AHPES Health - Years 5-6: Part 1 by Teacher Superstore

Title:

Ready-Ed

Health For Years 5-6: Part 1

Acknowledgements i. Cover image: www.istock.com/JMichl 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

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

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The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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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: 978 186 397 955 9 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

Teachers’ Notes Friendship Is A Relationship Friendships Change 1 Friendships Change 2 Conflict And Friendships 1 Conflict And Friendships 2 Dealing With Bullying 1 Dealing With Bullying 2

Teachers’ Notes Puberty Understanding Puberty 1 Understanding Puberty 2 Understanding Puberty 3

7 8 9 10 11

32-33 34 35 36 37 38 39 40

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Section 1: Puberty

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Section 5: Good Relationships 31

Section 6: Emotional Responses 41

Section 2: Assessing Health Information

Teachers’ Notes Healthy Emotions 1 Healthy Emotions 2 Emotional Responses 1 Emotional Responses 2 Emotional Responses 3 Netiquette

42-45 46 47 48 49 50 51

Section 7: The Media

Section 3: Drug Awareness

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Teachers’ Notes What Are Drugs? Caffeine Cigarettes - Some Facts Analgesics Refusing Drugs

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18-20 21 22 23 24 25

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13 © Ready EdPubl i cat i ons 14 •f orr evi e15w pur posesonl y•

Teachers’ Notes Reliable Health Information 1 Reliable Health Information 2 Sharing Health Information

Teachers’ Notes 53-54 Copy Cat Behaviour 55 The Media And Food Choices 56 Health Messages And The Media 57 The Way We Live 58

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Section 4: Food Labels

Teachers’ Notes Food Labels Understanding Food Labels 1 Understanding Food Labels 2

27 28 29 30

Teachers’ Notes Health For Years 5-6: Part 1 covers two main areas of the Australian Health And Physical Education curriculum: • being healthy, safe and active; and • communicating and interacting for health and wellbeing.

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Health For Years 5-6: Part 2 addresses one focus area: • contributing to healthy and active communities. Phys Ed For Years 5-6 addresses three focus areas: • moving our bodies; • learning through movement; and • understanding movement.

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The curriculum requires that six focus areas of the Year 5 and 6 Health and Physical Education curriculum are covered over a two year period. This book should ideally be complimented with Health For Years 5-6: Part 2 and Phys Ed For Years 5-6.

These three books - all aimed specifically at Years 5 and 6 - are part of the Australian Health And Physical Education Series which consists of ten books altogether.

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This book is divided into seven sections. Each section contain notes for teachers. These notes are intended to supplement teachers' knowledge of the content and suggest teaching strategies for student activities. Suggested websites are also identified in the teacher note pages to provide teachers with the opportunity to seek up-to-date information on topics featured throughout the book. These same websites may be incorporated into class activities, creating extension opportunities for students. In addition to these websites, answers to individual activities are also provided on the teacher note pages.

o c . At the bottom of eachc page, the content description(s) and elaboration(s) e h r e othat this book will which each activity addresses are referenced. It iss hoped t r s r u e p help your students to enjoy their journey of becoming health literate.

National Curriculum Links BEING HEALTHY, SAFE AND ACTIVE

Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052) • understanding that individuals experience changes associated with puberty at different times, with differing levels of intensity and with different responses • researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty • examining the range of products available to manage the physical changes associated with puberty

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Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053) • researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy • applying criteria to online information to assess the credibility of the information • creating ways to share information about local services young people can access for help, such as a blog, app or advertisement Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) • scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol • comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals

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Practise skills to establish and manage relationships (ACPPS055) • exploring reasons why relationships may change, such as starting a new school, changing priorities or interests, family break-up, or joining a new sports team • assessing the impact of different relationships on personal health and wellbeing • proposing strategies for managing the changing nature of relationships, including dealing with bullying and harassment and building new friendships Examine the influence of emotional responses on behaviour and relationships (ACPPS056) • analysing situations in which emotions can influence decision making, including in peer-group, family and movement situations • discussing how inappropriate emotional responses impact relationships • exploring why emotional responses can be unpredictable

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Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057) • examining how media and public identities influence the way people act and the choices they make • sharing how important people in their life influence them to act or behave in a healthy or safe way • analysing health messages in the media and comparing their interpretations with those of other members of the class

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Section 1:

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T eachers ' N otes

Puberty

Section 1 Puberty

ANSWERS 1) puberty; earlier; oestrogen; testosterone; pubic; menstruation; grow; lower; dreams. 2) N R U O H R B E R V S A G

S L B G L T O S W E T R H

T S I O O Y Y N H R O L D

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E I P U B E R T Y E E E U

R U C T W B S O O Y S I R

U S S H E E N T Y O T E E

A U T G R O W M O N E R A

T A A R P F I A U E R S M

I L R O U O T T A G O T S

O L T U B R D T R O N H I

N O E S T R O G E N E R T

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Understanding Puberty 2

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M G Y T G E E O E E T E O

ANSWERS 1) 1 = H; 2 = E; 3 = A; 4 = C; 5 = I; 6 = K; 7 = B; 8 = G; 9 = J; 10 = D; 11 = F 2) The two sentences not included in the information paragraphs are 3A and 10D.

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1) Students should complete as much of this activity as possible on their own – this will help you check for understanding. Brainstorm students' answers on the board and ask students to add any new answers to their own Venn diagrams.

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Understanding Puberty 3

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POSSIBLE ANSWERS Changes for boys: voice deepens; facial hair; wet dreams; shoulders widen (change body shape). Changes for boys and girls: body odour; pubic hair; growth spurt; pimples/acne; mood swings. Changes for girls: menstruation begins; breast development; hips widen (change body shape).

Puberty

Activity

Puberty is the time when your body starts to change and you go from being a child to an adult. During puberty, your body will grow faster and change more than at any other time in your life, except for when you are a baby. It helps to know about the changes that puberty causes before they happen. That way, you know what to expect.

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1. The following paragraph identifies some of the changes that we experience when we are going through puberty. Fill in the blank spaces below with the correct terms, to complete the sentences.

menstruation

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earlier lower

______________is the term used to describe the changes that your body begins to

experience between the ages of 8 and 16. Often, girls will start puberty ____________than boys. Puberty is controlled by hormones, ____________in females and ______________ in males. Some of the changes that people experience in puberty include growth of

_____________hair. Girls will start_______________ which is a sign that they can become

mothers. Breasts will also start to ____________. Boys voices will become ____________

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2. Find the nine words that you used in the first activity in the word sleuth below. Circle or highlight each letter that makes up the words.

P U B I C S T A R T E . t e O G O T H G R O UcoS T U . G B Hc L O W E R P U B T e her r o t r E E R T Ys B p Ee Os F O R R u Y

Curriculum Link: Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052) Elaboration: Understanding that individuals experience changes associated with puberty at different times, with differing levels of intensity and with different responses.

