Healthy Bodies, Happy Kids: Book 3 - Ages 11+ (Upper)

Upper Primary

Happy Kids

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Practical strategies aimed at reducing the © Ready Ed ubl i ca t i ons risk ofP obesity in •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 534 9

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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motivated to look after themselves.

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

• Developing a positive self–image so that children are able to respect their own bodies and feel • Raising the awareness of the ways in which modern society influences choices through advertising, particularly about the availability of unhealthy convenience foods.

• 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 pu r pose son l 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:

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

• Tips on exercise and staying healthy; • A research page that provides a springboard for links to topics such as diabetes, cholesterol, heart disease and much more;

• Teachers WWW links; • 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 – UPPER

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Contents Information on the Series

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

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Meet The Mascots Teachers’ Notes: Healthy Eating: Activities 1 - 5 Student Information Page: A Healthy Diet Student Information Page: Nutrients Activity 1: A Taste for Life Activity 2: How Fat Is That?

Activity 3: Read Before You Eat Activity 4: Vendor Bender Activity 5: Shopping Guide - Take Home Sheet Teachers’ Notes: Body Systems: Activities 6 - 7 Student Information Page: The Circulatory System Activity 6a: Down The Tube Activity 6b: Down The Tube Activity 7: A Plan For Healthy Blood Teachers’ Notes: Exercise and Physical Activity: Activities 8 - 12 Student Information Page: Physical Activity Student Information Page: Road Safety and Exercise Activity 8a: Exercise-Wise Activity 8b: Exercise-Wise Activity 9: New Sport Club Activity 10: Over the Hurdles Activity 11a: Fit Feet: Part 1 Activity 11b: Fit Feet: Part 2 Activity 12: Family Survey - Take Home Sheet Teachers’ Notes: Self Esteem - Activities 13 - 19 Activity 13: Balancing Out the Blues Activity 14: Go for Goal Activity 15: What do You Value?

Activity 16: Magazine Mayhem Activity 17a: MEreal Cereal Activity 17b: MEreal Cereal Activity 18: Stamp Out Judgement Activity 19: Someone Special - Take Home Sheet Teachers’ Notes: The Media - Activities 20 - 24 Activity 20: ‘AD’ It Up Activity 21: Grossology - The Study of Food Photography Activity 22a: What a Character!

Activity 22b: Your Character Becomes a Star Activity 23: Fact or Attract?

Activity 24: Location, Location, Location - Take Home Sheet

7 9 11 12 14 15 16 17 18 19 20 22 23 24 25 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

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

Books In The Series 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.

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

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

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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 – UPPER

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Curriculum Links

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

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

www.curriculum.edu.au

(Document is © Curriculum Corporation, 1994)

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

2. P ersonal Development, Health and Physical Education K - 6 Personal (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 The syllabus is published by: •f orr evi ew pur posesonl y• Queensland School Curriculum Council, PO Box 317, Albert St, Brisbane, Queensland, 4002

3. Health and Physical Education - Y ears 1 to 10 Syllabus Years (ISBN 0 7242 8236 X).

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

The Draft Framework book is published by: Victorian Board of Studies, 15 Pelham Street, Carlton, Victoria, 3053

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(Document is © Board of Studies 1999)

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

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5. Health and Physical Education - Student Outcome Statements (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/

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

States’ Curriculum Strands Grid

People & Food

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Health Of Individuals & Population

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Safety

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Human Relations

Concepts For A Healthy Lifestyle

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•y ••E •d • P • u • • t •s © Read b•l i ca i on •r •r •e •v • •p •f o i ew ur pose•sonl y•

SelfManagement Skills

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Human Development

WA

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National

Physical Activity & The Community

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UPPER

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Strands

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Activities

1. A Taste For Life

2. How Fat Is That?

3. Read Before You Eat

4. Vendor Bender

5. Shopping Guide

6. Down The Tube

7. A Plan For Healthy Blood

8. Exercise Wise

9. New Sport Club

10. Over The Hurdles

11. Fit Feet

12. Family Survey

13. Balancing Out The Blues

14. Go For Goal

15. What Do You Value

16. Magazine Mayhem

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17. Mereal Cereal

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18. Stamp Out Judgement

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19. Someone Special

20. Ad It Up

21. Grossology

22. A) What A Character

22. B) Your Character Becomes A Star

23. Fact Or Attract

24. Location, Location, Location

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InterPersonal Skills

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Enhancing Personal Development

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Inter-personal Relationships

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Personal Health Choices

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Safe Living

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

Active Lifestyle

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Health Of Individuals & Populations Self & Relationships

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Growth & Development

NSW

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QLD

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

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Meet the Mascots

A group of friends in a local neighbourhood like to hang out together on the weekends.

They all have a common interest in keeping fit and healthy, although they know that there is more than one way to do this. Which one do you think you would be most like?

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Introduction

Student Information Page

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

Breadbasket is a star player in his local basketball team.

He is a fair and friendly player who makes sure all his teammates have a go. He needs lots of energy for his games, so he eats a lot of breads, pasta and rice, which provide him with essential carbohydrates.

Vitafit also loves outdoor sport, although she prefers to compete individually in athletics events rather than in a team. Part of her healthy diet includes at least seven serves of fruit and vegetables a day. Not only does the natural sugar in fruit give her a quick energy boost for her races, she stays well throughout the year as her vitamin intake repels colds and flu.

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Vitafit

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Breadbasket

Dancing Dairy Queen Dancing Dairy Queen is never seen without her CD collection. She finds that dancing is the best way to combine her love of music with the need to stay fit.

Dancing Dairy Queen makes sure that she drinks a moderate amount of milk (usually one glass a day) as well as a few small serves of cheese and yoghurt, so that her bones are given the calcium they need to stay strong so that she can dance on into her nineties.

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

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Student Information Page

Ollie Oil

Ollie Oil has only recently moved in to the neighbourhood. He likes to eat fried foods and Musclemeat eats protein foods, like lean meats and eggs each day to help maintain sugary treats. He loves to skate, though, and seeing all of his new friends and how healthy his muscles. He likes to lift weights but he also makes sure to include a bit of walking or they are is giving him the motivation to try and improve his diet. He knows that if he eats lots of jogging into his fitness routine as well.

Musclemeat knows that he only needs one grains, fruits and vegies, plus moderate amounts or two serves of protein a day to give him all of dairy and protein, then he can afford to have the nutrition he needs from this food group. a treat every now and then, especially if he follows it up with a good skate around the park.

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

How Much Should You Eat? •Eat Most

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Healthy Eating Now that you have met the characters, see if you can provide some examples of the food groups that you eat: Examples You Eat

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* Cereals, breads rice, pasta

* Vegetables, legumes

_____________________________ _____________________________

_____________________________ _____________________________

* Fruit •Eat Some

* Milk, yoghurt, cheese _____________________________ * Meat, fish, poultry, eggs, nuts

•Eat Least

_____________________________

* Extras

_____________________________ _____________________________ _____________________________ _____________________________

P A G E 8 HEALTHY BODIES, HAPPY KIDS – UPPER

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Healthy Eating Activities 1-5 Teachers’ Notes

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

By completing activities in this section, students will develop the understanding that:

People’s taste preferences vary and there are many opportunities to experience healthy foods in an interesting and creative way.

