AHPES Health - Years 5-6: Part 2 by Teacher Superstore

Title:

Ready-Ed

Health For Years 5-6: Part 2

Acknowledgements i. Cover image: www.istock.com/shironosov 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: 978 186 397 956 6 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 2: Outdoor Activities

Teachers’ Notes 7-12 Healthy Eating 1 13 Healthy Eating 2 14 Food And Energy 15 Eating For Nutrients 1 16 Eating For Nutrients 2 17 Eating For Nutrients 3 18 Eating For Nutrients 4 19 Eating For Nutrients 5 20 Eating For Nutrients 6 21 Facts About Water 22 Water 23 Physical Activity Levels 1 24 Physical Activity Levels 2 25 The Benefits Of Physical Activity 26 How To Measure Fitness 27 Sun-Smart 1 28 Sun-Smart 2 29 Safe Cycling 30 First Aid 1 31 First Aid 2 32 Dialling For Help 1 33 Dialling For Help 2 34 Social Support 1 35 Social Support 2 36 Social Support 3 37

Teachers’ Notes Connect With The Community 1 Connect With The Community 2 Natural And Built Environments Natural Environments

Section 3: Diversity

Teachers' Notes Discrimination Cultural Appreciation 1 Cultural Appreciation 2 Living In A Multicultural Society 1 Living In A Multicultural Society 2

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or eBo st r Section 1: e ok Preventative Health Forp u Safety And Wellbeing S

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Teachers’ Notes Health For Years 5-6: Part 2 covers one main area of the Australian Health And Physical Education curriculum: • contributing to healthy and active communities. 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 1 and Phys Ed For Years 5-6.

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Health For Years 5-6: Part 1 addresses the focus areas of:

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Phys Ed For Years 5-6 addresses the focus areas of: • moving our bodies; • learning through movement; and • understanding movement.

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• being healthy, safe and active; and • communicating and interacting for health and wellbeing.

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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teacher. These notes are intended to supplement teachers' knowledge of the content of each activity page 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 each page, the content description(s) and elaboration(s) which creferenced. e r each activity addresses areh It is hoped that this book will help your er o t s suphealth er students to enjoy their journey of becoming literate.

National Curriculum Links Contributing To Healthy And Active Communities

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Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) • investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health • proposing and implementing actions and protective behaviours that promote safe participation in physical activities • understanding the importance of social support and a sense of belonging in promoting mental health and wellbeing Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (ACPPS059) • exploring ways in which people can connect with other members of their community through participating in physical activities in natural settings and built environments • discussing how a connection to the local community, environment or special places can influence personal and community health and wellbeing • discussing how access to natural and built environments can help or hinder participation in physical activities

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Investigate and reflect on how valuing diversity positively influences the wellbeing of the community (ACPPS060) • exploring initiatives sporting and community groups use to counter discrimination and support the wellbeing of their communities • proposing strategies to help others understand points of view that differ from their own and to encourage further discussion about individual and cultural similarities and differences in order to tackle racism • exploring and celebrating how cultures differ in behaviours, beliefs and values

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Section 1: S

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Preventative Health For or eBo st r e ok Safety upAnd Wellbeing

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T eachers ' N otes

Preventative Health For Safety And Wellbeing

Section 1 Healthy Eating 1

Discuss The Australian Guide To Healthy Eating with the class. Note that it is important for students to know how to use the Healthy Eating Plate as a tool to guide healthy eating choices. Foods in the larger sections are foods that should be eaten most often. Those in the smaller sections of the Healthy Eating Plate, should be eaten in moderation. The foods that should be eaten the least, are identified below and outside the Healthy Eating Plate, as they are not essential. The exception here is water, which has its own note, stating that this should be consumed regularly.

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Write two headings on the board: “Healthy Foods” and “Unhealthy Foods”. Ask your class to form two lines before the whiteboard. Allocate an allotted time, e.g. three minutes, for each group to write as many foods under the respective headings. This should be run as a relay style race, with the marker as the baton. When one person writes down a food, he/she passes the marker to the next person in line and walks to the back of the line. Each student should approach the board at least once and possibly twice in the allotted time. Students should be encouraged to talk to help generate more ideas. At the end of the allocated time, responses should be counted and a winning team determined, (make sure there are no double ups in the same column).

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Before completing the activity sheet, ask students to discuss this question, “What is a poor diet and what health problems might people develop because of a poor diet?” (Diet should be identified as food consumed as opposed to “going on a diet”.) This discussion provides the teacher with some understanding of students' prior knowledge and encourages students to extend this knowledge and understanding through discussion. Write students' ideas on the board. Some suggestions might be: acne, fatigue/lack of energy, obesity, growth problems, being underweight, type II diabetes, getting sick, can’t concentrate, etc.

but can it be argued that their “Healthy Options” menu is healthy? Encourage students to consider and discuss these discrepancies.

© ReadyEdPu bl i c at i o s Healthy Eating 2n This activity will help students to evaluate •f orr evi ew pur p se so nl y ando take charge of their own• eating habits. ANSWERS fat, overweight, wrong, tired, exercise, concentrate, unfit, foods, energy, types, complete, participate

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Food And Energy

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When the time is up, the responses on the board should be discussed as a whole class. Are there foods that have been included in the wrong column or that appear in both columns? For example, chocolate is typically considered to be an unhealthy food, but a small amount of dark chocolate is considered healthy. Students often list McDonalds as an unhealthy food option,

Eating For Nutrients 4

ANSWERS 1.) Obesity, acne/skin problems, fatigue/ lack of energy, general illness/reduced immunity, altered moods, growth problems in young people, weak fingernails and brittle hair, inability to concentrate. 4.) Milk = high in calcium and good fats. Carrots = high in fibre, vitamins and minerals. Contain less sugar than fruits. Apples = contain a good level of fibre, vitamins and minerals. Potato chips = no nutritional value. Bread = high in carbohydrates. Wholemeal breads are also high in fibre. Red meats = high in protein. 7

T eachers ' N otes

Preventative Health For Safety And Wellbeing

Section 1 Eating For Nutrients 5

lifestyle disease; it can be prevented and cured through healthy lifestyle choices.

ANSWERS

Functions

Source (food groups)

Calcium

Maintains healthy bones and teeth

Dairy products, sardines and salmon

Protein

Growth, healing, maintenance of body tissues

Meats, fish, eggs

Carbohydrates

Energy

Cereals, pasta, potatoes

Fibre

Helps food to move through the digestive system

Cereals and grains, fruit and vegetables

Fats

Energy, helps to form new cells, helps to deliver vitamins through the body

Oils, meats and fish, whole milk dairy products

Vitamins and minerals

General health and wellbeing (can get sick without them)

Fruit and vegetables

Using the three risk factors as guidelines, ask students to come up with lifestyle strategies to prevent diabetes type II.

