AHPES Health - Years 1-2 by Teacher Superstore

Title:

Ready-Ed

Health For Years 1 - 2

Acknowledgements i. cover image: www.istock.com/zSolStock ii. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. iii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

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Publications

Australian Health And Physical Education Series

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o r st super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 952 8 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers’ Notes Australian National Curriculum Links Internet Safety Getting Started

4 5 6 7

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Section 1: I'm Healthy, Safe And Active Teachers’ Notes 9-10 Super Strengths 11 Achievements 12 Physical Changes 13 Social Changes 14 Fabulous Family 15 Let's Celebrate 16 Solving A Problem 17 Asking For Help 1 18 Asking For Help 2 19 Asking For Help 3 20 Asking For Help 4 21 Medicines 22 Poison Detective 23 Keep Us Safe In Our Environment 24 Staying Safe Outside 1 25 Staying Safe Outside 2 26 Staying Safe Outside 3 27 Being Active 28 Healthy Food 1 29 Healthy Food 2 30 Healthy Food 3 31 Meal Times 32

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I Am An Includer! I Am A Cheerleader! Tapping Into Others' Feelings Body Language Anger And Me Me And Sadness People Can Make You Happy Other People's Feelings Emoti-Cards That Gut Feeling Healthy Ads 1 Healthy Ads 2 Healthy Ads 3 My Healthy Ad

37 38 39 40 41 42 43 44 45 46 47 48 49 50

Section 3: Creating An Healthy And Active © ReadyEdP u b l i c a t i o s Community Teachers’ Notes 52 •f orr evi ew pur pos esonl y•

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Our Healthy Class 1 Our Healthy Class 2 Fruit And Water Are Good To My Teeth Healthy And Safe Actions Sharing Is Not Always Caring Celebrate Your Health Sustainable Me Being Fair And Respectful Movement Minute Cards

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53 54 55 56 57 58 59 60 61

Section 2: Communicate And Interact To Stay Healthy And Well Teachers’ Notes 34 Appreciating Differences 35 Communicate To Show You Appreciate 36

Teachers’ Notes Being healthy is necessary if we are to have quality of life. We can often take our health for granted. Health For Years 1 - 2 has been written to support students to make wise choices to enhance their own health, safety and wellbeing. As students work their way through this book, they will become more aware of their own emotions and of the emotions of others and know how to enhance their health and that of others. These are important life skills.

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Health and Physical Education is an important learning area which has strong links to Science and takes a strength-based approach to help children become health literate. Health For Years 1-2 belongs to the Australian Health And Physical Education Series which comprises ten books in total. This book is linked to the Australian curriculum. The content descriptors that each activity addresses are written at the bottom of every page. Health For Years 1-2 focuses on three areas of the curriculum in particular: • being healthy, safe and active; • communicating and interacting for health and wellbeing; and • contributing to a healthy and active community.

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This book is a flexible resource and you can choose to follow the sections chronologically or use the topic pages in no particular order. Teachers are masters of adaptation. Please feel free to modify the tasks and activities to suit your students - as you know them best in a school environment.

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Australian National Curriculum Links Being Healthy Safe And Active Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015) • describing personal achievements such as doing something on their own for the first time and sharing how they felt and how it influenced personal identities • accessing stories where characters demonstrate strengths, sharing how these strengths helped the character be successful and recognising which of these strengths they possess • participating in games and physical activities and describing how others’ strengths contribute to successful outcomes

Identify and practise emotional responses that account for own and others’ feelings (ACPPS020) • recognising own emotions and demonstrating positive ways to react in different situations • identifying the body’s reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses • predicting how a person or character might be feeling based on the words they use, their facial expressions and body language • understanding how a person’s reaction to a situation can affect others’ feelings

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Examine health messages and how they relate to health decisions and behaviours (ACPPS021) • identifying advertisements they have encountered that contain health messages • identifying popular health slogans and discussing the behaviours these slogans are encouraging • creating their own positive health message and sharing it with the class

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Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) • describing changes in their physical appearance now compared to when they were younger • identifying and describing significant relationships in their lives and how these have evolved or changed over time • discussing ways families and cultural groups acknowledge and celebrate major stages of development • discussing tasks they are allowed to do by themselves and explaining how these have changed since they were younger

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activities when completing movement tasks or practising for performance • expressing appreciation and offering encouragement using a variety of communication techniques

Contributing To Healthy And Active Communities Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) • creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school • exploring sustainable practices that students can implement in the classroom to improve health and wellbeing of the class • exploring how fruit and water breaks help support class health and wellbeing • recognising how their actions help keep classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis • explaining and demonstrating how being fair and respectful contributes to class health and wellbeing

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Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018) • identifying poison labels and medicine packaging and understanding to ask an adult before taking medicines • exploring how eating healthy foods can influence health and wellbeing • exploring benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community • describing actions to stay safe in a range of environments, including water, road, nature and outdoors

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Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) • identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends • locating and recording phone numbers of local organisations they can contact in case of emergency and rehearsing a phone call to triple zero • identifying situations that require the help of emergency services • recognising photos and locations of safe places and people who can help

Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023) • recognising that physical activities can take place in a range of different environments, including natural and built settings • participating in physical activities within the built structures in the school and local community where physical activity takes place

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Communicating And Interacting For Health And Wellbeing Describe ways to include others to make them feel that they belong (ACPPS019) • identifying and appreciating similarities and differences in people and groups • exploring how people feel when they are included and excluded from groups and activities • demonstrating appropriate language when encouraging others • demonstrating how to include others in physical

Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024) • examining images or descriptions of different families, communities and cultural groups to identify the features that make them similar and different • sharing the things that make them similar to and different from others in the class • exploring the importance to different cultures of storytelling through dance, music and song, including Aboriginal Dreaming/Creation stories • discussing practices of their own culture used to pass on significant information from one generation to the next

Internet Safety With increasing use of the internet in schools, take a few minutes to teach your class how to stay safe online. Following the five SMART rules is just one approach you could take: SAFE – keep safe by not giving out personal information.

