Primary Health and Values: Book A - Ages 5-6 by Teacher Superstore

Primary health and values Written with

Jenni Harrold

Other titles to support this curriculum area Bullying

Values Education

Conflict Resolution

RIC–0654 to RIC–0656

PR–2781, PR–2784, PR–2787, PR–2790, PR–2793, PR–2796, PR–2799

RIC–0581 to RIC–0583

Bullying Stimulus Posters

The Environment

Conflict Resolution Posters

RIC–7001

RIC–0548 to RIC–0550

RIC–7006

Bullying and Conflict Resolution (Lower Secondary) RIC–0584

RIC-0574 4.4/419

Primary health and values—Book A R.I.C. Publications Published in 2003 by R.I.C. Publications Copyright Jenni Harrold and R.I.C. Publications 2003 The author wishes to acknowledge the extensive knowledge of the writers at R.I.C. Publications who contributed to this project. This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

r o e t s Bo r e p ok u S Additional titles available in this series: Primary health and values—Book B Primary health and values—Book C Primary health and values—Book D Primary health and values—Book E Primary health and values—Book F Primary health and values—Book G

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ISBN 1 74126 073 6 RIC–0574

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View all pages online.

Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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Primary health and values Foreword Primary health and values introduces and develops the knowledge, skills, attitudes and values that will assist students to lead healthy and fulfilling lives. Students will consider what it means to be healthy—physically, socially, mentally and emotionally—and will be given experiences to assist them to become responsible, caring members of society. The book is divided into two sections. The first section—Healthy lifestyles— offers students the knowledge to make informed decisions about safety, nutrition, the media, drugs and more. Through guided classroom discussions and activities, students are encouraged to think critically about health issues and the challenges they face as they grow and develop.

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Primary health and values provides a comprehensive coverage of the health content, supports teachers in planning and implementing lessons and, through collaborative learning and thoughtful discussion, promotes a lifelong commitment to healthy, active lifestyles. Contents

Other titles in this series:

Primary health and values – Book B Primary health and values – Book C Primary health and values – Book D

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The second section—Personal development and relationships—focuses on character building and values. Most experts agree that people with defined values and a good self-image are better equipped to deal with challenging situations. The activities in this section encourage students to consider their own values and develop a sense of self-worth. This section also focuses on the importance of showing respect for and tolerance towards others and valuing diversity in our society.

Primary health and values – Book E Primary health and values – Book F Primary health and values – Book G

Teachers notes Teacher information ...............................................................................................................................................................iv – v Suggestions for teaching health and values ................................................................................................................. vi – vii Assessment indicators ...................................................................................................................................................... viii – ix Assessment proformas ......................................................................................................................................................... x – xi

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Personal development and relationships What activities do you do? .......................... 42 – 43 Classroom and playground rules ............... 44 – 45 Home rules .... ................................................. 46 – 47 Growing up ..................................................... 48 – 49 Cooperating .................................................... 50 – 51 My special things ........................................... 52 – 53 I’m a star! ......................................................... 54 – 55 Good decision! ............................................... 56 – 57 When I am angry ............................................ 58 – 59 What is bullying? ........................................... 60 – 61 Being bullied ................................................... 62 – 63 People who care for me ............................... 64 – 65 Getting along with others ............................ 66 – 67 How would you feel? .................................... 68 – 69 Cooperating and communicating .............. 70 – 71 Acts of kindness ..............................................72 – 73 We are all different .........................................74 – 75 Being honest ................................................... 76 – 77

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Healthy lifestyles Basic needs ...........................................................2 – 3 Healthy living ..........................................................4 – 5 Healthy choices ..................................................... 6 – 7 Healthy foods .........................................................8 – 9 Food groups ..................................................... 10 – 11 My body ............................................................. 12 – 13 Changes ............................................................ 14 – 15 Growing up .......................................................16 – 17 Get physical ..................................................... 18 – 19 Kid’s play ........................................................... 20 – 21 Safety first ......................................................... 22 – 23 Good hygiene .................................................. 24 – 25 Feeling sick ....................................................... 26 – 27 Medicines ......................................................... 28 – 29 Healthy and unhealthy ................................... 30 – 31 Safe and unsafe .............................................. 32 – 33 A safe community ........................................... 34 – 35 People who keep us safe ............................. 36 – 37 Travelling to school ......................................... 38 – 39 Emergency ........................................................ 40 – 41

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Primary health and values

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Teacher information Primary health and values is divided into two sections. These are: Healthy lifestyles – offers students the knowledge to make informed decisions about safety, nutrition, the media, drugs and more. Through guided classroom discussions and activities, students are encouraged to think critically about health issues and the challenges they face as they grow and develop. Personal development and relationships – focuses on character building and values. The activities in this section encourage students to consider their own values and develop a sense of self-worth. This section also focuses on the importance of showing respect and tolerance towards others and valuing diversity in our society. The notes on the following pages provide comprehensive information about terms and concepts used in this book.

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A teachers page accompanies each student worksheet. It provides the following information:

Background information has been included to enhance the teacher’s understanding of the concept being taught and to provide additional information to relate to the students.

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Specific indicators explain what the students are expected to demonstrate through completing the activities.

Discussion points have been suggested to further develop ideas on the student worksheet. They can also encourage the students to comprehend, assess and form opinions about what they have read.

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What to do gives suggested step-bystep instructions for the activity. The accompanying worksheet may be the focus of the activity or it may be where the students record their ideas after completing a task or discussion.

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Answers to all worksheet activities are included. Some answers will need a teacher check, while others will vary depending on the students’ personal experiences, opinions etc.

Additional activities can be used to further develop the outcomes being assessed. These activities provide ideas to consolidate and clarify the concepts and skills taught in the activity.

Outcome links appropriate to each state are provided across the main learning area.

Primary health and values

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Teacher information

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A variety of student worksheets is provided, which may contain a selection of role-plays to perform; scenarios to read and consider; information to read, discuss and answer questions about; or values or feelings to consider and compare with others.

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Questioning activities where students are required to consider and evaluate personal feelings or values.

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Student activities to reinforce and develop understanding of the concept.

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Several pages provide a selection of role-plays or scenarios for students to use in a variety of ways. R.I.C. Publications – www.ricgroup.com.au

Other activities include completing tables or reading and labelling diagrams.

Primary health and values

Suggestions for teaching health and values Primary health and values introduces and develops the knowledge, skills, attitudes and values that will enable students to lead healthy and fulfilling lives. Students will consider what it means to be healthy—physically, socially, mentally and emotionally—and will be given the tools to become responsible, caring members of society. Many of the activities in this book provide students with an opportunity to formulate their thoughts on a topic and express their opinions and feelings. Classroom discussions are valuable for encouraging critical and reflective thinking. Teaching health

Creating a safe atmosphere

• Create a safe atmosphere in the classroom so students feel they can share their thoughts and feelings.

For an effective health lesson to take place, students need to feel comfortable enough to share their thoughts, feelings, opinions and past experiences. They need to feel there will be no ridicule, no put-downs and a nonjudgmental atmosphere.

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• Identify what it is the students are going to take away from the lesson. (Refer to the ‘Indicator’ in the Teachers notes for each activity.)

• Listen to and be honest with the students. (Give something of yourself. Share some of your own experiences, where appropriate.) • Show respect for the students’ thoughts and feelings. • Be non-judgmental.

In your responses, encourage students to analyse their statements by asking such things as ‘What could happen if you did that?’ or ‘Who else would be affected by that?’, rather than giving your own opinion.

One way to promote this safe atmosphere during discussions with younger students is to make the effort to sit the students in a circle, even if it means going to another room to do this. Some schools call this time ‘circle time’. Set clear rules, such as one student speaking at a time and no put-downs or pulling faces. Make the circle a ‘safe place’ where the students feel comfortable to talk openly about their feelings, worries and achievements.

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• Begin with a discussion or, with older students, a hypothetical situation. (Refer to the ‘Discussion points’ in the Teachers notes for each activity.)

Students can be encouraged to become respectful listeners. Ensure that students raise their hands if they wish to make a comment; or, for younger students, an item can be placed in the middle of the circle such as a ‘talking stick’ or small toy. Only students holding this are able to speak.

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Although students should feel free to express their opinions, it is important that they understand there is a ‘right’ conclusion, rather than letting them think whatever they conclude is correct.

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Explain to the class that many people only ‘half listen’ as they are thinking about what they might say when the speaker stops. Some people don’t even wait for the speaker to stop, and interrupt him or her in the middle of a sentence. During ‘circle time’, teachers and students have the opportunity to share their thoughts without being interrupted.

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With some topics, students may make suggestions where you can respond ‘Is that the RIGHT thing to do?’. Such a question can promote discussions regarding individual, group, community and global values. Who is it ‘right’ for?

It is important for students to understand that personal issues discussed during these ‘open forum’ meetings are not to become topics of conversation outside the classroom. Teachers will also need to show respect to the students unless, of course, issues are raised involving abuse or that need attention by parents. Teachers will then need to consult their principals regarding any action that needs to be taken.

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Once the class has a routine set in place to discuss health issues openly and respectfully, these skills can be transferred to discussions about issues affecting the class, such as conflict and bullying.

Growth and development/Drug education The community is generally united in its overall opinions and goals in relation to young people. In the areas of growth and development and drug education, the form and timing of this education vary among different community groups and are based on a wide range of factors, mainly concerned with religious and community expectations. Activities in both these areas are provided in this series; however, the author recognises the right of schools, teachers and parents to guide education according to their own priorities.

Primary health and values

R.I.C. Publications – www.ricgroup.com.au

Suggestions for teaching health and values Values education

Collaborative learning

Most definitions agree that ‘values’ are those qualities which an individual or a society considers to be important as principles for conduct.

When students are able to work together in groups, they are encouraged to communicate and express their ideas. It is important that teachers monitor groups working independently to ensure that all students are working together as a team. By allocating a role for each group member, it is more likely that the dynamics will be equitable. The roles of the students can be swapped regularly to give each member the opportunity to participate in all tasks.

The Primary health and values series helps students to consider their personal strengths and weaknesses and reinforces the advantages of having a strong set of values.

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A person’s set of values affects his or her thinking and behaviour. When people are confident in themselves and have strong values, it is easier to do things that are ‘right’. Those who have weaker values can often be led easily and may do things they don’t really want to do.

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Teachers can foster the development of personal qualities such as perseverance, kindness and dealing with stress and criticism. They can also discuss some values with students, such as honesty, generosity and tolerance. Teachers might also like to discuss other things people may value, like pets, music and the environment.

Allow time at the end of the group tasks for the students to evaluate their team skills and to make targets to work towards the next time they form as a group. Some activities may work better if the groups are organised by ability levels, others will be enriched by mixed ability groupings. To enable all students to work together at some stage during the year, randomly select groups for some activities.

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Teachers can encourage students to have a positive selfimage through praise and by recognising their achievements.

Tolerance and empathy

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minimise generalisations and stereotyping, and

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promote the need to combat prejudice and discrimination.

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promote the understanding and acceptance of individual differences,

Differentiating activities

The activities in the Primary health and values series have been designed so they can be followed precisely or adapted by teachers. This flexibility allows teachers the opportunity to modify lessons and worksheets to meet the needs of students with varying abilities and special needs.

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Tolerance and empathy should be encouraged in students. Activities such as drama games, which require students to put themselves in someone else’s place and imagine how that person feels, can help to foster empathy. Tolerance is an ongoing process that teaches students not to hate. Teachers can teach tolerance most effectively by modelling tolerant behaviour in the classroom and playground, ensuring students are exposed to multicultural literature and images, and teaching them about various faiths, ethnicity and lifestyles. Educating students to be tolerant will:

To meet the special needs of English as a second language (ESL) students or those who have low levels of literacy, plan a time to introduce keywords and concepts. Having other adult support is ideal as the group can work in a quiet area away from the classroom. Keywords can be enlarged and discussed. Being immersed in the language before a topic begins gives these students an advantage, especially during the teacher discussion part of the lesson when most teachers tend to speak quite quickly.

