Health Education Activities: Book 7 - Ages 11+

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r o e t s Seven Bo Book r e p ok u SFor Ages 11+

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

© Ready-Ed Publications - 2002 (Revised edition) Published by Ready-Ed Publications P.O. Box 276 Greenwood WA 6024 Email: info@readyed.com.au Website: www.readyed.com.au

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

ISBN 1 86397 510 1

Health Education Activities - Book 7

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 64 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 66 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 67 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 68 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 69 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 70 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 7

Contents - Book 7

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Introduction Are You Eating What You Need?

A Balanced Diet - 1 A Balanced Diet - 2 Looking After Number One Exercise Through Recreation Exercise and Our Body Use of Leisure Eating Is For More Than Fun Internal Action Food Additives Causes and Prevention of Accidents A Common Home Accident Home Safety Plans Emergency Action Plan The Breath of Life Finding Out About AIDS Why Labels Are Used Legal Labelling What Manufacturers Are After Why Advertise?

Advertisement Profile - Group Activity Influencing You A Thoughtful Advertisement Needs and Wants Treasured Values A Circle of Relationships You Didn’t Used To Be Like That!

A Time of Change - 1 A Time of Change - 2 (Physical) A Time of Change - 3 (Emotional) Finding Out About Self Concept - 1 Finding Out About Self Concept - 2 Solving Problems Friends Influence Your Decisions Be A Sport!

Peer Group Pressure Diversity Rocks A Healthy Plan

Strand

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

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Health Education Activities - Book 7

Teachers’ Notes A Healthy Diet (Activities 1 - 4) Background Information A good diet is vital in maintaining health and well-being in people of all ages. Information relating to a healthy diet can be found in the students’ notes, which can be distributed and kept by students as a reference for the following pages.

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Relevant Internet Links

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Students could design and create their own healthy snacks that contains a combination of ingredients from different sections of the Healthy Eating Pyramid. These snacks could then be sold at a stall which students set up at recess time. Posters could advertise the event, promoting healthy eating.

Using copies of the school canteen menu, students could analyse and categorise the foods sold at the canteen. Letters could then be written, either congratulating the canteen on its’ choice of healthy foods, or suggesting some healthier lunch ideas.

Students create a “healthy food” character, e.g. “Peter Pitta Pizza”, and write a short, illustrated story about this character, promoting the healthy eating message. Books can then be read and presented to a junior buddy class. www.kidshealth.org contains student-friendly information on nutrition. www.heartfoundation.com.au comprehensive Australian site with facts for students on healthy eating.

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Activity 2 - A Balanced Diet 1 It is important to balance food intake and exercise because many foods provide energy through nutrients such as carbohydrates. If the energy stores are left unused, they can convert to body fats, resulting in the risk of obesity over time. Exercise also has many other health and social benefits.

Students can mark the Healthy Eating Pyramid from their Students’ Notes.

Students should note that foods high in kilojoules are recommended to be eaten least.

Activity 3 - A Balanced Diet 2 Students should show a menu with a kilojoule total similar to that which is recommended. Appropriate exercise activities should be selected for each section (e.g., walking to school, ball games at lunchtime, cycling or team sports after school). Due to other daily activities aside from sport, kilojoule intake should be more than that burned during sport.

Activity 4 - Looking After Number One Students should complete the sheet after reading the relevant Students’ Notes.

Protein - builds, maintains and repairs body tissues, assists in making of haemoglobin and antibodies.

Carbohydrates - supply energy for daily activity.

Minerals - carrying out body functions such as building bones.

Vitamins - growth and development, energy, body healing and immunity, vision.

Fats - stored energy, carrying of vitamins around body, helping to make hormones.

Water - maintains fluid balance in body, replaces fluids lost through perspiration, etc., lubricates joints.

It is recommended that 6 - 8 glasses of water is consumed each day.

Fibre - assists digestive system in eliminating wastes and keeps the digestive system healthy. Fibre can be found in fruit, vegetables, cereals and bread.

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Health Education Activities - Book 7

Students’ Notes for this Section Healthy Eating

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To work well, your body needs to receive a healthy mix of foods. Some types of food are essential for health, but are only needed in very small amounts - too much can have the opposite effect and cause health problems. Other types of food are required in large quantities - so much that we may not be eating enough of them every day.

To achieve the best balance for your body, nutritionists recommend you follow the “Healthy Food Pyramid”.

The foods that we should eat the most of take up the largest part of the pyramid, the bottom, and the foods we should eat least of are at the tiny part of the pyramid at the top.

For good health: Eat most of - Fruit, Vegetables, Grains, Legumes and Pastas. These foods should make up most of what you eat every day. They are low in fat, and packed with vitamins, minerals and fibre, and they are also the foods that fill you up the most! Grains include foods such as rice, wheat, and barley. They can be eaten in their natural state, or made into foods such as breads or breakfast cereals. Legumes (such as beans and peas) are a good source of protein and iron, which is useful if you do not eat much meat.

Eat moderately of - Meat, Fish, Nuts, and Dairy. These foods should make up about a quarter of your foods every day. Meat and fish are an excellent source of protein and iron, while nuts and seeds are high in fibre.

Dairy foods provide valuable calcium for your bones and teeth.

Eat small amounts of - Fats, Oils, and Sweets. These foods are high in ingredients which are not good for your body. In small amounts, however, they are not a problem.

Just balancing the types of foods you eat is not enough to ensure good health, however. During digestion, food is transformed into fuel for the body. The amount of fuel supplied by a food is measured in kilojoules - a measurement of the energy that food produces when it’s digested. When you walk, sit, breathe, watch TV and even sleep, you use up kilojoules, because your body is using energy. If you are exercising, you are obviously using a lot of kilojoules at once. To avoid putting on weight, the amount of kilojoules you consume in food should match the amount of kilojoules you spend in energy.

Nutrients Different foods also supply different needs of the body, such as fuel for repairing damage, for keeping warm, or keeping your heart pumping. The substances within foods which supply these needs are called nutrients. There are six types of nutrients: proteins, carbohydrates, minerals, vitamins, fats, and water.

Protein gives your body the materials to build up, maintain and repair your body’s muscles and organs. It also helps in making haemoglobin, the part of red blood cells that carries oxygen around your body. Protein also makes antibodies, cells that fight off infection and disease. Protein is found in meat, fish, eggs, dairy foods, beans and nuts.

Carbohydrates supply energy to your body. There are two different types of carbohydrates: sugars and starches. Sugars (also known as simple carbohydrates) can be found in many fruits, as well as in high-fat foods such as chocolate. Sugars are absorbed into your blood very quickly to provide a fast energy boost.

Starches (complex carbohydrates) take longer to be digested, so they release energy over a longer period of time, giving you more stamina. They are found in bread, cereals, pasta and vegetables.

Minerals are basic building blocks essential to our body’s health. They include things like zinc, iron, calcium and copper - which you probably think of in relation to mining, not eating! We need small amounts of these substances for a range of functions, from building bones to transmitting nerve impulses. Minerals are found in small amounts in a wide range of foods, from meat to fruit to dairy products. For children and teenagers, it is especially important to make sure you receive enough calcium, the mineral which strengthens bones.

The bones you are building during these years have to last for the rest of your life, so if you don’t have enough calcium now you could end up with bone problems when you are an adult.

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Health Education Activities - Book 7

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Drinking lots of low-fat and non-fat milk, or eating other dairy products such as cheese or yoghurt, is the quickest way to meet your daily calcium needs, though leafy green vegetables and canned fish with bones (sardines and salmon) are also good sources of calcium.

Vitamins are similar to minerals, in that they are important for a wide range of functions in our bodies. They help us grow and develop, help blood clot when you get a cut, help to make energy, and are even involved in giving us colour vision. Vitamins are also found in a range of foods, especially fruits, vegetables and dairy products.

Fats are stored energy - our energy is stored in our body as fat, and when we eat fats we are eating the stored energy of other animals and plants. Our bodies need some fats to work properly - they give our body energy, and help to make hormones that we need for a range of tasks, such as keeping our bodies at the right temperature and keeping our blood pressure at the right level. Fats are also helpful in moving vitamins around the body - they help vitamins A, D, E and Kbe absorbed by our system. Too many fats, though, are a cause of health problems, such as obesity, clogged arteries and diabetes, so you should only have a little bit each day. The fats we need are usually supplied by the foods we eat every day, such as meat, milk, cheese, fish, and some plants. Foods such as fast food, chocolate and cake supply a lot of fats - too much for a healthy diet - but are fine when eaten every now and again.

Water is the most necessary nutrient of all; without water, you could not survive more than a few days. Water is the main ingredient in the fluids of your body’s circulatory system (blood), lymphatic system (germ-protection!), digestive system (foods) and urinary system (liquids). It is the agent used in perspiration, to keep your body cool. It also acts as a lubricant for your joints and organs.

Your body loses between 2 and 3 litres of water a day from all of these activities - more if you are exercising or if it is hot. All foods contain water, so we can replace some of this water just by eating, but you should also drink between 6 to 8 glasses of water or other non-sugary liquids a day to keep things running smoothly.

Fibre is a substance found in plants such as fruits, vegetables, and grains. It helps your digestive system work properly to eliminate wastes, so that you go to the toilet regularly. It has also been found to be good for your body as a whole, by reducing your chances of cancer, heart disease and diabetes. Eating the recommended amount of fruit and vegetables every day, and eating some grains from sources like breakfast cereals and whole-grain breads, will give you the daily fibre you need.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.7): Students outline ways to balance nutritional needs with regular physical activity.

Activity 1

Are Y ou Eating What Y ou Need?

You You RESOUR CE SHEET RESOURCE This sheet will give you some facts and figures to use when you are completing the activity sheets to follow.

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1. HOW MUCH DO YOU NEED? For a normally active 11-12 year old you should aim for: GIRLS 7000 - 10500 kilojoules daily.

BOYS 8500 - 12500 kilojoules daily.

2. HOW MANY KILOJOULES DO YOU USE PER HOUR? (These figures are for a 52 kg person. Subtract 10% for each 6 kg below that)

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The figures here refer to KILOJOULES which are units of heat used to measure the energy supplied by food. We talk about foods containing a certain number of kilojoules (old measure: calories). When you exercise you use up those kilojoules - the more exercise, the more kilojoules used.

How well do you juggle your food intake with the exercise you do?

© ReadyEdPubl i cat i ons f or r e vi e w 1344; pu r po sesonl y• SPORTS:• golf 1008; horse riding, cricket jogging, karate, sleeping 216; sitting, watching TV. etc 304; eating, drinking, digestion 336; writing 336; standing 504; dressing, showering 536; washing dishes 588; walking - slow 588 / fast 1008.

skipping 1360; swimming, tennis, cycling 1680; basketball, netball, surfing 1840; squash 2160; soccer, football, hockey 2160; sprinting, rowing 3200.

