High blood pressure (cont.) 3. Because high blood pressure has no visible symptoms, effects are not easily evident. Doctors test blood pressure at regular visits. It usually affects older people. If you smoke, are overweight, drink a lot of alcohol or are stressed a lot you are more at risk. Too much body fat: 1. When you are overweight or obese. 2. Excess body weight is linked to: a) Clogging of the arteries (atherosclerosis); b) Heart disease; c) High blood pressure; d) High cholesterol; e) Stroke; 3. Obesity is immediately visible. You would see the effects of obesity if you eat an unbalanced diet with too many fats and sugars, and don’t exercise enough. Too much alcohol: 1. When you drink more than 2 standard drinks a day (men), or 1 standard drink a day (women). 2. The immediate effect of drinking alcohol is blood vessels widen, causing a greater flow of blood to the skin which makes you look red or flushed and feel warm. Regularly drinking too much alcohol is a risk factor for high blood pressure. 3. Red skin from drinking alcohol is visible after one or two drinks. Because high blood pressure has no visible symptoms, effects are not easily evident. Doctors test blood pressure at regular visits. It usually affects older people. Smoking: 1. Inhaling tobacco smoke from a pipe or cigarette - yours or somebody else’s. 2. Smoking is linked to: a) Heart disease; b) High blood pressure; c) Poor circulation, especially in the legs; 3. The effects can start as soon as you start smoking. Neither are immediately visible - your doctor would check for them. Both high blood pressure and heart disease take time to develop, so the longer you smoke, the more at risk you are. High blood fats: 1. High blood fats is a measurement of the amount of a certain type of fat, called saturated fat, that’s circulating in your blood. 2. It is linked to an increase in cholesterol - a fat-like substance that can build up on the walls of arteries, clogging circulation and causing heart disease, stroke, and high blood pressure. 3. Effects build up over a long period of time. If you ate a lot of high-fat foods over two or three years your body will start to show the effects. Lack of exercise: 1. The recommended minimum amount of exercise is doing an activity that raises your heart rate for at least 20 minutes, three times a week. Less than this constitutes a lack of exercise. 2. Lack of exercise: a) Makes the circulatory inefficient, so it has to work harder to circulate blood around the body; b) Is linked to heart disease; c. Contributes to problems that affect the circulatory system: obesity, high blood fats, and high blood pressure. 3. Obvious effects are felt straight away, with a lack of endurance and physical strength, and possible weight gains. Effects on the circulatory system occur over time. Stress: 1. Stress is the common term for the negative effects of being too busy, or unhappy or angry, over a period of time. The body reacts to upsetting or busy situations by making the heart pump faster and the other body systems get ready for physical action. 2. Effects include: a) High blood pressure; b) High heart rate over a long period of time; c) Heart disease. 3. Physical effects can be visible straight away, with things like hands shaking, feeling sick, getting a headache, or feeling unhappy or angry. Effects on the circulatory system can develop if you are stressed over a long time, such as a year.

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As a follow-up to this activity, students can create an action plan in their group to reduce the effects of one of these health problems.

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Health Education Activities - Book 6

Students’ Notes for this Section The Circulatory System

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Arteries, veins and capillaries are the three transport parts of our circulatory system. Blood flows through these “vessels” or tubes to the different parts of our bodies. Arteries carry oxygen- and food-enriched blood from your heart to the parts of your body. The blood is funnelled into capillaries, tiny blood vessels that will only fit blood cells in single file. The oxygen and food in the blood cells flow through the walls of the capillaries to the cells of the body, and waste products such as carbon dioxide flow back in return. The capillaries flow to the veins of the body, which take the waste-rich blood back to the heart. From the heart the blood is pumped through the lungs, so the carbon dioxide can be breathed out, and the blood can pick up more oxygen. Then the blood is pumped back to the heart, and returns to the arteries to be circulated through the body again. Arteries and veins are very similar blood vessels. Arteries have stronger muscles, however, to help push the blood through the body. To make up for this, veins have valves which stop the blood flowing the wrong way. Because the blood veins carry has no oxygen, it is a purplish colour, which is why veins look blue under the skin. The following vocabulary relating to blood may be helpful for you: Plasma: A straw-coloured liquid which makes up the bulk part of blood. It is the fluid that carries the blood cells and platelets around the body - without it, the blood cells would all be stuck in the same spot. Red blood cells: A single drop of blood contains millions of red blood cells. Red blood cells contain a body chemical called haemoglobin which bonds with oxygen and carbon dioxide. The red blood cells can therefore transport oxygen to your body’s tissues and take away carbon dioxide and other waste gases. White blood cells: are the tools of your immune system. When germs or bacteria appear in the body, white blood cells travel through the blood to attack the germ. They may produce an antibody that attacks the germ cell, or the white blood cell itself may devour a bacterial cell. A drop of blood can contain between 7 000 and 25 000 white blood cells, though more may be present if you have an infection. Platelets: are colourless bodies that are present in blood. They have a sticky surface which lets them lump together to stop bleeding. When bleeding occurs, the platelets gather at the wound. They react with another blood chemical to form tiny threads that trap the blood cells, making a mesh of blood cells. This mesh of blood cells hardens as it dries, forming a clot, or “scab.” Anaemia: is a medical condition where your blood does not have enough haemoglobin, the substance in red blood cells that carries oxygen and carbon dioxide. It’s often caused by not eating enough foods that contain iron, because iron is needed to make the haemoglobin. Without it, your blood cannot carry enough oxygen. People with anaemia look pale, and may feel weak, dizzy, or easily tired. Blood types: are determined by a chemical molecule - or group of atoms - that sit on the surface of the red blood cells. There are two types of molecules. These are named A and B. If your red blood cells have A molecules on them, you have blood type A. If they have B molecules on them, you have blood type B. If your red blood cells have a mix of both A and B molecules on them, your blood type is called Type AB. If you have no A or B molecules at all on your red blood cells, you have blood type O. Blood transfusions: are when blood from one person is transferred to another person. It is important that the two people have the same blood type, or that there blood is compatible (doesn’t clash), because if two different blood types are mixed together the blood cells might clump together, blocking the blood vessels. Type O blood can usually be used by anyone, as it doesn’t react badly with any other blood type. Blood transfusions are used if a person has lost a lot of blood, through an accident or operation, or if they have a disease which affects their own blood performance. All blood transfusions are checked for diseases such as HIV before they are given to people. Blood donors: are people who give blood. Their blood is usually stored in a “blood bank” for use in hospitals and emergency situations. Since the human body is continually making more blood, it is safe for healthy adults to donate blood.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.1): Students explore the basic structure and function of the circulatory system.