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MEET – meeting someone you have met online can be dangerous. Talk about this with a parent first.

RELY – information on the internet may not be true.

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ACCEPT – opening files, accepting messages, pictures or texts from someone who you don’t know can be a problem. They could be viruses or nasty messages. TELL – tell a trusted adult if someone or something makes you feel uncomfortable online or you see someone being bullied.

For more information go to: 4www.staysmartonline.gov.au/

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It is important to set up conditions in your classroom to allow students to feel safe and secure. Discuss etiquette for respecting each other and only encourage personal disclosure about ideas or sharing things, if students feel comfortable, and the conditions for good listening are applied.

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Classroom activities about social and emotional learning can be tricky. It is important to consider the best way to deliver the lesson and know how to find extra support for your students if required (School Guidance Officer or Principal).

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o c . A useful website on internet safety is: 4www.mindmatters.edu.au ch e r er o st super

Getting Started Starting a new topic is exciting – harness the curiosity, prior knowledge and enthusiasm of your students with some of the ideas listed below to introduce the topic to your class. Your students' ideas might help to spark a learning journey that you did not expect! Create A Word Wall Brainstorm vocabulary associated with the topic and display these in the classroom. Incorporate these into literacy activities (sand spelling or using letter cards to make the words).

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KWL Chart Create a class KWL chart to map out your students' prior knowledge, what they want to learn and then later, detail what they have learnt. This is a good chance to come up with questions to explore as a class. Class Collage Images are very powerful learning tools. Spend a session creating a class collage at the start of the unit to examine the students’ prior knowledge of the topic. This also makes a terrific display!

Curiosity Corner Hands-on items are great learning stimuli. Ask students to bring in any items that they associate with the topic and display them on a table. Items might include: food, menus from restaurants or pictures that they have found.

Make a library booking and give students time to explore the library collection (physical and online) and report back about what resources might be available for this topic.

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A Find Out More Poster Display a ‘Find Out More’ poster for the topic and write up any curly questions that students come across through the unit. Revisit them together or use them as fast-finisher investigations.

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Student Photographer Appoint students each week to take photographs of the class in action. Display the photographs in the classroom or use them in the school newsletter. Make A Movie Document the topic of work with your students to create a documentary. Identify students to film as learning activities continue. Start by filming students talking about their initial ideas on the topic, why it is important and what they might want to find out. Make A Healthy Living Bookmark Ask students to draw pictures or use images to show three healthy living activities that they are working towards, (e.g. eating a good breakfast, drinking water, washing hands, etc.).

Section 1: or eBo st r e p ok u S

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I'm Healthy, Safe And Active

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T eachers ' N otes

Section 1

I'm Healthy, Safe And Active

Background notes:

Educational games:

•

Poisons: find them in the house and store them away 4https://illinoispoisoncenter.org/ipc_media/ games/OutOfSight/

Children are rapidly developing social and emotional skills during the early years of primary school including a greater understanding about how to complete daily activities for themselves.

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A healthy diet consists of a balance of a variety of foods. The Australian Guide To Healthy Eating suggests that the majority of our diet should consist of vegetables, breads and cereals, followed by moderate amounts of fruit, protein and dairy, and minimal amounts of sugar, fats and oils. A regular intake of water is important for hydration.

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Being able to describe their own strengths and those of their peers is important for identify formation.

Colgate – games involving teeth 4http://www.colgate.com/app/Kids-World/US/ Games-And-Activities.cvsp

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Recycling game 4http://www.1300rubbish.com.au/rubbishremoval-articles/free-online-game-for-kids-therecycling-game/

Variety of different games – healthy eating 4http://www.freshforkids.com.au/games/ games.html Answers:

P16 Greece = Hang an onion on their front doors; Germany = Eat marzipan pigs; Denmark = Throw dishes on their friends' doorsteps.

Suggested extension activities:

Play circle games where students can share a personal talent and something that they have noticed in others.

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Ask students to bring in baby photographs and discuss how they have changed over time. Discuss what changes are still to come.

the shopping centre rather than customers; 3 = another student; a sibling; a teacher; my parents; 4 = a teacher; a friend; a sibling.

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Encourage students to role-play problemsituations and model how they can ask for help.

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P19 1 = a police officer; 2 = a surf lifesaver; 3 = parents; 4 = a teacher.

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P20 Students should colour: the buildings with the Safety House logos on; the police station; the hospital; the school and the fire station. Students might then want to prioritise these buildings.

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Bring in a variety of empty medicine and poison containers for the students to examine and discuss the danger/warning signs and information on the labels.

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Make a class chart of healthy food choices.

Useful links: World Population counter 4www.worldometers.info/world-population/ Poisons information: Australian Government 4https://www.tga.gov.au/industry/schedulingpoisons-standard.htm#.Uz9Ru15xkhQ Australian Guide To Healthy Eating 4https://www.eatforhealth.gov.au/guidelines/ australian-guide-healthy-eating

P21 1 = ambulance; 2 = fire engine; 3 = police. Suggested response: “Ambulance please. My mum has fallen and she isn’t moving. Our address is…..what should I do to help?” P22 Students should tick the liquid Nurofen and the inhaler. 1 = Tell the adult looking after you that you are feeling unwell. 2 = Try something other than medicine (rest, water, hot water bottle). 3 = Visit the doctor or a pharmacist. 4 = Take medicine with an adult's help. P23 Students should cross: the washing

T eachers ' N otes

I'm Healthy, Safe And Active

Section 1

powder; the shoe polish; the bleach and the soap. They should tick the other items. Students should highlight the words 'poison' and 'chemical' as well as the skull and crossbones symbol.

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P29 The Australian Guide To Healthy Eating has replaced The Food Pyramid, and it can be found at 4www.eatforhealth.gov.au/guidelines/ australian-guide-healthy-eating There are differences between this guide and the old guide which can be discussed in class.