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A visual representation of the amount of fat in certain foods can help to illustrate the health risks associated with eating these foods regularly.

The information on food packaging can help to establish the quality and nutritional value of the product, however some product packaging can be misleading or inadequate.

Careful planning when shopping can result in a healthier diet throughout the week.

Resource Book Reference

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

© Re adyEd Pof ub l i cat i ons Suggested Flow Activities •f orr evi ew pur posesonl y•

Labelling Requirements: P 13

Introduce the five food groups via the mascot characters. Brainstorm examples of each group on the board. Ensure students have a sound understanding that as long as foods containing fats, oils and sugars are only consumed in small amounts, they are acceptable as part of a healthy diet.

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Collect and display a range of print media such as posters, restaurant menus, empty food boxes and junk mail around the classroom to familiarise students with issues on packaging, labelling and advertising. Encourage students to bring in examples of these.

Some of the activities in this unit may require a parent meeting to discuss the purpose. Obtaining the understanding and support of parents will reduce the likelihood of opposition or offence taken to any of the take-home sheets.

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Activity 2: A tennis ball-sized amount of plasticine for each student; One set of scales per group (accurate measurements); Access to a computer room or at least one computer per group; 1 A4 sheet of brown baking paper per student; Newspaper to cover student desks; Access to student lunches.

Activity 3: A range of empty food containers and boxes, e.g. cereal, biscuits, pasta sauces, snack foods.

Activity 3: Packaging contains: nutrition information panel, ingredient list, claims made by health experts, symbols such as the “healthy heart” tick. Foods containing a lot of information include some snack foods, cereals, frozen foods, and health food products. Minimal information is found on unpackaged and fresh produce, confectionery and some snack foods. The following are some reasons why people might read this information: –

Ingredients: to avoid certain ingredients because of allergies or diet, knowing the number of chemicals and preservatives in the foods.

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Address: to contact if there is a problem or question about the food.

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

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Use-by-date: to make sure food is fresh and stored properly.

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Country of origin: some people prefer to buy Australian produce, or may want a certain food from overseas.

Misleading meanings of terms used: “Made with real fruit”: These products may have a small amount of fruit included, but may also have other artificial flavours as well.

“Reduced fat”: does not mean the same as low in fat. They may have less than usual, but could still be very high.

“All natural”: All of the ingredients may be fresh, but can still be very high in fats and oils

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Some Suggested Classroom Activities for the “Healthy Eating” Section

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Use a variety of measuring tools, such as scales, cup measurements and standard breakfast cereal bowls to allow students to explore what they eat. Compare this to standard “serves” as mentioned on packaging. Results may be surprising.

Brainstorm a number of “minority” groups on the blackboard, such as cultural groups, non-English speaking, people with disabilities, people in remote living conditions. Discuss problems that these people might have in accessing healthy foods and education about a healthy diet. Work in groups to think of some practical solutions.

Design a student newspaper on healthy eating with: –

Researched articles on foods groups and nutrients;

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Crossword puzzles with clues relating to learnt information;

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“What am I?” healthy food riddles;

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Poems and stories with a healthy food message;

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Interviews with visitors, such as dieticians or nutritionists;

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Students’ healthy food recipes.

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

Share this newspaper with other classes or another school.

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Create a student audit on when, where and why they eat. A self-analysis of their eating habits may assist students in recognising unhealthy triggers and easy ways to improve their diet.

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Research the roles of community members who can assist in maintaining a healthy diet, e.g. dieticians, community nurses, nutritionists and family doctors.

Investigate and create signs and posters on safety and hygiene when preparing food. These can be used during class cooking lessons.

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o c . che e r o t r s r up e Internets Links for Students

Test the amount of preservatives in foods by comparing two products and leaving a sample in a sealed container at room temperature. Some foods may look better after a few days, however this may indicate a high content of chemical preservatives.

Investigate cholesterol. The activity that can be found at http://pe.central.vt.edu/ (search for “cholesterol graffiti”) is challenging, but can be modified to suit an upper primary class.

www.heartfoundation.com.au www.kidshealth.org

P A G E 1 0 HEALTHY BODIES, HAPPY KIDS – UPPER

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Student Information Page

A Healthy Diet 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.

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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.

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

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.

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However, just balancing the types of foods you 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 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 expend in energy.

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

Student Information Page

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 that supply these needs are called nutrients. There are six types of nutrients: proteins, carbohydrates, minerals, vitamins, fats and water.

Protein

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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 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 © ReadyE dPubl i cat i ons Minerals are basic building blocks essential to our body’s health. They include things like •f o r r ev i ew pur po so l ynot •eating! zinc, iron, calcium and copper - which you probably think ofs ine relation to n mining,

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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 that 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. Drinking lots of low-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.

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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.

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

Ready-Ed Publications

Student Information Page

Fats

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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 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.

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

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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.

o c . che e r o t r s super

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

Activity

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1

A Taste for Life

Over the years, you would have grown to like more foods. Your tastebuds are “growing up” and learning to adjust to new experiences. The best thing about this is that you have more chances to eat a wide range of healthy foods.

Name one food that you have always liked __________________

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Draw and label a picture of a food that you don’t like now, but think that you will like in the future.

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What is it about this food that you don’t like?

Breadbasket loves to eat Japanese food. What is your favourite international food?

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

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Talk to your partner. In the strawberry shapes below write down five healthy foods that you both like.

Think of one of your favourite healthy foods. Imagine that you are writing for a food magazine promoting this food. Focusing on the taste, smell, appearance and health benefits, write a paragraph that convinces readers to try or eat this food more often.

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Challenge: Find someone else who has finished. Read out your paragraph without saying what the food is. See if your partner can guess the food.

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

Ready-Ed Publications

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Activity

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How Fat 2 is That?

Do you know how much fat is in your favourite foods? Try these simple experiments to find out. For the first one, you will need to do some quick Internet research.

Look up www.olen.com/food For the purpose of this activity you will only need to choose the restaurant (there are several here which are found in Australia) and type in the name of the fast food you wish to investigate. Write your findings for three or four foods below:

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Calories

Fat (gm)

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Restaurant

Choose one of these foods and use the plasticine and scales in your group to make a ball of “fat” that weighs the same as your chosen fast food. Use a small scrap of paper to label the plasticine ball with the name of the food and the amount of fat.

© ReadyEdPubl i cat i ons What was the fattiest food in your group?

•f orr evi ew pur posesonl y• What is the fattiest food in your class?

In your group, then in your class, put the “fat balls” in order from largest to smallest.

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Place all your lunch items on your desk. Rub a small piece of each food onto the paper. If you have a drink or yoghurt, use a spoon or a dropper. Each spot should be about the size of a 50 c coin. Label each spot as soon as you have made it.

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This next activity will be done just before lunch. Your teacher will give you each a sheet of brown paper.