Activity 11

Circulation of the Blood FACT BOX: The HEART, our strongest muscle, pumps blood continuously for your lifetime. You can think of it as two pumps working side by side - one side pumps blood to the lungs where it picks up oxygen; the other pumps the oxygen-soaked blood to your body.

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These tubes are important in the circulation process. Use the Student Notes that your teacher will give you. Write what the job of each of them is:

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ARTERIES: ........................................................................................................................... VEINS: .................................................................................................................................. CAPILLARIES: ..................................................................................................................... What would happen if we had no ... Plasma?

Red Cells?

White Cells?

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Platelets?

Blood Donors?

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You want to become a blood donor. Write down the things that you will need to think about to make this choice. ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ ............................................................................................................................................ Ready-Ed Publications

Human Development

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.9): Students discuss the factors that can effect the circulatory system.

Activity 12

Group Idea Sharing As a group decide:

1. WHAT each of the points mentioned below means. 2. HOW each can affect the circulatory system. 3. WHEN you might see evidence of the effects.

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SMOKING

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

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

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HIGH BLOOD PRESSURE

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

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

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

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HIGH BLOOD © ReadyEdPubl i ca t i o nsFATS 1. .......................................... 1. ......................................... •f orr evi ew pur pose sonl y• ............................................. ............................................ TOO MUCH BODY FAT

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

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2. .......................................... 3. ..........................................

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............................................. TOO MUCH ALCOHOL

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STRESS

LACK OF EXERCISE

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

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

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

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Health of Individuals and Populations

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Health Education Activities - Book 6

Teachers’ Notes The Skeletal System (Activities 13 - 14) Background Information

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We have over 200 bones of different shapes and sizes. Bones have living cells (called osteocytes) bound together by a hard, calcium-like material which makes the bone strong and rigid. The bones are hollow and filled with a spongy material, called marrow, which produces the blood cells. The joints of the bones are covered in a tough, flexible material called cartilage which allows the bones to move freely at the joints and cushions the bones at the joints to stop them rubbing against each other. The bones have several important functions. The skeleton gives the body rigid support and the joints act as levers so that the body can move. They protect organs in the body; for example, the skull protects the brain. The bones also store some of the body’s essential minerals, especially calcium. Students invent a “bones snack” - high in calcium, such as a flavoured milkshake or cheese-based snack. On the skeleton (Activity 14), draw some protective gear that a skateboarder or rollerblader could wear to protect the bones. Ask students to think of a simple activity, e.g. walking. What main bones would be moving?

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Activity 13 - Finding Out About Your Framework Teacher to check page. Activity 14 - What Does What? Supporting Bones: Clavicle (collar bone) - holds the shoulder blade to the breastbone. Shoulder blade - provides the joint for the humerus (upper arm bone). Sternum (breast bone) - supports the ribs. Vertebral column (spine) - supports the skull and the ribs. Humerus (upper arm bone) - supports the radius and ulna (lower arm bones). Radius and ulna - support the bones of the hand. Pelvis (hip bone) - Connects the leg bones to the spine. Femur (thigh bone) - Supports the body’s weight. Holds the lower leg bones. Tibia (shin bone) and Fibula (leg bone) - Supports the body’s weight. Holds the feet bones. Protecting Bones: Skull - protects the brain. Shoulder blade - helps to protect the upper internal organs - heart, liver and lungs - from damage. Sternum (breast bone) - helps to protect the upper internal organs (heart, liver and lungs) from damage. Vertebral column (spine) - protects the spinal cord. Thorax (rib cage) - protects the upper internal organs (heart, liver and lungs) from external damage. Pelvis (hip bone) - Protects the ovaries in the female. Bones helping movement: Skull - includes the jawbone which allows the mouth to move. Shoulder blade - provides the joint for the humerus (upper arm bone). Vertebral column (spine) - twists and bends to let the torso move sideways and forwards. Humerus (upper arm bone) - helps in moving the arm. Radius and ulna - helps in moving the arm. Pelvis (hip bone) - provides the joints for the leg bones. Femur (thigh bone) - helps the leg to move. Tibia (shin bone) and Fibula (leg bone) - helps the leg to move.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.1): Students correctly construct and label a model of the skeletal system.

Activity 13

Finding Out About Y our F ramework Your Framework Be a Dr. Frankenstein ... build your own body. 1. 2. 3. 4.

Paste the bone drawings below onto card and cut out. Cut out the body outline and glue the bones in their correct places. Use a yellow felt tip pen or pencil to colour the bones. Label some of the bones with letters according to the list at the bottom of the page. Perhaps you could draw some others in yourself.

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An alternative way of doing this activity is to correctly draw the bone structure onto the body shape.

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A - skull, B - clavicle (collar bone), C - scapula (shoulder bone), D - sternum (breast bone), E - vertebral column (spine), F - thorax (rib cage), G - humerus (upper arm bone), H - radius & ulna (lower arm bones), I - pelvis (hip bone), J - femur (thigh bone), K - tibia (shin bone), L - fibula (leg bone). Page 26

Human Development

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.1): Students explore the functions of the groups of bones that make up the skeletal system.

