Healthy Bodies, Happy Kids: Book 1 - Ages 5-8 (Junior)

Junior Primary

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Practical strategies aimed at reducing the © Ready Ed ubl i ca i ons risk ofP obesity int •f orr evi e w pur po sesonl y• Australian children.

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Written by Sandy Tasker. Illustrated by Terry Allen. © Ready-Ed Publications - 2003 2nd Edition published by Ready-Ed Publications (2004) PO Box 276 Greenwood Perth Western Australia 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 532 2

Purpose This series has been created for implementation in the classroom as part of the Heath and Physical Education learning area in Australian schools for students aged 5 - 13.

Recent ongoing publicity has reflected Australian society’s concern with obesity, as well as related health problems such as diabetes and cardiovascular disease. Statistics in the Resource Book of this series will illustrate that unhealthy lifestyle choices in childhood are linked to serious health problems later in life, if these habits remain unaddressed. Obesity and associated diseases have a widespread effect on the community, draining public health resources as a result of behaviour and choices that can be modified during childhood.

There is a pressing need to intervene at an early age and to cover ALL of the areas that are linked to the lifestyle choices that can be made, including:

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Promoting healthy habits such as a nutritious, balanced diet and regular exercise.

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Raising the awareness of the ways in which modern society influences choices through advertising, particularly about the availability of unhealthy convenience foods.

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Developing a positive self–image so that children are able to respect their own bodies and feel motivated to look after themselves.

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Encouraging students to choose physical activity over sedentary alternatives such as television and computer games.

The challenge lies in the need to not only equip students with the information necessary to make healthy choices, but to provide the opportunities and resources for them to experience and practise these skills on an ongoing basis, in their real environments.

© ReadyEdPubl i cat i ons The Healthy Bodies, Happy Kids Website •f orr ev i ew pur posesonl y• www .readyed.com.au/healthy www.readyed.com.au/healthy

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In conjunction with this series, Ready-Ed Publications is pleased to launch the Healthy Bodies, website.

Happy Kids website The site is designed to provide students with a forum for submitting ideas about healthy eating and exercise as well as allowing them to post their own healthy recipes. Students and/or classes are able to register their details, which will help to create a list of schools that are interested in swapping information. This site will appeal to students in all year levels.

Students and classes are also able to submit their own individual work to be published online. Please note that all work is thoroughly checked by Ready-Ed Publications before it appears online and that surnames will be omitted on request to protect privacy.

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Features of the site include:

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Food Facts: contains information about the food groups, nutrients, taste sensations, recipes and fun food links;

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Tips on exercise and staying healthy;

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Teachers WWW links;

A research page that provides a springboard for links to topics such as diabetes, cholesterol, heart disease and much more; Student WWW links for food and exercise sites.

The aim of the site is to encourage communication and to display students’ own ideas, so be sure to check out the site! To submit work or send feedback, please use the forms on the site or email directly to healthy@readyed.com.au P A G E 2 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Contents Information rthe Series oon

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2 2 4 5 6

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Purpose Information about the “Healthy Bodies, Happy Kids” Website Books In The Series Curriculum Links States’ Curriculum Strands Grid

Student Activities

Meet The Mascots Teachers’ Notes: Healthy Eating: Activities 1 - 6 Background Information for Teachers: A Healthy Diet / Nutrients Activity 1: Lunchbox Look Activity 2: Sense Safari Activity 3: Sleepover Sambo - Take Home Sheet Activity 4: Safari Survival Activity 5: World Safari Activity 6: Make Your Own - A Activity 6: Make Your Own - B

7 9 10 12 13 14 15 16 17 18

Teachers’ Notes: The Healthy Body & Exercise: Activities 7 - 10 Background Information for Teachers: Physical Activity Activity 7: Jungle Jigsaw Activity 8: It’s Wise To Exercise Activity 9: Looking After Our Body Activity 10: Exercise for Family & Friends - Take Home Sheet

19 20 21 22 23 24

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Teachers’ Notes: Self-Esteem: Activities 11 - 15 Activity 11: Health Award Activity 12: Difference Is Great!

Activity 13: My Body Is My Buddy Activity 14: People Who Care Activity 15: Self-Esteem Safari - Take Home Sheet

25 26 27 28 29 30

Teachers’ Notes: The Media & A Healthy Lifestyle: Activities 16 - 19 Activity 16: The Great TV Hunt Activity 17: Amazing Apples Activity 18: Healthy Cereal Packs Activity 19: Ads, Ads, Ads - Take Home Sheet

31 32 33 34 35

Amazing Me - Certificate

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P A G E 3 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Books In The Series

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This health series will provide comprehensive, up-to-date information, a range of ideas that support a “whole school” approach to health promotion, specific activity suggestions and “hands-on” investigations in the following components of the series:

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Factual and statistical information on: diet - requirements, recent food trends, labelling requirements, allergies and deficiencies; body systems - digestion, cardiovascular responses, health problems; exercise - benefits, programming, variety and alternatives in exercise for students; self-esteem - peer pressure, mental illnesses, eating habits, body, facilitating positive perceptions; media - guidelines, viewing strategies, analysis, use of positive media exposure.

