AHPES Health - Years 3-4: Part 1 by Teacher Superstore

Title:

Ready-Ed

Health For Years 3 - 4: Part 1

Acknowledgements i. Cover image: www.istock.com/pamspix 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: 978 186 397 953 5 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 National Curriculum Links

4 5

SECTION 1: Successes And Challenges Define Me

Teachers’ Notes 35-36 Safety In The Playground 37 Accident Report 38 Medicine And Me 39 Medicines And Drugs 40 Storing Substances Safely 41 Warning Labels 42 The Food We Eat 43 Budding Tastes 44 The Australian Guide To Healthy Eating 1 45 The Australian Guide To Healthy Eating 2 46 Food Choices 1 47 Food Choices 2 48 The Great Cheeseburger Debate 49 A Square Meal 50 Veggie Power 51 On The Move 52 Increase Physical Activity Levels 53 How Active Am I? 54 Get Physical 55

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Teachers’ Notes 7 Successes 8 The Recipe Of My Success 9 My Talents Make Me Successful 10 My Family Is My Passport To Success 11 My School Helps Me To Develop 12 My Class Environment 13 Classroom Safety Affects Me 14 Challenges - Seeking Help 15 Optimistic Thinking 16 Responding Positively 17 Persistence 18 Meeting Challenges 1 19 Meeting Challenges 2 20 Meeting Challenges 3 21 Meeting Challenges 4 22

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SECTION 4: My Wellbeing

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SECTION 2: Coping With Change

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Teachers’ Notes Things Change Changing Friendships 1 Changing Friendships 2 Changing Friendships 3

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o c . che e r Teachers’ o Notes t r s supe r Square Eyes 24 25 26 27 28

Section 3: Staying Safe Teachers’ Notes Feeling Safe And Unsafe Feeling Unsafe Or Uncomfortable Be Assertive

30 31 32 33

SECTION 5: Active And Fit - The Benefits

Screen-Time My Screen-Time Reducing Screen-Time Screen-Time Solutions Physical Activity And Sleep Physical Activity Survey

57 58 59 60 61 62 63 64

Teachers’ Notes Health For Years 3-4: Part 1 is part of the Australian Health And Physical Education Series which comprises ten books in total. Health For Years 3-4: Part 2 is written by the same author. This book will help to develop students' emotional and social skills to support and promote their sense of personal identity and place in the community. This book is organised into five sections that have a strong focus on one of three strands of the Australian curriculum: being healthy, safe and active.

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Section 1, entitled Successes And Challenges Define Me asks students to examine how their family, relationships and school contribute to the development of their unique personality, sense of wellbeing and achievement in a variety of domains. Special attention is given to the importance of taking on challenges as an opportunity for building other life skills such as perseverance, resilience and selfconfidence.

Section 2 entitled Coping With Change addresses changes that are common in the development of 8 to 10 year olds. The activities invite students to reflect upon the changing nature of friendships as they grow older and the need to adjust to change.

Staying Safe is the third section in the book and looks at the concept of feeling safe and unsafe. Students will discuss how they feel in situations that make them feel uncomfortable, unsafe or in danger and learn how to assert themselves firmly and calmly.

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My Wellbeing is the fourth section in the book and addresses safety issues in the playground and the storage of harmful substances at home and at school. Students will be asked to interpret safety messages on medicines and common household products and propose safety measures to prevent accidents. Students will also be introduced in this section to the Australian Guide For Healthy Eating designed by the Australian Government and reflect upon their food choices and eating habits. As being active is a key part of healthy choices, students will complete a log of their physical activities and compare this with the recommended two hours per week.

o c . che e r o r st s r u e p The final section in this book, Active and Fit - The Benefits, examines the effects of

too much screen-time on health and wellbeing. Students will reflect on their own amount of screen-time and suggest ways in which this time could be reduced. The advantages of a good night’s sleep are also highlighted. Each section in this book is accompanied by teachers’ notes which include: answers, background information and suggested ways to introduce the activity pages. All of the activities have a self-explanatory format and are well-supported by appealing illustrations designed for 8 to 10 year olds.

National Curriculum Links BEING HEALTHY SAFE AND ACTIVE Examine how success, challenge and failure strengthen personal identities (ACPPS033) • • •

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examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking persisting with new activities and examining how success through persistence can have positive outcomes and strengthen identities explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things

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Explore strategies to manage physical, social and emotional change (ACPPS034)

discussing physical, social and emotional changes that occur as individuals get older, and exploring how these changes impact on how they think and feel about themselves and different situations exploring how friendships change as they grow older and identifying strategies to manage change identifying people or sources of information that they can access if they have questions about the changes that are occurring

© ReadyEdPubl i cat i ons recognising physical responses that indicate they are feeling uncomfortable or unsafe •f orr evi ew pur posesonl y• rehearsing assertive behaviours and strong non-verbal communication skills

Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)

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identifying and practising appropriate responses to unsafe situations in relation to drugs and drug use indicating on a local map the location of safe places and people who can help examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe

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Identify and practise strategies to promote health, safety and wellbeing (ACPPS038) •

• • •

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identifying how medications and other substances can be stored safely in the home and at school examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels identifying and practising ways of behaving in the playground that ensure the safety of themselves and others

Section 1: r e p u S

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Successes And Challenges Define Me r o e t s

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T eachers ' N otes

Successes And Challenges Define Me

Section 1 Notes for pages 8, 9 and 10

The activities on these pages look at strategies for tackling challenges and seeking help to overcome obstacles to achieve success. Share with the class times when you have struggled to complete a task or couldn’t get the "hang of" a new skill being taught. On completion of page 15, compile a list of “go-to” people who would be ready to offer help. Pages 16 and 17 ask children to look at the bright side of a situation – a way of thinking that builds resilience and helps children to value the positive strengths in themselves. Reinforce to the class that everyone experiences days when things go wrong. The ideas generated in the Extra task on page 17 could be published in a class booklet to be displayed in the classroom or library.

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The focus in these activities is how our personal identity is influenced by our interactions with others in different domains. For page 8, model for the class how other people help us to succeed by sharing a personal anecdote about how the comments of family and friends can give us the incentive to do our best and succeed. For pages 9 and 10, the concept of “personal quality” is explored. Explain to the class that a personal quality can highlight a strength or a weakness, e.g., gentle and lazy. You could discuss how a perceived character flaw like stubbornness can actually help people to persist to achieve positive or negative outcomes. Dictionaries will come in handy to add to the vocabulary box in the identification task on page 9. To follow up on the appreciation of personal qualities, children are asked to award themselves a decorative badge showcasing their special quality or talent.

Notes for pages 15, 16, 17, 18, 19, 20, 21 and 22

SUGGESTED ANSWERS FOR PAGE 18 Showing persistence: I will not let this beat me; I am not going to fall down this time; This time, I am going to score a goal; If she can do it, I can; I am going to practise for 5 minutes every night, and eventually I will understand this; I am going to go away, have a drink and come back to this. Giving up: I quit!; I’ll never be as good at this as him; I can’t do it; I’m so bad at this; I’ll never be able to do this. Suggested tips for building persistence: Cut out an image of what you want to achieve and put it where you can see it; make working toward your goal fun – play music on, have someone do the activity with you; mark your progress on a calendar – you will be able to see how far you’ve come!

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role of the family and school environment in shaping a child’s feeling of belonging, achievement and safety. Children should share their passports on page 11 to develop an awareness of the different kinds of family compositions and cultural heritages in their class. Guide feedback on children’s responses towards the commonality of many of their family and school experiences that help them to develop and succeed.