Activity 14

What Does What? What do you think the jobs of the different bones are? Under each of the headings below write some of the bones of the skeleton according to what you think their jobs are. Some may appear in more than one list.

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PROTECTING BONES ............................................................

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SUPPORTING BONES ............................................................

............................................................ © ReadyEdPu bl i cat i ons ............................................................ ............................................................ •f orr evi ew pur p osesonl y• ............................................................ ............................................................ ............................................................

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BONES HELPING MOVEMENT ..................................................................................................................................

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Health Education Activities - Book 6

Teachers’ Notes Growing Up (Activity 15) Background Information

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Puberty is defined as “the biological changes of adolescence”. Hormones are released in the endocrine system in larger amounts during puberty. These hormones trigger physical and emotional changes during adolescence. A growth spurt usually occurs in girls about two years before boys. The growth spurt triggers the legs to grow, followed by the body’s trunk, and ending in the shoulders and chest Bones become harder and more dense, while muscle and fat contribute to an adolescent increase in weight. Girls develop breasts, acquire hips, and generally gain weight during adolescence. Boys develop wider shoulders, a more muscular neck, and lose fat during adolescence. Sexual development involves enlargement, maturity, and the reproduction of the primary sex organs. The male testes produce sperm cells and the prostate gland produces semen. Males are able to ejaculate the semen, which contains the sperm. The female ovaries release the mature ova into the Fallopian tubes. Menstruation begins during this time.

Students choose one of the characters from Activity 15 and imagine they have a concern relating to puberty, such as height, acne, or mood swings. Write a letter from that character seeking advice. Swap letters in pairs and write a response, ensuring understanding, reassurance and practical advice or information.

Relevant Internet Links

http://school.discovery.com/lessonplans/body.htmll includes lesson plans for Years 6 - 8 covering concepts such as puberty, self esteem, etc.

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Activity 15 - Growing Up is Great - But Confusing! These are male reproductive glands: testes. A wide range of height is normal at our age. Puberty is one stage of adolescence. I’m small now but I know that my adult height is NOT decided when my growth spurt begins. I seem to get upset often but I know that during adolescence my emotions change often. The reproductive glands produce certain chemicals that cause a number of body changes at our age. These are female reproductive glands: ovaries.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.2): Students identify some of the physical and emotional changes associated with puberty.

Activity 15

Growing Up is Great - But Confusing! Look at the labels at the bottom of the page. Rewrite them in the correct places on the picture. Carefully read the messages that you complete. A wide range of

They’re all about YOU!

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at our age!

is one stage of adolescence.

I’m small now but I know that my ...

These are male reproductive glands.

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that cause a number of body changes at our age.

These are female reproductive glands.

CHEMICALS

The reproductive glands produce certain ...

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EMOTIONS

NORMAL

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TESTES

PUBERTY

OVARIES

Do some research to find out more about GROWING UP CHANGES. Ready-Ed Publications

Human Development

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Health Education Activities - Book 6

Teachers’ Notes

First Aid and Home Safety (Activities 16 - 20) Suggested Activities Activity 20 In pairs, students research up-to-date treatments for specific first aid emergencies, such as burns, electrocution, jellyfish stings, broken bones, etc. Procedures can be written up and collated as a class “First Aid” book. In small groups, design and perform a television commercial explaining and demonstrating how to deal with the researched emergency covered above.

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Relevant Internet Links

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http://www.stjohn.org.au/emergency/index.html describes emergency procedures. The Child Safety web site http://www.childsafety.com.au explains risks in the home and how to prevent them. Red Cross First Aid http://www.redcross.org.au/ services and school projects. The Victorian Poisons Information Centre http://www.rch.unimelb.edu.au/poisons information on prevention of poisoning for teachers and upper primary students.

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Activity 16 - Travelling First Aid A Visit to the Beach: Things that might require first aid action - sunburn, stings from jellyfish or other marine life, sand in eye, heat stroke (sun stroke), dehydration, head or body injuries from surfboards etc., injuries from fish hooks, drowning. What to take: water for dehydration, or to wash sand off wounds or out of eyes; sun burn cream; vinegar to apply over stings (neutralises sting) or a sting spray; tweezers to help remove any spines from sea creatures; waterproof band-aids to cover any wounds from sea creatures; bandages with fasteners to cover any cuts from surfboards, fish hooks etc.; scissors to cut the bandage. Hats, sun protection cream and T-shirts are not technically part of a first aid kit but should always be used at the beach. A Visit to the Bush: Things that might require first aid action - bites from spiders or snakes, stings from bees or other insects, sunburn, sand in eyes, wounds in feet from stepping on twigs or rocks, scratches from twigs, blisters from bush walks, dehydration, heat stroke (sun stroke), poisoning from berries or sap, burn from a camp fire, sprains, splinters. What to take: A bandage for applying pressure in the case of bites from spiders or snakes, or for a sprain; tweezers to remove stings, splinters, or ticks; bandages with fasteners and Band-aids to cover wounds, cuts, scratches, blisters or burns; scissors to cut the bandage; antiseptic cream or antiseptic liquid for cleaning wounds and scratches; wipes to clean wounds, cuts or scratches; water for dehydration, and to wash sand off wounds or out of eyes; sun burn cream; vinegar to apply over stings (neutralises sting) or a sting spray. In cases of poisoning, it’s better to return to town and get medical advice. A School Camp for a Week (travelling by bus) Motion sickness (car sick), bites from spiders, stings from bees or other insects, sunburn, sand in eyes, wounds in feet from stepping on twigs or rocks, scratches from twigs, dehydration, heat stroke (sun stroke), poisoning from berries or sap, burn from a camp fire, sprains, headaches.