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promote the idea that differences can enhance our relationships and enrich our society,

This book emphasises the importance of respecting the feelings and emotions of others. It uses scenarios to help students ‘put themselves in the shoes’ of others. When students develop empathy for others, the dynamics of situations can change.

R.I.C. Publications – www.ricgroup.com.au

If other adults are not available, mixed ability groups will allow ESL students and students with low literacy levels to observe and be guided by other students. Students who seem to ‘race’ through the activities and worksheets and who understand the content very quickly can be challenged by looking at the topic in greater depth (rather than being given more of the same). They can go beyond the facts and conduct research related to strands of the topics that interest them. By meeting the needs of individual students, allowing the students to learn collaboratively and by having very clear instructions and expectations, health lessons should run smoothly.

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Assessment indicators Below are the indicators from the activity pages of Primary health and values – Book A. These indicators can be transferred across to the assessment proforma on page x. By using proformas, teachers can meet the needs of outcomebased learning experiences in health education. The format of each page is ideal for inclusion in student portfolios or for reporting purposes. Using proformas allows teachers to provide a well explained, logically presented indication of progress to both students and parents. Indicators have been developed as a basis for determining progress towards achieving outcomes. Healthy lifestyles

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• Recognises basic human needs.

Pages 24 – 25

• Describes good hygiene practices.

Pages 4 – 5

• Demonstrates awareness of how to stay healthy.

Pages 26 – 27

• Identifies feelings when healthy and unhealthy.

Pages 6 – 7

• Recognises healthy eating choices.

Pages 28 – 29

Pages 8 – 9

• Recognises healthy and unhealthy foods.

• Understands appropriate uses of medicines.

Pages 10 – 11

• Identifies foods and groups them according to their sources.

Pages 12 – 13

• Labels body parts and names their functions.

Pages 14 – 15

• Understands that we grow and change.

Pages 16 – 17

• Recognises normal variations in growth patterns and recognises changes.

Pages 20 – 21 Pages 22 – 23

Pages 30 – 31

• Identifies reasons for unhealthy places. Pages 32 – 33

• Understands safe and unsafe behaviours.

Pages 34 – 35

• Recognises signs and places in the community that keep people safe.

• Describes children’s games and play areas. • Describes safety equipment needed in sporting activities.

Pages 36 – 37

• Identifies the ranges of people and services that help to keep him/her safe and healthy.

Pages 38 – 39

• Identifies how he/she travels to school.

Pages 40 – 41

• Recalls an emergency number and important information.

Pages 48 – 49

• Identifies activities relevant to a particular age. • Identifies ways to help at home and at school.

• Discuss how to play safely.

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Personal development and relationships Pages 42 – 43

Pages 44 – 45

• Identifies what types of physical activities he/she does and how, when and where they are done. • Describes positive and negative feelings towards these physical activities.

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• Identifies and illustrates rules appropriate for the classroom and the playground.

Pages 50 – 51

• Identifies situations where children are cooperating.

• Identifies ways of cooperating.

Pages 52 – 53

• Identifies people and things who/that are special to him/her.

• Recognises his/her responsibility to keep himself/herself safe by obeying rules.

Pages 54 – 55

• Identifies things he/she is good at to develop positive feelings of selfworth.

• Identifies rules appropriate for home.

Pages 56 – 57

• Differentiates between important and unimportant decisions.

• Identifies reasons for having rules.

Pages 46 – 47

• Identifies ways to keep places healthy.

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• Identifies alternative methods of pain relief.

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Pages 2 – 3

• Identifies reasons for having rules. • Recognises his/her responsibility to keep himself/herself safe by obeying rules.

• Makes decisions based on positive and negative consequences. Pages 58 –59

• Recognises situations that make him/ her angry. • Identifies ways to deal with anger.

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Primary health and values

R.I.C. Publications – www.ricgroup.com.au

Assessment indicators Pages 60 – 61

• Identifies bullying situations in a variety of scenarios.

Pages 62 – 63

• Identifies with the feelings of someone being bullied.

Pages 72 – 73

• Identifies feelings associated with being kind to others. • Plans and follows through an act of kindness towards a peer.

• Understands strategies to use if he/she is bullied. Pages 64 – 65

• Identifies family members and how he/she is cared for by them.

Pages 74 – 75

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• Identifies skills used for getting along with other people. • Identifies that not all interpersonal skills are used for all people.

Pages 70 – 71

• Identifies feelings experienced in particular situations.

• Discusses the importance of valuing differences among people.

Pages 76 – 77

• Identifies ways of cooperating and communicating effectively.

Using the health and values assessment proforma (page x)

An explanation of how to use the proforma. Learning area

• Fill in the appropriate learning area, for example: Health – Healthy lifestyles

Task(s)

• Give a brief description of the activity and what was expected of the students.

• Identifies what it means to be trustworthy.

• Discusses what it means to be honest.

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Pages 68 – 69

• Identifies what makes him/her different from other people. • Surveys and records information about his/her friends to show differences.

• Identifies other carers. Pages 66 – 67

• Discusses and identifies ways to be kind to others.

• Write the relevant outcome(s) that match the activity (see the Teachers notes accompanying each worksheet) and refer to your state’s documents.

Assessment

• Write the relevant indicator(s) as listed above and assess appropriately.

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Teacher comment • Use this space to comment on aspects of an individual student’s performance which can not be indicated in the formal assessment, such as work habits or particular needs or abilities.

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Outcome(s)

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Using the skills and attitudes assessment proforma (page xi) An explanation of how to use the proforma. Assessment

• Assess the specific development of an individual student in these areas.

Teacher comment • Use this space to comment on an individual student’s skills and attitudes.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Assessment proforma – health and values Name

Year

Term

Learning area

Task(s)

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The student was asked to:

Outcome(s)

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Needs further opportunity

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The student:

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Primary health and values

R.I.C. Publications – www.ricgroup.com.au

Assessment proforma – skills and attitudes Name

Year

Term

Assessment The student:

Demonstrated Needs further opportunity

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• recognises the importance of physical activity to personal health

• recognises the importance of a balanced diet to personal health • appreciates the need for safe practices in a range of situations

• manages his/her time effectively

• makes decisions for himself/herself • shows an understanding of fair play • participates in and enjoys group activities • works cooperatively to complete a task • recognises his/her weaknesses and works to improve them • sets goals for himself/herself

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• strives to achieve the best results in personal performance

• achieves goals for himself/herself • communicates effectively • listens effectively

• makes and maintains positive relationships

• shows sensitivity and tolerance towards others

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• shows respect for others • has a positive self-image

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• recognises the need for balance among physical, emotional and social health

Teacher comment

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• appreciates the similarities and differences between himself/herself and others

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Primary health and values

Teachers notes

Basic needs

Indicator • Recognises basic human needs.

Background information

The lesson Discussion points: • What things do we need to survive? • What happens when basic needs are not met? • What are some things that we don’t need to live but are still important? • What are some things that pets need? • What is the difference between ‘wants’ and ‘needs’? What to do:

The basic needs of humans includes clothing, food, shelter and love. Students should understand the difference between basic needs and wants; i.e. those things that are impor tant but we don’t necessarily need to live.

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• Ask students to suggests basic needs that humans have. Chart suggestions that students raise. Discuss and circle those that are basic needs. Explain that others may be important but we don’t necessarily need them to survive. Ask students to draw pictures of each of the four basic needs to complete Question 1. • Ask students to draw and label some things that are not basic needs but are still important to them to complete Question 2. Answers Teacher check

Additional activities

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• Students can find magazine pictures of basic needs and create a collage. • Ask students to draw the needs of their favourite pet.

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Health curriculum links

Primary health and values

Nat.

1.9, 1.12

CHL, SMS1

NSW

V4, DMES1.2, GDES1.9, IRES1.11

Vic.

HPIP0101, HPIP0102

Qld

PHIC1.1, 1.3, 1.5

1.6, 1.7

R.I.C. Publications – www.ricgroup.com.au

Basic needs These are our basic needs.

Draw pictures for each. Food

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Clothing

Shelter

Love

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Draw and label some in the box.

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Primary health and values

Teachers notes

Healthy living

Indicator • Demonstrates awareness of how to stay healthy.

The lesson Discussion points: • How do we stay healthy? • What do we need to do regularly to stay healthy? • How do you feel when you are healthy? What to do:

To stay healthy we need to keep clean, get plenty of sleep, eat healthy food, drink water, get lots of exercise and have regular check-ups at the doctor and dentist.

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Mental and emotional health develops through enhancing positive relationships between family, friends and other people that students come into contact with.

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• Show pictures of ways to keep healthy and ask students to tell what they are. Direct students to the pictures in Question 1 and ask them to match with the labels. Students may wish to colour the pictures. • Read through each statement in Question 2 and ask students to colour those things they do to stay healthy. Answers

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Background information

Teacher check

Additional activities

• Students can find pictures in magazines that represent how they keep healthy. • Students can write sentences to explain what they do to keep healthy and then draw their own picture.

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Health curriculum links

Primary health and values

Nat.

1.9

CHL1, SMS1

NSW

V4, IRES1.11, PHES1.12, DMES1.2

Vic.

HPIP0101, HPIP0102

Qld

PHIC, 1.2, 1.5

1.6, 1.7, 1.8

R.I.C. Publications – www.ricgroup.com.au

Healthy living Here are some things you need to do to stay healthy.

Match the pictures with the labels.

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exercise to keep fit •

•

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eat healthy food

• l © R•. I . C.Pub i cat i ons •f orr evi ew pur posesonl y•

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get plenty of sleep •

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drink lots of water

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I eat fruit and vegetables.

I enjoy playing sport.

I have a bath or shower every day.

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Primary health and values

Teachers notes

Healthy choices

Indicator

Background information

• Recognises healthy eating choices.

It is important for students to understand that eating a balanced diet will help them to achieve an active and healthy lifestyle. Patterns of eating too little or too much of one food group should be discouraged from an early age as they can lead to problems later.

The Lesson Discussion points: • Do you know what foods are healthy? • Do you prefer to eat healthy foods? • What healthy foods do you like to eat? • How much water do you drink each day? • Why is it important to eat healthy foods? What to do:

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• Discuss the questions above. • Ask students to consider whether they make healthy choices. Read Question 1 and ask students to choose a word to complete the sentences. The teacher should write the word on the board for the students to copy. • Read each sentence in Question 2 and allow students time to circle the correct word. • Discuss how we need to make healthy choices about what we eat. Direct students to the pictures of six different meals, three healthy and three unhealthy, in Question 3. Decide which are the healthier choices and discuss why. Ask students to colour the healthy choices for breakfast, lunch and dinner. Answers

1. (a) three (b) 2.–3. Teacher check

breakfast

(c)

water

Additional activities

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• Draw a meal and circle the unhealthy foods. • Draw some healthy things students would eat in a sandwich. • Cut out pictures to create a class mural of healthy food choices.

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Health curriculum links

Primary health and values

Nat.

1.7, 1.8, 1.9

CHL1, SMS1

NSW

V4, DMES1.2, PHES1.12

Vic.

HPIP0101, HPIP0102

Qld

PHIC1.1, 1.2

1.6, 1.7, 1.8

R.I.C. Publications – www.ricgroup.com.au

Healthy choices Write the correct word. (a) I need to eat

healthy meals a day. every morning.

(b) I should have

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foods.

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water/soft drink.

(d) I eat all/some of my vegetables.

(e) I always/sometimes have takeaway food.

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(b) lunch

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Colour the meals that are healthy.

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Primary health and values

Teachers notes

Healthy foods

Indicator • Recognises healthy and unhealthy foods.

Background information

The lesson Discussion points:

Students need to be able to recognise which foods are healthy and which are unhealthy. With childhood obesity on the rise, sensible eating choices need to be established from an early age.