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After lunch, come back and investigate your brown paper.

Hold the paper up to the light. The more fatty a food is, the more see-through the paper will be. If you cannot see where the food has been rubbed, there may not be not much fat in that food. Share and discuss results with your classmates.

Write some foods that did not appear fatty: ____________________________________ _______________________________________________________________________ Write some foods that seemed to contain a lot of fat (leaving very see-through marks): _______________________________________________________________________ _______________________________________________________________________ Ready-Ed Publications

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

Activity

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Read Before 3 You Eat

In this activity, your teacher may wish you to work in small groups, so that you can share your ideas.

Look at the labels and packages of several empty food containers. What sort of information is available that tells you about the nutritional value of the food?

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______________________________________________________________________ What kinds of packaging seem to include a lot of information?

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Are there any foods that you can see, or know of, that do not seem to provide you with enough information? ______________________________________________________________________

Why might these things be important for a person to know?

•Ingredients: __________________________________________________________ •Address of manufacturer: _______________________________________________

© ReadyEdPubl i cat i ons •Country origin: •off o r______________________________________________________ r evi ew pur posesonl y• •Use-by-date: _________________________________________________________

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Vitafit is a highly qualified food label critic and has discovered that some of the words and phrases printed on packaging might be misleading. The following phrases are meant to make the product sound healthy. Try to figure out how each one might be tricking the customer.

A children’s yoghurt “made with real fruit”: _________________________________ _______________________________________________________________

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A meat pie that has “reduced fat”: ______________________________ _________________________________________________________ A pizza that is “all natural”: ____________________________

_______________________________________________________

Challenge: Imagine that there is a law that states that all foods high in fat must show a warning on their packaging (similar to the warnings now found on cigarette packets). Design a warning panel that you think people should read:

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

Ready-Ed Publications

4

Activity

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Vendor 4 Bender

Design a healthy food vending machine that could be placed in a school or workplace. Make sure to include foods from all food groups.

Consider design factors:

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• Does food need to be replaced regularly?

• How will you make food look appealing?

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packaging to keep them from drying out or making a mess?

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© ReadyEdPubl i cat i ons • Do some foods •f orr evi ew pur posesonl y• need to be in

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Challenge: Create a survey (3 - 7 questions) to test how successful your vendor will be. Conduct the survey with several classmates. Write a paragraph on any changes that you may need to make.

Ready-Ed Publications

P A G E 1 7 HEALTHY BODIES, HAPPY KIDS – UPPER

Take Home Sheet

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Shopping 5 Guide

Your parents will love this one! For this week, you will be helping with the family shopping, with the aim of buying healthy foods where possible.

There are two ways that you can do this: • If your parents shop for food in the evenings or on the weekend, you can go with them (this will give you the best experience).

• If you can’t make it to the shops, you need to write a shopping list. Try to find some fliers in this week’s junk mail for your local supermarket.

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As a class, think of some guidelines that might help when trying to shop for healthy food. After these have been written on the board, choose five shopping rules and write them here: • ___________________________________________________________________ • ___________________________________________________________________ • ___________________________________________________________________ • ___________________________________________________________________ • ___________________________________________________________________

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

Now, take these guidelines shopping and advise your parents what to buy, or follow the rules when writing this week’s shopping list. When the shopping arrives home, ask your parents if there are any differences in: • The type of foods: _________________________________

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• The amount of food: ______________________________ _________________________________________________

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• The cost of food: _________________________________

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After a week of eating the food that you shopped for, answer these questions: • What differences did you notice in what your family ate this week?

___________________________________________________________________ • Did you and your family enjoy all of the foods that you chose? ___________________________________________________________________ • Do you think you were successful in helping your family to eat healthy foods? ___________________________________________________________________ P A G E 1 8 HEALTHY BODIES, HAPPY KIDS – UPPER

Ready-Ed Publications

Body Systems Activities 6-7 Teachers’ Notes Understandings

r o e t s Bo r e p ok u S Resource Book Reference

Further information can be found in the Resource Book on the following pages: The Digestive System: P 17 The Cardiovascular System: P 18

Suggested Flow of Activities

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By completing activities in this section, students will develop the understanding that: The digestive system is comprised of several parts that contribute to the breakdown of foods so that they can be used by the body. Looking after the digestive system will complement a healthy diet, and vice-versa.

The cardiovascular system is another system in the body that is influenced by our lifestyle and can reflect habits such as diet and exercise. Aerobic activity is one of the best ways to make appropriate use of the energy that is consumed in food.

Ensure that the focus of these lessons is not on retaining terminology and facts, but on understanding the role that these systems play in overall health, and in recognising ways that these systems can be looked after.

Activity 9 in the Middle Primary Book can also be used for upper primary students. This is a fun, hands-on lesson on exploring the digestive system.

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

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Activity 7: Ideas to reduce blood pressure may include: •Choosing salad sandwiches instead of hamburgers; •Avoiding foods such as chips; •Never putting excess salt on foods; •Using other things such as spices to flavour food; •Cooking with lean meats and skinless chicken; •Walking the dog each afternoon; •Doing stretching exercises at work; •Taking the stairs instead of the lift; •Finding a place to relax each day; •Doing some deep breathing exercises; •Seeking help when feeling stressed; •Using alternative methods of relaxation; •Choosing low-fat and low-salt alternatives when shopping for food; •Using a plan to ensure good time management for less stress; •Parking the car away from work and walking the rest of the way;

Some Suggested Classroom Activities for “Body Systems” Section Instead of too much emphasis on the actual structure of the body systems, identify the effects of unhealthy habits on these systems. This can be done by: – Researching the effects of eating the wrong kinds of foods, such as heart disease, diabetes and high cholesterol.

– Looking at the effects of additives such as preservatives on common allergies, by analysing contents of processed foods and surveying others on allergies.

– Identifying reasons other than an unhealthy diet which may lead to weight problems, such as genetic tendencies, eating disorders and thyroid disease.

– Investigating how and when the body uses each nutrient and which foods contain these nutrients.

– Researching how a healthy diet can maintain other body parts such as the teeth, skin, hair, eyes, etc.

Imagine that you are looking for body parts to carry out the digestive and respiratory system. Create an “employment” page, with advertisements placed for each part of the digestive and respiratory system. Other students can then guess the part and answer the ad, e.g. “Wanted: large open space. Needs to have experience in chopping food. Has to work for short shifts about three times a day. Task includes welcoming all new arrivals to the digestive system”.

Students can investigate community services that can be used as support systems for obesity, eating disorders or other diet-related health problems. This may be a more sensitive alternative to students working out their weight or Body Mass Index (BMI) in class, as this can lead to embarrassment.

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o c . che e r o t r s super Internet Links for Students

http://yucky.kids.discovery.com/ answers questions on the digestive system in a fun, student-friendly manner.

Ready-Ed Publications

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

Student Information Page

The Circulatory System Arteries, veins and capillaries are the three transport parts of our circulatory system. Blood flows through these “vessels” or tubes to the different parts of our bodies.