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ANSWERS FOR PAGE 14 Don't carry scissors facing outwards; do not swing on chairs; don't chew on pencils; don't pull heavy objects off shelves without adult help; keep the fire extinguisher uncovered at all times; don't stand on desks; keep electric cords hidden; keep the floor clear of all objects; do not throw stationary - always pass objects to one another safely.

SUGGESTED ANSWERS FOR PAGE 21 1. Toby was always arriving late to film club because he was taking the long way round to avoid the magpies. 2. Toby decided to make a film about his fear of magpies for the school’s film festival. 3. “He wasn’t so afraid of them anymore…He even began to understand why they swooped”; “Toby was so excited to hear the chirps of baby magpies..” ; “He beamed at Clara….”

Successes

Activity

 When you achieve something it makes you feel even better if your family and friends say nice things about you.

“My best mate won.”

“You won!”

“Can I see your badge?”

“You make me r o e t s B r e ooso proud.” p u k S “You are so “Well ran.”

“You are the best runner."

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“Congratulations!”

talented.”

”First place, that's great mate.”

“Keep it up.”

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© ReadyEdPubl i cat i ons  Draw yourself achieving something in the frame, then write down two f o rr e vi ew pu r p se so nl y• things that• your family and/or friends said too you about this success.

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 Choose one of the sayings above and explain how it made you feel. 8

_ _____________________________________________________________ Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school.

The Recipe Of My Success

Activity

 You experience successes in your life because of your personal qualities.

a teaspoon of tidiness

a cupful of confidence

a pinch of patience

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determination

a splash of sympathy

= ME!

of honesty

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a sprinkle of stubbornness

 Write your personal qualities around the bubbling pot, to reveal the recipe of your success. The words at the bottom of the page might help you.

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thoughtful dreamy dependable friendly shy unselfish

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o c . che e r o r st super cheerful bright respectful lively brave generous

energetic creative funny adventurous curious artistic

kind caring sporty sensible neat well-mannered

Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school.

My Talents Make Me Successful

Activity

Everyone has talents that are admired by other people. You might be a creative artist, a great singer, a good reader or a talented acrobat.

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or eBo st r e p ok u S of seven classmates below. Then write down their  Write down the names talents. Question people in the class to find out their talents. Include yourself! If you are unsure of your talents, ask your peers and teachers.

Name 1. 2. 3. 4.

Talents

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. te o c  Award yourself a decorative badge for being talented. . che e r o r st super 8. Me!

AWARDED TO

________________________________ FOR BEING ________________________________

My Family Is My Passport To Success

Activity

1. Your family makes you who you are. They create and develop your personal qualities. Complete the My Family Passport below.

An important rule Places we go to in our house: develop my talents/ qualities:

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Manners my family insist on:

What we do together:

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My family members and pets:

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My School Helps Me To Develop

Activity

 Your school helps you to develop in many ways - four of these ways are illustrated below. Explain HOW the school teaches you to develop in the illustrated ways (e.g. rules in place, excursions, facilities available, school projects, etc.).

My school teaches me to care for the environment.

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My school teaches me to respect others.

HOW:_______________________

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My school teaches me that knowledge is important.

My school teaches me to celebrate difference.

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HOW:_______________________

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My Class Environment

Activity

A classroom that is well-lit, well-ventilated, spacious and decorative, will help you to learn and achieve. You must help keep your classroom a great environment in which to learn. What do you like about your classroom?

______________________ r o e t s B r e oo ______________________ p k ______________________ Su

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 Draw a bird's eye view of your classroom.

______________________ Why?__________________ ______________________ ______________________

______________________ © ReadyEdPubl i cat i ons •f or r evi ew pur posesonl y• “If you feel good, you will work well.”

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What would you change about your classroom to make you even more proactive?

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 Draw yourself doing your favourite classroom job.

List some jobs that students could do to keep the classroom tidy and pleasant. ______________________ ______________________ ______________________ ______________________ ______________________

Classroom Safety Affects Me

Activity

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 Schools can help us to achieve and develop. We should work together to help keep our classrooms positive environments in which to work. Look at these children working in their classroom.

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 What messages would you like to send to the children in this classroom to help them keep their classroom a positive environment in which to achieve.

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_ _____________________________________________

_______________________________________________

_ _____________________________________________

Challenges - Seeking Help

Activity

Sometimes you might find school work or a daily task challenging. We can't be successful at everything all of the time. Challenges can make us stronger. Asking for help is a good way to tackle a challenge.  Read the challenges, then list possible people who you could seek help from in each case.

or eB st r You have been e o 2 p okto deliver a asked u S speech at assembly

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in front of the whole school. You are nervous.

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1 You are struggling with a Maths task set in class. All your friends seem to be working through the task independently.

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You seem to be the only one at the tennis club who can't hit the ball over the net. Your partner is getting a bit frustrated with you. You are worried she might ask someone else to be her partner.

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A recent challenge I faced …

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I would ask …__________________

I asked …_ ____________________

_____________________________

Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking.

Optimistic Thinking

Activity

 A great way to conquer a challenge is to think positively! If you think you can't do something, chances are, you won't. If you think you can do something, chances are, you will! Turn the children's negative thoughts into positive ones below. The first two have been done for you.

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I know I'll come last in my Maths test today.

I came first in my English test though, and if I do extra Maths at home, I might improve!

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or eBo st r e But I’ve already I know I won’t get p o u k been chosen for the picked for the S basketball team. volleyball team.

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45% in my Japanese test. No Xbox for a month!

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o c . e I've got nobody c h r e o r to play with. st super The teacher never picks me for anything.

Responding Positively

Activity

 We all have bad days, when everything seems to go wrong. Responding positively to bad situations, will help you to cope.

You are not the only one having a bad day. Oh no we've missed the bus!

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Yeah, do you want to walk together?

Try to see the funny side.

 Draw or find and print out an illustration for each positive thought below.

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Think and talk about something else to take your mind off it.

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Remember - it could be worse!

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 Extra: Have you used any of the above strategies for coping with life’s rough patches? On the back of this sheet, describe a time when you were feeling that everything was going wrong, but some positive thinking helped you turn a bad day around. You can write a description or draw a cartoon. Share your experience with a peer. Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking.

Persistence

Activity

Have you heard of this popular saying, "If at first you don't succeed, try and try again"? This saying is about persistence. Remember, it often takes many tries at something to master it.  Colour in the attitudes that show persistence. Colour in the attitudes that show that someone has given up!

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If she can do it, I can.

score a goal.

going to fall down this time.

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I will not let this beat me.

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I'll never be as good at this as him.

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I'm so bad at this.

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I am going to go away, have a drink and come back to this.

I'll never be able to do this.

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do it!

o c . che e r o st su  Write three more sure-fire tipsr for sticking atr something. pe

Practise a little bit every night. _______________________________________________________

_ ______________________________________________________

_______________________________________________________

Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Persisting with new activities and examining how success through persistence can have positive outcomes and strengthen identities.

Meeting Challenges 1

Activity

You are faced with challenges every day. Some are big challenges that need thinking about and require planning, while other challenges can be more easily met with a little extra effort and perseverance. Whether it’s living up to your role as a prefect, mastering the monkey bars at a local park or conquering long division, taking on a challenge is a great way to test yourself and develop new skills.

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or eBo st r e p ok u TTRead through the following challenges. Put ticks in the D (definitely), M S (maybe) or NW (no way) columns to show the probability of you accepting each challenge.