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P24 Possible responses: Lifting heavy items from a shelf without a teacher's help can cause an accident or injury; Standing on shelves could be dangerous if the shelves tip or the student falls backwards; Leaving bags and other items on the floor can result in a student tripping and injuring him/herself; throwing objects, such as rulers could hurt another student; carrying scissors by the handle can injury another student - always carry scissors by closing the scissors and wrapping your hand around the sharp end of the scissors; rocking on your chair could lead you to fall backwards; chewing lead pencils can cause lead poisoning or can be dangerous if someone knocks you; obstructing fire extinguishers is dangerous in the event of a fire; stretching electrical cords across the floor can cause an obstruction to children walking around the classroom and could electrocute someone.

maintain a healthy weight; builds strong muscles, keeps your heart and lungs healthy; gives you more energy; prevents you from becoming too tired; prevents obesity and prevents you from developing lifestyle diseases such as diabetes type II.

P30 Sometimes: lollies; biscuits; cupcake; cool drink; potato chips; ice-cream. Moderate: banana; apple; milk; fish; yoghurt; cheese; fruit salad; eggs; red meat. Always: salad sandwich; water; bread; rice; vegetables.

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P25 Students need to tick: the sausages on the BBQ, the burning candle, the flowers, the stew. Students should cross: the cigarette smoke, the car exhaust fumes, the factory smoke, and the gas cylinder.

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P26 1) Students should colour: broken bottle, other sharp things in the sand, the girl with sunburn and no hat, the big waves, the washed up jellyfish. 2) Students should colour: the broken glass bottle and other debris, the broken swing, the big tree roots, the cracked slide. 3) Students should colour: the car reversing, the loose shopping trolley, the little boy standing away from his mummy and the oil leak.

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P27 Students should tick and colour: the girl's large brimmed hat, her sunglasses, her fulllength bathers, her sunscreen, the umbrella, the bottle of sunscreen and the clock. P28 Possible benefits of physical activity: encourages standard growth; helps you to

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Super Strengths

Activity

Everyone has different talents. They are part of what makes us who we are. Talents do not have to be big and showy. Being able to speak kindly, write neatly and make a great breakfast are just as important as being able to play a sport well, sing or speak another language.

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Super Kind

Super Sporty

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 What are your superhero talents? Look at the pictures below and tick your strengths.

Super Singer

Super Smart

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 Draw two more strengths that you have. Share them with a friend.

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On the back of this sheet, draw or paste a picture of a superhero or another character who you admire and explain his/her super strength.

Curriculum Link: Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015) Elaboration: Describing personal achievements such as doing something on their own for the first time and sharing how they felt and how it influenced personal identities.

Achievements

Activity

As we grow older we notch up many personal achievements! This is because we learn new things and we get better at them.

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 Think about something that you have recently achieved. Draw it inside the tree. Around your picture write how you felt at the time.

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 On the back of this sheet write about something that you want to achieve in the future - maybe at the end of this year or next year.

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In groups of three, share your personal achievements with one another.

Physical Changes

Activity

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 Find a picture of yourself today and a picture of yourself when you were younger. Paste them side-by-side below. Annotate the pictures to identify differences.

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. te o  What will you look like when you are 60? c . ch e Tick the changes that you think will apply to you: r e o t r s er phave I will have wrinkles. s Iu will less hair. I will have loose skin. I will be shorter.

 Have a discussion to decide whether the following are true or false: 1. My body will look different when I am 60.

2. Everyone goes bald when they are old. 3. I might look different, but I will still be me. Curriculum Link: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) Elaboration: Describing changes in their physical appearance now compared to when they were younger.

Social Changes

Activity

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 Draw and label a task that you are allowed to do now on your own, that you were not allowed to do when you were younger.

 Look at the pictures and estimate at what age you will be allowed to do each task on your own.

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Walk to school on your own.

Take a bus by yourself. 14

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Stay at home on your own. Age

Go to the movies with friends.

Curriculum Link: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) Elaboration: Discussing tasks they are allowed to do by themselves and explaining how these have changed since they were younger.

Fabulous Family

Activity

The people around us help to shape who we are. Different people are important to us at different stages of our life.

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 Trace around your hand below. Inside your thumb and first two fingers, draw pictures and write the names of people who are important to you now. Inside your last two fingers, draw pictures and write the names of two different people who were important to you when you were in your first year of school.

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Curriculum Link: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) Elaboration: Identifying and describing significant relationships in their lives and how these have evolved or changed over time.

Let’s Celebrate

Activity

It’s important to celebrate special occasions in our lives like birthdays, finishing school, getting married or having children. People celebrate occasions in different ways around the world.

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a) Eating special food.

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 Tick the ways that you have celebrated an occasion.

b) Displaying balloons. c) Wearing special clothes.

 Match the countries to the ways that the people celebrate New Year's Eve. One country will be left over.

eadyEdP ubl i cat i on s Greece © R Germany Denmark Australia

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Throw dishes on their friends' doorsteps.

Hang an onion on their front doors.

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o c . che e r o r st sup er  Draw or write down a special way that people celebrate New Year's Eat marzipan pigs.

Eve in the country that didn't match any of the pictures above.

Curriculum Link: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) Elaboration: Discussing ways families and cultural groups acknowledge and celebrate major steps of development.

Solving A Problem

Activity

It is great fun to share with your friends. This way, everyone gets to play and enjoy themselves. However, sometimes it is hard to share special things that are precious and that you have been told to look after. If a friend asks you if he/she can share your precious things, it could create a problem. You should tell them kindly that some things that you have, are not for sharing.

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 Your friend has come round to your house for a play and wants to share your special rock set that your mum has told you to take great care of. You think that your friend will not take care of it like you do. In the speech bubble write what you are going to say to your friend. Look at the pointers below to help you.