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• Do you know what foods are healthy? • Why do we choose unhealthy foods sometimes? • Why is it important to choose healthy foods? What to do:

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• Discuss with students what they ate for lunch. Ask students to sit in two different groups – those who think they had a healthy lunch and those who think their lunch was unhealthy. Students can describe or draw what they had to eat. Did more people have a healthy lunch than an unhealthy lunch? Direct students to the pictures in Question 1 and ensure they recognise each. Ask them to circle those foods they think are healthy. Discuss each food and describe why each is healthy or unhealthy. • Ask students to think about the foods they like to eat for breakfast, lunch and dinner. In Question 2, ask students to draw their favourites for each meal and then circle the foods that are healthy. Do you have more healthy or unhealthy favourites? Answers

(a) Teacher check (Healthy foods would include milk, carrot, apple, meat, fish, bread, banana, eggs, spaghetti, orange juice, watermelon, pumpkin, cheese.)

(b) Answers will vary Teacher check

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Additional activities

• Provide an opportunity for students to create their own healthy sandwich/ breakfast/snack. • Discuss different foods that students from other cultures may enjoy eating. If possible, parents could be asked to contribute a sample for students to taste.

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Health curriculum links

Primary health and values

Nat.

1.7, 1.8, 1.9

CHL1, SMS1

NSW

V4, DMES1.2, PHES1.12

Vic.

HPIP0101, HPIP0102

Qld

PHIC1.1, 1.2

1.6, 1.7, 1.8

R.I.C. Publications – www.ricgroup.com.au

Healthy foods

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

ew i ev Pr

Teac he r

(a) Draw a circle around the foods that are healthy. (b) Colour the foods you like to eat.

Draw what you like to eat for breakfast, lunch and dinner. Put a circle around the foods that are healthy. Lunch © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

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Breakfast

o c . che e r o t r s sup Dinner er

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Food groups

Indicator

Background information

• Identifies foods and groups them according to their sources.

The lesson Discussion points: • What is the Healthy Eating Guide? • How do we group different foods? • Why is it important to eat a variety of foods? • Do you eat the same foods for breakfast, lunch and dinner? What to do:

Carbohydrates such as bread, cereals, rice, pasta and noodles take up the largest proportion of the ‘pie’. We should eat the most from this group.

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

Foods containing fats, oils and processed sugar should be eaten sparingly.

ew i ev Pr

• Study the picture of the Healthy Eating Guide and discuss how foods are grouped and which groups we should eat the most of. • Teachers can call out each food for students to find and identify which group it belongs to before colouring. Answers

Teac he r

The Healthy Eating Guide is a model used to show how foods are grouped into different areas and how much of each food group we should eat.

Teacher check

Additional activities

• Ask students to draw their favourite food from each of the food groups. • Teacher selects various foods and students indicate for which meal they would eat that food. For example, toast, salad sandwich, scrambled eggs, peanut butter roll or fish and chips. • Students can cut out the pictures below or find pictures in magazines and sort into the groups shown on the Healthy Eating Guide.

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Health curriculum links

Primary health and values

Nat.

1.7, 1.8, 1.9

CHL1, SMS1

NSW

V4, DMES1.2, PHES1.12

Vic.

HPIP0101, HPIP0102

Qld

PHIC1.1, 1.2

1.6, 1.7, 1.8

R.I.C. Publications – www.ricgroup.com.au

Food groups Colour the foods in the Healthy Eating Guide.

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

Fruit

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Teac he r

Vegetables and legumes

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Bread, cereals, rice, pasta, noodles

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yoghurt and cheese

Lean meat, fish, poultry, eggs, nuts and legumes

o c . che e r o t r s su Choose these r e p sometimes or in small amounts

Drink plenty of water

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

My body

Indicator

Background information

• Labels body parts and names their functions.

The lesson Discussion points: • What are the different parts of our body? • What senses do we have? • What body parts are used? What to do:

We have five senses to help us learn about our surroundings and about our bodies. These are smell, sight, hearing, taste and touch. Nerve endings send information to the brain which interprets what is happening.

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

Teac he r

ew i ev Pr

• Play a game of ‘Simon Says’ emphasising body parts. • Discuss the questions above. • Discuss the words to cut out and ask students to point to each. Direct students to cut out each label and glue it next to the correct body part to complete Question 1. • Discuss the five different senses. Ask students to point to each word. Read what each sense can do. Have students match them correctly to complete Question 2. Answers Teacher check

Additional activities

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• Students can work in small groups. Trace around one student. Label body parts. Students can use magazines to find pictures that relate to each body part. For example, a bicycle could be glued near legs, food near the mouth, music near the ear. • Use body parts as informal measures during maths activities. • On a large outline, name and label other body parts. • Students can draw a picture of something they can see, smell, taste, touch and hear.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.1, 1.2

SMS1, CHL1

NSW

V1, GDES1.9

Vic.

HPSR0101

Qld

EPD1.1

1.3, 1.4

R.I.C. Publications – www.ricgroup.com.au

My body Cut and glue the names that match each body part. Draw a line to match the sense to the body part. to touch

to smell

to hear

to taste

•

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

ew i ev Pr

Teac he r

to see

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o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Changes

Indicator

Background information

• Understands that we grow and change.

Students should appreciate that as we grow and change, so do the things we can do.

The lesson

Change is an important part of our life. Nothing stays the same; everything grows and changes with us—physically, mentally and emotionally—all around us.

Discussion points: • How have you changed since you were a baby? • What can you do now that you couldn’t do then? What to do:

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

Teac he r

Teacher check

Additional activities

• Invite a parent or friend to visit with a baby and discuss with him/her the things that the baby can and can’t do. • Create a display with students’ baby pictures.

The growth stages from birth – child – teenager – adult – parent – grandparent are all important events in our development. When we talk about these stages with our families (i.e. parents, grandparents, brothers/sisters) we find that everyone experiences similar growth changes throughout their development or life. All this change and development helps to build the unique characteristics of the individual child.

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• In small groups, or as a whole class, students discuss the things they could do as a baby and the things they can do now. Students can draw, write or find magazine pictures to show some of the things they did as a baby in Question 1. • The teacher reads each statement in Question 2 to the students. Students colour the box if it is something they can do now. Answers

Different age groups need different types of care. Students will have different responsibilities and achievements at different stages.

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Health curriculum links

Primary health and values

Nat.

1.1

SMS1

NSW

V1, GDES1.9

Vic.

HPSR0101

Qld

EPD1.3

1.4

R.I.C. Publications – www.ricgroup.com.au

Changes

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

ew i ev Pr

Teac he r

Draw, glue pictures or write about things you did as a baby.

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m . u

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o c . che e r o t r s super Colour the things you do now. I can feed myself.

I can ride a bike.

I can write a sentence.

I can read some books.

I can sing a song.

I can put on a seatbelt.

I can colour pictures.

I can dress myself.

I can make a sandwich.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Growing up

Indicator

Background information

• Recognises normal variations in growth patterns and recognises changes.

The lesson Discussion points:

Students need to appreciate that although we all grow and change, we do not necessarily do so in the same way or at the same times.

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

ew i ev Pr

Teac he r

• Do we all grow the same way? • Are all the changes we go through the same? • Can you do different things when you are older? • How are you different from others in the class? • What can adults do that children can’t do? • What are some things that you would like to do when you are older? • Are there some things that you don’t want to do when you are older? What to do:

• Discuss how everyone is different and that we grow and change as we get older. Ask students to think about what their parents and grandparents look like and list any of the physical characteristics mentioned. Discuss how we change in different ways, although everyone gets older. Ask students to draw detailed pictures of their parents and grandparents in Question 1 and note the physical changes they have drawn. • Students colour yes or no in Question 2. • Ask students to consider the things that are different about themselves and their best friend. Have them draw the obvious physical differences for Question 3. Discuss how we are all different even though we are the same age. Answers Teacher check

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Additional activities

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• Create a time line to show changes since birth. Students can draw pictures at different ages of things they could do at that stage. • Explore life cycles of different animals. • Graph the students in order of height, hair colour and eye colour to show differences.

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Health curriculum links

Primary health and values

Nat.

1.1

SMS1

NSW

V1, GDES1.9

Vic.

HPSR0101

Qld

EPD1.3

1.4

R.I.C. Publications – www.ricgroup.com.au

Growing up

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

ew i ev Pr

Teac he r

Draw a picture to show what each of these people looks like.

Grandparents

Parents

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Draw pictures to show things that are different about you and your best friend.

o c . che e r o t r s super

My best friend R.I.C. Publications – www.ricgroup.com.au

Me Primary health and values

Teachers notes

Get physical

Indicator

Background information

• Recognises the effects of physical activity on the body.

The lesson Discussion points: • How do you feel before, during and after physical activity? • Why do you feel this way? • How does your body change after exercise? What to do:

During physical activity, the body undergoes immediate changes. These include changes in body temperature, perspiration, heart rate and breathing rate. Participants may feel thirsty, hot and sweaty.

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

Teac he r

ew i ev Pr

• Take students outside to engage in some physical activity. Discuss how they feel and look before, during and after the exercise. Ask students to draw pictures of themselves before, during and after exercise in Question 1. • Have students colour the correct word that describes how they feel during exercise for Question 2. • After a class discussion, ask students to write words for Question 3 that describe how exercise makes them feel; e.g. fit, happy, healthy or tired. Answers Teacher check

Additional activities

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• Ask students to bring in pictures of their favourite sportsperson and explain why he/she is their favourite. • Supply magazines and ask students to cut out pictures of people involved in physical activity. Create a class mural.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

PAC1.5

CHL1

NSW

V4, ALES1.6

Vic.

HPIP0101, HPMP0102

Qld

DCSPA1.3

1.2

R.I.C. Publications – www.ricgroup.com.au

Get physical This is a picture of me during exercise.

This is a picture of me after I exercise.

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

ew i ev Pr

Teac he r

This is a picture of me before I exercise.

Colour the correct boxes.

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I feel warmer

I perspire more

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When I exercise: my breathing is faster

I feel cooler I perspire less my breathing is slower . te o my heart beats faster I puff more I feel thirsty c . che e r o I do not feel thirsty r my heartbeat slows down I puff less st sup er

Write words to describe how exercise makes you feel.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Kid’s play

Indicator • Describes children’s games and play areas.

Background information With the lure of computer games, television and other indoor activities, it is important that children are encouraged to participate in physical games. Children’s games are important as they help to build a variety of skills.

The lesson Discussion points: • What games do you like to play? • What games do you like to watch? • Where do you like to play? • Who do you like to play with? • Why are games fun? What to do:

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

Teac he r

ew i ev Pr

• Play a simple game with students, preferably outdoors. Ask students to think about why they like playing games. Talk about favourite games and why students like these games. If possible, play one or two that the students suggest. Emphasise games that are physical activities, rather than indoor activities such as completing jigsaw puzzles • Read Question 1 (a) to the students. Allow time for them to complete the sentence using names of games. • Repeat for Question 1 (b) which students complete using the names of people they like to play with. • Read the instructions for Question 2 (a) and (b) and ensure that students include all necessary details in their drawing. • Read Question 2 (c). Students complete Question 2 using their own words. Answers

Answers will vary

Additional activities

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• In small groups, make a list of rules for a favourite game. • Invite a buddy class to play games with students. Both groups can teach the other about rules, where to play and what is needed. • Discuss different sports and activities that students like to watch.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.5, 1.6

SPA1.2, SMS1

NSW

V4, V5, ALES1.6, GES1.8, GDES1.9

Vic.

HPIP0101, HPMP0102

Qld

DCSPA1.4, PHIC1.1, EPD1.1

1.1, 1.2, 1.6

R.I.C. Publications – www.ricgroup.com.au

Kid’s play (a) I like to play or watch

(b) I like to play with

r o e t s Bo r e p ok u (b) Show where Syou play and what you need to play.

ew i ev Pr

Teac he r

(a) Draw a picture of you and your friends playing a favourite game.

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o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Safety first

Indicator

Background information

• Describes safety equipment needed in sporting activities. • Discusses how to play safely.

The lesson

Students need to make decisions about using the correct equipment and rules for safe play when involved in sporting activities.