Indoor and outdoor games with a “health” theme.

Curriculum integration ideas.

A list of songs, poems and references for stories that promote health.

Whole-school projects and parent involvement.

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Canteens - ideas on how to work with the school canteen to encourage healthy food choices.

References for healthy meals and snacks.

Websites, addresses and contact details of nationwide health organizations.

BLM Activity Books

Books will:

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Adopting an integrated approach, activity ideas provided will draw on and cultivate skills in language, numeracy, science, society and environment and the arts. The focus of the workbooks will be practical learning experiences using resources from students’ existing surroundings.

Comprise Junior (Years 1 - 3), Middle (Years 4 - 5), Upper (Years 6 - 7) books.

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Be theme-based books with age-appropriate mascot characters that enhance visual appeal and student motivation.

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Contain sections on: - Diet; - Body systems related to diet and exercise; - Exercise and leisure for fitness; - Self-esteem for a positive body image and a constructive attitude towards self-management in health; - Media analysis - recognition of marketing techniques and how to avoid them.

Incorporate practical, inquiry-style activities based around relevant, real-life situations and using easily obtained resources such as junk mail and the newspaper.

Include “Take Home” activity sheets that can be used as homework and as a means of eliciting parental support and awareness of health issues.

Provide Internet links that are “student-friendly”.

P A G E 4 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Curriculum Links

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The BLM Activity Books have been linked to Strands from various state curriculum documents as indicated below.

The Health and PE curriculum profile is published by: Curriculum Corporation, PO Box 177, Carlton South, Victoria, 3053 www.curriculum.edu.au

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1. Health and Physical Education - a curriculum profile for Australian schools.

(Document is © Curriculum Corporation, 1994)

2. P ersonal Deve lopment, Health and Physical Education K - 6 Personal Development, (ISBN 0 7313 4241 0).

PDHPE is one of the six key learning areas in the NSW curriculum and the Syllabus is published by the Board of Studies NSW, GPO Box 5300, Sydney, 2001 ( www.boardofstudies.nsw.edu.au)

© ReadyEdPubl i cat i ons 3. Health and Physical Education - Y ears 1 to 10 Syllabus Years • f o r r e v i e w p u r posesonl y• (ISBN 0 7242 8236 X).

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(The Syllabus Document is © The State of Queensland 1999)

4. Curriculum and Standards F ramework II Framework (ISBN 1 74010 045 X).

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The syllabus is published by: Queensland School Curriculum Council, PO Box 317, Brisbane Albert St, Queensland, 4002

o c . che e r o t r s su-p 5. Health and Physical Education Student Outcome Statements r e (ISBN 0 7309 8668 3).

The Draft Framework book is published by: Victorian Board of Studies, 15 Pelham Street, Carlton, Victoria, 3053 (Document is © Board of Studies 1999)

(ISBN 0 7309 8668 3).

The Health and PE Outcomes and Standards Framework book is published by the Department of Education of Western Australia, Royal Street, East Perth, WA, 6000 www.eddept.wa.edu.au/centoff/outcomes/

P A G E 5 HEALTHY BODIES, HAPPY KIDS – JUNIOR

States’ Curriculum Strands Grid

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Physical Activity & The Community Human Development

Safety

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Health Of Individuals & Population

National

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People & Food

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Concepts For A Healthy Lifestyle

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SelfManagement Skills

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Strands

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Activities

1. Lunchbox Look

2. Sense Safari

3. Sleepover Sambo

4. Safari Survival

5. World Safari

6. Make Your Own

7. Jungle Jigsaw

8. Wise to Exercise

9. Our Body

10. Family & Friends

11. Health Award

12. Difference ...

13. Body Buddy

14. People Who Care

15. Self-esteem

16. TV Hunt

17. Amazing Apples

18. Cereal Packs

19. Ads, Ads, Ads

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InterPersonal Skills

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Enhancing Personal Development

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Personal Health Choices

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Active Lifestyle Health Of Individuals & Populations Self & Relationships

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P A G E 6 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Inter-personal Relationships

Safe Living

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Growth & Development

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QLD

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Promoting The Health Of Indiv. & Communities Developing Concepts & Skills For Physical Act.

Introduction

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Meet the Mascots

Welcome to your special Healthy Safari.

These friendly people will be taking you on a fun-filled trip to learn all about being healthy and happy.

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Colour in your new friends and read all about how they can help you:

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Brave Breado is the leader of the gang. He eats lots of bread to give him lots of energy.

He also likes rice, spaghetti and he always eats some cereal or toast with his breakfast.