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Maybe your friend has Your friend will need to something at home that is know why your rock set is so special, so he/she can relate important to you. © R e a d y E d P u b l i cabout at i o nsmight to your feelings. Think what Remember instructions ifo you share •f othe rr evi ew pur phappen oses nl y•it. that you have been given Choose your words so that you from your mum. don't hurt your friend's feelings. ___________________________________________

o c . ch e r ___________________________________________ er o st super ___________________________________________ ___________________________________________

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Curriculum Link: Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) Elaboration: Identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends.

Asking For Help 1

Activity

If you are ever stuck, in danger, or find yourself in a difficult situation, you should ask an adult for help.

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 Write down who you would ask for help in the following situations. In the speech bubbles write down what you would say.

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You are being bullied at school. I would ask _______________ 18

You are lost in a shopping centre. I would ask _______________

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You are stuck on a Maths problem. I would ask _______________

You have lost your lunch money. I would ask _______________

Curriculum Link: Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) Elaboration: Identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends.

Asking For Help 2

Activity

If you ever feel unsafe, there are people who you can ask for help. Asking for help when you need it is very important. Never feel shy about asking for help.

 Look at the people pictured below. Write who they are and discuss with a friend when you might ask these people for help.

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 Who was the last trusted adult that you asked for help?_ __________  When did you ask him/her for help?_ __________________________  Why did you ask him/her for help?____________________________

_________________________________________________________ Curriculum Link: Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) Elaboration: Recognising photos and locations of safe places and people who can help.

Asking For Help 3

Activity

If you ever feel unsafe, there are places where you can go to ask for help. Seeking help when you need it is very important. Never feel shy about going to any of these places.

 On the map below, colour the safe places where you can go, to ask for help.

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Fruit n' Veg

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Hospital

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police Station

Fire Station

Bake

Hairdressers

library © ReadySchool EdPubl i ca t i ons •f orr evi ew pur posesonl y•

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 List the places that you have coloured. Say why you might need to go to these places.

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________________________________________________________

Curriculum Link: Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) Elaboration: Recognising photos and locations of safe places and people who can help.

Asking For Help 4

Activity

If there is an emergency – it is important to call for help. You can do this on any phone by dialing 000. This number will help you to access: the police, an ambulance or a fire engine.

 Draw lines and use three different colours to match the problems to the emergency services.

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I've been burgled.

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police

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ambulance

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fire engine

c What Would . che You do? r oe  Imagine that you are at home and your mum has

t r s s r u e p fallen and is not able to move. She asks you to call

000. In the speech bubble, write what you would say to the operator.

Curriculum Link: Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) Elaborations: Locating and recording phone numbers of local organisations they can contact in case of emergency and rehearsing a phone call to call triple zero. Identifying situations that require the help of emergency services.

Medicines

Activity

Medicines can help us to feel better when we are unwell. We can only take them with special permission from a doctor or a trusted adult. Never take any medicines without adult help – it might do you harm.

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 Tick which pictures show medicines. Colour the medicines that you think you may have had before. Say why you needed the medicines.

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Liquid Nurofen

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 When we feel unwell we have to look after ourselves. Use numbers to order the steps that we can take to make ourselves feel better when we are unwell.

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Try something other than medicine (rest, water, hot water bottle).

Visit the doctor or a pharmacist.

Tell the adult looking after you that you are feeling unwell.

Take medicine with an adult's help.

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Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Identifying poison labels and medicine packaging and understanding to ask an adult before taking medicines.

Poison Detective

Activity

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lish

Shoe Po

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 Some things can be dangerous to our bodies. Place a cross by the items that you must never put in your mouth. Tick the things that are safe to eat.

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 Design your own dangerous  Have a look at the label poison bottle. Include a poison below. Use a highlighter symbol and safety warnings. to identify what tells you Re adyEdPubl i cat i ons that this© bottle contains poison can hurt you. •and f or r e vi e w pur posesonl y•

o c . che e r No.80 o r st super Chemical 125 ml

The Chemical Company

Keep Us Safe In Our Environment

Activity

Your classroom is an important environment because it is a place where you go five times a week to learn. You and your classmates must work together to keep your classroom a safe place.

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 Study the picture below. Discuss the consequences of the unsafe actions by students in this classroom. Jot down six of your ideas below.

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1 _______________________ .

2 _______________________

3 _______________________

4 _______________________

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te o _______________________ _______________________ c . che e r o r st super _______________________

_______________________

5 _______________________

6 _______________________

_______________________

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Describing actions to stay safe in a range of environments, including water, road, nature and outdoors.

Staying Safe Outside 1

Activity

Clean air is important if we are to stay healthy. Smoke and fumes can stop our bodies getting the oxygen that we need, and can make us feel unwell. To live, we need: oxygen, water and food.

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 Tick the pleasant smells and cross the ones that we need to avoid and move away from.

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Smells

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 Some people wear masks to avoid breathing in different chemicals. Write down some other ways to avoid dangerous fumes. ________________________________________________________ ________________________________________________________ Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Describing actions to stay safe in a range of environments, including water, road, nature and outdoors.

Staying Safe Outside 2

Activity

There can be dangerous things around us. We need to look out for them and avoid them when we are playing or visiting a place.

 Colour red, the things or situations that could be dangerous at each place pictured below. In pairs make notes about how to reduce the risk of such hazards.

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_____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ co

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At The Beach r o e t s B r e oo p _____________ u k S _____________

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. che e r o t r s In The Carpark_ super _____________ _____________ _____________ _____________ _____________

Staying Safe Outside 3

Activity

Australia is a hot country. We spend lots of time outside and if we do not protect our skin it can get burnt and damaged by the sun’s rays. There are simple things that we can do every day to protect our skin.

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 Colour the sun-safe things that we can do to protect our skin when we are outside.

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o c . che e r o t r s s r u e p  Tick the sun safe things that we can do to protect our skin when we are outside.

Put on sunscreen before you go outside.

Wear a hat with a brim.

Put on cool clothes that cover your skin.

Protect your eyes with sunglasses.

