Primary Health and Values: Book C - Ages 7-8 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-0576 4.3/421

Primary health and values—Book C 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 A Primary health and values—Book B Primary health and values—Book D Primary health and values—Book E Primary health and values—Book F Primary health and values—Book G

ew i ev Pr

Teac he r

ISBN 1 74126 075 2 RIC–0576

w ww

m . u

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.

. te

o c . che e r o t r s super Copyright Notice

Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

Date of Purchase:

Supplier:

School Order# (if applicable):

Signature of Purchaser:

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.

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

Teac he r

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 A Primary health and values – Book B

ew i ev Pr

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 D 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

. te

Personal development and relationships What would you do? ..................................... 38 – 39 Feeling good ................................................... 40 – 41 Teamwork ......................................................... 42 – 43 Where I belong ............................................... 44 – 45 I’m great! .......................................................... 46 – 47 Decisions, decisions, decisions! ................ 48 – 49 Strengths and weaknesses ......................... 50 – 51 Bullying—what can I do? .............................. 52 – 53 Friends .............................................................. 54 – 55 Caring for others ............................................ 56 – 57 Your feelings .................................................... 58 – 59 Communication and cooperation .............. 60 – 61 Solving problems ........................................... 62 – 63 Working out conflicts .................................... 64 – 65 Goal setting ..................................................... 66 – 67 Worries ............................................................. 68 – 69 We are all different ........................................ 70 – 71 Our environment .............................................72 – 73 Conserving our resources ........................... 74 – 75

m . u

w ww

Healthy lifestyles A balanced lifestyle ..............................................2 – 3 Food groups ...........................................................4 – 5 Food choices .........................................................6 – 7 Life stages ..............................................................8 – 9 Changes ............................................................ 10 – 11 Exercise ............................................................. 12 – 13 Fitness ............................................................... 14 – 15 Influences on fitness ....................................... 16 – 17 Leisure ............................................................... 18 – 19 Body organs ..................................................... 20 – 21 Personal safety ................................................ 22 – 23 School health ................................................... 24 – 25 Medicines ......................................................... 26 – 27 Basic first aid ................................................... 28 – 29 Personal health choices ................................ 30 – 31 Services and facilities .................................... 32 – 33 The media ......................................................... 34 – 35 Smoking ............................................................ 36 – 37

o c . che e r o t r s super

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

Primary health and values

iii

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.

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

Teac he r

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.

ew i ev Pr

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.

. te

m . u

w ww

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.

o c . che e r o t r s super

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

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

Teacher information

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

ew i ev Pr

Teac he r

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.

w ww

. te

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

m . u

Student activities to reinforce and develop understanding of the concept.

o c . che e r o t r s super

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.

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

• 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.)

Teac he r

• 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.

ew i ev Pr

• 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.

w ww

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.

. te

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.

m . u

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.

o c . che e r o t r s super

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. vi

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.

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

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.

Teac he r

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.

ew i ev Pr

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

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.

Tolerance and empathy

•

minimise generalisations and stereotyping, and

•

promote the need to combat prejudice and discrimination.

•

. te

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. 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.

m . u

•

w ww

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:

o c . che e r o t r s super

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.

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.

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

Primary health and values

vii

Assessment indicators Below are the indicators from the activity pages of Primary health and values – Book C. 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

Pages 4 – 5

Pages 8 – 9

Pages 10 – 11

Pages 12 – 13

Pages 14 – 15 Pages 16 – 17

Pages 18 – 19

Pages 20 – 21

r o e t s Bo r e p ok u S Pages 22 – 23 Pages 24 – 25 Pages 26 – 27

Pages 28 – 29 Pages 30 – 31 Pages 32 – 33

w ww

Personal development and relationships Pages 38 – 39 Pages 40 – 41

Pages 42 – 43

Pages 44 – 45

viii

• Understands the basic functions of body organs. • Recognises behaviour that promotes personal safety. • Devises a plan to promote a health event. • Understands how to use medicines safely and explores other avenues of pain relief. • Understands basic first aid and safety procedures. • Considers health choices and explains why. • Identifies places, services and people in the community that/who help to keep him/her safe and healthy. • Considers health choices influenced by the media. • Understands the dangers of smoking.

ew i ev Pr

Teac he r

Pages 6 – 7

• Identifies what people do to stay healthy and create a balanced lifestyle. • Recognises how foods belong to different groups and how they meet the body’s needs. • Recognises influences on food choices and makes personal decisions. • Recognises and predicts changes at different stages of life. • Recognises similarities and differences in girls and boys as they change. • Understands the importance of regular exercise and identifies activities he/she is involved in. • Identifies physical changes during physical activity. • Recognises that different factors have an influence on fitness choices. • Recognises the importance of leisure time and identifies activities he/she can do.

• Makes personal choices to solve situations. • Discusses and identifies what makes a person healthy. • Uses words to complete statements about the positive effects of exercise. • Records physical activity for one week and evaluates how he/she feels. • Understands that teamwork is a basic life skill which helps him/her to work successfully in groups and interact with others. • Identifies the purposes of rules that help groups work together. • Identifies that he/she belongs to different groups. • Defines the feelings associated with belonging to a group.

. te

Pages 46 – 47

m . u

Pages 2 – 3

• Describes his/her own favourite features. • Interviews family and friends to gather positive words to describe him/her. • Writes a poem to describe himself/ herself. • Demonstrates the ability to make a decision. • Identifies that there are consequences involved in making a decision. • Investigates strengths and weaknesses. • Considers feelings when trying something new. • Identifies bullying situations. • Learns steps to take if involved in a bullying situation.

o c . che e r o t r s super Pages 48 – 49

Pages 50 – 51

Pages 52 – 53

Primary health and values

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

Assessment indicators Pages 54 – 55

Pages 56 – 57

Pages 58 – 59

Pages 60 – 61

Pages 64 – 65

Pages 66 – 67

• Understands the meaning of ‘conflict’. • Identifies a conflict situation. • Identifies actions and feelings by using ‘I’ statements. • Contributes to generating a class goal. • Works to devise a strategy to achieve a class goal. • Evaluates the process followed to achieve a class goal. • Identifies people who can help him/ her to cope with worries. • Identifies activities that combat stress and aid relaxation. • Identifies that people are all different. • Recognises that we live in a multicultural society. • Suggests ways to keep his/her environment clean. • Identifies ways to reduce environmental problems.

r o e t s Bo r e p ok u S Pages 68 – 69

Pages 70 – 71

Pages 72 – 73 Pages 74 – 75

Using the health and values assessment proforma (page x)

An explanation of how to use the proforma.

ew i ev Pr

Teac he r

Pages 62 – 63

• Understands the importance of having friends. • Identifies similarities and differences between friends and considers what influences the selection of friends. • Considers ways to do caring things for families, friends, the school and the community. • Identifies feelings. • Recognises situations that make him/her happy. • Learns ways to deal with anger. • Identifies effective ways of communicating and cooperating. • Reads and discusses problemsolving scenarios. • Identifies and evaluates problemsolving strategies.

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.

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

w ww

Assessment

m . u

Outcome(s)

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

. te

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.

o c . che e r o t r s super

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)

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

ew i ev Pr

Teac he r

The student was asked to:

Outcome(s)

w ww

. te

Needs further opportunity

m . u

The student:

o c . che e r o t r s super

Teacher comment

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

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

• 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

ew i ev Pr

Teac he r

• strives to achieve the best results in personal performance

• sets goals for himself/herself

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

• makes and maintains positive relationships

w ww

• shows sensitivity and tolerance towards others • shows respect for others

. te

• has a positive self-image

o c . che e r o t r s super

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

Teacher comment

m . u

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

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

Primary health and values

Teachers notes

A balanced lifestyle

Indicator • Identifies what people do to stay healthy and create a balanced lifestyle.

The lesson Discussion points:

Teac he r

• How do we stay healthy? • What do we need to do regularly to stay healthy? • How do you feel when you are healthy? • What does ‘a well-balanced lifestyle’ mean? • What goals can you set to achieve a healthier lifestyle? • How do you feel when you are not healthy? What to do:

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

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

ew i ev Pr

• As a class, or in small groups, make a list of things we need to do to create a healthy lifestyle. Discuss different areas of our lives that need to be balanced; for example, physical, social and emotional aspects. Students’ suggestions could be grouped under these headings. Ask students to consider the statements in Question 1 and decide if each is true or false for healthy people. • Ask students to write words or draw pictures to describe how they maintain a balanced lifestyle to complete Question 2. • Discuss goal setting and the importance of ensuring goals are simple, realistic and achievable. Ask students to consider one area of their lives where they could make an improvement. Model a personal health goal in relation to the criteria in Question 3. Allow students time to write about a personal health goal for them to achieve. • Discuss how problems can arise if our lives are not well-balanced. Students can work in pairs to talk about the concerns raised in Question 4 and what they could do to solve the problems presented. Answers 1.

w ww

(a) true (b) (c) false (d) (e) false (f) (g) true (h) (i) true (j) 2. – 4. Answers will vary

false true true false true

. te

Additional activities

m . u

o c . che e r o t r s super

• Make a poster to show how to balance your lifestyle. • Name three places, things and events that can help to keep you healthy.

Health curriculum links

Primary health and values

Nat.

2.9

CHL2, SMS2

NSW

V4, PHS1.12, ALS1.6

Vic.

HPIP0201

Qld

PHIC2.2

2.2, 2.8

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

A balanced lifestyle True or false? Healthy people … (a) like to exercise.

(b) hardly ever relax.

(d) feel good about themselves.

r o e t s Bofo r e (g) enjoy different sports. (h) watch a lot television. p ok u S (i) enjoy playing with friends. (j) always get plenty of sleep.

(f) eat lots of fruit and vegetables.

What do you do to make sure your life is well-balanced?

ew i ev Pr

Teac he r

(e) eat lots of junk food.

w ww

m . u

Write a goal that will improve one area of your life to make you healthier. Area to improve:

. te

o c . When will I achievec it? e hthese r o t r What can you do to solvee problems? s super Goal:

Can’t concentrate at school

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

Feeling lazy and bored

Primary health and values

Feeling stressed out

Teachers notes

Food groups

Indicator • Recognises how foods belong to different groups and how they meet the body’s needs.

The lesson Discussion points: What is the Healthy Eating Guide? How does it show us what foods to eat? How can you improve your diet? Which foods should you eat the most of and which foods should you eat the least of? • How do different foods help our body? What to do:

The Healthy Eating Guide is a model used to show how foods are grouped into different areas. It is impor tant for students to understand that eating a balanced diet will help them to achieve an active and healthy lifestyle. The importance here is a balance of the different groups. 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.

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

ew i ev Pr

Teac he r

• • • •

Background information

• Discuss the Healthy Eating Guide and analyse how different foods are grouped, which foods you should eat the most of and which you should eat the least of. Ask students to consider how healthy their eating habits are. Do they eat too many of the wrong foods? Make a list of those foods from the guide that we should eat more or less of. • Talk about how we feel when we are eating healthily. Ask students to think of words or phrases that describe how they feel. For example, ‘full of energy’, ‘happy’, ‘lively’, ‘active’, ‘sparkly’. • Discuss goals and areas where students can improve their diets. Ask them to think about what they need to do to improve their eating habits. • Discuss how different foods provide different benefits for our bodies and reinforce why it is important to choose a variety of foods. For example, milk provides calcium necessary for strong bones and teeth, fruit contains natural sugars for energy and meat contains protein for building muscles. Students can match each food to the statement that describes how it helps their body. Answers Answers will vary (a) milk – helps to give you strong bones (b) fruit – helps to give you energy (c) meat – helps to build strong muscles

w ww

1. – 3. 4.

m . u

. te

Additional activities

o c . che e r o t r s super

• Use magazines to cut out pictures and create a collage of healthy foods. • Each student writes a letter to his/her parents, suggesting a way that can help the student improve his/her diet.

Health curriculum links

Primary health and values

Nat.

2.8

CHL2

NSW

V4, PHS1.12

Vic.

HPIP0201

Qld

PHIC2.2

2.8

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

Food groups The Healthy Eating Guide helps you to choose what foods you should eat. You need to eat a balance of different foods. If you have a healthy diet, you will have energy to do all the things you want to.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u SEating Guide to list the correct foods. Use the Healthy Foods I should eat the most of

Foods I should eat the least of

. te

How can you improve your diet?

m . u

w ww

Write words to describe how you feel when you eat healthy foods.

o c . che e r o t r s super

Match the food with how it helps your body. (a) milk •

• gives you energy

(b) fruit •

• helps to build strong muscles

• helps to give you strong bones

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

Primary health and values

Teachers notes

Food choices

Indicator • Recognises influences on food choices and makes personal decisions.