All these foods are in a special food group called the grain group.

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Fearless Fruity knows all about the plants that you can see on the safari. She likes to eat things from plants, too, like fresh fruit and vegetables. All fruit and vegetables are in a food group too. She loves carrots, tomatoes and bananas.

Driver Dairy

Driver Dairy drives the safari truck across the country. He likes to keep his bones and teeth strong by eating food from the dairy group, like milk, cheese and yoghurt.

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Brave Breado Fearless Fruity

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Draw your favourite fruit here:

P A G E 7 HEALTHY BODIES, HAPPY KIDS – JUNIOR

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Matey Meat takes all the photos on the safari. He likes to eat foods from the meat and protein group, like steak, sausages, chicken and fish.

He also eats eggs from this group.

Matey Meat knows that meat is best when you cut the fatty bits off, and he only ever eats meat once a day.

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r o e t s Bo r e p ok u S Oily Onlooker Matey Meat

Oily Onlooker sometimes joins the Healthy Safari, but because he eats mainly foods from the fats and oils group, like chips, burgers and doughnuts, he never has much energy. The others tell him it’s okay to eat a little bit of these foods, as long as he eats lots of fresh fruit and vegetables, grains and some dairy and meat as well.

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Now that you have met the characters, see if you can colour in the foods that should be eaten most.

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Healthy Eating Activities 1-6 Teachers’ Notes Understandings

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By completing activities in this section, students will develop the understanding that: Food can be categorised into certain groups, and a balance of these foods will provide the nutrients required for healthy living.

Food can be prepared and served in many different ways, influenced by taste preferences, family and culture, so that nutritional needs are met.

Some foods are best to be consumed only in small quantities, as they are high in fat, sugar or salt content, and these nutrients are only needed in the body in minimal amounts.

It is difficult to eliminate these “eat least” foods completely. A diet that includes a range of fresh foods, mainly from the “eat most” and “eat moderately” groups, will promote health when integrated with an active lifestyle.

Resource Book Reference

Further information can be found in the Resource Book on the following page: Nutrients and Their Role: p 10

Suggested Flow of Activities

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Initiate the unit by reading a book to the class that involves food, for example “The Very Hungry Caterpillar” by Eric Carle (1969). Use the story to lead into a discussion about food. Brainstorm with students a list of the foods that they think are “healthy” and “unhealthy” and talk about how they know about these foods.

Introduce the students to the characters in the activity pages by reading the descriptions with them and prompting a list of examples for each food group.

Materials Required for Activities

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Activity 1: Students bring lunchboxes into the classroom. These could be opened and displayed at the front so that foods inside are not touched. Selected students could then approach the front and help to answer the worksheet questions.

Activity 2: One small piece of fruit on a paper plate or serviette for each student. Can be different types or the same type.

Activity 3: A small toy animal such as a lion, tiger or elephant.

Activity 4: A copy of the canteen menu for each pair of students, or, brainstorm canteen meals with the class and write them on the board.

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o c . for Activity Sheetse cAnswers her r o t sfor “Healthy Eating” sup er Some Suggested Classroom Activities

Most of these activities are open ended, and answers will vary.

Section Plant a vegetable garden with the class in a small, protected patch on the school grounds. Seek advice from the school gardener on choosing and maintaining fertile soil, access to watering, selecting in-season plants, etc. Students can participate fully in the planting process and can be rostered in pairs to check the progress. Photos, illustrations, written recounts and measuring of seedlings from week to week can enhance the meaningfulness of the garden’s growth.

Using a large range of fruit and vegetables, ask students in small groups to categorise them in different ways, e.g. colour, part of the plant (leaves, stalk, roots, fruit), texture (crunchy, soft, juicy), and report their findings back to the class.

P A G E 9 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Vegetables can be harvested from the garden and used to make salads or soups during class cooking sessions. Procedures can be written and illustrated for the recipes.

Use bakers’ dough or fimo to make fruit and vegetable brooches. Students can wear these during fruit and vegetable week or special canteen promotions.

Un-waxed paper plates and brown paper lunch bags are an inexpensive and appropriate base for collages or drawings of healthy meals that can be used to decorate the classroom.

Vegetables such as potatoes, broccoli and celery can be used to make paint prints on large sheets of paper for classroom backdrops or wrapping paper.

A Healthy Diet

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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.

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To achieve the best balance for your body, nutritionists suggest you follow guidelines like those detailed by the Australian Guide to Healthy Eating. These guidelines recommend that we eat foods from the five food groups every day. For good health:

Eat most of - Fruit, Vegetables, Grains, Legumes and Pastas. These foods should make up most of what we eat every day. They are low in fat and packed with vitamins, minerals and fibre, and they are also the foods that fill us 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 we do not eat much meat.