Water r o eBo t s r e p ok u S Answers

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Nutrients

© ReadyEdPubl i cat i ons Other relevant background information: In 2008, the Australian Government Physical Activity Levels 1 and • f o r r evi ew pu r pos eso nl y •2 identified that 4% of the population aged

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between 20-70 were diagnosed with diabetes type II. This figure only represents half of the true estimation for the disease as it is believed that many people are not diagnosed. These numbers have increased considerably since these studies. As of June 2012, there were around 31,000 people aged between 10-39 who were diagnosed with type II diabetes; this is 0.3% of the population in this age group.

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Of these, approximately 2,200 were aged between 10-24 years. The rate or diagnosis of diabetes type II in young people has almost tripled over the last 10 years You can extend this activity by encouraging discussion - possibly ask students if they know anyone who has this disease as this makes it more relevant to their own lives. It is important that students understand that this illness is a

Government recommendations for daily activity have increased to one hour per day for children. This is a result of increased involvement in sedentary activities and changes in lifestyle that deduct from opportunities to partake in physical activity; and a dramatic increase in childhood obesity and childhood occurrence of lifestyle diseases, such as diabetes type II. Activities that need to be partaken in on a daily basis, are low impact aerobic activities, including walking and bike riding. Students can include watching TV, playing console games and spending time on the computer, in their activity lists as well as physical activity. This will help them to see their overall involvement in a range of activities and see how much time is divided between those activities that are physically active and sedentary. When critiquing their activities, they should be encouraged to reduce their sedentary

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Eating For Nutrients 6

T eachers ' N otes

Preventative Health For Safety And Wellbeing

Section 1

activities and increase physical activities where appropriate.

The Benefits Of Physical Activity

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While heart rates are measured in beats per minute (BPM), it is often more convenient to take a pulse for a shorter period of time, say thirty seconds or even fifteen seconds and then multiply this figure by two or four respectively to achieve the full measure. This is particularly significant for accuracy of exercising pulse rates. If someone is exercising and then stops to take their pulse for a full sixty seconds, by the end of the measuring time, their pulse will have slowed, affecting the accuracy of the true working measure.

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ANSWERS 2) Benefits are endless and include: feeling strong, having lots of energy, not feeling tired, being able to concentrate, feeling good and looking good, good mental health and having an even temper. 3) Feeling tired, not being able to keep up with friends during sport, not looking fit, loss of confidence, poor concentration. 4) Could list a range of sports and activities from soccer to gardening. 5) Students should tick: improves fitness; helps you to sweat out toxins; gives you a healthy heart; develops strong bones; helps you to live longer; reduces the risk of some diseases (e.g. diabetes type II); helps to maintain a healthy weight; improves concentration; gives you strong healthy muscles; improves mental health; reduces the risk of cancer; burns energy; improves sleep; improves coordination; helps you to look good. 6) Obesity; diabetes type II; trouble focusing/ concentrating; weak muscles; risk of a heart attack; reduced mental wellbeing; weak/ brittle bones (osteoporosis); increased risk of cancer; reduced life expectancy; reduced levels of coordination.

an unfit person may struggle to achieve a plateau. A fitter person will have his/her pulse return to a resting state quicker than an unfit person. You could see who’s pulse returned to resting state the quickest, as a class comparison.

will change with exercise so that © ReadyEdPBreathing ubl i c a t i on s the lungs and working muscles can get more oxygen. If this does not• happen, then •f orr evi ew pur p o s e s o n l y it will not be possible to continue exercise.

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As exercise demands increase, we would expect to see increases in heart rate and correlating increases in breathing rates. The reverse is true during recovery.

o c . How To Measure Fitness che e r o r st super Often, the pulse in the neck is easier to find. The resting pulse should be taken first, preferably after students have been sitting for at least five minutes. Usually, this activity works best conducted as a whole class activity, getting everybody ready first and counting the pulse silently, while running the clock. During exercise, a fitter person’s pulse will increase initially and then level out, while

ANSWERS Health benefits from the sun : • reduces the risk of depression- so being in the sun helps us to feel happy and positive; • helps us to acquire vitamin D – necessary for our bodies to be able to absorb calcium, which is needed for bone growth and bone strength. This is equally important for adults and children. Possible harm from the sun (typically from prolonged and repeated, unprotected exposure to the sun):

T eachers ' N otes

Preventative Health For Safety And Wellbeing

Section 1 • • •

sunburn and skin damage (this can cause long term skin problems); premature aging of the skin and wrinkles; skin cancer.

NB: If you do not wish to run this as an Internet activity, it is possible to print out the fact sheets/answers from 4www.sunsmart. com.au/about/faqs, maybe as a class set.

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6) Sensible sun protection does not put people at risk of developing vitamin D deficiency.

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ANSWERS 1) Slip on sun protective clothing that covers as much of your body as possible. Slop on SPF 30+ broad spectrum, water resistant sunscreen liberally at least 20 minutes before sun exposure. Re-apply every two hours when outdoors. Slap on a broad-brimmed hat that shades your face, neck and ears. Seek shade. Slide on sunglasses that meet Australian Standards 4www.sunsmart.com.au/about/faqs#q1

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maybe even 5-10 minutes. The U.V. levels are higher during the middle of the day, so these times are best avoided for being outside, or be sure to cover up. Check out the free SunSmart app that allows users to find out if they are getting enough sun to help with vitamin D levels and alerts the user of their daily sun protection needs.

Fact sheets outlining the sun-protection guidelines are available at the following site 4www.sunsmart.com.au/uv-sunprotection

ANSWERS The following points should act as a guide: • slip on sun protective clothing that covers as much of your body as possible. This is more effective at protecting the skin than sunblock. Rashie t-shirts are a good idea for water-based activities; • slop on SPF 30 or higher broad spectrum, water resistant sunscreen liberally at least 20 minutes before sun exposure. Re-apply every two hours when outdoors, especially when in the water; • slap on a broad-brimmed hat that shades your face, neck and ears. Caps are not as effective in providing sun protection. • seek shade- particularly during the high U.V. time of day (11am-3pm); • slide on sunglasses that meet Australian Standards. These will help to protect your eyes from sun damage.

a specialist for further assessment.

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3) A tan does not offer any protection from the sun. In fact, a tan is the first sign that your skin is being damaged. 4) Sunburn is caused by U.V. rays, not by temperature, so if it is a cool day, you can still get sunburned. Also, it is possible for U.V. rays to penetrate through clouds, so it is possible to get sunburned on a cloudy day.

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5) Vitamin D helps to develop and maintain healthy bones, and U.V. radiation from the sun is one of the best sources of vitamin D. While too much sun can lead to skin damage, not getting enough sunlight can lead to a deficiency in vitamin D levels. During winter months in Australia, 2-3 hours of outside time a day is considered to be relatively safe. While in summer, the U.V. levels are higher, so less time is sufficient,

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Safe Cycling

ANSWERS 1) The safest way to cross the road on a bike

T eachers ' N otes

Preventative Health For Safety And Wellbeing

Section 1

5 = 13, 10; scenario 6 = 7, 9, 11; scenario 7 = 7, 12; scenario 8 = 7, 10.