Discussion points: • What sports do you like to play? • What safety equipment is used? • Why do you need this equipment? • Why is it important to play safely? What to do:

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

Teac he r

ew i ev Pr

• Discuss popular sports played by students and talk about safety equipment used and the rules for safe play. Direct students to the picture in Question 1. Students may cross or circle missing equipment or situations which indicate children not playing safely. • Ask students to think about the consequences of not using the right equipment and write a sentence for Question 2. Answers 1.–2. Teacher check

Additional activities

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• Find magazine pictures of people involved in sport and talk about the equipment used and some of the safety rules. • Create a poster that shows correct equipment to use in different games. • Students draw pictures which show how to play a game safely.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.12

CHL1, SMS1

NSW

V4, V5, DMES1.2, INES1.3, GSES1.8, IRES1.11, SLES1.13

Vic.

HPIP0101, HPIP0102

Qld

PHIC1.3

1.1, 1.7

R.I.C. Publications – www.ricgroup.com.au

Safety first The children in this picture are not playing safely.

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

ew i ev Pr

Teac he r

Find what is wrong or what is missing.

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m . u

o c . che e r o t r s super

What might happen if you don’t use the right equipment when you are playing?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Good hygiene

Indicator

Background information

• Describes good hygiene practices.

The lesson Discussion points: • Why is it important to wash your hands after going to the toilet? • Why do you need to brush your teeth? • Why should you wash your hands before eating? What to do:

Good hygiene practices include bathing each day, brushing teeth at least twice a day, washing hands before eating and after going to the toilet, brushing hair and covering nose and mouth when sneezing.

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

Teac he r

ew i ev Pr

• Discuss what good hygiene means. Ask students to suggest things they do to stay clean and hygienic. Make a list of good health practices. Allow students time to draw pictures in Question 1 that show four good health practices. • Read Question 2 and ask students to write something else they do to promote good health habits. Answers Teacher check

Additional activities

• Students can act out healthy practices in small groups. • Conduct a simple cooking activity and discuss hygienic practices when handling food. Students can draw healthy practices. • Sing songs such as ‘This is the way we brush our teeth …’. • Survey students to discover the number of times students brush their teeth, have a bath or shower, brush or comb their hair, wash their hands before eating and after going to the toilet etc.

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Health curriculum links

Primary health and values

Nat.

1.9

CHL1, SMS1

NSW

V4, PHES1.12

Vic.

HPIP0101

Qld

PHIC1.1

1.6, 1.7

R.I.C. Publications – www.ricgroup.com.au

Good hygiene Draw pictures to show what you should do: after going to the toilet.

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

ew i ev Pr

Teac he r

when you cough or sneeze.

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m . u

before you eat.

o c . che e r o t r s super

Write something else you do to stay healthy.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Feeling sick

Indicator

Background information

• Identifies feelings when healthy and unhealthy.

The lesson Discussion points:

Students should be aware of the feelings they may have when they get sick. They need to recognise when they are getting sick so that they can tell a caregiver.

• When was the last time you were sick? • How do you feel when you are sick? • Who looks after you when you are sick? • What feelings do you have when you are well? • How do you know when you are getting sick? What to do:

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

Teac he r

Teacher check

ew i ev Pr

• Write words on the board or a chart that describe students’ feelings when they are well and when they are ill. Students may copy these or write their own words to complete Question 1. • Ask students to describe some of the things they may do when they are feeling sick. Some suggestions might be to tell a parent, lie down, take medicine, stay home from school, watch TV or read a book. Compare these with feelings students may have when they are well. Students draw a picture to represent something they might do when they are sick and something they might do when they are well to complete Question 2. • Students write the name(s) of the person or persons who would look after them when they are sick for Question 3. Answers

Additional activities

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• Students could write about a time when they were sick. • Talk about childhood diseases such as measles and chickenpox and survey students to see who had them. • Students role-play being sick, being a parent looking after the patient or being a doctor or nurse.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.2, 1.9

CHL1, SMS1, IS1

NSW

V1, V4, COES1.1, GDES1.9

Vic.

HPSR0101

Qld

EPD1.1

1.6

R.I.C. Publications – www.ricgroup.com.au

Feeling sick Write words that describe how you feel when you are sick and when you are well. When I’m sick I feel …

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u When I’m well SI feel …

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(a) Draw a picture of something you do when you are feeling sick.

o c . che e r o t r s super

Who looks after you when you are sick?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Medicines

Indicators • Understands appropriate uses of medicines. • Identifies alternative methods of pain relief.

Background information

The lesson Discussion points: What are medicines for? When have you taken medicine? Who gives you medicine? What do some medicines taste like? What are the ‘rules’ when using medicine? (Take the correct dose, only let an adult give it to you, make sure they are put away safely.) • Do all medicines make you feel better? • Do you always need to take medicine when you are feeling sick? • What else can you do? What to do:

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

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Teac he r

• • • • •

All medicines should be stored in a safe place, out of the reach of children. Students should be aware that there are a number of alternatives to taking medicines when they are feeling unwell.

• Discuss the questions above. • Read each sentence in Question 1 and ask students to colour yes or no for each. • Discuss alternative methods of pain relief. Students need to understand they may not need to take medicine every time they are sick. Talk about what students have done before when they have felt sick. Discuss the different suggestions and ask students to draw two methods of alternative pain relief to complete Question 2. Answers

(d) yes

(e) yes

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1. (a) yes (b) yes 2. Answers will vary

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Additional activities

• Provide newspapers and magazines and ask students to cut out pictures of different medicines. Discuss what illnesses they may be used for and which are suitable for children. • Discuss information on medicine labels. Why are warnings written on the labels? • Students write a story about the last time they needed to take medicine for an illness. Encourage students to write adjectives to describe the colour, taste and smell of the medicine.

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Health curriculum links

Primary health and values

Nat.

1.9, 1.12

CHL1, SMS1

NSW

V4, DMES1.2, IRES1.11, SLES1.13

Vic.

HPIP0102

Qld

PHIC1.1, 1.4

1.6, 1.7

R.I.C. Publications – www.ricgroup.com.au

Medicines Colour yes or no. (a) Some medicines can help you feel better. (b) Only an adult should give you medicines. (c) You should have medicine whenever you feel sick.

r o e t s Bo r e pthe right dose of medicine.ok (e) You have to take u Draw picturesS to show two other ways

to feel better without taking medicines.

ew i ev Pr

Teac he r

(d) Medicines should be put away.

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m . u

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Healthy and unhealthy

Indicators

Background information

• Identifies ways to keep places healthy. • Identifies reasons for unhealthy places.

The Lesson Discussion points:

ew i ev Pr

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

• Have you been to a place that you think is unhealthy? • Why is it unhealthy? • What makes a place healthy? • How do your mum and dad try to keep your home healthy? • How do you feel when you are in an unhealthy place? • How can you avoid unhealthy places? • How can you help to keep places healthy? What to do:

Teac he r

Students may often be exposed to unhealthy places. In order to maintain good health, students need to be aware of simple strategies that they and others use to keep home and outside environments clean and healthy. Often students have little control over unhealthy environments caused by adults.

• Discuss the questions above. • Read Question 1 to the students and allow them to offer suggestions. Words should be written on the board for students to copy. More capable students may write their own words. Students complete Question 1. • Read the sentence at the beginning of Question 2 and discuss the pictures. Students write words to complete Question 2. • Read each word in Question 3 while students colour words to describe a healthy place blue and words to describe an unhealthy place red. Answers

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1. Teacher check 2. (a) smoking (b) pollution (c) exhaust smoke/pollution (d) rubbish 3. a healthy place: neat, tidy, clean, fresh, spotless an unhealthy place: dirty, untidy, messy, grubby, filthy

Additional activities

o c . che e r o t r s super

• Walk around the school grounds and decide which areas are healthy and which are unhealthy. • Cut out pictures from magazines that show healthy and unhealthy places. • List ways to keep the classroom healthy.

Health curriculum links

Primary health and values

Nat.

HIP1.11

CHL1, SMS1

NSW

V4, DMES1.2, PHES1.12

Vic.

HPIP0101

Qld

PHIC1.1, 1.3, 1.5

1.6, 1.7

R.I.C. Publications – www.ricgroup.com.au

Healthy and unhealthy Write ways to keep your home a healthy place.

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(c)

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(a)

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Teac he r

r o e t s Bo unhealthy. r e Sometimes adults can make places p ok u S below and write what is making the place unhealthy. Look at the pictures

o c . che e r (d) t o r s super

Colour the words that describe a healthy place blue. Colour the words that describe an unhealthy place red. neat

dirty

untidy

tidy

clean

messy

fresh

spotless

grubby

filthy

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Safe and unsafe

Indicator

Background information

• Understands safe and unsafe behaviours.

Students need to be aware of behaviours, people and situations that can make them feel unsafe. It is important they know people who they can talk with if they feel unsafe. Although ‘stranger danger’ is essential to be aware of, people that students know may also make them feel unsafe.

The lesson Discussion points: • What makes you feel safe? • What makes you feel unsafe? • Who can you go to when you feel unsafe? • How can you keep yourself safe? What to do:

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

Simple strategies such as:

Teac he r

1. Say ‘NO’ 2. GO and 3. TELL

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• Relate various situations where students have to decide what needs to be done to stay safe. Students could contribute their own situations for discussions. Ask students to draw pictures to show how to stay safe in the situations presented in Question 1. • Discuss situations that may make students feel unsafe. If possible, relate some personal situations and ask students what they would do. Talk about ways they can feel safe. Ask students to write about things that make them feel safe and unsafe to complete Question 2. Answers

may reinforce actions students can take to cope with unsafe situations.

1.–2. Answers will vary

Additional activities

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• Discuss ‘stranger danger’ and decide on appropriate strategies. A chart could be made with students’ suggestions. • Students can role-play and act out various situations where they feel unsafe. • Students practise saying ‘NO’, going away from the situation if possible (GO) and finding a trusted adult to TELL. • Discuss different people that students could go to and talk with if they are feeling unsafe. Ask them to draw a picture and write a label for each person.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.12

CHL1, SMS1

NSW

V4, COES1.1, DMES1.2, IRES1.11, SLES1.13

Vic.

HPIP0101, HPIP0102

Qld

PHIC1.1, 1.3

1.7

R.I.C. Publications – www.ricgroup.com.au

Safe and unsafe Draw pictures to show how to act safely. Wear a helmet when riding a bike.

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

Wear a hat and sunscreen when outside.

ew i ev Pr

Teac he r

Be careful when crossing the road.

Don’t talk to strangers.

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I feel safe when …

R.I.C. Publications – www.ricgroup.com.au

I feel unsafe when …

Primary health and values

Teachers notes

A safe community

Indicator

Background information

• Recognises signs and places in the community that keep people safe.

The lesson Discussion points:

Students should be able to recognise different signs in and around the community that help to keep them safe. Students should be able to recognise places to go for safety.

• What signs help to keep us safe? • What areas in the community keep us safe? • What places do you feel safe to go to? What to do:

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

Teac he r

Teacher check

ew i ev Pr

• Take students to the school playground and ask them to look at the things that make the playground safe. • Students view the signs in Question 1 and explain what they mean. Ask them to write a sentence that describes how each sign helps to keep them safe. • Discuss different places in the community that help to keep people safe. Ask students to volunteer suggestions. Answers may include the hospital, fire station, ambulance station, police station, home, doctor’s surgery, grandparents’ house or school. Discuss how they keep us safe and when we would use them. Allow students time to draw three places in the community that can keep them safe to complete Question 2. Answers

Additional activities

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• Use blocks or other materials to construct a safe play area. • Students write a story of a time when they needed to go to a doctor/hospital/ police station/safe house. • Students sketch their school playground including features that keep them safe such as coverings, fences, boundaries, soft material (such as sand or mats under equipment) or supervision by teachers.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.2

CHL1, SMS1

NSW

V4, DMES1.2, PHES1.12, SLES1.13

Vic.

HPIP0101, HPIP0102

Qld

PHIC1.3

1.7

R.I.C. Publications – www.ricgroup.com.au

A safe community

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

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Teac he r

Signs help to keep us safe. Write a sentence to explain how each of these signs keep us safe.

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Draw pictures to show three places in your community that can help to keep you safe.

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

People who keep us safe

Indicator

Background information

• Identifies the ranges of people and services that help to keep him/her safe and healthy.