© ReadyEdPubl i cat i ons Eat moderately of - Meat, Fish, Nuts and Dairy. These foods should make up about a quarter of our foods every day.r Meat and fish are p an u excellent source ofs protein andl iron,• while nuts • f o r e v i e w r p o s e o n y and seeds are high in fibre. Dairy foods provide valuable calcium for the bones and teeth.

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

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

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

Protein Protein gives the body the materials to build up, maintain and repair muscles and organs. It also helps in making haemoglobin, the part of red blood cells that carries oxygen around the P A G E 1 0 HEALTHY BODIES, HAPPY KIDS – JUNIOR

body. Protein makes antibodies, cells that fight off infection and disease. Protein is found in meat, fish, eggs, dairy foods, beans and nuts.

Carbohydrates Carbohydrates supply energy to the 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 the 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, providing more stamina. They are found in bread, cereals, pasta and vegetables.

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Minerals are basic building blocks essential to our body’s health. They include things like zinc, iron, calcium and copper - which we normally may 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 they receive enough calcium, the mineral that strengthens bones. The bones that are building during these years have to last for the rest of life, so if we don’t have enough calcium as younsters we could end up with bone problems when we are adults. Drinking lots of low-fat milk, or eating other dairy products such as cheese or yoghurt, is the quickest way to meet daily calcium needs, though leafy green vegetables and canned fish with bones (sardines and salmon) are also good sources of calcium.

© ReadyE dPubl i cat i ons Vitamins Vitamins • are similar to r minerals, in that they are important fore as wideo range of functions in our f o r e v i e w p u r p o s n l y • bodies. They help us grow and develop, help blood clot when we get a cut, help to make energy,

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Fats

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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 K be absorbed by our system. Too many fats, though, are a cause of health problems, such as obesity, clogged arteries and diabetes, so we 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.

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P A G E 1 1 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Activity

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1

Lunchbox Look

Fruity counts all the pieces of fruit. My class has ______ pieces of fruit. Draw your favourite fruit.

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

ew i ev Pr

Teac he r

Brave Breado finds some bread and grain foods. Draw some of these from your class:

The safari team have just started a new tour, when suddenly they find some strange-looking coloured boxes under a tree. It’s the lunchboxes from your class!

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

Driver Dairy wants you to write the names of the children who have dairy foods.

. te

P A G E 1 2 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Oily Onlooker wants to know if this class are healthy eaters.

m . u

w ww

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Draw a picture of something that you like to eat that is healthy.

o c . che e r o t r s super

Activity

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Sense Safari

2

The safari team give you a piece of fruit on a plate. You need to help them find out about it by using your senses.

What kind of fruit is on your plate? ________________ 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890 123456789012345678901234567890121234567890

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

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Colour in the face that shows how you feel when you SMELL the fruit.

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Circle the pictures that describe how your fruit feels.

ew i ev Pr

Teac he r

What does the fruit LOOK like?

Draw it here:

w ww

Circle the face that describe how the fruit tastes.

m . u

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

. how the teTick o fruit sounds c . when you bite c e her r into it. o t s super Talk with your class about what they found.

Challenge: Which sense do you think is the most important when you eat?

Explain why: P A G E 1 3 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Activity

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3

Sleepover Sambo

Take Home Sheet

r o e What did you and t s B r e oSambo eat for p o u k breakfast?

S

What did you and Sambo eat for after school snacks?

Teac he r

Sambo is a baby animal found on the safari that needs to be looked after by the class. Today it is your turn to take Sambo home and share your meals with him. Ask your parents to help you write down what Sambo ate, and bring him back on the next school day.

What did you and Sambo eat for dinner? _____________

_____________

_____________

_____________

_____________

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_____________

Draw a picture here. Draw a picture here. Draw a picture here.

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Colour in the food groups that Sambo ate.

•Grains

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•Fruit & Veg

•Meat

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

o c . che e r o t r s super •Dairy

•Fats

What was the healthiest thing that Sambo ate? ___________ Challenge: On the back of this page, draw another really healthy meal for Sambo.

P A G E 1 4 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Activity

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Safari Survival

4

Your class is going on a safari for two days. You need to take the healthiest foods from your canteen so that you are fit and strong on your trip.

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Teac he r

Draw foods from these groups that you will take.

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

What is your favourite canteen food? _____________________

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Is it healthy? _________________________________________

What food group does it belong in? (Circle the right ones.)

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•Grains

•Fruit & Veg

•Dairy

•Fats o c . che e r o t r s super •Meat

Challenge: Use some paper canteen bags and draw a colourful picture of a healthy canteen food on the front, so children will want to eat it. You can write a sentence about how this food is good for you.

P A G E 1 5 HEALTHY BODIES, HAPPY KIDS – JUNIOR

5

Activity

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World Safari

5

This week the safari team are looking after people from all over the world. Each person brings some food that they eat in their country.

Talk with your class about these foods.

Colour in the foods that you have eaten.