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3. SOME APPROXIMATE KILOJOULE COUNTS OF SOME FOOD YOU MAY HAVE Milk (600 ml) 1180; flavoured milks (600 ml) 2000; Yoghurt - plain (200 g) 670; flavoured (200 g) 750; Cheese - 3 cm cube - 480; Ice Cream - vanilla 1 scoop 400; flavoured - 1 scoop 500; Icy Poles 230; choc wedge type 630; Eggs - 1 poached/boiled 300; fried 500; Oil/Margarine - 1 teaspoon 150.

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MEAT Steak - average size steak fried 1900; grilled 1750 Roast - 2 medium slices 850 Mince - rissole/hamburger patty 670 each Stews - no vegetables 1750 per serve Chops - average size grilled 840 each Chicken - drumstick fried 380; breast (meat) 840 for 100 g Bacon - 1 rasher grilled 420; fried 600 Sausages - thick fried 840; thin fried 540 each; Frozen Pizza - 1/4 large 1260 slice Baked Beans - (canned) 480 per serve Spaghetti - 366 per serve.

TAKE AWAYS Pies 2100; Pastie 1700; Sausage Roll (Large) 1450; Fish & Chips - Fried Fish 1700 per piece; Chips 880 for 20; Hamburger (Large) - 2300; (Small) - 1250.

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People and Food

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.7): Students outline ways to balance nutritional needs with regular physical activity.

Activity 1 (cont.)

TAKEAWAYS (CONTINUED)

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FRUIT Apple 350; Banana 500; Orange 300; Plum (medium) 250.

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Fries - small 840; large 1400; Coke - large 500; KFC - drumstick portion 670; breast portion 1110 Bread - 330 per slice; high fibre - 240 per slice; roll - horseshoe 630; hamburger/torpedo roll 735; Breakfast Cereals - Muesli (2 tablespoons 500; Weeties - 480 serve; Weet Bix 210 each; Cornflakes 480 per serve.

Cakes, Buns - Medium piece of chocolate cake with icing 1155; doughnuts 1000; cream bun 950; Sugar - (teaspoon) 80; Cheezels, Twisties etc 500 small bag; 2100 large bag.

VEGETABLES Cabbage 100 (1/2 cup); lettuce 8 (each leaf); mushrooms 60 (1/2 cup); peas 250 (1/2 cup); potatoes (1 medium) boiled 265; roast 560; mashed 350; chips - 12 large - 735; pumpkin 110; tomato 80 each; zucchini 50 (1/2 cup).

Rice - boiled 880 (1 cup); fried 1000 (1 cup).

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DRINKS (per 370 ml can) Coke 655; Fanta 870; Lemonade 710; Tea/Coffee with milk + 1 sugar 170; Orange Juice - 300 per glass.

YOUR PROJECT

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Complete the following activity pages.

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The information contained in these Resource Sheets is approximate only only.. It should be taken as a guide, for you to work out what diet and exercise may be best for you.

Enjoy your research!

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People and Food

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.7): Students outline ways to balance nutritional needs with regular physical activity.

Activity 2

A Balanced Diet -1 Why is it important to balance your food intake and the amount of exercise you do? .........................................................................................................................................................

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

Eat small amounts

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The Healthy Eating Pyramid will give you a guide to the types of food and the amount of each food you should be eating. Complete the Healthy Eating Pyramid by listing or illustrating the types of foods in each part of the pyramid.

Eat moderately

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Eat most

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Use the resource sheets to check the kilojoules in these foods.

Eat most ½ cup cabbage ______

Eat moderately 3 cm cube cheese ______

one orange ______

200 gms flavoured yoghurt ______

slice of bread ______

grilled steak ______

Eat least 1 teaspoon butter ______

What did you notice? .......................................................................................................................

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People and Food

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.7): Students create a balanced diet and exercise plan according to their nutritional needs.

Activity 3

A Balanced Diet - 2 Use the previous resource sheets to create a balanced diet and exercise plan on the table below.

If you are a girl, allow a daily kilojoule intake of 9000 and if you are a boy allow 11 000 kilojoules.

r o e t s Bo r e p ok u S EXERCISE

BREAKFAST

MORNING

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DIET

LUNCH

AFTERNOON

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DINNER

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* Remember that kilojoules will be burned in small amounts just by sitting and working in class, walking to school, etc.

Total Kilojoules eaten = ___________

Total Kilojoules burned = ___________

How does this plan compare with your food input and your exercise? ......................................................................................................................................................... .........................................................................................................................................................

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People and Food

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.8): Students identify vital nutrients that the body needs and describe how these nutrients help the body.

Activity 4

Looking After Number One Some of the foods you eat contain the nutrients you need to grow and keep healthy, and at the same time keep the digestive system working well.

Everyday we need food that provides us with the following nutrients. Find out how each of the nutrients helps our body function properly.

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protein: ............................................................................................................................................. carbohydrates: .................................................................................................................................

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minerals: ..........................................................................................................................................

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vitamins: ........................................................................................................................................... fats: .................................................................................................................................................. water: ...............................................................................................................................................

List all the foods you have eaten over the last week (the extras are foods that you don’t really need).

Protein

Carbohydrates

Minerals/Vitamins

Fats

Extras

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Is there anything you feel you should eat more or less of? ...................................................... ...................................................................................................................................................

How many glasses of water should you have in a day? .........................

How many do you drink? ............................

Why do you think FIBRE (or roughage) is very important to our diet? ........................................... .........................................................................................................................................................

List some foods that provide FIBRE. .............................................................................................. .........................................................................................................................................................

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Health Education Activities - Book 7

Teachers’ Notes

Exercise and Our Body (Activities 5 - 7) Background Information Most of the information required for this unit can be found in the students’ notes (following).

There are a number of ways that schools can actively promote exercise in students, including daily fitness, whole school events, inter - class competition, education on the benefits of fitness and provision and encouragement in using a variety of sporting equipment during breaks at school.

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Appointing students to act as sports equipment monitors may encourage students to look after and use sport equipment more readily.

Join together with another senior class to organise a special school fitness event, such as a fun-run or tabloid sports day.

Ask students to research a sport club in their local area that they belong to or are interested in joining. With the permission of the club, set up a “Sports Expo” at school during a lunch break, where students can talk to the “representatives” about what it is like to play the sport. Posters and demonstrations could be included for added interest. Adult coaches or representatives may express interest in attending this day. www.acefitness.org go into ‘Fit Facts’ for a variety of ideas on how to keep fit. www.library.unisa.edu.au/internet/pathfind/physed.htm look under ‘Useful Starters’ for some great links. www.hlth.qut.edu.au/ph/ahpsa for teachers to consider becoming a ‘Health Promoting School’.

Answers

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Activity 6 - Exercise Through Recreation Start the lesson with a brainstorming session on different forms of recreation, e.g. rollerblading, rollerskating, skateboarding, swimming, surfing, boogie boarding/body boarding, body surfing, diving, football, soccer, rugby league and union, lacrosse, hockey, netball, basketball, baseball, softball, volleyball, cricket, tennis, golf, athletics, jogging, karate/tae kwan do, gymnastics, horse-riding, flying kites, playing frisbee, walking the dog, playing games like chasey with younger sisters and brothers, elastics, bike riding, skipping, dancing, walking to and from friend’s house.

Activity 7 - Exercise and Our Body Supply students with the Student Information Page on “Exercise and our Body”. From these, students can deduct the effects that would occur without exercise - or the benefits that wouldn’t happen.

For the aspects of fitness, encourage students to use a dictionary to define the words, and then apply the definitions to the effects of physical fitness.

Stamina - the ability to carry out activity with endurance (over a long period of time).

Suppleness - the ability to move freely, with flexibility.

Strength - The ability to move or lift with power from muscle groups.

Gymnastics - A, B, C; Jogging - Mainly B, but also A and C; Swimming - A, B, C; Yoga - Mainly B but also C; Weightlifting - Mainly C, but also A and B; Dancing - A, B, C. Activity 8 - Use of Leisure THINKING: Crosswords, word games, free lectures, talks, or discussions that the public can go to. Problemsolving computer games.

SOCIAL: Parties at houses and restaurants. Family day activities, such as picnics or fairs. Dance classes.

Discussion groups or book clubs. “Meet the famous person” days. Sports activities.

PHYSICAL ACTIVITY: Sports activities, games people can attend, or tournaments. Walking, cycling and jogging tours. Hiking trips and camping trips. Scuba diving trips. Swimming meets. Fun runs.

OBSERVING: Visiting art galleries. Going to plays, movies. “People-watching” in cafes. Going to museums.

Going to special exhibitions.

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Students’ Notes for this Section Exercise and Our Body Exercise is an important part of keeping healthy. It benefits our muscles, joints and bones, circulation, heart and weight - as well as being a lot of fun!

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There are over 630 active muscles in your body, and they all need exercise - that is, active use - to stay strong. Muscles build in reaction to physical activity - when you are using a muscle, the body sends fuel (energy from food and oxygen) to that area of the body. This fuel is used in two ways: firstly, so the muscle already in place has enough energy to work, and secondly, so that new muscle fibres can be added, making the muscle stronger and more efficient. But this process only happens when the body sends a message to say the muscles need fuel because they are being used. You don’t have to be lifting weights - most physical activities work a variety of muscles in your body. So when it comes to muscles, the rule is “use them or lose them”!

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Exercise also benefits your skeletal system. “Weight-bearing” exercise, that is, exercise where you are supporting your body weight on your legs by running or walking, helps your skeleton stay strong, as nutrients are sent to the skeleton in response to the exercise. The joints of your body - the connections between bones - benefit from exercise at the same time. Joints are made up of bands called ligaments, which are like giant elastic bands joining bones together, slippery discs called cartilage, which sit on the ends of the bones to help them slide past each other, and a lubricating fluid to keep everything moving smoothly. Exercise stretches the ligaments, allowing them to stay flexible. Regular movement of a joint also ensures the lubrication systems - the cartilage and fluid remain active. So exercising a joint ensures that the joint remains well-lubricated. Healthy, flexible, well-lubricated joints allow you to exercise, or just move around, without spraining yourself or injuring your muscles.

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The circulation and respiration systems of the body are made stronger by exercise, because the changes caused by exercise allow them to work more efficiently. When you exercise, blood is required to move quickly around the body, to deliver all of the extra fuel (the food and oxygen) needed by the muscles. To make this process more efficient, your body builds more blood cells, so your blood can “carry” more food and oxygen. The size of blood vessels can increase over time, allowing blood to flow more smoothly. Through regular demands on them, the lungs get stronger, placing more oxygen in the blood with every breath.