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Arteries carry oxygen and food-enriched blood from your heart to the parts of your body. The blood is funnelled into capillaries, tiny blood vessels that will only fit blood cells in single file.

The oxygen and food in the blood cells flows through the walls of the capillaries to the cells of the body, and waste products such as carbon dioxide flow back in return. The capillaries flow to the veins of the body, which take the waste-rich blood back to the heart. From the heart the blood is pumped through the lungs, so the carbon dioxide can be breathed out, and the blood can pick up more oxygen. Then the blood is pumped back to the heart, and returns to the arteries to be circulated through the body again.

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Arteries and veins are very similar blood vessels. Arteries have stronger muscles, however, to help push the blood through the body. To make up for this, veins have valves, which stop the blood flowing the wrong way. Because the blood that veins carry has no oxygen, it is a purplish colour, which is why veins look blue under the skin.

Blood pressure is a measurement of the amount of blood flow in your arteries. It is measured by two numbers – one records the pressure of blood in your artery at the point when the heart pumps and the artery expands, the second records the pressure in your artery when the heart is at rest between beats. If you have high blood pressure, the blood is moving through your arteries with too much force.

© ReadyEdPubl i cat i ons High blood pressure can: •f orr evi ew pur posesonl y• a. Damage artery walls, which can cause arteriosclerosis (hardening and thickening of

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the arteries), atherosclerosis (deposits of fat in the artery linings), or an aneurysm (an enlarged, bulging blood vessel), which can all cause heart disease, a heart attack or a stroke. b. Damage the heart muscle, increasing the risk of heart attack or heart failure. c. Damage the veins in the brain, leading to a stroke.

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Because high blood pressure has no visible symptoms, effects are not easily evident. Doctors test blood pressure at regular visits. It usually affects older people. If you smoke, are overweight, drink a lot of alcohol or are stressed a lot you are more at risk.

Ways of looking after your circulatory system include:

Eating a well-balanced diet so that there are not too many fatty deposits on the walls of the artery, taking part in regular exercise to keep your heart and blood vessels strong and healthy.

Don’t smoke. Smoking and high blood pressure are major risk factors for having a heart attack or stroke later in life.

Keep your stress levels low. A stressed reaction to something increases blood pressure.

Practice relaxation techniques such as deep breathing exercises.

Decrease your salt intake, as high levels of salt will increase blood pressure.

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

Ready-Ed Publications

Student Information Page

T he Cir cula tor y System Circula culator

arteries heart

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lungs

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© ReadyEdPubl i cat i ons T he Dig esti v e System Digesti estiv •f orr ev i ew p u r posesonl y•

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large intestine

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

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Down 6a The Tube

You are the senior rides designer for a big theme park. Your task is to design a roller coaster ride that helps kids to learn about the digestive system. Each part of the ride will look, sound and act in a way that makes the riders believe that they are a piece of food going through the digestive system.

Use the information below to draw and label each section. (By the way, your budget is unlimited!!)

Teeth

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Digestion begins in the mouth, where the teeth reduce food into small portions that are easy to swallow. The chemicals in saliva start to break the food down and the tongue assists in moulding the food into a ball and pushing it down the throat.

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waves of muscle contraction, called peristalsis, down into the stomach. This movement is involuntary (we do not think about it), and resembles the action of squeezing toothpaste out of the tube.

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© ReadyEdPubl i cat i ons The oesophagus is a f o r ev ew pur posesonl y• smooth• tube thatr moves in i Oesophagus

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The stomach walls contract, moving food around as juices break food down into smaller parts. The walls of the stomach are like elastic, and can expand a great deal when a lot of food is eaten.

P A G E 2 2 HEALTHY BODIES, HAPPY KIDS – UPPER

Ready-Ed Publications

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Down 6b The Tube

After showing your teacher, use a large sheet of paper to draw all parts of the ride joined together. Label it and think of a name for your ride.

Small Intestine

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Gradually, food is pushed into the small intestine (which is between 5.5 and 7 metres long, looped back upon itself in the abdomen). From the outside, the small intestines are smooth, like a string of sausages, but on the inside it looks like a field of cactus plants. These structures, called villi, make a bigger surface area for nutrients to be absorbed into your bloodstream. The blood vessels sit close to the walls of the intestines so that nutrients can be easily transported.

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fats, as well as maintaining the blood sugar levels in the body. The gall bladder stores bile, and this is squirted into the small intestine to help break down fats. Imagine these two organs as two places where water is produced and squirts into the ride!

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Pancreas © ReadyEdPubl i cat i ons The pancreas is an organ, about 15 cm long, that produces enzymes, which •f orr evi ew pur posesonl y• break down proteins, carbohydrates and

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The undigested remains continue on into the large intestine intestine, where water is reabsorbed into the body. This is where the ride becomes “dr y ” again! The waste moves into the rectum and is passed out of the body.

Ready-Ed Publications

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

that you run a health centre and Ollie Oil A Plan For Imagine has just come in to see you. You measure his blood pressure using a special instrument called a Healthy sphygmomanometer (s-fig-mo-man-om-et-er) & discover that it is extremely high for someone of his age.

Blood

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7

Using the following points, create a health plan for Ollie to follow over the next two months to help reduce his blood pressure. Write down three more ideas for each point.

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Eat a healthy diet high in fruit and vegetables and low in fat and salt.

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• Put a piece of fruit in with your lunch each day.

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Find interesting ways to do 30 minutes of exercise during the day.

• Ride a bike to work or school instead of driving.

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• Listen to relaxing music for ten minutes each evening.

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Reduce stress levels.

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

Ready-Ed Publications

Exercise & Physical Activity Activities 8-12 Teachers’ Notes

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

By completing activities in this section, students will develop the understanding that:

Exercise should be fun and achievable for all.

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Participating in a range of types of physical activity can result in maximum benefit. For example, a well run Physical Education lesson will include a cardiovascular and flexibility warm up, short, focused skill drills, main lesson body and cool-down.

A range of choices for sporting clubs and teams exists in most communities, enabling children to find an activity that suits their fitness and social needs and skills.

By considering alternative options, most perceived barriers to participating in physical activity can be overcome.

A simple way to increase physical activity is to walk or ride to school. Safety concerns can be addressed by raising awareness of precautions and road rules.

Resource Book References

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Further information can be found in the Resource Book on the following pages: Why Exercise?: P 19

Types of Exercise: P 19

Sport Solutions and Alternatives: P 20 How Do I Programme?: P 21

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Suggested Flow of Activities

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Active Games with a Health Theme: P 21

These activities may be carried out following physical education lessons, so that students can use ideas from these lessons.

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Activity 9: Provide brochures, posters and other reading material on local sports clubs, health centres and recreation groups. Also allow access to telephone books as a reference.

Activity 11: Issue maps of the local area to assist students if they are finding mapping skills difficult.

Invite parent helpers to take students on a walking tour of the local area around the school, to point out safe routes to school, road rules and solutions to potential hazards. Inviting the school’s road crossing monitors or a Safety House representative for students to interview may also be interesting and beneficial.