Dialing For Help 1

ANSWERS 1) The police, the fire brigade, an ambulance. 2) These calls are free from any phone service. 3) You do not need credit to be able to call 000. 1. No – you do not need emergency services. 2. No - try to get help from family and friends. If you can't, call the police but not through emergency services. 3. Yes – call 000, you will need an ambulance. The police may also attend but emergency services will organise this if required. 4. Yes – you need the fire brigade to attend to manage the fire before it gets further out of control and threatens property and lives. 5. Yes – you need an ambulance. You should also try to find an adult to help as ambulance officers will not enter the surf to take someone from the surf in such a situation. 6. No – unless you are being directly threatened. You should continue to try to contact your mum or another adult that you know and trust.

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is to: Get off your bike and walk across the road when it is clear of traffic and safe to do so. 2) 1 = T; 2 = T; 3 = T; 4 = F (If you ride a bike, it is considered to be a vehicle on the road and you are required to obey all road rules.) 5 = T; 6 = F (It is important to maintain your bike to ensure it is working well. You should check that the breaks work and that the tyres have good air pressure. The chain should be regularly oiled and cleaned also.) 7 = F (Cyclists must obey the same road rules as cars and can incur the same fines as drivers of cars. This means that you can receive an infringement ticket from a police officer for going through a red light.) Suggested Extension Activity Create road signs, traffic lights, roads, intersections and pedestrian crossings in your classroom or in the school yard, so students can develop an understanding of road usage and be able to practise the correct road rules. Students can wear badges or signs designating their roles (pedestrian, cyclist, driver, etc.) and walk through the setting.

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First Aid 1

First aid is the first help given to someone with an injury or illness. Diagnosing or fixing someone is the responsibility of qualified medical staff/people; this is especially so if the injury or illness is serious. Minor ailments such as a small cut or graze may not require follow-up assessment or treatment, but more serious injuries or illnesses should always be referred to a qualified person such as a doctor.

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First Aid 2

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ANSWERS Scenario 1 = 6, 5, 7; scenario 2 = 2, 4, 5, 7; scenario 3 = 8, 1; scenario 4 = 3, 7; scenario

The first question can be done individually and supplemented with class discussion. For the second task, ensure that numbers are up-to-date and relevant to the students' area. It may also be a good idea to laminate these cards for durability. You could stick a magnetic strip to the back to make them fridge friendly. Suggested numbers:

T eachers ' N otes

Preventative Health For Safety And Wellbeing

Section 1 ---------

Emergency 000 Ambulance Poisons information Health care direct Fire Police Parent’s numbers Close family/friends' numbers

to consider what might happen if they don’t follow these rules. For example – if they accept a friend request from someone who is friends with someone they know, but they haven’t met in person – it is possible that your friend hasn’t met them either – this is how some deviants work their way into young people’s lives.

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Guidelines for a balanced diet 4www.eatforhealth.gov.au/foodessentials/five-food-groups

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If students are struggling to think of five people for their helping hand, make some suggestions for them, consider family members, family friends, school staff, club leaders such as a sports coach or a church leader or a social worker. There may be people available to some students that they haven’t considered. If children think about the people in their lives and have a plan, they are more likely to defer to someone for help if they need it. Students may wish to decorate their hands. They can draw a picture of themselves in the palm of their hands or decorate the palm with words such as “safe” or “happy”, etc.

Dietary guidelines for children and adolescents 4www.eatforhealth.gov.au/foodessentials/how-much-do-we-need-eachday/recommended-number-serveschildren-adolescents-and

ANSWERS 2) The Kids Helpline number is 1800551800. These lines are manned by qualified councillors. 3) Curiosity, in case they need it later; to look for solutions to problems such as bullying; feeling lonely; feeling unsafe; not sure how to deal with pressures of school or family. 4) No, there is a section for parents too. If they are struggling to help their children, they can get advice on this site. 5) We care, we listen.

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Social Support 3

Great resources for additional activities 4www.nourishinteractive.com/nutritioneducation-printables 4www.healthykids.nsw.gov.au/ 4www.healthykids.nsw.gov.au/kidsteens/stats-and-facts-teens/teensnutrition/drinks-for-hydration.aspx) drinks for hydration- web search activity

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Discuss the rules listed to keep children safe on the Internet as a class. Ask students

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Social Support 2

human body 4www.milk.co.uk/page. aspx?intPageID=130 4www.healthdirect.gov.au/healthy-eatin g?gclid=CJOz8tLfgb4CFUp8vQodL0cApQ

Diabetes studies and statistics 4www.aihw.gov.au/publicationdetail/?id=60129546361&tab=2 Healthy eating guidelines educational game 4http://www.eatforhealth.gov.au

Healthy Eating 1

Activity

A healthy diet means eating a balance of the right types of foods. This is essential if you want to maintain a good level of health for your body and mind. TT Study The Australian Guide to Healthy Eating below. Colour the foods that you have eaten today. Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties.

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Vegetables and legumes/beans.

frozen vegetables

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BEETROOT

CHICKPEAS

tofu

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

CHICKPEAS LOW FAT cottage cheese

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Low fat milk

Baked Beans

milk

powder

Use in small amounts.

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Wholegrain Cereal

Drink plenty of water.

PEACHES

mILK

soy milk

Fruit.

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

Only sometimes and in small amounts.

Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health.

Healthy Eating 2

Activity

TT Use The Australian Guide To Healthy Eating on the previous page to help you to complete this page. FOR BREAKFAST

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What did you eat yesterday? List the foods in the boxes on the right.

FOR DINNER

OTHER SNACKS

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Eat In Small Amounts

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Eat Moderately

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TT Organise yesterday’s foods under the correct columns below, then answer the questions.

Eat Most Often

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1. Did you eat a balanced diet yesterday?__________________________________________ 2. What did you have that wasn’t really necessary?_ _________________________________

__________________________________________________________________________

3. What do you need to eat more of?_____________________________________________ 14

__________________________________________________________________________ Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health.

Food And Energy

Activity

The food that you eat provides your body with energy to perform all of the daily activities that you do. It is important that you eat the right types of foods in the recommended amounts to prevent you feeling lethargic and unmotivated.

balanced

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unbalanced

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complete participate types tired wrong fat exercise concentrate energy foods unfit overweight

. te o_____________ ___________. Eating the ___________ types of food can make you feel c . cdoesn’t e and your body will feel like ith have enough energy to _______________ and r e o t r s s r upe ______________. This will result in you becoming ___________. Eating too much of the wrong types of food will cause your body to store this food as ___________. If this keeps happening over weeks and months then you can become

If you want to have enough energy to exercise, you will need to eat larger amounts of healthy __________. This will ensure that your body has enough ____________ coming in, to support the activities that you are doing at school and after school. People who eat the wrong food ________________ are usually overweight and feel too tired to ___________ school work well and ____________ in physical activities, such as: netball, basketball, tennis, golf, hockey, martial arts and swimming. Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health.