The lesson Discussion points: • Who chooses most of the foods you eat? • When do you choose your own foods? • Do you eat different foods at different times or on different occasions? • How do you make healthy choices? • What healthy food is available at the canteen/tuckshop? What to do:

A sensible diet and plenty of exercise helps to keep the body healthy. It is important to make wise decisions about what you eat. Sometimes other factors can influence what you choose to eat. The following categories include influences that may affect a student’s eating habits:

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

• family – economics, location, cooking skills, parental preferences • media – appealing advertising, interest in trying something new, advertised ‘specials’

ew i ev Pr

• Ask students to think about the foods they like to eat for different meals. Do they make their own choices about what they eat? Who else makes choices? Which meal do you have more choice about? Why? Have students draw or write foods they eat for the different meals and then consider who makes the choices. • Students will need to be provided with a copy of the school canteen/ tuckshop menu. If not available, teachers may produce their own to help the students complete Question 2. Survey students to see who regularly buys from the canteen/tuckshop. Do they make healthy choices? Do they make their own choices? Is the food at the canteen/tuckshop healthy? Ask students to consider what healthy choices they can make over a twoday period. Have them write their food choices. Students can discuss why they made their choices with a partner. • Discuss how different foods may be chosen at different times of the year and different occasions and because of other factors suggested in the Background information. Ask students to draw pictures of foods they would choose in winter and in summer. For example, ice-cream in summer and soup in winter. Answers

Teac he r

Background information

• cultural – family staple foods, family recipes, religion, special occasions

• health/medical – special diets for illness/medical conditions/ weight/allergies

• seasonal – availability of foods, different foods during winter/ summer months

w ww

m . u

Answers will vary

Additional activities

. te

o c . che e r o t r s super

• Students can work in small groups to find or draw pictures that may be chosen on different occasions such as birthdays. (Suggestions in the Background information can make up other groups.) • Students could work in pairs to create healthy food choices and show unhealthy alternatives to each. For example, they may choose a salad sandwich as opposed to a pie.

Health curriculum links

Primary health and values

Nat.

2.7, 2.8

SMS2

NSW

V4, DMS1.2, PHS1.12

Vic.

HPIP0201

Qld

PHIC2.2

2.8

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

Food choices Complete the table. Foods I like for …

Who chooses?

breakfast

lunch

ew i ev Pr

Teac he r

dinner

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

snacks

For two days, you are allowed to choose a morning snack and lunch from the school canteen/tuckshop. What healthy food choices do you make?

lunch:

w ww

m . u

lunch:

. tof some foods you like to eat in winter and in summer. o Draw picturese c . che e r o t r s super

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

Primary health and values

Teachers notes

Life stages

Indicator • Recognises and predicts changes at different stages of life.

The lesson Discussion points:

Teac he r

• What changes have happened since you were a baby? • What changes do you think will happen when you are older? • Are the changes going to be good or bad? • How will you feel when you get older? • What age are you looking forward to reaching? • What do you think you will be doing when you are older? What to do:

Background information All through our lives, changes will occur. Some of these changes will be small, some major. They may be physical or emotional, positive or negative. Students should recognise changes that occur at different life stages.

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

ew i ev Pr

• Divide students into five groups. Talk about different changes that will happen as they grow older and changes that have already occurred since they were babies. Allocate each group a different stage (‘baby’, ‘now’, ‘teenager’, ‘adult’, ‘senior’) and ask them to discuss the areas shown on the student page. After discussion, students can complete the table by writing or drawing pictures to describe what changes will occur. Answers Answers will vary

Additional activities

w ww

. te

m . u

• Write a story about how your life will be (or was) at one of the stages discussed. • Have students draw pictures of what they will look like at the stages discussed. Display as a time line.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.1

CHL2

NSW

V1, GDS1.9

Vic.

HPSR0201

Qld

EPD2.1

2.4

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

Primary health and values

senior

adult

teenager

Things I like to eat

. te

now

baby

Stage

o c . che e r o t r s super

m . u

What I like to wear

TeacResponsibilities heI have r

Fun things I like to do

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

ew i ev Pr

w ww

As we grow, there are many changes that will happen to us. Where I live

Life stages

Teachers notes

Changes

Indicator • Recognises similarities and differences in girls and boys as they change.

The lesson Discussion points: (Note: Direct discussion and activities away from stereotypes.) • How are boys and girls different? • Do boys and girls like the same things? • What changes happen to girls and boys? • Are boys expected to do things differently from girls? What to do:

Background information Although we all go through different stages as we grow, different changes will occur for girls and boys. In many societies, girls and boys are often treated differently and expectations for each may be different.

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

Teac he r

ew i ev Pr

• For Question 1, it may be worthwhile to put students in small, mixed-sex groups so there is a balance of opinions. Ask students to discuss the different things that boys and girls like. What are the similarities? • Discuss how the roles of boys and girls may be viewed differently. What words can you use to describe what boys are like? What girls are like? Discuss why we may see boys and girls differently. • Ask students to write their opinion for the statement given in Question 4. Answers Answers will vary

Additional activities

w ww

. te

m . u

• Find pictures in magazines of males and females involved in different activities. • Write a story about what a day would be like if you changed into a girl (or boy).

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.1

CHL2

NSW

V1, GDS1.9

Vic.

HPSR0201

Qld

EPD2.3

2.4

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

Changes Do boys and girls like the same things? Do they change in different ways as they grow up? 1 Complete the table.

I think girls like

I think boys like

Same

Different

games toys TV shows

ew i ev Pr

Teac he r

music

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

clothes sport food

might be like.

w ww

m . u

. te o c ‘Boys and girls are more different than they are the same.’ Write what you think. . che e r o t r s super

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

Primary health and values

Teachers notes

Exercise

Indicator • Understands the importance of regular exercise and identifies activities he/she is involved in.

The lesson Discussion points: • What types of exercise do you do? • Do you do enough exercise? • Do you enjoy exercise? • Why is it important to exercise regularly? What to do:

Background information Physical activity can help with weight control, a healthier heart, improved lung capacity, clearer skin, good muscle tone, better sleep patterns and more energy. It can also provide teamwork skills, discipline, commitment, improved self-esteem and confidence.

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

Teac he r

ew i ev Pr

• Survey students to see who thinks they do enough exercise on a regular basis. Ask students to share some of the activities they do. These could be categorised into ‘at school’ and ‘after school’. It is important to be sensitive to students with weight problems, or those with disabilities who may be prevented from participating in physical activity. Have students consider the activities presented in Question 1 and use the different colours suggested to indicate their involvement in physical activity. • Discuss the importance of regular physical exercise and its health benefits. Ask students to complete the chart in Question 2 that shows the types and approximate duration of different exercise they are involved in over a week. This question could be used as homework in a lead-up to the lesson. • Discuss the types of exercise students enjoy the most and allow time for them to draw their favourite. Ask students to volunteer to tell the class why a particular type of exercise is their favourite. Answers

Answers will vary

m . u

Additional activities

w ww

• Students can graph the results of how much time they spend exercising and what types of exercise they do. • Discuss favourite sports people and the types of exercise they may have to do to stay fit. Students could draw or cut out pictures of their favourites to make a class collage.

. te

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.6

CHL2, SMS2

NSW

V4, V5, ALS1.6

Vic.

HPMP0202

Qld

DCSPA2.4

2.2

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

Exercise It is important to make sure we keep our bodies fit by doing plenty of exercise. Different types of exercise can be lots of fun. 1 Colour the boxes to show some of the types of exercise you do.

Colour red for every day, blue for most days, green for some days and orange for hardly ever. walk to school

morning fitness at school

ride your bike r o e t s Boplay a sport after school er play at lunchtime p ok u play a sport S at school play in the park after school

Write the different types of exercise you do over a week. Try to include how much time you spend on each. Day

Type of exercise

Monday

ew i ev Pr

Teac he r

walk with family/friends

How long?

Thursday

w ww

m . u

Friday Saturday Sunday

. te

o c . che e r to stay healthy? Explain. o t r s super

3 Draw a picture of your favourite

exercise.

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

4 Do you think you do enough exercise

Primary health and values

Teachers notes

Fitness

Indicator • Identifies physical changes during physical activity.

The lesson Discussion points: • What sports do you like being involved in? • Why is it important to be involved in physical activity? • How does your body react when you are involved in physical activity? • How do you feel when you are involved in physical activity? • Do you prefer team or individual sports? What to do:

Background information Involvement in physical activity may make the body feel sweaty, warm or flushed and produce faster heartbeat and different breathing patterns. The person may feel increased build-up of muscle and even fatigue.

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

Teac he r

ew i ev Pr

• Discuss favourite team sports with students and ask them why they enjoy participating. Ask students to imagine how their feelings and bodies change when they are involved in sport. If possible, students could be taken on a run to recognise that they may feel warm, have a faster heartbeat, sweat and breathe faster. Ask students to imagine they are about to play a game of their favourite team sport. They need to describe how they feel and how their bodies change before, during and after the sport. Students can draw how they look at the different stages. • Discuss the benefits of participating in physical activity on a regular basis and ask students to write the benefit of most importance to them. • Students can consider the statements in Question 3 and answer to show how they feel. Answers

Answers will vary

Additional activities

. te

m . u

w ww

• Create a display of photographs of students involved in different physical activities. • Ask students to imagine they are famous sports people and write a journal account of a big win or important event.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.5

CHL2, SMS2

NSW

V4, COS1.1, ALS1.6

Vic.

HPMP0202

Qld

DCSPA2.3

2.2

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

Fitness 1

Imagine you are about to participate in a game of your favourite team sport. Decide how you might feel and how your body will change. Sport: Before

During

After

How I feel

ew i ev Pr

Teac he r

r o e t s Bo r e p ok How my u S body changes Here is a picture of me

w ww

. te

m . u

participating in physical activities is good for you.

3 Answer yes or no for these statements.

o c . che e r (c) I prefer an individual o t r s super sport. (a) I enjoy playing sport.

(b) I like to play on a team.

(d) I get on well with teammates. (e) I like it when I improve my skills. (f) I enjoy feeling fit. (g) I know why it is important to stay fit. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Influences on fitness

Indicator • Recognises that different factors have an influence on fitness choices.

The lesson Discussion points: • What factors influence the physical activities that you, your friends and your family are involved in? • Will any of these factors continue to influence you when you are older? • Are boys and girls involved in different sports? • What activities do you do with your family and friends? What to do:

Background information To maintain a healthy lifestyle it is vital to include some form of physical activity in your day. Some experts recommend finding 30 minutes each day to devote to some sort of physical activity. Different factors can have an influence on the fitness choices we make. Some of these include cost, location, parents, advertising, skills, friends, seasons, and availability of facilities.

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

Teac he r

ew i ev Pr

• Ask students to list activities that their family is involved in. Activities may include what the family does together or what different family members do. Some students may wish to describe occasions when they have done very well in a sport (or a family member has). • Discuss different things that can influence our choices of physical activities. The teacher could relate an example along the lines of the following: ‘When I lived overseas, I loved to go snow skiing. Now I live in Western Australia and there is nowhere to ski’. Students may consider some factors that have influenced them. Ask them to consider the factors in Question 2 and decide which are applicable to them and their family and friends. • Discuss how boys and girls at different ages may be involved in different physical activities and why this is so. Students could work in pairs or small groups to list sports that only boys or only girls are involved in and then decide on those both play. • Direct students to think about the future. Ask them to think about what might influence their decisions to continue participation in sport. Answers

w ww

m . u

Answers will vary

Additional activities

• Students can create a brochure that focuses on one sport they enjoy. Have them look at factors that have influenced why they are involved in this sport and create a way to promote the sport. • Students can draw pictures of uniforms and equipment required to participate in a chosen sport and glue them onto a class mural.

. te

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.5, 2.6

CHL2

NSW

V4, V5, PHS1.12

Vic.

HPMP0202

Qld

DCSPA2.4

2.2

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

Influences on fitness 1 Make a list of physical activities your family is involved in.

r o e t s Bo r e p o u kthe activity is held cost of activity place where S

Tick the things that help you to decide what activities you, your friends and your family are involved in.

ew i ev Pr

Teac he r

time the activity is on

amount of time in the day

weather

interest in the activity

skills that are needed

advertising

3 Complete the Venn diagram to show sports that boys, girls and both boys and girls

are involved in.

w ww

. te

m . u

o c . che e r o t r s super

What things will help you to decide to participate in physical activity as you get older?

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

Primary health and values

Teachers notes

Leisure

Indicator • Recognises the importance of leisure time and identifies activities he/she can do.

The lesson Discussion points:

Teac he r

• What does ‘leisure’ mean? • What do you do during your leisure time? • How much leisure time do you have? • What other activities would you like to do? • Who do you spend your leisure time with? What to do:

Background information Most students’ days are divided into three parts – sleep, work and leisure. Leisure time is very important to relax the body and mind and participate in activities we enjoy. Stress-related problems can arise when there is too little leisure time.

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

ew i ev Pr

• Ask students how many hours there are in a day and discuss how the day can roughly be divided into three eight-hour blocks. Usually these are work, leisure and sleep. Ask students to consider how many hours a day they spend on each. • Discuss what activities may be seen as leisure activities. Ask students to volunteer the types of activities they are involved in and those they know others do. Students can indicate which activities suggested in Question 2 are leisure activities and which are not. • Ask students to think of their four favourite leisure activities and draw pictures to show themselves involved in each. • Who do you spend your leisure time with? Ask students to consider the question and write the people they usually spend that time with. • Students can consider why leisure time is important and write a reason to complete Question 5. • Discuss different activities students may be interested in pursuing during their leisure time but haven’t done so yet for different reasons. Ask students to write two activities they would like to get involved in. Answers

m . u

w ww

Answers will vary

. te

Additional activities

o c . che e r o t r s super

• Students can write a two-minute speech about their favourite leisure activity and present it to the whole class or to a small group. • Survey students in different classes to find out their favourite leisure activities. Graph the results.

Health curriculum links

Primary health and values

Nat.

2.6, 2.9

SMS2

NSW

V4, PHS1.12

Vic.