Re-apply sunscreen later in the day.

Stay in the shade when you can.

Being Active

Activity

 Playing and being active helps you to stay healthy and it feels great. Draw a smiley face next to the activities that make you feel good. marbles

climbing trees

cricket

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bowling

dress-ups

running

golf

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swimming

skipping

cycling

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 Write one benefit of physical activity: __________________________ _________________________________________________________

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 Draw two things that you can do to be active:

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Explore the benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community.

Healthy Eating 1

Activity

A healthy diet means eating a balance of the right types of foods. This is essential if you want to maintain a good level of health for your body and mind. The Australian Government has developed The Australian Guide To healthy Eating below to help you to do this. Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties.

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Vegetables and legumes/beans.

frozen vegetables

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BEETROOT

CHICKPEAS

tofu

Lean meats and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans. Use small amounts

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Wholegrain Cereal

CHICKPEAS LOW FAT cottage cheese

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TUNA

Low Fat Milk

Baked Beans

milk

MILK

soy milk

powder

Drink plenty of water

PEACHES

Fruit.

Milk, yoghurt, cheese and/or alternatives, mostly reduced fat.

Only sometimes and in small amounts

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Exploring how healthy foods can influence health and wellbeing.

Healthy Food 2

Activity

Our bodies need healthy food to get all the important nutrients that we need to stay strong and focused.

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 Referring to The Australian Guide To Healthy Eating on the previous page, use three different colours to group the pictures under the following headings: "sometimes", "moderate" and "always". Cut them out, then arrange them appropriately in your workbook.

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Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Exploring how healthy foods can influence health and wellbeing.

Healthy Food 3

Activity

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 Think about what you ate yesterday and what you have already eaten today. Place these foods in the correct sections of the plate below. Use The Australian Guide To Healthy Eating on page 29 to help you to do this.

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 Do you need to adjust your eating habits to better reflect The Australian Guide To Healthy Eating?

________________________________________________________

________________________________________________________ Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Exploring how healthy foods can influence health and wellbeing.

Meal Times

Activity

We need to refuel our bodies during the day so that we have plenty of energy to concentrate at school and play with friends.

 On the left hand-side of this page, draw healthy meals. On the right hand-side of this page, draw unhealthy meals. Say which meals you would choose and why. Use The Australian Guide To Healthy Eating on page 29 to help you to create your meals.

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or eBo t s r e healthy unhealthy p ok u S

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o c . e 2 Lunch 1 c Lunch her r o st super

Dinner 1 32

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Exploring how healthy foods can influence health and wellbeing.

Dinner 2

Section 2: Su

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Communicate And Interact or eB st To StaypHealthy And er oo Well

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T eachers ' N otes

Communicate And Interact To Stay Healthy And Well

Section 2 Background notes:

with useful reference materials for teachers

•

Having a good understanding of feelings helps us to develop empathy for others.

4http://raisingchildren.net.au/school_age/ school_age.html

•

It is important that we can regulate our feelings and learn how to change unhelpful thoughts to helpful thoughts, that in turn, impact our feelings.

ANSWERS:

Developing critical literacy skills to understand what messages advertisements are presenting is important. Model analysis of advertisements to the students and show them how to ask questions about what is presented to them in the media.

P37 Students should colour the little girl not on the swing and the boy eating his lunch alone. P38 Students should colour: You can do it!; You put in lots of work today, well done; Give it a try!; Congratulations, that was amazing; I think you are a special person.

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Modelling how to encourage others is important. Steer away from meaningless praise and instead, reward behaviour that is outstanding. Use specific language. For example, “You really tried hard to finish that task” is more specific than, “Well done”. This gives students on-the-spot feedback so that they understand what is being praised.

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P36 Students should tick: looking them in the eye; listening to their ideas before replying; thinking about what you need to say beforehand; nodding to show that you are listening.

P39 1) upset 2) angry 3) scared 4) excited/happy

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Hold a class discussion about how they can include others. Create a poster to display, which includes their ideas about inclusion (refer to it over the year).

P44 1) The children are feeling determined; possessive; angry; selfish. 2) The children not playing the game are feeling bored; left out; sad. The child playing the game is selfabsorbed and feeling happy. 3) The boy with the marked pants is feeling embarrassed; shocked; humiliated. The boy next to him is feeling amused. 4) The girl with 10/10 is feeling superior. The boy with 0/10 is feeling inferior; sad; disappointed.

•

Play guess the feeling – ask students to act out feelings and the class must guess what they are. Discuss the body language that they use.

P47 1) Ice-cream 2) No 3) Smart 4) Today 1) Apples 2) Fresh, locally grown, dentist away 3) If you buy and eat these apples, you will have healthy teeth. 4) It is easy to remember.

•

Look at advertisements that have a healthy message and talk about the elements of the advertisements (slogans, colours used, symbolic objects, etc.).

•

Create some strong health slogans for the class (make a song or a video).

P48 1) Fruit salad 2) Cool, refreshing, sweet, delicious. 3) You are what you eat. 4) Food affects how we feel on the inside and on the outside. 1) Organic veggies 2) Grown by nature. 3) The veggies are not processed and do not contain any chemicals, etc. 4) Answers will vary.

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Useful links: Kids Matter Primary – terrific resources and materials supporting wellbeing 4https://www.kidsmatter.edu.au/primary Raising Children network – parenting website

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P49 1) Yes 2) Find 30 everyday. 3) Exercise daily 4) The State Government in Perth to encourage people in this area to be fitter and healthier by adopting regular exercise routines. 1) Yes 2) Join a gym 3) No pain, no gain 4) That in order to see the results of exercise, you have to endure some form of discomfort.

Appreciating Differences

Activity

People are different. Our differences should be valued. Like people for their differences. The world would be a dull place if we were all the same.

 How are we different? Write or draw pictures to explain the ways in which we are different below.

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Religion

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Curriculum Link: Describe ways to include others to make them feel that they belong (ACPPS019) Elaboration: Identifying and appreciating similarities and differences in people and groups.