Circle the food that you like the best.

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

•Sushi

•Vegemite Sandwich

•Fried Rice

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•Hamburger

•Spaghetti

Below is a recipe for making healthy fried rice. Cut out the steps and glue them in order on another piece of paper.

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

5. Last, add soy sauce, parsley and pepper.

3. Fry the onion and boiled rice in the wok.

1. You need rice, vegetables, ham and oil.

6. Eat it for tea Yum!

2. First, boil the rice.

4. Add celery, carrot, corn, peas and ham.

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o c . che e r o t r s super

Challenge: Draw the steps for a dish that you know how to make.

P A G E 1 6 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Activity

5 6

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6

Make Your Own (A)

Tonight, the safari team wants you to make your own tea. You will be making a pizza, and you can choose what you want to put on it. Try to use as many different food groups as you can.

Colour in the foods you want to put in your pizza.

S

ew i ev Pr

Teac he r

r o e t and s Grain Group BFruit r e o okGroup Vegetable up •Pizza base

Dairy Group

•Tomato

•Pineapple

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

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. te •Ham

•Capsicum

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Meat and Protein Group

o c . che e r o t r s super

•Mushrooms

•Beef

•Olives

•Chicken

•Seafood

•Herbs

•Onion P A G E 1 7 HEALTHY BODIES, HAPPY KIDS – JUNIOR

5 6

6

Make Your Own (B)

Draw your pizza here.

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Teac he r

Activity

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P A G E 1 8 HEALTHY BODIES, HAPPY KIDS – JUNIOR

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

o c . che e r o t r s super

The Healthy Body & Exercise Activities 7-10 Teachers’ Notes Understandings

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By completing activities in this section, students will develop the understanding that: There are several parts and systems in the body that contribute to health and well being.

These systems need to be looked after by regular healthy habits.

There are a number of ways that people can engage in physical activity. All personal preferences should be accepted if they increase activity and are safe and enjoyable.

Certain physical responses occur following exercise. Most of these are normal and indicate that the body is becoming healthier.

There are plenty of alternative leisure choices if a child does not enjoy structured sport as their main form of physical activity.

Consistent use of correct clothing and practising good habits will reduce the risk of injury or illness during sport.

Resource Book Reference

Further information can be found in the Resource Book on the following pages: The Digestive System: P 17 Types of Exercise: P 19 The Cardiovascular System: P 18 Sport Solutions and Alternatives: P 20 Why Exercise?: P 19 How Do I Programme? P 21 Active Games with a Health Theme: P 21

© Re adyEdPubl i cat i ons Suggested Flow of Activities •f orr evi ew pur posesonl y•

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Materials Required for Activities

Activity 7: Students will need scissors and glue.

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Integrate some activities with fitness or physical education lessons, so that physiological effects of exercise and appropriate clothing can be examined.

Use plastic models or coloured posters to illustrate body systems and structures involved in diet and exercise.

During this unit, make an “Exercise” display table, featuring clothing, safety equipment, posters advertising local sports and leisure clubs and pictures of activities, stretching exercises, etc.

Some Suggested Classroom Activities for “The Healthy Body and Exercise” Section

o c . che e r o t r s super

Use a large, soft sponge and a bucket of water to demonstrate how the heart takes in oxygenated blood (place in bucket and soak) and them pumps blood out around the body (squeeze water out of the sponge).

Play fitness games from other countries, or find out about some international sports.

Invite parents and grandparents in for a special day, where they teach groups of students to play playground games that were popular when they were young.

Use balloons to measure lung capacity, tie and label them with a permanent marker and decorate the room. Be considerate of students with asthma or other respiratory problems. They may still be able to participate, but discourage any over-exertion.

Ask students to write and illustrate the rules of their favourite fitness game.

Videotape students during fitness games, then watch as a class and comment on the effects of exercise.

Use different types of music for students to create expressive dance movements.

Use simple timing and measuring devices to allow students to explore measurement of distance when they run, walk, throw, etc. (Informal counting, egg timers, wall clocks, pacing, metre rule, streamers, etc).

P A G E 1 9 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Physical Activity Exercise is an important part of keeping healthy. It benefits our muscles, joints and bones, circulation, heart and weight - as well as sometimes being a fun social occasion!

There are over 630 active muscles in the body, and they all need exercise - that is, active use - to stay strong. Muscles develop in reaction to physical activity - when we 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. We don’t have to be lifting weights - most physical activities work a variety of muscles in the body.

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Exercise also benefits the skeletal system. “Weight-bearing” exercise, that is, exercise where we are supporting the body weight on our legs by running or walking, helps the skeleton stay strong, as nutrients are sent to the skeleton in response to the exercise. The joints of the 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, a rubbery tissue 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 us to exercise, or just move around, without spraining ourselves or injuring our 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 we 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, our body builds more blood cells, so the 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.