Understanding Puberty 1

Activity

TT Read the information then complete the task on the following page.

Puberty can be a strange time for teenagers. It signifies the time in life when you change from a child into an adult. Your body will go through lots of changes.

What is happening to me?

Puberty usually starts earlier for girls, possibly from the age of 9; while boys often start puberty from the age of 10. A change in the level of hormones in the body is responsible for starting these changes. This is oestrogen for girls and testosterone for boys.

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puberty: growth spurts, changes in body shape, growth of pubic hair and underarm hair. For many, pimples become a problem. These start to appear as the hormones cause your skin to become oilier and bacteria can get into the pores of your skin. It is important to keep your skin clean by washing and cleansing twice a day. Also, it is important to start using deodorant during puberty as your body will start to produce body odour, which can be pretty smelly.

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which means that sometimes, it can be difficult to control your temper.

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For girls, breasts will start to develop and a girl’s body will change shape as hips start to get wider. Girls will also start to menstruate (have their period). This will then happen every 28 days or so and is a sign that a girl's body is starting to get ready to be able to have a baby one day.

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o c . che e r o For boys, facial hair will start to grow and a boy’s r st suBoys er voice will change, becoming deeper.p may start to experience some strange happenings while asleep. Wet dreams happen during sleep, this means that a boy ejaculates (semen comes out of the penis) when asleep. This is a result of the change in levels of testosterone. It is important to remember that everybody goes through puberty - nobody escapes it. Puberty is a natural part of growing up and getting older and more mature.

Understanding Puberty 2

Activity

TT Use the information on the previous page, to complete the task below. 1. Match the numbers with the letters to create eleven sentences. Write your answers in the last column using the corresponding letters. Note: There are two sentences that provide new and additional information. Highlight these sentences. A. can happen unexpectedly.

1. =

2. Breast development …

B. is a sign you can become a mother.

2. =

3. Erections in boys …

C. are hormones that cause changes throughout puberty.

3. =

4. Testosterone and oestrogen …

D. egg to make a baby.

5. Ejaculation during sleep is called …

E. is often the first sign of puberty for girls.

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4. = 5. =

F. to everyone. Nobody © ReadyEdit.Publ i cat i ons6. = escapes •f or evi ew ur p sesonl y• Menstruation …r G. isp caused by o hormones. 7. =

6. Pimples are …

8. Moodiness …

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9. Boys usually start puberty …

H. become deeper. I. a wet dream.

8. =

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1. Boys' voices …

. te o c 11. Puberty happens … J. later than girls. . che e r o r st super 10. A sperm joins with an …

K. caused when oil ducts are blocked with bacteria.

9. =

10. = 11.=

2. There are two sentences that provide new and additional information. Write these sentences below.

Sentence 1:____________________________________________________________

_____________________________________________________________________

Sentence 2:____________________________________________________________

_____________________________________________________________________

Understanding Puberty 3

Activity

Everyone goes through puberty. It doesn’t matter who you are, what sports you play, what T.V. shows you watch or what you eat. There is nothing that you can do to stop the process as it is a natural part of growing up and changing into an adult. Some of the changes are the same for boys and girls, while other changes vary between the sexes.

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Changes for girls..

for boys..

Changes for both boys and girls..

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2. After reading the information on the page 9, complete the Venn diagram below.

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o c . che e r o t r Research and identify websites that s s r u e p websites will help students in Years 5 and 6 understand more about puberty. Make a list here.

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Curriculum Link: Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052) Elaborations: Understanding that individuals experience changes associated with puberty at different times, with differing levels of intensity and with different responses. Researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty.

Section 2: Su

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or e st Bo AssessingpHealth Information er o

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T eachers ' N otes

Assessing Health Information

Section 2

Reliable Health Information 1 ANSWERS

Likely To Be Reliable: 4www.michellebridgeseatingtips.com 4www.healthylife.hbf.au 4www.shapeupatbupa.com 4www.healthyactive.gov.au 4www.eatforhealth.gov.au

As an extension, students could find an example of an unreliable website which offers bogus health information. They can show it to the class and say why the website is unreliable as they navigate through it in font of the class. This exercise is to help students to be savvy when carrying out any research on the web.

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Likely To Be Unreliable: 4www.eathabitts/asia/1998.html 4www.thereelfactsonburgers.com 4www.subscribeandsignup4health.com 4www.russiandiets.com

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in sugar and can therefore play a part in dehydrating us. Energy drinks will not give consumers the "fuel" that they need to keep them "going all day and night", we know that drinks high in sugar, give us a short term boost, then can leave us feeling deflated. We know that this drink will not build muscle or stamina, only physical exercise will do this together with a healthy diet. This drink will not "detoxify" our bodies because of its ingredients - water and some natural lemon drinks will only do this. Ginseng and Taurine can be harmful to young people. Consuming large amounts of these ingredients can lead to health problems.

Sharing Health Information

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This exercise should teach students to be cautious about accepting information presented to them in advertisements as right and factual. They need to understand that some advertisements are misleading and that there are official bodies who penalise companies which print misleading advertisements. However, this does not mean that misleading advertisements in Australia do not exist.

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Reliable Health Information 2

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SUGGESTED ANSWERS Energy drinks are definitely not "all" we need to keep us hydrated. We know that water is in fact all we need to keep us feeling hydrated - no other drinks are required - so this claim is misleading. We also know that energy drinks are high

Reliable Health Information 1

Activity

The Internet and other media forms make it easy to access information about healthy habits. The challenge lies in accessing trustworthy and reliable sources of information.

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4www.healthyactive.gov.au 4www.eathabitts/asia/1998.html 4www.eatforhealth.gov.au 4www.thereelfactsonburgers.com 4www.healthylife.hbf.au 4www.shapeupatbupa.com 4www.subscribeandsignup4health.com 4www.russiandiets.com 4www.michellebridgeseatingtips.com

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TT Look at the websites below which provide information about healthy eating.

Sort them to show which ones are likely to be trustworthy and which ones aren't. Things to think about: • Is the website published by, or affiliated with, a credible source such as the Australian Government or a well-known Australian company or person?; • Is the site primarily trying to sell you something rather than give you information?; • Is it from overseas and so may not comply with Australian standards or outdated?; • Does it contain spelling errors?; • Is it written by an individual company who may have vested interests in certain foods?

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Likely To Be Reliable

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TT With a friend pair up and explain your choices.

Extra!

TT Find two reliable local information websites on health topics and list them here:

Curriculum Link: Investigating community resources and strategies to seek help about health, safety and wellbeing (ACPPS053) Elaborations: Researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy. Applying criteria to online information to assess the credibility of the information.