HPIP0201

Qld

PHIC2.1

n/a

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

Leisure 1 How many hours a day do you spend on the following?

hours

sleeping

school

hours

leisure

hours

2 Tick the statements to finish the sentence.

Leisure time is for …

r o e t s Bo r sleeping. doing chores. e p o u k reading. watching television. S bike riding. homework. sport.

playing.

visiting friends.

ew i ev Pr

Teac he r

going to school.

3 Draw four activities you are involved in during your leisure time.

w ww

. te

These are the people I spend most of my leisure time with.

m . u

o c . che e r o t r s super Leisure time is important to me because

. 6 Think of two things you could do in your leisure time that you don’t do now.

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

Primary health and values

Teachers notes

Body organs

Indicator • Understands the basic functions of body organs.

The lesson Discussion points: • How do the heart, brain and lungs work? • How can we keep these organs healthy? • Where in the body is each organ found? • What can happen to these organs as we get older? What to do:

Teac he r

ew i ev Pr

The brain ensures the heart and lungs (and other parts of the body) are working.

m . u

w ww

The heart sits behind the sternum and the ribs. It is about the size of a pear and has four parts—the left and right ventricles and the left and right atria. The walls of the heart are made up of muscles which pump blood around the body. The left side gets oxygenated blood from the lungs and pushes it around the body. The right side returns the blood which carries carbon dioxide. This carbon dioxide gets breathed out through the lungs. So, fresh air goes into the lungs, the air from the lungs goes into the blood and stale air is breathed out.

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

• In small groups, ask students to brainstorm what the brain, heart and lungs can do, what they are for, where they are located and anything else they know about these organs. Discuss as a whole class. Use the Background information and pictures to explain the working and location of each organ. Students can label the picture to show the location of the organs. • Ask students to choose a response to each statement presented in Question 2. • Discuss different ways to keep the heart healthy and ask students to draw pictures for Question 3 to show which of these they think are important. Students should be able to label each picture. • Discuss the importance of choosing not to smoke cigarettes and getting plenty of exercise to keep the lungs healthy. Ask students to write a sentence to explain the importance of these two choices for healthy lungs to complete Question 4. Answers 1.

Background information

(a) true (b) true (c) true (d) false (e) true (f) true 3. – 4.You can keep the heart healthy by exercising regularly, eating a healthy diet, drinking lots of water and choosing not to smoke, abuse illegal drugs and drink too much alcohol.

. te

Additional activities

o c . che e r o t r s super

• Students can use the Internet to research different organs of the body and complete a mini-project. • Write a poem that explains the importance of taking care of internal organs of the body.

Primary health and values

Health curriculum links Nat.

2.9

CHL2

NSW

GDS1.9

Vic.

HPMP0202

Qld

n/a

2.4

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

Body organs 1 On the picture, label the brain, the

heart and the lungs.

2 True or false?

(a) The brain keeps our heart beating. (b) The heart is made of muscle.

r o e t s Bo r e p opumps water. u (d) The heart k S

(e) Our brain helps us think.

(f) The air we breathe goes into our lungs.

Draw and label two pictures to show how you can keep your heart healthy.

w ww

m . u

ew i ev Pr

Teac he r

. te

o c . che e r o t r s super Explain how to keep your lungs healthy.

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

Primary health and values

Teachers notes

Personal safety

Indicator • Recognises behaviour that promotes personal safety.

Background information Personal safety depends on the environment and the behaviour of yourself and others. Students need to take personal responsibility for their own safety and recognise situations where they need to follow rules. Accidents can happen and many are preventable.

The lesson Discussion points: • How do you keep yourself safe? • What rules do you need to follow? • Who makes up rules to keep you safe? • What rules would you never break? • How do many accidents happen? What to do:

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

Teac he r

ew i ev Pr

• Discuss with students how they need to take responsibility for their personal safety. Ask students to suggest behaviour that will help to keep them safe. Discuss the different situations in Question 1 and ask students to consider ways they should behave to ensure their personal safety. Students can illustrate each correct behaviour. • Make a list of some of the common rules parents tell their children to follow. Ask students to choose the three main rules their parents insist on them following and describe each. • Act out a simple ‘accident’ and ask students to suggest appropriate behaviour that would have prevented it from happening. Students may wish to volunteer to share an experience when they were involved in an accident. Talk about the prevention of any contributions and correct behaviours to ensure safety. Students can share a description of an accident they have had or have seen to complete Question 3 with a partner. Answers

Answers will vary

m . u

Additional activities

w ww

• Students can work in small groups to role-play situations where an accident occurs, showing how the accident could have been prevented. • Design a poster or safety brochure to show the correct behaviour for ensuring personal safety.

. te

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.12

SMS2

NSW

SLS1.13

Vic.

HPIP0201

Qld

PHIC2.3

2.7

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

Personal safety 1 Draw pictures to show the correct behaviour to make sure you are safe.

at school

riding a bike

in the backyard

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u at the pool in the car at the park S

w ww

m . u

in the classroom

. te o Write three safety rules your parents always tell you to follow. c . che e r o t r s super

3 Think of an accident that happened to you (or someone else).

Talk about it with a partner. Describe what happened. Describe how the accident could have been prevented. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

School health

Indicator • Devises a plan to promote a health event.

Background information

The lesson Discussion points: • What behaviour do we need to show to work successfully in a small group? • Can you think of any events that have been held at school to promote health and safety? • How would you plan such an event? What to do:

Many communities promote health and safety issues through the organisation of different events. There are a variety of promoted community walks, dances and sports to participate in.

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

Teac he r

ew i ev Pr

• Discuss different events within the school or local community which have promoted health and safety issues. Tell students they are going to work in small groups to devise and plan their own class or school event. As an incentive, the plans can be presented to the class, with a vote taken to present the plan to the school principal. • Ask students to think about how they are going to plan their event. Direct them to the student page which outlines things to consider. Set any boundaries that may be applicable to the school community. • This could also be used as an activity with an older ‘buddy’ class. Answers Answers will vary

Additional activities

w ww

. te

m . u

• Create posters, flyers and announcements to advertise the event. • Write an advertisement for the school newsletter to promote the event.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.13

SMS2, IS2

NSW

V4, INS1.3, SLS1.13

Vic.

HPIP0201

Qld

PHIC1.2

2.6

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

School health You will need to work in a small group to plan a class or school event that will help to improve the health or safety of students. Group members:

r o e t s Bo r e What we need: p ok u S

ew i ev Pr

Teac he r

Our goal:

Our event:

Our plan: 1. 2. 3.

w ww

m . u

4. 5.

. tbe held: Where it will be held: Who will o When it wille be involved: c . che e r o t r s super 6.

Result:

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

Primary health and values

Teachers notes

Medicines

Indicator • Understands how to use medicines safely and explores other avenues of pain relief.

The lesson Discussion points:

Medicines are used to help people who are sick or have a disability. Some people take medicines for only a short time while others need them continuously. It is important that students know how to use medicines correctly.

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

• Discuss the safe use of medicines and proper storage. Ask students to think about where medicines are located at their homes. • Ask students to colour true or false for each of the statements in Question 2 and then discuss the answers. • Talk about some common illnesses which students may have been exposed to or which class members suffer from. Be sensitive to any student who may have an illness he/she does not want to discuss. An example of an asthma inhaler can be shown. Students should understand that such medications are common but they are only prescribed by doctors and are not toys to play with or share. • Discuss ways of achieving pain relief without using medications. Students can discuss in small groups what they may do. Allow students to draw four methods of achieving pain relief and have them label each. Answers

Some guidelines are: • Do not share medicines with others. • Keep medicines locked away. • Always follow directions carefully. • Take the whole course prescribed by your doctor.

ew i ev Pr

Teac he r

• What are medicines for? • Do you take any medications? • What would you take medicine for? • What is asthma? • How can people find pain relief without using medicines? What to do:

Background information

w ww

Answers will vary (a) false (b) true (c) false (d) true (e) true (f) true Illnesses may include asthma, juvenile diabetes, juvenile arthritis and allergies. Alternatives may include lying down, having a cool drink, putting a cold flannel on your forehead and using essential oils.

. te

Additional activities

m . u

1. 2.

o c . che e r o t r s super

• Use the Internet to research asthma, juvenile diabetes or other relevant illnesses that students may suffer from or know about. • Draw a cartoon strip to show how to achieve pain relief without using medication.

Health curriculum links

Primary health and values

Nat.

2.12

CHL2

NSW

COS1.1, GDS1.9

Vic.

HPIP0202

Qld

PHIC2.3

2.7

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

Medicines Where are medicines stored in your house?

Colour true or false.

r o e t s Bo r e ok (b) Medicines should p be stored away from young children. u S (c) There is no problem if you share your medicine with others.

ew i ev Pr

Teac he r

(a) You need to take medicine whenever you are sick.

(d) Some people might need to take medicines for a long time. (e) You have to take the correct dose of medicines. (f) Any old medicines should be thrown out.

Many children have illnesses that mean they need to use medicines every day. Write two illnesses and the medicines used. Medicine

w ww

. te

m . u

Illness

o c . che e r o t r s super

Draw pictures to show four other ways you can feel better without taking medicines. Write a label for each picture.

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

Primary health and values

Teachers notes

Basic first aid

Indicator • Understands basic first aid and safety procedures.

Background information A basic first aid kit may include the following items:

The lesson Discussion points:

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

• Ask individual students to volunteer to act out the three situations described in Question 1. Talk about what first aid you could give if you were on your own when these incidents happened. Ask students to describe each situation. • Discuss the contents of a basic first aid kit. If possible, show students a real kit and talk about each item and what it is used for. Ask students to think about which items they have at home that could be used for basic first aid and to draw them in the space provided. • Provide scenarios where first aid is required in each of the places mentioned in Question 3 and ask students to decide who they would ask for help. • Talk about a day at the beach and what safety steps can be taken to ensure lifesavers and first aid are not required. What situations can occur (sunburn, stings, drowning, sand in the eyes) and how can they be prevented? Answers

ew i ev Pr

Teac he r

• What first aid do you know? • What items might be found in a first aid kit? • Have you ever been involved in a situation where someone needed first aid? • Would you know what to do if someone were hurt? • Who would you ask for help if you were injured? • How can you be safe at the beach? What to do:

• a range of bandages and dressings • adhesive tape and strips • gloves • antiseptic lotion • cream and wipes • a kidney dish • a hot/cold pack • scissors • forceps • splinter probe • saline solution • a thermal accident blanket

m . u

Answers will vary

w ww

Additional activities

• Create role-play situations where students can act out basic accidents and first aid they might give. • Cut out magazine pictures to make a collage of items used for first aid situations.

. te

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.12

CHL2

NSW

PSS1.5

Vic.

HPIP0202

Qld

PHIC2.3

2.7

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

Basic first aid Describe what help you can give in the following situations. (a) Your friend falls off his/her bike and cuts his/her leg. (b) A baby starts to choke on some food.

ew i ev Pr

Teac he r

r o e t s B r e oo (c) A classmate cutsp his/ k her finger withu S scissors.

Draw pictures of some of the things you have at home which you might use for basic first aid.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

w ww

m . u

Who would you ask for help if you were injured: (a) at home?

. te sport? (c) playing a team o c . c e her r (d) visiting your friend? o t s super (b) at school?

Write steps to show how to stay safe and avoid needing first aid at the beach. í˘ą í˘˛ í˘ł í˘´

R.I.C. Publications â&#x20AC;&#x201C; www.ricgroup.com.au

Primary health and values

Teachers notes

Personal health choices

Indicator • Considers health choices and explains why.

The lesson Discussion points: • What sort of things about your health do you make choices about? • Who else helps you to make health choices? • Why is it important to think about your own decisions? • What do you need to feel confident about making your own choices? What to do:

Background information Although many factors will influence the decisions students may make about their health, it is important for them to be able to give reasons why they would make personal choices.

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

Teac he r

ew i ev Pr

• Discuss smoking-related issues (see pages 36 – 37 ‘Smoking’) and ask students to consider reasons why they will choose not to grow up to be a smoker. • Discuss goal setting and the importance of ensuring goals are realistic, achievable and simple. Ask students to think of goals they can set to make the right health choices regarding the foods they eat and the exercise they do. • Provide magazines and allow students to look through them for pictures and advertisements of different health products they might use. Discuss who usually makes choices about health products in their family and why. Ask students to draw different health products they like to use or maybe think they will use as they get older. • Students can use the words provided to complete the sentences in Question 4. Answers

w ww

m . u

1. – 3. Answers will vary 4. 1. right 2. health 3. foods 4. exercise 5. body 6. products

Additional activities

• Write a diary entry about a personal health choice to be made when you are older and explain reasons why you are going to make that choice. For example, not to smoke or take drugs. • Create a survey that asks parents what types of health products they choose or what decisions they make about their health.

. te

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.10

SMS2

NSW

V4, PHS1.12

Vic.

HPSR0202

Qld

PHIC2.1

2.3

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

Personal health choices Give reasons to explain why you will not grow up to be a smoker. I won’t smoke because

r o e t s BoExercise I do r e Foodsp I eat ok u S

ew i ev Pr

Teac he r

Write goals to show how you will make the right health choices.

w ww

m . u

Draw pictures of some health products you like to use.