Our heart is a muscle, just like 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 the figure. From the notes above, we know that the muscles, lungs and heart are all crying out for extra fuel when we are exercising. The body burns energy from the food we’ve eaten to supply these fuel needs. If that energy isn’t used, the body stores it as fat.

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

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

P A G E 2 0 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Jungle Jigsaw

7

Brave Breado needs you to help find all the parts of his body that keep him healthy. Find each body part and glue it in the right spot.

Then draw a line to the right word.

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Heart

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Teac he r

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P A G E 2 1 HEALTHY BODIES, HAPPY KIDS – JUNIOR

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8

It’s Wise To Exercise

Name:

Teac he r

Name:

How do your friends keep fit and healthy?

Write the name of two friends in your class and ask them what their favourite exercise is. Write or draw their answer.

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Use this graph to find out the most favourite exercise in your class. Colour in the number of boxes after your teacher counts the number of hands up: 12 11

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Running

o c . che e r o t r s super Sports

Walking Pets

Bike Swimming Riding

Other

What was the most popular exercise? ____________________ Challenge: Write down three other types of exercise that your class might like: _________________________________________ P A G E 2 2 HEALTHY BODIES, HAPPY KIDS – JUNIOR

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Looking After Our Body

9

When you pack your safari bag, you will need to bring some things that help to look after your body. If you take care of your body, you can enjoy eating healthy foods and exercising all of the time.

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

Draw these things in or near your bag.

Teac he r

Something that can keep your teeth strong and clean.

Something that you might need if you feel sick.

Something in case you hurt your ankle.

Something to stop you getting thirsty.

Something to keep the sun off your face and body.

Something healthy to eat (make sure it is easy to carry).

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P A G E 2 3 HEALTHY BODIES, HAPPY KIDS – JUNIOR

10

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10

Exercise for Family & Friends

Find two people at home or that you visit on the weekends. Ask them to help you write their favourite exercise down. Draw a picture of them in the box.

Take Home Sheet

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Name: __________________________________________________ Favourite Exercise: ________________________________________

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Name: __________________________________________________ Favourite Exercise: ________________________________________

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Put a tick next to the exercise that you also like to do.

P A G E 2 4 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Self Esteem Activities 11 - 15 Teachers’ Notes

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

Teac he r

Resource Book Reference

Further information can be found in the Resource Book on the following pages: Self Esteem Facts: p 24

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By completing activities in this section, students will develop the understanding that: Simple, daily routines can be beneficial to health and should be something to be proud of.

Peers have similarities and differences, and both of these should be appreciated and discussed without judgement.

The physical body comes in many different shapes and sizes, and these should be identified with honesty and without criticism.

Significant people, such as family, friends and teachers, care about a child’s health and are able to support healthy habits.

Self-importance is not just derived from awareness of concrete abilities at school, but can be gained by the role that a child plays in their family.

Suggested Flow of Activities © Re adyEdPubl i cat i ons •f orr evi ew pur posesonl y•

It is important to notify parents of this unit, as their support in reinforcing their child’s special qualities will be a valuable resource.

Make use of specific strategies, such as using a soft foam ball to indicate that only the person holding the ball can speak. Talk to students about negative responses such as interruptions and “put-downs”.

Provide rewards and incentives for students that demonstrate kindness and acceptance of others.

Younger students will often respond very well to this.

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Some Suggested Classroom Activities for “Self-Esteem” Section Make birthdays a really special occasion for students. This is an easy way of making students feel important, even when they do not particularly stand out. Ensure that students with holiday and weekend birthdays also have a special day allocated to them.

Avoid situations that may be confrontational to a child’s self esteem, such as: specific discussions about “being fat”, asking students to be leaders and selecting others for a team, leaving certain students until last, making a specific example of the poor contents of a child’s lunchbox, etc.

Use old plastic discs as self-esteem “cookies”. Give students a safe place to store these. If a student is feeling down, the teacher or another student can give them a “cookie”, giving them a compliment at the same time.

Brainstorm with students on the board “I feel ________ when…”. Use feeling words such as happy, angry and sad, as well as more specific words such as worried, lonely, embarrassed, pity. Giving students the ability to name their feelings will empower them to express themselves more easily.

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Students who find it difficult to read may just wish do draw the picture in Activity 13, instead of choosing appropriate descriptive words.

P A G E 2 5 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Activity

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Health Award

11

• I eat lots of fruit.

There are lots of reasons why you should be proud of yourself for being healthy. Copy the reasons below (or make up some of your own) for the reasons why you should be awarded for your health:

• I like exercise.

Teac he r

r o e t s Bo r e p• I walk or • Io choose u k or ride to healthy S school. canteen

• I drink lots of water.

ew i ev Pr

• I don’t eat much junk food.

• I am in a sport club.

foods.

• I play with the sports gear.

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My Name:

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m . u

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

o c . che e r o t r s super I am taking care of my body - WELL DONE!