The lesson Discussion points:

Different groups in the community help to keep us safe and healthy. Students should be able to recognise these groups, what they do and where they work.

• Who helps to keep us safe and healthy? • What things do they do to help us? • If you could choose, who would you like to be? • Where do these people work? What to do:

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

Teac he r

ew i ev Pr

• Ask students to suggest which members of the community can help to keep them safe and healthy. Discuss the different roles of each and where they may work. Students can write a sentence about each group of people to show how they help to keep them safe and healthy. Answers Teacher check

Additional activities

• Ask students to draw pictures of different groups of people who help to keep them safe and healthy and create a class mural. • Visit one of the groups of people, or have them come to the class for a talk. • Role-play being various community helpers. • Sing songs and learn poems and rhymes about community helpers.

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Health curriculum links

Primary health and values

Nat.

1.2

CHL1, SMS1

NSW

V4, DMES1.2, PHES1.12, SLES1.13

Vic.

HPIP0101, HPIP0102

Qld

PHIC1.3

1.7

R.I.C. Publications – www.ricgroup.com.au

People who keep us safe There are many people who can help to keep us safe and healthy.

Write a sentence about how each group can help.

Police officers

Firefighters

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Teac he r

Doctors

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

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Church groups

. te o c Lifesavers . c e her r o t s super

Teachers

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Travelling to school

Indicator

Background information

• Identifies how he/she travels to school.

Students need to know the correct procedures for travelling to school safely. Crosswalk attendants may be located near the school grounds and students need to use them.

The lesson Discussion points: • How do you get to school? • What happens if it is raining or very hot? • Who do you come to school with? • What rules do you need to follow when you come to school? What to do:

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

Teac he r

Teacher check

ew i ev Pr

• Discuss different modes of transport that students may use to come to school each day. Read the words in each box to the students. Students colour the boxes that show their method of coming to school to complete Question 1. (Some may walk on certain days and get a lift on others.) • Discuss travelling to school by car and why it is important to follow rules as there may be a lot of traffic and people around. Ask students to decide the correct side of the car to get out of and talk about why it is right. To complete Question 2, students put a cross to show the correct side of the car to use. • Read Question 3 to the students and allow them time to write a word or short sentence. • Ensure students are aware that the different colours on a traffic light mean different things. Students colour the picture in Question 4 correctly. Answers

Additional activities

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• Students can draw a map of the route they take to travel to school each day. • Devise a list of rules for travelling to school and display in the classroom. • Survey students about their method of coming to school. Graph the results.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.12

CHL1, SMS1

NSW

V4, DMES1.2, SLES1.13

Vic.

HPIP0101

Qld

PHIC1.3

1.7

R.I.C. Publications – www.ricgroup.com.au

Travelling to school Colour the boxes that show the ways you go to school.

ew i ev Pr

Teac he r

r o e t s Bo r e Put a cross to show out of the car at school. pthe correct side to use to geto u k S

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o c . che e r o If you have to cross a road on Colour the traffic light using the t r s s r u e p your way to school, where would correct colours. you cross?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Emergency

Indicator

Background information

• Recalls an emergency number and important information.

The lesson Discussion points: • What is an emergency? • When would you need to dial an emergency number? • Which services would respond to the emergency number? • Have you ever been involved in an emergency? What to do:

Students need to be able to recall their full name, address and telephone number in case of emergency. It is important they know which number to dial if anything should happen where they required the services of the police, fire or ambulance.

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

Teac he r

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• Before the lesson, write each student’s information on a sheet of paper. • Discuss what an emergency is and relate different circumstances when the emergency services might be used. Emphasise the importance of students knowing their full name, address and telephone number, in case of emergency. Ask students to recall their personal information. Some will know, but many won’t. Give each student his/her information and allow him/her to use this information to complete Question 1 (a). • Discuss the emergency number. Repeat often orally or draw on hands, on a friend’s back and in the air to reinforce. Students complete Question 1 (b). • Read Question 2 to the students. Look at the pictures and discuss to ensure that students know who each person is. Students circle the people who respond to an emergency call to complete Question 2. Answers

1. (a) Teacher check (b) 000

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2. police officer, firefighter, ambulance officer

Additional activities

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• Role-play scenes where students may need to dial an emergency number. • Ask students to draw pictures and write about situations where emergency services may be required. • Arrange a visit from one or more of the emergency service centres. • Practise emergency fire drills.

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Health curriculum links

Primary health and values

Nat.

1.10

CHL1, SMS1

NSW

V4, COES1.1, PSES1.5, PHES1.12, SLES1.13

Vic.

HPIP0102, HPSR0101

Qld

PHIC1.4

1.7

R.I.C. Publications – www.ricgroup.com.au

Emergency (a) Write your full name, address and telephone number. Name: Address:

Teac he r

(b) What number should you dial in an emergency?

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r o e t s Bo r e ok Telephonep number: u S

Circle the people who would come if you called the emergency number. Colour the pictures.

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teacher o c . che e r o t r s super

police officer

hairdresser

firefighter

ambulance officer

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

dentist 41

Teachers notes

What activities do you do?

Indicators

Background information

• Identifies what types of physical activities he/she does and how, when and where they are done. • Describes positive and negative feelings towards these physical activities.

The lesson Discussion points:

• Depending on the time of year this activity is done, students’ answers may need to be scribed or the students may need some other form of assistance. The activity could also be completed orally or with the teacher writing brief answers on a class chart. • Use the discussion points to develop an understanding of the activity with the students. Encourage a range of activities—ones they like and dislike. • Students can draw and label four chosen activities before completing the rest of the retrieval chart. • In the section ‘How does it make you feel?’, students draw a smile or frown on the faces to express their feelings. Answers

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

• What is your favourite (physical) activity? Why? • What is an activity you don’t like to do? Why? • Who do you do these activities with? • What activities do you do by yourself? • Where do you do them? (School playground, oval, park, backyard etc.) What to do:

Teac he r

Several factors influence people’s choice of sport or physical activity. Students of this age may not be involved in organised team sports at school or as a member of a club outside of school. Their physical activities will include kicking or throwing balls around at recess, playing on adventure playground equipment, playing chasey, using skipping ropes, playing marbles etc. Physical education classes at school will often involve learning skills such as hitting, throwing and catching. At home, students may be involved in ballet, gymnastics or swimming lessons. Family activities may include going to the beach, swimming in a backyard pool, bushwalking or bike riding while on a holiday.

Other activities will include walking to school and back, skateboarding, rollerblading and general play with siblings and friends in the backyard or local park.

Additional activities

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• Make two class booklets entitled ‘Activities we like to do’ and ‘Activities we don’t like to do’. • Keep a class list of physical activities students do at school and home throughout the day. Tally these to find the most popular and discuss the reasons why.

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Students may enjoy some activities more than others depending on whether they find it difficult, if they feel too hot or cold doing the activity or if it takes too long to complete it.

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o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.5

CHL1, SMS1

NSW

V1, V5, ALES1.6

Vic.

HPIP0101, HPMP0102

Qld

DCSPA1.3, DCSPA1.4

1.2

R.I.C. Publications – www.ricgroup.com.au

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

ew i ev Pr

Teac he r

What activities do you do?

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o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Classroom and playground rules

Indicators

Background information

• Identifies and illustrates rules appropriate for the classroom and the playground. • Identifies reasons for having rules. • Recognises his/her responsibility to keep himself/herself safe by obeying rules.

The lesson Discussion points:

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

Teac he r

What are some rules you have to follow at home? Who makes the rules at your home? Do all homes have the same rules? Why/Why not? What would happen if there were no rules? When is a good time to make rules for playing a game? Why are rules important? Should rules be changed? If so, when? (Before, during or after a game?)

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• • • • • • •

Students should be familiar with rules at home and at school. Rules can help us to work in a team such as the family, get along with others, play and work safely and cope with difficult situations. For rules to be effective, students need to be responsible for obeying them and understand why they have been put in place.

What to do: • Write the word ‘rules’ on the board and ask the students to explain what rules are. • Read the sentences at the top of the page with the students. • Discuss Question 1 with the students and allow them to offer suggestions orally. Some students may need assistance from an adult to write unknown words. Others may simply draw the picture and an adult may scribe for them. • Discuss Questions 2 and 3 with the students, then allow them to complete their answers. An adult may scribe for those who need assistance. Some students may give their answers orally to the teacher while others are writing. Answers Answers will vary

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Additional activities

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• Discuss rules that adults need to follow for their safety; e.g. road rules. • Compile and list class rules on a large sheet of cardboard in the room. (Students feel more ownership towards rules if they assist in the making of them. Rules should be kept to a minimum and should include a list of ‘DOS’ not ‘DON’TS.’) • Brainstorm and list rules for home. Highlight the common ones. • Discuss games which require rules; e.g. card games. Hold a card or game afternoon when the students have had a good week obeying class rules.

o c . che e r o t r s super

Primary health and values

Health curriculum links

Nat.

1.12, 1.13, 1.14

CHL1, IS1, SMS1

NSW

V2, V3, V4, DMES1.2, COES1.1, INES1.3, IRES1.11, SLES1.13

Vic.

HPIP0101, HPSR0102

Qld

PHIC1.3, EPD1.4

1.5, 1.7

R.I.C. Publications – www.ricgroup.com.au

Classroom and playground rules We have rules in the classroom and in the playground. We need rules to keep us safe.

Write one rule for the classroom and one for the playground. Draw a boy or girl obeying this rule. playground

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

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Teac he r

classroom

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Why is it good to have rules for the classroom?

o c . che e r o t r s super

Why is it good to have rules for the playground?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Home rules

Indicators

Background information

• Identifies rules appropriate for home. • Identifies reasons for having rules. • Recognises his/her responsibility to keep himself/herself safe by obeying rules.

The lesson Discussion points:

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

Teac he r

What are some rules you have to follow at home? Who makes the rules in your home? Do all homes have the same rules? Why/Why not? What would happen if there were no rules? Why are rules important? Should rules be changed? If so, when?

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• • • • • •

What to do: • View the picture with the students and discuss which family rules are not being followed. • Read Question 1 to the students. Explain the instructions. Read each rule and allow the students time to look back at the picture to try to find an example of that rule being disobeyed. • Discuss why rules are followed at home. Read each statement in Question 2 with the students and allow them to tick those statements they think are correct. Discuss answers as a class. Answers

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Put your clothes away. Always eat at the table. Put your rubbish in the bin. Put your toys away. The dog only sits on the floor. Never run in the house. Take your shoes off inside. to learn to help each other to stay healthy to keep ourselves safe

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1. (a) (b) (c) (d) (e) (f) (h) 2. (b) (c) (e)

o c . che e r o t r s super

• Discuss different roles and responsibilities for members of the family and whether they like performing these roles. Suggest ways of helping those members who don’t like performing a particular role; e.g. Mum may not like to cook tea every night. A suggestion may be to ask Dad to bring home a cooked chicken for tea or to have takeaway once a fortnight. • Form a large circle and allow students to each relate a home rule. Each student must try to suggest a new rule. • Survey students (count hands up when a particular rule is mentioned by the teacher) to find out which home rules are common. • Complete the sentences ‘The rule I dislike the most is ... because ....’ and ‘The rule I like the most is ... because ...’ during writing time.

Primary health and values

Health curriculum links

Nat.

1.12, 1.13, 1.14

CHL1, IS1, SMS1

NSW

V1, V2, V3, V4, DMES1.2, COES1.1, INES1.3, IRES1.11, SLES1.13

Vic.

HPIP0101, HPSR0102

Qld

PHIC1.3, EPD1.4

1.3, 1.5, 1.7

R.I.C. Publications – www.ricgroup.com.au

Home rules

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

ew i ev Pr

Teac he r

Look at the picture below.

Tick the rules which are not being followed in the picture.

(f) Never run in the house.

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(e) The dog only sits on the floor. (g) Never yell in the house.

(h) Take your shoes off inside.

. te at home: o We follow rules c . che e r o t r (a) because Mum and Dad like to be the ‘boss’ . s super Tick the correct answers.

(b) to learn to help each other. (c) to stay healthy. (d) because Mum and Dad are mean. (e) to keep ourselves safe. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Growing up

Indicators

Background information

• Identifies activities relevant to a particular age. • Identifies ways to help at home and at school.