Challenges

1. Going a whole day without screen-time. 2. Mastering a handstand.

3. Keeping my room tidy for a whole week without being asked.

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5. Conquering a fear (of spiders, heights, the dark, etc.). 6. Reading every night this week.

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4. Including someone who seems lonely at school in my group of friends.

o c . ch 1. Have you marked any of the challenges NW? If so, say why you wouldn’t e r er o consider taking on this challenge. st super _ _______________________________________________________________ 7. Mastering a magic trick to perform in front of others.

_ _______________________________________________________________ 2. Which challenge appealed to you the most? Can you try it straight away or does it need some planning? _ _______________________________________________________________ _ _______________________________________________________________ 3. Do you have a challenge that you are working on now? Share it with a peer. Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things.

Meeting Challenges 2

Activity

 Read the story "Toby's Challenge", then answer the questions on the following page.

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Toby had been afraid of magpies for as long as he could remember. He’d never been pecked, but the sound of whooshing wings every spring on his shortcut across the park sent shivers down his spine. He’d tried everything to ward off the magpies: donning egg-carton eyes, waving a cricket bat wildly over his head and even wearing a hat with bits of mirror glued on. Now that he was 10, he didn’t want his Mum to walk him to school. What would his mates say? This magpie thing was really getting Toby down. Toby decided that he would just spend an extra 15 minutes getting to school by taking a longer, alternative route right around the park. A few weeks later, Toby joined the school’s film club that met at 8.15am every morning. He was often late and sometimes missed the meetings because he was taking the long way to school. Other kids started wondering why he had even bothered signing up! One morning after another missed meeting and a frown from Mr. Santos, the Art teacher, Toby made a decision - he would face and conquer his fear of magpies and begin to take the shortcut to school once more. Futhermore, his film project to be shown at the end of term festival would document this heroic battle with the magpies. Toby needed an action plan. This project would probably take weeks to film. He found a big notepad and what I need started jotting down his ideas:

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mum's video camera

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Every chance Toby got, he recorded the magpies’ behaviours. Armed with his Mum’s video camera, he captured some awesome footage. By capturing them on camera every morning Toby witnessed a different side to the park’s magpies. He wasn’t so afraid of them anymore. He even began to understand why they swooped. He gave the chief magpie a name – Marvin. One morning, Toby was so excited to hear the hungry chirps of baby 20

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who can help me?

Jamie knows cool music make a filming schedule

Clara at film club? good at editing!!! monster magpies

Title??

STICK TO IT!

Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things.

magpie menace ATTACKED!

Meeting Challenges 3

Activity

 Continue to read "Toby's Challenge", then answer the questions below. magpies in the nest, he asked his friend Jamie to hold a ladder under the tree to get some close up shots.

or eBo t s r e As the credits rolled at theo end of Toby’s film, p at Clara and heard khis mum, dad Su heandbeamed brother whistling from the back of the hall.

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Six weeks passed and Magpie Menace was finally ready for editing. Toby and his friend Clara poured over the scenes to select the most interesting moments. Jamie suggested mood music and showed Toby how to record the soundtrack. Magpie Menace was finally ready for release at the school film festival.

People in the rows behind him were standing and clapping. The Principal deliberately dragged it out before she announced the winner...My ThreeLegged Cat by Max Green. Toby’s film was given a commendation. On the way out of the hall, Mr. Santos shook Toby’s hand and said, “There’s a nature film competition next month in Darwin. Let’s fill out the entry form at school together tomorrow.”

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1. What made Toby face his fear?

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2. How did he turn his fear into something positive?

o c . _ _______________________________________________________________ che e r o 3. How did Toby feel after conquering his fear? Use tevidence from the story to r s s r u e p support your ideas. _ _______________________________________________________________

_ _______________________________________________________________ _ _______________________________________________________________ 4. What fear have you conquered in your life so far? How did you do it? _ _______________________________________________________________ _ _______________________________________________________________ _ _______________________________________________________________ Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things.

Meeting Challenges 4

Activity

TTResearch the life of an Australian who took on an extraordinary personal challenge and succeeded. Complete the framework below with your research. Below are some suggestions, but you could also look at your own family for inspiration.

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Robyn Davidson Bill Roycroft Ruby Langford Ginibi Akram Azimi

Peter Cosgrove Faith Bandler Mama Jude Lily Ah Toy

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Jessica Watson Cathy Freeman Nancy Bird-Watson Neville Bonner

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TTShare with the class what you found extraordinary about the person who you have researched, and how they have motivated or inspired you. 22

Section 2: or eBo st r e p ok u S

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Coping With Change

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T eachers ' N otes

Coping With Change

Section 2

Notes for pages 27 and 28 ANSWERS FOR PAGE 27 A – 3, B – 2, C – 4, D – 1, E – 5. Invite children to read out their responses for Question 2. How could they connect this special relationship with the sayings in Question 1? Page 28 is designed for children to reflect on the nature of their friendships and how they have changed over time (from family circles to school to the wider community). Students may comment on their preference for same-gender friendships, the concept of a “best” friend and how they choose someone to become friends with.

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Notes for page 25

Brainstorm different kinds of changes that usually happen during primary years, for example: losing baby teeth, moving to a new school, losing a loved one, finding out that the tooth fairy and Santa Claus don’t exist, managing pocket money, taking on responsibilities like chores or having a new sibling. Poll the class on the different emotions associated with these changes. Emphasise that people will have different reactions. Ask students to share the changes that they have experienced and discuss how they felt in different cases.

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During the middle years of primary, there is a steady development towards the expansion of a child’s social and friendship circle. Children display an increasing ability to relate to their peers in the school environment and others in a variety of circumstances. This is also a period of forming sustained friendships, where peer consensus, values and rules impact on a child’s sense of belonging and self-esteem. Changes in the home or school environment can trigger emotional responses that a child may need help sorting out. The activities in this section focus on identifying the kinds of changes that children might face and the role of friendship in their lives.

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Notes for page 26

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Students can visualise in this task their evergrowing and changing friendship circle. In Question 2, focus on the types of interest groups children are likely to form at this stage: sporting, cultural, hobby and academic, etc. Point out that children can be a member of different groups and drop in and out of groups for different reasons. For Question 3 ask children to share how they keep a long-distance friendship strong.

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Things Change

Activity

As we grow older, things do not stay the same - things change. Some changes take some adjusting and getting used to. Some changes can be good changes. If you are sad about changes, you can talk to people about them to help you accept them.  Read the two examples of change below and say who you would talk to, to help you cope with these changes.

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and so you are moving house. This means you will be changing schools.

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or eBo st r e o Changep 1 u Change 2 k S Your father has a new job Your fish died today while you were at school.

 List some changes that you have experienced in your life so far in the bubbles below. They can be good changes. Say how each change made you feel.

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Curriculum Link: Explore strategies to manage physical, social and emotional change (ACPPS034) Elaborations: Identifying people or sources of information that they can access if they have questions about the changes that are occurring. Discussing physical, social and emotional changes that occur as individuals get older, and exploring how these changes impact on how they think and feel about themselves and different situations.

Changing Friendships 1

Activity

As you get older, your circle of friends expands. This is a change. This happens because you have more contact with your community and participate in more leisure and sporting activities. You make more friends outside of your family circle. 1. Write the names of your friends in the rainbow below. Colour your rainbow.

or eBo st r e p ok u S My school friends...

My friends from an activity outside of school... The name of a new friend...