Activity

Reliable Health Information 2

Not all information sources about food and drink are reliable. Some sources can be misleading and therefore cannot be trusted. In the past large food chains in Australia have been accused of, and charged for, false advertising. For example, a large Australian supermarket in 2014 was forced to admit that the claim that its bread was "freshly baked" was in fact inaccurate, as the bread was imported from other countries and had been frozen for long periods of time. More serious, are companies who claim that products have lots of health benefits when they are in fact unhealthy.

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E-Fuel

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TT Look at the online advertisement below. Highlight and make annotations to show why this source seems to be misleading and is not therefore trustworthy. Think about what you know already about energy drinks like the one advertised below.

Good for body and mind.

©R eadto yEdPu bl i c at i o ns All you need make you feel hydrated.

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•f orr evi ew pur posesonl y• Gives you the fuel you need to keep you going all day and night. Builds muscle, increases . te o c stamina and detoxifies. . c e

herWill enhance r o t your s performance. super Contains energy boosting ingredients: B-

Ginseng

Vitamins Taurine

Natural herbal extracts

Treat your body to the fluid it needs. Curriculum Link: Investigating community resources and strategies to seek help about health, safety and wellbeing (ACPPS053) Elaborations: Researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy. Applying criteria to online information to assess the credibility of the information.

Sharing Health Information

Activity

TT Louise lives in Perth. She wants to change her eating habits, but needs help accessing local services that can help her to do this. Do some research to find community resources available to Louise to help her lead a healthier lifestyle. List them on the community noticeboard below.

Community Noticeboard Lisa Grey

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0412 244 447

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Nutritionist 0455 889 546

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TT Below, choose one of the community resources listed above that is available to Louise and create an advertisement for this resource below.

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Curriculum Link: Investigating community resources and strategies to seek help about health, safety and wellbeing (ACPPS053) Elaborations: Researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy. Creating ways to share information about local services young people can access for help, such as a blog, app or advertisement.

Section 3:

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or eBo t s r Drug Awareness e p o

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T eachers ' N otes

Drug Awareness

Section 3 What Are Drugs?

or eBo st r e p ok u S Cigarettes – Some Facts

2) Divide the suggestions into two groups: legal and illegal drugs. Note: some legal drugs may be illegal in particular circumstances, for example, alcohol under the age of 18, cigarettes under the age of 18, etc. Some medicines require a prescription to be legal. Scaffold a discussion with the class to identify these.

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1) Provide students with time to discuss/ write down as many examples as they can of drugs (alcohol; cigarettes; panadol/ similar analgesics; antibiotics/other prescription medicines; illicit drugs (marijuana, speed, ice, etc.); coffee, chocolate). Popcorn these ideas to the board (popcorn involves having students calling out their ideas to be written on the board). Do not edit their suggestions at this stage, but rather discuss the suggestions. They are divided into legal and illegal categories in the next part of the activity and at this time, you may choose to cross some of the suggestions out.

3) Caffeine is a stimulant drug and can help to make a person feel more awake and energetic. However, consuming too much caffeine can cause a person to feel hyperactive, nervous and jumpy. It can also make a person's heart beat faster and can cause headaches and stomach aches. If you consume caffeine regularly, it is possible to become dependent.

This activity can be run as a thumbs upthumbs down activity.

Ask students to complete the task as best they can, with a simple tick if they believe the statement is true and a cross if they believe the statement is incorrect. After they have been provided time to do this, read the statements out loud to the class. Students should respond with a thumbs up if they have answered it as true and thumbs down if they believe the statement to be incorrect. Ask individual students to explain their responses (to increase accountability). Provide the students with the correct answers. If the statement is incorrect, students need to alter the sentence to make it read correct.

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SUGGESTED ANSWER 3) A drug is any chemical that you take that affects the way that your body works; substances that change a person's physical or mental state.

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Caffeine ANSWERS

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1) (Suggested) coffee, Redbull; V; Mother; Coca Cola; tea, etc. 2.) They like the taste; they have become addicted to caffeine; caffeine makes them feel better; caffeine makes them feel more awake; to be social; improves their concentration; consuming caffeine has become a habit.

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ANSWERS

1. The legal age to be allowed to buy cigarettes in Australia is 16. (False) The legal age to purchase cigarettes in Australia is 18. 2. Point of sale advertising is allowed in Australia. (False) Cigarette companies are no longer allowed to advertise their products anywhere, not even where they are sold. 3. Groups such as Healthyway (Quit) provide sponsorship for sporting events to replace advertising revenue

T eachers ' N otes

Drug Awareness

Section 3

• • •

makes the heart work harder and faster; less blood flow to the fingers and toes which over time can lead to gangrene and amputation; increased risk of stroke and heart attack; immune system doesn’t work as well so more prone to infections (such as pneumonia and influenza); bones become weaker; loss of smell and taste; increase risk of blindness; skin becomes wrinkly at an earlier age; susceptible to gum disease; yellow/brown stained teeth; stained fingers; if pregnant, increase risk to the baby of deformities such as cleft palate and cleft lip, SIDS, ear infections and meningococcal disease and lowered birth weight; cancer of mouth, lungs, nose, tongue, and throat.

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4. Cigarettes cause lots of different types of cancer, including lung cancer, cancer to the lips and throat. (True) 5. Passive smoking is when you only smoke occasionally, not on a daily basis. (False) Passive smoking refers to breathing in second hand smoke. This occurs when you are standing close to a person smoking.

• • • • • • • • •

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from cigarette companies. (True) Taking away the advertising money paid by cigarette companies to sporting events, put such events at great financial risk. Funds from cigarette taxes are channelled through Healthyway to provide financial support to certain sporting and entertainment events. These partnerships also provide Healthyway with an avenue to promote the anti-smoking message.

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7. Smoking kills more people in Australia than all the people killed by alcohol, other drugs, murder, suicide, road crashes, rail crashes, air crashes, poisoning, drowning, fires, falls, lightning, electrocution, snakes, spiders and sharks. (True)

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ANSWERS

1) (Suggested) aspirin, codeine (in combination products), ibuprofen, paracetamol or more specifically Panadol, Neurofen, Disprin, and Panadeine.

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8. Tobacco is the addictive part in cigarettes. (False) Nicotine is the addictive drug in cigarettes. EXTRA!

Analgesics

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Possible responses for this activity: • reduced lung function (trouble breathing, may be noticed more when exercising); • lung damage; • sore throat; • damage to blood vessels (veins and arteries);

2) To reduce or eliminate headaches, muscle aches and pains, fever/ temperature, migraines. 3) It is very important that analgesics are used in strict compliance with the instructions on the packet or as instructed by a doctor.