Eating For Nutrients 1

Information Page

TT Read the information below and on the following two pages to help you to complete the tasks on pages 19, 20 and 21.

Food Group: Meat

Information fact sheet 1 Nutrition

Foods • red meats • fish and other seafood • poultry

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How The Body Uses These Foods

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These foods are high in protein. Some meats may have lots of fat. Lean (low fat) cuts of meat are best as we only need small amounts of these fats for good health.

How Much And How Often

Protein is essential for growth and healing, as well as the maintenance of body tissues, especially muscle. Fats provide some energy. They also help to form new cells and assist to deliver vitamins throughout the body.

2-3 serves per day. 1 serve = a piece of meat around the size of your fist.

Information fact sheet 2

Food Group: Grains & Cereals

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Nutrition

These foods are particularly high in carbohydrates. A lot of these foods have a high level of fibre.

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Foods • • • •

bread muesli polenta pasta

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• bran flakes/ weet bix • quinoa

o c . che e r o r st super How The Body Uses These Foods How Much And How Often Carbohydrates are used to provide the body with energy. Fibre is essential to help move food through the digestive system.

• rice • couscous • noodles

Special note: While most breakfast cereals contain cereal and grains, some have a high level of sugar and should only be eaten occasionally.

4 serves per day. 1 serve = 1 slice of bread; half a cup of pasta; half a cup of porridge; 2 weet bix.

Eating For Nutrients 2

Information Page

TT Read the information below and on the previous and following page to help you to complete the tasks on pages 19, 20 and 21.

Food Group: Fruit

Information fact sheet 3 Nutrition

Foods • • • • •

bananas apples oranges grapes pears

• dried fruit such as dried apricots • fruit juice • many, many more fruits

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How The Body Uses These Foods

Fibre is important to help keep the digestive system working properly and maintain health. Vitamins and minerals are important for the maintenance of general health and wellbeing.

Special note: Fresh fruit is better than canned fruit, although canned fruit can be useful when certain fruits are out of season. Canned fruit with natural juices are best. Other canned fruit will have higher than normal amounts of sugar.

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These foods contain a good amount of fibre. Fruit juice however, has most of the fibre removed. There are also lots of vitamins and minerals in fruit.

How Much And How Often

2 serves per day. 1 serve = 1 piece of fruit such as a banana or apple; 2 small apricots/kiwi fruit/ plums; 1 cup of canned fruit; half a cup of fruit juice.

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Nutrition

Vegetables have lots of fibre. Vegetables also contain a variety of vitamins and minerals. While vegetable juices contain lots of vitamins and minerals, most of the fibre has been removed. For this reason, whole vegetables are best.

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Foods • • • • •

potatoes carrots beetroot lettuce corn

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Food Group: Vegetables

Information fact sheet 4

• lentils • red kidney beans • many, many more vegetables

o c . che e r o r st super How The Body Uses These Foods How Much And How Often Fibre is very important to maintain the health of the digestive system by making it easier for food to move through the digestive system. Vitamins and minerals are important for the maintenance of general health and wellbeing.

Special note: Fresh vegetables will have the best nutrition content, however, canned and frozen vegetables are also suitable.

5 serves per day. 1 serve = half a potato/sweet potato; half a cup of vegetables such as sweet corn/ carrots/peas. Special note: Vegetables contain less sugar than fruit, so we can eat more serves of vegetables.

Eating For Nutrients 3

Information Page

TT Read the information below and on the previous two pages to help you to complete the tasks on pages 19, 20 and 21.

Food Group: Dairy

Information fact sheet 5 Nutrition

Foods • • • •

milk eggs cheese yoghurt

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How The Body Uses These Foods Calcium is essential to help maintain strong bones and teeth. Fats provide some energy and help to form new cells and assist to deliver vitamins throughout the body.

Special note: The body only needs small amounts of fats for health.

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Dairy foods generally have high levels of calcium. They also contain levels of fats.

How Much And How Often

3 serves per day. 1 serve = 1 cup of milk; 2 slices of cheese; ¾ of a cup of yoghurt.

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Nutrition

While these foods do contain some nutritional value, this is outweighed by a high content of sugar, salt, and fats.

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Food Group: Discretionary Foods

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Information fact sheet 6

• cakes and biscuits • potato chips • hot chips/fries • lollies/sweets • soft drink • chocolate How Much And How Often

o c . che e r o r st super How The Body Uses These Foods If the body consumes too much sugar, salt and fat, this can lead to poor health. Some consequences include: obesity, heart disease and diabetes type II.

0-3 serves per day. Your body does not need any of these foods for good health and it is recommended that they only be eaten occasionally.

Eating For Nutrients 4

Activity

TT Read the fact sheets on the previous three pages to help you to answer the questions. A healthy diet refers to eating a balance of the right types of foods. The Australian Guide to Healthy Eating (page 13) is a tool that helps to guide people to eat well. Eating a healthy diet ensures that our bodies receive the necessary nutrition to keep healthy. Food provides our bodies with essential nutrients which enables us to function at our best. Good nutrition enables our bodies to: grow, concentrate, have the energy to exercise, repair from injury and feel good. The consequences of eating unhealthy foods and becoming nutrient-deficient include a range of diseases such as:

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n type II diabetes

n heart disease

n cancer

Questions

1. What health problems can be caused by a poor diet?

_________________________________________________________________________

2. Define nutrients in your own words. 3.

_________________________________________________________________________

4. What is the nutritious value of the foods below?

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Potato Chips

Carrots

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Examples of nutrients are: calcium, protein, vitamin A, vitamin B, fibre, etc.

Apples

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Red Meats

Eating For Nutrients 5

Activity

The foods that we eat not only provide us with energy, but also provide us with nutrition for our bodies to perform other functions that help to keep us healthy. If we do not include a balance of nutrition in our diets, we can develop health problems and become unwell.

r o e t s BSource r e oo (food groups) Functions p k Su

TT Summarise the fact sheets presented on pages 16, 17 and 18 in table form below.

Calcium

Protein

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Nutrients

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Fibre

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Carbohydrates

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Fats

Vitamins and minerals 20

Eating For Nutrients 6

Activity

TT Using the information below as a guide, together with the fact sheets on pages 16, 17 and 18, write a blog specifying what people can do to make sure that they don’t develop diabetes type II. Your blog can contain headings. If you run out of room, use your workbook or the back of this sheet. Diabetes type II is classified as a lifestyle disease. This means that people with an unhealthy lifestyle are more likely to develop this disease. Interestingly, if someone with diabetes type II changes their lifestyle, this can reverse the effects and they can be cured of the disease.

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In the past, this disease was most common for people over the age of 40. Now, younger people are developing diabetes type II, many of these as teenagers and as young as 10 years of age.