. te o c Use the words below to finish the sentences. . c e r health righth foods products body er o t s super (1)

As I grow up, I will make the

exercise

choices

(2)

about my

. I will choose healthy

(3)

(4)

and make sure to

each day. I will look after my different R.I.C. Publications – www.ricgroup.com.au

(6)

(5)

and choose

that are good for me. Primary health and values

Teachers notes

Services and facilities

Indicator • Identifies places, services and people in the community that/who help to keep him/her safe and healthy.

The lesson Discussion points:

Teac he r

• What local facilities keep us safe and healthy? • What local services keep us safe and healthy? • Who are the people who keep us safe and healthy? • Where are they located in the local community? • How can you make use of these services and facilities? What to do:

Background information Students should be able to identify services, facilities and people that/ who keep them safe and healthy and how they can access them in the local community. Health and safety information can also be found on the Internet.

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

ew i ev Pr

• Display five charts around the room with the following headings: ‘People who keep me safe’, ‘People who keep me healthy’, ‘Places that keep me safe’, ‘Places that keep me healthy’, ‘Events that keep me safe and healthy’. Divide the students into five groups and direct each group to one of the charts. Ask students to discuss their area and write suggestions. After a few minutes, swap the groups around and continue the process until ideas are exhausted. Hold a class discussion to talk about the different people, services, facilities and events suggested. • Students can complete the activities suggested on the student page individually, using the ideas generated in the small-group work. Answers

Answers will vary

Additional activities

w ww

. te

m . u

• Find pictures of services, facilities and people in the local community that/ who provide opportunities for promoting safety and health. • Map the different health and safety facilities in the local community.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.10

CHL2

NSW

ALS1.6

Vic.

HPIP0202

Qld

PHIC2.4

2.6

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

Services and facilities 1 Draw pictures to show places and people that/who help to keep

you safe and healthy in your local community. Write a sentence to explain each. This person helps to keep me healthy

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

ew i ev Pr

Teac he r

This person helps to keep me safe

w ww

. te

m . u

o c . che e r o t r s super

Name three events which happen in your local community that help you to stay safe or healthy.

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

Primary health and values

Teachers notes

The media

Indicator • Considers health choices influenced by the media.

Background information Advertising in the media is a powerful influence on health choices made by individuals.

The lesson Discussion points:

Teac he r

• What forms of information do we normally think of as ‘the media’? • What are your favourite food advertisements? • Why do you like them? • How do advertisements influence what people buy? • How do you influence your parents when you want them to buy something? • How do you know the brand names of different food products? What to do:

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

ew i ev Pr

• Show a video of (or discuss) commercials on television that advertise food products. Ask students to think of their favourites and why they are so good. Which advertisements make you want to buy food? Ask why students are influenced to make decisions to buy from certain companies. • Discuss brand names and how well most of us know them. Why do we know so many company and brand names of different products, especially food? Ask students to write the brands or companies they can think of for the foods listed in Question 3. • Provide magazines and ask students to find an advertisement that shows a food they like. Students should be able to describe why they would buy that product. • Ask students to create an advertisement for that same product in the space provided. Answers

Answers will vary

w ww

m . u

Additional activities • Survey the class, or other classes, to find out favourite advertisements for food. • Watch television for a specified time during children’s viewing hours and tally the number of food commercials shown. Graph and discuss results.

. te

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.7

SMS2

NSW

PHS1.12, DMS1.2

Vic.

HPIP0201

Qld

n/a

2.8

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

The media 1 Make a list of television advertisements

these advertisements have an influence on your decisions.

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

ew i ev Pr

Teac he r

that make you want to buy food.

2 Give some reasons to explain why

What brands or companies do you know of that make the following foods?

m . u

(b) chocolate

w ww

. te o c Cut out an advertisement for a food . c e he r product you like. Describe why you o t r s super would choose to buy this product. (e) cereal

Create an advertisement of your own for the same product.

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

Primary health and values

Teachers notes

Smoking

Indicator • Understands the dangers of smoking.

Background information

The lesson Discussion points: • How do you feel when other people are smoking near you? • Do you know people who are smokers? • How does smoking harm your health? • Why is it so hard to quit? • What places do you know that are smoke-free? What to do:

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

Smoking can affect the following parts of the body: • lungs – cancer, breathing problems, asthma, emphysema

ew i ev Pr

• Ask students if they have ever been around people who are smoking and discuss how the cigarette smoke makes them feel. Students can indicate the reasons why other people’s smoke bothers them to complete Question 1. • Students can work in pairs to role-play what they can do when someone is smoking near them. Have students show the rest of the class and discuss the different things done. Students can write the three ways they deal with another person smoking near them. • Discuss the contents of cigarettes and the harm done to a person’s body and health. See Background information for suggestions. Ask students to answer true or false and discuss their answers. • Talk with students about places in the community that are smoke-free and why there are laws for smoke-free environments. Ask students to draw pictures of four places they may visit regularly that are smoke-free. • Students can create a list of words that describe their feelings toward smoking and cigarettes. Answers

Teac he r

Cigarettes contain over 4000 chemicals, many of which can cause cancer. Nicotine is the poisonous chemical that causes addiction. Tar is a black, sticky substance that is the main cause of throat and lung cancer. Carbon monoxide is a poisonous gas that reduces the amount of oxygen available to organs in the body.

• heart – stroke, reduced oxygen, heart disease, high blood pressure, blood clots • stomach – ulcers

• skin – dryness, wrinkles, yellowing

• mouth – cancer, stained teeth, gum problems, bad breath

. te

Additional activities

m . u

w ww

1. –2. Answers will vary 3. (a) true (b) true (c) false (d) true (e) false (f) true 4. – 5. Answers will vary

o c . che e r o t r s super

• Write a letter to a smoker (real or imaginary) to tell him/her about the health risks and why you would like him/her to quit. • Design a logo, sticker or poster that discourages smoking.

Health curriculum links

Primary health and values

Nat.

2.9

CHL2

NSW

PHS1.12, DMS1.2

Vic.

HPIP0202

Qld

PHIC2.3

2.6

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

Smoking 1 Tick the boxes to finish the sentence.

Other people’s cigarette smoke … makes me feel a bit sick.

makes my clothes smell.

smells horrible.

is bad for me to breathe.

gets in my face.

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

Suggest three things you can do if someone is smoking near you.

ew i ev Pr

Teac he r

gives me a headache.

3 True or false?

(a) Smoking is bad for you.

(b) Cigarettes cost a lot of money.

(e) People who smoke are cool.

(f) There are poisons in cigarettes.

w ww

4 Draw pictures of four places you know are smoke-free.

. te

m . u

o c . che e r o t r s super

5 Write words to describe what you think of smoking.

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

Primary health and values

Teachers notes

What would you do?

Indicator • Makes personal choices to solve situations.

Background information Many factors will influence choices and decisions students may make. It is important for them to consider situations where they need to make choices and justify their decisions.

The lesson Discussion points: • Do you find it difficult or easy to make decisions and choices about what to do? • How do you know if you have made the right choice? What to do:

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

Teac he r

ew i ev Pr

• Discuss how we all have to make choices and decisions and be able to explain why. Present students with the situations shown and have them choose what they would do in each. Discuss different decisions as students volunteer their choices. Answers Answers will vary

Additional activities

• Students can role-play the situations presented in small groups. • Students can create their own ‘What would you do?’ situations and swap them in groups.

w ww

. te

m . u

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.14

SMS2

NSW

V4, DMS1.2, PSS1.5, PHS1.12

Vic.

HPSR0202

Qld

PHIC1.2

2.3

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

What would you do? What would you do?

Write your choice and draw a picture for each. Your friends want you to join them at a park where you are not allowed to play.

but you really feel like pizza.

(c)

(e)

w ww

(d)

You are not very good at the sport you play and you are thinking of quitting.

. te

You can’t fall asleep at night because your little brother keeps you awake.

m . u

(b)

ew i ev Pr

r o e t s Bo r e p ok u Sto buy a salad from the canteen/tuckshop You have money

Teac he r

(a)

o c . che e r o t r s super

An older cousin offers you a puff on a cigarette.

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

Primary health and values

Teachers notes

Feeling good

Indicators • Discusses and identifies what makes a person healthy. • Uses words to complete statements about the positive effects of exercise. • Records physical activity for one week and evaluates how he/she feels.

The lesson Discussion points:

Most of us know about exercise and we’ve all heard rumours that exercise is good for you—but exactly why is it so important? Exercise is important because it works to keep our mind and body healthy. Without exercise, we would look and feel awful.

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

Exercise is the best way to make us feel happy, manage our feelings and emotions, reduce our stress levels, improve our health, develop our bones and muscles, practise new skills and establish and build positive relationships and selfesteem.

ew i ev Pr

• What makes a healthy person? • What is exercise? • What are the benefits of exercising? • How can someone exercise? • How does being healthy make you feel? What to do: • Draw an outline of a person on a large sheet of butcher’s paper. Above it, write ‘What makes a healthy person?’. Discuss the question and record students’ responses in and around the body. Students need to think about positive feelings, high self-esteem, cooperating with others, having friends, caring for physical health, looking fit and healthy, practising skills, learning new skills, promoting wellbeing, having fun, releasing negative energy, strengthening bones and muscles, keeping the heart healthy, increasing oxygen intake etc. • Discuss the second and third points from the Discussion points. Students can discuss these in small groups and report their thoughts back to the whole class. Each group may have different responses; encourage discussion between the groups to clarify these. • Students can complete Question 1 on the worksheet using the words in the boxes to complete the statements. • Discuss the fourth point above. With the class, develop a list of ways to exercise. Remember, not all exercise has to be done in a team or organised environment—be creative! • Students can then keep an exercise diary for one week. Or, if possible, students can fill in the diary after considering the exercise they have done over the past week. • Once the diary has been completed, discuss the final point in the discussion points. Write ‘Being healthy makes me feel …’ and ask students to complete the sentence. Record the words and phrases on the board. Each student can then complete Question 3 on his/her worksheet by colouring the appropriate face. • The final question on the worksheet is a summary of everything the students have learned about being healthy. Students need to word this statement carefully in order to get as much information as possible in the sentence. Answers 1. (a) fit (b) helps (c) stressed (d) fun (e) energy 2. – 4. Answers will vary

Teac he r

Background information

Exercise makes us feel good because when we exercise, our body releases ‘feel good’ chemicals called ‘endorphins’. The brain loves to receive the extra oxygen that exercising creates and it busies the mind, so we can’t think of other things that may be bothering us.

m . u

w ww

. te

Not everyone likes or wants to participate in organised sport. Some alternatives to organised sport are dancing, skipping rope, riding, cleaning the house, flying a kite, jogging, skating, throwing a frisbee, weeding, walking the dog, yoga, gardening etc. It is important to find an activity that you find enjoyable or challenging so you feel motivated to continue on a regular basis.

o c . che e r o t r s super

Children should participate in physical activity at least two or three times a week for 20 to 30 minutes at a time.

Health curriculum links Nat.

2.9

Additional activities

CHL2, SMS2

• Incorporate a 15-minute fitness lesson into each school day. • Discuss how exercise can vary between the seasons. Make a class book called ‘Exercise I do in (season) …’. • Talk about the importance of regular physical activity. It is something that must be incorporated into our daily lives. Work out with students where they can fit exercise into their days.

NSW

V5, ALS1.6, PHS1.12, COS1.1

Vic.

HPMP0202

Qld

PHIC2.1

2.2

Primary health and values

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

Feeling good Use these words to finish the sentences. (a) Exercise makes you feel

fit

, strong and healthy.

stressed you to feel relaxed.

(b) Exercise (c) You feel less

if you exercise regularly.

r o e t s Bo r e p to do othero things. (e) Exercise gives you more u k S Complete an exercise diary for one week. (d) It is

Day

What I did

Monday

Tuesday

fun helps

ew i ev Pr

Teac he r

to exercise on your own or in a group.

energy

Wednesday

Friday

w ww

m . u

Saturday Sunday

. te

o c . c e r (a) how you feel whenh you eexercise. o t r s super Colour the face to show …

(b) how you feel when you do not exercise. Write a sentence which explains why it is important to exercise.

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

Primary health and values

Teachers notes

Teamwork

Indicators • Understands that teamwork is a basic life skill which helps him/her to work successfully in groups and interact with others. • Identifies the purposes of rules that help groups work together.

The lesson Discussion points:

Teamwork is a basic life skill which helps us to work successfully in groups and interact with others. It is a skill which involves cooperation and fairness. A cooperative person: • encourages others • listens carefully to others without interrupting • makes others feel important • shares • demonstrates fairness • takes turns • includes everyone in the group • compromises to solve conflict • does his/her share of the load • shows appreciation toward others.

ew i ev Pr

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

• What does it mean to ‘cooperate’? • What does ‘teamwork’ mean to you? • How do you work in a team? • Is there anything special you need to do to work in a team? • What does it mean to be ‘fair’? • How can rules help teamwork? What to do: • Write the word ‘cooperate’ on the board. Discuss what it means. Record students’ responses. Students can role-play to show examples of cooperation and examples of people not cooperating. Discuss and compare how students feel and act in the two situations. • Discuss the second bullet point as a class. Record students’ responses. • In small groups, discuss the third and fourth Discussion points. Students are required to evaluate themselves as team players and consider the best approach to working in a team. • Direct each student to record his/her answers to Question 1 on the worksheet, using the information obtained from the discussions to help. • Ask students to discuss in small groups ‘What does it mean to be fair?’. Develop a list of characteristics a ‘fair’ person would have. • Students can then complete Question 2 on the worksheet using knowledge gained from the discussion. • In small groups, students can develop a set of rules they consider to be important when working in a group to ensure teamwork happens. Record these for Question 3. • Talk about the final discussion point to conclude the lesson. Answers Answers will vary

Teac he r

Background information

Fairness or unfairness in a group situation can have a positive or negative effect on the relationships within the group. A fair person tries to: • treat others the way he/she would like to be treated • take turns • be honest and open • follow the rules set by the group • think about how his/her actions will affect others • listen to people with an open mind • take responsibility for his/her actions • treat each person as an equal.

w ww

. te

Additional activities

o c . che e r o t r s super

• Read stories which focus on teamwork, cooperation and being fair. • Students can make and display posters which list the key features of teamwork, cooperation and being fair. • Write stories, poems and/or songs about the topic. • Provide students with opportunities to work in groups and practise the skills associated with teamwork, cooperation and being fair. • Keep a diary for one week and list all the things that require cooperation at home, at school and everywhere else. Each student rates himself/herself on how cooperative he/she has been.

m . u

Primary health and values

Health curriculum links Nat.