T eachers ' N otes

Drug Awareness

Section 3 Useful Websites Websites on caffeine: 4www.dao.health.wa.gov. au/DesktopModules/ Bring2mind/DMX/Download. aspx?EntryId=345&Command=Core_ Download&PortalId=0&TabId=211

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Caffeine and kids 4http://kidshealth.org/kid/stay_healthy/ food/caffeine.html Cigarettes

This site is a very good resource with age appropriate learning games and activities and factual resources for school age students. You will find a range of extension learning activities here 4www.oxygen.org.au/hardfacts/ smokinginaustralia

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4www.betterhealth.vic.gov.au/bhcv2/ bhcarticles.nsf/pages/Caffeine

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4www.betterhealth.vic.gov.au/bhcv2/ bhcarticles.nsf/pages/Smoking_effects_on_ your_body For further information and educational games on cigarettes, you can visit 4http:// www.oxygen.org.au/

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What Are Drugs?

Activity

or eBo st r e p ok Drugs u S

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1. As a class, brainstorm types of drugs and record responses in the thought bubble.

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2. Divide this list into two categories: legal and illegal drugs. Some drugs may be legal and illegal in different circumstances; these should be placed in the middle column.

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3. What is a drug? As a class discuss this and develop a definition of the word "drug". Write your definition here. _______________________________________________________ _______________________________________________________ _______________________________________________________ Curriculum Link: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) Elaboration: Scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol.

Caffeine

Activity

TT Read the information then complete the questions.

Did you know that caffeine is classified as a drug? Caffeine is typically found in a range of beverages (drinks), but is also found in chocolate.

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Caffeine is not a nutrient like calcium and fibre. This means that we don’t need to consume any caffeine to be healthy. Because consuming too much caffeine can have bad effects on our health, it is recommended that 500 grams per day or up to five cups of coffee, should not be exceeded for adults.

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Recommendations for the intake of caffeine for adults and children:

It is recommended that children do not consume caffeine, as the effects on children are more serious than they are for adults.

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o c . _________________________________________________________________________ che e r o twords to complete the Think about how caffeine affects the body. Use the bolded r s s r u e p paragraph.

2. Why do people consume caffeine?_ ___________________________________________ 3.

stimulant faster stomach dependant awake too much Caffeine is a ___________ drug and can help to make a person feel more ________________ and energetic. However, consuming _______________ caffeine can cause a person to feel hyperactive, nervous and jumpy. It can also make a person's heart beat ______________ and can cause headaches and __________________ aches. If you consume caffeine regularly, it is possible to become __________________.

Curriculum Link: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) Elaboration: Scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol.

Cigarettes – Some Facts

Activity

TT Consider each of the following statements. Place a tick next to the statements that you believe are true, and a cross next to the statements that you believe to be incorrect. 1. The legal age to be allowed to buy cigarettes in Australia is 16.

2. Point of sale advertising is allowed in Australia.

5. Passive smoking is when you only smoke occasionally, not on a daily basis.

6. Smoking can cause emphysema, asthma and blindness.

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4. Cigarettes cause lots of different types of cancer, including lung cancer, cancer to the lips and throat.

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3. Groups such as Healthyway (Quit) provide sponsorship for sporting events to replace advertising revenue from cigarette companies.

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TT In the space below, rewrite the false statements to make them true and correct statements. You may need to do some research.

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_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ TT EXTRA! On the back of this sheet explain how cigarettes can affect your body. You will need to do some research. A good place to start your research is at4www.oxygen.org. au/hardfacts/smokinginaustralia Curriculum Link: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) Elaboration: Scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol.

Analgesics

Activity

TT Read the information then complete the questions. An analgesic is any medicine that is used to provide relief from pain.

Questions

Sometimes people think that taking more analgesics will have a better effect, so instead of taking two pills to help with a headache, they take three or four or even more. This can make a person very sick and may put their health at serious risk.

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Some people have tried mixing analgesics with other prescription medications or with other drugs such as alcohol. If this happens, it is not possible to predict how the combination of drugs will affect the body and can put the person at risk of serious health problems.

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I have such a bad headache, I'll take a double dose that will fix it.

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1. List some analgesics that you have heard of.

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2. Why do you think people use analgesics?_______________________________________

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3. How can you make sure that you don’t have any problems if you need to use this type of medication?

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Refusing Drugs

Activity

Some people take drugs because they are offered them and feel pressured to say yes. Practising how best to refuse drugs is important; it will make you feel more confident if ever put in this situation. Giving reasons why you do not want to take drugs offered, helps to make you appear firm in your response and not able to be easily influenced. TT In the speech bubbles below, script refusing drugs and offer reasons why you do not want to take the specified drugs.

Want one? One won't hurt.

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Do you want a cup of coffee? It might help you to stay awake and finish your homework?

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or eBo t s r Say NO to Cigarettes e p ok u S

o c . che e r o r st su ptoer Say NO Analgesics

These painkillers will take away your shoulder pain.

Section 4:

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or eBo st r Food Labels e p o

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Food Labels

Section 4 Understanding Food Labels 1

To make accurate comparisons between foods, compare the per 100 columns as serve sizes vary between products.

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ANSWERS 1) Wheat Crackers 2) Wheat Crackers =1533kJ per 100g; Sweet Biscuits =1798kJ per 100g 3) Wheat Crackers = 3 crackers; Sweet Biscuits = 2 biscuits 4) Wheat Crackers = 30 5) Sweet Biscuits =16 6) Wheat Crackers because they do not contain as much sodium as the Sweet Biscuits. 7) Salt 8) Flour (although Wheat Crackers lists this as wheat flour) & sugar. 9) Wheat Crackers as these have lower unhealthy content including sugar, saturated fats and sodium, as well as a higher amount of fibre.

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4www.eatforhealth.gov.au/eating-well/ how-understand-food-labels

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This site provides simple explanations to understanding food labels. Although New Zealand based, it closely resembles Australia’s labelling requirements. 4http://liveto100.everybody.co.nz/ nutrition/beginners-guide-to-food-labels

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Useful Websites

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Information Page

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

Food Labels

By law, all food packaging must contain certain information about the nutritional value and content of food. All ingredients must be listed on food packaging and listed in order of quantity - so listed first is the ingredients which make up the greatest part of the product.

Sugars: Sugars are a form of carbohydrate. It is ok to have a small amount of sugar in your diet. Lower sugar options are healthier.

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Fibre: Fibre content in food is good and helps the body to maintain health. It is better to choose foods with a higher fibre content. Sodium: This is another word for salt. Foods with high salt content can contribute to increasing the risk of heart disease and high blood pressure. Foods with a low salt content are healthier food choices.

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This information can be useful for a number of reasons. People with allergies can check the labels to make sure that they don’t eat food that they are allergic to. It also enables people to check for the content of certain ingredients, which they may wish to include or exclude from their diet. Additionally, it is possible to compare the labels of different foods, to check if one is healthier than another. To be able to make an accurate comparison, it is important to compare the columns that list nutritional content per 100 grams. There are columns for serving size, but these vary between products.

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adequate exercise. Unused carbohydrates will be stored in the body as fat.

Ingredients: This section refers to all

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Energy: Energy is measured in kilojoules (kj) or calories (kcal). This is a way of informing you how much energy a certain food can give you. If you consume more energy than you use through daily activity, this energy will be stored as fat.