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Diabetes type II can lead to a range of health problems including damage to blood vessels, which can increase the risk of heart problems and strokes. Diabetes type II can also lead to blindness, amputations and kidney failure. Three factors have been identified as causing diabetes type II:

• being overweight; • eating lots of unhealthy foods - especially foods that are high in sugar; • not being physically active.

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P Pin it f Share



The Health Blog

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TOPICS  MORE 

__________________________________________________

. t e o __________________________________________________ c . che e r __________________________________________________ o r st super __________________________________________________

Information Page

Read this information to help you to complete the following activity sheet.

Facts About water Why we need water: Believe it or not, the human body is made up of about 65-75% water. This means that it is important to drink enough water to keep our bodies healthy.

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When we don’t drink enough water: If we do not drink enough water, our bodies can become dehydrated. This means that our bodies start to dry out. The first sign of this is a feeling of thirst. If you feel thirsty this indicates that your body is already dehydrated and it is really important for you to consume some fluids and hydrate your body. If you do not do this, then your body can be placed under stress.

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The best source of fluid: The best source of fluid for our bodies is water. Consuming lots of soft drink, flavoured milk, and fruit juices can mean that we are taking in lots of sugar. This is not good for our bodies. It is important to remember that too much sugar can play a role in health problems such as people putting on weight and can contribute to the development of type II diabetes. However, some people find drinking just water, to be boring and drink different types of fluids. This is OK as long as sugar is consumed in moderation.

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It is recommended that we drink around 6-8 glasses of water per day. If we exercise, then this requirement increases. We may also need to drink more water on hot days to replace the fluids that our bodies lose through sweating.

65-75%

. te o The definition of fluids: c . Fluids are things that wec drink, e he r o such as: water, milk, soft drinks, fruit r st s per juices, tea and coffee. Fluids can also u be found in the foods that we eat. Watermelon for example is made up of around 90% water and many other fruits can help to make up our required fluid intake. On a hot day, it might be nice to suck on an icy-pole, which is made up of mostly water.

Water

Activity

TT After reading the information on the previous page about water, complete the crossword using the clues.

or eBo 3. st r e ok 4.p u S 5.

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o c . cbee e 1. Feeling ____________ canh an early sign of dehydration. r o t rcontain up 2. Soft drinks and flavoured milks cans ae lot r ofs ____________, which can cause health Down

problems.

3. The best source of fluid for our bodies is ______________. 4. Sugar should be consumed in_______________. 6. Drinking enough water helps us to stay______________. Across 5. If you don’t drink enough water, you can become_____________________. 7. When we exercise and on hot days, you need to drink _____________ water. Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health.

Physical Activity Levels 1

Activity

The recommended amount of physical activity for children aged between 5-12 years of age is one hour every day. This does not have to be done in one go, but might be divided into two lots of thirty minutes. TT What activities do you participate in each week? Fill out the table below.

Day

Activity

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Monday

Tuesday

Wednesday

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Friday

Saturday

Sunday

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Thursday

Hours/Minutes

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TT Highlight the activities that you did at school in one colour and the activities that you did outside of school in another. TT Where were most of your activities done – or is there a balance?

_________________________________________________________________________

TT Do you do one hour of physical activity each day?________________________________ 24

Physical Activity Levels 2

Activity

TT Using the table that you created on the previous page, transfer your activities to create your own exercise pyramid below, which shows your weekly participation in physical activity.

Occasionally

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o c . ch e that you 'sometimes' Could you make a change to your daily routine so that anr activity e o tchange the way that you spend r do, could be one that you 'always' do? Maybe you could s s r u e p your lunchtimes and/or recess, or change how you get to and from school?

Questions 1.

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Always

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Sometimes

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_________________________________________________________________________

2. Could you make a change to your daily routine so that an activity that you 'occasionally' do, could be one that you 'sometimes' do? Make the same considerations that you did for the first question.

_________________________________________________________________________

_________________________________________________________________________ Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health.

The Benefits Of Physical Activity

Activity

Fitness is about being in good physical condition and being healthy. Being fit helps to maintain good muscular strength, helps with good flexibility and means that you have more energy. Being fit assists you to look better and feel better. Good fitness can even help with a positive attitude on life and to maintain good moods.

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1. What does fitness look like? In the first box below, draw a picture of someone who looks fit. In the second box, draw a picture of someone who does not look fit.

© ReadyEdPubl i cat i ons __________________________________________________________________________ •problems f orr e vi ewgood pu r po sesonl y• 3. What are some of not having fitness? ______________________________ 2. Why is it good to be fit?_ _____________________________________________________

__________________________________________________________________________ __________________________________________________________________________

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4. What are some examples of physical activity? ____________________________________ 5. Tick which of the following you think are benefits of partaking in physical activity? qimproves fitness qhelps to maintain a healthy weight qhelps you to sweat out toxins qimproves concentration qmakes you feel tired qgives you strong healthy muscles qgives you a healthy heart qimproves mental health qdevelops strong bones qreduces the risk of cancer qmakes you angry and aggressive qburns energy qhelps you to live longer qimproves sleep qmakes you age qimproves coordination qoverworks the heart muscle qhelps you to look good qreduces the risk of some diseases (e.g. diabetes type II)

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6. Consider the correct responses above. Some people do not do enough physical activity. Identify five types of health problems that this could lead to and list these below.

__________________________________________________________________________

How To Measure Fitness

Activity

There are different types of fitness, such as: muscular strength, flexibility, and cardiovascular endurance. Cardiovascular endurance refers to being able to keep running or playing a sport for 20 minutes or even longer and is a very important element of health. We can measure this fitness by taking our pulse. This lets us know how much our heart is working. Often this is referred to as measuring our heart rate. A resting pulse will be between 60 and 100 beats per minute.

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TT To take your pulse, use your pointer finger and your middle finger and place it on the inside of your wrist or on the side of your neck. Use your fingers to feel for a regular pulse in the blood vessel just under the skin.

Record your pulse. My resting pulse is ___________BPM (beats per minute).

TT Let’s see what happens to your pulse when you exercise. With your class, jog on the spot or around an open area if you have one available to you. You will need to stop every minute to take your pulse. Exercising pulse (1 minute) 15 seconds____________ X 4 = _________BPM. Exercising pulse (2 minutes) 15 seconds____________ X 4 =_________BPM. Exercising pulse (3 minutes) 15 seconds____________ X 4 = ________BPM. Recovery pulse (1 minute) 30 seconds____________ X 2 = ________BPM. Recovery pulse (2 minutes) 30 seconds____________ X 2 =________BPM. Recovery pulse (3 minutes) 30 seconds____________ X 2 =________BPM. Recovery pulse (4 minutes) 30 seconds____________ X 2 =________BPM. Recovery pulse (5 minutes) 30 seconds____________ X 2 =________BPM.

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o c . ch e of the activity? r What was your maximum heart rate during the exercise component e o r st super _________________________________________________________________________

Questions 1. 2. 3. 4. 5.