2.14

IS2

NSW

V4, INS1.3, IRS1.11

Vic.

HPSR0202

Qld

EPD2.2, EPDD2.5

2.5

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

Teamwork Brainstorm words to describe ‘teamwork’.

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

Why is being ‘fair’ important to you?

ew i ev Pr

Teac he r

TEAMWORK

w ww

. te

m . u

Write a set of rules which could be used when working in a group.

o c . che e r o t r s super

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

Primary health and values

Teachers notes

Where I belong

Indicators • Identifies that he/she belongs to different groups. • Defines the feelings associated with belonging to a group.

The lesson Discussion points: • • • • •

What types of groups are there? Why do we join groups? What are the benefits of belonging to a group? How does being in a group make you feel? How can you make others in your group feel important?

No matter how old or young we are, everyone belongs to a group. The first group we belong to is our family. There are many other groups that we will belong to as we get older. Most groups have two or more members and usually a leader. There are rules in each group that the different members follow.

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

• Talk about why we join groups (to belong, common interests, to learn new skills, because our friends do, because Mum and Dad said we had to etc.). • Discuss and list the benefits of belonging to a group. Ensure students are made aware of the skills they may develop from participating in a group. (See Background information.)

Participating in groups provides us with a sense of belonging, develops good self-esteem, develops friendships and provides opportunities to learn how to relate to others in a variety of contexts.

ew i ev Pr

What to do: • Brainstorm with the class different types of groups. Record all responses. Remember to include family and friends in the groups. Make a tally of how many students in the class belong to each group.

Teac he r

Background information

Skills that can be developed through collaborative learning/play include: • communicating • negotiating • cooperating • working towards a common goal • problem-solving • allocating tasks • risk taking • creative thinking • speaking and listening • taking responsibility • being assertive • decision making • reliability • trustworthiness

• Discuss the fourth discussion point with the class. Draw a life-size outline of a person and fill it with words that describe how being in a group makes you feel. Each student can then select the words relevant to him/her to complete Question 3.

w ww

• Students think about particular groups they would like to become involved in. It may be those which have been mentioned in earlier discussion or it may be a group no-one else has thought of. Students use one of their choices to answer Question 4. • Conclude the lesson with a general discussion on how students can make others in their group feel important. Suggestions could include words, gestures, encouragement, spending time with a person etc. Answers Answers will vary

. te

Additional activities

o c . che e r o t r s super

• Students can survey students in other classes to discover what groups they belong to. An information poster can be created and displayed around the school grounds to promote extracurricular activities. • Each student can make an outline of his/her own body and fill it with words to describe how he/she feels being part of a group. Display the bodies around the classroom. The positive words are a great self-esteem booster for students who have a ‘blue’ day every now and then. • Students could invent their own group and develop a list of rules and discuss what the group does, when and where it will meet, if members will wear a uniform, if any secret codes are required etc.

m . u

• Students complete Questions 1 and 2.

Primary health and values

Health curriculum links Nat.

2.13

IS2

NSW

V1, V3, INS1.3, GDS1.9, IRS1.11

Vic.

HPSR0202

Qld

EPD2.2

2.5

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

Where I belong

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

Write a list of all the groups you belong to.

ew i ev Pr

Teac he r

Draw pictures of some of the activities you do with the groups you belong to.

Write a list of words to describe how being in a group makes you feel.

w ww

. te

m . u

o c . che e r o t r s super

If you could join a new group, what would it be? Why?

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

Primary health and values

Teachers notes

I’m great!

Indicators • Describes his/her own favourite features. • Interviews family and friends to gather positive words to describe him/her. • Writes a poem to describe himself/herself. The lesson Discussion points:

Students have the right to be valued for their individuality, including their race, gender and culture and physical and intellectual differences. We live in a multicultural society. We all look different and we all 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.

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

Self-esteem can be encouraged in the classroom through drama games, praise and encouraging empathy among students. Students may talk to themselves in a positive manner, have positive friends, set small goals and aim to reach them, show positive body language (such as standing up straight without arms folded in front) or help others.

ew i ev Pr

Teac he r

• Name something about yourself you think makes you special. • What do your parents do to make you feel special? • What do your friends do to make you feel special? • How do you feel when people say nice things about you? • How do you feel when you say nice things to someone else? • Why do you think it is so important to feel good about yourself? What to do: • Sit students in a circle. Explain that the class is going to play a game that is a very personal game, so everyone needs to be polite to each other. Begin the game by saying ‘My name is (your name) and I am special because (something special about you)’. The student to your right then makes his/her statement. Continue around the circle until all students have had a turn. Some students may have difficulty stating why they are special. Other students can offer suggestions. Continue around the circle as many times as you like. It will become more and more difficult for students to think of different things that make them special. • Read the poem in Question 1. Explain to the students they will be writing a similar poem about themselves. Talk about the words used in the poem. They are all describing words (adjectives) and they are all positive, encouraging words. • Students then complete Question 2. After the introductory activity, students should find this task easy, as they have already thought about these things in depth. • Discuss points two to five with the students, then direct them to record their answers for Question 3. Some students may have to interview their parents and friends, while others will be able to record answers without conference. • Question 4 requires students to refer to the words they have used previously to describe themselves to write a poem following the format in Question 1. • Conclude the lesson by discussing the final point in the Discussion points. Answers Answers will vary

Background information

Additional activities

o c . che e r o t r s super

• Students can have a ‘letterbox’ each, where they are able to receive any positive comments written by other students or the teacher in the class. Keep a check on the letterboxes to ensure all students receive at least one note on a regular basis. A great way to let each student know that you think he/she is great! • Students can individually consider aspects of themselves that could be improved upon. • Make a silhouette of each student’s head. Display his/her ‘Me, Me, Me’ poem on the silhouette and display in the classroom.

m . u

w ww

. te

It is important that the students are aware of the need to: • Say positive things to themselves. • Think positive things about themselves. • Learn to accept that someone may look better than them, is thinner or has nicer hair today. They should not compare themselves with others. Developing self-esteem is a longterm process. Always aim to encourage and give praise when it is due.

Primary health and values

Health curriculum links Nat.

2.9

CHL2

NSW

V1, GDS1.9

Vic.

HPSR0201

Qld

EPD2.1

2.3

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

I’m great! Read the poem below. Me, Me, Me Bright, bubbly, happy me

(about your personality)

Friendly, thoughtful, helpful me Swimming, riding, dancing me Clever, artistic, talented me

(how you are towards others) (things you like to do)

ew i ev Pr

Teac he r

Me, Me,r Me o e t s Bo r e p o u klike about yourself. Write words under each heading to describe the things you S Appearance Personality Things I can do (something interesting about you)

w ww

m . u

Write words other people use to describe you in the box below.

. t epoem, using some of the words from above.co Write your own . c e her Me, Me, Me r o t s super ,

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

Primary health and values

Teachers notes

Decisions, decisions, decisions!

Indicators • Demonstrates the ability to make a decision. • Identifies that there are consequences involved in making a decision.

The lesson Discussion points: What is a ‘decision’? What are some of the decisions you have made today? Are all decisions easy to make? Is there anyone who makes decisions for you? What types of decisions does he/she make? • Do you ever wish you could make all of your own decisions? • What is a ‘consequence’? • What are some of the consequences that have followed decisions you have made in the past? What to do: • Write the word ‘decision’ on the board. Ask students to share what they think it means. Record responses. • Discuss the second and third points in the Discussion points with the class. As students offer decisions they have made today, classify them into ‘easy decisions’ or ‘difficult decisions’. • Discuss the fourth point as an introduction to Question 1, which students complete independently. • Discuss the fifth point. Some students may want to make all of their own decisions, others will shy away from the idea, and some will prefer a happy medium. At this point, it is a good idea to introduce the idea that there are consequences related to our decisions. • Students complete Question 2. These are examples of simple decisions, with little or no consequences except to our health (if the unhealthy choice was made on a regular basis). • Discuss the final two discussion points above with the class. It is important that students realise their decisions can have positive or negative effects on themselves or others. • Direct students to study the two pictures in Question 3. Discuss what is happening in the pictures, but do not lead the discussion towards making a decision—the students must come up with this on their own. Each student can then think about what could be done and draw himself/herself in each picture. • In small groups, students can discuss their choices and the possible consequences related to those choices. Answers Answers will vary

Decisions are made every day. Everybody makes decisions. Some are small, while others are very important. You probably do not realise just how many decisions you make in one day. Sometimes it can be hard deciding what to do.

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

Having choices and making decisions can have consequences, both positive and negative. Experts believe it is important that children are given choices so they can learn this. If children always have their decisions made for them, they may not learn how to cope with the negative consequences of their choices later in life.

ew i ev Pr

Teac he r

• • • •

Background information

Some decisions are easy and have little consequence, like choosing which breakfast cereal to eat in the morning. There can also be more difficult decisions to make. These kinds of decisions need a plan:

• What are the consequences of my choices? • Do I need more information? • Can I talk with someone I trust and respect about the problem?

m . u

w ww

. te

• What is the problem?

• My choice is …

o c . che e r o t r s super

Health curriculum links

Additional activities • Read stories where characters are involved in making decisions. Discuss students’ thoughts on the decisions made and the possible consequences. • Students role-play various scenarios in which someone is involved in making a decision. Repeat the role-play, making the opposite decision and compare the outcomes. • Provide opportunities in the classroom to allow students to practise making decisions in a safe and supportive environment.

Primary health and values

Nat.

2.14

SMS2

NSW

V4, DMS1.2, PSS1.5, PHS1.12

Vic.

HPSR0202

Qld

EPD D2.5

2.3

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

Decisions, decisions, decisions! Use ticks to complete the table below. Show who makes each of the decisions. Decision

Parent

Friend

Teacher

Other

Who my friends are What I wear to school What I eat for lunch

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

What books I read

Who I sit next to in class

Who I play with at school

If you could make these decisions, what would you choose? (a) What would you choose for lunch? healthy sandwich .................

hamburger and chips .........

ew i ev Pr

Teac he r

What games I play at lunchtime

© R. I . C.P ubl i cat i ons watching TV.......................... (c) What would you go on ar weeknight? •time f or r e vi etowbedp u posesonl y• (b) How would you spend your time? playing games outside .......

8.30 p.m. ...............................

11.00 p.m. ............................

w ww

fruit ..........................................

ice-cream ..............................

Look at these pictures. Draw yourself in each picture.

. te

m . u

(d) If you had $2.00 to spend at the canteen/tuckshop, what would you buy?

o c . che e r o t r s super

Where would you swim?

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

Primary health and values

Where would you play?

Teachers notes

Strengths and weaknesses

Indicators • Investigates strengths and weaknesses. • Considers feelings when trying something new.

The lesson Discussion points:

Helping students to recognise and understand their strengths and weaknesses allows them to help themselves. Students need a clear understanding of what it is they should be improving. By setting goals and using small steps to reach them, students are able to experience small successes, motivating them to continue.

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

ew i ev Pr

Teac he r

• What are you good at? How do you know? • What does the word ‘improve’ mean? • How does it feel when you work really hard at something and do well in it? (For example, practising your four times table at home, then doing well in a test; or practising your handwriting and receiving a good comment from your teacher saying how much you have improved.) • Do you remember the first time you tried to swim, rode your bike, jumped high on a trampoline etc.? How did you feel? What to do:

Background information

• Students can work independently or in pairs. They will each need a red and green pencil and a pencil to draw with. Students look at each picture and decide if they are good at it or could improve. If students have not tried something before they can leave it white. • Students then choose four other things they do and draw them. These may include outside interests such as groups, sports or cooking etc. • Read the final questions to the class. Ask the class to think of lots of different feelings and write them on the board. Circle feelings such as ‘scared’, ‘worried’ etc. What other ways might you feel if you are going to try something new? (‘anxious’, ‘nervous’, ‘embarrassed’ etc.) Students complete Question 3. Ask students to share their responses to Question 3 (c) with the class. The teacher could also include the things he/she would like to try in the future. Answers

w ww

m . u

Answers will vary Additional activities

• Complete a ‘me’ box. Give each student a box, preferably in the shape of a cube. Students cover the box in coloured paper. They then look through magazines to find pictures of things about them and things they are good at. Students could also print out pictures from the Internet (with adult guidance). Students glue things onto each side of the box. Each student can present a short oral presentation showing the class his/her box and explaining each side of it. The boxes can then be hung with string from the ceiling. • Make a ‘target ladder’. In each rung of the ladder students write things they would like to improve on. When the student/teacher feels they have improved, the teacher signs the rung and the students can colour it. Ladders can be displayed on windows so that students (and parents) can be aware of what a student is trying to achieve each term.