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Health Education Activities - Book 6

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A School Camp for a Week (cont.) What to take: A bag for vomiting into; travel sickness medicine; a long bandage for applying pressure in the case of bites from spiders, or for a sprain; scissors to cut the bandage; vinegar to apply over stings (neutralises sting) or a sting spray; tweezers to remove stings, splinters, or ticks; bandages with fasteners and band-aids to cover wounds, cuts, scratches, blisters or burns; antiseptic cream or antiseptic liquid for cleaning wounds and scratches; wipes to clean wounds, cuts or scratches; water for dehydration, and to wash sand off wounds or out of eyes; pain killers for a headache. Activity 17 - A First Aid Kit for Your House For cuts and abrasions: bandages, fasteners and Band-aids; scissors to cut the bandage; tweezers to remove any objects or splinters from the wound; antiseptic cream or antiseptic liquid for cleaning wounds and scratches; wipes to clean wounds, cuts or scratches. For burns: an ice pack (keep in fridge); clean bandages to cover the burn. For poisons: a medicine which makes the poisoned person vomit. BUT for all suspected poisonings, call the Poisons Information Line before doing anything. For illnesses: pain killers such as paracetamol or aspirin; a container for vomiting into; measuring glass for medicines; thermometer; ice pack to bring temperature down (keep in fridge). For sprains, strains or breaks: ice pack (keep in fridge); bandages and fasteners; scissors to cut the bandage. For illnesses: pain killers such as paracetamol or aspirin; a container for vomiting into; measuring glass for medicines; thermometer; ice pack to bring temperature down (keep in fridge). For sprains, strains or breaks: ice pack (keep in fridge); bandages and fasteners; scissors to cut the bandage. Activity 18 - Storing and Using Household and Garden Chemicals a) Mix chemicals. b) DO NOT - they can react together and explode or produce poisonous gases. a) Place medicines out of reach of children. b) DO. a) Read instructions before taking medicines. b) DO. a) Store chemicals or medicines in drink bottles. b) DO NOT - people can think they are drinks. a) Have good ventilation if using chemicals or paints. b) DO. a) Dispose of old medicines by throwing them in the bin. b) DO NOT - take all old medicines to a pharmacy, and they will throw them out for you. a) Use spray chemicals in windy conditions. b) DO NOT - the wind can blow the chemical into your mouth, nose or eyes. a) Place a lock on all chemicals that children can reach. b) DO. Activity 19 - Speedy Action Students can obtain information pertaining to their family doctor as a homework task. Poisons Information Centre: In an Emergency ring 13 11 26 - 24 hours a day, 7 days a week, Australia wide. Activity 20 - Poisons in the Home N.B. Students should do a walk-through their house to help them do this activity, in addition to brainstorming substances that could be present, even if they are not present in their own home. Compare the responses of students in the class to gain a full list of dangerous substances. Bedroom: Medicines, colognes or perfumes (dangerous if swallowed), nail polish remover, mothballs, potpourri or scented salts (if swallowed), Textas or felt pens (if ink is swallowed), cigarettes. Kitchen: Food! (If not stored properly, e.g. in a refrigerator, it can go bad.), fly spray, window cleaner, oven cleaner, dishwashing detergent, bleach, drain cleaner, floor cleaner, medicines, ammonia. Bathroom: Medicines, shampoo and conditioner (if swallowed), perfumes and colognes (if swallowed), soap (if swallowed), make-up (if swallowed), window cleaner, bleach, drain cleaner, toilet cleaner, floor cleaner.

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Activity 20 - Poisons in the Home (cont.) Laundry: Laundry detergent, bleach, fabric softener, fabric dye, drain cleaner, ammonia, furniture polish, floor cleaner, soap (if swallowed), mothballs. Toilet: Bleach, drain cleaner, toilet cleaner, floor cleaner, toilet deodoriser, air freshener, potpourri or scented salts. Garden Shed: Petrol can for lawnmower, gas bottles for camping equipment or house, Insect poison spray or liquid, mouse or rat poison, charcoal lighter fluid, charcoal briquettes, or firelighters, pesticide, herbicide or weedkiller, fertiliser, pool chemicals, paint and paint thinner, brush cleaner, turpentine, kerosene, glue, car chemicals such as antifreeze, radiator fluid and oil, car wash spray and car polish, furniture polish, mothballs. Garage: Petrol can, gas bottles for camping equipment or house, insect poison spray or liquid, mouse or rat poison, charcoal lighter fluid, charcoal briquettes, or firelighters, pesticide, herbicide or weedkiller, fertiliser, paint and paint thinner, brush cleaner, turpentine, kerosene, car chemicals such as antifreeze, radiator fluid and oil, car wash spray and car polish.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.12): Students list the essential components of first aid kits for different situations.

Activity 16

Travelling F irst Aid First What if you had to make up FIRST AID KITS for your class to take on various excursions or visits? Complete the boxes below to show:

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1. What some of the reasons for first aid action might be. 2. What you should put in your kit.

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A VISIT TO THE BEACH

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What to take (draw and label).

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A WEEK LONG SCHOOL CAMP (Travelling by bus.) Things that might require FIRST AID action. ..................................................................... ..................................................................... What to take (draw and label).

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.12): Students list the essential components of first aid kits for the home.

Activity 17

A F irst Aid Kit F or Y our House First For Your What are the essentials for your home FIRST AID KIT? Make up the kit below by completing the lists of essentials and then drawing the objects in the box.

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FOR BURNS

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FOR CUTS AND ABRASIONS

FOR POISONS

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THE _______________FAMILY’S FIRST AID BOX

FOR SPRAINS, STRAINS OR BREAKS

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Activity 18

Health Education Activities - Book 6 Outcome (Related to Outcome 3.12): Students identify correct storage and usage of household chemicals.

Storing & Using Household & Garden Chemicals SENSIBLE SUSIE has decided to make a list of DOs and DO NOTs about use and storage of chemicals in the home.