Activity

Communicate To Show You Appreciate

There are lots of different ways to talk to people and show them that you appreciate them.

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 In the thought bubbles, write the different things that you could say to someone who you know to show that you appreciate him/her.

I appreciate you ...

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o c . che e FF looking them in the eye; r o r st super FF talking over them;

 When people talk to you, you should show that you appreciate what they are saying by: (tick)

FF staring at your feet; FF changing the subject suddenly; FF listening to their ideas before replying; FF thinking about what you need to say before-hand; FF getting angry when you don’t agree; FF nodding to show that you are listening. 36

Curriculum Link: Describe ways to include others to make them feel that they belong (ACPPS019) Elaboration: Expressing appreciation and offering encouragement using a variety of communication techniques.

I Am An Includer!

Activity

It feels terrible when people don’t include you in a game. Don’t be a person who does this to others. Always think about how you can include people in the things that you do.

 Study the pictures below. Colour red the children who you think are feeling left out, then in the thought bubbles write what they might be thinking.

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 In pairs, write what you could say to the excluded children to invite them to join in with your group.

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_________________________

 On the back of this sheet, design "Includer" badges. Curriculum Link: Describe ways to include others to make them feel that they belong (ACPPS019) Elaboration: Exploring how people feel when they are included and excluded from groups and activities.

I Am A Cheerleader!

Activity

 When we support others it lets them know that we care about them. Colour the cheery sayings that make others feel great! You put in lots of work today, well done.

You can do it!

Give it a try!

Congratulations, that was amazing.

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a special person.

probably won't win.

wrong.

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 Draw two people who you care about and then write down the things that you could say to them to cheer them on and support them.

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Give it a try! 38

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On the back of this sheet, create your own special cheer to use when you have "bad" days.

Curriculum Link: Describe ways to include others to make them feel that they belong (ACPPS019) Elaboration: Demonstrating appropriate language when encouraging others.

Tapping Into Others' Feelings

Activity

Feelings are the way that we react inside to something. We have lots of them every day. Feelings are like waves on the beach they come and go.

 What do you think these children are feeling? Match the faces at the bottom of the page to the feelings shown in the pictures. With a friend say what tells you that the children are feeling this way.

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Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Predicting how a person or character might be feeling based on the words they use, their facial expressions and body language.

Body Language

Activity

We don’t have to say anything sometimes to let others know how we are feeling. Our body language can give it away.

 Match the body language to the feelings. Colour any that you have felt today.

sad

excited

scared

nervous

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angry

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 Draw two full-length pictures of yourself displaying two different emotions. Choose different feelings than the ones written above.

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Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaborations: Predicting how a person or character might be feeling based on the words they use, their facial expressions and body language.

Anger And Me

Activity

Everyone gets angry sometimes. It’s just part of life and there is no problem as long as you know how to deal with your anger.

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The last thing that made me angry was:

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 Complete the sentences and draw a picture to match.

I knew I was angry because: © ReadyEdPu bl i cat i ons __________________________ __________________________ •f orr evi ew pur p osesonl y• __________________________

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__________________________

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__________________________

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Some things I can do to take my anger away are: ________________ ________________________________________________________ Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Recognising own emotions and demonstrating positive ways to react in different situations.

Me And Sadness

Activity

When you are sad it can be hard to get on with your day. Sadness is a feeling that slows you down.

 Draw and write in the tears to explain sadness.

Sadness or eB st r

Teac he r

oo k FEELS like...

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SOUNDS like...

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looks like...

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 My Goodbye Sad Plan.Write three things that you can do to make yourself feel better when you are feeling blue. 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 42

Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Recognising own emotions and demonstrating positive ways to react in different situations.

Activity

People Can Make You Happy

Like other feelings, happiness comes and goes. Enjoy it when it is with you and look for ways to make yourself feel happy again. People's reactions to situations can make you happy.

 Complete the survey below to find out how people's reactions make your classmates happy. Your friends must choose their top three things. Use tally marks to record their responses and add them up at the end.

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2. when my friend gives me a hug.

3. when my mum makes my favourite food. 4. when my sister/brother shares her/his toys. 5. when the teacher tells me that I have done something well.

6. when I fall down and my friend helps me up. 7.

Total

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or eBo st r e okTally Things that make me p feel happy are... u 1. when someone Stells a joke to cheer me up.

8. when someone sticks up for me.

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10. when I get a special award at school.

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9. when I get invited to a birthday party.

The top three things that make my classmates happy are:

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The top three things that make me happy are:

Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Understanding how a person's reaction to a situation can affect others' feelings.

Other People's Feelings

Activity

Thinking about other people's feelings and helping them to feel better about themselves is the right thing to do.

 Say how the children in the pictures must be feeling, then write how you can make these children feel better about themselves.

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Solution:______________________

_____________________________

 On the back of this sheet draw or write down a problem. Swap sheets with a partner and suggest a possible solution. 44

Emoti-Cards

Activity

 Cut out these cards and keep them together in a safe place. If ever you finish your work early, select one to complete independently. Make a sad face. Write a story about when you felt sad. Explain how you turned your frown upside down to make yourself feel better.

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What emotion might you be feeling if your body begins to feel hot and you sweat. Find out why we sweat and write about it.

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Make an angry face. Write a story about when you felt angry. Explain how you managed your anger.

Make an excited face. List some events throughout the year that have made you feel excited.

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on your list.

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Make a worried face. Write about a character from a book that you have read or a movie that you have seen who feels worried. You could give more than one example.

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Write down what your body feel like when it is tired. Find out why we yawn and write this information down.

If you feel embarrassed what happens to your cheeks? Find out why this happens and write it down.

If you feel nervous what happens to your heart? Find out why this happens and write it down.

It is easy to get confused. List how people might get confused.

Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaborations: Recognising own emotions and demonstrating positive ways to react in different situations. Identifying the body's reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses.