Your heart is a muscle, just like your arm and leg muscles, so the extra work it is doing in quickly pumping blood builds it up and makes it stronger. A stronger heart pumps more blood with each contraction, and pushes that blood further - which in the end means it does not have to pump as many times to move the blood around the body.

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Finally, exercise is good for your figure. From the notes above, you know that the muscles, lungs and heart are all crying out for extra fuel when you are exercising. Your body burns energy from the fuel you’ve eaten to supply these fuel needs. If that energy isn’t used, it is stored by the body as fat.

The good news is, the body will also turn that fat back into energy when you are exercising regularly, melting away any extra fat stores that have built up.

And don’t forget, exercise also benefits your thinking skills. All of the extra, oxygen-rich, nutrientfuelled blood circulating around your body also moves through your brain. You’ll find that your concentration skills and mental stamina are better if you exercise regularly. Scientists have also found that people who exercise regularly feel happier, because of the release of feel-good hormones called endorphins.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.6): Students understand that recreational activities contribute to good health.

Activity 5

Exercise Through Recreation Recreational activities may provide us with more than exercise.

From the list below choose three reasons for recreation that are important to you.

Use them to finish the sentence.

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Active exercise is important to ME because I want to be able to ...

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... have more energy for things I do ... lose some weight ... have fun with my friends ... relax and feel good ... get fit ... save myself from heart disease later on

What is YOUR favourite form of recreation?

Make a notice advertising it to others who may be interested.

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Think of all the details you should put on it, including the advantages of following this particular form of recreation.

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Physical Activity and the Community

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.5): Students understand the importance of physical activity in maintaining good health.

Activity 6

Exercise and Our Body Exercise is an important part of keeping healthy. If we don’t do any exercise our body suffers.

Find out what could happen to the following if we did no exercise.

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muscles:........................................................................................................................................... ......................................................................................................................................................... joints: ...............................................................................................................................................

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breathing and circulation: ................................................................................................................ .........................................................................................................................................................

weight:.............................................................................................................................................. .........................................................................................................................................................

heart: ................................................................................................................................................ .........................................................................................................................................................

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There are three different aspects of fitness. Research some information about each one.

B. Suppleness ..................................................................................................................................

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Which of these benefits do you think you would get from participating in the following activities?

Gymnastics

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Yoga

Jogging

Weightlifting

Swimming

Dancing

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Physical Activity and the Community

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.6): Students discuss the ways in which they use their personal leisure time.

Activity 7

Use of L eisure Leisure ‘Leisure’ is a term which refers to unoccupied time. We all need to have some kind of leisure time and should try and be POSITIVE in our use of leisure (succeeding at something relaxing, enjoying) rather than NEGATIVE (getting into trouble, being punished, being bored).

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What leisure activities do you do that are POSITIVE?

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... and NEGATIVE?

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Use a newspaper to make lists of ways that people might use leisure time in a weekend.

(Some things may be in more than one group).

Put your findings in these groups: 1. Leisure time activities which involve THINKING.

© ReadyEdPubl i cat i ons Leisure• time activities which SOCIAL. f o rr evare i e w pur posesonl y•

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3. Leisure time activities which involve PHYSICAL ACTIVITY.

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4. Leisure time activities which involve OBSERVING.

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Which ones appeal to you most? .............................................................................................. ......................................................................................................................................................... .........................................................................................................................................................

Where can you do these forms of leisure? ................................................................................ ......................................................................................................................................................... .........................................................................................................................................................

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Health Education Activities - Book 7

Teachers’ Notes Digestion (Activities 8 - 10) Background Information

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Suggested Activities

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Most of the information about digestion is contained within the students’ notes.

Additives are substances added to a food to increase its nutritional value, flavour, appearance, or shelf life. Most processed foods nowadays contain some form of additives.

The function and advantages of the types of additives listed are fairly self-evident - students should be able to define these areas through deduction. Before starting the activity, you may like to have a class discussion on what disadvantages students have heard about preservatives, flavourings, colourings and nutrients. Are any students in the class allergic to additives, or know anybody who is? What other side effects has the class heard about? You may also want to point out that side effects are rare, and that all additives must pass a stringent testing process before they can be used in foods.

Compile a survey in the class on food allergies. Discuss the significance of food allergies in the production of food and specific labelling. Ask students to locate labels at home that may pertain to allergies (e.g. “May contain traces of nuts”). Students can then discuss ways that food can be better labelled to avoid allergic reactions from food.

Use junk mail as a mathematics activity where students create a meal comprised of pre-packaged and frozen foods and a meal containing fresh foods only. Compare the costs (hopefully the fresh food meal will come out cheaper) and talks about possible differences in taste, appearance and health value.

Conduct experiments to find out ways that apple can be preserved. Use salt, sugar, lemon juice and water as examples and leave apple slices for a few days. What preserves the apple best?

© ReadyEdPubl i cat i ons Relevant Internet Links •f orr evi ew pur posesonl y•

www.asthma.co.za/articles/ref13.htm information for teachers and student research on food allergies.

Answers

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Activity 8 - Eating is For More Than Fun 1. Food is put in mouth; 2. Food is chewed with teeth; 3. Food is mixed with saliva; 4. Food is swallowed; 5. Chewed up food goes into stomach; 6. Food is digested for use by the body; 7. Unused food goes out of the body.

Activity 9 - Internal Action Answers can be found in students’ notes.

Activity 10 - Food Additives Preservatives - Function: To prevent spoilage in food during the time it takes to transport foods over long distances, and also so it lasts longer when sitting on a supermarket shelf or on a shelf on our kitchens. Preservatives prevent the growth of mould and bacteria, and stops them from looking unattractive by going brown or developing black spots.

Advantage: Foods stay fresh longer, allowing foods to be transported long distances, so people can eat foods they would not have had access to in the past; Foods can be sent from countries on the other side of the world, so you can eat foods that are “out of season” (that is, only grow in spring or summer) at other times of the year; Foods can be stored for longer, which means people do not have to shop as often and they can always have a store of food; Preservatives make food look more attractive, because they stop foods going brown or developing black spots, which do not affect the quality of the food or mean it has gone bad, but does make the food look bad.

Disadvantage: People can have reactions to preservatives - people with asthma can have trouble breathing.

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Health Education Activities - Book 7

Activity 10 - Food Additives (cont.)

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Flavourings: Function: Flavourings add extra flavour to a food.

Advantages: Flavourings can make a food taste better; They can combine a number of flavours, so instead of adding lots of different things to the food to create a taste, you only need to add one.

Disadvantages: People sensitive to flavourings can have an allergic reaction to them, such as trouble breathing, headaches, or nausea; Flavouring agents can be high in salt and sugar, so they are not healthy for us; People can get addicted to the strong flavours in processed foods, and add extra salt and sugar to their own cooking to try and reproduce the flavours.

Colourings: Function: Colourings add colour to a food, or change the colour, so that the food looks more attractive and fresher.

Advantages: The food looks more attractive, and more people want to eat it.

Disadvantage: The colouring can trick our eyes - the food may not really be as fresh or as tasty as it looks. (Note - Very few people have allergic reactions to colourants, so this is not included in this answer section. The effect of colourants on hyperactive behaviour in children (e.g., getting anxious after drinking red cordial) is still controversial, so this is also not included.)

Nutrients: Function: Nutrients are the carbohydrates, proteins, fats, vitamins, minerals, and water within food that give our body nourishment; They can be added to food to replace nutrients that are lost during processing (cooking, etc.), or as an “extra” to help people’s health, such as extra fibre in bread.

Advantages: Nutrients are essential for our body’s health; “Extra” nutrients added to food can help to meet shortfalls that are in people’s everyday diets.

Disadvantages: Companies may only add a tiny quantity of nutrients to their food, but because they advise that they contain that nutrient, people believe the food is healthier than it really is; Companies may call foods nutritious even though they are not really - for example, a company may say that their hamburgers are nutritious because they contain protein, but gloss over the high fat and salt content of the hamburger; (Note: all new food additives must be subjected to stringent safety testing before they can be approved. This is required by the National Health and Medical Research Council and the Australia-New Zealand Food Authority.)

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Health Education Activities - Book 7

Students’ Notes for this Section The Digestive System

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Digestion actually starts in the mouth, with that first bite of food. Your teeth chew food into a soft pulp that is easy to swallow. Chewing also mixes the food with watery saliva to make it slippery, so it can slide down your oesophagus easily. The saliva contains chemicals called enzymes that start breaking the food down chemically. The tongue is very active during chewing, sweeping left and right to gather up all of the food, mix it with saliva, and then mould it into a ball that can be swallowed. Without the tongue to mould the food, it would be difficult to take a break during chewing and swallowing to breathe. The tongue starts the next stage of digestion, the swallowing action, by pushing the food out of the mouth and into the oesophagus.

The oesophagus is a muscular tube which pushes food down from our mouths into the stomach. It moves food by waves of muscle contraction called peristalsis. The oesophagus has a ring of muscle at the top and at the bottom which close after the food has passed through, to stop the stomach acids from leaking out of the stomach.

The stomach continues the breakdown of food that began in the mouth. Strong muscles in the stomach wall contract over and over again to mush the small balls of food that came down the oesophagus into smaller pieces. At the same time, the food is rolling in a mix of digestive fluids called gastric juices, which help to break food down into its chemical parts. It takes about 4 hours for the stomach to do this job completely. The food mixture is then pushed, a little at a time, into the small intestine. The stomach serves as a storage bag holding the food until it is ready to go to the next stage in our digestive system.

The small intestine is not actually that small. It is between 1.3 - 5 cm in diameter, and is about 4 times longer than your height - between 5.5 - 7 metres long! It fits in the abdomen by looping back and forth upon itself. The small intestine is where digestion of food is completed, and the nutrients from the food are absorbed into your body. The walls of the small intestine, the pancreas and the gall bladder release enzymes to finish digestion of the food. Once the food is completely broken down, the nutrients are absorbed by small finger-like growths called villi. In 5 square centimetres of small intestine there are about 20 000 villi. The villi bring in fresh, oxygenated blood and take out nutrient-rich blood to deliver to the rest of the body.

The digestive action of the small intestine is helped by three organs: the pancreas, the liver, and the gall bladder. The pancreas is about 15 cm long. It produces juices containing chemical agents called enzymes that help to break down proteins, carbohydrates, and fats. The pancreas also helps to keep the sugar level in your blood stable, so you always have enough energy. The liver has many functions in the body. It is the “screening” organ for the body, to weed out or change harmful substances. It’s role for digestion however, is to produce “bile salts”, which are stored in the gall bladder until food reaches the small intestine. When that occurs, the gall bladder converts the bile salts into a liquid called bile, which is squirted into the small intestine to help digest fats.