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You can help by:

a) Writing what each picture shows. b) Writing in the top box whether the picture shows a DO or a DO NOT.

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Perhaps you could make a CHART by re-using some of the ideas shown on a separate sheet of paper.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.12): Students develop action plans to cope with emergency situations (e.g. poisoning).

Activity 19

Speedy Action When a poisoning occurs it is important to know what to do. Make an ACTION CARD for your house showing the ACTION that should be taken in case of poisoning by a plant.

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The card should contain these details:

The name and telephone number of your family doctor.

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The phone number of the Poisons Information Centre.

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Reminders to: keep calm; supply details of the plant; describe the patient’s symptoms; take a sample of the plant.

(Write the information in the space below. Then make your own display card.)

ACTION CARD For use with Toxic Plants

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.12): Students identify dangerous chemicals found in various parts of the home.

Activity 20

Poisons in the Home Our homes contain many chemicals that may be dangerous. What types of dangerous substances might be found in the TROUBLE SPOTS in this house?

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Put your lists in the spaces provided.

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Teachers’ Notes Health and Our Community (Activities 21 - 24) Background Information There are many Government and private or small, not-for-profit organisations that exist in our community to promote and maintain good health in our community. These groups may raise funds to contribute towards medical research, educate the public about certain diseases or health issues and provide medical, practical and social support for families and individuals affected by illnesses.

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Relevant Internet Links

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Many organisations will have their own website. Several of these will contain specific information, lesson plan ideas and promotional ideas for schools. The telephone book an also be used for Activities 21, 23 and 24, with students working in small groups or doing as a homework activity.

Activity 21 - How the Government Helps Answers will vary depending on which area of Australia students live in. General answers could include: Health Promotion and Education The Health Department (State), the Child Health Agency (State), and the Health and Aged Care Department (Commonwealth) run health promotion and education programs, for a range of people: Children, Teenagers (youth), Women, Men, The Aged, Disabled, Indigenous people. Special education and promotion programs exist for a number of illnesses and conditions, including: Diabetes, cancer, suicide, mental health, AIDS/HIV, alcohol and drug education, work safety, nutrition, school health, smoking, breast screening and cervical screening, food safety, poisons safety, immunisation, heart disease, sexually transmitted diseases, contraception, women’s health. Dental Health State Dental Boards provide regulation of dentists and information about dental matters; they are controlled by the State Health Departments. Free dental work is available to eligible people. Public Health Public health is working on health issues to improve the health of a community as a whole. It can include education, immunisation, and controlling external factors such as sanitation or environmental hazards like pollution. A range of government departments contribute to making laws to keep Australia clean, and safe of environmental health hazards. The Health Department (State), the Child Health Agency (State), and the Health and Aged Care Department (Commonwealth) run health promotion and education programs about health issues affecting the population. Within states, the State Health Department has a Community Health Services Agency for community health issues, ranging Indigenous People’s health, Multicultural Services, Women’s Health, counselling, family health care, health education, nursing and therapy community services. Local government deal with enquiries about community or public health problems in their particular area. The Commonwealth Health and Aged Affairs Department also deals in some public health matters such as work safety, health insurance and pharmaceutical (medicine) costs and benefits. School Health State government agencies provide support to the school communities through health centres. Intellectually Disabled State Health Departments provide services for intellectually disabled people through programs, and through public hospitals. Community health services also provide services on a local level. Scientific Support State and Commonwealth health departments organise scientific research programs on health issues. Activity 22 - Why Worry? There were no garbage collection services: Piles of garbage become a breeding ground for vermin such as rats and insects such as flies and mosquitoes. The rats and insects carry germs into people’s homes. Bites from the insects or from fleas on the rats infect people with diseases, making them sick. Garbage can also contaminate drinking water with bacteria that makes people sick. Water and food supplies were not supervised: There would be no control over the quality of food, so unhealthy ingredients or out-of-date ingredients could be used, or food could be prepared in unsanitary conditions. People eat the food and become sick.

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Water and food supplies were not supervised: (cont.) There would be no nutritional information supplied on what is contained in different foods, so people could not monitor what they were eating to keep their diet healthy. Nutrition-related diseases such as heart disease would increase There would be no guidelines on expiry dates, so people might eat food that is stale by accident and become sick. Water would not be filtered and checked for bacteria, so people could get sick from drinking it. There were no education agencies on health issues: People might use more unhealthy substances such as cigarettes, or use healthy substances in an unhealthy way, because they would not know about all of the effects. People would not know about how to take proper precautions for protection against accidents around the home. If people were sick or injured, they may not recognise the symptoms or know what to do in the situation. There was no control over communicable diseases: A disease would spread through the community very quickly, as people caught it off each other. The weaker members of the community, such as babies or the elderly, would be at an increased risk of dying. Workplaces around the community would be affected, as a lot of people are sick at the same time. There were no pollution controls: Companies and individuals would dump their rubbish in the easiest place. Rubbish would provide breeding grounds for rats and insects that can carry diseases to humans. Rubbish and other pollution can contaminate drinking water, allowing bacteria to grow in it that make people sick. Pollution can also poison drinking water, air and soil, so people actually die from drinking, breathing or eating from the polluted source. Emissions into the air would damage our lungs, and cause sun-related diseases such as skin cancer to increase. Activity 23 - Who Pays for Our Lifestyle? Organisations will vary from state to state. You may like to build a list of diseases on the board from the diseases the students have studied during the year. Possible diseases the students might find organisations for include: High blood pressure, heart disease, stroke, arteriosclerosis (clogged arteries), osteoporosis, diabetes, obesity, smoking-related cancers (mouth, throat, lung, breast cancer), depression, liver disease, brain damage, skin cancer, emphysema, eye cataracts. Our lifestyle can lead to heart diseases by the impact of the following: Environment - family problems at home; death of someone in the family; losing jobs; having to move house (all causes of stress); physical environment such as pollution, smog, etc. (leading to respiratory problems that impact upon the function of the heart). Unhealthy habits - poor diet, high in fats and salts; lack of exercise; general inactivity; smoking.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.9): Students discuss the role of the government in providing health services.