That Gut Feeling

Activity

How we feel makes our body react in different ways. It is important to tune in to your body so that you can understand what it is telling you about different situations. Then you can do something about it!

 Draw or write how your body reacts in each of the situations below.

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1 You have a big race to run.

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3 It’s your birthday.

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4 Your friend is sad.

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Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Identifying the body's reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses.

Healthy Ads 1

Activity

There are advertisements all around us: in shops, in newspapers, on the television, before movies and on the radio. They are mainly trying to convince us to purchase certain products or use particular services.

 Study the two advertisements on this page. Answer the questions below each one.

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today.

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or e t s Bo r e Get Smart and try Buy fresh apples p o k locally! grown NEW smarty ice-cream Su

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1. What is this advertisement trying to persuade you to buy? _________________________ 2. Is it a healthy advertisement? _________________________ 3. What does the advertisement say you will be if you purchase this product? _________________________ 4. Which word encourages you to make your purchase quickly? _________________________

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the dentist away 1. What is this advertisement trying to persuade you to buy? _________________________ 2. Which words present this product as healthy? _________________________ 3. What is the health message in this advertisement? _________________________ 4. Why do you think rhyme is a good way to present a health message? _________________________

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Curriculum Link: Examine health messages and how they relate to health decisions and behaviours (ACPPS021) Elaborations: Identifying advertisements they have encountered that contain health messages. Identifying popular health slogans and discussing the behaviours these slogans are encouraging.

Healthy Ads 2

Activity

 Study the two advertisements on this page. Answer the questions below each one.

Fruit Salad

Organic Veggies

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cool and refreshing

Grown By Nature

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1. What is this advertisement persuading you to buy?

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1. What is this advertisement persuading you to purchase? _________________________ 2. What four adjectives are used to persuade you to purchase this product? _________________________ _________________________ 3. What popular health slogan is used in this advertisement? _________________________ 4. What does this health slogan mean? _________________________ _________________________

_________________________

2. What popular health slogan is used?

o c . che ehealth slogan r 3. What does this o t r s supe r mean?

_________________________

4. Can you think of another health slogan for this product?

_________________________

Healthy Ads 3

Activity

 Study the two advertisements on this page. Answer the questions below each one.

Find 30

Join The Gym

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EverydAY

Authorised by the State Government, Perth.

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1. Is this a healthy advertisement?

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1. Is this a healthy advertisement? _________________________ 2. What popular health slogan is used? _________________________ 3. What is this health slogan trying to persuade you to do? _________________________ _________________________ 4. Who has created this advertisement and why? _________________________ _________________________

2. What is it trying to persuade you to do?

o c . che 3. What popular health saying is e r o r st supeused? r

_________________________

4. What does this health slogan mean?

_________________________

 Find your own healthy advertisement. Say what it is persuading you to buy or do, and what health message it contains. Curriculum Link: Examine health messages and how they relate to health decisions and behaviours (ACPPS021) Elaborations: Identifying advertisements they have encountered that contain health messages. Identifying popular health slogans and discussing the behaviours these slogans are encouraging.

My Healthy Ad

Activity

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 It’s your turn! Create an advertisement for a healthy product. Imagine that your advertisement is going to appear in the local newspaper. Remember to include a healthy slogan which encourages healthy behaviours.

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Curriculum Link: Examine health messages and how they relate to health decisions and behaviours (ACPPS021) Elaboration: Creating their own positive health message and sharing it with the class.

Section 3: Su

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Creating A Healthy And or e t s Bo r e Active Community p o

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T eachers ' N otes

Creating A Healthy And Active Community

Section 3 Background notes:

Useful links:

•

Kids Matter Primary – terrific resources and materials supporting wellbeing 4https://www.kidsmatter.edu.au/primary

Children need to understand that we all contribute to a healthy and safe community, and be able to explain the actions that they take to do this and how others can be involved. Students can explain what makes them similar and different to others.

•

Students should understand how to act in a fair and respectful manner and what actions this involves.

answers:

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Suggested activities: •

• •

Review the class rules and do a Think/ Pair/Share for the students to explain how the rules help to keep everyone safe and healthy.

P57 2) Students should tick: toothbrush; water bottle; juice; ice-cream. Hats might be ticked by some students because of the risk of catching head-lice. This can be discussed in class.

© ReadyEdPubl i cat i ons Have a games with equipment •corner f or r evi ew pu r p ocling-wrap seso nl y•the chip P59 1) The on the sandwich, that can be used at breaks and explain a Make a list of healthy things that the class does every day.

Run the ‘Movement Minute’ using the cards in this book between lessons or as a "brainbreak".

•

Ask students for their own ‘Movement Minute’ ideas and add them to the cards.

P60 Students should colour green: 2, 3, 4 and 5. Students should colour red: 1 and 6.

•

Students keep a log of the water that they drink over the course of one day – is it enough?

•

Make a list of places where physical activity happens and discuss the possible dangers that could occur in each place. Students should explain how they would address each of these problems if they happened.

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Read stories from other cultures (folk, Dreamtime, etc.), and discuss how they have been passed down to younger generations.

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packet, the juice container and the straw and the plastic wrapper in which the straw is sealed, the yoghurt container and lid. 2) None. The banana peel and apple core are biodegradable. 3) Lunch box B because it only contains green waste.

different game each week that students could play.

P54 1) Always wear a hat when outside. 2) Cover your mouth when coughing. 3) Only drink water during the day. 4) Be aware that some children are anaphylactic. 5) Always put your belongings away. 6) Do not run on the school grounds.

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Raising Children network – parenting website with useful reference materials for teachers 4http://raisingchildren.net.au/school_age/ school_age.html

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Our Healthy Class 1

Activity

Work together to look after each other and ensure that your class is a healthy and safe place.

 Conduct a class survey by placing a tally mark under each action that your classmates do daily. Don’t forget to count yourself.

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Drink water throughout the day.

Make fruit a part of your lunch every day.

Always put rubbish in the bin.