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How long did it take for your heart rate to return to a resting state? _________________________________________________________________________ When you were exercising, how did your breathing change? _________________________________________________________________________ Why do you think your breathing changed during exercise? _________________________________________________________________________ Did you notice any similarities between the changes in your heart rate and breathing during exercise and recovery? _________________________________________________________________________ Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health.

Sun-Smart 1

Activity

TT To participate safely in physical activities at school we must be sun-smart. Getting enough sunlight is important for good health. However, too much sun can be harmful to our health. What do you already know about spending time in the sun?

Possible harm from the sun...

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Health benefits from the sun...

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com.au/about/faqs to find the answers to the questions below.

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1. How can I protect myself from the sun's UV rays when playing outside?

______________________________________________________________________

. te o ______________________________________________________________________ c . che e r 3. Doesn’t a tan help to protect me from the harm of the sun? o t r s s r u e p ______________________________________________________________________ 2. How can I get my skin checked for skin cancer?

4. Can I get sunburnt on cloudy or cool days?

______________________________________________________________________

5. Am I getting enough vitamin D?

______________________________________________________________________

6. If I use too much sun protection, will I become vitamin D deficient? 28

______________________________________________________________________ Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Proposing and implementing actions and protective behaviours that promote safe participation in physical activities.

Sun-Smart 2

Activity

It is great playing with your friends outside in the sun. Spending time in the sun can help to maintain good health. TT In the space below, brainstorm some physical activities that you and your class members enjoy doing in the sun.

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Brainstorm!

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TT In the space below, draw or write what each of these mean.

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slop

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problems for your health. It is recommended that we slip, slop, slap, seek and slide to protect us from harm while in the sun.

slap o c . che e r o r st super seek

slide

Safe Cycling

Activity

Cycling is a great and fun activity and helps you to stay fit and healthy. It is an activity that you can do with your friends and it is a good form of transport that doesn’t require you to depend on your parents all the time, so it gives you independence. But before you cycle anywhere, you need to know the road rules and show that you can ride safely. Let’s see what you know!

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1. Tick the safest ways to cross the road on a bike: (only tick one)

TT give a hand signal to let drivers know that you intend to cross the road;

TT get off your bike and walk across the road when it is clear of traffic and safe to do so; TT just ride across. Bikes have right of way and cars must stop for you.

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TT do a visual check and cross the road if the road is clear;

2. Identify whether the following statements are true or false by writing T (true) or F (false). Statement

T/F

1. By law, you must wear an approved bicycle helmet when riding on a bike.

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2. If you are under the age of 12, you can ride your bike on footpaths.

3. It is safer to ride a bike on a bicycle path than on the road, even for adults.

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4. Bike riders don’t have to obey the same road rules as drivers of cars.

o c . che e r 6. Bikes are fairly simple machines, so don’t require checks or maintenance. o r st super 7. It is OK for cyclists to sneak across a red traffic light if they think it is safe to do so. 5. It is a good idea to wear brightly coloured clothes while bike riding, as this increases your visibility to other drivers.

3. In the space below, rewrite any false statements, so that they are correct.

_________________________________________________________________________

First Aid 1

Activity

If an injury does occur when you are participating in any physical activity, first aid should be administered. Sometimes further medical attention may be needed after first aid has been given.

or eBo st r e p o Examples Of First Aid k u S

1. Helping someone put on a Band-aid or a bandage. 2. Calling “000” (emergency services).

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TT Tick to show what first aid you have administered in the past.

3. Helping an asthmatic to find and use their medication (Ventolin). 4. Performing CPR.

© ReadyEdPubl i cat i ons 6. Assisting someone with an allergic reaction to find their medication (Epi-pen). •f orr evi ew pur posesonl y• 7. Calling an adult for help for a friend who has an injury or is feeling unwell. 5. Staying with an injured person until medical help arrives.

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9. Putting someone in the recovery position. 10. Applying wet cloths to a swollen area.

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8. Applying antiseptic cream to a wound.

. te o 12. Applying pressure to a wound (cold compressors). c . ctoe e r 13. Applying running waterh a burn. o r st super 11. Supplying water to someone who is dehydrated.

TT Write down another way that you have administered first aid to another person, or have received first aid.

_______________________________________________

_______________________________________________ Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Proposing and implementing actions and protective behaviours that promote safe participation in physical activities.

First Aid 2

Activity

TT What type of first aid would you provide for the following scenarios? Place the numbers from the first aid examples on the previous page, into the scenario boxes. Scenario 1: You know that your friend is allergic to nuts and he has started to have a reaction to eating a peanut butter cookie. He is struggling to breathe, his face and lips are swelling and he is getting red welts on his skin.

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Scenario 2: You are at home and find a family member is unconscious on the floor. You cannot wake her up and no-one else is at home with you.

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Scenario 3: You and a friend are playing in the park, your friend falls and grazes his knees.

Scenario 4: You are at a school sports carnival and your friend starts to have breathing problems. You know that she suffers from asthma. Scenario 5: Your friend has spilled hot water on her arm.

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Scenario 8: Your brother has a reaction to a bee sting. TT Create two of your own scenarios here and ask your friend to say what first aid should be given.

. 2 te o Scenario:__________________ Scenario:__________________ c . che e r ________________________ ________________________ o r st s pe r ________________________ u ________________________ 1

________________________

First aid given:

________________________

Extended Activity: Consider some first aid situations and role play them in small groups. 32

Dialling For Help 1

Activity

The emergency phone number in Australia is “000” If you see someone who is seriously injured or in need of urgent medical help, or if you witness an accident, then you should call triple “0”.

Call

000

TT Answer these questions.

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1. What emergency services can you reach by dialling “000”?

________________________________________________ ________________________________________________

3. Do you need credit on your mobile phone to call an emergency number?

________________________________________________

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2. How much does a call to “000” cost?

TT Should I call “000”? (Tick the box if the situation requires a call to “000” and state what emergency service you should request for these situations.

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2. Your friend has climbed a tree to get your ball down, and now she is stuck. It is getting dark. 3. You are playing cricket and the ball accidently rolls onto the road. Your friend runs to retrieve it and a car knocks your friend over. The car drives off.

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accidently got stuck up a tree.

. te o 4. You are kicking the footy on a local field and notice a c . e fire burning in some c bush land nearby, there is no-one r h e o tending to the fire and it seems to be getting bigger. r st s u per 5. You are swimming at the beach and notice that a boy has swam too far out and is getting dumped by the waves. There are no life-guards around.

6. Your mum has not turned up to pick you up from sports training and you can’t reach her by phone. Extended activity: Role play calling “000”. State what service you want (police/fire/ ambulance), talk calmly and speak quietly (don’t yell). Provide details of the emergency, your location and what has happened. Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Proposing and implementing actions and protective behaviours that promote safe participation in physical activities.

Dialling For Help 2

Activity

Imagine that you are playing tag with a group of friends and one of your friends has an asthma attack. What if you cannot find an adult to help you deal with this emergency situation? Would you know how to get help if you couldn’t ask an adult?

or eBo t s r e Brainstorm! p ok u S

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TT Brainstorm some ideas below.