The parts of the food which can’t be digested pass out of the small intestine into the large intestine.

Here, water is absorbed back into the body, and the waste foods are squashed into small lumps to be expelled from the body. Attached to the start of the large intestine is a pouch called the appendix.

Nobody knows what the function of the appendix is - it doesn’t seem to do anything. It can make you sick, however, if food moving down the large intestine gets trapped in the appendix by mistake.

Once the waste matter has moved through the large intestine, it moves into the rectum. The rectum is a short tube that connects the large intestine to the anus. The anus is the digestive system’s exit door from the body. It is a ring of muscle. The waste is stored in the rectum until it is finally squeezed through the ring of muscle, and out of the body.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.7): Students explore the way in which the digestive system works.

Activity 8

Eating Is F or More Than F un For Fun Do you know what happens to the food you eat and how your digestive system works?

The whole process as described here takes from 10-24 hours to complete its cycle.

WHAT TO DO

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1. Look at the boxes at the bottom of the page.

Work out the correct order of events and put the appropriate number in the small box.

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2. Cut out and place around the diagram.

Rule lines from the boxes to appropriate places on the diagram.

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Chewed up food goes down to stomach.

Food is put into mouth.

Food is swallowed.

Food is chewed with the teeth.

Unused food goes out of the body.

Food is digested for use by the body.

Food is mixed with saliva.

3. What role do the following have when digesting food? teeth and tongue: ...................................................................................................................... peristalsis: .................................................................................................................................. saliva: ......................................................................................................................................... villi: .............................................................................................................................................

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People and Food

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.7): Students explore the functions of the organs that make up the digestive system.

Activity 9

Internal Action Breaking food down, from the solid substance you put in your mouth to a liquid that can be absorbed into the bloodstream, is a long process that happens at various stages along the ‘assembly line’.

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Research to find out about these body parts and their job in the digestive process.

Draw lines to show where they are on the diagram.

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OESOPHAGUS

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STOMACH

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MOUTH/SALIVA

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LIVER, PANCREAS AND GALL BLADDER

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APPENDIX

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ANUS .................................................................................... ....................................................................................

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People and Food

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.7): Students discuss the advantages and disadvantages of consuming foods containing food additives.

Activity 10

Food Additives Many processed foods have various substances called ADDITIVES added to them. When canned or packaged foods are processed some of the vitamins and minerals may be lost; the additives are to replace the nutrients although there are a number of other reasons they are used.

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Find out what the function of each additive listed is, and state what you think the advantage and disadvantage of each may be.

PRESERVATIVES

FUNCTION

ADVANTAGE

DISADVANTAGE

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ADDITIVE

FLAVOURINGS

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COLOURINGS

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Look at the labels of some processed goods in your family’s food cupboard. Find out what the additives are. What do you think the purpose of the additive is in each case?

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People and Food

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Health Education Activities - Book 7

Teachers’ Notes Safety in the Home and Community (Activities 11 15) Background Information Safety in the home can be supported by maintaining a safe environment (objects in the home stored correctly and kept free from damage that could pose risks) and practising safe habits (avoiding risky behaviour, keeping aware of hazards, removing hazards as they are noticed).

Many schools and work places now have Safety Officers, who are trained in specific safety and/or procedures. Safety Officers are responsible for ensuring that the environment is a safe place.

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Relevant Internet Links

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www.stjohn.org.au/emergency/index.html safety around the home and emergency first aid. www.childsafety.com.au child safety information and prevention. www.redcross.org.au/ services and school projects. www.rch.unimelb.edu.au/poisons Poisons information and prevention.

Activity 11 - Causes and Prevention of Accidents Home: Conditions - poisons, items that can be tripped over, hot stoves, fireplaces and heaters, broken glass, frayed electrical cords (some of these only a danger is left unaddressed or unsupervised).

Actions - Leaving small children around any of the above, leaving boiling water, medicines, poisonous fluids, etc. in reach of small children, playing roughly around fire or the pool, using electrical appliances near water.

School: Conditions - wet pavement, broken glass in playground, broken playground or sport equipment, discarded cigarette lighters, chemicals or cleaning products left out where students can touch them.

Actions - Playing roughly in the playground, using sports equipment in the wrong areas or using incorrectly, climbing trees or buildings, crossing the road to retrieve a ball.

Community: Conditions - buildings that are deserted and run-down, roads with faults such as potholes, discarded syringes in public places, slippery pavements, trees that have branches falling down.

Actions - driving, walking or riding inappropriately or in the wrong areas, throwing rocks, etc., going to deserted areas alone, approaching unknown people or dogs.

Solutions: May include notifying adults or authorities, helping to remove the offending hazard, avoiding the area until it is safe, telling others to avoid the area, placing a warning sign up to inform others of the danger.

Activity 12 - A Common Home Accident A - Carrying items that block vision - the man cannot see the toy truck that he is going to skid on.

B - Carry items a few at a time or asking somebody to help.

A - Using a chair to reach an item - the chair is on an unstable surface and can easily result in a fall.

B - A small stepladder should be used instead.

A - Standing on tip-toes to paint up high could result in falling from the ladder as it becomes unsteady.

B - Use a long-handled paint roller for high areas.

A - Rug that can be tripped over, tacks that can pierce the foot, water and roller skate that can be slipped on.

B - Tidy up after use of these items.

A - Carrying a large plank of wood obstructs vision on one side. Turning quickly can hit a person.

B - With assistance, carry the plank lower down with two hands.

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Health Education Activities - Book 7

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Activity 13 - Home Safety Plans Stove Safety Rules Be careful or burning or scalding yourself: Lift lids off hot foods with the far side away first, so steam escapes away from you; Only use cooking pots with safe, strong handles, and properly fitting lids; Always use oven mitts or another covering to pick up pots or trays that have been on the stove or in the oven; Make sure all pot handles are turned away from the front of the stove, so children can’t grab them. This also stops them catching on your clothes as well; Do not start cooking if the kitchen floor is wet, in case you slip and knock things over; Don’t use the stove or oven without an adult present; Be careful about starting fires: Never leave cooking unattended; Make sure the areas around your stove are clear of flammable things - including fixed items like curtains and portable things like cans of fly spray; Don’t wear loose clothes or scarves while cooking; Keep a fire extinguisher in the kitchen; Install smoke detectors; Have a fire blanket or woollen blanket in the kitchen for use on burning oil.

Emergency Procedures If someone is burned or scalded: Cool the burnt area by holding it under cold running water for 10 minutes; Remove any clothing or jewellery from the burnt area. (If clothes are sticking to the burn, leave them where they are.); Cover the burn with a sterile, non-sticky dressing; Look for medical help; DON’T apply any ointments to the burn - they trap the heat inside the skin; If your clothes catch on fire: Stop, Drop and Roll - Stop where you are, Drop to the ground, cover your face with your hands and Roll over and over to smother the flames; If a pan catches on fire: DON’T use water - turn off the heat on the stove and slip a lid or a fire blanket over the pan to put it out. Leave the lid on until the pan is cool.

If you can’t put a fire out: Follow the quickest way out of the house. If there is smoke, crawl low to the floor where the air is clearer. Call the fire brigade from a neighbour’s house, using the 000 emergency phone number. Meet everyone from your house at a pre-decided point so you can check everyone is out safely.

DON’T go back into the house - it could be dangerous!

Medicines Safety Rules Read directions before using any medicines; Check the label every time you take a medicine, to make sure you are taking the right one; Don’t transfer medicines into different containers; Don’t store medicines or chemicals in glasses, cups, or soft-drink bottles, in case somebody thinks they are a drink ; Keep medicines in a separate place to household products, so you don’t pick up the wrong jar by accident; Don’t store medicines in the refrigerator unless your doctor or pharmacist tells you to; Don’t use any medicines that are out-of-date; Don’t use any medicines that have not been prescribed for you, even if your symptoms seem similar; Clean out your medicine cupboard regularly, and take all out-of-date or unwanted medicines to your nearest pharmacy for disposal; Store medicines and chemicals safely out of reach of children, in a locked cupboard; while you are taking a medicine, don’t leave it lying around unattended; Don’t confuse younger children by referring to medicines as lollies.

Emergency procedures If you think somebody you know might have taken the wrong medicine, or swallowed something dangerous for them, don’t wait for symptoms to show. Ring the Poisons Information Centre immediately on 13 11 26 for advice. The phone number is the same in every state; Don’t try to make the person vomit; Do keep the container showing what they swallowed.

Knives Safety Rules Always hold knives with the edge pointing away from your body; Do not run or play around while holding knives; Keep knives locked up in drawers, or knife racks on a spot on the counter out of reach of younger children; Do not use knives if an adult is not around; Always chop or cut food moving your hand away from your body; Never hold food in the palm of your hand to chop it; Check that your fingers are clear of the entire knife length before cutting - the point or the base may be overhanging the fingers of your other hand; Choose the right knife for the food, so it cuts easily; Keep your knives sharp, so they do not “skid” across the surface of the food instead of cutting.

Emergency procedures If someone is cut: Apply pressure to the wound - push down with your hands or with a sterile bandage to stop the bleeding; Lie the person down and raise the injured part of the body above heart-level; Wrap the wound in a clean bandage - don’t wind it too tight, or it will cut off circulation; If the wound won’t stop bleeding, call 000 for an ambulance.

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Health Education Activities - Book 7

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Activity 14 - Emergency Action Plan This information is taken from the St. John Ambulance Australia website: http://www.stjohn.org.au/ D - check for DANGER • to you • to others • to the casualty e.g. are there moving cars, electricity, fire in the vicinity?

R - check RESPONSE • is the casualty conscious?

• is the casualty unconscious? e.g. can they respond to questions you ask them / follow your hand with their eyes?

A - check AIRWAY • is the airway clear of objects?

• is the airway open?

B - check for BREATHING • is chest rising and falling?

• can you hear the casualty’s breathing?

• can you feel the breath on your cheek?

C - check for CIRCULATION • can you feel a pulse?

• can you see any obvious signs of life?

This Action Plan is a vital aid in assessing whether the casualty has any life-threatening conditions and if any immediate first aid is necessary.

If the person is not breathing, you can “breathe” for them until they begin breathing on their own again, or until help arrives. This process is called mouth-to-mouth resuscitation or expired air resuscitation (EAR). To start mouth-to-mouth resuscitation, follow the steps below: 1 Clear the airway: • Place the casualty in the recovery position.