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Let’s consider the nutrition information panel:

good place to check if the food contains any nasty preservatives or artificial additives. Golden Munchies - your favourite breakfast cereal Nutrition Information Servings per package: 15

Serving size: 30g

o c . che e r o Fat: While our bodies need some fat,r too st super much fat (especially saturated fat) can cause health problems including high cholesterol and heart disease. Foods with more than 10% fat (10 grams per 100 grams) are not generally considered to be healthy food choices.

Carbohydrate: Carbohydrate is a nutrient that provides the body with energy. We need carbohydrates in our diet, but need to ensure that this intake is balanced with 28

Energy

Protein Fat - Saturated - Carbohydrate - Sugars Dietary Fibre Sodium Iron Folate Ingredients

Per serve Per 100g 500KJ 1670KJ 119kcal 379kcal 2.2g 7.4g 0.6g 1.8g 0.3g 0.9g 26g 87g 4.2g 14g 2.1g 7g 117mg 390mg 3mg 10mg 50g 167g wheatmeal, rice flour, maize flour, sugar, sultanas, skim milk powder, salt, sodium bicarbonate, iron, folate, turmeric

Curriculum Link: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) Elaboration: Comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals.

Understanding Food Labels 1

Activity

TT Drawing on what you have learned from the information on the previous page, answer the questions below based on the two food labels. Wheat Crackers Nutrition Information Servings per package: 10 Serving size: 3 crackers

Energy

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Per serve Per 100g 333KJ 1533KJ 95kcal 438kcal 3.5g 16g 0.2g 1.0g 8.8g 40.7g 1.1g 5.1g 3.0g 13.7g 2.2g 10.3g 53mg 240mg wheat flour, vegetable oil, salt, poppy seeds, sugar, garlic, pepper

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Fat - Saturated Carbohydrate - Sugars Protein Dietary Fibre Sodium Ingredients

Per serve 720KJ

Per 100g 1798KJ

34.6g 13g 2.6g 7.5g 23.1g 67.9g 12.6g 36.1g 2.4g 8.8g 0.6g 1.7g 105mg 300mg flour, sugar, butter, coconut, flavour

Questions 1.

Servings per package: 8 Serving size: 2 biscuits

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Fat - Saturated Carbohydrate - Sugars Protein Dietary Fibre Sodium Ingredients

Sweet Biscuits Nutrition Information

2. How much energy does each product have? Express this in kj per 100 grams.

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3. How many biscuits/crackers in a single serving for each product?_ __________________ _________________________________________________________________________

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4. How many biscuits in a packet of Wheat Crackers?________________________________

o c . che e r _________________________________________________________________________ o r st super What is sodium?_ __________________________________________________________

5. How many biscuits in a packet of Sweet Biscuits?_________________________________ 6. In terms of sodium, which product do you think is the healthiest choice and why? 7.

8. Do these products have any of the same ingredients and if so, which one/s?

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9. Overall, which of the two products do you think is the healthiest? Explain your answer in detail with reference to the nutritional information provided.

_________________________________________________________________________

_________________________________________________________________________ Curriculum Link: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) Elaboration: Comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals.

Understanding Food Labels 2

Activity

TT Find two food labels for a similar product. Paste them below, then complete the questions.

Food Label 2

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Food Label 1

Questions

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1. Which product do you think is the healthiest? Give reasons for your choice. Think about sodium, fat and sugar content, etc. _________________________________________________________________________

o c . che e ingredients? r o Do any of the products contain, inr your opinion, unnecessary unhealthy st super Please specify.

_________________________________________________________________________ _________________________________________________________________________

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3. Choose one ingredient from each product that could be substituted with a healthier ingredient without compromising the flavour of the products too much.

_________________________________________________________________________

Section 5:

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

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T eachers ' N otes

Good Relationships

Section 5 Friendship Is A Relationship

r o eBo st r Conflict And Friendships 1and 2 e p ok u S

Friendships Change 1

Discuss with students the nature of evolving friendships. Note that some people remain your friends for many years, while others may only be in your friendship circle for a short time. All of this is normal.

While there are no definitively right and wrong ways of dealing with conflict within friendships and friendship groups, some ways are better than others. Ask students to brainstorm multiple answers for each of the scenarios. Class members should be encouraged to share and discuss their answers – this will provide students with a range of positive and negative options for dealing with sticky situations. Of course, positive options should be encouraged as preferable solutions.

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Encourage students to consider positive and negative aspects of friendship within the context of the importance of friendships. Discuss the significance of working on friendships and develop an understanding that it is unrealistic to expect friends to be perfect all of the time. Also, consider fostering the idea that friendships are about giving as well as receiving.

the boy is congratulating his friend on receiving a badge at scouts. Friends should congratulate each other when they have done well and say positive things. There is no need to make a new friend.

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Friendships Change 2

ANSWERS 1) This is not a good friendship because the boy's friend is pressurising him to smoke. This is an unhealthy and harmful habit and it is not in the boy's best interests. It is definitely time to make a new friend. 2) This is a good friendship because the boy is trying to comfort his friend and calm and reassure her. There is no need to make a new friend. 3) This is a good friendship because

Identifying and acknowledging different feelings during such times is also an important social awareness skill. Understanding that different people will have different reactions and feelings to situations should be highlighted as normal.

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example, enable us to keep in touch with friends and family who do not live nearby and help us to maintain bonds with friends. However, it is significant to note that doing things together seems to be the key for maintaining many friendships.

Dealing With Bullying 2

ANSWERS 1) No, this is not bullying. It is OK to turn down an invitation. 2) Sarah is definitely bullying Eve. She is making a threat and it is happening repeatedly. 3) No this is not clearly bullying. It seems that Adam’s bump was accidental. If it was happening repeatedly and with intention, then this would be bullying. 4) No, this is not bullying. If the children

T eachers ' N otes

Section 5

Good Relationships

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made a conscious decision not to talk to Simon that day and the next day, etc. it would be bullying. 5) Michael is definitely bullying Jeremy. This is happening repeatedly and with intention. It is being done to make Jeremy feel upset and unsafe.

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Activity

Friendship Is A Relationship

A life without friendship would be very lonely. We need friends to provide us comfort when we are sad and to share happy moments and experiences with. Good friendships help us to make boring days interesting and provide us with opportunities to feel good by being kind and friendly to others. TT Think about your friendships and complete the following sentences.