. te

o c . che e r o t r s super

Primary health and values

Health curriculum links Nat.

2.9, 2.13

SMS 2

NSW

V1, V6, COS1.1, INS1.3

Vic.

HPSR0201

Qld

EPD2.1, EPD2.2

2.3

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

Strengths and weaknesses Everyone has things they do well and things they are not so good at.

Colour the things you are good at in red. Draw two more things you are good at and colour them red. Colour the things you could improve on in green. Draw two more things you could improve on and colour them green.

helping people

being a good friend

running

spelling

times tables

drying the dishes

catching a ball

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

telling jokes

ew i ev Pr

Teac he r

handwriting

saying ‘please’ and ‘thank you’

I’m good at …

I can improve on …

w ww

m . u

I’m good at …

. te

o c . cknow e Sometimes we don’t if we will be good at something until we try it. her r o stfor the first time? r u (a) How do you feel when yous are trying something pe

(b) How does it make you feel when you try something new and do well at it?

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

Primary health and values

Teachers notes

Bullying—what can I do?

Indicators • Identifies bullying situations. • Learns steps to take if involved in a bullying situation.

Background information Most definitions of bullying agree: • It is deliberately hurtful (physically or psychologically).

The lesson

• It is repeated often over time.

Discussion points: • When you are worried about something, how does it make you feel? • Have you ever been worried about being bullied by someone? • What could you do if you were worried about being bullied? • What might happen if you don’t do or say something about being bullied? What to do:

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

Bullying can be divided into three types: 1. physical – hitting, punching, tripping, spitting, kicking, pushing, scratching, damaging property or taking belongings

ew i ev Pr

• Students read each phrase in Question 1. They can work in pairs or small groups (with adult support if available) to decide if each action should or should not be done if they are being bullied. • Students colour either the circle or the square, depending on their decision. • Students complete Question 2 independently. Ask the class for volunteers to say who they would tell first. Answers may include a friend, teacher or family member. • Discuss Question 3 with the class. Ask for reasons why students may not tell a teacher if they are being bullied. These may include: – they are frightened what the person bullying might do to them; – they think the teacher won’t do anything about it; – they are embarrassed; or – they are scared the teacher will tell their parents etc. • Ask the class why it is important to tell the teacher the truth when reporting someone who is bullying. What could happen if you don’t tell the exact truth? • Finally, ask the students to colour yes or no depending on if they have been bullied and whether or not they have told a teacher. Ask for a show of hands to indicate how many people have been bullied but did not tell a teacher. Possibly organise time with the class to work on teacher/student relationships so that students feel comfortable telling a teacher. Also explain the steps of what may happen if they do tell. Answers

Teac he r

• It is difficult for the person being bullied to defend himself/ herself against it—he/she is weaker physically or psychologically.

2. verbal – name-calling, making offensive remarks, insulting someone 3. social – spreading rumours or nasty stories about someone, making fun of someone, excluding people from groups or ignoring ostracising, or alienating people.

. te

m . u

w ww

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.

o c . che e r o t r s super

Things the students should not do if they are being bullied include: • Deal with the problem themselves • Tease the person who is bullying or hit back • Not tell the true facts about the bullying • Cry and run away 2. – 5. Answers will vary

Additional activities

• Create a ‘worry box’ in the classroom. This can be a cardboard box that is covered in wrapping paper and has a slot at the front, just like a letterbox. Students can write notes and place them in the ‘worry box’. At the end of each day, the teacher can empty the worry box and, by the end of the week, address each worry in it. This may mean meeting with students for conferences etc. • Create some ‘bullying’ posters that can be placed around the room. List the things students should do if they are being bullied. Ask for students’ input to add to the responses on the worksheet.

Primary health and values

Health curriculum links Nat.

2.13, 2.14

IS2, CHL2

NSW

V1, V6, COS1.1, INS1.3, IRS1.11

Vic.

HPSR0202

Qld

EPD2.2, EPD2.4

2.3, 2.5

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

Bullying—what can I do? Read each phrase below. Colour the circle if it is something you should do if you are being bullied. Colour the square if it is something you should not do if you are being bullied. (a) Deal with the problem yourself. (b) Get help – don’t keep it a secret.

r o e t s Bo r (d) Stay around other people. e p ok u (e) Look strong and walk away. S (f) Avoid the bully. (g) Go to a safe place. (h) Stay calm. (i) Cry and run away.

ew i ev Pr

Teac he r

(l) Tell the person who is bullying that you don’t like it.

w ww

If you were being bullied, who could you tell?

m . u

Remember, no-one deserves to be bullied! No-one has the right to hurt anyone!

. te who is being bullied not tell a teacher? o Why might someone c . che e r o t r s s r u e p Why is it important to tell a teacher the truth?

(a) Have you ever been bullied by someone? (b) Did you tell a teacher? R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Friends

Indicators • Understands the importance of having friends. • Identifies similarities and differences between friends and considers what influences the selection of friends.

The lesson Discussion points:

Most people will probably belong to a number of friendship groups throughout their lives. Some people keep friends they make when they are young all through their lives. Some people have many friends while others only have a special few.

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

• Discuss the points above. Ask the class why they think we need to have friends. Listen to the responses. • Students complete Question 1 independently. • Ask the class what they think are the qualities of a good friend. Make a list on the board. These may include being caring, helpful, kind, friendly, fun etc. • In Question 2, students need to think about nice things they can do with or for their friends. They draw a picture and describe the action. Ask for volunteers to read their work to the class. Is it possible for the students to perform this action in the next week? Why/Why not? Discuss. • Students need to think of two friends they know well. Students complete the table (some sections may need to be left blank until students have contacted their friends from other schools). The students can choose to either draw or write about the appearance of their friends in the final row. After the table is complete, ask the class to indicate by a show of hands if their friends are very similar to them or quite different. Explain that often we choose friends who like to do similar things to us (or who look similar to us). Explain that it is also important to choose friends who have the ‘inner qualities’ we admire such as kindness, understanding and a good sense of humour. Answers

The research suggests that most school-aged children have between one and two best friends and a number of ‘non-best’ friends. Children at this age often choose friends who are similar to them in age, gender, academic achievement and hobbies or interests. Some children also choose friends who are the same race as they are. Friendships can provide important social skills and a sense of group belonging. We seek friendships for companionship, support and encouragement. Our friends also help to provide us with a sense of who we are and how we fit in.

ew i ev Pr

• What makes a good friend? • Do you have lots of friends or one special friend or both? • Do you have friends who do not go to the same school as you? How did you meet them? • Do your friends look similar to you? • Do your friends like the same things you like? What to do:

Teac he r

Background information

w ww

Answers will vary

. te

Additional activities

o c . che e r o t r s super

• In small groups, create a poster that describes the importance of having friends. • Write a narrative about a journey taken by three friends. The story must have a beginning, middle and end. It must also have an event that shows the importance of friendship. • Ask students to bring photographs of themselves and their friends. Display them for the class to view.

m . u

Primary health and values

Health curriculum links Nat.

2.2, 2.13

IS2

NSW

V2, COS1.1, INS1.3, IRS1.11, DMS1.2

Vic.

HPSR0201

Qld

EPD2.2, EPD2.4

2.3, 2.5

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

Friends Why do we need friends? Colour the boxes you agree with. to hurt us

to make us sad

to play with

to laugh with

to be unkind to

to care for us

to share things with

to help us learn new things

to be rude to

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

ew i ev Pr

Teac he r

Draw a picture showing you being a good friend. Describe what you are doing.

Complete the table about yourself and two of your friends.

Age

. te

Favourite food Hobbies

m . u

w ww

Favourite subject

o c . che e r o t r s super

Looks like (Write or draw)

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

Primary health and values

Teachers notes

Caring for others

Indicator • Considers ways to do caring things for families, friends, the school and the community.

The lesson Discussion points:

We can become caring people by doing caring things. By treating family and friends with kindness, we can create positive, healthy relationships. By thinking of and doing caring acts at school, we can help to promote a positive, caring atmosphere.

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

• Ask the students to think about what kinds of caring things they could do for the people in their family. These could include: – helping with chores; – playing/reading with younger siblings; or – making a card. • Ask the students to think about what kinds of caring things they could do for their friends. These could include: – helping them with something like homework or tidying their room; – asking them to play a game they like; or – making a card for them. • The students complete Question 1. • Ask the students to think about something they can say to a person in their family to let them know they care. The students write this for Question 2. • Discuss with the class if they have ever seen uncaring behaviour occurring in the school. Without mentioning names, allow the students to share some of their stories. What can they do to promote caring behaviour in the school? The students complete Question 3 by writing about and drawing something they can do to promote caring behaviour. This may include asking people to play with them who they don’t normally speak to, helping students/ teachers put away equipment etc. • Finally, independently or in small groups, ask the students to think about what they can do to show they care for the people in their community. This may be helping elderly neighbours in their gardens, walking a dog, putting away a neighbour’s bin after rubbish collection day etc. Students draw and write about their caring behaviour for the community on the back of the worksheet. • Finish the lesson by giving the class a challenge. Ask them to carry out at least one thing they have written about or drawn on their sheet by the end of the week. (Have a short meeting at the end of the week for students to share their caring behaviour with the class.) Answers

Be a caring person by: • Treating people with kindness and doing kind acts. • Helping people in need. • Being sensitive to other people’s feelings. • Considering how your actions will affect others.

ew i ev Pr

Teac he r

• Who cares for you? How do you know? • Have you showed or told anyone that you cared for them this week? What did you do or say? • Have you seen any uncaring acts in the playground? How did they make you feel? Did you do or could you have done anything about them? • Why is it important to show people and tell people that you care? What to do:

Background information

w ww

. te

o c . che e r o t r s super

Answers will vary

Additional activities • Ask students to make a card for the person in their family they wrote for in Question 2. They can write this statement in the card and add decoration. • Find out about any events occurring in the local community that involve helping people or improving the environment. Organise an excursion for the class to participate in. 56

m . u

Primary health and values

Health curriculum links Nat.

2.9, 2.13

IS2

NSW

V2, V6, COS1.1, INS1.3, IRS1.11

Vic.

HPSR0201

Qld

EPD2.2, EPD2.4

2.3, 2.5

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

Caring for others To have good, happy relationships with your family and friends, it is important to tell them and show them you care.

Choose one friend and one person from your family and write and draw something you can do to show each person you care. Name

Write

Draw

family member

ew i ev Pr

Teac he r

friend

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

Choose a different person from your family and think of something you can say to him/her to let him/her know you care. Write it below.

w ww

m . u

Family member:

Sometimes we see people at school acting in an uncaring way. Think of something you can do to help make your school environment more caring. Draw and write about it below.

. te

o c . che e r o t r s super

We can become caring people by doing caring things, even for people we don’t know. Think about something you can do to show you care for the people in your community. Write and draw about it on the back of this sheet. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Your feelings

Indicators • Identifies feelings. • Recognises situations that make him/her happy. • Learns ways to deal with anger.

The lesson Discussion points:

Body language such as facial features, stance and position can give us clues to 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. Students need to learn to show feelings in ways that are helpful to them and others and not in ways that are hurtful.

• Read each of the following statements to the class. Ask them to think about how they would be feeling in each situation. Write their responses on the board. – You got all of your spelling words correct. – You went to a new school. – You are left out of a game. – Your mum is sick. – You are going to a party on Saturday. – Someone pushes you over. • Read each of the feelings in Question 1 to the class. The students draw a face to match each feeling. (The teacher may need to draw some examples on the board first.) • Ask the class when they can remember being really happy. The students draw and write about a happy time. • Talk to the class about being angry. What can happen to your body when you are very angry? (Feel hot, get a red face etc.) The students complete the sentences in Question 3 by using the words in the box. They then think of what not to do when they are angry (such as hit, push, scream or cry etc.) • The students complete the last question about how they feel about school and home. Let them know they do not have to share their answers with the class. Answers

ew i ev Pr

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

• Do you have the same feelings all day? Why not? • Is it OK to have bad feelings? • What makes you angry? • What do you do when you feel angry? • Who do you share your feelings with? What to do:

Teac he r

Background information

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 and also to deal with becoming overexcited.

Unacceptable ways of expressing anger include hitting and pushing, sulking and crying excessively, or constantly looking for attention from a teacher or adult. Suggested steps for anger management include: • Stop and take a deep breath. • Think and choose the best way to act. • Stay calm and in control. • Talk about feelings.

w ww

. te

1. – 2. Answers will vary 3. (a) 10 (b) deep (c) walk (d) feelings 4. – 5. Answers will vary

m . u

o c . che e r o t r s super

Health curriculum links Additional activities • Students write and draw about a time when they felt: – confused; – disappointed; – proud; – guilty; – worried; or – nervous. • In groups, students make a poster of how you should react when you are angry. Students add drawings or pictures from magazines to their posters. 58

Primary health and values

Nat.

2.9

IS2

NSW

V1, V6, COS1.1, INS1.3, IRS1.11

Vic.

HPSR0201

Qld

EPD2.2

2.3

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

Your feelings Draw a face to match each feeling.

angry

excited

confused

miserable

scared

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

ew i ev Pr

Teac he r

When was the last time you felt really happy? Draw and write about it below.