• Lift their chin and open their mouth.

• Use your finger to remove any objects or vomit in the mouth or throat.

• Tilt their head back gently.

2 Open the airway: • Turn the casualty onto their back.

• Gently tilt their head back.

• Pinch their nose closed (use your thumb and index finger).

• Open their mouth and keep their chin raised.

3 Give EAR (mouth-to-mouth resuscitation): • Take a full breath and place your lips on the casualty’s mouth (make sure there is a good seal between your mouth and theirs).

• Blow steadily into the mouth for 1.5 -2 seconds.

• Watch for the casualty’s chest to rise.

• Take your mouth away and watch for the casualty’s chest to fall.

• Take another breath and repeat the sequence.

• Continue breathing into the casualty’s mouth every 4 seconds.

Note: After every 2 breaths check the pulse. If there is no pulse, you will need somebody to perform CPR (cardiopulmonary resuscitation).

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Activity 15 - The Breath of Life 1. Draw picture; 2. Tip the chin back gently and support the neck with the victim on his/her back; 3. Draw picture; 4. Pinch the victim’s nose and take a deep breath. Breathe into the mouth of the victim, covering their whole mouth with yours; 5. Draw picture; 6. Draw picture.

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Health Education Activities - Book 7 Outcome (Related to Outcome 3.12): Students identify and discuss unsafe conditions and actions in their home, school and community.

Activity 11

Causes and P revention of Accidents Prevention While you may think your home is the safest place to be, a high proportion of accidents happen in and around Australian homes.

Generally accidents are caused by UNSAFE CONDITIONS and UNSAFE ACTIONS.

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HOME

UNSAFE CONDITIONS

UNSAFE ACTIONS

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Think about your home. See if you can list some unsafe conditions that might exist; and some unsafe actions that you can recall observing. Then do the same for the sections titled SCHOOL and COMMUNITY.

SCHOOL

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What solutions can you offer to correct the hazards you have noticed?

HOME: ............................................................................................................................................. .........................................................................................................................................................

SCHOOL: ......................................................................................................................................... .........................................................................................................................................................

COMMUNITY: ................................................................................................................................... .........................................................................................................................................................

What can YOU do to avoid unsafe actions on YOUR part? ........................................................... .........................................................................................................................................................

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Safety

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Health Education Activities - Book 7 Outcome (Related to Outcome 3.12): Students discuss a range of unsafe situations and describe ways to avoid accidents (falls).

Activity 12

A Common Home Accident Falls rank as one of the most common causes of accidental deaths and injuries in the home.

Often they are the result of unsafe conditions and unsafe actions together - a situation which is asking for trouble!!!

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In part A below explain where the danger exists in each picture.

In part B give tips for avoiding this type of situation which could lead to falls.

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Create an action plan in the event of one of the above accidents.

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Health Education Activities - Book 7 Outcome (Related to Outcome 3.12): Students devise a home safety plan outlining appropriate safety procedures.

Activity 13

Home Safety Plans Create a Home Safety Plan for the use of the following potentially dangerous items.

You should list safety rules, emergency procedures and emergency numbers.

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KITCHEN STOVES

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Emergency numbers: ...................................

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Emergency procedures: ...............................

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Safety rules: ................................................

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MEDICINES

Safety rules: ................................................

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Emergency numbers: ..................................

KNIVES

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Safety rules: ................................................

Emergency procedures: ..............................

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

Health Education Activities - Book 7 Outcome (Related to Outcome 3.12): Students develop an emergency action plan using the DRABC plan.

Activity 14

Emergency Action Plan If a person is involved in an accident, you may be able to assist by using the St. John Action Plan: DRABC DANGER

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AIRWAY

BREATHING

CIRCULATION

Have a group or class discussion and brainstorm some ideas about what each step of the action plan would involve. Record your ideas.

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DANGER: .........................................................................................................................................

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RESPONSE: ..................................................................................................................................... ......................................................................................................................................................... .........................................................................................................................................................

© ReadyEdPubl i cat i ons AIRWAY: ...........................................................................................................................................

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BREATHING: .................................................................................................................................... .........................................................................................................................................................

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CIRCULATION: ................................................................................................................................ ......................................................................................................................................................... ......................................................................................................................................................... .........................................................................................................................................................

Use other resources to add important information that has been missed.

Use the Internet website www.stjohn.org.au Use the heading “First Aid Information” to find accurate information for this action plan.

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

Health Education Activities - Book 7 Outcome (Related to Outcome 3.12): Students explore emergency procedures using mouth to mouth resuscitation techniques.

Activity 15

The Breath of Life If a person has stopped breathing for any reason, you may still be able to save his/her life by using mouth-to-mouth resuscitation.

N.B. Use the DRABC Action Plan first.

Complete the chart below by either drawing the picture or writing in the appropriate words.

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With the victim on his/her side, use your fingers to clear objects out of the mouth and throat.

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Read your finished work carefully - REMEMBER IT! - It may be one of your family you save.

Tip ... ................................................................

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Pinch the victim’s nose and ...

Pull the jaw and tongue forward to widen the airway to the lungs.

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Take your mouth away so that the air can leave the victim’s lungs.

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Safety

Breathe again into the victim’s mouth, repeating every 5 seconds. Continue until the victim starts breathing naturally, or until help arrives.

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Health Education Activities - Book 7

Teachers’ Notes HIV and AIDS (Activity 16) Background Information

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HIV stands for Human Immunodeficiency Virus. HIV is actually the virus that causes the disease, AIDS. The HIV virus attacks white blood cells within the body. White blood cells are cells of the body which help to fight off germs and diseases. Over time, the immune system of a person with the HIV virus gets weaker, as more white blood cells are destroyed, and the person can no longer fight off infections. When a person gets to the point where they have a very low number of infection-fighting white blood cells and they show evidence of a serious infection, the doctor will then diagnose the person with the disease called AIDS - acquired immune deficiency syndrome. When a person develops AIDS, their immune system can no longer defend itself against illness. They are likely to develop sicknesses such as pneumonia that they do not have the strength to recover from.

Discuss with students the types of experiences a person with AIDS may go through. Write down some questions that may arise as a result of the prevalence of AIDS (e.g. “Should people with AIDS have to notify others that they work with?”) and discuss.

In small groups, students plan and act out television advertisements to educate others on how to avoid contracting AIDS.

Relevant Internet Links

© ReadyEdPubl i cat i ons Answers •f orr evi ew pur posesonl y• http://health.yahoo.com/health/dc/000594/0.html comprehensive information for teachers. www.kidshealth.org/kid/health_problems/infection/hiv.html a good site for students.

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Activity 16 - Finding Out About AIDS A. Acquired Immune Deficiency Syndrome.

B. The AIDS virus attacks the body’s immune system. It lives in white blood cells. The virus is transferred via blood and through intimate sexual contact.

C. Possible ways that a person can be infected by HIV include: Through sexual transmission - having sex without a condom, which could allow infected blood, semen and vaginal secretions to pass through small cuts in the body.

Through blood transmission - sharing syringes or needles with an HIV-infected person. Small droplets of blood cling to the needle unless it is thoroughly sterilised.

Through blood transfusions. All blood in Australia is screened for the AIDS virus before being sent to hospitals, so blood transfusions received within Australia are very safe. However, in some poorer countries of the world, there is not enough money to screen blood, and no way of knowing if a blood donation is HIV-positive.

Through birth - from mother to child, either before or during the child’s birth. In rare cases, the mother can transmit HIV during breastfeeding.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.11): Students discuss ways in which the AIDS virus is transmitted.

Activity 16

Finding Out About AIDS AIDS is a condition which rose rapidly to prominence on a world wide scale during the 1980s. Although methods of managing the symptoms are continually being developed, at this stage, there is no apparent cure for the condition.

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The acronym AIDS stands for ...

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COMPLETE THIS INFORMATION

It lives in w ................................. bl .................................. cells.

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The AIDS virus attacks the body’s l ............................................. S ............................................ .

The v........................................ is transferred via bl ..................................... and through intimate s ........................................ contact.

SUMMARY - WHAT THE VIRUS DOES TO OUR BODIES

Finish this sentence: As a result of the AIDS virus ... .......................................................................

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•f orr evi ew pur posesonl y• AIDS - WHERE IT DOESN’T COME FROM .........................................................................................................................................................

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What do you understand?

Answer the question below before you look at the answers.

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There is no doubt that AIDS is a frightening prospect for many people but discussion on the issue is not helped by misunderstandings and incorrect information being circulated.

QUESTION: What are three possible ways a person can be infected by the AIDS virus?

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HOW ACCURATE WERE YOU? Check your answers to see if you wrote any of these ways you CAN’T get the AIDS virus.

YOU CAN’T GET AIDS FROM:*touching *kissing *hugging *mosquitoes *sharing cups, cutlery, sheets etc. *through food *swimming pools or spas *toilet seats Page 32

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Health Education Activities - Book 7

Teachers’ Notes Advertising and Labels (Activities 17 - 19) Background Information

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By law, labels on all packaged food must contain at least the following information: The name of the food; the name and business address of the manufacturer or importer; the country of origin of the food; a list of ingredients listed from greatest to smallest by weight (including added water) noting the percentage of the key ingredient or component of the food; warnings about the presence of major allergens in foods, however small the amount; a nutrition information panel; a use-by date (if a food must be consumed before a certain date for health and safety reasons, such as infant formula); or best before date (if the shelf life is less than two years). An exception is bread, which can be labelled with a ‘baked on’ date if its shelf life is less than seven days.

Labels on cigarettes must also legally carry certain information: One of six health warnings, printed in black on a white background on the top 25% of the front of the pack: Smoking causes lung cancer; Smoking is addictive; Smoking kills; Smoking causes heart disease; Smoking when pregnant harms your baby; Your smoking can harm others. Detailed health information (corresponding with the front of pack warning), printed in black on a white background on the top; 33% of the back of the pack, information about the tar, nicotine and carbon monoxide content of the cigarettes, printed in black on a white background on one side of the pack, the phone number for a national information line about the effects of tobacco, printed on the back of the pack.

Use a range of food items and locate all of the label information listed above. Discuss the positioning of certain parts of the label, how well they can be seen. Are there any pieces of information missing.

Cut out a variety of logos (such as “Australian made and owned”) and test students to see if they know what they are for.

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Activity 17 - Why Labels Are Used Inducements to Buy: “No artificial colours or flavours.” “Very Yummy and Good.” “Only 1400 kJ per 100g.” Picture of the cereal looking tasty.

Health information: Nutritional information, kilojoules per 100 grams.

Legal Requirements: The name of the food, the name of the manufacturer, nutritional information, percentage of the ingredients in the food, list of ingredients.