Answers for Activity Sheets Activity 10: Solutions may include: –

Problem 1: Practise at home with parents, siblings or friends; buy larger, softer balls to practise throwing and catching; check vision to make sure that this is not a factor impacting upon ability.

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Problem 2: Find “safe sports” such as tennis, badminton, swimming, netball (non-contact).

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

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Problem 3: There are plenty of non-team sports such as dancing, aerobics, swimming, and athletics. Another option may be to find team sports that are graded, or join with a peer of similar ability so that being a beginner is not as intimidating.

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Problem 4: Many sports are inexpensive or free, including walking, jogging, or swimming at the beach. Other solutions may include hiring or purchasing second-hand sports equipment, or asking for sports equipment as a birthday present.

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Problem 5: Many sporting groups have training in the morning before school or on weekends.

Students could also find a club close to home or school so that they could walk there, or join a team with a peer and share lifts with their parents.

Activity 11: Safety Rules - Cross roads at marked crossings where possible; Stop, look and listen before crossing; Walk briskly, never run, in a straight line across the road; Walk on designated paths or on the side of the road facing oncoming traffic; Avoid crossing between parked cars.

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Sun protection - sunscreen, hat, long sleeves, sunglasses.

Rain protection - raincoat, umbrella.

Feet protection - closed shoes with flat, rubber soles.

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The Safety House logo is a nationally recognised symbol of a yellow, smiling house in a triangle.

Safety house networks are community based and a safety “house” can be a home, shop or business.

Police checks are conducted on applicants and there are police follow-ups when safety houses are used for a matter of concern.

School bag design - best designs will be a backpack style with adjustable straps, allowing for even distribution on the back.

Some Suggested Classroom Activities for “Exercise and Physical Activity”

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For a week, students record an exercise diary, jotting down all physical activity and the amount of time devoted to it. In class, students can independently analyse results, looking at when they were able to do the most exercise, when they chose to do a sedentary activity instead, and how they can increase their level of activity if it is inadequate. Tell students that this is confidential and will not be marked so that they are able to be honest with themselves.

Have a sports “open day” where students, in pairs, nominate a sport or recreation that they research and bring information on to school. Set up desks around the room in an “expo” style and invite other classes in to learn about a variety of sports in the community.

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Over a term that focuses on increasing daily fitness of students, take pulses after exercise or use a comparative measure such as how far students can run before they feel “worn out”. Record results at the beginning and end of the term so that an improvement can be seen.

Nominate five students to think of a “fitness tip” to include in each newsletter during the term.

Encourage research and creativity and provide a range of books in the classroom as a reference.

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Brainstorm a list of “TV” activities, so that even television time can be used to increase fitness, such as using an exercise bike, mini trampoline, hula hoop, small weights, free stretches or muscle toning actions such as leg raises, dancing to music videos, etc.

Research the importance of adequate rest and hydration throughout the day.

Design a “sports mural” to paint on the wall of an undercover area or courtyard in the school.

Form a student sports committee, where representatives are responsible for looking after and distributing equipment, surveying students to establish the need for new equipment, and helping to train younger students in basic sports skills at lunchtimes.

Internet Link for Students www.gamekids.com/index1.html A site where students can exchange ideas on non-computer games.

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

Ready-Ed Publications

Student Information Page

Physical Activity 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!

There are over 630 active muscles in your body, and they all need exercise – that is, active use – to stay strong. Muscles develop 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.

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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; 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 you to exercise, or just move around, without spraining yourself or injuring your muscles.

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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 food you’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 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, nutrient-fuelled 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.

Ready-Ed Publications

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

Student Information Page

Road Safety & Exercise Many people may avoid walking or cycling because they feel that the roads in their local area are not safe. Below are some safety rules that, if followed, will help to reduce any risks on the road.

When walking:

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• Always walk on a pedestrian path if provided, or on the side of the road, facing oncoming traffic so that approaching cars can be seen.

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• Cross roads at marked pedestrian crossings, where there are crossing attendants, or at traffic lights. Even when crossing at a designated place, still check both ways by looking and listening before crossing, and walk briskly across without stopping.

• Avoid crossing roads between parked cars as they limit your vision and you can never be sure when a parked car is going to pull out.

• For the same reason, avoid walking behind parked cars in a parking lot or crossing roads near a corner that you cannot see around.

• When walking near traffic, wear comfortable shoes and bright clothing.

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

• Safety Houses are homes, shops or businesses that have a bright yellow logo of a smiling house that can be seen from the road (often on a mailbox). These places have been checked by police as a safe place to go to if you feel worried or frightened about something when walking. There will usually be someone home to help you out.

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When riding a bicycle:

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• Do regular safety checks on your bike to make sure all parts are working properly, especially safety features such as brakes, bell and night light.

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• Always wear a safety-approved helmet with adjustable straps, as well as flat, enclosed shoes and comfortable clothing.

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• Ride on designated bike paths wherever possible.

• Always use the correct signals to let others know if you are stopping or turning.

P A G E 2 8 HEALTHY BODIES, HAPPY KIDS – UPPER

Ready-Ed Publications

Activity

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Exercise 8a -Wise

1. Warm-up

Imagine that you are the physical education teacher for your class. You need to organise a range of activities that exercise the body in different ways. You also need to make sure that each activity is fun and allows students of different abilities to participate. Use pictures to help describe your activities.

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This activity should include:

• A cardiovascular activity (something to increase the heart and breathing rate)

• A flexibility activity (to stretch the joints and muscles)

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Picture Description

2. Skill Drill

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

Think about what you are choosing for the main part of your lesson. What skills may be required (throwing, catching, kicking, aiming for a target, etc.)? Think of a game or practise drill that can help students to focus on improving this skill.

Skills:

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

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8b Exercise-Wise

3. Main Activity

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Try to include a game or activity that improves at least two of these areas: cardiovascular, flexibility, endurance (being able to “keep up” over a period of time), strength/resistance (lifting, pushing, pulling an object or the body).

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

4. Cool-down

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This will usually involve some slow stretching and possibly even some relaxation.

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Challenge: Write a list of rules that make sure your lesson keeps students safe and healthy.

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

Ready-Ed Publications

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9

New Sports Club

Breadbasket is the marketing manager of a local sports club. He has asked for your advice on how to encourage students your age to join.

Make a foldout brochure to give to students in your class. Make a draft copy on the outline below. If you follow the layout in this example, your brochure will be in the correct order when folded. Check with your teacher before making a full-size copy.

You may already belong to a club yourself. In this case, you can use “real” information.

Otherwise you can either do some research at home or make some parts up, as long as it is realistic.

Side 1

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Contact details: Include address, telephone numbers and contact person.

Cover Page: Use lots of bright colours.

Include name of club and a picture.

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Competition: Students can win a free membership or sports equipment if they answer a question about the club.

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Side 2

Information about the club: Use short paragraphs or easy to read dot points (who, what, where, when, why).

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Information on a special “open day” where local children can come and “have a go”.

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Some quotes from members on why they love the club.