TT Create a card with emergency phone numbers that you can take home and put into your family’s first aid box, or pin on the fridge.

Number:________________

Name:__________________

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Number:________________

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Name:__________________

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Name:__________________

o c . Number:________________ Number:________________ che e r o r st super

Social Support 1

Activity

Wouldn’t it be great if life was always fun and everything ran nice and smoothly all of the time! Unfortunately, this is not reality. Life has ups and downs and everyone experiences hardships, difficulties or sad times. It is important to understand that difficult times do not last forever and that we often need help and support from other people to get through such tough times.

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Create a Helping Hand

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Depending on the situation, you may need a helping hand from someone to protect you from a bully, or advice about how to deal with a difficult situation. Sometimes, just talking to someone can be a big support and help you to feel better. It is important to know who you can go to for support.

TT Draw an outline of your hand. Write the name of a person on each finger (including the thumb), who you trust and would feel comfortable going to if you needed help with a problem.

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Activity

Social Support 2

While friends your age can be great company, it is often best to seek support from an adult that you are comfortable with if you are going through some difficulty or need advice. This is because adults have more life experience and are more likely to be able to give you the right type of practical support or advice.

Kids Helpline

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TT There are other services that you can access for help if you are having a difficult time. The Kids Helpline offers online resources and a phone counselling service. Take a tour of the Kids Helpline website4www.kidshelp.com.au and then answer the following questions.

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Hello, Kids r o e t s B r Helpline. How e o p okcan I help you? u S

1. What are some of the things that you can do on the Kids Helpline site?

_______________________________________________________________________

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2. What is the phone number for the Kids Helpline?

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_______________________________________________________________________

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3. Provide reasons why a person may choose to phone the Kids Helpline number.

4. Is the Kids Helpline only for Kids? How do you know this?

_______________________________________________________________________

5. What is the slogan for the Kids Helpline?

_______________________________________________________________________

Social Support 3

Activity

The Internet is a great tool. It helps us to find out new information, keep us up-to-date with new events and provides us with a fast way of communication with people all over the world. We can use it for gaming, to watch videos and more.

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Some rules to keep you safe:

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However, some people choose not to use the Internet in a caring or appropriate manner. Sometimes people use the Internet without consideration of other people’s wellbeing. This means that you may find material that makes you feel uncomfortable or upset, or maybe someone is being mean or bullying you; or someone you haven’t actually met in person, is trying to find out information about you. It is important that you know that none of these things are OK and seek the right support if something on the Internet upsets you. Tell your parents or a reliable adult if you feel uncomfortable or scared when you are using the Internet;

Don’t respond to nasty messages, save them and report them to an adult;

Only reveal details about yourself to people who you know in real life, not to people who you have only met on the Internet.

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With social media sites like facebook, only accept friend requests from people who you actually know in real life, even if they are friends with one of your other friends.

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Fact Sheets

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Use a nickname for online games and keep your real identity to yourself.

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TT Go to 4www.cybersmart.gov.au/kids. In pairs or small groups, research one of the “get the facts” topics and create a fact sheet in your own words. TT What is cyber-bullying?___________________________________________________

______________________________________________________________________

TT Who should you go to for help if you experience cyber-bullying?

______________________________________________________________________

______________________________________________________________________ Curriculum Link: Investigate the role of preventative health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058) Elaboration: Understanding the importance of social support and a sense of belonging in promoting mental health and wellbeing.

Section 2:

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T eachers ' N otes

Outdoor Activities

Section 2

Connect With The Community 1 and 2

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Today, local governments have a greater focus on urban planning and are increasingly creating community spaces and facilities. Many of these spaces and facilities are free to local residents and may include: open parklands, playgrounds, sporting ovals, recreation centres, swimming areas/pools, outdoor exercise equipment, footpaths, bicycle paths, dog walking areas, BBQs, picnic areas, and public ablutions. Other initiatives may include: community fairs, outdoor cinemas, fetes, festivals, music events or other such activities. These facilities and activities are designed to support residents to lead a healthy lifestyle by encouraging them to be active and to engage in communitybased activities. This in turn promotes and supports a sense of belonging in the community; contributing to good-spirited communities and helping to reduce crime, isolation and boredom.

insects in natural environments and need to be educated about interacting with certain wildlife or they could get bitten some bites can be fatal. Uneven surfaces in natural environments are caused by things such as fallen logs, etc. and this increases children's chances of falling and getting injured. Bushfires are a hazard in natural environments and children need to be taught to report bushfires and remove themselves from any affected areas. Suggested Extension Activity Ask children to create a poster/map of a nature playground idea or they could even develop a model. It may be a good idea to provide students with the opportunity to see other adventure playgrounds for ideas. Why not invite the principal or P&C committee into your class and put forward a proposal to incorporate some of the children’s ideas into some new playground facilities at your school.

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Studies show that playing outdoors in a natural environment helps children to make contact with nature and is a preventative factor for stress and anxiety in children. Understandably, this is seen as a better alternative to finding ways to overcome stress and anxiety. ANSWERS Suggested benefits: gives children an opportunity to appreciate and explore/ investigate nature up close - such as wildflowers and insects; use their imagination; get fresh air; be creative; have an adventure; work together; get dirty/ muddy, etc. Suggested dangers: children could come into contact with dangerous animals/

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Recommendations for physical activity for children 4www.health.gov.au/internet/main/ publishing.nsf/Content/health-pubhlthstrateg-phys-act-guidelines/$File/ Brochures_PAG_5-12yrs.PDF 4www.health.gov.au/internet/main/ publishing.nsf/content/health-pubhlthstrateg-phys-act-guidelines#apa512

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Natural Environments

Useful Websites

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Nature playground example (Kings Park-Perth) 4www.bgpa.wa.gov.au/kings-park/area/ naturescape Nature playgrounds 4http://earthplay.net/

Connect With The Community 1

Activity

Participating in physical activities outside of school can help you to connect with other members of your community and help you to make new friends with people in your area. Examples of community clubs and groups which involve physical activities are: guides, scouts, dancing groups, swimming, football, karate and cricket. TT Choose eight classmates to survey. Complete the table below using your chosen classmates' responses and yourself.

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Name Of Student

or eBo New Friends I st r e Community Area p okHave Made There u S Community Activity

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On the back of this sheet, graph your results. Remember to give your graph a title and label the vertical and horizontal axis. 40

Curriculum Link: Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (ACPPS059) Elaborations: Exploring ways in which people can connect with other members of their community through participating in physical activities in natural settings and built environments. Discussing how a connection to the local community, environment or special places can influence personal and community health and wellbeing.

Connect With The Community 2

Activity

It is important to get involved in community activities because it creates a healthy community. Think about the ways that you get involved in your community to promote a community spirit. TT Write about and draw two special places that you go to in your community and why they are important to you.