Advertising: The name of the food in big letters, the slogan, “Very Yummy and Good”.

Other: The weight of the food, the “Serving Suggestion” label warning the consumer that the product itself doesn’t look like the picture unless you add suggested ingredients to it.

The label does not actually tell you what the product IS in simple terms (e.g. puffs of rice with a sugary coating”).

Activity 18 - Legal Labelling Products that could have this label could be: insect killer, turpentine, washing up liquid, household cleaners, glue, paint, cosmetics.

Other answers are provided above in the background information.

Activity 19 - What Manufacturers Are After The tablets are said to provide protein, minerals and vitamins. They do not give us “New Health”, as it implies.

This is the name of the product. The tablets contain no more than natural foods.

Oranges: Carbohydrates, protein, minerals, vitamins, fats (small amount only), fibre, water.

Meat: Proteins, minerals, vitamins, fats, water.

Fish: Proteins, minerals, vitamins, fats, water.

Cheese: Proteins, carbohydrates, minerals, vitamins, fats, water.

Bread: Proteins, carbohydrates, minerals, vitamins, fats, water, fibre.

Eggs: Proteins, carbohydrates, minerals, vitamins, fats, water.

Milk: Proteins, carbohydrates, minerals, vitamins, fats, water.

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Health Education Activities - Book 7 Outcome (Related to Outcome 3.12): Students discuss the information that packaging and labels provide for everyday products.

Activity 17

Why Labels Are Used Most consumer goods have an identifying label of one sort or another. Look at this label from a typical breakfast cereal box. List the information that is given on the label in the spaces below.

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INDUCEMENTS TO BUY

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HEALTH INFORMATION ..................................................................................................... ..................................................................................................... .....................................................................................................

LEGAL REQUIREMENTS

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ADVERTISING

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What information does this label give you about the product itself?

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If you were doing the shopping what information from the label would most interest you? ......................................................................................................................................................... ......................................................................................................................................................... .........................................................................................................................................................

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Health Education Activities - Book 7 Outcome (Related to Outcome 3.12): Students identify household products that should contain warnings about hazardous substances.

Activity 18

Legal Labelling Manufacturers of hazardous household substances are required by law to put words similar to these on their labels:

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In the space below draw and label five household products that should contain this label.

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Find out what the legal requirement is for certain information to be printed on the label of this product:

Is this stuff poisonous???

What does it mean? .............................................................

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What is the point of the “USE BY ...” labels that you will find on all processed food products?

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.9): Students discuss natural and manufactured “health foods”.

Activity 19

What Manufacturers Are After Look at this product and consider the message that the label tells us. We know from the label that the tablets give us: ..............................................................................

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oranges ........................................................................... meat ................................................................................ fish...................................................................................

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Look at these ‘natural’ products. Which of the nutrients does each provide?

THINK ABOUT IT! What does the label above IMPLY that the product gives us?

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properties that natural foods don’t have?

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What is a way that you can give yourself all the advantages that the tablets or similar products

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Brainstorm or use the newspaper to find some similar HEALTH FOOD products.

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FEATURE

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Health Education Activities - Book 7

Teachers’ Notes Advertising (Activities 20 - 25) Background Information

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A scientist by the name of Pavlov discovered, in the 1800’s, that a response can be “conditioned” by repeatedly associating one stimulus with another (such as ringing a bell every time a dog is fed, the dog will eventually salivate when he hears the bell as he associates this with food).

Advertising can also use conditioned responses, and the sound of a jingle or a phrase, or a visual image, can make a person feel like eating, drinking or obtaining the product.

Needs are things that we depend upon for our survival and basic health, such as food, drink, clothing and shelter. Secondary needs are things that affect our emotional and mental growth in today’s society such as family, love, education, a sense of achievement, etc. Wants are things that we can survive without, such as toys, computer games, movies, “fashion” items.

Using junk mail, analyse advertisements, classifying into groups such as target audience, use of slogans, mascots, gimmicks. Are the advertisements informative or “gimmicky”? What things are common to all advertisements (colour, type of words used, people portrayed, etc.)

Play “guess the ad.” Tape-record a range of jingles from the radio or television and ask students to guess the ad that it comes from. Discuss how the ads that they recall may be starting to produce a conditioned response.

Relevant Internet Links

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

http://www.cln.org/themes/media_advert.html lesson plans and analysis ideas for advertising.

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Activity 20 - Why Advertise?

Siren - stop playing and walk towards class.

Red traffic light - stop the car.

Teacher’s glare - stop talking or fidgeting and listen.

Seeing the image every day, a person would associate the smiling image and think immediately of “Sunshine Orange Juice”.

Activity 21 - Advertisement Profile Facts - can include what the product is, where you can buy it, ingredients, how much it costs, etc.

Methods - famous people, mascots, catchy slogans, popular music, free items, competitions, etc.

Students could find out more about the foods by going to shops, reading the label, tasting the food.

Often advertisements do not tell people much so that consumers try the product out of curiosity.

Activity 22 - Influencing You Responses will vary.

Activity 23 - A Thoughtful Advertisement Advertisements should include the name of the product, information about the product, use of at last one influencing factor, use of bright colour and a clearly read message. Students should have a ‘target audience in mind.

Activity 24 - Needs and Wants - Deciding What To Buy Food - bread, fruit and vegetables, meat and dairy products (basic nutritional requirements).

Drink - water, milk, fruit juice, cordial.

Clothing - underwear, socks, jeans, shirts, skirts, jumpers, jackets, shoes, hats.

Shelter - house, patio.

Activity 25 - Treasured Values Responses will vary.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.9): Students explore the ways in which advertising influences decisions to purchase particular products.

Activity 20

Why Adver tise?

Advertise?

Why do you think manufacturers spend millions of dollars advertising their goods?

They are hoping that you, on seeing their advertisement, will respond with what is called a CONDITIONED REFLEX - a reaction to seeing the same thing many times.

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Find out what the experiments known as ‘PAVLOV’S DOG’ showed.

What sorts of conditioning do you think we respond to in our everyday lives?

When the school siren or bell goes? ........................................................................................

When the teacher glares at you?

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Look at this advertisement:

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When a red traffic light is showing? ........................................................................................

© ReadyEdPubl i cat i ons • f o rr easv i e wp ur posesonl y• Suppose you saw it every day you walked to school.

Every time you see the ‘SUNSHINE ORANGE JUICE’ you also see a smile.

What might you think of if you saw the smile without the words?

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Include examples in magazines and TV.

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What does each make you think of?

How does each condition you to think, act or feel?

Put all of your examples on a separate sheet of paper. Make up a sheet that you can use for this activity.

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

Health Education Activities - Book 7 Outcome (Related to Outcome 4.9): Students explore the ways in which advertising influences decisions to purchase particular products.

Activity 21

Adver tisement P rofile - A Group Activity Advertisement Profile Do people believe advertising and use it to help them choose foods?

Each member of your group is to write down a food advertisement that they have seen or heard - TV, radio, magazine or newspaper. Then, as a group work on the discussion points below.

Make sure each person records the details of their own advertisement.

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YOUR FOOD ADVERTISEMENT

DISCUSSION QUESTIONS

RECORDING

What facts does the advertisement provide about the food?

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What methods does the advertisement use to try to influence you? ..................................................................................

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What more would you like to know about the food?

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Where could you find out more about the food?

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Would you buy this food? ...............................

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

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

SUMMARY: Do the advertisements tell you very much about the product? .................................

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

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Health of Individuals and Populations

Page 39

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

Health Education Activities - Book 7 Outcome (Related to Outcome 4.9): Students explore the ways in which advertising influences decisions to purchase particular products.

Activity 22

Influencing Y ou You

Yo kids ... I use FLUFFY FLOWER” toilet paper!

Advertisers use a number of techniques in order to try and persuade you to buy their goods.

Listed below are a number of these techniques.

Think about advertisements from TV, radio and newspapers and try to fit them to one or more of these techniques.

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TECHNIQUES

ADVERTISEMENTS AND WHAT THEY DO

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Using people from the consumer’s peer group to attract interest.

Giving recommendations made by unnamed doctors, dentists, etc.

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Using sporting personalities or famous people to promote the product.

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Using colour to make the product look attractive.

Having a catchy jingle or phrase that you will remember.

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© ReadyEdPubl i cat i ons Using ‘scientific proof’ thev •f orthatr e i ew pur posesonl y• product meets its claims.

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Having a contest or free give-away.

Using samples or cartoon mascots.

Offering the product at a special sale price.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.9): Students plan ways to advertise a product using a variety of advertising techniques.

Activity 23

A Thoughtful Adver tisement Advertisement Pretend that you work for a company that sells breakfast cereal and you have been asked to put together an advertising campaign to sell a new product.

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The new product contains large amounts of several nutrients, especially fibre.

Design and produce a radio advertisement for the product.

Again try to use some of the techniques you found out about.

DO YOUR NEWSPAPER ADVERTISEMENT HERE

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Plan a magazine/newspaper advertisement for the new cereal.

Make sure that you use at least one of the advertising techniques you read about in Activity 22.

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Plan your radio advertisement on another sheet of paper.

Record it using a cassette player.

THINK ABOUT IT What facts about the cereal did you provide for consumers?

What advertising methods did you use to influence consumers?

Ask your classmates. Would they buy? What are their reasons for buying or not buying?

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Health of Individuals and Populations

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.9): Students discuss the differences between needs and wants.

Activity 24

Needs & W ants - Deciding What T o Buy Wants To Some things that you and your family buy are bought because they are things you all NEED, in order to live. These NEEDS could come under the headings shown below.

List some examples of what might be bought to fulfil each of these needs.

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FOOD

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DRINK

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CLOTHING ................................................................................................................................

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What Are Your Wants?

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However, much of our family money often goes on things we WANT rather that things we need.

These WANTS are different for each person.

Imagine a rich relative tells you that he will pay for the ten things you most WANT for yourself. What will you buy? Think about them and list them in order of importance.

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

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

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

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Compare your list with your neighbour’s.

Is there anything on his or her list that you WANT too?

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Seeing a friend enjoying something is one way a WANT can be created in you.

What do you think is more important to consider when buying - NEEDS or WANTS?

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Make a chart showing goods that have recently been bought for your family. Divide the page into NEEDS and WANTS and put each item into the category you believe it belongs in.

This list might help you:

grocery items, shoes, clothing, school equipment, tools, games, sports gear, health materials.

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

Health Education Activities - Book 7 Outcome (Related to Outcome 4.9): Students express their personal values and share with others.

Activity 25

Treasured V alues Values What is important to YOU? Write your values inside the treasure chest.