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My family friends...

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2. In this table write what you like doing with these groups of friends.

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Friends From My Family Circle

Friends From School

3. Have you got a friend who has moved away from your area or left your school? Do you still keep in contact with him/her? Say how. 26

_ ______________________________________________________________ Curriculum Link: Explore strategies to manage physical, social and emotional change (ACPPS034) Elaboration: Exploring how friendships change as they grow older and identifying strategies to manage change.

Activity

Changing Friendships 2

1. Read the following sayings about friends and friendship. Match the sayings with their meanings.

A friend is someone who likes you just the way you are.

Wishing to be friends is quick work, but friendship is a slow ripening fruit.

wait for the answer.

Meanings

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ra Bo o t s r Holde 5 Friends are those 4 e 3 The bird – a nest, p true friend o rare people who ask u k the spiderS – a web, a with both how you are and then person - friendship. your hands. Nº

A. Friendship is a place where a person feels safe and comfortable.

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E. Real friends listen to what you have to say.

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D. A friend does not want to change how you look and feel.

. te o c 2. What is the longest friendship that you have had so far? Say how . cheknown each other, howr emet and how many years you have you o t r s s r up e often you see each other. What do you like doing together?

_ __________________________________________________

Curriculum Link: Explore strategies to manage physical, social and emotional change (ACPPS034) Elaboration: Exploring how friendships change as they grow older and identifying strategies to manage change.

Changing Friendships 3

Activity

1. Think about the friends that you played with last year and compare them with the friends that you have at the moment. Complete the following statements.  Last year I played with …

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 We liked to …

 Now I hang out with …

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 We like to …

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2. How have your friendships changed over time? Put a tick next to the statements that are true for you.

. te o c B. My parents introduce me to other children to play with. . che e r o r C. I have a few friends who I consider to be best friends. st s u er p A. Many of my friends come from outside my family circle.

D. I mainly play with girls. E. I mainly play with boys. F. I have more freedom to choose my own friends now than I used to. G. Some of my friends belong to a group I'm involved in after school. H. I don't have a best friend, I play with lots of different friends. 28

Section 3: or eBo st r e p ok u S

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Staying Safe

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T eachers ' N otes

Staying Safe

Section 3

SUGGESTED ANSWERS FOR PAGE 33 1) “I don’t like it when you ask for my money. If you don’t stop, I’m telling….; 2) “No thanks. I don’t like smoking.” 3) “No. I don’t talk to strangers. Please go away and leave me alone.”

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ANSWERS FOR PAGE 31 2) Signs that help to promote a safe environment could include: Children Crossing; Wet Surface; Fire Exit; Slow - Children at Play; Fasten your Seat Belt.

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These activity pages draw children’s attention to the physical sensations and emotions associated with feeling safe or unsafe. Children will be asked to identify situations in which they feel unsafe or uncomfortable and nominate people who they can turn to for help in the local environment. It is vital for children’s selfesteem and self-confidence to learn how to be calmly assertive in situations that make them feel unsafe or in danger. Children should be made aware that assertiveness does not mean being aggressive and inviting possible conflict, but a way of firmly letting others know how you honestly feel and what you want.

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Notes for page 33

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This activity lends itself to role-play, based on the scenarios presented on the worksheet and extended by other situations suggested by the students. Research shows that predators/ bullies, etc. are more likely to target passive children who have not learned to stand up for themselves, rather than assertive children: "They [child predators] are much less likely to offend against a confident, educated and empowered child." [Source: http://www.essentialkids.com. au/younger-kids/kids-education/reducing-childsex-abuse-2]

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ANSWERS FOR PAGE 32 1) Other symptoms could include: feeling dizzy; sweaty palms/hands; flushed face; headache; finding it hard to think/feeling confused; not being able to talk properly; wanting to run away. Students should colour the safety houses, the hospital, the police station, the school, and the fire station. A discussion might identify other places.

Feeling Safe And Unsafe

Activity

I feel unsafe.

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I feel safe.

1. Nobody likes to feel uncomfortable or unsafe. Complete the sentences below.

I feel safe when___________________________________________________ _______________________________________________________________

I feel uncomfortable when_ _________________________________________

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_______________________________________________________________ I feel unsafe when_________________________________________________ _______________________________________________________________

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2. Draw signs that you see around your school, in shops and in the street that help you to stay safe. Explain briefly how these signs help you to stay safe.

____________________

Curriculum Link: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)

Feeling Unsafe Or Uncomfortable

Activity

1. When we feel unsafe or uncomfortable about a situation, our body sends us signals. Think about a time when you felt uncomfortable or in danger. On the diagram below, label how different parts of your body reacted. There are some ideas to start you off.

squirmy tummy

goose bumps

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wobbly legs

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racing heart

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Hospital

police Station

Cinema

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2. Look at the map of Safety Town. Colour and label the safe places on the map where you could go to get help if you were in danger.

Fruit n' Veg

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School

Fire Station

library

3. Discuss and prioritise the places that you have identified. 32

Curriculum Link: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) Elaborations: Recognising physical responses that indicate they are feeling uncomfortable or unsafe. Indicating on a local map the location of safe places and people who can help.

Hairdressers

Be Assertive

Activity

Being assertive means standing up for yourself by letting others know calmly how you feel and what you want. If you feel unsafe or uncomfortable you must be assertive. Below are some of the ways that you can assert yourself. 1. Use words like, "No", "Stop", or "Leave me alone". 2. Stand up straight and look the person who you are talking to in the eye. 3. Use confident body language as you speak, such as raising your hand. 4. Use a calm even tone of voice. Don't shout. 5. Stand at a distance from the person.

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Give me your canteen money. Come on, hand it over!

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or eBo st r e p o u kin each of the  Imagine that you are the person trying to assert yourself S following scenarios. Write what you could say in the speech bubbles.

Would you like to try a cigarette?

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Hello! Do you want a lift home?

Curriculum Link: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) Elaborations: Rehearsing assertive behaviours and strong non-verbal communication skills. Identifying and practising appropriate respeonses to unsafe situations in relation to drugs and drug use.

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Section 4: My Wellbeing or

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T eachers ' N otes

My Wellbeing

Section 4 Notes for pages 37, 38, 39, 40, 41 and 42

SUGGESTED ANSWERS FOR PAGE 41 1) The baby could find the opened pills and consume them making him very sick. Medicines should always be sealed and kept out of the reach of children. Other items in the bag could also pose a risk to the baby if consumed or placed into his mouth. 2) If cleaning sprays come in to contact with skin or eyes, they will cause damage. 3) Small children could find cleaning products that they could drink or put on their skin. This could have lethal effects. 4) The cat or children could reach the rat poison and consume it. If the washing machine is switched on, the rat poison could be thrown off the machine and spill onto the floor, making it more accessible.

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These activities focus on being mindful of safety issues at home and at school. For pages 37 and 38, discuss with the group the type of accidents that commonly occur in school grounds (scrapes on knees, being hit with balls, tripping on stairs, etc.). Elicit from students school rules that are designed to prevent accidents. Students can work in pairs to formulate safety rules for the situations on page 37 and to complete the Accident Report on page 38. Ask students to read out their responses for the Accident Report and to suggest ways that the accidents mentioned could have been prevented. Pages 39-42 look at substances that could be harmful if not stored properly or used as directed. The activities ask children to distinguish between medicines and food substances, and medicines and drugs. You could create a mind map of the various household products and medicines the class can identify that are found at home. Invite students to describe where these substances are usually stored. For page 42, bring in some empty packets/containers showing safety warnings.