Activity 21

How the Government Helps Below are some of the health services that the government takes responsibility for in Australia. Use the telephone book to help you fill in some details in each space showing: WHO provides help.

WHAT help is provided.

HEALTH PROMOTION & EDUCATION

DENTAL HEALTH

PUBLIC HEALTH

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HOW each department helps.

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INTELLECTUALLY DISABLED

SCIENTIFIC SUPPORT

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.9): Students discuss the role of the government in providing health services.

Activity 22

Why W orry? Worry? Why do you think it is important that the government is involved in Public Health? Provide some answers to the issues below. Then, on separate sheets of paper, complete the sequences to show what you think may be the result if government services did NOT meet our public health needs.

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How far can you go with each sequence?

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There were no garbage collection services.

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Water and food supplies were not supervised.

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There were no education agencies on health issues.

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There was no control of COMMUNICABLE diseases.

There were no POLLUTION controls.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.9): Students discuss ways in which the government provides assistance to cope with lifestyle diseases.

Activity 23

Who P ays F or Our Lifestyle? Pays For How does the government assist in catering for diseases that may be a result of the life we lead? Using a telephone book find out the organizations responsible for offering assistance and the type of assistance that is offered.

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HOW DOES IT ASSIST?

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DISEASE

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ENVIRONMENT (home, work, etc.)

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.9): Students explain the roles of health professionals in our community.

Activity 24

People Involved in Our Health Here are some of the jobs of people involved in our health care. In each box write: (1) What the person does. (2) The name of the nearest one to you.

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CHEMIST

DOCTOR

DENTIST

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ORTHODONTIST

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PSYCHIATRIST

PHYSIOTHERAPIST

RADIOLOGIST

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NATUROPATH

PODIATRIST

ACUPUNCTURIST

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Teachers’ Notes Smoking and Health (Activity 25) Background Information The impact of smoking on human health has now been a focus of research, media exposure and education for many years. Several national organisations have been formed to discourage smoking and to educate the public on the health risks posed. Some of these organisations are mentioned below as Internet links.

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Relevant Internet Links

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Students choose a favourite Australian celebrity and design an appropriate ant-smoking commercial that they can star in. An informative letter outlining researched health risks, along with a storyboard for the television commercial can be “sent”, asking the celebrity for their help.

www.health.gov.au/pubhlth contain information for educators on the risks of smoking, and links for teachers and students. www.quitnow.info.au www.heartfoundation.com.au

Answers

Activity 25 - Let’s All Have A Smoke Your health Reduces efficiency of your lungs, causing coughing, feeling short-of-breath, and having no stamina for physical exercise; Reduces efficiency of circulation, making your heart work harder, your hands and feet cold, and reducing your stamina for physical exercise; Makes your breath smell; Reduces your sense of taste and smell; Damages your skin and gives you pimples and wrinkles; In the long-term, causes diseases such as: Heart disease, High blood pressure, Poor circulation, especially in the legs, resulting in gangrene, Mouth and throat cancer, Lung cancer, Fetal (unborn baby) damage, Emphysema, Bronchitis or pneumonia, Eye cataracts, Heart disease, Cancers of the bladder, colon, rectum, pancreas, cervix, kidney, bladder, High blood pressure, Gum disease Your pocket Cost of cigarettes vary, and the cost is being raised each year. Check with local stores to find the price of cigarettes in your area. Your social standing Smoking is increasingly socially unacceptable. Restrictions have been placed on smoking inside many public buildings such as hospitals, schools, restaurants, public transport, etc. In some states it is illegal to smoke inside restaurants. Many people ask people not to smoke within their homes, and some will ask people not to smoke in their presence - for example, if a smoker is sitting at a table next to them at a café. The health of others Non-smokers are at risk of all the long-term diseases listed above if they breathe other people’s cigarette smoke on a regular basis (known as passive smoking). Children of smokers are more prone to low birth weights and respiratory illnesses such as asthma and bronchitis. The comfort of others Smoke can irritate their eyes, irritate their sense of smell, affect their breathing, or give them a headache. Cigarette butts form a large part of rubbish discarded on the ground, and contributes to the pollution of the environment. Non-smokers may be accidentally burnt by people’s cigarette butts.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.11): Students discuss the health and social effects smoking has on smokers and non-smokers.

Activity 25

Let’s All Have A Smoke FINDING OUT ... How does smoking affect you?

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Your HEALTH

What effects does smoking have on your body?

Your POCKET

How much does a packet

Your SOCIAL STANDING

Is smoking always

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Their COMFORT

How can non-smokers have their health affected?

How can others have their comfort affected?

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Teachers’ Notes Self-Management (Activities 26 - 30) Background Information

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Setting goals is an important part of learning how to live as an adult and make independent decisions about your own life. The success of goal setting depends on a person knowing their own strengths and limitations, deciding on goals that match their skills, and being aware that goals should be specific (e.g. “I will do 30 minutes of exercise three times a week”, rather then “I will get fitter”); measurable (e.g. “I will learn twenty spelling words tonight”; rather than “I will do some of my homework tonight”); and can be broken down into sub-goals so that success can be seen in the short term. Short-term goals can be achieved within days or weeks, medium-term goals in weeks to months, and long-term in months to years. Reflection on goals that have been successfully achieved can help to motivate students to continue to set themselves goals.