It is OK to have bad feelings like anger. It is what you do when you are angry that can be a problem.

w ww

(b) take a

. te (d) talk about my (c)

breath.

feelings

away.

m . u

(a) count to

walk

o c . che e r o What should you not do when you are angry? t r s super .

deep

Colour a box to show how you feel at school and at home. (a) Most of the time, at school I feel …

happy

bored

sad

(b) Most of the time, at home I feel …

happy

bored

sad

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

Primary health and values

Teachers notes

Communication and cooperation

Indicator • Identifies effective ways of communicating and cooperating. The lesson Discussion points:

Appropriate communication skills and cooperative behaviour 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

• Ask the class to think about a recent group activity they have participated in. Ask the students if they think they were good ‘communicators’ during the activity. This means they listened to their group members, spoke when they had something to say, spoke clearly and got their point across to the other group members. • Talk to the class about being good listeners. What do they think ‘good listeners’ do? Students complete Question 1 (a) by colouring a face for each statement. • Students complete Question 1 (b) by thinking about if they are good at speaking and colouring a face for each statement. • Ask the class to give examples of what people do if they are good at cooperating. Depending on the general ability level of the class, it may help the students to write these suggestions on the board. • Students can work in small groups to think of ways they can show that they can cooperate. Ask students to share some of their responses with the class. • Finally, students mark the scale to show how well they think they are at cooperating. Answers

Listening is a vital skill 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 listening skills.

ew i ev Pr

Teac he r

• Who do you communicate with? • Do you think you are a good communicator? What does a ‘good communicator’ do? • Who has brothers and sisters? Who has argued with a brother or sister because they didn’t want to share something? Who resolved the argument? • What does the word ‘cooperation’ mean? • What does it mean to ‘cooperate’ with someone? Give an example. What to do:

Background information

Cooperative behaviour includes: • taking turns • sharing • inviting others to join in • showing appreciation • encouraging others.

w ww

m . u

Answers will vary

. te

Additional activities

o c . che e r o t r s super

• Ask the students to decide which of the three areas they need to improve the most: – listening – speaking – cooperating. • The students write a goal for themselves. For example, ‘I will practise speaking more slowly and not mumbling.’ After one week, ask each to reread his/her goal. Ask for volunteers to describe a time when they could practise their goal. • Ask students to bring in recycled materials. In groups of three, the students use some of the materials to create a sculpture. After completion, they create a story about the history of the object and present it and the object to the class. After the presentation, the students complete a team-evaluation form about the success of the group at cooperating and communicating with each other. The students can also comment on how well they thought they communicated and cooperated within the group. What can they do in the next group activity to improve their cooperation and communication skills? 60

Primary health and values

Health curriculum links Nat.

2.9, 2.13

IS2

NSW

V2, V3, INS1.3, PSS1.5, IRS1.11

Vic.

HPSR0201, HPSR0202

Qld

EPD2.2, EPD2.4

2.3, 2.5

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

Communication and cooperation Communication

(a) Being a good listener

Are you a good listener?

I look at the person speaking.

r o e t s B r I concentrate on what the speaker is saying. o e p ok u S to find out more. I ask questions

(b) Being a good speaker

ew i ev Pr

Teac he r

I listen without interrupting.

Are you a good speaker?

I look at the person I am speaking to.

m . u

Cooperation

w ww

(a) Think of ways you can show you are good at cooperating. Sharing

. te

Taking turns

I can

o c . cheI can e r o t r s super

Inviting others to join in I can

(b) Colour a box to show how well you think you cooperate with others.

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

Primary health and values

Teachers notes

Solving problems

Indicators • Reads and discusses problem-solving scenarios. • Identifies and evaluates problem-solving strategies.

The lesson Discussion points:

Teaching problem-solving strategies through discussion and role-playing will assist students in learning and developing skills for positive social behaviour and relationships.

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

• Teachers may read the scenarios on page 63 to younger students and discuss them. Older students may read and discuss them with a partner or in small groups. Students may work individually to find solutions to the problems. • After reading each scenario, students should be able to answer the following: – What was the problem? (Students may find a number of problems to solve in one scenario.) – What are the possible solutions? (The students should then decide on one.) – Is the solution just/fair? – Will everybody be happy with the solution? Answers 1. Answers will vary; possible answers for each scenario: (a) Daniel should tell a teacher. (b) Ask her mum if she would reconsider. If not, explain the situation to the friends and perhaps draw names out of a hat. (c) Taj could explain to his friends that he likes to spend time with Reece and would like to include him in their activities. (d) Jenni should tell a teacher.

Students encounter problems every day, whether individually or with other students. Students can follow these simple rules for solving a problem: • Try to solve problems so that everyone wins. • Let people know how you feel. • Listen to how other people feel. • Say sorry if you hurt someone’s feelings. • Be fair to everyone.

ew i ev Pr

Teac he r

• Can you remember a time when you had a problem you couldn’t solve by yourself? (Ask the class for volunteers to share their problems.) What did you do? How was it solved? • How do you know when you have a problem? How do you feel? • Who do you talk to when you have a problem? What to do:

Background information

w ww

. te

Additional activities

o c . che e r o t r s super

• Role-play each scenario on page 63. Once finished, ask the students to state how they are feeling. • Make a list of ‘good’ problems. For example, choosing between two fun activities to do or deciding how to spend a specific amount of pocket money. Students write a narrative about a time they had a ‘good’ problem. • Create an ‘award’ that can be given to someone who solves a difficult problem. Draw your design and use different materials to create it. The teacher can choose the most original or creative award and use it to award to the best ‘problem solver’ for the week.

m . u

Primary health and values

Health curriculum links Nat.

2.13, 2.14

IS2

NSW

V2, V6, COS1.1, PSS1.5

Vic.

HPSR0202

Qld

EPD2.2, EPD2.4

2.5

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

Solving problems Read each scenario below and discuss it with your group. Write a possible solution.

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

ew i ev Pr

Teac he r

Daniel leaves the oval to go inside for computer club. He walks past the Year 5 classroom and notices two boys in there with big felt-tip pens in their hands. No one is supposed to be inside during lunchtime without a teacher. What should Daniel do?

It is Shelley’s birthday. Her mum has said she can invite one friend over for a ‘sleep over’. Shelley has two best friends, Kayley and Gemma. She can’t decide who to invite. What should Shelley do?

. te

m . u

w ww

Reece asks Taj to play with him at lunchtime. Taj knows that if he plays with Reece, some of his other friends will make fun of him. Reece often sits by himself at lunchtime. What should Taj do?

o c . che e r o t r sin the toilets talking about Sophie, su er Jenni hears twop older girls the new girl at school. They are saying things about her family and that they are going to ‘get’ her after school. What should Jenni do?

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

Primary health and values

Teachers notes

Working out conflicts

Indicators • Understands the meaning of ‘conflict’. • Identifies a conflict situation. • Identifies actions and feelings by using ‘I’ statements.

The lesson Discussion points:

Conflict can occur in every school, workplace and home. In school, it is often the case that students faced with opposing viewpoints will go to a teacher to sort out the problem and make the final decision. Conflict resolution is a process that directs the responsibility of solving a conflict to the students. Students learn to express their points of view, voice their interests and find mutually acceptable solutions. Conflict resolution steps are to be used before conflicts reach a physical/violent stage. Students should be encouraged to use discussion to solve minor conflicts such as name-calling, taking property, rumours or teasing. To resolve a conflict situation, students should feel comfortable enough to express their feelings, listen to others without feeling threatened and negotiate a solution that suits both parties. The first priority is to establish a cooperative classroom and school environment where the rules, rights and responsibilities are clearly stated and where students feel able to say what they feel. Schools which have implemented the conflict resolution program are reporting that conflicts are being handled more quickly, physical fighting is declining and more caring behaviour is being noticed. ‘I’ statements ‘I’ statements are likely to be effective because they cannot be disputed . Students can begin sentences with ‘I feel ...’, or ‘I don’t like the way...’These cannot be argued with because it is how they are feeling! Also, by expressing how he/she is feeling, the student is not making judgements about the person he/she is disagreeing with (so the person needn’t become defensive!). Three points to remember when using ‘I’ statements are: – Begin the sentence with ‘I’. – State how you feel. – State the specific behaviour you don’t like.

• Have a discussion with the class about conflict. Ask them to volunteer definitions of the word ‘conflict’. Write these on the board. Depending on the ability of the class, ask the students to use these words and phrases to make their own definition or create a definition with the class. • Ask the students to think about the last time they had a conflict with someone (at school, at home or elsewhere). They can draw and write about the problem. Students then consider what they did to try to solve the problem (if anything) and whether it worked or not. • Ask two students to role-play the situation between Amy and Maddy. Ask the class why Maddy became upset. • Say statements to individual students such as ‘YOU always talk to yourself’, ‘YOU never catch the ball properly’, ‘YOU are always late for school!’, ‘YOU never brush your hair!’ Ask the students you spoke to how they felt. Most people will say that their first reaction is ‘NO I don’t!’ Discuss with the class that it is better to start statements with ‘I’ so people will listen to what you are saying rather than getting instantly cross. • Students complete the sentences in Question 3. Ask students to share their responses with the class. Answers Answers will vary

ew i ev Pr

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

What is a conflict? Who has conflicts? What do you think causes the most conflict between friends? What situations might cause conflict in your family? How do you feel when you argue with a friend or family member? How do you make up? What to do:

Teac he r

• • • • •

Background information

w ww

. te

Additional activities

o c . che e r o t r s super

• Think of different scenarios similar to Amy’s and Maddy’s. Ask the students to write ‘I’ statements to match them. • Challenge each student to try to say three ‘I’ statements by the end of the week. Hold a discussion at the end of the week to discuss how the people the students directed the ‘I’ statements to reacted. • Make a list of people students can turn to if they are involved in a conflict and wish to talk about it. Keep the list displayed in the classroom.

m . u

Health curriculum links Nat.

2.9, 2.13, 2.14

IS2, SMS2

NSW

V1, V2, ANS1.3, PSS1.5, IRS1.11

Vic.

HPSR0202

Qld

EPD2.2, EPD2.4, EPD D2.5

2.3, 2.5

Primary health and values

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

Working out conflicts What do you think a ‘conflict’ is?

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

(b) What did you do to try to solve the problem?

ew i ev Pr

Teac he r

(a) Draw a picture of a conflict situation you have been in. Describe the problem.

w ww

m . u

Read the conversation between Amy and Maddy.

. te

o c . c e Amy her r o Maddy t s sup er Finish the ‘I’ statement that Maddy could say about Amy. ‘When Amy I felt

because . So what I ’.

would like is R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Goal setting

Indicators • Contributes to generating a class goal. • Works to devise a strategy to achieve a class goal. • Evaluates the process followed to achieve a class goal.

The lesson Discussion points:

No matter how old we are, there are always certain things we want to do. Most people have goals and make plans to achieve them. When we have a goal, it gives us something to look forward to.

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

Successful people: • have a clear vision of what they want and where they wish to be in life • develop clear strategies that state how, when and what they need to do • experience passion for their goal(s). They are excited about them! • are honest with themselves about what they need to do and understand their strengths and weaknesses • are flexible • take risk(s), and move outside the area(s) in which they feel most comfortable • surround themselves with people who want them to be successful • put their goals into action and achieve them • prioritise their goals and actions that need to be done • manage their own mental, physical, emotional and spiritual selves.

ew i ev Pr

What is a ‘goal’? Do you ever set goals for yourself? Do you always achieve your goals? How do you feel when you achieve your goals? How do you feel when you don’t achieve your goals? • How did you feel working as part of a group to achieve a common goal? What to do: • Discuss the first four points from the Discussion points as a class or in small groups and report the information to the whole class. Careful discussion is required in this setting to ensure each student is open and honest about his/her goal setting abilities. • Direct students to look at the worksheet. Begin discussion with the class to brainstorm a class goal they could aim to achieve. Record students’ suggestions on the board, then vote on the goals to find the one most students would like to participate in. Record the goal in the space provided in Question 1. • Together, devise a step-by-step plan to achieve the goal. Set the tasks, who will complete the task, and when it would need to be completed in order for the next task to take place. Record these steps at Question 2 on the worksheet. • From the steps that need to be taken, students can then develop a list of resources they will need to complete the steps and achieve the goal. Record these for Question 3. • The purpose of Question 4 is to evaluate the process followed by the class and the relative success of achieving the goal. • Conclude the lesson by discussing the final point in the Discussion points. Answers Answers will vary

Teac he r

• • • •

Background information

w ww

. te

Additional activities

o c . che e r o t r s super

• Students should be given regular opportunities to set long-term and shortterm goals for themselves. Keep track of the level of success and the types of goals being set. Is each student trying to achieve at a level way beyond his/her capabilities or is the student stuck in his/her ‘comfort zone’? • Students could design and create a poster to inform others how to set a goal and the process to follow to achieve a goal. The information provided in the Background information, rewritten at the students’ level, could be helpful when making posters.

m . u

Primary health and values

Health curriculum links Nat.

2.13

SMS2

NSW

PHS1.12, DMS1.2

Vic.

HPSR0202

Qld

PHIC2.1

2.5

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

Goal setting Write a class goal.