The lesson Discussion points: What is a ‘role’? What is your role at home? Do you have any roles at school? Are you responsible for anything at home? What are the roles and responsibilities of the members of your family? How could you help a family member who has a heavy role to perform? How could you help the teacher at school?

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

What to do: • Read the first two sentences with the students. • View the pictures in Question 1. Students identify the age of the person in each picture. • Students connect those activities relevant to a baby to the picture of the baby, then connect those for an older child to the picture of the older child. Different coloured pencils may be used for easy identification. • Discuss those roles and responsibilities shown in the pictures in Question 2. Students discuss those which they are capable of doing and colour only those activities.

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Teac he r

• • • • • • •

A person’s role is his/her expected or usual part in life. People may have many different roles. A responsibility is a duty or care. Within a given role, a person may have certain responsibilities to perform. Roles and responsibilities change with age and environment. Most students are only too willing to perform a job at home and at school. Children love to help. Giving students roles and responsibilities provides opportunities to learn new skills and develop self-discipline and provides oppor tunities for students to enjoy satisfaction and a sense of accomplishment. Responsibility should begin at home with parents giving students easy tasks to do. People do not always respond in the same way to responsibilities. Less confident people may not wish to take on a leadership role, but may work well within a group, showing that they are still responsible. Other people may act irresponsibly but still be relied upon. Some people are more responsible in some roles than others.

Answers 1. baby - sucked a dummy; had a nap during the day; drank from a bottle; had to be carried older child - count to 20; ride a bike by myself; write my name; dress myself 2. Teacher check

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Additional activities

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• Make a list of responsibilities to be done as a class helper. Students take turns completing each role during the year. • Reward students who act responsibly in the classroom and playground. • Students select a responsibility to help their parents at home and carry it out. Students report back about likes or dislikes of performing this role and what they have learned. • Discuss roles students would like to have as grown-ups. This may include occupations, hobbies or interests to undertake. Ask students to write a story titled ‘When I grow up ...’

o c . che e r o t r s super

Primary health and values

Health curriculum links

Nat.

1.1, 1.13

IS1

NSW

V1, V2, V3, V4, INES1.3, GDES1.9, IRES1.11

Vic.

HPIP0102, HPSR0101, HPSR0102,

Qld

EPD1.1, 1.2, 1.3, 1.4

1.3, 1.4, 1.5, 1.6

R.I.C. Publications – www.ricgroup.com.au

Growing up As you get older, you can do more and help more. You can do many things that you couldn’t do when you were younger.

Draw a line from each activity to the correct picture.

r o e t s Bo r e countp to sucked a o u k S20 When I wasI …younger, dummy

drank from a bottle

write my name

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Teac he r

ride a bike by myself

had to be carried

had a nap during the day

Now I am older, I can …

dress myself

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are older.

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Cooperating

Indicators

Background information

• Identifies situations where children are cooperating. • Identifies ways of cooperating.

The lesson Discussion points:

Teac he r

What does it mean to ‘cooperate’? How can you cooperate with others at school and at home? When have you seen others cooperating? What were they doing? What happens when you don’t cooperate? Who do you know who cooperates well? What are the easiest ways to cooperate? What are the hardest ways to cooperate? Why do we need to cooperate with each other?

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

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• • • • • • • •

Students need to learn that cooperating with others is a basic life skill that helps them to work successfully with others in groups and to interact with others. Cooperation skills include listening carefully to others to make sure that we fully understand what they are saying; sharing; taking turns; compromising; doing our part in an activity well; showing appreciation to people for what they have done; encouraging people to do their best; making people feel needed and not isolating or excluding others.

What to do: • Display a picture of a group of children playing or working together to introduce the topic. • Discuss the questions above. Refer to children who are cooperating in the picture. • Ask students to look at picture A in Question 1. As a class, identify situations where students are cooperating with each other. Students circle the situations. • Repeat the same process with picture B. This picture includes situations where students are not cooperating. Discuss as a class. • Read the cooperation skills listed in Question 2. Explain any the students don’t understand. Explain that (g) means to ‘compromise’ and (h) is talking about showing appreciation to others. Young students are quite happy to learn ‘big’ words but be sure to ask them to repeat the words.

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Additional activities

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• Reward students when they display good cooperation skills. • Read books where people or animals do not cooperate. For example, The Little Red Hen or The Little Yellow Chicken. • Appoint two or more students a group helper’s task and expect them to complete this task on a regular basis while working together. For example, handing out equipment or tidying up school bags. • Encourage pair or small group discussion work regularly to encourage students to listen to each other. • Praise and reward students constantly for good work and appropriate behaviour.

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Answers Teacher check

Primary health and values

Health curriculum links

Nat.

1.13

SMS1, IS1

NSW

V1, V3, V4, DMES1.2, INES1.3, GSES1.8, IRES1.11

Vic.

HPSR0102,

Qld

EPD1.1, 1.2, 1.4

1.5

R.I.C. Publications – www.ricgroup.com.au

Cooperating It is important to get along with other people. This is called ‘cooperating’.

Look at the pictures. Circle the children who are ‘cooperating’.

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

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Teac he r

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There are many ways to cooperate. Tick the ones that you use.

. te (b) share things

(a) listen to others

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o c . e (c) take turns c her r o t s uper (d) do my part of a task s (e) encourage others to do their best (f) make others feel needed (g) talk about disagreements and decide on a solution (h) tell others when they have done something good (i) don’t leave people out or ignore them R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

My special things

Indicator

Background information

• Identifies people and things who/that are special to him/her.

The lesson Discussion points: • What are some of your favourite things? • Who is special to you? • Why do we like some things more than others? • Do we all like the same things? Why/Why not? What to do:

Teac he r

ew i ev Pr

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

• Ask students to bring something special to them from home to show and talk about. It could be a toy, ornament or article of clothing or a photograph of a person or people, pets or a place. • Students can take turns to share this item with the class at show and tell sessions or in groups prior to the lesson. • Discuss the categories of special people and things on the booklet. • Assist students, if necessary, to cut out and fold the booklet before drawing the pictures. • Pictures can be labelled if desired. • Students share their booklet with classmates. Answers Teacher check

Students will begin to learn about themselves as individuals by identifying what is special in terms of family and friends, their gender, special interests, religion, cultural background and relationships. They describe experiences that give them positive feelings. In doing so, they will learn to realise and value the similarities and differences between themselves and others. This leads into developing respect for the rights, feelings, efforts and achievements of others.

Additional activities

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• Students form circles of five or six. A category is given; e.g. the weekend. In turn, students say what is special about the topic. • Discover what is the same and different about pairs of students. Students draw or write their favourite number, colour, fruit, drink, animal, toy etc. Compare answers.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.2, 1.9, 1.15

SMS1

NSW

V1, V2, V3, INES1.3

Vic.

HPSR0101, HPSR0102

Qld

EPD1.1

1.3

R.I.C. Publications – www.ricgroup.com.au

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

ew i ev Pr

Teac he r

My special things

w ww

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m . u

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

I’m a star!

Indicator

Background information

• Identifies things he/she is good at to develop positive feelings of self-worth.

The lesson Discussion points: • What do you think you are good at? • What do other people say you are good at? • Is everybody good at something? • Do we have to be good at everything? • How can you get better at some things? What to do:

Teac he r

ew i ev Pr

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

• Students enjoy teachers sharing personal thoughts and feelings. Complete what you do best in the star and share with the students. • Use the discussion points above to stimulate the students’ thoughts about what they are good at. • Students draw what they are best at in the star and write a sentence. This can be scribed if necessary. • The second part of the activity can be completed individually, after reading the phrases with the students. • Two spaces have been left for students to add their own. Answers Teacher check

Students will begin to learn about themselves as individuals by identifying what is special in terms of family and friends, their gender, special interests, academic and sporting abilities, religion, cultural background and relationships. They describe experiences that give them positive feelings. In doing so, they will learn to realise and value the similarities and differences between themselves and others. This leads into developing respect for the rights, feelings, efforts and achievements of others. The way students feel about themselves has a marked impact on the way they treat themselves and others. If selfworth and self-esteem is high, it is easier to relate to others.

Additional activities

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• Display the completed worksheets for students to view. • Students make up a four-page booklet similar to that on page 53 about things they are good at. • Encourage all class members to make positive comments about good things they notice others doing.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.2, 1.9, 1.15

SMS1

NSW

V1, V2, V3, V6, INES1.3, IRES1.11

Vic.

HPSR0101

Qld

EPD1.1

1.3

R.I.C. Publications – www.ricgroup.com.au

I’m a star!

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

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Teac he r

This is what I can do best.

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. te These are other things I am good at.o c . che e r o t r s my bed supe r making being a good friend reading a book

playing games

drawing pictures

listening carefully

helping people

getting dressed

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Good decision!

Indicators • Differentiates between important and unimportant decisions. • Makes decisions based on positive and negative consequences.

The lesson Discussion points

Some decisions require making a choice between something that is right or wrong. At this age, an example would be whether or not to use someone’s coloured pencils without asking. Other decisions are not very important; e.g. ‘Do I eat my ham sandwich first or have a drink of water?’

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

• Relate the following scenario to the students (or make up your own!). You are visiting an ice-cream shop with 50 varieties to choose from. What flavour will you choose? • After discussion, ask students if that was an important decision or not. Ask for examples of important decisions. • Discuss the need for asking someone they trust and respect to help them make certain decisions. • Explain what the students need to do on the worksheet. Don’t discuss answers in detail as they need to make their own decisions. • While students are completing the worksheet, assist as required with reading unfamiliar words, scribing text etc. • Share answers as a whole class. Discuss why particular decisions were made. Answers

Whatever the decision, young children need to learn to make up their minds and practise making decisions for themselves. They need to look at the consequences of making a particular decision, and learn to live with it if it is wrong. Children may need to talk about a possible decision with someone they trust and respect.

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• How do you know when something you might do is right or wrong? • Who cares if you do the wrong or right thing? • Who can you ask to help in making a decision? • What is an important decision? • What is a decision that is not important? What to do

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Background information

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Teacher check

Additional activities

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• Discuss the saying ‘Finders keepers, losers weepers’. • Role-play the scenarios on the worksheet in small groups performed in front of the class. • List decisions which students can not necessarily make for themselves and who makes them; e.g. what they eat for dinner (Mum or Dad); who they sit next to in class (teacher).

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.13, 1.14

SMS1

NSW

V4, DMES1.2, PSES1.5

Vic.

HPSR0102

Qld

1.2, D1.5

1.5

R.I.C. Publications – www.ricgroup.com.au

Good decision! Sometimes it can be hard deciding what to do. Draw or write about what decision you would make for each of these. (b) What will you wear to school tomorrow?

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

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Teac he r

(a) Who will you play with at recess tomorrow?

(d) What would you do if you found a $10 note?

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o c . che e r o t r s super Should you wash your hands before eating? Why?

A stranger starts talking to you. What things would you do? tell an adult walk or run away talk to him/her giggle don’t talk to him/her R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

When I am angry

Indicators • Recognises situations that make him/her angry. • Identifies ways to deal with anger. The lesson Discussion points:

An important self-management skill is learning self-control. Many younger students need to use selfcontrol (the ability to stop themselves from doing something) to deal with anger in particular and also to prevent themselves becoming overexcited.