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Who do you meet there?_ ___________________ _________________________________________ _________________________________________

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A place in your community where you go:

What do you do there?______________________ _________________________________________ _________________________________________ _________________________________________

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A place in your community where you go:

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Who do you meet there?_ ___________________

_________________________________________ . te _________________________________________ ___________________ o c . che What do you do there?______________________ e r o r st su _________________________________________ per _________________________________________ _________________________________________ How do you feel when you are there? _________________________________________ _________________________________________ _________________________________________ Curriculum Link: Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (ACPPS059) Elaborations: Exploring ways in which people can connect with other members of their community through participating in physical activities in natural settings and built environments. Discussing how a connection to the local community, environment or special places can influence personal and community health and wellbeing.

Activity

Natural And Built Environments

TT Look at each activity. Say where in your community you could do each activity and whether these places are natural or built.

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Natural Built

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Natural Built

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Natural Built

_____________________________

Curriculum Link: Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (ACPPS059) Elaboration: Discussing how access to natural and built environments can help or hinder participation in physical activities.

Natural Environments

Activity

Governments are encouraging children to interact with the natural environment and play outdoors by creating adventure playgrounds. Children who live in the country often have these facilities naturally available to them.

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TT What do you think are the benefits of playing outside in a natural environment? Use the pictures as clues.

____________________________________________________________________________ ____________________________________________________________________________

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

____________________________________________________________________________

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TT What might be the dangers of playing in a natural environment that is not managed by a local council? Use the pictures as clues.

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Curriculum Link: Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (ACPPS059) Elaboration: Discussing how access to natural and built environments can help or hinder participation in physical activities.

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

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Section 3:

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T eachers ' N otes

Diversity

Section 3 Discrimination

Different schools in different regions will vary in the cross-section of students' cultural backgrounds. If these are limited, you may like to adapt this activity by asking students what they know about people from other cultures and countries. The aim of the activity is to increase awareness and develop a fundamental understanding of cultural variation with a focus on acceptance and building positive relationships.

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Discrimination is about being prejudiced against an identified social group of people or against an individual based on a perception that they belong to a certain category or group or exhibit a particular characteristic. Discrimination may happen because a person is afraid or does not understand another person’s situation or because a person has had a bad experience with another person with similar characteristics. Discrimination can include bullying. It is important to highlight that discrimination is unfair and in many instances, discrimination is against the law. Developing an understanding of, and appreciation for, other people’s differences can help to reduce the incidence of discrimination and the subsequent unfair treatment that people may experience. Discuss discrimination with the class to ascertain their level of understanding. It may be suitable to also discuss what discrimination is not. For example, stating that someone is of Asian descent is generally a descriptive term rather than a discriminatory one.

Cultural Appreciation 2

Living In A Multicultural Society 1

1) The little boy is most likely Muslim - a follower of Islam. 2) He is taking off his shoes before he enters the mosque to pray. 3) Generally to keep the mosque clean as it is a special place.

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So often developing children wish to be just like everyone else in an attempt to fit in. It is important that children develop an understanding and acceptance of their own self-worth and individuality. This activity has been developed with this in mind. This activity can be supplemented with a focus on accepting others for who they are; for their similarities and differences. Once students have completed their own family review, ask them to share this information with the class to complete the table on the following page.

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Cultural Appreciation 1

5.Japan, 6.Afghanistan, 7.Australia

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Discrimination

Activity

Discrimination means being excluded or disadvantaged because of your religion, race, gender or culture. Most community sporting clubs or groups will have rules in place to stop the discrimination of its members and support their wellbeing. TT Do some research to find four local community clubs/groups which have specific rules and regulations in place to stop discrimination. Record your findings in table form below.

Rules/Regulations r o e t s Bo r e p ok u S Community/Area

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Club/Group

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Curriculum Link: Investigate and reflect on how valuing diversity positively influences the wellbeing of the community (ACPPS060) Elaboration: Explores initiatives sporting and community groups use to counter discrimination and support the wellbeing of their communities.

Cultural Appreciation 1

Activity

Increasingly, we live in a multi-cultural society. This means that the people who we live near and go to school with, have a heritage from a range of different countries. It is important to have some understanding of different cultures, because this helps us to appreciate each other’s differences and to foster better relationships with our peers.

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My Heritage

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TT Complete the following.

The country I was born in:___________________________________________________ The country/countries my parents were born in:_________________________________ The country/countries my grandparents were born in: ____________________________

© ReadyEdPubl i cat i ons ________________________________________________________________________ •f orr evi ew pur posesonl y• ________________________________________________________________________ Activities that my family and I enjoy/participate in that reflect my family heritage:

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Foods that my family eat that reflect my family heritage:

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________________________________________________________________________ Sayings and their meanings that my family use that reflect my family heritage: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Curriculum Link: Investigate and reflect on how valuing diversity positively influences the wellbeing of the community (ACPPS060) Elaboration: Proposing strategies to help others understand points of view that differ from their own and to encourage further discussion about individual and cultural similarities and differences in order to tackle racism. Exploring and celebrating how cultures differ in behaviours, beliefs and values.

Cultural Appreciation 2

Activity

TT Get into groups of six and share your stories. Log your friends' cultural backgrounds in table form below. Activities participated in Foods or sayings that by families that reflect reflect culture culture Name of student:

Heritage:

Name of student:

Heritage:

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Name of student:

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Heritage:

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Name of student:

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Name of student:

Heritage:

Curriculum Link: Investigate and reflect on how valuing diversity positively influences the wellbeing of the community (ACPPS060) Elaboration: Proposing strategies to help others understand points of view that differ from their own and to encourage further discussion about individual and cultural similarities and differences in order to tackle racism. Exploring and celebrating how cultures differ in behaviours, beliefs and values.

Living In A Multicultural Society 1

Activity

A multicultural society poses both challenges and opportunities for enrichment. Different cultures appreciate a range of varying celebrations, have preference for different traditional dress and maintain diverse traditions.

or eBo st r e p ok u traditions dress/clothing S language/ accents

food and drink consumed

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TT Highlight any of the following cultural differences that you may have noticed in your community.

celebrations

Other:_ ___________

religion (religious beliefs)

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TT Cultural difference in a community helps to enrich the community and offer opportunities to encounter new experiences. Look at the little boy in this picture. He is just about to enter a mosque.

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o c . _________________________________________ che e r o r What tradition is he following? st super

1. What religion do you think he is part of? 2.

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3. What is the reason for this tradition?

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4. Do you know anyone from this religion?

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Living In A Multicultural Society 2

Activity

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1. What foods do you eat that are from another culture?

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2. What sports do you play that are from another culture?

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3. What sayings do you use that are from another culture?

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ÂŠ ReadyEdPubl i cat i ons _________________________________________________________________________ â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ _________________________________________________________________________

4. What celebrations do you get involved in that are from another culture?

5. In your own words, define racism and say why it's ugly.

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TT Match the people to the countries from where they originate.

Cambodia

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