Try to include values to do with the following: Family

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Environment

Beliefs

The World

School

Hobbies and Interests

Special Possessions

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Compare your values to those of your classmates and appreciate that we all value different things.

Suggest ways that the treasure chests can be displayed around the room.

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Health Education Activities - Book 7

Teachers’ Notes Relationships With Others (Activities 26 - 27) Background Information This section will be based more on class discussion rather than factual information.

Answers

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Activity 26 - A Circle of Relationships Students may need the term “value” explained to them more clearly in this context. Examples of responses may include loyalty, trust, honesty, understanding, common goals and interests, love, respect.

Activity 27 - You Didn’t Used To Be Like That!

Responses to the first section will vary.

What does this mean? - As Jenny grows in her teenage years, she will be wanting to develop a sense of independence from her family. She will feel like behaving as an adult and not relying on family for social events. Friends become a priority for teenagers, and in many circles, teenagers may consider that it is not “cool” to spend time with the family.

Summing it up - Friends can drift apart because as we get older, our unique personality and set of interests develops, as well as our values and beliefs and the way we choose to interact with others. If any of these things are not compatible with some of our peers, we may not choose to spend much time with them.

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Teachers’ Notes

A Time of Change (Activities 28 - 29)

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Background Information

Most relevant information will be found in the “Students’ Notes” (see page 46).

Answers

Activity 28 - A Time of Change 1 Mark student fact cards according to information provided.

Activity 29 - A Time of Change 2 Mark student responses according to the hints at the bottom of the page.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.13): Students explore the things they value in their relationships with family members and close friends.

Activity 26

A Circle of Relationships The circles below make up a RELATIONSHIP CHART, with the inner circle representing some friends and family who you have relationships with.

Fill in the names of these people and then in the outer circles write in some terms that describe your relationship with each.

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An example has been done for you.

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friendly n have fu both like together sport laugh wit h each oth er htful thoug

P (fr hillip ien d)

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When you think about the chart above what sorts of things do you VALUE most in these relationships?

With your family? ....................................................................................................................... .........................................................................................................................................................

With your friends? ...................................................................................................................... .........................................................................................................................................................

With your team mates in sports or recreation? ......................................................................... .........................................................................................................................................................

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.15): Students identify changes that can occur in close interpersonal relationships.

Activity 27

You Didn ’t Used T o Be Like That!

Didn’t To Throughout your life you form close relationships with many different people. But why is it that you have changes in relationships - both with family and friends?

I’m learning new things every day!

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Complete the chart below and list people or groups that you have had relationships with either in the past or now.

Investigate to find WHY there were, or could be, changes in the relationships and HOW you would cope.

BASIS FOR CHANGES OR POSSIBLE RELATIONSHIP CHANGES

Example:

Sits next to me.

Different high schools next Jim Same football team. year.

(School friend) Lives near me.

YOUR WAY OF COPING

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Join new football team.

Form new relationships.

Keep in touch with Jim.

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Jenny, your 14 year old sister, has always accompanied you and your family on drives to the country each weekend. Recently she prefers to stay home and listen to records with her friends.

How can you explain Jenny’s change? ......................................................................................................................................................... .........................................................................................................................................................

Summing it up

What may cause you and a friend to drift apart even though you continue to go to the same school? ......................................................................................................................................................... .........................................................................................................................................................

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Health Education Activities - Book 7

Students’ Notes for this Section A Time of Change (Activities 28 - 29)

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The endocrine system is made up of a set of “glands” - small organs that produce and release chemical substances needed by the body. The substances released by the endocrine system are called hormones. Hormones are the body’s chemical messengers. They are released by the endocrine glands directly into the blood stream to transfer information and instructions to another set of cells. Their arrival at a set of cells is usually the signal for that set of cells to start or speed up on a process, such as to trigger a hunger signal, or to start the sleep process going.

There are six glands making up the endocrine system: the hypothalamus gland, pituitary gland, thyroid gland, adrenal glands, pancreas, and the reproductive glands - ovaries in girls and testes in boys.

The hypothalamus gland is situated in the brain. It is the control system of for the pituitary gland. It produces chemicals that stimulate and suppress hormone secretions from the pituitary as required.

The pituitary gland is also in the brain, just underneath the hypothalamus. It is considered the most important part of the endocrine system because it makes hormones that control several other endocrine glands. Among the hormones it produces are the growth hormone, which stimulates growth of bone and body tissues; endorphins, which act on the nervous system to reduce sensitivity to pain; antidiuretic hormones, which help control the balance of water in the body; and hormones that stimulate the thyroid gland, reproductive glands and adrenal glands to produce their own, specialised hormones.

The thyroid gland is a bow-tie shaped gland in the lower neck. It produces two hormones that control the rate cells burn body fuels (food) to produce energy. Thyroid hormones also contribute to the growth of your bones, and the development of your brain and nervous system.

The adrenal glands are tucked away on top of your kidneys - one on each kidney. They produce hormones that perform a number of functions: they regulate the amount of water and salt in the body and the metabolism of carbohydrates, proteins, and fats; contribute to the working of the digestive, sexual and immune system; and control the body’s response to exciting or stressful situations.

The pancreas produces two hormones necessary to maintain a steady level of sugar in the blood.

The hormone “insulin” is one of the hormones produced by the pancreas. An incorrect level of insulin can result in diabetes.

The reproductive glands - the testes in boys and the ovaries in girls - produce sex hormones. The testes are located in the groin area of males, in the scrotum. They work to produce male hormones, including testosterone. These hormones regulate the body changes associated with puberty, such as growth in height and muscles, a deeper voice, hair on the body and face, growth in the penis, and sperm production. The ovaries are tucked away in the female’s pelvis. They produce eggs, and also secret hormones which control the development of female sexual features - breast growth, the increase of body fat around the hips and the thighs, menstruation, and growth in height.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.2): Students describe the physical characteristics of pubertal change.

Activity 28

AT ime Of Change - 1 Time What is PUBERTY? It is a time when you develop from a child to an adult, a time of change both to the body and the mind. It begins at different ages, affects everyone differently and is a lengthy process that is not always easy.

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HOW DOES THIS HAPPEN?

Can you label the girl’s ENDOCRINE GLANDS?

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The diagram below shows you the location of the ENDOCRINE GLANDS which can cause great changes in your body and control the way your body works. To do this the different glands put different chemical substances called HORMONES into the blood. The ENDOCRINE GLANDS are very active during puberty.

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PITUITARY GLAND THYROID GLAND ADRENAL GLANDS

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TESTES OVARIES

Choose one gland from the Student Information Page.

Make a ‘Fact Card’ on this gland.

Further research can be done in the library or on the Internet.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.2): Students recognize the physical characteristics of pubertal change.

Activity 29

AT ime Of Change - 2 Time

((Physical Physical Change Change))

As young people enter puberty, they grow and change at different rates. Although these changes are normal, many teengers feel worried or upset about their development.

Pretend that you are an editor for an advice column in a magazine. Write a short answer for these questions on a separate page. First make brief notes in the space provided here.

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1. I am 12 years old and I have just got my first pimple. It looks horrible! I can’t face any of my friends. What can I do?

- Embarrassed

2. I am a 12 year old boy and I am shorter than everyone else in my class. How can I make myself grow?

- Shorty ............................................................

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© ReadyEdPubl i cat i ons 3. During sport I always trip over my 4. I can’t stop eating chocolate, my huge feet.

My classmates continually favourite food.

I am starting to put on • f o r r e v i e w p u r p o s e s o n l y • laugh at me. I feel like something is weight and my friends have noticed. I wrong with me.

- Clumsy

don’t want to become obese. Help!

- Chocoholic

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Hint: Make sure you include:

An understanding comment to support the writer.

Some factual information that you know about the problem.

Some practical advice on ‘what to do’.

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Health Education Activities - Book 7

Teachers’ Notes Feelings and Self Esteem (Activities 30 - 38) Background Information

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Around the age of 12 young adolescents are said to be entering developmental theorist Erikson’s stage of “Identity versus Role Confusion”. At this stage, adolescents are in search of an identity that will lead them to adulthood, asking “Who am I?” Boys and girls with a healthy sense of achievement will more easily identify their role as a young adult, however it is common for interests to conflict at this stage, for example wanting to focus on the role of a friend, and feeling restricted by roles set down by school or family expectations.

Peers and the media will usually have a strong influence on students of this age. This can sometimes compromise the student’s own values or awareness of the “right thing to do”.

Discuss the following definitions with the class: Positive: Showing that you are firm on a decision, with no doubts, and that you are happy about that decision. Also, avoiding being critical of somebody else.

Assertive: Standing up for yourself, and calmly saying that you know you are right. Believing in your own judgement.

Aggressive: Acting angry or intimidating towards somebody to get your own way, or to make them agree with you.

Passive behaviour (the opposite of assertive) could be shown by avoiding eye contact, showing nervousness in your body language, e.g. by fidgeting or shuffling your feet; and by speaking softly or not saying everything you meant to say.

Assertive behaviour could be shown by making strong eye contact, standing calmly without fidgeting, speaking clearly, in a strong voice, and saying everything you mean to say - including reasons if asked to justify your decision.

Aggressive behaviour could be shown by invading somebody’s personal space, e.g. standing too close to them, or pointing or gesturing around their body; having frightening eye contact, by glaring and scowling at somebody, speaking in a loud voice or yelling, and not letting other people say anything.

Relevant Internet Links

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www.kidshealth.org/kid/grow tackles problems such as physical and emotional change and peer pressure.

Answers

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Activity 30 - A Time of Change 3 (Emotional Change) 1. A boy is experiencing “mood swings”, feeling unhappy one minute and happy the next.

2. A girl is feeling insecure about her hairstyle. She is worried about what others will think of her.

3. A boy is being critical of his nose - something difficult to change. He feels as if he stands out with his nose.

Activities 31, 32, 33 - Finding Out About Your Self Concept 1 and 2; Solving Problems Responses will vary and may be best marked by students themselves during class discussion.

Activity 34 - Friends Influence Your Decisions 1. Russell chose the shoes so that he could look like and identify with his friend.

He is now suffering the discomfort of tight shoes.

This may cause blisters on his feet. The shoes could also go out of fashion quickly or Russell’s friend may not like him wearing the same shoes.

2. The advertisers are showing fit, good-looking females and stating that “everyone” uses the pimple cream.

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Activity 34 - Friends Influence Your Decisions (cont.)

Jenny may begin to think that she could also look like this if she uses the pimple cream.

Think about it! Students should remember to think about their own comfort and safety, budget, values, family and school rules and their own dignity when making choices, as well as the rights of others.

Activity 35 - Be A Sport!