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• Talk about situations that make the students feel angry. • Discuss how they feel and what they do when they are angry (feel hot, cry, yell etc.). • Is it okay to get angry sometimes? When? • What could you do if you feel yourself getting angry? What to do:

• Explain a scenario of a situation involving anger to students (hand or finger puppets could be used for characters). Suggestions: someone knocking over a LEGO™ model construction, someone teasing someone else about his/her haircut or clothes or someone pushing someone else over in the sandpit. • Ask students to talk about times when they felt angry. • Discuss how they felt, what they looked like and how they acted. • Discuss the actions and feelings that are acceptable and those that are not. • Ask what could be done to help control anger. • Students complete Question 1 and share with a partner. • Read each of the actions in Question 2 one by one. Students can decide individually whether to colour with red or yellow. • Compare answers as a class. Answers

Unacceptable ways of expressing anger include hitting and pushing, sulking and crying excessively or constantly looking for comfort solutions from a teacher or adult. Suggested steps for anger management or helping to gain control of emotions include:

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Teac he r

Background information

1. Stop and take a deep breath, or walk away. 2. Think and choose the best way to act.

3. Stay calm and in control. 4. Talk about feelings.

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Teacher check

Additional activities

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• Students can role-play what they have drawn and written about in Question 1. • Display a chart of suggestions to follow if they feel anger building up too much. Base the text on the background information. • Use picture stories and cartoon strips from magazines to discuss how characters deal with anger, particularly in positive ways.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.9, 1.13, 1.14

SMS1, IS1

NSW

V1, INES1.3, IRES1.11

Vic.

HPSR0101, HPSR0102

Qld

EPD1.1, 1.4

1.5, 1.7

R.I.C. Publications – www.ricgroup.com.au

When I am angry What makes you feel angry?

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

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Teac he r

Draw and write about something that made you angry.

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Colour the good things to do in yellow. Colour the bad things to do in red.

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yell and shout

hit someone

m . u

What do you do when you are angry?

walk away

o c . che e r count to 10 cry all the time o t r s super

kick something

talk to someone

take a deep breath R.I.C. Publications – www.ricgroup.com.au

think about what to do Primary health and values

Teachers notes

What is bullying?

Indicator • Identifies bullying situations in a variety of scenarios.

Most definitions of bullying agree:

The lesson

It is deliberately hurtful (physically and psychologically).

Discussion points

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Teac he r

• Enlarge one copy of the worksheet so students can view it on a pin-up board or similar. Ask the students what they think each picture shows. • Work through the discussion points to assist in deciding which situations involve bullying and which do not. • Students colour and complete their own worksheet with personal choices based on the discussion. Answers

It is repeated often over time. It is difficult for the person being bullied to defend himself/herself against it—he/she is weaker physically or psychologically. Bullying can be divided into three types:

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• Sometimes it is difficult to work out if an action is bullying or not. Students must differentiate between a friendly tease as opposed to an intentionally upsetting remark that continues. – Would you like it to happen to you? – Is what is happening hurting the person’s feelings? – Is the person being hurt? – Is the person afraid? – What do people who bully look like? Are they boys, girls or both? Are they tall or short? What to do

1. Physical – hitting, punching, pinching, tripping, spitting, kicking, pushing, scratching, damaging, hiding or taking belongings. 2. Verbal – name-calling, making offensive remarks, insulting someone.

Additional activities

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• Compile a list of words with the students that describe a person who bullies and a person who does not bully. For example, mean, unkind, nasty, punches, calls you names; friendly, hugs you, smiles, shares toys. • Discuss other situations where students decide if each is bullying or not. Situations in the classroom or playground could be used from class or school members, but actual names should not be given.

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3. Emotional – spreading rumours/nasty stories about someone, making fun of someone, excluding from groups, ignoring, ostracising, alienating. •

Children (or adults) who bully others can come from any kind of family, regardless of social class or cultural background.

•

People who bully vary in their physical appearance as do the people they bully. It is actions which identify a person who bullies.

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Teacher check

Background information

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.9, 1.14

SMS1

NSW

V2, V4, DMES1.2, IRES1.11, SLES1.13

Vic.

HPSR0102

Qld

PHIC1.3, EPD D1.5

1.7

R.I.C. Publications – www.ricgroup.com.au

What is bullying? Look at the pictures below. Circle yes if it could be bullying.

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

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Teac he r

Circle no if it is not bullying.

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Can I play?

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o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Being bullied

Indicators • Identifies with the feelings of someone being bullied. • Understands strategies to use if he/she is bullied.

The lesson Discussion points:

• Students colour the two pictures in Question 1 showing bullying situations and can talk about them and listen to the teacher and others discuss the situations. Use some of the discussion points to ask students and encourage them to ask their own questions. • Students can complete Question 2 individually. Ask students to read each word or tell them what the words are if no-one can read them. • Follow the same procedure for Question 3 but discuss what each suggestion means before students tick or cross each box. Answers

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Teac he r

People who bully do so for many reasons. A summary of reasons includes: – They may feel upset or angry or feel they don’t fit in. – They want to appear tough and show off. – They may get bullied themselves by family members. – They’re scared of getting picked on so do it first. – If they don’t like themselves they may take it out on someone else. – They think they will become more popular. It is imperative students realise that bullying is not to be tolerated and they should not put up with it if it is happening to them. Keeping it a secret from adults they trust gives the bullies more power to continue. These are some things the students should not do.

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• How does someone being bullied feel? • How does someone who bullies feel? • What could you do if you were being bullied? • Should you tell tales to the teacher? • When is it okay to tell tales? • Why do you think people bully? What to do:

Additional activities

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• Students draw and label pictures of special people they trust who they could ask for help. • List situations when it is okay to tell the teacher about something and when it is not. • Read the story The Boy who Cried Wolf, to reinforce the importance of telling the truth.

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1. Try to keep dealing with the problem themselves—it is all right to ask for help. 2. Exaggerate or not tell the true facts. If a part of what they say is shown to be untrue, it casts doubt upon the whole situation.

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Teacher check

Background information

3. Don’t retaliate by hitting etc. They could end up being accused of bullying themselves.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.9, 1.13, 1.14

SMS1, IS1

NSW

V2, V4, COES1.1, DMES1.2, PSES1.5, IRES1.11, SLES1.13

Vic.

HPSR0102

Qld

PHIC1.3, EPD1.4, EPD D1.5

1.7

R.I.C. Publications – www.ricgroup.com.au

Being bullied

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

ew i ev Pr

Teac he r

Look at the pictures below.

Colour the words you think the children being bullied feel. sad

worried

angry

friendly

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Tick the good things to do if you are bullied. Cross the things you should not do.

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happy

. te ignore him/her say you don’t like it o c . che e r o t r s super

fight with him/her

go to a safe place

tell a teacher or adult

let him/her have his/her own way don’t tell anyone

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

People who care for me

Indicators • Identifies family members and how he/she is cared for by them. • Identifies other carers.

The lesson Discussion points:

Every day children interact with a variety of people–parents, friends, teachers, relatives or day care centre carers. Children react to each of these people differently. Relationships with other people are very important because they give us a sense of who we are and where we belong. They give us comfort and support. Relationships may change or develop over time as children grow older and more independent. Children need to develop skills to maintain happy, healthy relationships. These skills include communication, changing bad habits, negotiation, self-respect and love.

• Introduce the topic with a rhyme or song about families. • Discuss the questions above. • Read Question 1 with the students. Students draw each family member inside a section of the circle and write each name. An adult may need to scribe the words for some students. Students may write words such as ‘cook tea’, ‘takes me to soccer’ etc. next to each picture inside the circle or outside the circle. Family members who do the same caring task may be joined to that word with a pencil line. • Discuss other people who provide care and list some names on the board. These may include grandparents, babysitters, coaches, day care workers, Sunday school teachers, ministers, doctors or dentists. Students complete Question 2. Answers

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

• Who are the people in your family? • Are all families the same? • How do families differ? • How do the members of your family care for each other? • How do you help each other at home? • Who is your favourite family member? Why/Why not? • Are pets part of the family? Why? • Who are other people who care for you? What to do:

Teac he r

Background information

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Teacher check

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Additional activities

o c . che e r o t r s super

• Group students by the number of family members, children, boys or girls in the family etc. • Read stories about families helping each other. • Write a story about ‘My family’. • Paint a family portrait. • Construct a home for a family and make cylinder ‘people’ to put in the house.

Primary health and values

Health curriculum links

Nat.

1.15

IS1

NSW

V1, V3, COES1.1, DMES1.2, INES1.3, GSES1.8, IRES1.11

Vic.

HPSR0101, HPSR0102

Qld

EPD1.1, 1.2

1.3, 1.5, 1.7

R.I.C. Publications – www.ricgroup.com.au

People who care for me Families care for each other.

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

Dad

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Teac he r

In the shape below, draw the members of your family and write each name. Draw yourself in the middle. Next to each person write a word or words to tell how each person cares for you.

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m . u

o c . che e r o t r s super

Sometimes other people care for us too. Write their names below.

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teacher Teachersnotes notes

Whatwith is bullying? Getting along others

Indicators • Identifies skills used for getting along with other people. • Identifies that not all interpersonal skills are used for all people.

The lesson Discussion points:

Every day children interact with a variety of people–parents, friends, teachers, relatives and day care centre carers. Children react to each of these people differently. Relationships with other people are very important because they give us a sense of who we are and where we belong. They give us comfort and support. Relationships may change or develop over time as children grow older and more independent. Children need to develop skills to maintain happy, healthy relationships. These skills include communication, changing bad habits, negotiation, self respect and love.

• Introduce the topic with a rhyme or song about friends. • Discuss the questions above. • Read the first sentence with the students. Read each skill with the students and the name of the person. Ask them to put a tick in the column if they use the skill to get along with that person. Continue in this way until all the skills have been done. Students are not expected to put a tick in each box for every person. Some skills may be easier to use with particular people. • Students select a person of their own choosing, such as a coach, and the teacher reads each skill again until the final column is completed. • Students draw a picture of their chosen person. • Work may be collected for interesting background information about each student. Answers

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

• Who are the people you interact with every day? • Do you get along with all of them? • If not, then why not? • How can we get along with other people? • What skills do we need to get along with people better? • Why are some people easier to get along with than others? • When we get along with others, how do we feel? • How do others feel when we try to get along with them better? What to do:

Teac he r

Background information

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Teacher check

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Additional activities

o c . che e r o t r s super

• If desired, students may count the ticks in each column to see which skill they use more than others with particular people. • Read stories or rhymes about people or animals getting along with each other (or not getting along with each other). • Practise listening to each other. Students pair up and one person talks for one minute about a given topic while the other student listens. At the end of the time period, the student who was listening retells the information while the first student indicates if he/she was listening or not. • Try to find one nice thing to say to a different person each day. • Give each student the responsibility of being a class helper for a day. • Praise and reward students constantly for good work and appropriate behaviour.

Primary health and values

Health curriculum links Nat.

1.13

IS1

NSW

V1, V2, V3, V4, INES1.3, IRES1.11

Vic.

HPSR0102

Qld

EPD1.1, 1.2, 1.4

1.3, 1.5

R.I.C. Publications – www.ricgroup.com.au

What is bullying? Getting along with others We need to learn to get along with the people we see every day. Getting along with other people makes everyone happy.

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

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Teac he r

Put a tick in the column if you use that skill to get along with each person. The last column has been left for you to choose another person.

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m . u

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

How would you feel?

Indicators • Identifies feelings experienced in particular situations.

The lesson Discussion points

Body language such as facial features, stance and position are keys to knowing how a person is feeling. Different situations evoke different emotions. Students should be aware that each of us may react to different situations in different ways. Other situations may evoke similar emotions such as excitement towards a birthday party.

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

• List situations where students feel a particular emotion. • Which situations do students feel the same about? • Which situations do students have different feelings about? • Which feelings are good? (positive) • Which feelings are bad? (negative) What to do

• Brainstorm ‘feeling’ words with the students. Have them (and yourself) express each emotion. Students could work face to face in pairs for this activity. • List the words on the blackboard/whiteboard or chart and draw a face (if possible) next to each to help students identify them. They will need to refer to them for the worksheet activity. Include happy, sad, excited, angry, worried, nervous, surprised, scared, shy etc. • Students complete Question 1 by matching each face to a word. Read the words if necessary. • Students can refer to the list of feeling words to assist in answering Question 2. Read through each statement with the students or ask a volunteer to read them. Allow time for them to draw a face or copy or write a word from the chart. • Share responses as a whole class and compare answers. Answers

Students need to learn to show feelings in ways that are helpful to them and others and not in ways that are hurtful.