ANSWERS FOR PAGE 40 Tea = caffeine; coffee = caffeine; beer = alcohol (or ethanol); tobacco = nicotine; cola drinks = caffeine.

FORa PAGE 42 n © ReadyEdPANSWERS ubl i c t i o s 1=c 2=a 3=d 4=b •f orr evi ew pur pose on l y •in capital Indications ons packet: ONE is written

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SUGGESTED ANSWERS FOR PAGE 37 1) Play ball games in the correctly allocated areas. 2) Don’t stand on the seat of swings. 3) No pushing in the playground/Play ball games by the rules. 4) Wear a hat and apply sunscreen when outdoors at school (slip, slop, slap).

letters; keep out of reach of children; use as directed; note the cross symbol to show that this is a medicine; the name on the packet indicates that it is not for general consumption.

Notes pages 43, 44, 45, 46, 47, 48, 49, 50 and 51

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ANSWERS FOR PAGE 39 In the introductory task, help students to identify who is responsible for administering medicines at home and at school. 1.) Students should colour: asthma inhaler, tablets, cough syrup, alka seltzer (antacid), antiseptic and eye drops 2) Suggested answer: I should not take medicines by myself because I may not know how to take the medicines, the correct dose, how frequently I should take them or if I have any allergies.

The emphasis in this group of activities is on the origin, characteristics and nutritional value of the foods that we eat. The Australian Guide To Healthy Eating on page 45 forms the basis of the activities on pages 46-51. Children will be asked to sort foods into categories so that they can reflect upon, and draw conclusions about, the balance of nutritional elements in their diets. Page 49 raises the great debate about fast-food. Hold a class poll about the number of times a week/month that children have a fastfood meal. Discuss why fast-food is so appealing and its connection to health problems, principally obesity. Page 51 highlights the high nutritional value of vegetables. As an extension to this worksheet, students can choose their

T eachers ' N otes

My Wellbeing

Section 4 favourite vegetable to analyse and present their findings on a group poster.

absorption and bone strength, prevents rickets and osteoporosis.

ANSWERS FOR PAGE 43

Dietary fibre makes defecation regular and easier. It helps the good bacteria in the intestine to maintain a healthy balance by shortening the time of waste products in the intestine.

1) Plants: broccoli, walnuts, lettuce, tomato. Animals: pork chops, eggs, steak. Produced: spaghetti, cheese, butter, breakfast cereal, sausages, jelly, soy sauce.

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ANSWERS FOR PAGE 46 Eat Most = breakfast cereal, spaghetti, broccoli, sandwich. Eat Moderately = peach, pineapple, fish, low-fat yoghurt, lamb chops, eggs, nuts. Eat in small amounts = olive oil, butter, cake, ice cream, chips.

Notes for pages 52, 53, 54 and 55 A balanced diet is only part of the equation for a healthy life – physical activity plays a vital role in building healthy bodies, minds and relationships. Page 53 examines the excuses given for being sedentary. Refer students to the Information Page on page 52 for convincing arguments to use in Task 3 on page 53. Page 54 asks students to reflect on and record their physical activities during a week. This activity is best presented in tabular form so children can see the relationship between the balance of their active time and sedentary time. Page 55 proposes alternative activities to organised sport.

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ANSWERS FOR PAGE 44 1) curry = umani; honey = sweet; lemon = sour; dark chocolate = sour; cheese = umani; meatball = umani; peach = sweet; potato chips = salty. 2) red, yellow, orange, pink, purple, green (this colour when they are ripe), black.

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ANSWERS FOR PAGE 49 Check to see that students have recognised that many of the ingredients of the cheeseburger contain added sugars and preservatives.

ANSWERS FOR PAGE 51 Vitamin C = growth and repair of tissues; Vitamin A = maintains healthy vision, builds up immune system; vital to the development of foetuses; keeps skin and cells healthy. Vitamin B6 = plays a role in brain development; builds up the immune system; aids in red blood cell formation. Folate = vital in producing DNA; essential for the nervous system; cell production for the skin. Riboflavin (or vitamin B2) = body growth; red cell production. Vitamin D = enhances calcium

1) “Come and play Frisbee in the park with me, Dad.” “Not now, I’m watching the footy.” 2) I’m too tired; I’ve got other things to do; It’s your mother’s/brother’s turn to play with you; I don’t feel like it. 3) Check to see if students have incorporated arguments from the Information Page on page 52.

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Eat Moderately category of The Australian Guide To Healthy Eating. 3) Olive’s Eat Most foods: peas and bread. Ella’s: water, toast, salad in a wrap, noddles, Asian greens. James’: cereal, salad, pasta. Recommendations: All children could boost intake of Eat Most foods and reduce Eat In Small Amount foods.

SUGGESTED ANSWERS FOR PAGE 55 1) Offer to push the trolley. 2) Join him in the garden and rake leaves, push the wheelbarrow, and weed. 3) Dance and mime to the song. 4) Take the dog for a walk, play fetch.

Safety In The Playground

Activity

The playground is where you can chat and play with friends, practise physical skills or simply let off steam after concentrating in class. To make the most of your time in the playground and to enjoy your activities, it’s important to play safely.  Study these situations in the playground. Think about how the children's actions could lead to injuries. In the space under each image, write a playground rule that could prevent these injuries.

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or eBo st r e p ok u 2 S

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Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Identifying and practising ways of behaving in the playground that ensure the safety of themselves and others.

Accident Report

Activity

 Choose one of the risky situations on the previous page or think about an accident in the playground that you experienced or witnessed. Fill out this Accident Report. (You can invent addresses and phone numbers, etc.)

Name Of School:

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or eBo st r e p ok u Full name: _________________________________________________________ S Age: _________________________________ Date of birth: _________________ Names of parents/caregivers: __________________________________________ Address: ___________________________________________________________ ____________________________________________ Postcode: ______________

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Phone contact numbers: ______________________________________________

Date of injury: ________ Day: _________________ Time: ________________

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o c . che e ___________________________________________________________________ r o r st super Describe exactly what happened: ______________________________________ Describe student’s injuries: ___________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Who was called to assist the student? ___________________________________ Signed: _______________________________ Date: ________________________

Medicine And Me

Activity

 There are times when you might not be feeling well at home or at school. Write down who you should tell if you are feeling unwell. IF AT HOME:_________________________________ Who gives you medicine? ______________________

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IF AT SCHOOL:_______________________________

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Who gives you medicine?_ _____________________

Medicines contain substances that treat illnesses, injuries and diseases. 1. Look at these images. Colour in the products that are medicines.

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wash

Mouth

Cough Syrup

Nailpolish

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2. Complete this sentence: I should not take medicines by myself because_________________________ _______________________________________________________________ Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Identifying how medications and other substances can be stored safely in the home and at school.

Medicines And Drugs

Activity

 Drugs and medicines come in a range of forms. Draw an example of each type of medicine specified below, then draw a medicine that you have taken before.

Tablets

Liquid

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Cream

Gas (inhale)

 Drugs are found in many common substances. Draw an example of each substance and state the drug that each one contains.

Coffee

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Tea

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Tobacco

Cola Drinks

Drug __________

Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Identifying how medications and other substances can be stored safely in the home and at school.

Storing Substances Safely

Activity

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 Study and describe the risks in these images.