Check with adults before sharing to avoid allergies.

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after using the toilet, and before and after eating.

Tally:

May contain traces of nuts

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Tally:

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r o eBinomy class. st r There aree ____ people

o c . Look out for chmouth e Follow the Cover when friends inr the e o teacher's st – play instructions. coughing,r tos avoid r u playground e p spreading germs. safely. Tally:

Tally:

 Design a poster to show how your class is keeping healthy and staying safe. Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaborations: Exploring how fruit and water breaks help support class health and wellbeing. Recognise how their actions help keep their classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis.

Our Healthy Class 2

Activity

Your actions keep you and others safe. We have to work together to prevent people from getting sick or having accidents. If we look out for each other, it makes a big difference.

 Match the pictures to the preventative actions.

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3 r o e t s B r e oo p k Su 2

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Do not run on the school grounds.

Only drink water during the day.

Always put your belongings away.

Always wear a hat when outside.

Cover your mouth when coughing.

Be aware that some children are anaphylactic.

Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaborations: Exploring how fruit and water breaks help support class health and wellbeing. Recognise how their actions help keep their classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis.

Activity

Fruit And Water Are Good To My Teeth

Regular fruit and water breaks throughout the school day will not only help to keep you feeling energised and hydrated, but will also prevent your teeth from decaying and keep them white and sparkling.

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or eBo st r e p ok u  In the teeth below, S draw three of your favourite fruits that you like

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to snack on and that you regularly bring to school.

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 How often do you clean your teeth in one day? Tick the boxes.

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 Twice a day is excellent. There are other ways in which you can look after your teeth - drinking lots of water and staying clear of juices.

How much water did you drink yesterday? ___________glasses. Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaboration: Exploring how fruit and water breaks help support class health and wellbeing.

Healthy And Safe Actions

Activity

Understanding why particular actions keep us safe and healthy is important.

 Under each action write down why it keeps you healthy or safe. Washing your hands before and after you eat and after you use the toilet.

Eating fruit daily.

Drinking water.

Going to bed on time.

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Putting away your toys.

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Cleaning your teeth.

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 Give yourself a big tick beside all of the actions that you do. 56

Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaborations: Recognise how their actions help keep their classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis.

Sharing Is Not Always Caring

Activity

It is great fun to share with your friends. However, sometimes, people have special diets or allergies, and we have to be extra careful about the food that we share. If people eat something or come into close contact with foods that they are allergic to, they can develop a rash or need urgent medical assistance.

or eBo st r e p  preservatives  wheat o u k S  fish  citrus fruit

1. Tick what you or people who you know are allergic to. Add your own.  milk

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 eggs

 peanuts

 cheese

 _____________

 almonds

 soya

 _____________

2. It is not hygienic to share everything. If we are sick, we can pass on our germs by sharing personal items. Tick what is not hygienic to share.

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 books

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3. Create your own advertisement to match the slogan "Sharing Is Not Always Caring".

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Celebrate Your Health

Activity

 It’s important to celebrate taking care of ourselves and others. Can you plan an amazing menu for a class party. Make sure it is full of healthy choices and is nut-free! Draw, or cut and paste pictures of foods that you would serve.

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o c . ch  Your little sister wants to know why the menu r ise nut-free. Explain e o r st super here.

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 Colour green two healthy foods and say why they are healthy below.

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Sustainable Me

Activity

Reducing waste is one way of being sustainable at school. We can reduce waste at school by packing "litterless" lunches. This means packing food items in reusable containers instead of cling-wrap, etc. Fruit peels do not count as "litter" because they are biodegradable.

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 Examine the lunch boxes below.

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Lunch Box A

 What pieces of litter will be left over from lunch box A?

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o c . ________________________________________________________ che e r o r st su er  What pieces of litter will be leftp over from lunch box B?  Which is the most sustainable lunch and why?

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________________________________________________________ Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaboration: Exploring sustainable practices that students can implement in the classroom to improve health and wellbeing of the class.

Being Fair And Respectful

Activity

Imagine a world where people did not cooperate. It would be chaos and not much fun to live in. No-one would share or be kind to each other. We must be fair and respectful towards each other to create a great place in which to live. The Golden Rule: Treat others how you would like to be treated.

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 Colour the respectful and fair behaviours in green. Colour the unhelpful behaviours red.

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 On the back of this sheet, draw and label your own examples of some children showing respectful behaviours, and other children showing disrespectful behaviours. 60

Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaboration: Explaining and demonstrating how being fair and respectful contributes to class health and wellbeing.

Movement Minute Cards

Activity

 Copy these cards and use them for quick movement break activities between or during lessons to refocus students. Be sure to be mindful of safety when conducting these activities. 1. Simon Says See how many children are caught out. Then ask children to lead and take turns.

2. Chair Push-Ups Students sit on their chairs and use their arms only to lift themselves up.

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hop on their right leg; hop on their left leg; do five star jumps; do five tuck jumps (touch heels to bottom).

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or eBo st r e p ok u 3. Jumping Jellybeans 4. Body Numbers S Ask students to: Students make a number with their

bodies. Call out another number for them to make. See how many different ways there are to make the same number.

6. Pretend © ReadyEdP uLet's b l i cat i ons Call out the name of an animal, ask students to move and •f orr evi ew pur p oses onl ysound • like the animal. Shout out, "Freeze!" Call out another animal and repeat.

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5. Body Letters Students make a letter with their bodies. Call out another letter for them to make. See how many different ways there are to make the same letter.

7. Musical Statues Students dance to some music. When the music pauses, the students have to stand still like statues. Whoever moves is "out".

8. Free Dancing Have different types of music ready. Students dance however they would like, to the music. Swap music after 30 seconds.

9. Jelly And Wood When you call, "jelly", students wobble as much as they can. When you call, "wood" students stand tall and straight.

10. It’s Tricky! Ask each student to write his/her name in the air with one finger and count to 5 at the same time.

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Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaboration: Creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school.

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