Because:

Challenge: Use a spare piece of paper and make an award for a friend for being healthy.

P A G E 2 6 HEALTHY BODIES, HAPPY KIDS – JUNIOR

12

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12

Difference is Great!

Sit with a partner and talk to them about what you like and what you are good at.

Write a letter to your partner. Fill in the gaps with words or pictures. Your teacher might help by writing some words on the board.

r o e t s Bo r e p ok Dear: u Sof great things about you. I think you are good at There are lots You are different to me because you

ew i ev Pr

Teac he r

Date:

We are© the R same because wed both likebl ea dyE Pu i cat i ons

•f orr evi ew pur posesonl y•

w ww

Best wishes from

. te

m . u

It is fun to be the same and to be different.

P.S. Here is a picture of you and me in the school playground.

o c . che e r o t r s super

Read your letter out to your friend.

P A G E 2 7 HEALTHY BODIES, HAPPY KIDS – JUNIOR

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13

My Body is My Buddy

Make this person look like you by adding to the picture and colouring it.

Teac he r

Give yourself some shiny, clean teeth.

Colour in the hair and eyes to make it look like you.

ew i ev Pr

r o e t s Bo r e p ok Dress yourself in some u clothes and shoes that S you can wear for fitness.

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

Draw some healthy food in your hand.

w ww

. te

m . u

Draw in anything else special about you.

o c . che e r o t r What do you like best about your body? s_________________ su r pe ___________________________________________________ Why? _________________________________________________ Challenge: Think of one way that you can make your body healthier: P A G E 2 8 HEALTHY BODIES, HAPPY KIDS – JUNIOR

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11

People Who Care

There are a lot of people who care about you and help to keep you healthy. Tick the boxes for the things that these people help you to do:

My parents:

r o e t s B r Remind me to keep clean. e o p Take me out to do exercise ok or sport. u S Take me to the park or the beach.

ew i ev Pr

Teac he r

Give me healthy meals to eat.

Make me feel safe and special.

My teachers:

Take me for sport and fitness.

me about healthy foods. © ReadyETeach dP ub l i c at i o ns me how to look after myself.

•f orr evi ew Tell pu r posesonl y•

My friends:

w ww

. te

m . u

Listen to me if I feel upset.

Like to have fun with me.

Play games outside with me at school.

o c . che Like the ways that Ir am different. e o r st super My doctor: Help me when I am feeling sad.

Helps me when I am sick.

Reminds me how to stay well.

Tells me the right things to eat.

P A G E 2 9 HEALTHY BODIES, HAPPY KIDS – JUNIOR

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15

Self-Esteem Safari

I can find some photos of me smiling and having fun. In one of these photos I am with:

Take Home Sheet

I can find a terrific picture that I drew, or a special award or trophy that I won. This is what it looks like:

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

ew i ev Pr

z

Teac he r

Follow the trail with someone at home to help you.

z

© ReadyEdPubl i cat i ons I found someone at home to f orr ev i ew pur p os so nl • write• something nice about Today Ie helped out aty home: me. This is what they wrote:

z

Signed:

z What did you do?

o c . che e r o t Well done! You have r s finished super the safari!

Draw a special sticker for yourself here:

I can find healthy food for me to eat in the fridge. One of these things is:

z P A G E 3 0 HEALTHY BODIES, HAPPY KIDS – JUNIOR

m . u

w ww

. te

Who did you help?

The Media Activities 16-19 Teachers’ Notes

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

Teac he r

Resource Book Reference

Further information can be found in the Resource Book on the following page: “Junk Food” and the Media: p 26

Suggested Flow of Activities

ew i ev Pr

By completing activities in this section, students will develop the understanding that: Many television commercials shown during children’s viewing times are for fast foods and unhealthy snacks.

These commercials use certain strategies to attract children and to convince people to buy their product.

Persuasive strategies can also be used in a positive way with healthy foods.

Food packaging contains a combination of information and persuasive strategies.

Expose students to a variety of television advertisements and print materials, or even taped radio commercials, so that they are familiar with discussion points when conducting lessons on advertising.

© ReadyEdPubl i cat i ons f orr e vi ew p ur pofor se so nl ySection • Some• Suggested Classroom Activities “The Media”

If a child states that they like a fast food advertisement, do not tell them that this is “bad”. Instead, encourage them to recognise why they like this commercial. This way, the children may often discover for themselves that they like the commercial for reasons other than information about the food itself.

m . u

w ww

Use this as an extension to Activity 18. Give each student an empty cereal box. Point out the parts of the cereal box identified in Activity 18. Ask students to cut these parts of the box out and glue onto a class collage (a separate piece of butcher’s paper for each segment). When all sections are glued on, compare the amounts of each section. Informational segments will be much smaller than pictures, mascots and competitions.