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Medicines and other potentially Where is a safe place dangerous household products to store medicines and should be stored in places which household products? children cannot reach. If you take medicines when you do not need them, or if you take too A safe place is one that: many medicines, they can harm a child can’t see and is out of reach; you. Many household products is at least 1.5 metres above the floor; contain substances that are poisonous to people and pets. has child-resistant locks.

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EXTENSION: Go to the Triple Zero (000) website at: 4www.triplezero.gov.au to learn how to make a Triple Zero (000) call in case of an emergency. Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Identifying how medications and other substances can be stored safely in the home and at school.

Warning Labels

Activity

Medicines and household products contain labels that give you information about the substances that they contain. If a substance is hazardous, the label will warn you about the effects of swallowing or touching such substances.  What do the following safety label symbols on these products mean? Choose an answer from the descriptions below.

•f orr evi ew pur posesonl yKiller •

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Nail Wall Polish © Re adyEdPuRemover bl i cat i onsWeed Paint

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or eBo t s r e a. Can cause breathing problems if inhaled. c. Product can burn skin. p o b. Product is poisonous.u d. Can catch onk fire/is flammable. S

. tpacket the information that tells you that this osubstance  Highlight on thise c . could be harmful if it c is not taken in the correct way. e her r o t s super 20 Tablets BRIOPHARM

20 Tablets Oral 42

ONE to be taken daily with breakfast Ms J Wilkins ALLIANCE CHEMIST Keep Out Of Reach Of Children Use as directed by a physician

The Food We Eat

Activity

The foods that we eat either come from plants, from animals or are produced by people. Foods contain nutrients such as vitamins, minerals, proteins, carbohydrates and fats. These nutrients are essential for a healthy body because they give us energy and help us to grow.

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butter

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or eBo st r e p o u 1. Organise the listed foods under their source headings.k S pork chops spaghetti eggs cheese broccoli walnuts

breakfast cereal lettuce sausages steak tomato jelly soy sauce PLANTS

ANIMALS

PRODUCED

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2. Fill one box with foods that you can have for lunch that only come from plants (1). Fill the other box with foods that are produced by people (2).

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3. Share your drawings with a peer. Which lunch box do you prefer and why? What would you like to add to each box to make the lunch more suited to your taste? Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Examining their own eating patterns by researching The Australian Guide To Healthy Eating and identifying healthier food choices.

Budding Tastes

Activity

You are attracted to food by the way that it tastes and its appearance. You taste food with taste buds that are located on your tongue and in other parts of your mouth. People have between 3,000 and 10,000 taste buds ready to tell you if a food has a bitter, sweet, salty, sour or umani (savoury or meaty) taste.

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honey lemon

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1. Draw lines to match the foods with their tastes.

sweet salty

dark ©chocolate ReadyEdPubl i cat i ons

cheese •f o rr evi ew pur poses onl y• sour

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peach

potato chips

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meatball

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You are also attracted to the colour of a food. Did you know that the orange carrots that you are used to eating, only appeared about 400 years ago? Before that, carrots were white, yellow, red and even purple! 2. Find out what colours tomatoes can be, then colour the tomatoes below these colours. What coloured tomatoes have you tasted?

Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Examining their own eating patterns by researching The Australian Guide To Healthy Eating and identifying healthier food choices.

Information Page

Study The Australian Guide To Healthy Eating to help you to complete the following six activity sheets.

the Australian Guide to healthy eating 1 Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties

ROLLED OATS

Vegetables and legumes/beans

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POLENTA

BEETROOT

QUINOA

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frozen vegetables

CHICKPEAS

Wholegrain Cereal

HOKKIEN NOODLES

Use small amounts

Low Fat Milk

Baked Beans

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TUNA

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Lean meats and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans

LOW FAT cottage cheese

PEACHES

MILK

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soy milk

powder

Drink plenty of water

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

Only sometimes and in small amounts

The Australian Guide To Healthy Eating 2

Activity

 The Australian Guide To Healthy Eating on the previous page explains the different food groups and the recommended amounts from each group that you should include in your diet. Use The Australian Guide To Healthy Eating as a guide to put these foods under the correct headings in the table.

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spaghetti

breakfast cereal

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butter

pineapple

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Wholegrain Cereal

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hot chips

eggs

peach

low-fat yogurt

fish

salad sandwich

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Eat In Small Amounts

Food Choices 1

Activity

1. Work with a peer. Look at what these children ate today for breakfast, lunch, dinner and snacks. Discuss the food choices for each child. Think about the recommendations from The Australian Guide To Healthy Eating on page 45.

Lunch

Chicken nuggets, peas, and fruit salad (tinned).

Noodles with Asian greens, a jelly and a banana.

Grilled sausage, chips with ketchup, a small salad and a fruit yoghurt.

Dinner Snack foods

chocolate bar.

piece of carrot cake.

and a banana.

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Tuna and salad wrap, an orange and a chocolate milk.

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Breakfast

or e st Bo r ELLA JAMES e p o Toast with Vegemite k Cereal with fruit and Su and water. milk and a fruit juice.

OLIVE Glass of milk with sugar and two biscuits. Cheese and ham sandwich, grapes and a juice box.

Pasta, baked turkey, rice pudding, and a soft drink.

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2. Select one child from above. Use three different coloured highlighters to sort the foods that the child ate into: Eat Most, Eat Moderately and Eat in Small Amounts. Tick which category most of the child's food choices fall.

Eat Moderately ____ Eat in Small Amounts ____ . t erecommendations about the child’s dailyco 3. Make notes and food choices in the . table below. che e r o r st super Child’s name:_ __________________________________________________

Eat Most ____

Food Choices 2

Activity

 Think about what you ate yesterday. Record your food choices for breakfast, lunch, dinner and snacks in the food diary below.

D i a r y

Snacks

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F o o d

Breakfast

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drinks

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•f orr evi ew pur posesonl y•

. te o ________________________________________________________________ c . che e r 2. Which meal did you like the most? Give a reason. o r st super ________________________________________________________________ 1. In which part of The Australian Guide To Healthy Eating do most of the foods that you ate yesterday fall?

3. Who did you eat your meals and snacks with yesterday? ________________________________________________________________ 4. How could you have changed some of your food choices to make your meals or snacks healthier? ________________________________________________________________ 5. Did you snack yesterday because other people were snacking? ________________________________________________________________ 48

The Great Cheeseburger Debate

Activity

 Included in the list of Eat in Small Amounts in The Australian Guide To Healthy Eating are many fast foods like: cheeseburgers, sausages and hot chips. Let’s look more closely at some of the reasons why cheeseburgers are placed in this category. Burger bun:

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White flour (bleached), yeast, added fructose (sugar, corn syrup), oil (canola, soybean), food preservatives, sesame seeds. Meat patty: Minced beef, pepper and salt seasoning. Cheese slice: Processed cheese slices (with added chemicals called emulsifiers to help the cheese keep its shape when it melts). Sliced pickle: Cucumbers, vinegar, water, salt, food preservatives. Lettuce/onions: Shredded lettuce and sliced onions. Sauce: Oil, vinegar, sugar, corn syrup, egg yolks, mustard, onion and garlic powder, food preservatives and food colouring. The basic ingredients that make up this cheeseburger such as bread, meat, cheese, lettuce and onion are part of a healthy balanced meal. However, hamburgers and many other fast foods contain added fats, sugars, salt, food colouring and food preservatives that if eaten in excess can lead to obesity and heart disease.

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 Where do you stand on the Great Cheeseburger Debate? Do you think you should cut down on cheeseburgers and other fast foods? Write your ideas here.