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1. A good friend is someone who_____________________________________________

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2. My longest friendship is_ _________________________________________________ 3. My friends and I enjoy____________________________________________________

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4. My friends make me feel special when they_ _________________________________

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5. If a friend lets me down I__________________________________________________

6. I can be a good friend to other people by____________________________________ ______________________________________________________________________

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7. I choose my friends______________________________________________________ ______________________________________________________________________

. t e o ______________________________________________________________________ c . che e 9. Sometimes friendship is hard because_______________________________________ r o r st super _________________________________________________________________________ 8. Friendship is important to me because______________________________________

TT On the back of this sheet, write about the importance of friendship. Some points to consider: Why are your friends important to you? How would you feel if you didn’t have any friends? How do you chose your friends? 34

Curriculum Link: Practise skills to establish and manage relationships (ACPPS055) Elaboration: Assessing the impact of different relationships on personal health and wellbeing.

Friendships Change 1

Activity

As time passes, your friends are likely to change. Let's look at some of the reasons why this happens: • you might join a new club; • you might move school; • you might develop different interests to your current friends and make new friends that share your new interests.

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TT Complete the Friend Analysis below.

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Think about the friends that you played with last year. Are these the same friends that you play with this year?

1. Name two friends who you played with last year that you don't play with as much this year. ________________________________________________________________________ 2. Name two new friends that you have made this year.

________________________________________________________________________ ________________________________________________________________________

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4. Have you got a friend who has moved away from your area or left your school? Do you still keep in contact with this friend? Say how. ________________________________________________________________________

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o c . che e r o ________________________________________________________________________ r st super ________________________________________________________________________ ________________________________________________________________________ 5. If you or a friend moved away, how might you choose to keep in touch with them?

________________________________________________________________________ 6. Why do you think that it is often harder to maintain a close friendship with someone who lives a distance away? (Maybe you disagree with this?) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Curriculum Link: Practise skills to establish and manage relationships (ACPPS055) Elaboration: Exploring reasons why relationships may change, such as starting a new school, changing priorities or interests, family break-up, or joining a new sports team.

Friendships Change 2

Activity

Sometimes friends change and don't make you feel good anymore. This is when it is time to make new friends. If people bully or pressure you or make you feel sad, they are not good friends. Do not make friends with people who make you feel sad or bad about yourself. If your friends make you feel good about yourself, are helpful and make you smile, they are worth holding on to.

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____________________________________ TT Why/Why not?

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TT Is this a good friendship?

____________________________________ ____________________________________ TT Is it time to make a new friend?

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Oh no we've missed the bus! Don't worry. We'll walk together and I'll explain why we're late when we get there.

TT Why/Why not?

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____________________________________ ____________________________________ ____________________________________ TT Is it time to make a new friend?

o c . che e r o t friendship? r s suTp Te Is this a good r

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____________________________________ TT Why/Why not? ____________________________________ ____________________________________ ____________________________________ TT Is it time to make a new friend? ____________________________________

Curriculum Link: Practise skills to establish and manage relationships (ACPPS055) Elaboration: Exploring reasons why relationships may change, such as starting a new school, changing priorities or interests, family break-up, or joining a new sports team.

Conflict And Friendships 1

Activity

Sometimes your friends don’t always behave in a way that you agree with, this means that maintaining friendships can be challenging. It is important to realise that these challenges are a part of life. While you don’t get to choose how other people behave, you can choose how you deal with challenging friendships. TT Consider the following two scenarios and answer the same three questions for each.

or eBo st r e pare fighting ok u Two friends of yours SThey demand that with each other. you choose between them. You don’t want to lose either of them. How would this make you feel?

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Scenario 1

________________________________________________________________________ What is a positive way to deal with this situation?

© ReadyEdPubl i cat i ons ________________________________________________________________________ f orr ev i ew r posesonl y• What is• a harmful way to deal with p thisu situation? ________________________________________________________________________

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Scenario 2

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Your friend starts acting in ways that you think are wrong (maybe using drugs, stealing, bullying or being rude).

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o c . che e r o t r s s r u e p How would this make you feel?

________________________________________________________________________ What is a positive way to deal with this situation? ________________________________________________________________________ ________________________________________________________________________ What is a harmful way to deal with this situation? ________________________________________________________________________ ________________________________________________________________________ Curriculum Link: Practise skills to establish and manage relationships (ACPPS055) Elaboration: Proposing strategies for managing the changing nature of relationships, including dealing with bullying and harassment and building new friendships.

Conflict And Friendships 2

Activity

Sometimes friends don’t always behave in a way that you agree with, this means that maintaining friendships can be challenging. It is important to realise that these challenges are a part of life. While you don’t get to choose how other people behave, you can choose how you deal with challenging friendships.

or eBo st r e p ok Your friend invites u you to go to the movies, but calls S back an hour later to

TT Consider the following two scenarios and answer the same three questions for each.

cancel. You find out that your friend went to the movies with someone else. How would this make you feel?

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Scenario 1

________________________________________________________________________ What is a positive way to deal with this situation?

© ReadyEdPubl i cat i ons ________________________________________________________________________ f or e vi e wthisp ur posesonl y• What is a • harmful wayr to deal with situation? ________________________________________________________________________

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Scenario 2

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o c . che e r o r st super How would this make you feel?

Curriculum Link: Practise skills to establish and manage relationships (ACPPS055) Elaboration: Proposing strategies for managing the changing nature of relationships, including dealing with bullying and harassment and building new friendships.

Dealing With Bullying 1

Activity

TT Read the information then complete the task. What is bullying? When someone keeps picking on you again and again to make you feel bad. When a person says mean things to you over and over. When a person physically hurts you. When a person tries to control who you are friends with.

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If these things are being done repeatedly and with the intention of causing physical or emotional harm, then they are classified as bullying.

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Why do people bully? To look cool or tough. To get attention. To make onlookers laugh in an attempt to be funny. To put others down to make themselves feel better because they feel insecure about themselves. They don’t know how to get along with others.

TT One way to deal with a friend who has begun to bully you, is to make a new friend. Bullies do not make good friends. In the space below write three things that you can do to build new friendships.

______________________________

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______________________________ ______________________________

o c . ______________________________ ______________________________ che e r o r ______________________________ ______________________________ st super ______________________________

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______________________________ ______________________________ ______________________________ ______________________________ ______________________________

Dealing With Bullying 2

Activity

Being bullied is horrible. It makes you feel bad about yourself, erodes your self-confidence, can make you feel unsafe and frightened. It is important for you to understand that bullying is never OK. TT Consider the following scenarios in small groups or with your class. Decide which are examples of bullying. You need to be able to explain and justify your answers.

or eBo t s r e John asks Luke to go top the movies with him but he o says he is already going k Suwith his two friends. Is this an example of bullying?

Scenario 2

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Scenario 1

Sarah and Eve are in the same English class. Sarah pulls Eve aside and asks for her assignment to copy. Sarah says she will report Eve to the teacher for cheating if she doesn’t hand the work over. This is not the first time that Sarah has threatened Eve like this.

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Adam walks past Sophie in the hallway and bumps her. Is this an example of bullying?

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Scenario 3

o c . che e r Simon is new to the school and no-one sits o r st su per with him at lunch time on his first day. Scenario 4

Is this an example of bullying?