Plan the steps to follow. Who

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

When

ew i ev Pr

Teac he r

What to do

w ww

m . u

. te

What will the class need?

o c . che e r o t r s super How did the class go? (a) Was the goal achieved? (b) Do you think anything could be improved? Explain. (c) Would you do anything differently? Explain. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Worries

Indicators • Identifies people who can help him/her to cope with worries. • Identifies activities that combat stress and aid relaxation. The lesson

Mental or emotional health is as important to maintain as physical health. Good mental health involves: • feeling good about yourself and your life • being able to cope with events that occur in your life • having good self-esteem or being confident • being able to respond constructively to stress in your life.

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

Ways of building positive mental health include doing things you are good at and enjoy.

ew i ev Pr

Teac he r

Discussion points: • What does it mean to ‘worry’? Do you ever worry about things? What do you worry about? • If you are worried about something, what can you do to help yourself stop worrying? • Who can you talk to if you are worried about something? How can that person help you to stop worrying? • How different is your day if you are feeling good about yourself compared to when you are feeling worried? • Do you think all problems can be solved? Discuss. What to do: • Ask the class to think about a time when they were worried about something. Who did they talk to? Students complete Question 1 by thinking of people they can talk to if they are worried. They may include friends, parents, siblings, grandparents, teachers, the school counsellor etc. Ask for volunteers to share their answers. • Ask for volunteers to tell the class about a time they were worried about something. Ask each student if he/she is still worried about the problem now. Why not? How was the problem solved? Students complete Question 2 by writing about a worry they have and how it might be solved. How could the problem be solved? Remind the class that their answers to Question 2 do not have to be shared with the class. • Question 3 contains a list of things that should and should not be done to help people to cope with their worries. Go through each one with the class or in small groups. Students decide if each one will help them to cope with their worries. If so, they colour it. • Finally, discuss with the class the importance of relaxation. The teacher can speak to the class about what he/she does to relax. This may include exercise (walking, yoga etc.), reading or working in the garden. Students need to think of what they do to relax and where they do these things. For some children, the only time they really relax is when they are asleep. Explain the importance of keeping a balance between relaxing and keeping physically fit. Watching TV and playing computer games may be considered relaxing but they are not physical activities. Answers 1. – 2. Answers will vary 3. exercising, staying on top of your school work, relaxing, exercising, joining a new club or group, finding a quiet place, having a tidy bedroom, getting enough sleep, talking about your worries 4. Answers will vary

Background information

It is essential that children know they don’t have to deal with worries and stress on their own. They should talk to someone they trust; someone who will listen, not judge them and try to understand what is being said. Friends are great to talk to but sometimes it is probably best to speak to a family member, especially an adult.

w ww

. te

Additional activities

o c . che e r o t r s super

• Teach the students how to relax. Take them to a carpeted room where they can lie down with their arms at their sides. Give the students the following set of instructions: – Close your eyes. Breathe deeply in and out, counting to 20. – Let your body go loose and floppy. – Choose a safe, warm place like a forest or a beach. – Breathe in. Make your feet tense. Count to 5. – Breathe out. Relax your feet. – Continue talking the students through working up the body to each set of muscles – calf muscles, thigh muscles etc. 68

m . u

Primary health and values

Health curriculum links Nat.

2.9

IS2, SMS2

NSW

V1, COS1.1, IRS1.11

Vic.

HPSR0201

Qld

EPD2.1

2.3

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

Worries It is not just adults who have worries. Children get worried about all sorts of things as well. When you are worried, talk to someone you can trust.

Who are some of the people you can talk to if you are worried? Write their names in the bubbles.

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

ew i ev Pr

Teac he r

(a) Describe a worry you might have.

(b) How can you solve your problem?

w ww exercising

staying on top of your school work

relaxing

m . u

Sometimes we become worried over small things. Colour the things that will help you to be less worried and stressed. getting cross with people in your family

. tea new thinking about o not eating joining c the problem. all club or group che properly e ther time o r st super

having a tidy bedroom

getting enough sleep

going to sleep late

finding a quiet place

talking about your worries

Making time to relax is very important. (a) Where do you go to relax? (b) What do you do to relax? R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

We are all different

Indicators • Identifies that people are all different. • Recognises that we live in a multicultural society.

The lesson Discussion points: Where were you born? Where were your parents/grandparents born? Do you speak any languages other than English at home? What kinds of foods do you mainly eat for dinner? What traditions do your family have? (For example, celebrations.) If your family is from a different country, have you ever gone to visit where your family is from? What was it like? What to do:

We live in a multicultural society. We all look different. We all live differently. Differences can enhance our relationships and enrich our society. Students need to be taught to recognise, appreciate and tolerate differences.

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

• Ask a student to read the story at the top of the page to the class. Ask the class what types of breads they eat at home (these may include white sliced bread, wholemeal bread, Turkish bread, flat bread etc.) Discuss their responses. • Look at each of the children in Question 1. Read the text in the speech bubbles. Discuss with the class what countries the children may be from. The students write their answers on the worksheet. (If possible, bring in different types of bread for the students to taste and discuss.) • Ask the class to ask other children, family friends etc. who they know eat different kinds of foods from them. The students write and draw about the food on the worksheet. Allocate a time for the children to share their responses with the class. Discuss what countries the foods are traditionally from. Answers 1. (a) naan bread – India (b) tortilla – Mexico or Spain (c) banana bread – Jamaica 2. Teacher check

For children to acquire self-esteem and have unprejudiced attitudes towards others, they need to think of people as individuals, not simply as members of groups with common physical characteristics, religious customs etc.

ew i ev Pr

Teac he r

• • • • • •

Background information

Students should be exposed to people, literature and images that are multicultural and which teach them about other faiths, ethnicities and lifestyles.

w ww

. te

Additional activities

m . u

o c . che e r o t r s super

• Hold a special ‘country’ day where the teacher chooses a country and the class dress in traditional outfits, learn songs and simple words from the country’s language and cook a traditional dish. • Ask the class about the kinds of events they celebrate (such as birthdays, Christmas, weddings etc.) and find out about other types of celebrations. For example, people from India who are Hindus celebrate Diwali; people from Sweden celebrate St Lucia Day in December; Jewish people celebrate Hanukkah in December etc.

Primary health and values

Health curriculum links Nat.

2.1, 2.15

IS2, SMS2

NSW

V1, V2, INS1.3, IRS1.11

Vic.

HPSR0201

Qld

EPD2.3, EPD2.4

2.3, 2.5

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

We are all different ‘This week we learnt about bread in school. Ms Taylor asked us to bring in the type of bread we eat at home. I was so surprised! I thought everybody ate the same type of bread I do. We all tried the different kinds of bread. Some were so tasty! Nanthini, Antonio and Jerome told us about their bread and how they eat it.’

r o e t s B r This iso naan bread. We heat it in the e p oven and o dip it into our food. Mostly u k we eat curries and rice for dinner. S

Read about the different kinds of bread. Where do you think the bread is traditionally eaten?

naan bread

Nanthini

(b) We wrap meats and vegetables in tortillas and eat them. We add lots of salsa and corn to our tortillas too.

ew i ev Pr

Teac he r

(a)

w ww

. te

banana bread

Jerome

m . u

(c)

o c . che e r o t r s super

Find someone from your class or your school (or somewhere else) who eats food that is traditional to the country their family is from. Write about and draw the food below.

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

Primary health and values

Teachers notes

Our environment

Indicator • Suggests ways to keep his/her environment clean.

The lesson Discussion points:

There are many things we can do to care for our environment and keep it clean and safe. Some suggestions include planting trees, riding or walking instead of using the car, keeping places litter free, recycling and saving water.

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

ew i ev Pr

Teac he r

• What is the environment? • What things make up your local environment? • What three environments do you spend the most time in? (home, school, community) • How can you keep your environment clean, safe and healthy? • Who keeps public areas clean and safe? What to do: • Ask students to imagine how they would feel if their house was filthy or their classroom had rubbish everywhere. Discuss how to keep places clean, healthy and safe. Ask students to think about places in their local environment that are unsafe or unclean. Make a list of different places in the community students might use and visit. Discuss things students can do to keep their environment clean, safe and healthy. Allow students time to draw pictures to show how to keep their home, school and local environments clean and then write a sentence to describe their ideas. • Read through the letter to the editor and discuss it with students. Ask students to consider the consequences of so much litter in the local park. Who will be affected? What could happen if people use the park? Who do you think could be responsible? Why is the writer so disgusted? Who do you think will clean up the area? Students then complete Questions 2 and 3 by giving their opinions and illustrating the difference between a safe and an unsafe area. Answers Answers will vary

Background information

m . u

w ww

Additional activities

• In small groups, ask students to develop a plan to keep the classroom safe and clean. Have them present their ideas to the class. Vote to adopt one idea per week for the whole class to be involved in. • Write a letter to the local newspaper, describing an area in your community that is well looked after, safe, clean and healthy.

. te

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

2.11

CHL2

NSW

V4, PHS1.12

Vic.

HPIP0201

Qld

PHIC2.5

2.6

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

Our environment Draw pictures to show how you can care for your environment. Write a sentence for each picture. At home

ew i ev Pr

Teac he r

At school

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

In the community

m . u

w ww

Read the letter below. Dear Editor

. te

I am upset by the mess in my local park. Cigarette butts, empty cans, broken glass and empty packets are everywhere. Who makes this mess? Who is going to clean it all up?

o c . che e r o t (a) Who do you think wouldr make such a mess in the s park? super Disgusted

(b) Who do you think will clean up the mess?

On a separate sheet of paper, draw a picture of a messy park and a clean park. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Conserving our resources

Indicator • Identifies ways to reduce environmental problems. The lesson

Conservation means preserving and managing areas of the natural environment to ensure they are not destroyed due to development. With increases in population, our natural resources are being strained. Fortunately, the attitude towards the environment today is different from that of previous generations. Many people have come to realise that one of our basic needs in life is a healthy environment. We are better informed and more aware, which makes us better equipped to create and manage a sustainable environment.

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

ew i ev Pr

Teac he r

Discussion points: • What do we mean when we say ‘conservation’? • What does it mean to ‘conserve’ something? • Do you think the environment is in ‘good shape’? Why/Why not? How do you know? • Can we help to improve the environment? • What things can we do at home, in school, to help the environment etc. What to do: • Ask the students why it is important to save water. • The students complete Question 1 by either drawing a picture or finishing the sentence in each box. • Go through each water-saving strategy. Ask the students if they do these already. Ask them to talk to their families about ways to save water at home. • Other ways to help care for the environment are recycling and cleaning up rubbish. Does the school recycle? Discuss ways of recycling with the class. What can they do at home to help recycle more rubbish? • Why do we need to recycle? Why can’t we just throw everything in the normal bin? Discuss the students’ responses. Where does the rubbish go? • Ask the class if they know what ‘decompose’ means. What type of rubbish does not ‘decompose’ quickly? • How can the students help to care for the environment of their local community? Find out if the local community has ‘clean-up’ days or treeplanting days. • After such discussions, the students complete Question 2. • Finally, make sure the students have access to coloured pencils. Ask the class to draw a picture of what they imagine their local area or street would look like if nobody cared for the environment. Answers 1. Fix dripping taps. Use a timer on your sprinkler. Mostly use the half-flush button when you use the toilet. 2. (a) Answers will vary (b) Possible answers: newspapers, plastic bottles, cardboard containers, aluminium cans, glass bottles etc. 3. Teacher check

Background information

We can choose to become involved in making changes to our lifestyles so the things we do decrease the detrimental impact on the environment. We can also undertake activities to improve the environment.

Additional activities

o c . che e r o t r s super

• Look at personal water consumption. Students keep a ‘water diary’ over a weekend. A chart can be created so the students can tally each time water is used at their home. For example, ‘toilet flushed’, ‘dishes washed’, ‘car washed’ etc. The information can be collated and a graph drawn to see where most of the water is being used. Students can think of ways each family can save water at home. For example, flushing toilet – 1/2 flush = 6 litres; full flush = 12 litres having a bath – 1/4 full = 50 litres; 1/2 full = 100 litres washing hands – 4 litres having a shower – 10 minutes = 200 litres using the washing machine – 1 load = 152 litres washing the dishes – 1 day = 57 litres brushing teeth – with tap running = 4 litres • Students can become ‘water inspectors’ at home, checking for leaking taps, reminding family members not to have long showers etc. 74

m . u

w ww

. te

For young people, getting involved with tree planting, cleaning up rubbish, recycling and fundraising for threatened species are just a few easy ways to learn how to care responsibly for the natural world.

Primary health and values

Health curriculum links Nat.

2.11

CHL2

NSW

V4, PSS1.5

Vic.

HPIP0201

Qld

EPD2.2, EPD2.4, EPDD2.5

2.6

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

Conserving our resources There are many ways we can care for our environment. One way is to save water!

Complete the boxes by either drawing or writing to show how we can save water.

ew i ev Pr

Teac he r

r o e t s Bo r e p o u Have shorter showers. Fix dripping k S

Use a bucket of water to wash your car . or bike, not a hose.

w ww

Mostly use the half-flush button when

Put a small amount of water in the sink when washing vegetables.

. te

m . u

Use a timer on your

you use the

o c . che e r o t r s super

(a) Write a sentence to describe how you can care for the environment by recycling.

(b) Draw three things that can be recycled.

On the back of this sheet, draw a picture of what you think your neighbourhood would look like if nobody cared for the environment. R.I.C. Publications – www.ricgroup.com.au

Primary health and values