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o c . _____________________________________________________________________ che e r o r st super  Mouth-watering cheeseburgers can be made with a variety of ingredients. Research some healthier low-fat, low-salt cheeseburger recipes that you can enjoy making at home with your family and friends. Here are some useful websites to start looking for healthy cheeseburger recipes: 4www.betterhealth.vic.gov.au/ 4www.kidspot.com.au 4www.freshforkids.com.au/recipes/pdf/carrot_zucchini_burgers.pdf Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Examining their own eating patterns by researching The Australian Guide To Healthy Eating and identifying healthier food choices.

A Square Meal

Activity

You have been examining The Australian Guide To Healthy Eating which specifies the portions of different types of foods needed for a healthy, balanced diet. Now it’s your turn to plan a tasty healthy dinner for the family. Look at the way the information about which foods to eat most can also be shown on a dinner plate: Wholemeal bread, pasta and rice. Eat white bread and white rice occasionally.

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Fish, chicken, beans and nuts first. Eat sausage in moderation.

vegetables and legumes/ beans

healthy protein

grain foods mostly wholegrains

fruit dairy

Fruits of all colours.

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Eat a large portion of veggies every day.

Cheese, milk, yoghurt

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 Draw and annotate a square meal on this plate. Use the example above to help you. You could plan your dinner on the back of this sheet first.

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Veggie Power

Activity

Eating a large portion of veggies provides us with essential vitamins, minerals and fibre. Find out what these super veggies do to keep you on top of your game.

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Brilliant

Powerful

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 Look at just some of the nutrients that broccoli, pumpkin and mushrooms contain. Research the functions of these nutrients in your body. Complete the table below with your research.

Magnificient

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Nutrient Vitamin C

Vitamin A Vitamin B6 Folate

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Vitamin E, Iron, Dietary Fibre, Thiamin, Niacin, Riboflavin, Phosphorus

Calcium, Dietary Fibre, Folate, Potassium, Riboflavin, Biotin, Niacin

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Nutrients: Vitamin C, Vitamin A, Vitamin E, Vitamin K, Vitamin B6, Calcium, Iron, Dietary Fibre, Selenium

Function In The Body

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Riboflavin Vitamin D _All these foods are good sources of dietary fibre. What function does dietary fibre have in our diet? _ ________________________________________________________________ Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Examining their own eating patterns by researching The Australian Guide To Healthy Eating and identifying healthier food choices.

Information Page

Read this information to help you to complete the following three activity sheets.

On The Move

A balanced diet is one step towards achieving a healthy life - the other step is being active. Physical activity is essential for keeping our bodies in good shape and our minds alert. Read the top seven reasons why you should be on the move.

It makes your bones and muscles stronger.

Putting weight on bones during physical activity helps to grow new bone tissue. Muscles become stronger when they push and pull against bones.

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or eBo st r e p ok u It helps you to maintain a healthy weight. Speople are vulnerable to diseases, even Overweight

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in their teens. Being active burns up calories that you get from food so that you don’t put on weight.

It’s great for keeping your heart fit.

Your heart is a muscle. When you exercise, your heart exercises too. It becomes more efficient at pumping blood around your body and delivering oxygen.

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and activities that require quick reflexes and balance. Great for ballet, basketball, soccer, and skateboarding.

Physical activity sends chemicals to the brain that can help you to relax and feel happier. Learning new exercises can also boost your self-confidence.

o c . che e r o t r It can improve your learning. s s r u e p It’s true! Exercise sends more oxygen to the brain and fires up neurons that transmit messages. Being fit can improve your memory and thinking skills.

It’s a way of meeting and making friends.

Whether it’s playing in the park, helping on a beach clean-up or joining a sports club, you’re bound to meet new people, who can turn into good friends.

_Can you think of another good reason for doing physical activities? 52

Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels.

Increase Physical Activity Levels

Activity

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1. Look at this cartoon. What do you think the father and daughter are saying? Fill in the cartoon’s speech bubbles. Share your ideas with a partner.

2. Write down three excuses that people usually give for not doing physical activity.

Excuse 1

Excuse 2

Excuse 3

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3. Draw the next frame in the cartoon, where the daughter convinces her father to go outside and play Frisbee. Suggest two arguments that the daughter might have used. Use the information on the previous page to help you.

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How Active Am I?

Activity

Are you investing in a healthy future? To develop your physical fitness, it is recommended that you have at least one hour a day of physical activity that leaves you huffing and puffing, your face a bit flushed and perhaps a little sweaty. That’s how you get active!

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 In the spaces below, write the physical activities that you engaged in last week and the approximate time that you took to complete each activity. Don’t forget that walking or riding your bike to school counts too!

Activity:

Time:

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Time:

Activity: Time:

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A Healthy Future

Activity:

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Answer the questions based on the information above. 1. How long in total did you spend doing physical activities?______________ 2. Now subtract the time that you spent each day watching T.V., playing video games and sitting in front of the computer. _________________________ 3. Do have more active time or sitting down time?______________________ 54

Get Physical

Activity

Sitting down time (being sedentary) in front of a computer or a T.V. screen for more than two hours a day can be harmful to your health. It’s not healthy for you because: sitting down for hours each day can lead to you becoming overweight or obese;

or eBo st r e penough physical exercise; ok you are not getting u S out on fun with family and you are missing

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you might be snacking on sugary or fatty foods in front of the T.V. or computer;

friends.

 Not everyone likes organised sports or doing physical activities on their own. However, there are plenty of everyday activities that you can do to work towards your target of at least one hour of physical activity a day. Work with a partner. Look at the following scenes and propose how you could make this into a physical activity. Report your ideas to the class.

with your Mum.

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gardening outside.

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o c . . che e r o t r s s r u e p You watch a music Your dog is sitting by 4 video clip on T.V.

the back door.

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Section 5: Active And Fit or eBo st r e p ok u – The Benefits S

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T eachers ' N otes

Active And Fit - The Benefits

Section 5

Notes for pages 63 and 64

These activities examine in more depth the impacts of extended hours of screen-time. On page 59, students will complete a flow chart based on the previous Information Page. Encourage children to suggest answers beyond those outlined on page 58. For example: There’s an ever-growing number of T.V. channels to watch = could lead to squabbles about the programmes to watch. The expression “squareeyes” is interesting in itself; with the advent of television in Australia in the late 1950s, parents warned children that their eyes would turn square if they watched too much T.V. The expression is equally applicable today. Activity 2 on page 60 should be given as a homework task to be completed with a family member. The graphed results can then be analysed in class.

There is strong evidence that links regular physical activity with good sleep patterns and habits. As students read the article on page 63, ask them to highlight the benefits they find – this will facilitate writing answers for Question 1. Students might want to discuss their sleeping habits in light of the recommended minimum of nine hours per night. Page 64 focusses on processing data to find out the most popular children's sports (% in 2012). How does this data correspond with your students’ preferences for organised sports?

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ANSWERS FOR PAGE 59

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Notes for pages 59 and 60

ANSWERS FOR PAGE 63

1) Benefits could include: better sleep, more alert, better concentration, better academic performance, easier to fall asleep at night. 2) Setting a regular bedtime and waking up time.

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1 a) More children are becoming overweight or obese. b) There’s even more temptation to watch more programmes on television. c) Advertisements could lead children to snack more in front of screens. 2) It’s connected to the shape of the screen and the idea of eyes becoming bigger and wider. 3) Not completing homework or revising the day’s lessons; children are too tired (lack of sleep) to pay attention in class. 4) Two hours; reduction in leisure hours available; the widespread availability of electronic media devices.