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Teac he r

Background information

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1. Teacher check 2. Answers will vary

Additional activities

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• Practise using facial expressions, stance and body position to show anger, sadness, shyness, happiness, excitement, worry etc. in order to learn to read others’ feelings. • View and discuss facial expressions of characters in shared reading books.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

1.2, 1.9

SMS1

NSW

V2, IRES1.11

Vic.

HPSR0101, HPSR0102

Qld

EPD1.1

1.3

R.I.C. Publications – www.ricgroup.com.au

How would you feel? Look at these faces. They show different feelings. Match each face to a word.

r o e t s Bo r e p ok u (a) You are going to the zoo (b) You are left out of a game. S on Saturday. excited

sad

scared

angry

worried

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Teac he r

Draw a face or write about how you would feel.

(d) You got all your spelling words right.

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(e) It rained all day.

. teto a new school. (g) You went (h) You got lost o in a crowd. c . che e r o t r s super (i) Your best friend is sick.

R.I.C. Publications – www.ricgroup.com.au

(j) You dropped your dinner plate.

Primary health and values

Teachers notes

Cooperating and communicating

Indicator • Identifies ways of cooperating and communicating effectively.

The lesson Discussion points

Appropriate communication skills and cooperative behaviours when interacting with others are vital to developing interpersonal relationships. Verbal and nonverbal methods of communication include facial expressions, body language, tone, volume and clarity of voice.

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

What are some things you should do to be a good listener? Why is it important to speak clearly? How can you be a good group member? Introduce the word ‘cooperate’. Brainstorm words to describe a cooperative person. What to do

• The illustration on page 71 can be used in a variety of ways to incorporate listening, speaking and cooperative skills. 1. Students listen carefully to the teacher, who gives directions one by one to colour and add items to the picture. Suggestions are: – Colour the dog brown and white. – Draw a hat on the girl who is patting the cat. – Draw a blue bucket on the jetty. – Draw a seagull flying over the jet ski. Read each instruction once only. Speak slowly and clearly and allow time for students to complete each instruction. 2. Students can make up their own directions for a partner or small group to listen carefully to and follow. The student must speak clearly, slowly and concisely to enable others to understand what to do. 3. Students can cooperate in pairs or in a small group and decide on how to colour the picture and what to add to the picture. The teacher can observe how well each pair or group is cooperating and intervene when necessary to give praise, encouragement or suggestions as to how the pair or group could work better together. Answers

Other cooperative behaviours besides listening skills include taking turns, sharing, inviting others to join in, showing appreciation and encouraging others. Many people fail to correctly interpret what other people are saying for a number of reasons. They may be preparing their own responses, the speaker may not have the attention of the audience so their focus may wander to other things, or those listening may feel the need to say something and therefore interrupt rather than letting the other person finish first.

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Teac he r

• • • •

Background information

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Additional activities

– – –

o c . che e r o t r s super

• Games such as ‘Chinese Whispers’, ‘Pass the Message’ and ‘My Grandmother went to the Market’ are useful in developing listening skills. • Students describe experiences when they feel uncooperative and why (lack of sleep, feeling unwell, something has upset them). • In pairs or groups, take part in activities such as completing jigsaws, constructing a building out of LEGO™ or recycled materials, tidying an area or taking part in a cooking activity.

– – –

How to be a good listener Look at the speaker. Listen without interrupting (or fidgeting). Concentrate on what the speaker is saying. Ask questions to find out more. Show understanding by nodding etc. Repeat what you have heard in your own words.

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Answers will vary

Listening is a skill vital in all areas of learning. It may be learnt and developed in a number of ways. Listening to audio tapes and stories, following directions, listening to instructions and repeating messages are some activities which help to develop communication skills.

Primary health and values

Health curriculum links Nat.

1.13

IS1

NSW

V3, COES1.1, INES1.3, IRES1.11

Vic.

HPSR0102

Qld

EPD1.4

1.5 R.I.C. Publications – www.ricgroup.com.au

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

ew i ev Pr

Teac he r

Cooperating and communicating

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Acts of kindness

Indicators • Discusses and identifies ways to be kind to others. • Identifies feelings associated with being kind to others. • Plans and follows through an act of kindness towards a peer. The lesson Discussion points:

Thinking of and doing acts of kindness helps promote a positive, caring atmosphere in a school. Negative acts such as bullying will be less tolerated as ‘acts of kindness’ become second nature.

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

• Brainstorm students’ responses to the first two discussion points. Record all responses that demonstrate kind behaviour. • Read through the examples listed on Question 1. Discuss each one and ask students to colour the box or leave it blank. Students may suggest some ideas of their own. • Discuss the third and fourth discussion points. Clarify different feelings— angry, happy, pleased, special, important, lonely, hurt, upset etc. As students provide their responses, record them in two columns, positive and negative feelings. Talk about which feelings they prefer. • Students can then think about and draw situations to complete Questions 2 and 3. Encourage each student to think of recent events or one that really stood out for him/her. Consider how he/she felt during the acts of kindness and colour the appropriate face for each statement in Question 4. • Discuss the final bullet point in the discussion points. This is a good opportunity to point out people who make the students feel good, valued, worthwhile etc. Students will probably think of people like their parents, a grandparent or friends. Encourage students to think of other people they may come into contact with who have been kind to them or they have been kind to; e.g. the man who owns the newsagency, the next-door neighbour, teachers etc. • For Question 5, encourage students to think of someone they normally do not spend a great deal of time with or pay special attention to. Students may need assistance to record their answers for this question. Answers

Students who witness bullying may act in the following ways: • Help the person bullying by joining in. • Help the person bullying by watching, laughing or shouting encouragement.

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• What does it mean to be kind? • How can you be kind to other people? • How does it feel to be kind? How does it feel to be mean? • How do you feel when someone is kind to you/mean to you? • Who is kind to you? Who are you kind to? What to do:

Teac he r

Background information

• Remain completely uninvolved.

• Help the person being bullied by telling the person bullying to stop or fetching an adult etc.

Answers will vary Additional activities

o c . che e r o t r s super

• Students can role-play some situations in which they show kind and notso-kind behaviour. • Write each student’s name on a piece of paper and put into a hat. Each student pulls out a name (not his/her own). Students are then responsible for performing at least one act of kindness for that person by the end of the week. • Display newspaper or magazine articles that demonstrate a caring or kind act within the community. It could be looking after the environment, caring for animals or working with someone less fortunate. • Read stories which demonstrate people performing kind and caring acts. 72

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It is important to know that we become caring people over time by doing kind and caring things for others. By being kind and caring toward others, we build good, positive relationships with those people and create a happy and loving environment.

Primary health and values

Health curriculum links Nat.

1.13

IS1

NSW

V2, V3, INES1.3, IRES1.11

Vic.

HPSR0102

Qld

EPD1.1

1.5

R.I.C. Publications – www.ricgroup.com.au

Acts of kindness Colour the ways you could be kind to someone. use manners

tease others

cooperate with others

think of others

act rudely

be fair

leave others out

be bossy

listen to others

not sharing include others r o e t s B r e oo p Draw how you were kind to Draw how someone was kind u k someone. S to you.

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Teac he r

be helpful

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Colour a face to show …

m . u

. te o c how someone else feels when you are kind to them. . che e r o t r s (a) Who could you be kinds to? uper how you feel when you are kind to someone.

(b) What could you do?

R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

We are all different!

Indicators • Identifies what makes him/her different from other people. • Surveys and records information about his/her friends to show differences. • Discusses the importance of valuing differences among people. The lesson Discussion points:

Students have the right to be valued for their individuality, including race, gender, culture and physical and intellectual differences. We live in a multicultural society. We look different and we live differently. We have different types of families. Differences can enhance our relationships and our society. Students need to be encouraged to recognise, appreciate and tolerate differences.

• Write all or some of the following headings listed below on the board and record students’ responses. Draw special attention to the number of different answers. Favourite sport, Favourite game to play, Favourite television show, Favourite song, Favourite place, Favourite story, Favourite time of year • Discuss how students had different favourite things and even if some things were the same for some people, other things were different. • Discuss the first three discussion points. It is important that students begin to get the idea that everyone is different in some way or another. Even identical twins may have different likes or dislikes, favourite things, personalities, fears etc. • Read through the statements in Question 1 on the worksheet and ask students to colour the appropriate boxes for themselves. Once students have coloured the boxes, they will have some ideas of their own that make them different from everyone else. They can draw or write two of these differences in the boxes provided. • Students can then select three friends and complete the table in Question 3. Some students may require assistance to write the names of their friends. Question 4 requires students to select only one friend to complete the favourites in each category. By completing Questions 3 and 4, students are gathering concrete data showing that everyone is different. • Students will then be ready to discuss the fourth discussion point. It is important at this stage that students develop the concept that everyone is ‘equal’, which will then lead onto discussion of the final point—tolerance. Answers

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• Why do some people look the same and some look different? • Even if two people look the same, do you think they would be the same in every way? Explain. • Are you the same as anyone you know? Explain. • If someone is different from you, are they better or worse than you? Explain. • What do you think it means to ‘be tolerant of other people who are different from you’? What to do:

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Background information

Tolerance is a skill which can reduce conflict and the need for conflict resolution. It should be an ongoing process. Tolerance is also a quality needed in team building.

Young children may look for basic physical differences such as hair and eye colour or the number of people in the family, types of single parent families, parents born in a different country, both parents working or mums and dads with similar jobs.

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Additional activities

Health curriculum links

• Students can make prints of their thumbs and fingers to show that every single person has different fingerprints. • Students draw a picture of a friend and one of themselves. Pay special attention to the differences between the two drawings. • Read stories which demonstrate differences between people and tolerance of those differences. • Complete questionnaires that cover other areas to show differences that are not based on the way someone looks; e.g. nationality, family size, daily routines, foods eaten, festivals celebrated, tasks undertaken etc. 74

Primary health and values

Nat.

1.13, 1.14

SMS1

NSW

V2, V3, INES1.3, GDES1.9, IRES1.11

Vic.

HPSR0101

Qld

EPD1.1

1.3, 1.5

R.I.C. Publications – www.ricgroup.com.au

We are all different! Colour the starbursts which make you different. I wear glasses.

I have a I’m from nickname. I have another freckles. country.

I can ride a bicycle.

I love to draw. I like to listen to music.

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Write or draw two things that make you different.

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Primary health and values

Teachers notes

Being honest

Indicators • Identifies what it means to be trustworthy. • Discusses what it means to be honest.

Background information It is important to be honest and trustworthy in order to build strong relationships with the people around us.

The lesson Discussion points:

Honesty is something to be valued. It demonstrates the value we place on ourselves and on our relationships with others.

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• What does it mean to be honest? • Is lying good or bad? Explain. • Why do people tell lies? • Is saying nothing the same as telling a lie? What to do:

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• Read a story about lying such as Pinocchio to the students. • Discuss the first discussion point with the class and record students’ responses on the board or a large sheet of paper. • Read Question 1 on the worksheet with the students. Discuss their thoughts and direct students to circle the appropriate word to 1(a). For any students who circled ‘good’, ask them to give examples to support their answer. (Some students may suggest a situation where they have pretended to have liked a birthday present in order to be polite. They have told a ‘white’ lie.) Discuss their answers to 1(a) and why they think lying is good or bad. Complete 1(b) giving assistance as required. • Direct students to look at the situations in Question 2. Discuss what they would do in each situation. Students can write their own responses with assistance if necessary. Answers

Being honest is part of being trustworthy. In order to be considered trustworthy, you must be honest, reliable and have courage to do the right thing even in difficult situations.

Answers will vary

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• Read and write stories which highlight being truthful. • Make colourful posters outlining the four aspects of being trustworthy as outlined in the Background information. Display these around the classroom and school. • Interview an adult or older person about what he/she thinks about telling lies and/or being honest.

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Health curriculum links

Primary health and values

Nat.

1.14

SMS1

NSW

V1, V3, DMES1.2, IRES1.11

Vic.

HPSR0102

Qld

EPD1.1, 1.2

1.5

R.I.C. Publications – www.ricgroup.com.au

Being honest (a) Is lying good or bad? (b) Explain your answer.

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What would you do if each of these things happened to you?

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R.I.C. Publications – www.ricgroup.com.au

Primary health and values