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10

Over the Hurdles

Many students do not participate in enough sport because they think that there are “hurdles” in the way. See if you can jump these sporting hurdles by writing a solution below.

“I am useless at throwing and catching”

r o e t s Bo r e p ok u S “I don’t like team sports”

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“My mum does not want me to do any dangerous sports”

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• “I need to find an exercise activity that doesn’t cost a lot of money”

“My parents work full-time and can’t take me to after-school training”

o c . che e r o t r s super

Challenge: Think of some other hurdles – reasons why students may not want to join sports clubs or do exercise. Write these down on a separate sheet with a space underneath. Swap with a partner and write solutions for these hurdles.

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

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Fit 11a Feet 1

You have been asked to create a “walk to school” flyer for the students in your street that attend your school.

If you live too far from school and usually catch a bus or travel by car, look at a map of the local area around your school and choose a nearby street.

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In the space below, draw a “birds eye” map of the safest route that can be taken. Use a lead pencil to draw the streets and a bright colour to mark out the path that needs to be walked on. Include pictures of parks, major buildings, main roads and other landmarks that you pass along the way. Also show where there are student-crossing areas.

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Create a key here to show any symbols that you have used.

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Fit 11b Feet 2

For the other side of your “walk to school” flier, include some safety information below.

You may already know some of these things, or you may wish to do extra research.

Three important road safety rules to remember are: • _____________________________________________________________________

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• _____________________________________________________________________ • _____________________________________________________________________

This is what a Safety House logo looks like.

There are safety houses that I know of on these streets:

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You can find a Safety House if you are feeling frightened or uncertain about something.

• _________________________________________ • _________________________________________ • _________________________________________ • _________________________________________

(Your school might have this information or you © ReadyE dpass Pu bonl i ca t i on might them your own way to s school.)

•f orhelp r e i ew pur pmore os esonl y• These things might tov make your walking trip comfortable.

• To protect you from the sun you need:

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• To keep your feet comfortable you need:

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• To protect you from the rain you need:

It is a lot easier to walk to school if you have the right kind of school bag.

Here is a design of a school bag that will keep your back nice and straight.

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

o c . che e r o t r s super

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Family 12 Survey

Your task is to design a survey to find out about the exercise interests of a family member or friend outside of school. Try to have someone in mind as you write questions that will provide this information.

You will need to include between 5 - 8 questions. Try to find out about the different types of exercise that the person does, their favourites, the reasons for participating and any challenges that they face. Include who, what, where, when and why questions.

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Why do you prefer team sports?

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Write your questions on the first line for each number.

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Interview your chosen person and record their answers.

Make sure that you thank the person that you surveyed. Ask them to sign here as a record of their participation.

Signed:

Ready-Ed Publications

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

Self Esteem Activities 13-19 Teachers’ Notes Understandings

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Resource Book References

Further information can be found in the Resource Book on the following pages: Self Esteem Facts: P 24 Peer Pressure and Junk Food: P 25

Suggested Flow of Activities

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By completing activities in this section, students will develop the understanding that: Low self esteem can have a negative effect on health. Changing these attitudes can help to improve health habits, and vice versa. This can be done by recognising positive aspects of one’s personality, skills, appearance, achievements and relationships, and by seeking and accepting compliment from others.

Personal goals are more easily achieved when broken down into short-term, measurable sub-goals.

Values are qualities and beliefs that a person deems as important. These values can influence the way a person treats him or herself.

The media can place pressure on people due to unrealistic images of physical appearance. It is important to recognise this as a marketing strategy rather than a benchmark.

Judgement of others on singular aspects, such as low skill level in one area, can have a long-term effect on self esteem.

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

Most of these activities can be introduced through raising issues and allowing the class to discuss the implications and solutions rather than through teacher-directed lessons. Providing generic situations can allow students to explore the feelings of others, although this will need to be carried out with a degree of sensitivity as many students in the class may be experiencing similar problems.

Answers for Activity Sheets

Answers will vary for each activity. Reinforce to students that there are no “right or wrong” answers when dealing with this area.

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Some Suggested Classroom Activities for “Self esteem”

Invite a motivational speaker, such as a sportsperson with a disability or someone who has overcome hardships to reach a goal, (especially if related to health or fitness). Students can interview the speaker and write a report or personal reflection after the visit.

There are several excellent self esteem activities at www.education-world.com/ Search for “Ten Activities to Improve Students’ Self-Concepts” under article archives, Special Education.

Another good activity here is called “Pretzels” which could be adapted to suit your class.

After discussing what self esteem means, students can create a “self esteem test”, including questions that can be answered using a scale, e.g.: I am happy with the way that I look after my body.

Always Mostly Sometimes Never Set up a postal system in the classroom where students can write positive messages to each other.

This may need to be monitored to screen out inappropriate messages and to ensure that certain students are not marginalised.

Make a “big fuss” of birthdays. This is an ideal opportunity to make students who are usually quiet or unpopular feel special.

Encourage students to share their extra-curricular achievements with the class. A student who does not shine on the basketball courts at school may have a black belt in their after-school karate class.

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o c . che e r o t r s super Internet Links for Students

www.kidshealth.org The “kids” section in this has some excellent specific advice for students under “Dealing with Feelings”. http://makeanoise.ysp.org.au includes information for students on body image, eating disorders and physical activity.

P A G E 3 6 HEALTHY BODIES, HAPPY KIDS – UPPER

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Balancing the 13 Out Blues

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Whenever I feel upset about something, I go straight to the fridge and eat a fatty snack.

Each of these sets of scales shows a self esteem issue that affects a person’s health. Balance each one out by writing a healthy solution on the other side.

13

__________________________ ________________________ _________________________

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__________________________ ________________________ _________________________

I could never join a new sports club. I am way too shy!

__________________________ ________________________ _________________________

All healthy food is gross. I would never even bother trying new fruit out because it all looks boring!

__________________________ ________________________ _________________________

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I never join in sports activities because I am clumsy.

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Think of a positive attitude that you have about your own health. You might love to exercise, enjoy healthy foods or you may be really happy about the way you look after yourself. Award yourself by filling out the trophy below.

Awarded to: ______________________________________________________ For: _____________________________________________________________ Ready-Ed Publications

P A G E 3 7 HEALTHY BODIES, HAPPY KIDS – UPPER

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Go for 14 Goal

When you first learn to shoot a basketball hoop, you don’t start out by taking a shot from centre court, right? The same applies to setting goals. Approaching your goal in small steps helps you to achieve it.

Think of a goal to do with diet or fitness that you would like to achieve.

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

Write it here: _____________________________________________________ Now, break your goal down into small steps. This might include doing some background research, finding people to help and support you, practising for your goal in small amounts at first, and giving yourself rewards along the way.

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Write a step for each of the goal shots below, with the final one being your goal reached.

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Step 2:

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Step 4: Ready-Ed Publications

15

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What You 15 Do Value?

You might have a poster or album signed by a band or a special souvenir that you collected on your travels.

These things are precious - you value them and would not sell them, but what about personal values? These are the qualities and beliefs that you think are important to have as a person.