. t o Notes for pagese 61 and 62 c . che e r o r st super After analysing data for screen-time on page 61, students in pairs will be asked in Question 3 to come up with suggestions or strategies for reducing screen-time in order to become more active. After evaluating the suggestions, children can put their ideas into action and give feedback within a given timeframe on the effectiveness of their strategies for limiting screen-time. Page 62 allows children to see the other side of the coin from an adult’s point of view. Vote for the best advice given to the authors of the letters.

Information Page

Read the information about children's screen-time to help you to complete the activities in this section.

square eyes

The Australian Health Survey conducted in 2012 found that approximately 26% of children aged between 5 and 17 years of age were overweight or obese.

Children are more likely to snack in front of a T.V. screen. With so many T.V. channels, children have a greater choice of programmes to watch.

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Children who have more screen-time see more advertising, including food advertisements.

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r o e t s Bo r e Children who spend more p o screen-time eachu day are k More than 50% of primary S less likely to play sport. school children spend two hours or more each day watching T.V.

Recommended screen-time for primary school children is no more than two hours a day.

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Too much media-time and screen-time can reduce:

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time spent with family; time playing with friends;

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Having too much screen-time can affect your health now and in the future, especially if you are not managing to do at least one hour a day of “huff and puff” physical activity.

. te o c time spent on homework. . che e r o Too much media-time and r st super screen-time can create: time reading;

sleeping problems; problems with your weight and joints; problems in your relationships with other people; problems concentrating at school. 58

Screen-Time

Activity

1. Complete the cause and effect flow chart based on the information on the previous page.

a. Children are

spending too many hours sitting down watching television.

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an b. everThere’s growing

number of T.V. channels to watch.

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Children are exposed to more advertising, including food advertisements, while watching television.

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o c . che e r ________________________________________________________________ o t r s s r u e p 3. How can too much screen-time affect a child’s performance at school?

2. Look at the image on the previous page. Why are children who watch too much television referred to as having “square eyes”?

________________________________________________________________

4. What is the recommended limit for screen-time and electronic media per day? Why do you think more than 50% of primary school children exceed this limit?

________________________________________________________________

________________________________________________________________ Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels.

My Screen-Time

Activity

1. Monitor and record your screen-time over a period of one week. Ask a family member to help you to do this. Record your screen and media-time in hours and minutes. Name: _________________________ Dates: ____________ to ______________ T.V./DVDs Monday Tuesday

iPad/Tablet

P.C./Laptop

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Thursday Friday

Saturday Sunday

Total Hours For The Week

Total For The Day

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Wednesday

Nintendo/Wii

2. Present your screen-time results in graph form below.

Hours

15 10

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My Screen-Time For One Week In Hours

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5 0

T.V./DVDs

Nintendo/Wii

iPad/Tablet

P.C./Laptop

3. What conclusions can you make about your screen-time? ________________________________________________________________ ________________________________________________________________ 60

Reducing Screen-Time

Activity

 To have a healthy lifestyle, you have to strike a balance between the time that you are active time and screen-time. 1. _Work with a partner and discuss the merits of these suggestions for reducing screen-time. Award stars for each suggestion: 1 star = poor (won’t work) to 5 stars = excellent (will work!). Colour in the stars. 2. Add a suggestion of your own to the list and rate it. Rating r o e t s Bo  r e a. Take T.V.s from children’s bedrooms. p ok u b. Turn T.V. off during S meal times and eat together away from  the T.V.

c. Turn T.V. off when no-one is watching. Put music on instead. d. Limit school day viewing so that you can earn “bonus time” to watch your favourite weekend programmes. e. Make up a schedule for T.V. time and monitor hours. Draw red flags when someone has gone over the agreed limit.

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Suggestions

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 © ReadyEdPubl i cat i ons f. Choose a • “T.V.f Free and to it.w p  oDay” rr estick vi e ur poseso nl y• g. During advertisement breaks do some star jumps or stretching  exercises instead of surfing channels. h.  3. _Share your ratings with another pair. As a group, decide which two suggestions have the most merit. Explain how these two suggestions are the most likely ones to have a positive effect on reducing screen-time. Discuss your ideas with the class.

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o c . che e r o ruper st Suggestion __ s Suggestion __

____________________________

Screen-Time Solutions

Activity

My two daughters aged 8 and 10 are bright and active, but spend at least three hours a day watching music videos on T.V. When I get up at 6.30am to get their bags packed and lunches ready for the day, my girls have already switched on the T.V. I have tried to discuss this situation several times calmly, but things usually end up in tears and I’m accused of being mean. What can I do? Mean Mum, Fremantle

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 Read these letters to a newspaper column asking for advice about children’s screen-time. In the space under each letter, give the author your advice.

Hi Mean Mum,

__________________________________________________________________ __________________________________________________________________

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I often babysit my three grandchildren on the weekend and I genuinely look forward to spending time with them. However, the kids only want to play video games. They sit on the lounge gobbling popcorn and other snack food for hours on end. If I don’t play the games with them, they would hardly say a word to me. How can I convince the kids (and their parents!) that life outdoors can be fun too? Weekend Granddad, Norwood

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Dear Weekend Grandad, __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 62

Physical Activity and Sleep

Activity

 Read this news article about the relationship between physical activity and a good night’s sleep. Answer the following questions.

Sweet Dreams

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Studies show that children sleep much better and feel more alert during the day if they have had at least two and a half hours of moderate physical activity a week. In fact, for every hour a child remains inactive during the day, it adds three minutes to the time it takes for him or her to fall asleep at night. Research has shown that physical activity has many benefits for your health, particularly in the combat against heart disease and obesity. Now scientists have added a good night’s sleep to the list, along with better concentration, even when you are feeling tired. A restful night is important for school children. There is a link between sleeping poorly and lower school performance. For school-aged children, doctors recommend at least nine hours sleep a night. It is also recommended that parents set a regular bedtime hour and waking up time and stick to it.

Benefit 1:_ ________________________________________________________ Benefit 2: _________________________________________________________

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Benefit 3:_ ________________________________________________________

. tehelp children to get a good night’s sleep?o 2. How can parents c . c e her r ________________________________________________________________ o t s s r u e p ________________________________________________________________

Benefit 4:_ ________________________________________________________

3. Two and a half hours a week of physical activity equates to about 20-25 minutes every day. Record below how you reach (or could reach) this daily target. Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Physical Activity Survey

Activity

 Look at the graph below which identifies the twelve most popular organised sports. It shows children’s participation (%) during the last 12 months in these sports. (Source: ABS 2013)

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Tennis Swimming and Diving Soccer (outdoor) Rugby Union Rugby League Netball Martial Arts Gymnastics Cricket (outdoor) Basketball Australian Rules Football Athletics, Track and Field

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 It’s time to find out how your classmates keep fit. You are going to conduct a classroom survey to find out who in your class has participated in the specified organised sports during the last 12 months. Also find out if there are any organised sports that your classmates have been participating in that are not on the list. Show your results below.

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Swimming and/or Diving Soccer (outdoor) Rugby Union/League Netball Martial Arts Gymnastics Cricket (outdoor) Basketball Australian Rules Football Athletics (track and field)

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1. The most popular sport for boys: _______________ girls: _______________ 2. What other organised sports have your classmates been participating in? ________________________________________________________________ 3. Overall, do you think your class participates frequently in sports? YES / NO 4. Discuss. How do your results compare with the statistics in the graph above? 64