Activity 26 - Do You Know Yourself? Responses will vary. Activity 27 - Goal Setting 1 Social - The way in which we interact with others such as our family and friends, how we are seen by others, and the relationships that we form - is important because others can give us positive encouragement, help us with our problems, share our hobbies and interests, and help to make us feel important. Sporting - The teams and clubs that we belong to, or the physical activities that we enjoy doing - is important because sport can increase fitness and physical health, allow a release for stress, provide opportunities to interact socially and make new friends, and develop a sense of achievement. Personal - The way that we see ourselves and feel about ourselves, our beliefs and values - is important because knowing and valuing oneself will allow us to cope better with life’s difficulties, as well as being able to better express oneself and make decisions based on sound beliefs rather than peer pressure. Community - The area that we live in, the places that we know and visit often, such as the shops, the park, clubs, friends’ homes, etc. - is important so that children feel like they are an important part of society, and are learning to communicate with others in a variety of contexts, from a variety of backgrounds and ages. Career - The path that we choose to take for further education or training, eventually choosing a job in that area - is important as a source of income, a sense of self-worth and independence, and keeping occupied throughout the day. Discuss with students that parenting/homemaking is a valid option as it contributes to supporting the next generation. Goal - setting is described in the notes above. Activity 28 - Goal Setting 2 Responses will vary. Activity 29 - Work, Rest and Play Responses will vary. Activity 30 - Decision Making Decision making is influenced by peers, our family, the media (television, radio, cinema), current trends and fashions, laws and rules, moral values, church or other community groups, the available choices, role models such as well-known sports stars or musicians. Responses to the decision-making exercise will vary.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.13): Students identify interests, hobbies and achievements that make them feel good about themselves.

Activity 26

Do Y ou Know Y ourself? You Yourself? Make a ‘Personal Coat-of-Arms’ which shows others something about yourself. Draw pictures in each part of the shield as an example of each point.

Your greatest success or achievement.

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What you like best about yourself.

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Someone you enjoy being with.

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Something you like to do.

The happiest part of your day.

Something you are good at.

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.14): Students understand that goal setting is an important step in achieving a well balanced life.

Activity 27

Goal Setting - 1 There are many different aspects of our life that need to be balanced to make sure we have personal and physical health. What do you think is meant by the following aspects of our lives and what importance do they have in your life?

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.14): Students understand that goals can be set on a short or long term basis.

Activity 28

Goal Setting - 2 To develop self-management skills in our everyday life, goal setting is an effective strategy. Fill in the following chart to demonstrate your ambitions in each of the aspects of your life.

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Social

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Long Term

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.14): Students analyse the time they spend on daily activities.

Activity 29

Work, Rest and Play In our lives, it is important to achieve a balance when we organise how much time we spend on working, resting and participating in leisure activities. In the timetable below, write down all of the activities that you do during a school day. Tick the category that it falls into. Don’t forget to add the things you do to keep your body healthy healthy, such as eating, dressing, showering, etc. Time

Activity

7.00-7.15

Work

Rest

Play

Health

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e.g.

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Comment on the balance of activities that you have in your day: .......................................

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............................................................................................................................................. What could you do to manage your time better? ................................................................. .............................................................................................................................................

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Health of Individuals and Populations

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.14): Students discuss the factors that influence their decisions and demonstrate the steps they take in making decisions.

Activity 30

Decision Making We are often faced with difficult decisions in our life. List some that influence our decision making e.g. peer group pressure. ..............................................................................................................................................

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.............................................................................................................................................. When making a decision there are four steps that you should take.

Step 1 Decide what the problem is.

Step 2 Decide what the choices are and what the consequences of these choices are. Step 3 Make your choice.

Step 4 Evaluate your choice and determine if it was the right choice.

Imagine that you have to decide between going to a birthday party and taking your place in the team for the weekend game of netball (or whichever sport you play). Go through the decision making process and come to a decision.

Step 1 ...................................................................................................................................

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.............................................................................................................................................. Step 3 ................................................................................................................................... .............................................................................................................................................. .............................................................................................................................................. Step 4 ............................................................................................... .......................................................................................................... .......................................................................................................... .......................................................................................................... Ready-Ed Publications

Human Relations

Page 51

Health Education Activities - Book 6

Teachers’ Notes Good Relations With Others (Activities 31 - 37) Background Information

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Suggested Activities

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Successful interpersonal relationships are founded upon a good self concept. Students develop their self concept as they receive and respond to feedback from others. Students will either have a realistic and positive idea of their skills and limitations, or they can have a distorted perception and thus interact inappropriately, or withdraw from social interaction as a result. A positive self concept can be raised by students: - becoming more aware of their values and rights as a person. - recognising their unique skills and accepting their limitations, with a realistic goal to improving these if possible. - treating others with respect and kindness, as it will often be returned. - seeking advice if they are feeling upset about themselves. Relationships with others can be successful if based on respect and honesty. It is important for students to recognise and appreciate diversity, and to practise communication at a variety of levels. Upper primary students can practise interpersonal communication by: - being student councils; - being peer mediators; - organising assemblies; - being involved in buddy classes; - running a welcoming team for newcomers; - adopting special roles in the school, such as raising the flag, or ringing the siren/bell; - setting up a postal system within the school, so students can send mail to each other.

Answers

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Activity 31 - Heroes A “hero” could be described as someone that is admired or looked up to, someone that others wish to imitate, someone who has achieved something special. Heroes could change according to what the person believes is important to them at the time. A “friend” is someone with whom you can share experiences and spend time, someone who shows kindness and thoughtfulness towards you, someone that shares the same interests and values as you. Other responses on this page may vary. Activity 32 - Do You Know Your Friend? Responses will vary. Activity 33 - Good Relations Examples of people that students may interact with could include: bus driver, teachers, friends, cinema usher, sports coach, scout leader, librarian, doctor. Activity 34 - Who Do You Know? Similar examples to the previous activity could be used here. Good relationships can be kept by showing respect, listening, sharing, making an effort to find out about that person and how they feel. Activity 35 - Group Membership Responses will vary. Activity 36 - Active Listening Questions to ask new student: * What school are you from? * What sorts of things were you learning at school? * What sport/music do you like? * Have you been around the school yet? * Would you like to have lunch with me? Activity 37 - Assert Yourself Passive: Not getting message across; being anxious; quietly spoken; bullied by others. Aggressive: Shouting; making others nervous; invading personal space; becoming angry; not listening to others. Other responses will vary

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.14): Students discuss the people that influence them at different times of their lives.