Responses will vary. Ask some students to read their ideas out to the class.

Activity 36 - Peer Group Pressure Responses will vary and could be read out to the class. Reasons for not smoking could include health, financial costs, bad smell, smoking becoming socially unacceptable in many situations, or just not wanting to is a valid reason in itself.

Activity 37 - Diversity Rocks Other reasons for diversity being good are: * We can learn about new things. * Resources can be more easily shared. * We can change our interests when we want to. * There are more choices available.

Activity 38 - A Healthy Plan Responses will vary.

Perhaps two groups can work on each case study to get a well-rounded solution for each.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.1): Students describe the emotional changes associated with puberty.

Activity 30

AT ime Of Change - 3 (Emotional Change Change)) Time Sometimes the hardest part about growing up seems to be the EMOTIONAL CHANGES that take place and the confusion that this can cause you.

Look at these typical comments from 12 year olds and answer as follows:

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A. Have you ever had feelings similar to these? Explain when.

B. What do you think each shows? (There is a ‘clue word’ provided to help you.)

A ...........................................................

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One minute I feel like crying. Then something happens and I’m the happiest person alive.

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B (Clue: moods)

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© ReadyEdPubl i ca i o sgot my It wish In hadn’t hair cut so short. I just A ............................................................ know everybody hates it.

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They’re laughing at me behind my back.

B (Clue: insecurity)

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My nose is too big.

No one else has such a big nose.

Why was I born this way?

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A ........................................................... ..............................................................

B (Clue: Criticism of self and others)

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A THOUGHT Think about a world where everyone looks and grows exactly the same. Would you like to live in such a world?

Why or why not? .............................................................................................................................. .........................................................................................................................................................

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.15): Students identify ways they can develop a positive self concept.

Activity 31

Finding Out About Self Concept - 1 Your SELF CONCEPT is basically how you feel about yourself - your appearance and your abilities. People who feel good about themselves have a strong self concept; those who do not, have a weak self concept. To have a strong self concept does not mean you are boastful or conceited.

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How can you tell which you are?

One way is to listen to what you say about yourself when you are trying a new activity.

Yeah ... I think I can do it!!!

1.

2.

Maybe I won’t be good at first ... but I’ll try.

I know it’s too hard - I’ll be terrible. Why should I even try?

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Which one of these people would be you?

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If you chose No. 2 this may indicate a weak self concept which at times may prevent you from trying activities you may find you enjoy.

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You can affect your self concept, and your actions and comments can help others strengthen theirs.

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1. Say what you think each of these terms means.

2. Decide an action that you can take immediately to help strengthen your self concept.

BE POSITIVE

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

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

ACCEPT YOURSELF FOR WHAT YOU ARE

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

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

BE RESPONSIBLE IN COMPLETING TASKS AND CHORES 1. ......................................................................................................................................

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

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.15): Students identify ways they can develop a positive self concept.

Activity 32

Finding Out About Self Concept - 2 This activity is designed to give you a greater idea of how you feel about yourself.

WOW ...

AIR CONDITIONING!

1. You will be making a picture that describes you.

Look through magazines or newspapers for words and pictures that describe GOOD things about you.

(You should do this thoughtfully in order to get a reasonably accurate idea of self concept.)

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3. You may wish to write or draw other words and pictures that describe things you like and good things about you.

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2. Cut them out and paste them on a sheet of paper, arranging them any way you like.

After you have completed your picture think about these questions: What did you learn about yourself as you did the activity?

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Give your picture to someone else. What can they learn about you by looking at the picture?

(N.B. YOU MAY PREFER TO KEEP YOUR PICTURE TO YOURSELF.)

How did this activity help strengthen your self concept?

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EXTRA Use the picture you made to write a POSITIVE story or poem about yourself yourself..

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.14): Students apply decision making skills when confronted with a problem.

Activity 33

Solving P roblems Problems The first step in solving a problem is to face up to the fact that you do have a problem. Once you have recognised this and established what the problem really is, you could try following the steps in this technique.

Sometimes it’s hard to resolve problems on your own.

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1. Write down some possibilities for solving a problem.

2. List some people who might be able to help.

3. Evaluate your solutions. Decide which you would like to try first.

5. Look again - cross out those that don’t seem sensible.

6. Start working on Number 1 - i.e. the solution you preferred.

Some problems on which to try the technique.

(You may like to work on these in groups.)

The person you want for your best friend prefers someone else.

You have trouble controlling your temper and often find yourself shouting at other people.

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4. Number the other solutions in the order they might be tried.

© ReadyEdPubl i cat i ons A friend in your class smells. You don’t know what to tell him/her.

•brother f or r e v i ew pbecause ur pheo es on yway• Your little gets sick every morning iss being bullied onl the to school.

You know who the bullies are but are scared of them.

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You are overweight and get called ‘Fatty’! You want to be thin, but you and a friend go to the chip shop after school and you can’t resist chips.

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One of your parents comes to the school often. He/she has a loud voice that embarrasses you in front of your friends. You feel ashamed of him/her, but don’t want to hurt his/her feelings.

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Gee ... I wish I knew what to do.

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.1): Students explore the ways in which friends influence their health decisions.

Activity 34

Friends Influence Y our Decisions Your Some of the health decisions you have to make are influenced by your PEER GROUP. This is the group made up of people your age. They may not be friends, in fact you may not even know them!

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Look at the examples below and consider which type of peer group influence is taking place.

But mum ...

They’re a PERFECT FIT.

Why did he choose these shoes?

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

How is the decision affecting him now?

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

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1. Russell bought shoes just like his best friend’s. They hurt his feet but he wore them anyway.

... for my 7 year old brother!!

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How might it affect him in the future?

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All of us 12 and 13 year olds need POWER POWDER. Everybody ... just everybody’s, using it!!!

2. Look at the TV commercial.

How are the advertisers applying peer pressure to Jenny? ............................................................ ............................................................

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What attitudes may Jenny develop if she takes too much notice of such commercials?

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THINK ABOUT IT!

While trying to be like others may help you feel part of a group, what should you remember when decisions have to be made? ......................................................................................................................................................... .........................................................................................................................................................

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.14): Students demonstrate interpersonal skills when involved in group activities.

Activity 35

Be A Spor t!

Sport!

When involved in a group or team it is important to encourage and support the other members.

Imagine you are in the following situations. What could you say or do to demonstrate your value as a team member?

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A team member has missed the chance to score the winning goal and is visibly upset. ..............................................................................

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

A class member had difficulty in giving a talk in front of the class.

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A very quiet, shy member of your group has made an excellent point during a discussion.

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Two members of your team are constantly bickering between themselves.

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

An umpire has made a wrong decision and your team mate has made some negative comments to the umpire. ......................................................................................................................................................... ......................................................................................................................................................... .........................................................................................................................................................

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.14): Students explore the ways in which peer group pressure can affect their decisions.

Activity 36

Peer Group P ressure Pressure

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Imagine yourself in the following situation. You are at the park after school and a group of your friends try to persuade you to have a cigarette that you don’t want.

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•f orr evi ew pur posesonl y• Predict what you think your reaction would be.

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What reasons could you use to refuse to have a cigarette?

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In a small group, role play out the situation as described. Reflect on how you handled yourself.

1. Were you positive and assertive? ..............................................................................................

2. Explain why or why not. ............................................................................................................. ...................................................................................................................................................

3. Did you remain calm and non-aggressive? ..............................................................................

4. Why is it important to be calm and non-aggressive in this situation? .......................................

5. Did you feel that your peer group accepted your refusal to smoke? ........................................

6. What would you have done differently? .................................................................................... ...................................................................................................................................................

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.14): Students recognise that differences exist amongst people, and identify positive outcomes of diversity.

Activity 37

Diversity Rocks Diversity, or differences amongst people, makes the world a more interesting place. Diversity exists even in a classroom.

Complete the chart below to see how. Fill out the first row by writing your favourite thing in each category. Then survey five other people in your class (try those people who are not your close friends to get more variety). Ask those people to tick in the boxes if they like the things that are your favourite.

Food

You

Singer

Sport

Animal

Colour

Subject

TV show

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What did you discover from your survey? ................................................................................. ...................................................................................................................................................

Apart from adding interest, can you think of some other reasons why differences can be a good thing? ................................................................................................................................................... ............................................................... ............................................................... ............................................................... ............................................................... ...............................................................

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Health Education Activities - Book 7 Outcome (Related to Outcome 4.14): Students consolidate knowledge learned during Health Education lessons by applying solutions to case studies.

Activity 38

A Healthy Plan Working in a small group, come up with a “Health Plan” for one of the following examples.

Write on a separate sheet of paper and make sure you include: Physical health – diet, personal cleanliness, healthy habits, disease prevention.

Mental health – how can this person improve their self esteem?

Interpersonal skills – how can this person improve their relationships with others?

Self-Management skills – how can this person organise their life and make better decisions?

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Buzza is 11 years old. He hates going to school because everyone teases him about being overweight. He knows that his weight problem is because he spends most of his time playing computer games and eating junk food. His favourite computer game is “NBA Basketball Legends” and he loves to eat pizza. When Buzza is teased about his weight he usually gets angry and pushes his classmates. This just gets him into trouble with the teachers at school.

Can you think of some healthier options for Buzza?

Hatty is 12 years old. She is always away from school because she seems to get sick a lot.

Whenever there is a cold going around – she gets it! Hatty doesn’t seem to smell all that clean. She sniffs instead of using tissues and her dentist tells her that she is getting a lot of cavities. Because she is away from school so much, she doesn’t have many friends, and she gets poor grades because she misses a lot of school-work. Hatty feels scared when she gets a new sniffle.

What can Hatty do to improve her health?

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Algie is a 12 year-old girl who suffers from a lot of allergies. Her favourite drink, milk, makes her sick, as well as preservatives and additives in many foods from the supermarket.

Algie’s mother never lets her order from the canteen, so she feels a bit left out when all her friends have canteen food. Algie loves hockey, but the grass makes her sneeze. Algie has become very shy because she thinks that she is the only person who suffers from allergies – but there are two other students in her class that have similar problems.

What can Algie do to improve her social situation?

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Gruff is a 12 year-old boy who thinks he is cool. He bullies all of the other students in his class because that way they will be too scared to tease him back. Gruff has started to smoke and only lets other kids who smoke into his group. Gruff loves to compete in skating competitions but lately he has found that he gets puffed out. He spends all his lunch money on cigarettes and often goes hungry. The guys at skating are cool, but they don’t like hanging around with Gruff because they have got better things to spend their money on, like new skate equipment.

How can Gruff improve his health and his social situation?

Share your group’s plan with the class.

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Health of Individuals and Populations

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