Use simple, familiar tunes for students to make up short jingles for healthy foods from the canteen.

Compose jingles as a whole class and accept input from all students. The jingles may not be musical masterpieces but students will have a lot of fun and will be focusing on positive messages.

. te

o c . che e r o t r s super

Learn a song about a healthy food and perform at assembly, complete with costumes and actions.

Students can design healthy food messages for a badge and place final copies onto paper circles for a badge-making machine or large sticky labels. Wear on a special healthy food day.

Work with a senior class who can video junior students making and /or eating healthy snacks. Senior students can provide short voice-overs and show to the class as healthy TV commercials.

Use a large red (see though) stocking leg, cut open at the top and pegged at the front of the classroom. Explain to the students that this is like the tubes (blood vessels) in their body that carry healthy blood around. Ask students to bring in fast food junk mail from home. Screw each sheet of junk mail up into a tight ball and “stuff” the stocking each day.

When it is full, show the students and discuss the implications of: a) the amount of junk mail that we receive advertising fast foods, and b) the fact that the paper “clogs” the stocking just like too many fast foods “clog” the tubes in our body, making it hard for healthy blood to travel to our arms, legs and head.

P A G E 3 1 HEALTHY BODIES, HAPPY KIDS – JUNIOR

Activity

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16

The TV Ads Hunt

There are many ads on TV selling foods that can be dangerous to the health of young children if they try to buy all of the unhealthy foods that are shown. Your job is to find these ads and lock them away!

Watch the TV ads that your teacher has taped and then fill in the chart with your class.

Teac he r

Do you like this ad?

ew i ev Pr

r o e t s BoCan you r e p o get a toy u k or a game S with the

What is the ad for? Does the Are there Are there ad have a children any jingle in the animals or (song)? ad? cartoons?

food?

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

w ww

. te

o c . che e r o t r s super

Challenge: Do you think it is good to show so many ads like these?

Why/ Why not?

P A G E 3 2 HEALTHY BODIES, HAPPY KIDS – JUNIOR

m . u

Draw a picture of the ad that you liked the best:

17

Activity

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17

Amazing Apples

Your uncle is an apple grower and has asked you to make a poster so that he can sell more apples to kids.

Draw the design for the poster here:

Apples are: r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

You should eat apples because:

w ww

m . u

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

. t o Show youre teacher your poster. You might like to do a bigger, c . cpin neater poster to up in the classroom. r e he o r st super

Challenge: Choose your favourite fruit or vegetable and invent a character that can appear in TV ads to tell people that this is a healthy and yummy food to eat. Draw your character on a sheet of paper with a message that they can say about the fruit or vegetable.

P A G E 3 3 HEALTHY BODIES, HAPPY KIDS – JUNIOR

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Activity

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18

Healthy Cereal Packs

•The company that makes the food

r o e t s Bo r e p ok u S NTS INGREDIE

UGAR RICE S ALT NUTS M EXTRACT

N NUTRITIO

PROTEIN FAT IN RIBOFLAV NIACIN FOLATE IRON

•Ingredients

•Nutritional information

ew i ev Pr

Teac he r

•Name of the food

In your group or class, look carefully at some healthy cereal packets. When you find something that looks the same as THIS packet, you can COLOUR IT IN.

•A character that kids like

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

w ww

•The weight of the food

50 0g

. te Challenge:

TOY INSIDE

•A competition or free giveaway

m . u

•A picture of the food

o c . che e r 1. Place a tick next to the things that tell o t r s sunext pe you about the food and a cross tor the things that make you want to buy the food.

2. Using junk mail that your teacher gives you, find some pictures of some food packets that you like, and stick them on the back of this sheet.

P A G E 3 4 HEALTHY BODIES, HAPPY KIDS – JUNIOR

19

Activity

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Ads, Ads, Ads

Sit down with your parents or someone older who can help you. Watch the normal amount of TV that you are allowed to watch.

Take Home Sheet Write down all of the ads that you see.

19

I watched TV for ___________ hour(s).

r o e t s Bo r Write down all the food ads that you see.

Tick for either healthy e p ok food or junk food, or both if it is in between. u The Ad wasS for: Healthy Food Junk Food Did you like

ew i ev Pr

Teac he r

The time I started watching was: ___________

this ad?

w ww

. te

m . u

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

o c . che e r o t r s super How many healthy food ads? _______________ How many junk food ads?__________________

What do you think about these ads now that you have counted them?

P A G E 3 5 HEALTHY BODIES, HAPPY KIDS – JUNIOR

m . u

ew vi

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

o c . che e r o t r s super Signed: __________________________

w Date: _________________________________ ww

. te

Remember that everyone is different and special, and we can all body.. choose to take good care of our body

STA HEALTHY ST AYING HEAL THY

for working hard to learn things about ...

This award is presented to

e AMAZING ME Pr

r o e t s Bo r e p ok u S Teac he r

17