Activity 31

Heroes What is a hero?............................................................................................................... ..............................................................................................................................................

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List some of your current heroes.

MUSIC

FRIENDS

TV/FILMS

ADULTS

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SPORT

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Choose one of your heroes.

What makes them a hero/heroine to you? ...........................................................................

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Will your heroes change? ..................................................................................................... What would cause them to change? .................................................................................... .............................................................................................................................................. What is a friend?.............................................................................................................. .............................................................................................................................................. What are the qualities of a friend? ........................................................................................ .............................................................................................................................................. Have your best friends changed over the last two years? ................................................... Why/Why not? ....................................................................................................................... Ready-Ed Publications

Human Relations

Page 53

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.13): Students identify their friends’ interests, hobbies and achievements.

Activity 32

Do Y ou Know Y our F riend? You Your Friend? How well do you really know your friend? Make a Coat-of-Arms for a friend by drawing pictures showing each point below. MAKE SURE YOU DON’T ASK THEM THE DETAILS!!

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Their favourite TV show.

Something they like to do.

Their favourite sport.

Their greatest success or achievement.

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Something they are good at.

Their favourite food.

Check with your friend when you finish to see how well you know him or her. Page 54

Human Relations

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.13): Students discuss ways of enhancing relationships with others.

Activity 33

Good Relations Apart from your family, who should you try and establish GOOD RELATIONS with, even though you may meet them only once in your life? Explore some of these relationships by completing the boxes below. In the WHO box list some people other than family. In the WHAT box list ways of establishing a good relationship. In the RESULT box say what might happen because of your efforts.

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One has been done for you.

RESULT 1. Good service. 2. Respect in return.

WHAT?

WHAT? 1. Clear speech. 2. Respectful, polite tone.

RESULT

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RESULT

WHAT?

WHO?

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WHAT?

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WHO?

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RESULT

WHAT?

RESULT

Some ‘WHAT’ clues: respect, sense of humour, courtesy, generosity, taking turns, listening, friendliness, thoughtfulness, clear speech, sympathy, care, sensitivity. Ready-Ed Publications

Human Relations

Page 55

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

Health Education Activities - Book 6 Outcome (Related to Outcome 3.13): Students understand the need to develop successful relationships with others.

Activity 34

Who Do Y ou Know? You Everybody has relationships with many people throughout their lives. During the day you relate with many people in some way, from the bus driver to your Mum or Dad. THINK CAREFULLY

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Make a list below of all the people you have had ‘relationships’ with since you got up this morning. Then answer the other questions in the chart. Continuous Relationship? (Yes/No)

How is it important to you?

What did you get from the relationship?

What did you give to it?

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Apart from your family, which of the above relationships is most important to you? ................. What should you do to keep that a good relationship? ....................................................... .............................................................................................................................................. Page 56

Human Relations

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

Health Education Activities - Book 6 Outcome (Related to Outcome 3.13): Students analyse their performance as a group member and compare their thoughts with those of others.

Activity 35

Group Membership What kind of a GROUP MEMBER do you think you are? Try the rating system below to assess your own opinion of yourself and then other’s opinions of you.

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The ratings should be given as follows:

if the word almost always describes you. if the word often describes you. if the word occasionally describes you. if the word almost never describes you.

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1 2 3 4

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

SELF

OTHER

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cooperative

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aggressive

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cautious

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selfish

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bored

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dependable

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shy

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efficient

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enthusiastic

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Hide your personal rating and ask a partner to guess how you rate yourself by putting the appropriate number in the other column. Do others see you as you see yourself?

What does this tell you about your membership of groups?

Human Relations

Page 57

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.13): Students apply examples of listening strategies to themselves and others.

Activity 36

Active Listening One of the best ways to make and keep friends is to ask questions. Imagine that a new student is sitting next to you at school. What are some questions that you can ask them to make them feel welcome?

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To show that you are interested in the answers a person is giving, you can use some of these active listening skills. Circle the ones that you have done before: Sitting still, not fidgeting. Looking at the person – giving good eye contact. Asking more questions. Nodding, agreeing or making comments without interrupting.

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Extra!! Make a cartoon strip with four scenes showing two friends talking about their favourite hobbies. Add speech bubbles and make sure you show the ways that they are using to listen carefully to each other. Page 58

Human Relations

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Health Education Activities - Book 6 Outcome (Related to Outcome 3.13): Students identify assertive behaviour and apply to examples.

Activity 37

Asser ourself Assertt Y Yourself Being assertive means getting your message across in a clear and confident way, without making others feel upset or uncomfortable.

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In your own words, describe the following:

Passive: ........................................................................................

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Aggressive:...................................................................................

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Use assertive language to write a reply to the following comments:

Your parents say: “Why should we let you sleep over at your friend’s house?”

© ReadyEdPubl i cat i ons ........................................................................................................................................ •assistant f orsays: r ev i e w pur p os es nl y A shop “You look suspicious. I hope you’re noto planning on• ........................................................................................................................................

shoplifting.”

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Your classmate says: “Your little brother is so stupid. He always bugs my brother.”

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Your friend says: “Why are you studying for that test? You’re so boring!”

........................................................................................................................................ ........................................................................................................................................ When were YOU last assertive? ...................................................................................... What did you say/do? ...................................................................................................... ........................................................................................................................................ What was the outcome? .................................................................................................. ........................................................................................................................................ Ready-Ed Publications

Human Relations

Page 59

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Health Education Activities - Book 6

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