Imagine that you have been given a safe to store some of the values that you think are important. Your choice is limited in this activity so think carefully about what is most essential in living a good life. Remember this is a private activity. Do this by yourself, because your values will probably be different to the person sitting next to you.

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

From this group choose four personal qualities, or write your own: sports skills

having friends

good looks

being funny

intelligence

a good self esteem

health

kindness

love

being rich

a big house

being “open minded”

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honesty

having nice clothes

From this group choose two important beliefs/things that should be protected, or write your own: the environment/animals

your religion

peace

family

Write your six most important values in the safes below:

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Now, rank these values by placing numbers 1- 6 next to each one.

Was this a difficult task? _______ Write a reason for why this was/was not hard to do:

Challenge: Select your top value. Write a

paragraph to convince others that this value is very important to Ready-Ed Publications

P A G E 3 9 HEALTHY BODIES, HAPPY KIDS – UPPER

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Magazine 16 Mayhem

Have you ever wished you looked like you just stepped out of a magazine? Are the people in the glossy photos really like the people walking down the street?

For this activity you will be working in groups. Each group will be given a magazine or newspaper. Your task is to create a tally of the people who look like models and the people who appear more realistic. If your group is undecided, have a vote or leave the picture out.

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“Models”

“Real People”

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Circle the one your group is looking at: Magazines: •fashion •women’s •house/gardening/cooking •music •children’s •teenager’s Newspaper: •state or city •local community •other ____________

© ReadyEdPubl i cat i ons What did your group discover?

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Compare the results with the other groups in your class. What patterns do you see?

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Write down your thoughts on magazines that include mainly pictures of unrealistic models.

Challenge: Design the cover of a young people’s magazine that does

not contain any unrealistic images. What stories will be featured inside?

Who will be on the cover? What will your magazine be called?

P A G E 4 0 HEALTHY BODIES, HAPPY KIDS – UPPER

Ready-Ed Publications

MEreal 17a Cereal

One of the best ways to increase your self esteem is to try and “sell yourself”. In this activity, you will be promoting yourself as a breakfast cereal. Look at Musclemeats’s example below to see how it’s done:

r o e t s Bo r e p ok u S ‘CHOCK-FULL’ ID E I INS

OF GOODNESS

TS DIEN E R ING G RON T S * Y LTH A E *H L IONA T I R NUT IND *K L PFU L E *H Y APP H * ESS R D AD E SCL U M T MEA Rd icep 3B n etow l c s Mu

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On the front put ...

A picture of character (you) Your family name as manufacturer A slogan describing “what you are like” “Inside” - one of your best qualities

On the side put ...

Ingredients - your physical qualities Nutritional panel - your personality traits Manufacturer’s address - your address

You may wish to use some white paper to cover a cereal box for your final copy. You will need to be creative and think of some more “selling points” about yourself to fill the box up. Make sure to use bright, attractive colours. Use the template on the next page.

Challenge Write the script for a radio commercial or a jingle that advertises your MEreal.

Ready-Ed Publications

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

17

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17b MEreal Cereal

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Ready-Ed Publications

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Stamp Out 18 Judgement

A lot of bullying in schools happens when people are judged because of something that is outside the person that they really are.

Many schools have student councils that help to combat problems such as these.

If you were on the student council, what would you do about these problems?

Talk to your partner to come up with practical solutions that would work for everyone.

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Some students are being teased because they do not wear “cool clothes” to school.

Junior students have complained that the senior students always take over the basketball courts at lunchtime.

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A group of students are always picked last on teams because they find sport a bit more difficult.

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Certain students are picking on others because of the way that they look.

Create two rules that will help your school to be a place where everyone is happy to be himself or herself:

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• ______________________________________________ _______________________________________________

All students have rights!

• ______________________________________________ _______________________________________________ How will you let students know about these rules?

Ready-Ed Publications

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

Take Home Sheet

19

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Activity

Someone 19 Special

You:

Find someone at home that you care about to share this activity with. Fill out each other’s section in private and then read them together.

Who is filling this out with you?

(This will be filled out by “Someone Special” and will be about you.)

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

Best personality trait:

Best part of your appearance:

Fondest memory:

Funniest moment: You are loved by ________________________ because (Their name)

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Greatest achievement:

Signature

Re(This adwill yE dout Pu i cat i ons Someone © Special: be filled byb youl about “Someone Special”.)

•f orr evi ew pur posesonl y•

Best personality trait:

Greatest achievement:

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Fondest memory:

Funniest moment:

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Best part of their appearance:

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They are loved by _______________________ because (Your name)

Signature

What was the best thing about doing this activity?

What was the hardest thing?

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

Ready-Ed Publications

The Media Activities 20-24 Teachers’ Notes Understandings

r o e t s Bo r e p ok u SResource Book Reference Page

Further information can be found in the Resource Book on the following pages: “Junk Food” and the Media: P 26.

Answers for Activity Sheets

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By completing activities in this section, students will develop the understanding that: Food packaging and advertising contains a combination of factual information and enticements to purchase the product. It is important to distinguish between these so that the consumer knows what they are buying, and they are choosing the food because of taste preferences and health benefits rather than marketing ploys.

Television is a leading contributor to obesity/health risks due to the fact that watching television is a sedentary alternative to outdoor physical activity, and many “junk food” commercials are televised during children’s viewing hours, encouraging students to choose unhealthy diets.

Activity 20: (Challenge activity) Additional advertising strategies include; – Using an “expert” to praise the health benefits of the product.

– Convincing consumers that “everyone” is buying the product.

– Showing images that associate the product with an attractive lifestyle, e.g. success, adventure, etc.

– Offering free toys, special discounts, or running competitions.

Activity 21: 1. Glue is used instead of milk on some cereal boxes.

2. Steps involved in making a hamburger attractive are: – Frying the hamburger for 20 seconds on each side.

– Using red-hot skewers pressed against the meat to give it that “grilled” look.

– Painting the hamburger with food colouring.

– Picking the best out of hundreds of hamburger buns.

– Lining the buns with cardboard so that they don’t get soggy.

– Snipping and spreading the burger from behind so that it looks bigger in the bun.

– Selecting only the most perfect condiments and securing them in place with toothpicks.

– Securing the top of the bun to the hamburger with toothpicks.

3. Using motor oil as ‘pancake syrup’.

(From www.media-awareness.ca) Activity 23: Student’s opinions may vary with the ‘fact/attract’ argument. For example the name of the product is a fact, however it is called something catchy to attract customers. Discuss answers.

Activity 24: Students may need to have a quick brainstorm prior to taking this sheet home. Imply that “impulse moment because they see it and it suddenly appeals to them.

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

. teClassroom Activities for “The Media” o c . che e r o t r s super

Use real food to experiment with some of the food styling techniques used, so students get first-hand experience on how foods are manipulated to look good.

Use examples of fast food advertising to create “tongue in cheek” commercials, where certain advertising strategies are used to imply that some foods are really not that good if eaten too often.