Scenario 5 Every time Michael walks past Jeremy, he sniggers and calls him horrible names. Out of school, Michael texts Jeremy nasty messages and phones him throughout the night, but hangs up when he answers. Is this an example of bullying? 40

Section 6: Su

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Emotional Responses

Section 6 Healthy Emotions 1

Discuss with students the balance of the four identified areas of lifestyle, with a view to physical health supporting mental health. Consider the following:

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Exercise helps to relieve/manage stress levels. Adequate sleep helps us to feel refreshed and able to concentrate, whilst inadequate sleep increases a person's level of stress, reduces concentration levels and causes a person to struggle to exercise/participate in sport to the best of his/her ability. A healthy diet provides fuel/nourishment for physical activity and concentration. A poor diet (eg. high in sugar/fats) contributes to depression/lethargy/mood swings and poor concentration. Adequate relaxation improves a person’s mental wellbeing. Encourage the students to come up with these links for themselves. Ask them how they think they may feel if one of the four essential elements is not good/healthy/ balanced. You might want to tell your students that recent Australian studies indicate that up to 85% of primary school students are not meeting nightly sleeping requirements. Here are some facts/points to share with your class: • Younger primary school students require at least nine hours of sleep each night. • The body requires sleep in order to rest the bodily functions so that they can work properly. • Adequate sleep gives us the energy and brain power to last the entire day. • We need sleep to restore the body’s energy levels and keep the systems functioning properly. • We may need more sleep if we have

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had a late night, have done a lot of physical activity, eaten a large meal or are not well. • Lack of sleep may result in grumpiness, clumsiness, the inability to concentrate, hyperactivity, being late. • Relaxation is considered important, by many, to cope with the stresses of modern society. Alternative therapies use methods such as breathing strategies, visualisation and aromatherapy to elicit relaxation. However students can relax just as easily by participating in a favourite leisure activity, walking the dog, reading or listening to music. It is important for students to differentiate between relaxation and sleep. Most students will be sleeping for 8 - 11 hours each night, with possibly less sleep on the weekends if they go out, or more if they sleep in.

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A child who sleeps for 9 hours a night, sleeps: = 63 hours per week; = 3,270 hours per year; = 29,430 hours in 9 years. A child who sleeps for 10 hours a night, sleeps: = 70 hours per week; = 3,640 hours per year; = 32,760 hours in 9 years.

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Suggested Extension • Write a story entitled “The World Without Sleep”. Imagine what would happen if nobody got any sleep. What could go wrong the next day? • Set aside a certain time each week for “relaxation” or use as a reward for a hard-working class. Students could bring in relaxing music, rest on the floor, draw, play quiet games or read a book. The main rule is that students are not to interrupt the relaxation of others.

T eachers ' N otes

Emotional Responses

Section 6 Healthy Emotions 2

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Emotional Responses 1 Child Development theorist Erikson has identified several stages in the social / emotional development of the child. During the primary school years, the child is said to be in the Industry versus Inferiority stage. Here the child learns to master the more formal skills of life such as: relating with peers according to social rules, making the transition from free play to formal learning at school and structured play such as team sports. If a child feels that he/she is successful in academic, physical and/or social settings, then he/she experiences a sense of accomplishment and becomes more industrious. However it is easy for a child to doubt his/her abilities and feel a sense of inferiority in these areas. Depression and anger in primary school students is an issue that has recently gained a lot of media attention and concern among health professionals and educators alike.

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SUGGESTED ANSWERS 1) Grumpy, tired, confused, vague. 2) Lethargic, sleepy, not able to concentrate, full. 3) Lethargic, sleepy, unmotivated. 4) He is likely to get very emotional and it is unlikely that he will see the funny side of the situation and make light of it. He might get angry or being to cry and shout.

frustration, sorrow, pride, vanity, rejection, fear, loneliness, depression, worry, boredom, pity). Pride could be in both groups because it is important to take pride in achievements, but pride can also stand in the way of doing the right thing. Pity (selfpity) may result in feeling sad or negative, but it can also be positive because it may lead to doing something kind for another person. Self-esteem is your opinion of yourself. It is normal for self-esteem to fluctuate, however someone with low self-esteem may be negative most often. Through a conscious effort, it is possible to influence your own level of self-esteem. Having positive self-esteem is important for good mental health. Low self-esteem over a long period of time can lead to stress, anxiety, relationship problems, loneliness and depression. The focus of this activity is to increase students' awareness of what self-esteem is and to increase their understanding of how they can influence their own mental health in a positive way.

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SUGGESTED ANSWERS 2) Like and accept yourself; celebrate your achievements; acknowledge your own strengths; don't be over-critical of yourself; care about yourself; be confident; don't be afraid of trying; avoid negative self-talk; believe people if they give you a compliment and thank them; positive self-talk; don’t compare yourself to others; look forward to things; stop worrying; have fun; exercise; eat a healthy diet; get enough sleep; do activities that you enjoy; get help from others.

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Extension Two groups can be separated into “Positive Feelings” (pride, confidence, acceptance, love, respect, loyalty, excitement, sensitivity, affection, relief, sympathy, happiness, pleasure, pity) and “Negative Feelings” (jealousy, hatred, anger, sadness,

T eachers ' N otes

Emotional Responses

Section 6 Emotional Responses 2

Accept that change is a part of living - some people don’t like change and want things to stay the way they are. This is not a realistic expectation and being able to adapt to change is an important life skill. Nurture a positive view of yourself learn to like and accept yourself. Maintain a hopeful outlook - some people only expect the worse, don't be one of these people. Make connections - recognise that friendships are important and that they help us to feel good about ourselves. Look for opportunities - what can you do to make your life more interesting and happy? We need to be open to, and look for, opportunities that add value and happiness to our lives. Move towards your goal - goal setting is an important life skill and it has been proven that successful people set goals, review goals and work towards goals. Keep things in perspective - too often, people make a big deal about little things or conversely, may not acknowledge significant events when they should. Mental health can be supported by keeping a good perspective. Take decisive actions - often, people put off making decisions or don’t follow through on decisions, this type of procrastination can detract from people’s levels of resilience. Successful people are very good at making decisions and acting on them.

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1) Low self-esteem. 2) Because they are making a very poor decision - to smoke. They are also choosing to mix with others who have low self-esteem. 3) They would have a poor relationship with other members of their peer group who do not smoke.

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ANSWERS 1) Low self-esteem. 2) Because he is jealous of his new baby sibling. He is not happy that his parents and other relatives are excited by the new arrival. 3) It is causing a rift between himself and his family members, because he is not sharing this happy time and celebrating with them. It is isolating him from the family. 4) If this boy had high self-esteem, he would be happy that his parents and family members were happy and see the baby's new arrival in a positive way.