There are some excellent lesson ideas at www.media-awareness.ca Go to the “For Educators” section.

Hold a class debate on advertising issues such as “Should fast food advertising be banned during children’s viewing hours?” Discuss the potential outcomes for both sides of the argument.

Collect interviews from women’s magazines and lifestyle magazines on what celebrities eat. These are often accompanied by a nutritional analysis and could be an interesting motivational source for students if compiled in a class booklet.

Write to companies to obtain more information about their products. Analyse the kind of information that is returned.

Is it factual? Does it provide a nutritional analysis?

Cut out and copy sections of a range of food packaging, such as ingredient lists, nutritional panels and parts of product or company names. Ask students to try and guess the source.

Go to www.cln.org/ and search for “Advertising in the Media” for another collection of interesting classroom activities.

Internet Links for Students Browse www.media-awareness.ca for some pages that are suitable for upper primary reading.

Ready-Ed Publications

P A G E 4 5 HEALTHY BODIES, HAPPY KIDS – UPPER

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Activity

‘AD’ 20 It Up

You will need a variety of food advertisements from magazines, fliers and newspapers. You can also write down any television ads that you can remember and include these in your tally.

Each time you see or remember an advertising strategy being used, place a tick on the tally line. Write one example for each.

1. Omission

r o e t 3. Celebrity s Bo r e p ok u S 2. Repetition

A famous person is used to make you think that the product is “cool”.

Example:

Example:

Example:

Tally:

Tally:

Tally:

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Certain information about the product is repeated several times, so that you cannot forget it.

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The advertiser does not tell you much about the product, which makes you want to buy it to find out more.

© ReadyEdPubl i cat i ons 4. Characters 5. Jingles/Slogans 6. Comparison orr evi ewsongs pu poses nl ytry• Cartoons• or f puppets are Catchy orr slogans The o advertisers to make

you think the product is better than a similar product.

Example:

Example:

Example:

Tally:

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that “get into your head” are used.

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used to encourage children to like the product.

o c . che e r o t r s super Tally:

Tally:

Add it up ... Which strategy was used the most often?

Which strategy do you think works the best on you?

Hold a competition in your class to see who can find the food commercial with the largest number of different advertising strategies.

What kind of food was it for?

Challenge: What other strategies do advertisers use? Write some on the back of this sheet.

P A G E 4 6 HEALTHY BODIES, HAPPY KIDS – UPPER

Ready-Ed Publications

21

Activity

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Grossology-

Study of Food 21 The Photography

Fashion models have complete makeovers and rely on trick photography to help them look good in magazines. The same goes for food. Once you discover how food stylists get their food to look so appetising, you might think twice before ordering that burger.

An excellent Canadian site contains a lot of interesting information on .media-awareness.ca advertising www www.media-awareness.ca .media-awareness.ca. Go to the English section and then conduct a search for “Food for Thought”. Find this site yourself, or your teacher will provide you with a printed handout.

Read the information carefully before answering these questions

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What is used instead of milk for the cover of cereal boxes?

Write 3 steps used in the process of making a hamburger look tasty: • _________________________________________________ • _________________________________________________ • _________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Imagine that you are a food stylist. Use your imagination to think of unusual ways to What is the “syrup” that sometimes covers pancakes?

How to make the toppings on pizza look more attractive:

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make these foods look good for a photo.

o c . che e r o t r s super

How to create a perfect-looking cream cake in a shop window:

On a separate sheet, design a bumper sticker that protests against this misleading form of advertising. Think of a catchy slogan, even add a picture.

Moo ... not glue!

Would y ou rreall eall y lik e to drink you eally like glue with your cereal?

Get rreal eal ... ad ver tise with adv ertise real food!

Ready-Ed Publications

P A G E 4 7 HEALTHY BODIES, HAPPY KIDS – UPPER

Activity

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What a 22a Character!

Think of a character or person that you know has been used to promote a healthy food on television. It may be a cartoon, a puppet, a celebrity or a sports star.

Name or description:

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

Product or food that they advertise: ___________________________________________ What age group is this advertisement aimed at (target audience)? _________________

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What does this person say or do to promote the healthy food? (Sing a jingle or say a slogan, tell you information, eat the product, do an activity that looks healthy and fun.)

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________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

What is it about this character that makes them memorable or appealing to audiences?

________________________________________________________________________

© R e a d y E d P u b l i c a t i o n s Can you think of anything that could make this character more interesting to people of a different• agef group? orr evi ew pur posesonl y• ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________

Now, design your own character to appear in a television commercial that promotes the eating of a healthy food. They can be a cartoon, puppet, or a make-believe celebrity sports star.

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________________________________________________________________________ Draw your character below. You may wish to add labels to explain what they may be wearing, holding or doing. Write your character’s name underneath.

o c . che e r o t r s super

What food will your character be advertising? ____________________________________ ____________________________________ What age group is your “target audience”? ____________________________________ P A G E 4 8 HEALTHY BODIES, HAPPY KIDS – UPPER

Ready-Ed Publications

Activity

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Your Character 22b Becomes a Star

Advertisers use a storyboard to show what will happen in their commercials. You will be using this technique to create a television promotion for a healthy food.

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Using the information that you decided on for your character, Make sure think of four scenes or images that will make your target it’s for healthy food! audience want to buy the product. Draw a different scene in each box. You might like to use speech bubbles if your character is talking, or write captions underneath if there is a “voice-over”. Revise some of the advertising strategies (from Activity 20) with your class, and try and include some.

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Find a creative way to present a final copy of this commercial.

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P A G E 4 9 HEALTHY BODIES, HAPPY KIDS – UPPER

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Fact or 23 Attract?

Vitafit is an expert in investigating commercials, but sometimes she ha trouble in knowing what is fact (true information) and what is attraction (things made up to try and get you to buy the product).

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Try sorting out the poster below by writing fact or attraction in the ovals linked to the information.

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

Food Ad.

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Now watch some television commercials. Your teacher will pause the video after the commercial says something important. You must decide if it is fact or attraction and write the sentence in the box that you choose.

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Did you find that the commercials contained more fact or attraction?

P A G E 5 0 HEALTHY BODIES, HAPPY KIDS – UPPER

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Location, 24 Location, Location

Many supermarkets rely on “product placement” to entice shoppers to purchase certain brands of food. The position of products on the shelf can influence how often shoppers see them and want to buy them.

Go on a shopping investigation, and fill out the answers below:

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Write down some items that are placed on shelves so that children can easily see them and may ask parents to buy them.

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There are often items placed together, such as chips and salsa, so that customers are encouraged to buy both. Can you find any other “go-together” products?

Write down any displays or specials of “unhealthy” foods that catch your eye.

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

Foods placed on the shelves at the checkouts are often called “impulse purchase” products. What do you think this means?

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Write down three foods that you see at these “impulse purchase” areas.

If you wanted to promote healthy foods to your customers, what changes would you make to the way that the store is set out?

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On the back of this page, draw a checkout that has a range of healthy “impulse purchase” items.

Ready-Ed Publications

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

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

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Ready-Ed Publications