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Emotional Responses 3

Resiliency or having the ability to “bounce back “is a skill that can be consciously developed and improved and helps to foster good mental health. Links have been made between resilience and success. This activity can be done as an individual activity and then brought together for class discussion via the sharing of ideas. Some ways to improve resiliency are identified below: • Take care of yourself - we need to look after ourselves physically and emotionally, ensuring a good balance of the four lifestyle factors (diet, sleep, exercise and relaxation). These help us to be more resilient.

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Netiquette

Discuss the rules with your class to ensure that they have a good understanding of them. Can they add to these rules? (These

T eachers ' N otes

Emotional Responses

Section 6

could be used in their posters.) If these rules aren’t followed, then people involved with Internet communications may be offended, misunderstandings are more likely, friendships could break up, people could get a bad impression of them and arguments may be created unnecessarily. Your students may suggest more ideas.

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ANSWERS Treat other people... the way that you would want to be treated. Typing letters in all capitals... makes people think that you are shouting. Keep flaming under control... don’t get into big arguments on the Internet. Remember the human... treat people with respect as you would in person. Look good online... think about what you write before you write it.

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This website contains information about, and related to the Australian Kids' Help Line, as well as information pages for teachers and parents: 4 www.kidshelp.com.au

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Healthy Emotions 1

Activity

TT Read the information, then complete the tasks on this page and the next page.

If we lead a balanced lifestyle, we are more likely to respond to people and situations in positive ways. There are four essential elements that we need for good mental health: enough relaxation, good food, adequate exercise and plenty of sleep.

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It is important that each of these four elements of lifestyle are balanced. If even one of these is not balanced then this can have a detrimental effect on your health and can cause you to react inappropriately to people and damage your relationships.

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TT Complete the following questions. (Your teacher may ask you to draw or write your answers.)

Relaxation:

Food:

What activities do you do to help you to relax?

What are some of your favourite foods?

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Exercise:

Sleep:

What physical activity do you participate in each week?

How many hours of sleep do you get each night?

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TT What do you think you can do to improve the balance of the above four essential elements of lifestyle so that you are more likely to be in control of your emotions?

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Curriculum Link: Examine the influence of emotional responses on behaviour and relationships (ACPPS056) Elaborations: Analysing situations in which emotions can influence decision making, including in peer-group, family and movement situations. Discussing how inappropriate emotional responses impact relationships.

Healthy Emotions 2

Activity

TT Read the information, then complete the questions.

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1. What do you feel like when you haven't had enough sleep?

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Finding a good balance by way of participating in relaxing activities, eating healthy nutritious food, engaging in regular exercise and ensuring that you get a good amount of sleep each night helps to maintain a healthy lifestyle. An imbalance, can contribute to a decline in health and lifestyle problems.

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2. What do you feel like when you have eaten lots of junk food?

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4. A balanced lifestyle helps us to remain calm, think about things clearly and act rationally and appropriately. Study the picture. Imagine that the boy with marked shorts has had a late night and has been eating junk food all day. How is he likely to react to his friend laughing at him?

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Emotional Responses 1

Activity

TT Read the information, then answer the questions on this page and on the next page.

The way that you feel about yourself is called self-esteem. If you feel confident and good about yourself, you have high self-esteem. If you generally feel bad about yourself and have little or no confidence, you have low self-esteem.

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Our emotional responses are linked to our self-esteem. People who have high self-esteem are not only happy in themselves, but are more likely to be happy for others and so are fun to be around, have friends, can be trusted, and care about themselves and others. People with highself-esteem are more likely to make positive decisions and less likely to respond to others in ways that express anger and jealousy. People who have low self-esteem are more likely to make poor decisions, and make friends with people who also have low self-esteem. Most people experience times in their lives when they feel bad about themselves, this is a normal part of life. This is why it is important to learn strategies to think positively about yourself. Thinking positive about yourself means that you will make positive decisions.

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yourself.

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3. What things can you do to get high self-esteem?

Don't expect perfection.

Emotional Responses 2

Activity

TT Use the information on the previous page to help you to complete these tasks.

1. Look at the boy in this picture. Do you think that he has low or high self-esteem? ___________________________________

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2. How do you know this? ___________________________________

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3. How do you think this boy's self-esteem is affecting his relationship with his family? _________________________________________________________________________ _________________________________________________________________________ 4. How might a boy with different self-esteem react to this situation?

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

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1. Look at the children in this picture. Do you think that they have low or high selfesteem?

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o c . che ___________________________________ e r o r st sup er ___________________________________ 2. How do you know this?

___________________________________ 3. How do you think that the children's self-esteem has affected their relationship with other members of their peer group who do not smoke? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Curriculum Link: Examine the influence of emotional responses on behaviour and relationships (ACPPS056) Elaborations: Analysing situations in which emotions can influence decision making, including in peer-group, family and movement situations.

Emotional Responses 3

Activity

TT Read the information, then complete the task.

• Resilience (or resiliency) is an emotional response which helps you to learn from difficulties and bounce back after you have encountered a problem.

I can do it!

• Resilient people have personal strengths, skills and abilities which help to buffer them against stress.

or eBo st r e p ok • Resilient people have high self-esteem, are u S good decisions. confident and make • Resilient people resist negative thinking.

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• Resilient people are usually optimistic and believe that they can find a way to make things work well.

TT Some people just seem to be more resilient than others, but there are things that we can all do to improve our resiliency. Create a poster below to display in the classroom which encourages children to be resilient. Think about these sayings: "Pick yourself up and try again", "If at first you don't succeed, try and try again", "If somebody knocks me down, I get back up".

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Curriculum Link: Examine the influence of emotional responses on behaviour and relationships (ACPPS056) Elaboration: Analysing situations in which emotions can influence decision making, including in peer-group, family and movement situations.

Netiquette

Activity

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Etiquette refers to having good manners. Netiquette (Net = Internet) refers to conducting yourself appropriately, with respect to others and using your best manners while using the Internet. This includes the use of emails, instant messaging (IM) and other online posts. If you do not use the Internet responsibly it could impact your friendships.

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TT There are some general rules that outline what netiquette is about. Draw lines to find out what these rules are.

Keep flaming under control …

the way that you would want to be treated.

Look good online…

makes people think that you are shouting.

treat people with respect as you would in person.

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Treat other people …

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think about what you write before you write it.

Remember the human …

o c . chethe importance of Netiquette e TT Create a poster that highlights and some of the key rules. r o r st super notes!

Curriculum Link: Examine the influence of emotional responses on behaviour and relationships (ACPPS056) Elaboration: Discussing how inappropriate emotional responses impact relationships.

Section 7: p u S

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or eBo The Media st er

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T eachers ' N otes

The Media

Section 7 Copy Cat Behaviour

Health Messages And The Media

While it is OK to consume junk food once in a while, it is important to take responsibility for our own health and not simply follow what other people/our friends are doing, especially if you know that it isn’t the best option for you. We need to be able to make good food choices to support the activities that we enjoy.